Take Home Practice Packet - Week 2...An author may use a description text structure to write a non! ction text. In a text with a description structure, the author uses descriptive

Take Home Practice Packet - Week 2 Dear Families, The following packet is filled with a variety of 5th and 6th grade skill activities in a variety of subject areas. There are some activities in here that might feel quite easy, and there are also some activities that might prove to be a bit challenging. Just do the best you can, and work through as much of the packet as you are able. Remember that these activities are for practice and engagement and will not be graded. There are answer keys to worksheet questions in the back of the packet, but you will first want your child to check math problems with a calculator to practice their self-checking and correcting skills. In addition to these packets, please try to have your child spend some time journaling each day(1-2 pgs.). They can focus on describing their thoughts, feelings, and community experiences every day. If they want to write even more, they can try writing a short story and/or an informational essay. These writings could be shared with their class later. Warm Regards, Mr. Dow Mr. Hinzman Mr. Powers Mrs. Dunavin Ms. Finnell Ms. Graves Ms. Keller

WolverinesWolverines are the biggest

land-dwelling members of the weasel family. In the U.S., they can be found in the Rocky Mountains, in the North Cascades, and in Alaska. They prefer cold environments. Most people have never seen a live wolverine up close, with their own eyes.

Wolverines have long dark brown fur, razor-sharp claws, and jagged teeth. Many people think they resemble small bears. They have large eyes and can open their jaws extremely wide. Wolverines crawl around on four legs and can move quickly, being able to travel many miles (kilometers) in one night. Wolverines have a strong sense of smell, which helps them to be great hunters and scavengers. An average wolverine weighs between 24 and 40 pounds (11 and 18 kg), so they are large. Some people refer to them as “skunk-bears.”

Despite their humble size, wolverines are considered to be extremely aggressive, often taking down animals that are much larger than they are. Wolverines have been known to scare away bears that were going after the same food source. Wolverines are omnivores. Their diet includes berries, plants, porcupines, caribou, moose, squirrels, and rabbits. Wolverines hunt, but they will also eat carrion, or the corpses of other animals. They have even been known to dig into burrows to eat animals that are hibernating.

While they are known for being aggressive around humans and other animals, wolverines are also known for being very secretive. They like to stay hidden and keep to themselves. This may be a reason that so few people have ever laid eyes on a wolverine.

Wolverines play an important role in the mountain ecosystems where they live. In some habitats, wolverines are the top predators and help control the populations of other animals. In other ecosystems, wolverines are prey to larger animals, which makes them an important food source for some species.

Unfortunately, scientists think that there are fewer than 300 wolverines in the contiguous United States (the 48 states that touch one another). If wolverines were to disappear entirely, this could negatively affect the ecosystems that they are a part of.

Nonfiction Text

Description

© Evan-Moor Corp. • EMC 2425 • Reading Comprehension Fundamentals 17

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Wolverines

An author may use a description text structure to write a nonfi ction text. In a text with a description structure, the author uses descriptive details, examples, and reasons to support the main idea.

Visual information can demonstrate the descriptive details from the text.

Answer the items about the text you read.

1. What kinds of descriptive details does the text provide about wolverines?

2. What examples does the author provide to support the idea that wolverines are omnivores? Include an example from the text in your response.

3. What is the reason that wolverines have an important role in their ecosystems?

4. How does the visual information support the descriptive details from the text?

5. Write three descriptive words or phrases from the text that describe wolverines.

6. Do you think that the nickname “skunk-bear” is appropriate to describe wolverines? Explain why or why not.

Nonfiction

Description

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Reading Comprehension Fundamentals • EMC 2425 • © Evan-Moor Corp.18

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Answer the questions.

1. Why would an author choose to include descriptive details in nonfi ction text?

2. How do examples, reasons, and visual information help to provide more details about a topic?

Read the paragraph. Then answer the items.

Trifl e is a classic layered English dessert. It is sweet, spongy, creamy, and tart all at the same time. Trifl es are always beautiful and elegant in appearance. There are different ways to make trifl e, and you can choose the ingredients that you want to use to make it, so you could actually make a rather nutritious trifl e, if you wanted to. However, there are some standard requirements for an authentic trifl e. It must contain custard, cake, fruit, and cream. Often, jelly or gelatin is also in a trifl e. If you want to try a new dessert, try a colorful, fresh, luscious trifl e!

3. Write three descriptive words or phrases from the text.

4. What is the main idea of the text?

5. Explain how you could make a trifl e as nutritious as possible.

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A text with a cause-and-effect structure states the reason that something happens. When a cause happens, it leads to an effect. You can analyze the details in a text to determine causes and effects.

An event can cause multiple effects. Similarly, an effect may have multiple causes.

Read the paragraph. Then answer the questions.

For millions of years, magma had been bubbling beneath the ground at Yellowstone National Park. The magma’s heat rose through underwater vents, or openings, making the groundwater hot and making it bubble up through cracks in Earth’s surface. This is how the Morning Glory Pool was formed. It is a gorgeous hot spring in Yellowstone, named after the morning glory fl ower because of its soft blue color. Special bacteria that can thrive only in hot water live in this pool, giving it this unique color. Unfortunately, visitors have been throwing coins and trash intothe pool for decades, slowly destroying its beauty. The debris in the pool has caused the underwater cracks and heat vents to become blocked. As a result, the water temperature has fallen, allowing other types of bacteria to grow and causing the pool’s blue portions to shrink. Now, only the center of the pool (where it is hottest) is blue. The rest of the pool is orange, yellow, and green.

