SUMMER ESSENTIALS ENGLISH PRACTICE BOOK Grade 7 Name: Usen este enlace para obtener la información en español. ይህንን መረጃ በአማርኛ ለማግኘት ይህንን ማገናኛ መረብ ይጠቀሙ للغ ةالعربي ة. ت با علوما لىالم للوصول إ بط إستخد م هذاالرا请使用本链接获得中文信息。 نيد. ک ارسیاستفاده ف ه زبان ب ين اط�عات به ا ترسی برایدس ينلينک از طريق ا이러한 정보를 한국어로 확인하려면 다음 링크를 이용하기 바랍니다. کريں ئے، يہلن کاستعمال کےلي کرنے صل علومات حا يں م اردو زبان مHãy dùng liên kết này để truy cập thông tin này bằng tiếng Việt : Message to families: https://www.fcps.edu/node/41224 Welcome to your Summer Essentials Practice Book! This book is designed to support your learning this summer during the weeks of June 29 - July 31. In this book you will have opportunities to: • Practice and apply reading, writing and word study skills from the past school year • Engage in open-ended creative tasks through Learning Quests This practice book focuses on essential skills in reading, writing, word study, mechanics, and vocabulary and has suggested activities for you to complete each weekday over the next five weeks. Take a few moments to look at the calendar on page 3 and explore the book with your family. Learning Quests are included for you at the end of the book. You can complete the quests and share your learning with family and friends. As you use this book, keep in mind: • Practice books reinforce the most important skills needed as readers and writers. It is recommended that you engage in this review this summer; practice books will not be collected or graded. • Practice books and answer guides are posted to FCPS 24/7 Learning Blackboard. Answer guides are not mailed. • You have the opportunity to attend one virtual office hour each week with a teacher from your school. Office hours are optional and give you the chance to receive help with the content in this practice book. Please contact your school if you have questions about office hour details. 1
Transcript
SUMMER ESSENTIALS
ENGLISHPRACTICE BOOK
Grade 7
Name:
Usen este enlace para obtener la información en español.
ይህንን መረጃ በአማርኛ ለማግኘት ይህንን ማገናኛ መረብ ይጠቀሙ
م هذا الرابط للوصول إلى المعلومات باللغة العربية. إستخد
请使用本链接获得中文信息。
از طريق اين لينک برای دسترسی به اين اط�عات به زبان فارسی استفاده کنيد.
이러한 정보를 한국어로 확인하려면 다음 링크를 이용하기 바랍니다.
اردو زبان ميں معلومات حاصل کرنے کے ليئے، يہ لنک استعمال کريںHãy dùng liên kết này để truy cập thông tin này bằng tiếng Việt :
Message to families: https://www.fcps.edu/node/41224
Welcome to your Summer Essentials Practice Book! This book is designed to support your learning this summer during the weeks of June 29 - July 31. In this book you will have opportunities to: • Practice and apply reading, writing and word study skills from the past school year• Engage in open-ended creative tasks through Learning Quests
This practice book focuses on essential skills in reading, writing, word study, mechanics, and vocabulary and has suggested activities for you to complete each weekday over the next five weeks. Take a few moments to look at the calendar on page 3 and explore the book with your family. Learning Quests are included for you at the end of the book. You can complete the quests and share your learning with family and friends. As you use this book, keep in mind: • Practice books reinforce the most important skills needed as readers and writers. It is
recommended that you engage in this review this summer; practice books will not be collectedor graded.
• Practice books and answer guides are posted to FCPS 24/7 Learning Blackboard. Answerguides are not mailed.
• You have the opportunity to attend one virtual office hour each week with a teacher from yourschool. Office hours are optional and give you the chance to receive help with the content in thispractice book. Please contact your school if you have questions about office hour details.
Writing Strategies • Add Facts and Details to Strengthen Your Message• Compare Two Texts• Gathering Details Supports My Main Idea• Words that Match Your Message• Revise for Vocabulary• Edit for Grammar
4-10
Week 2 11-18
Week 3 19-23
Week 4 24-28
Week 5 29-32
ESOL/ English Language Development
Weeks 1-5 • Engage in writing tasks using the language of cause and effect,inferring, and comparing and contrasting. 33-35
Learning Quests
Weeks 1-5 • Create a main character for a book or movie called Justice, Now!• Create a vision board to inspire your future! 36-39
COVID-19 Education
Weeks 1-5 • Identify common symptoms of COVID-19, how it is spread, and ways
to prevent infection 40
2
English Language Arts, Grade 7 Week 1
Weekly Calendar This calendar suggests practice activities for you to do each day. Every person works at a different pace. Please customize this schedule to meet your needs and consider participating in Office Hours provided by your school as an additional support. Were you in ELD or Academic Language during the school year? If so, please complete the ELD pages beginning on page 33. The pages are numbered by the week to help you pace yourself.
