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This workbook is for use at Tokyo Korean School only. Text © 2019 by A. Brown All images © 2019 Riverdeep Interactive Learning Limited, and its licensors. All rights reserved.
Name: ____________________ Student Number: ____ Homeroom: ____
Teacher: _____________________
This workbook is for use at Tokyo Korean School only. Text © 2019 by A. Brown All images © 2019 Riverdeep Interactive Learning Limited, and its licensors. All rights reserved.
Building Background
DIRECTIONS
There are four seasons; summer, autumn, winter, and spring. Each season offers a different experience.
Complete the brainstorm below with things that you experience each season.
Summer
Winter Spring
Autumn
sights
touch
sounds smells
feelings tastes
sights sights
sights
tastes
tastes
tastes
feelings feelings
feelings
sounds sounds
sounds
smells smells
smells
touch touch
touch
Vocabulary Definition 1) whiskery
a kind of shellfish that can be eaten
2) mussels
shed the outer hair or skin
3) newly
rest in pleasant warmth
4) molted
to have many hairs on the face
5) bask
recently, lately, or just
Draw a line from the target vocabulary to the definition. Use a dictionary to help you if needed.
1)
The snake was scared to shed its skin.
_______________
2)
The lazy reindeer was lying in the sun drinking a coke. _______________
3)
All the people were staring at the hairy lady.
_______________
4)
The old man admired the recently planted tree. _______________
5)
My friend collected so many shells from the beach. _______________
basking whiskery molt newly mussels
Target Vocabulary 1
DIRECTIONS
DIRECTIONS Write the words from the chart next to the sentence that has an underlined word of similar meaning. Draw a line to the correct picture.
Use the target vocabulary to complete the following sentences. DIRECTIONS
Look at the following pictures. Use the target vocabulary to write interesting sentences about the pictures.
1. newly
_________________________________________ _________________________________________
2. molted
_________________________________________ _________________________________________
3. whiskery
_________________________________________ _________________________________________
4. basking
_________________________________________ _________________________________________
5. mussels
_________________________________________ _________________________________________
DIRECTIONS
1) My father’s _______________ face always hurts my skin when he kisses my cheek.
2) The _______________ married couple went on their honeymoon.
3) I just want to _______________ by the pool on this beautiful day.
4) My father loves eating _______________. I think they taste gross!
5) The bird _______________ its winter feathers.
DIRECTIONS See how the target vocabulary was used in the above sentences. Decide if the words were adjectives, nouns, adverbs, or verbs.
ADJECTIVES NOUNS ADVERBS VERBS
DIRECTIONS
1)
___________________________________________ ___________________________________________ ___________________________________________
2)
___________________________________________ ___________________________________________ ___________________________________________
3)
___________________________________________ ___________________________________________ ___________________________________________
4)
___________________________________________ ___________________________________________ ___________________________________________
5)
___________________________________________ ___________________________________________ ___________________________________________
Use the words from the chart to write original sentences. Draw pictures to go with your sentences.
whiskery mussels newly molted basking
Vocabulary Definition 1) horizon
wide, flat limbs used for swimming
2) plunge
struck powerfully; blown about
3) buffeted
not excited; relaxed
4) calm
to dive into water
5) flippers
where the sky seems to meet the sea
Draw a line from the target vocabulary to the definition. Use a dictionary to help you if needed.
1)
A strong wind pounded the man as he walked home from work.
_______________
2)
The sunburned man was relaxing in the peaceful ocean. _______________
3)
He fainted when he saw a frog wearing his fins.
_______________
4)
The family stared into the beautiful skyline. _______________
5)
The silly boy dived into the shallow water. _______________
buffeted calm flippers horizon plunged
Target Vocabulary 2
DIRECTIONS
DIRECTIONS Write the words from the chart next to the sentence that has an underlined word of similar meaning. Draw a line to the correct picture.
Use the target vocabulary to complete the following sentences. DIRECTIONS
Look at the following pictures. Use the target vocabulary to write interesting sentences about the pictures.
1. flippers
_________________________________________ _________________________________________
2. buffeting
_________________________________________ _________________________________________
3. plunged
_________________________________________ _________________________________________
4. calm
_________________________________________ _________________________________________
5. horizon
_________________________________________ _________________________________________
DIRECTIONS
1) Strong waves _______________ the rocks on the cliff.
2) I saw him _______________ into the water, but then he disappeared.
3) Clouds quickly moved on the _______________ and covered the rising sun.
4) The teacher remained _______________ while telling off the noisy students.
5) I wonder if they got the idea for _______________ from frogs.
DIRECTIONS See how the target vocabulary was used in the above sentences. Decide if the words were adjectives, nouns, adverbs, or verbs.