1. How did magma cause the Morning Glory Pool to form its appearance?

2. How did bacteria lead to the Morning Glory Pool’s getting its name?

3. How have people caused the change in appearance of the Morning Glory Pool?

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Cause and Effect


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Long Division1 Digit Into 3 Digit Numbers - No Remainders

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Copyright ©2020 WorksheetWorks.com

( 1 ) 5 2 7 5 ( 2 ) 3 1 7 4 ( 3 ) 7 3 7 8 ( 4 ) 4 2 9 6 ( 5 ) 9 4 2 3

( 6 ) 2 1 2 6 ( 7 ) 8 7 9 2 ( 8 ) 6 5 8 2 ( 9 ) 2 1 3 2 (10) 4 2 7 6

(11) 6 3 9 6 (12) 9 5 5 8 (13) 3 2 7 9 (14) 7 6 3 7 (15) 5 1 3 5

(16) 8 5 2 8 (17) 4 2 9 2 (18) 9 7 3 8 (19) 5 1 5 5 (20) 8 6 2 4

(21) 2 1 3 6 (22) 3 1 8 9 (23) 6 5 4 6 (24) 7 1 1 9 (25) 8 4 2 4

(26) 5 3 5 5 (27) 3 2 9 4 (28) 7 3 7 1 (29) 9 4 7 7 (30) 2 1 1 2

Long Division2 Digit Into 3 Digit Numbers - With Remainders

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( 1 ) 1 1 5 7 6 ( 2 ) 4 1 5 1 7 ( 3 ) 1 2 1 9 4 ( 4 ) 4 3 5 6 6

( 5 ) 2 3 9 6 8 ( 6 ) 3 3 5 4 5 ( 7 ) 2 2 3 8 7 ( 8 ) 4 2 7 3 0

( 9 ) 3 2 7 0 1 (10) 1 3 4 5 1 (11) 2 1 7 9 6 (12) 3 1 8 7 7

(13) 1 2 8 8 1 (14) 4 2 4 6 9 (15) 4 1 8 7 0 (16) 2 2 4 1 3

(17) 3 1 7 2 5 (18) 3 3 8 8 4 (19) 1 3 4 1 8 (20) 4 3 5 5 6

Part IIFor each fraction, identify the greatest common factor (GCF) of the numerator anddenominator. Then reduce the fraction to its simplest form.

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EQUIVALENTFRACTIONS

Part IFor each fraction, fill in the appropriate equivalent fractions. The first one is an example.

1. 34 = 6

8 = 912

2. 89 = 16 = 36

3. 12 = 10 = 10

4. 715 = 45 = 35 5. 2

3 = 9 = 28 6. 35 = 15 = 50

1. 1216 GCF :

reduced fraction :

4698 GCF :

reduced fraction :

1620 GCF :

reduced fraction :

2. 3.

4. 36 GCF :

reduced fraction :

100140 GCF :

reduced fraction :

735 GCF :

reduced fraction :

5. 6.

7. 13 = 12 = 15 8. 2

7 = 14 = 22 9. 14 = 8 = 16

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Figurative Language:

Adding Music to our Language with AlliterationPart 1: Underline the alliteration in each set. If a set does not contain alliteration, write “no alliteration” on the line that follows.

1. Which of the waterslides at Wild Water West is your favorite? I like the red slide- I bet it twists and turns at least ten times! _______________________

2. Grandma gave Charlie a toy magazine and asked him to circle the toys he would like for his birth-day. Charlie circled a car, a puzzle, and some action figures. __________________________

3. When the bell rang on the last day of school, students streamed out of the building. They dashedand darted in every direction, eager to begin their summer vacation. _______________________

4. We were ready to spend a restful and relaxing day at the lake. __________________________

5. All of my relatives are pretty zany, but my cousin Kirk is the craziest of the entire Casper clan.__________________________

6. I always choose cherry and chocolate chunk ice cream, but Paisley prefers pink peppermint.

Part 2: Read the passage. Underline each instance of alliteration you find in the passage.

Emma didn’t know what to think when Pam had called her on the phone and asked her to stop by her house around 1:30. All of her friends had been acting a little strange lately, but Pam’s behavior was particularly puzzling. Pam kept whispering things to other kids when Emma was nearby. Needless to say, Emma was feeling a little hurt and rejected.

When she rang Pam’s doorbell, those feelings instantly disappeared. “Surprise!” Pam and ten other girls shouted. Emma walked into Pam’s house and saw a bouquet of blue balloons (Emma’s favorite color), cupcakes and cookies covered with creamy frosting, and a pile of presents.

“Wow! I had no idea!” said Emma. “But this explains your strange behavior lately!”

Part 3: Write your own sentences that contain alliteration.

1. Use your name. ________________________________________________________________

2. Use an animal. _________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

5. Challenge- choose two verbs that begin with the same letter. _____________________________

______________________________________________________________________________

Name __________________


Adding Music to our Language with PersonificationPart 1: Underline the personification in each set. If a set does not contain personification, write “none” on the line that follows.

1. Jim's tractor didn't appreciate being left out in the cold overnight. When Jim went to start it in themorning, it shivered several times before finally starting. ________________________

2. Maria couldn't take her eyes off the candle on the table. The flame danced in front of her, gracefully bending, turning, and reaching out to the music only it could hear. __________________

3. The plants drooped toward the ground, begging for water. When rain finally decided to make its appearance, the dry soil slurped up the moisture and the plants stretched back to life. ________________________

4. When the tornado sirens sounded, we rushed downstairs and took cover. ___________________

5. The quarterback releases the football. It slices and twists its way through the air, toward the end zone. The football starts its trip with incredible ambition and energy, but begins to tire. It desperately reaches its nose into the receiver’s hands. TOUCHDOWN! _____________________

Part 2: Read the passage. Underline each instance of personification you find in the passage.

Mollie's stomach was telling her she had not made a good decision when she chose to eat a third slice of cake. She simply couldn't resist the slice in front of her, though, as the mounds of thick sweet frosting just kept calling her name. She eventually caved to its calling, and now, 15 minutes later, her stomach was paying her back. As it gurgled its annoyance, Mollie decided it was time to find a bathroom. She found one just in time. As she walked out of the bathroom, Mollie vowed then and there that she would not do that to her stomach again!

Part 3: Write your own sentences that contain personification.

1. Use a food. ____________________________________________________________________

2. Use a school item. _______________________________________________________________

______________________________________________________________________________

3. Use something in your house. _____________________________________________________

_____________________________________________________________________________

4. _____________________________________________________________________________

5. _____________________________________________________________________________

Name __________________


Adding Music to our Language with HyperbolesPart 1: Underline the hyperbole in each set. If a set does not contain a hyperbole write “no hyperbole” on the line that follows.