Monday Tuesday Wednesday Thursday Friday Week 1
June 29 Read: “Working Toward Peace” Strategy: Many Causes, Multiple
WEEK 1: JUNE 29, 2020 JUNE 29: READ Use this strategy as you read “Craig Kielburger Reflects on Working Toward Peace.”
READING STRATEGY: MANY CAUSES, MULTIPLE EFFECTS This task helps you to think about how events and changes are connected in a text.
Follow these steps:
1. Read the text.2. List events that happen in the text (ex: a person changing, a problem, a relationship, etc.) at
the bottom of the article.3. Pick one event.4. Ask yourself:• “What made (caused) this (to) happen?”• “How do I know this?”• “What part of the text tells me this?”
5. Go back and look again:
6. “Are there other causes that might have made this event happen?”7. “How do I know?”8. “What part of the text tells me this?”6. Find evidence, quotes, from the text.
JUNE 30: RE-READ & CHECK FOR UNDERSTANDING Re-read “Craig Kielburger Reflects on Working Toward Peace” and answer the questions that follow.
JULY 1: VOCABULARY Review the “Words to Know” in the story and complete “Vocabulary Practice.” Review the Vocabulary Strategy and follow the “Practice and Apply” directions to practice using the strategy.
JULY 2: GRAMMAR PRACTICE Review information about the purpose and use of commas and then follow the “Practice and Apply” directions to practice using them.
JULY 3: WRITING PRACTICE Read the prompt to guide your thinking. Then, use the space provided to write a response.
We read to acquire knowledge and to broaden our perspective. We write for various purposes and audiences to support our understanding and to express ourselves.
We discuss what we read, watch, and write to explore ideas and build new meaning. We think about what we read, watch and write to increase our understanding and to promote thinking in new ways.
CRAIG KIELBURGER REFLECTS ON WORKING TOWARD PEACE (1080L)
by Craig Kielburger When I was very young, I dreamed of being Superman, soaring high
above the clouds and swooping down to snatch up all of the bad people seeking to destroy our planet. I would spend hours flying across the park, stopping momentarily to kick a soccer ball in my path or to pat my dog, Muffin, who ran faithfully at my heels.
One day, when I was twelve years old and getting ready for school, I reached for the newspaper comics. On the front page was a picture of another twelve-year-old boy from Pakistan, with a bright red vest and his fist held high. According to the article, he had been sold into bondage as a weaver and forced to work twelve hours a day tying tiny knots to make carpets. He had lost his freedom to laugh and to play. He had lost his freedom to go to school. Then, when he was twelve years old, the same age as me, he was murdered.
I had never heard of child labor and wasn’t certain where Pakistan was—but that day changed my life forever. I gathered a group of friends to form an organization called Free the Children.
Over the past four years, in my travels for Free the Children, I have had the opportunity to meet many children around the world—children like Jeffrey, who spends his days in a Manila garbage dump, alongside rats and maggots, where he sifts through decaying food and trash, trying to salvage a few valuable items to help his family survive. He dreams of
leaving the garbage dump one day. I have met children like eight-year-old Muniannal, in India, with a pretty ribbon in her hair, but no
shoes or gloves, who squats on the floor every day separating used syringes gathered from hospitals and the streets for their plastics. When she pricks herself, she dips her hand into a bucket of dirty water. She dreams of being a teacher.
I have met children in the sugarcane fields of Brazil who wield huge machetes close to their small limbs. The cane they cut sweetens the cereal on our kitchen tables each morning. They dream of easing the hunger pains in their stomachs.
Poverty is the biggest killer of children. More than 1.3 billion people—one-quarter of the world’s population—live in absolute poverty, struggling to survive on less than one dollar a day. Seventy percent of them are women and children. I dream of a day when people learn how to share so that children do not have to die.
Every year, the world spends $800 billion on the military, $400 billion on cigarettes, $160 billion on beer, and $40 billion playing golf. It would only cost an extra $7 billion a year to put every child in school by the year 2010, giving them hope for a better life. This is less money than Americans spend on cosmetics in one year; it is less than Europeans spend on ice cream. People say, “We can’t end world poverty; it just can’t be done.” The 1997 United Nations Development Report carries a clear message that poverty can be ended, if we make it our goal. The document states that the world has the materials and natural resources, the know-how, and the people to make a poverty-free world a reality in less than one generation.
WORDS TO KNOW bondage (n) the state of being held as a slave syringe (n) a medical instrument used to inject fluids into the body
Gandhi once said that if there is to be peace in the world it must begin with children. I have learned my best lessons from other children—children like the girls I encountered in India who carried their friend from place to place because she had no legs—and children like José.
I met José in the streets of San Salvador, Brazil, where he lived with a group of street children between the ages of eight and fourteen. José and his friends showed me the old abandoned bus shelter where they slept under cardboard boxes. They had to be careful, he said, because the police might beat or shoot them if they found their secret hideout. I spent the day playing soccer on the streets with José and his friends—soccer with an old plastic bottle they had found in the garbage. They were too poor to own a real soccer ball.