ADJECTIVES NOUNS ADVERBS VERBS
DIRECTIONS
1)
___________________________________________ ___________________________________________ ___________________________________________
2)
___________________________________________ ___________________________________________ ___________________________________________
3)
___________________________________________ ___________________________________________ ___________________________________________
4)
___________________________________________ ___________________________________________ ___________________________________________
5)
___________________________________________ ___________________________________________ ___________________________________________
Use the words from the chart to write original sentences. Draw pictures to go with your sentences.
plunged buffets horizon calm flippers
Vocabulary Definition 1) gale
to throw something carelessly
2) boulder
to happen quickly without warning
3) toss
a large, rounded rock
4) suddenly
a very strong wind
5) mountainous
to be very large; huge
Draw a line from the target vocabulary to the definition. Use a dictionary to help you if needed.
1)
He was just about to throw the pie at his friend’s face.
_______________
2)
The strong wind blew the man high up in the air. _______________
3)
They had trouble holding the huge cup of coffee.
_______________
4)
The silly man abruptly clanged the cymbals above my head. _______________
5)
I’ll show you how to lift a two hundred kilogram rock. _______________
toss gale mountainous suddenly boulder
Target Vocabulary 3
DIRECTIONS
DIRECTIONS Write the words from the chart next to the sentence that has an underlined word of similar meaning. Draw a line to the correct picture.
Use the target vocabulary to complete the following sentences. DIRECTIONS
Look at the following pictures. Use the target vocabulary to write interesting sentences about the pictures.
1. gale
_________________________________________ _________________________________________
2. boulder
_________________________________________ _________________________________________
3. tossed
_________________________________________ _________________________________________
4. suddenly
_________________________________________ _________________________________________
5. mountainous
_________________________________________ _________________________________________
DIRECTIONS
1) I was woken up _______________ by a loud scream.
2) The strong _______________ blew my laundry off the clothesline.
3) My mom couldn’t believe I was surfing the _______________ waves.
4) Don’t _______________ your garbage into the river.
5) The _______________ came tumbling down the mountain and crushed the car.
DIRECTIONS See how the target vocabulary was used in the above sentences. Decide if the words were adjectives, nouns, adverbs, or verbs.
ADJECTIVES NOUNS ADVERBS VERBS
DIRECTIONS
1)
___________________________________________ ___________________________________________ ___________________________________________
2)
___________________________________________ ___________________________________________ ___________________________________________
3)
___________________________________________ ___________________________________________ ___________________________________________
4)
___________________________________________ ___________________________________________ ___________________________________________
5)
___________________________________________ ___________________________________________ ___________________________________________
Use the words from the chart to write original sentences. Draw pictures to go with your sentences.
suddenly mountainous gale boulder tossed
Vocabulary Definition 1) swoop
move with a sudden, sweeping motion
2) swell
a long, large wave
3) quay
to be very happy
4) deserted
empty and seemingly without life
5) elated
a place where boats can stop
Draw a line from the target vocabulary to the definition. Use a dictionary to help you if needed.
1)
The excited boys jumped from the dock into the cool water.
_______________
2)
The bird spotted its dinner and dived down to catch it. _______________
3)
The spaceship left the uninhabited planet.
_______________
4)
The scared man ran away from the wave. _______________
5)
The father was happy to see his son again. _______________
quay swooped deserted swell elated
Target Vocabulary 4
DIRECTIONS
DIRECTIONS Write the words from the chart next to the sentence that has an underlined word of similar meaning. Draw a line to the correct picture.
Use the target vocabulary to complete the following sentences. DIRECTIONS
Look at the following pictures. Use the target vocabulary to write interesting sentences about the pictures.
1. swoops
_________________________________________ _________________________________________
2. swell
_________________________________________ _________________________________________
3. quay
_________________________________________ _________________________________________
4. deserted
_________________________________________ _________________________________________
5. elated
_________________________________________ _________________________________________
DIRECTIONS
1) The ship was docking at the busy _______________.
2) The huge _______________ swept off the little boy that was standing on the rocks.
3) In spring, you need to be careful of birds that ______________ at you.
4) It was so quiet that the place seemed _______________.
5) She was the _______________ winner of the first ever debate contest.
DIRECTIONS See how the target vocabulary was used in the above sentences. Decide if the words were adjectives, nouns, adverbs, or verbs.
ADJECTIVES NOUNS ADVERBS VERBS
DIRECTIONS
1)
___________________________________________ ___________________________________________ ___________________________________________
2)
___________________________________________ ___________________________________________ ___________________________________________
3)
___________________________________________ ___________________________________________ ___________________________________________
4)
___________________________________________ ___________________________________________ ___________________________________________
5)
___________________________________________ ___________________________________________ ___________________________________________
Use the words from the chart to write original sentences. Draw pictures to go with your sentences.
swooped swell quay deserted elated
Pre-Reading Questions
DIRECTIONS Don’t read the story yet. Look at the pictures to guess what happens in the story. This is called making an inference.