1. My mouth is on fire! I need water! I can’t believe that I just ate that habanero pepper! ____________________

2. “My birthday is never going to get here! I think my grandma is going to get me the iPod I asked for, and I think I’m going to die if I have to wait another day!” John bragged to his friends. ____________________

3. “Do we really have to wait for Karen? It will take her ten years to decide what to wear, and another ten years to put on her makeup! ____________________

4. My mom is going to college so that she can earn a teaching degree. She is always studying. I can’t wait until she graduates. Then she will be able to spend more time with me. ____________________

5. I absolutely, positively hate beets. I wouldn’t eat one if my life depended on it! ____________________

6. The room was completely silent. No one uttered a word. ____________________

Part 2: Read the passage. Underline each hyperbole you find in the passage.

Jason knows everything about sports. Ask him any sports-related question, and he will know the correct answer. Also, he is an amazing baseball player. He holds several Little League pitching records. When he bats, he always hits the ball into the next town. Have you ever been in Jason’s bedroom? I bet he has about five hundred baseball trophies in there! I predict that someday he is going to be a pitcher in the Major Leagues!

Part 3: Write your own hyperboles.

1. She reads all the time! I bet she reads _________ books a week!(number)

2. __________ never stops _______________.(name) (verb that ends in –ing)

3. I could _________________ forever.(verb)

4. _____________________________________________________________________________

5. _____________________________________________________________________________

Name __________________


Adding Music to our Language with IdiomsPart 1: Match each underlined idiom in Column A to its figurative meaning in Column B.

COLUMN A COLUMN B

______ 1. Don’t let the cat out of the bag! A. starting over on a project

______ 2. He got off on the wrong foot with B. to have two choices, and his new teacher. neither option is pleasant

______ 3. That toy costs an arm and a leg! C. telling a lie

______ 4. She got up on the wrong side of the D. when a person says some-bed this morning. thing they now regret

______ 5. He has a skeleton in his closet. E. made a poor impression

______ 6. She is between a rock and a hard place. F. to tell a secret

______ 7. He is pulling my leg. G. to brag

______ 8. She put her foot in her mouth. H. to wake up in a bad mood

______ 9. He is back to square one. I. to be very expensive

______ 10. She toots her own horn. J. a past experience that a person doesn’t want others toknow about

Part 2: Read the short passage. Underline each idiom you find in the passage.

Chelsea has a heart of gold. She is always organizing events to raise money for people in need. For instance, right now she is trying to organize a bake sale at her church, and she is going to give the money she collects to the a nearby children’s hospital. She might have bit off more than she could chew, however. She vowed to make 12 dozen cookies and 6 dozen cupcakes! The bake sale is tomorrow, however. When I talked to her yesterday, she hadn’t even started baking! She will have to work against the clock to get all of her baking done by tomorrow morning!

Part 3: Write a short passage that might contain the following idiom: “We are all in the same boat.”

________________________________________________________________________________

________________________________________________________________________________

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Character Bio-Poem 1. Person’s/Character’s name 2. 3-4 character traits 3. Daughter or Son of …(use creative license if unknown) 4. Lover of…(3 things) 5. Who feels…(3 things) 6. Who has been…(3 places) 7. Who needs…(3 things) 8. Who fears…(3 things) 9. Who would someday like to…(3 things) 10. Resident of… 11. Character’s last name

Example –

Angela

Busy, shy, spacey, caring

Daughter of Donald Smith and Ruth Kvernplassen

Lover of horses, teaching, good movies

Who feels purposeful when teaching, contentment when inspiring a new horse lover, comfortable with what is known

Who has been on a drive up the Alcan with a horse, on a zip line in Costa Rica, on a road trip with mom

Who needs time with my horses, competition to inspire continual learning, my independence

Who fears being alone, change, public presentations

Who would someday like to travel to Europe, finish a masters degree in writing, write a book.

Resident of Fairbanks, Alaska

Graves

Answer Key

Wolverines

An author may use a description text structure to write a nonfiction text. In a text with a description structure, the author uses descriptive details, examples, and reasons to support the main idea.

Visual information can demonstrate the descriptive details from the text.


1. What kinds of descriptive details does the text provide about wolverines?

The text describes wolverines’ diet, appearance, habits, behavior, and population.

2. What examples does the author provide to support the idea that wolverines are omnivores? Include an example from the text in your response.

The text provides examples of meats and plantfoods that they eat, such as caribou and berries.

3. What is the reason that wolverines have an important role in their ecosystems?

The text states that wolverines help to lower other animals’ numbers and are a food source, too.

4. How does the visual information support the descriptive details from the text?

The photo shows that wolverines have jaggedteeth and that they look like small bears.

5. Write three descriptive words or phrases from the text that describe wolverines.

humble size aggressive omnivores 6. Do you think that the nickname “skunk-bear” is appropriate to describe wolverines?

Explain why or why not.

Answers will vary.

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Nonfiction

Description

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When an author writes a text with a description structure, the author uses descriptive details, examples, and reasons to support the main idea.


Each year, millions of wildebeests and thousands of zebras leave the Serengeti Plain. They trudge 300 miles (483 km) north to Maasai Mara National Reserve, where there is a wealth of grass. The wildebeest and zebra migration is spectacular to see. Clouds of dust arise from a stampede of bodies zooming forward in unison. From a distance, the migration looks like a carpet made of moving black, white, and brown fibers. The thunderous sound of powerful hooves galloping in harmony is overwhelming. No matter what happens, the herds never slow down or stop. The journey is tiring because the animals have to cross rivers with crocodiles, and at times they must outrun lions and cheetahs that target weak members of the herds. When the wildebeests and zebras reach their destination, they are tired, hot, thirsty, and hungry. They stand and graze together in lush green fields. The adults stay on the outside of the large group, keeping the young near the center for protection.

1. What details does the author provide to support the idea that the journey is challenging?

The animals are tired and hot when the journeyis over. They avoid predators on the journey.

2. Write two descriptive words or phrases from the text that describe the migration.

spectacular to seethunderous sound of powerful hooves

3. What is the reason that the animals do this migration? Use descriptive details from the text.

They want to find a wealth of lush green grass to graze on.

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Nonfiction

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Answer the items.

1. Explain what text features are and what they do in a text.

They are parts of a text that make certain words stand out. They help an author share a messagein few words.

2. Explain what visual information is.

It is an illustration, a photo, or an image that shows details about a text’s subject.

3. Write four kinds of text features or visual information.

bullet points diagrams

photos headings

Read the text. Then answer the item.

4. The brown recluse is an easily recognized spider, and that’s a good thing because it has a venomous bite that can be harmful to humans. Here are some tips that can help you identify a brown recluse:

• The color of a recluse is a sandy brown with a darker mark at the center.

• The shape of the recluse’s body is similar to that of a violin.

• The number of eyes of the recluse is six, which is unique to this spider.

• The size of a recluse is a half inch (1.3 cm) in width.

Explain how the text features and visual information help to emphasize important information within the text.

The picture shows what a recluse looks like. The bulleted list and bold words make the informationeasy to find and to quickly read.

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Nonfiction

Text Features and Visual Information

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The Effects of Landslides

Text features can help an author convey an important message in few words or help an author emphasize important parts of a text. These are some types of text features: a text’s title, headings, bold or italicized words, numbers in a list, and bullet points.

Visual information shows details about a text’s subject. Visual information is any kind of picture or image and includes the following: illustrations, photos, diagrams, graphs, maps, and captions.

Pay attention to text features and visual information as you read.


1. What does the title tell you about the text?

It tells that the focus of the text is landslides andhow they affect us and our environment.

2. What do the photographs from the text show you about landslides?

They show effects of landslides. They show theeffects that the text describes.

3. How could a flood caused by a landslide affect a car? Explain how you know.

The flood can cause the car to get stuck in the thick, wet mud. A photo shows this happening.

4. Why are there bullets in the list?

Each bullet indicates a different cause for a landslide. The bullets help you read quickly.

5. Explain how the diagram supports the details provided in the text.

The diagram shows the scarp, toe, and debris. It supports the text’s description of a landslide.

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Text features can be part of a text, a sign, a chart, and other informational sources. Text features tell more about the text or the topic and can help an author emphasize a particular part of the text. These are a few kinds of text features:

the title of the text numbers in a list and bullet points

bold words and headings pictures and captions

Read the text and answer the questions.

Keep Your Smile Bright!

Take good care of your teeth by following these steps:

1. Floss your teeth. You can use floss that’s like a long thread or a flosser pick. Move the dental floss between each tooth and on the far side of the last molars, too. Do all the top and bottom teeth. This gets rid of food that’s stuck where your toothbrush can’t reach.

2. Brush twice a day. Always brush after breakfast and before bedtime.

3. Use a soft-bristle toothbrush. Get a new one every 3 to 4 months.

4. Brush for 2 minutes. That’s about as long as it takes to count to 100. (Think “1-one thousand, 2-one thousand, 3-one thousand,” and so on.)

5. Rinse your mouth with mouthwash. Do not swallow it! Spit it out when you’re done.

1. How does the title relate to the subject of the text?

It suggests that you will have a bright smile if you keep your teeth clean because they’ll be whiter.

2. Why does the author make some sentences bold?

The author wants these sentences to stand out because they state important ideas.

3. What do the numbers in the text tell you?

They tell how many steps to follow.

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Answer the items.

1. Explain what a main idea is.

It’s what the text is mostly about or the mostimportant idea in a text.

2. Why is it important for an author to support the main idea with details and examples?

Details and examples help to explain the mainidea further so the reader understands it.

3. How does a text’s title confirm the main idea or relate to it?

The title tells what the text will focus on. It emphasizes or supports the main idea.


Chess is one of the oldest games in history, and playing it can be a great way to learn to practice patience. It is a board game played between two people. The players take turns moving their pieces, and players can take a number of minutes to think about which piece they want to move and how they want to move it. This means that chess is not usually a fast-paced game, although it is possible for a game to be played quickly. In addition to waiting on your opponent to make a move, you must be patient when it’s your turn. Chess is a game that you win with strategy and thoughtful management of your pieces. Each player has 16 pieces to manage, which can get complicated. You must keep all of your pieces in the game while eliminating your opponent’s. If you want to play a game that requires patience, try chess!

4. What is the text’s main idea?

The main idea is that playing chess can help you practice patience.

5. Write one detail the author provides in the text that supports the main idea.

You have to wait for a long time while youropponent takes his or her turn.

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Nonfiction

Main Idea and Details

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The Double Agent Who Helped America Win the Revolution

The main idea is the most important idea in a text. Supporting details give more information about the main idea.

It is important for you to be able to identify the main idea and supporting details in an informational text. Ask these questions as you read:

Does the title provide a clue about what the main idea is?

What details tell more about the main idea?

Does the author provide facts or examples that demonstrate the main idea?


1. Explain how the title confirms the text’s main idea.

The main idea is that James’s work as a doubleagent is one of the biggest reasons that Americawon the Revolution, and the title states this clearly.

2. Explain James’s role in the Revolution.

He gave America an advantage and helped America win by lying to the British and giving valuable information to the Americans.

3. Write two supporting details from the text.

James saw British maps and heard their plans and met secretly with Lafayette. James told the British false information that they believed.

4. Based on information in the text, explain what a double agent is.

This is a spy who works for two opposing sides.

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The main idea is the most important idea the author wants you to remember from a text. Supporting details give more information about the main idea. Each paragraph within a text has its own main idea.

It is important for you to be able to identify the main idea and supporting details in an informational text.

You are writing about beavers. You want to sort the facts into two paragraphs. Read each paragraph’s main idea. Then, read each supporting detail. Write an X next to each detail to show the paragraph in which it should be included.

Supporting Detail Main Idea for

Paragraph 1:Beavers are great builders.

Main Idea for Paragraph 2:The world’s largest beaver dam is in Wood Buffalo National Park in Alberta, Canada.