1) Look at the cover on page 47. What do you think this story is about?
______________________________________________________________________________________________________________________________________
2) Why do you think the boy is lying down on the rocks? (pp. 48-49)
______________________________________________________________________________________________________________________________________
3) Why do you think the seal is looking up at the people? (pp. 52-53)
______________________________________________________________________________________________________________________________________
4) What season do you think it is on page 55? Explain your answer.
______________________________________________________________________________________________________________________________________
5) How do you think the boy feels on page 57? Explain your answer.
______________________________________________________________________________________________________________________________________
6) What do you think is happening to the boy? (p. 59)
______________________________________________________________________________________________________________________________________
7) What do you think the seal is doing? (pp. 60-61)
______________________________________________________________________________________________________________________________________
8) How do you think this story ends? (pp. 62-63)
______________________________________________________________________________________________________________________________________
Multiple Choice Comprehension
DIRECTIONS Read the questions and circle the correct answers.
1) What is the name of the main character?
a) Granddad b) Ben c) Sealy d) Moana
2) Why did the seal have a smudge of
red on her belly? a) It was injured b) Someone painted it c) It gave birth to a baby seal d) That is the normal color of seals
3) Why did the young seal panic on
page 50? a) It was scared of the boy b) It couldn’t find its mom c) There were lots of loud noises d) Its mom pushed it in the cold water
4) What did the granddad feed the
seal? a) Beethoven b) fish c) mussels d) bread
5) How did the seal sleep out at sea? a) She slept deep in the sea b) She would lie on the rocks there c) She would float like a bottle d) She slept upside-down
6) Why did the seals dive deep in the sea on page 55?
a) To avoid the waves b) To find fish c) To have fun d) To avoid falling boulders
7) On what days did Ben go to Surf
School? a) Saturday b) Sunday c) Monday d) Wednesday
8) How did Ben hurt himself when he
fell off his board? a) A seal attacked him b) He was hit by a wave c) His board hit him in the head d) He hit his head on a rock
9) In which season did no seals come
to the beach? a) Winter b) Spring c) Summer d) Autumn
10) What did Ben want to do
with the seals every summer? a) Go fishing with them b) Sleep on rocks with them c) Go surfing with them d) Sing to them
Written Comprehension
DIRECTIONS Answer the following questions using complete sentences.
1) Why did the granddad warn Ben not to get too close to the seals? (p.49)
__________________________________________________________________________________________________________________________________
2) Why did the mother seal push the baby seal into the water? (p.51)
__________________________________________________________________________________________________________________________________
3) Who does the author compare the seal’s face to? Please explain. (p.53)
__________________________________________________________________________________________________________________________________
4) What are the weather conditions like in winter? (p.54)
__________________________________________________________________________________________________________________________________
5) Why was Ben so excited to see the seal? (p.56)
__________________________________________________________________________________________________________________________________
6) What made Ben fall off his board? (p.58)
__________________________________________________________________________________________________________________________________
7) Why do you think Ben returns to the cliffs without his grandfather? (p.60)
__________________________________________________________________________________________________________________________________
8) What made Ben cheer at the end of the story? (pp.62-63)
__________________________________________________________________________________________________________________________________
Compare and Contrast
DIRECTIONS
Compare: How things are alike.
Contrast: How things are different.
Seal
Both
Complete the Venn Diagram with information about the boy and the seal from Seal Surfer.
Boy
We use both when common things are shared. Example: Both cats and monkeys can climb trees. We use but when there is a difference. Example: Cats have four legs, but birds have two legs.
Choose information from your above Venn Diagram to write one sentence that compares the boy and the seal, and one that contrasts them.
DIRECTIONS
Compare: _________________________________________________________________ _________________________________________________________________________ Contrast: _________________________________________________________________ _________________________________________________________________________
The characters, setting and plot make up the story structure. To make a story interesting, the plot needs a conflict, rising action, a climax, and a resolution.
DIRECTIONS Complete the story map for Seal Surfer.
Story Structure
Resolution – How did the story end?
________________________________________________________________________
The conflict is the problem the characters must solve to be happy. Every step in the story should get more and more interesting. This is the rising action. The climax is the most exciting part of the story. It usually has the biggest challenge. The resolution is how the story ends. It usually shows how the characters solved the problem.
Main Character/s – Who? Describe them.
_____________________________________________________________________________________________________________________________________________________________________________________________________________
Setting – Where and when?
__________________________________________________________________________________________________________________________________
Conflict – What’s the problem?
________________________________________________________________________
Plot – What happened? Circle the climax.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
Comic Strip Presentation
Draw pictures that illustrate the sentences from the sequencing activity. Then, use your pictures to retell the story to your teacher in your own words.
DIRECTIONS