Nobody knew about the dam until 2010. XBeavers make dams out of trees and mud. XThe dam is deep in the wilderness. XBeavers chew thin trees until they fall down. XThey drag the logs to the stream or water. XIt was discovered on a satellite photo. XExperts say it took at least 20 years to build. XThey use mud to “glue” the logs together. XBeavers in a single family work together to build and maintain dams. X

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The main idea is the most important idea in a text. Supporting details give more information about the main idea. Supporting details can be examples, facts, reasons, or pictures. The text’s title can provide a clue about what the main idea is.

Read the paragraphs. Then answer the items.

Secret City

In 1963, a man digging in central Turkey made a surprising discovery. He uncovered part of an underground city known as Derinkuyu. Unlike many other underground cities, Derinkuyu was not buried by an earthquake or avalanche or overwhelmed by lava. Derinkuyu was deliberately built belowground. Archaeologists believe that the people who built the city intended for it to stay hidden. No one knows how or when Derinkuyu was built. A few archaeologists think that it may have been used by people during an ice age and was likely a place where people hid during war. The entrances to the city are hidden inside caves. Each entrance has a massive round stone door. Derinkuyu has 11 levels and could house 20,000 people. People kept animals and supplies there. Because the city has an underground river and access to fresh air, people could live there for months without going above ground.

1. Explain how the title confirms the text’s main idea.

The main idea is that people wanted Derinkuyuto stay hidden. The word “secret” supports this.

2. Write two details from the text that support the main idea.

The city was probably used to hide in wartime.The entrances are hidden inside caves.

3. Why does the author claim that the man’s discovery in 1963 was “surprising”?

It was surprising because nobody knows when exactly the city was built. It has been kept hidden.

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Page 7

Page 15

Page 8

Page 16

Page 10

Page 11 Page 12 Page 14

Page 18

These answers will vary. Examples are given.*


These answers will vary. Examples are given.*

Answer the items.

1. Write two comparison signal words.

similar both 2. Write two contrast signal words.

yet different 3. Explain how you can compare and contrast two things or ideas that you read about.

You can analyze the details to determine what isthe same and what is different.

4. Why do you think being able to compare and contrast is an important skill for you to have?

You may need to make a choice between two things, such as two products, and reading detailsabout them can help you make the best choice.


An ideal soup is a meal that has a lot of liquid, which you can drink rather than eat. A soup’s ingredients, such as vegetables, meats, grains, herbs, and other foods, are completely submerged in liquid as the soup cooks. While a stew can have the same ingredients as a soup, a stew is different because it is much thicker and has less liquid. A stew’s ingredients are not fully submerged in liquid. You need a bowl or a cup to eat a soup, but a stew is thick enough to eat on a flat plate over rice, noodles, or potatoes.

5. State whether this text is focused on comparison or contrast. Explain how you know.

It focuses on contrast. It states more differencesthan similarities.

6. Write one detail you read in the text that supports your answer to number 5.

A stew has less liquid and is thicker than soup.

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Nonfiction

Compare and Contrast

Review


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Lucy the Elephant and Big Duck

A text with a compare-and-contrast text structure explains the similarities and differences between two or more things.

Consider the features of the two things being discussed in the text.


1. Explain why both Lucy the Elephant and Big Duck are considered to be mimetic structures.

Both of these are large buildings that you can gointo, but they look like an elephant and a duck.

2. Compare how the local communities reacted when Lucy the Elephant and Big Duck were going to be destroyed.

Each community raised money to either repair or move the building to save it.

3. How is Lucy’s construction and appearance different from Big Duck’s?

Big Duck does not have a howdah, and Lucy does. Big Duck has glowing eyes. Lucy has tin sheeting.

4. How is Lucy’s construction and appearance similar to Big Duck’s?

Both structures have a wooden frame. Both look like a large animal with huge eyes.

5. Write a sentence that compares or contrasts the reasons why Lucy the Elephant and Big Duck were built.

Lucy and the Big Duck are similar because theywere both built to increase sales for their owners.

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Nonfiction


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Name

A text with a compare-and-contrast text structure explains the similarities and differences between two or more things. Sometimes an author uses signal words in the text. Look for compare-and-contrast signal words as you read. Consider the features of the two things being discussed in the text.

Read the text. Then complete the Venn diagram. Write three sentences or phrases in each section. In the section labeled “Soccer,” write details from the text that are true only for soccer. In the section labeled “American Football,” write details from the text that are true only for football. In the section labeled “Soccer and American Football,” write details from the text that are true for both sports.

Two Kinds of Football

There are two sports called football, and they are both very popular. Although the sports have the same name, they are very different. In one sport (soccer), players can’t hold the ball in their hands as they run. In the other sport (football), players are expected to hold the ball as they run. The sport that Americans call soccer is the world’s most popular sport. Everywhere other than in the United States and Canada soccer is called football. In America, we call the sport of football...well, football! But other countries refer to it as American football. Both soccer and American football require 11 players on each team. In a soccer game, there are two goals (one per team) and two goalies who guard them. A team scores when it kicks the ball through the opposing team’s goal posts. In soccer, players can pass the ball by kicking it to teammates. An American football game also has two goal posts. However, the way that most points get scored is when a player carries the ball to the opposing team’s end zone. In American football, players can pass the ball by throwing it.

* Soccer

1. can’t run and hold ball

2. kick to pass ball

3. has goalies

1. both called football

2. 11 players on a team

3. Each team has two goal posts.

Soccer and American Football American Football

1. known as American football

2. throw to pass ball

3. can hold ball and run

Nonfiction


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Name

An author may use a compare-and-contrast text structure to write an informational text. The text explains the similarities and differences between two or more things. Sometimes an author uses signal words in the text. Look for compare-and-contrast signal words as you read.

compare: alike too also both similar

contrast: different yet but while rather

Photos and pictures in a text can help show similarities and differences.


Both jelly and jam are tasty spreads made from fruit. Jelly contains just the fruit juice, but jam has all the parts of the fruit in it. Jelly looks translucent and smooth, while jam is opaque and lumpy. To make jelly, fruit is crushed and poured through a strainer. The solids stay inside the strainer, and the juice drains out. Then sugar and pectin are added to make the mixture sweet and thick as it gets heated. Making jam is a similar process. The fruit is crushed but not strained. The whole berry or fruit gets boiled along with sugar. The fruit-and-sugar mixture is heated for a longer time than jelly because jams rarely use pectin for thickening. Therefore, most of the water has to be boiled away to make the jam semisolid.

1. Describe two ways in which jelly and jam are alike.

Both are tasty spreads made from fruit. Both are heated during the process of being made.

2. Explain three ways in which jelly differs from jam.

Jelly is smooth. Jam is lumpy. Jelly is strained. Jamis not. Jelly has pectin in it, but most jams do not.

3. Which picture shows the jam? Explain how you know.

The top one. It has full berries in it.

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Nonfiction



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Answer the items.

1. Explain what a text with a cause-and-effect structure explains.

It explains the reasons that certain things happen. It explains results of certain events.

2. Explain why it’s important to be able to identify causes and effects in nonfiction texts.

If you can identify them, you can later explainwhy things are the way they are.

3. Write four cause-and-effect signal words.

because as a resultcreate cause

4. Why would an author use a cause-and-effect structure to explain something?

It is the easiest way to explain why somethingis happening and what the result is.

Read the paragraph. Then answer the item.

5. Sleep deprivation, or a lack of sleep, can lead to many problems. For one thing, a lack of sleep can make it difficult for a person to concentrate. When you sleep, you rest your body, but you also rest your brain. In the same way that your muscles can become worn out and sore without rest, your brain can become exhausted, making it hard to focus on anything. Another effect of sleep deprivation is illness. Your entire body takes it easy when you sleep, which is good for your body. Getting a healthy amount of sleep helps you to be strong and energetic, which can help you fight off germs. Another common result of not getting enough sleep is forgetfulness. People who have not gotten enough sleep have also reported seeing negative changes in their skin and moods. Ultimately, it’s clear that getting enough sleep is important for good health.

Write two effects mentioned in the text.

You could become forgetful, or you could noticenegative changes to your moods.

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Nonfiction

Cause and Effect

Review


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Cows Affect Earth’s Climate




1. What effect do greenhouse gases have on Earth’s atmosphere, according to some scientists?

They form a blanket that traps the sun’s radiationin the atmosphere. Their molecules absorb heat.

2. Name a strange weather pattern, and explain one likely cause of it.

Polar ice is melting because the trapped heat in the atmosphere makes Earth unusually warm.

3. Explain what causes methane gas to be released into the atmosphere.

When animals eat, bacteria in their bodies helpthem digest food and release it as methane gas.

4. Why do some people believe that cows have a bigger effect on the climate than cars?

There are lots of cows. They release methane, which holds more radiation than carbon dioxide,which cars release.

5. Why aren’t all farmers currently feeding their cows red seaweed?

There isn’t enough red seaweed on the planet, and we can’t pick it fast enough by hand.

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Nonfiction

Cause and Effect

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A text with a cause-and-effect structure states the reason that something happens. When a cause happens, it leads to an effect.

These signal words or phrases can help you to identify cause-and-effect relationships discussed in a nonfiction text:

create reason make cause

because due to effect result


Did you know that the trampoline was created by a teenager? George Nissan was a 16-year-old gymnast in 1930, when he came up with an idea for a new piece of training equipment. Specifically, he wanted something that he could bounce on. As a result, he and his coach spent four years trying to make a bouncy device. The equipment they created helped George to practice his tumbling moves, including perfecting a backward somersault. As an adult, George worked with the same man who was his coach. They started a company that manufactured trampolines. George toured around the world with his family and a folding trampoline. He showed the trampoline to hundreds of people in Europe and the U.S., and this had a powerful effect. By the late 1950s, trampolines became widely popular. In the year 2000, trampoline gymnastics became an Olympic event. Today, trampolines are commonly used for exercise and for fun.

1. Write three cause-and-effect signal words or phrases from the text.

created as a result effect 2. What is the reason that George Nissan invented the trampoline?

He wanted a piece of equipment to bounce on to train for gymnastics.

3. What was the effect of George’s tour of the U.S. and Europe, with his trampoline?

The trampoline became very popular andbecame an Olympic event.

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Nonfiction

Cause and Effect

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Read the paragraph. Then answer the questions.

For millions of years, magma had been bubbling beneath the ground at Yellowstone National Park. The magma’s heat rose through underwater vents, or openings, making the groundwater hot and making it bubble up through cracks in Earth’s surface. This is how the Morning Glory Pool was formed. It is a gorgeous hot spring in Yellowstone, named after the morning glory flower because of its soft blue color. Special bacteria that can thrive only in hot water live in this pool, giving it this unique color. Unfortunately, visitors have been throwing coins and trash into the pool for decades, slowly destroying its beauty. The debris in the pool has caused the underwater cracks and heat vents to become blocked. As a result, the water temperature has fallen, allowing other types of bacteria to grow and causing the pool’s blue portions to shrink. Now, only the center of the pool (where it is hottest) is blue. The rest of the pool is orange, yellow, and green.

1. How did magma cause the Morning Glory Pool to form its appearance?

Hot magma caused the groundwater to get hot, which allowed the special bacteria to thrive.

2. How did bacteria lead to the Morning Glory Pool’s getting its name?

The bacteria made the pool the soft blue color,which reminded people of the flower.

3. How have people caused the change in appearance of the Morning Glory Pool?

They threw trash and coins in it, which blocked heat. The pool got cooler. The color changed.

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Nonfiction

Cause and Effect


Name

Answer the questions.

1. Why would an author choose to include descriptive details in nonfiction text?

Descriptive details help the reader to form a mental image about the topic and learn more.

2. How do examples, reasons, and visual information help to provide more details about a topic?

They help you to better understand and see whatthe author is describing.


Trifle is a classic layered English dessert. It is sweet, spongy, creamy, and tart all at the same time. Trifles are always beautiful and elegant in appearance. There are different ways to make trifle, and you can choose the ingredients that you want to use to make it, so you could actually make a rather nutritious trifle, if you wanted to. However, there are some standard requirements for an authentic trifle. It must contain custard, cake, fruit, and cream. Often, jelly or gelatin is also in a trifle. If you want to try a new dessert, try a colorful, fresh, luscious trifle!

3. Write three descriptive words or phrases from the text.

tart elegant luscious 4. What is the main idea of the text?

Trifle is a classic English dessert that you can make in different ways.

5. Explain how you could make a trifle as nutritious as possible.

Answers will vary.

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Nonfiction

Description

Review


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Page 29 Page 28Page 26

Page 25Page 24Page 23

Page 21Page 20Page 19


Long Division1 Digit Into 3 Digit Numbers - No Remainders

Name: Date:


( 1 ) 5 2 7 5 ( 2 ) 3 1 7 4 ( 3 ) 7 3 7 8 ( 4 ) 4 2 9 6 ( 5 ) 9 4 2 3

( 6 ) 2 1 2 6 ( 7 ) 8 7 9 2 ( 8 ) 6 5 8 2 ( 9 ) 2 1 3 2 (10) 4 2 7 6

(11) 6 3 9 6 (12) 9 5 5 8 (13) 3 2 7 9 (14) 7 6 3 7 (15) 5 1 3 5

(16) 8 5 2 8 (17) 4 2 9 2 (18) 9 7 3 8 (19) 5 1 5 5 (20) 8 6 2 4

(21) 2 1 3 6 (22) 3 1 8 9 (23) 6 5 4 6 (24) 7 1 1 9 (25) 8 4 2 4

(26) 5 3 5 5 (27) 3 2 9 4 (28) 7 3 7 1 (29) 9 4 7 7 (30) 2 1 1 2

A N S W E R K E Y5 5

2 52 52 5

5 8

1 52 42 4

5 4

3 52 82 8

7 4

2 81 61 6

4 7

3 66 36 3

6 3

1 266

9 9

7 27 27 2

9 7

5 44 24 2

6 6

1 21 21 2

6 9

2 43 63 6

6 6

3 63 63 6

6 2

5 41 81 8

9 3

2 799

9 1

6 377

2 7

1 03 53 5

6 6

4 84 84 8

7 3

2 81 21 2

8 2

7 21 81 8

3 1

1 555

7 8

5 66 46 4

6 8

1 21 61 6

6 3

1 899

9 1

5 466

1 7

74 94 9

5 3

4 02 42 4

7 1

3 555

9 8

2 72 42 4

5 3

3 52 12 1

5 3

4 52 72 7

5 6

1 01 21 2

Long Division2 Digit Into 3 Digit Numbers - With Remainders

Name: Date:


( 1 ) 1 1 5 7 6 ( 2 ) 4 1 5 1 7 ( 3 ) 1 2 1 9 4 ( 4 ) 4 3 5 6 6

( 5 ) 2 3 9 6 8 ( 6 ) 3 3 5 4 5 ( 7 ) 2 2 3 8 7 ( 8 ) 4 2 7 3 0

( 9 ) 3 2 7 0 1 (10) 1 3 4 5 1 (11) 2 1 7 9 6 (12) 3 1 8 7 7

(13) 1 2 8 8 1 (14) 4 2 4 6 9 (15) 4 1 8 7 0 (16) 2 2 4 1 3

(17) 3 1 7 2 5 (18) 3 3 8 8 4 (19) 1 3 4 1 8 (20) 4 3 5 5 6

A N S W E R K E Y5 2 r 4

5 52 62 2

4

1 2 r 25

4 11 0 7

8 22 5

1 6 r 2

1 27 47 2

2

1 3 r 7

4 31 3 61 2 9

7

4 2 r 2

9 24 84 6

2

1 6 r 17

3 32 1 51 9 8

1 7

1 7 r 13

2 21 6 71 5 4

1 3

1 7 r 16

4 23 1 02 9 4

1 6

2 1 r 29

6 46 13 22 9

3 4 r 9

3 96 15 2

9

3 7 r 19

6 31 6 61 4 7

1 9

2 8 r 9

6 22 5 72 4 8

9

7 3 r 5

8 44 13 6

5

1 1 r 7

4 24 94 2

7

2 1 r 9

8 25 04 1

9

1 8 r 17

2 21 9 31 7 6

1 7

2 3 r 12

6 21 0 5

9 31 2

2 6 r 26

6 62 2 41 9 8

2 6

3 2 r 2

3 92 82 6

2

1 2 r 40

4 31 2 6

8 64 0

Part IIFor each fraction, identify the greatest common factor (GCF) of the numerator anddenominator. Then reduce the fraction to its simplest form.

Name

page �• 1

Date

EQUIVALENTFRACTIONS

Part IFor each fraction, fill in the appropriate equivalent fractions. The first one is an example.

1. 34 = 6

8 = 912

2. 89 = 16

18 = 3236

3. 12 = 10

20 = 510

4. 715 = 21

45 = 3575

5. 23 = 6

9 = 2842

6. 35 = 15

25 = 3050

1. 1216 GCF :

34

4

reduced fraction :

4698 GCF :

2349

2

reduced fraction :

1620 GCF :

45

4

reduced fraction :

2. 3.

4. 36 GCF :

12

3

reduced fraction :

100140 GCF :

57

20

reduced fraction :

735 GCF :

15

7

reduced fraction :

5. 6.

7. 13 = 4

12 = 1545

8. 27 = 4

14 = 2277

9. 14 = 8

32 = 416

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Name __________________


Adding Music to our Language with AlliterationPart 1: Underline the alliteration in each set. If a set does not contain alliteration, write “no alliteration” on the line that follows.

1. Which of the waterslides at Wild Water West is your favorite? I like the red slide- I bet it twistsand turns at least ten times! _______________________

2. Grandma gave Charlie a toy magazine and asked him to circle the toys he would like for his birth-day. Charlie circled a car, a puzzle, and some action figures. ___no alliteration___________

3. When the bell rang on the last day of school, students streamed out of the building. They dashedand darted in every direction, eager to begin their summer vacation. _______________________

4. We were ready to spend a restful and relaxing day at the lake. __________________________

5. All of my relatives are pretty zany, but my cousin Kirk is the craziest of the entire Casper clan.__________________________

6. I always choose cherry or chocolate chunk ice cream, but Paisley prefers pink peppermint.

Part 2: Read the passage. Underline each instance of alliteration you find in the passage.

Emma didn’t know what to think when Pam had called her on the phone and asked her to stop by her house around 1:30. All of her friends had been acting a little strange lately, but Pam’s behavior was particularly puzzling. Pam kept whispering things to other kids when Emma was nearby. Needless to say, Emma was feeling a little hurt and rejected.

When she rang Pam’s doorbell, those feelings instantly disappeared. “Surprise!” Pam and ten other girls shouted. Emma walked into Pam’s house and saw a bouquet of blue balloons (Emma’s favorite color), cupcakes and cookies covered with creamy frosting, and a pile of presents.

“Wow! I had no idea!” said Emma. “This certainly explains your strange behavior lately!”

Part 3: Write your own sentences that contain alliteration. ANSWERS WILL VARY!

1. Use your name. ________________________________________________________________

2. Use an animal. _________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

5. Challenge- choose two verbs that begin with the same letter. _____________________________

______________________________________________________________________________

Name __________________


Adding Music to our Language with PersonificationPart 1: Underline the personification in each set. If a set does not contain personification, write “none” on the line that follows.

1. Jim's tractor didn't appreciate being left out in the cold overnight. When Jim went to start it in themorning, it shivered several times before finally starting. ________________________

2. Maria couldn't take her eyes off the candle on the table. The flame danced in front of her, gracefully bending, turning, and reaching out to the music only it could hear. __________________

3. The plants drooped toward the ground, begging for water. When rain finally decided to make its appearance, the dry soil slurped up the moisture and the plants stretched back to life. ____________________

4. When the tornado sirens sounded, we rushed downstairs and took cover. ___none_____________

5. The quarterback releases the football. It slices and twists its way through the air, toward the end zone. The football starts its trip with incredible ambition and energy, but begins to tire. It desperately reaches its nose into the receiver’s hands. TOUCHDOWN! _____________________

Part 2: Read the passage. Underline each instance of personification you find in the passage.

Mollie's stomach was telling her she had not made a good decision when she chose to eat a third slice of cake. She simply couldn't resist the slice in front of her, though, as the mounds of thick sweet frosting just kept calling her name. She eventually caved to its calling, and now, 15 minutes later, her stomach was paying her back. As it gurgled its annoyance, Mollie decided it was time to find a bathroom. She found one just in time. As she walked out of the bathroom, Mollie vowed then and there that she would not do that to her stomach again!

Part 3: Write your own sentences that contain personification. ANSWERS WILL VARY!

1. Use a food. ____________________________________________________________________

2. Use a school item. _______________________________________________________________

______________________________________________________________________________

3. Use something in your house. _____________________________________________________

_____________________________________________________________________________

4. _____________________________________________________________________________

5. _____________________________________________________________________________

Name __________________


Adding Music to our Language with HyperbolesPart 1: Underline the hyperbole in each set. If a set does not contain a hyperbole write “no hyperbole” on the line that follows.

1. My mouth is on fire! I need water! I can’t believe that I just ate that habanero pepper! ____________________

2. “My birthday is never going to get here! I think my grandma is going to get me the Ipod I asked for, and I think I’m going to die if I have to wait another day!” John bragged to his friends. ____________________

3. “Do we really have to wait for Karen? It will take her ten years to decide what to wear, and another ten years to put on her makeup! ____________________

4. My mom is going to college so that she can earn a teaching degree. She is always studying. I can’t wait until she graduates. Then she will be able to spend more time with me. ____________________

5. I absolutely, positively hate beets. I wouldn’t eat one if my life depended on it! ____________________

6. The room was completely silent. No one uttered a word. __no hyperbole_________

Part 2: Read the passage. Underline each hyperbole you find in the passage.

Jason knows everything about sports. Ask him any sports-related question, and he will know the correct answer. Also, he is an amazing baseball player. He holds several Little League pitching records. When he bats, he always hits the ball into the next town. Have you ever been in Jason’s bedroom? I bet he has about five hundred baseball trophies in there! I predict that someday he is going to be a pitcher in the Major Leagues!

Part 3: Write your own hyperboles. ANSWERS WILL VARY!

1. She reads all the time! I bet she reads _________ books a week!(number)

2. __________ never stops _______________.(name) (verb that ends in –ing)

3. I could _________________ forever.(verb)

4. _____________________________________________________________________________

5. _____________________________________________________________________________

Name __________________


Adding Music to our Language with IdiomsPart 1: Match each underlined idiom in Column A to its figurative meaning in Column B.

COLUMN A COLUMN B

______ 1. Don’t let the cat out of the bag! A. starting over on a project

______ 2. He got off on the wrong foot with B. to have two choices, and his new teacher. neither option is pleasant

______ 3. That toy costs an arm and a leg! C. telling a lie

______ 4. She got up on the wrong side of the D. when a person says some-bed this morning. thing they now regret

______ 5. He has a skeleton in his closet. E. made a poor impression

______ 6. She is between a rock and a hard place. F. to tell a secret

______ 7. He is pulling my leg. G. to brag

______ 8. She put her foot in her mouth. H. to wake up in a bad mood

______ 9. He is back to square one. I. to be very expensive

______ 10. She toots her own horn. J. a past experience that a person doesn’t want others toknow about

Part 2: Read the short passage. Underline each idiom you find in the passage.

Chelsea has a heart of gold. She is always organizing events to raise money for people in need. For instance, right now she is trying to organize a bake sale at her church, and she is going to give the money she collects to the a nearby children’s hospital. She might have bit off more than she could chew, however. She vowed to make 12 dozen cookies and 6 dozen cupcakes! The bake sale is tomorrow, however. When I talked to her yesterday, she hadn’t even started baking! She will have to work against the clock to get all of her baking done by tomorrow morning!

Part 3: Write a short passage that might contain the following idiom: “We are all in the same boat.”

ANSWERS WILL VARY!______________________________________________________________

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Documents

Take Home Practice Packet - Week 2...An author may use a description text structure to write a non! ction text. In a text with a description structure, the author uses descriptive