We had great fun, until one of the children fell on the bottle and broke it into several pieces, thus ending the game. It was getting late and time for me to leave. José knew I was returning to Canada and wanted to give me a gift to remember him by. But he had nothing—no home, no food, no toys, no possessions. So he took the shirt off his back and handed it to me. José didn’t stop to think that he had no other shirt to wear or that he would be cold that night. He gave me the most precious thing he owned: the jersey of his favorite soccer team. Of course, I told José that I could never accept his shirt, but he insisted. So I removed the plain white T-shirt I was wearing and gave it to him. Although José’s shirt was dirty and had a few small holes, it was a colorful soccer shirt and certainly much nicer than mine. José grinned from ear to ear when I put it on.
I will never forget José because he taught me more about sharing that day than anyone I have ever known. He may have been a poor street child, but I saw more goodness in him than all of the world leaders I have ever met. If more people had the heart of a street child, like José, and were willing to share, there would be no more poverty and a lot less suffering in this world. Sometimes young people find life today too depressing. It all seems so hopeless. They would rather escape, go dancing or listen to their favorite music, play video games or hang out with their friends. They dream of true love, a home of their own, or having a good time at the next party. At sixteen, I also like to dance, have fun, and dream for the future. But I have discovered that it takes more than material things to find real happiness and meaning in life.
One day I was the guest on a popular television talk show in Canada. I shared the interview with another young person involved in cancer research. Several times during the program this young man, who was twenty years old, told the host that he was “gifted,” as indicated by a test he had taken in third grade. Turning my way, the host inquired whether I, too, was gifted. Never having
been tested for the gifted program, I answered that I was not. When I returned home my mother asked me, “Are you certain you
aren’t gifted?” I realized that I had given the wrong answer. I was gifted, and the more I reflected, the more I concluded that I had never met a person who was not special or talented in some way.
Mohandas Karamchand Gandhi
(1869–1948) More commonly called Mahatma Gandhi, a leader of India whose belief in justice inspired many people around the world. Gandhi believed in nonviolent civil disobedience and organized many peaceful protests.
"Mahatma Gandhi." Gale Middle School Online Collection, Gale, 2019. Gale In Context: Middle School, https://link.gale.com/apps/doc/QTFOFL784682079/MSIC?u= fairfaxcps&sid =MSIC&xid=3e0adbf5. Accessed 1 June 2020.
9
AP/Wide World Photos
WORD TO KNOW possession (n) a thing that you own inquire (v) ask about something
Some people are gifted with their hands and can produce marvelous creations in their capacity as carpenters, artists, or builders. Others have a kind heart, are compassionate, understanding, or are special peacemakers; others, again, are humorous and bring joy into our lives. We have all met individuals who are gifted in science or sports, have great organizational skills or a healing touch. And, of course, some people are very talented at making money. Indeed, even the most physically or mentally challenged person teaches all of us about the value and worth of human life.
I think that God, in fact, played a trick on us. He gave each and every person special talents or gifts, but he made no one gifted in all areas.
Collectively, we have all it takes to create a just and peaceful world, but we must work together and share our talents. We all need one another to find happiness within ourselves and within the world.
I realize, now, that each of us has the power to be Superman and to help rid the world of its worst evils—poverty, loneliness, and exploitation. I dream of the day when Jeffrey leaves the garbage dump, when Muniannal no longer has to separate used syringes and can go to school, and when all children, regardless of place of birth or economic circumstance, are free to be children. I dream of the day when we all have José’s courage to share.
Adapted from: Kielburger, Craig. Craig Kielburger Reflects on Working Toward Peace, Houghton Mifflin Harcourt Into Literature. Houghton Mifflin Harcourt Publishing Company, 2020.
CHECK YOUR UNDERSTANDING Answer these multiple-choice questions to check your understanding.
1. The author refers to dreams at the end ofparagraphs 4, 5, 6, and 7 in order to —A. indicate that every child has hope for a better
future.B. explain what happens to children who live in
poverty.C. point out how different the children are from
each other.D. prove that poverty affects children all around
the world.2. The author’s main purpose in telling the story of
José is to —E. describe how some homeless children live.F. encourage sharing by showing that everyone
has something to offer.G. show that children who live in poverty still find
time for play.H. explain that although childhood poverty seems
hopeless, it is not.
3. Which statement best expresses the author’scontrolling idea in this personal essay?A. Child bondage is a problem faced by children
around the world.B. Education is the key to ending childhood
poverty.C. Everyone has the capacity to help end poverty,
but it requires cooperation.D. Every person is gifted, but each person is gifted
VOCABULARY PRACTICE In the space provided, write the word from the Word Bank that most closely relates to the boldfaced word in each question.
WORD BANK syringe
possession inquire
capacity exploitation
1. Which word goes with the word answer?
2. Which word goes with word needle?
3. Which word goes with the word underpaid?
4. Which word goes with the word ownership?
5. Which word goes with the word skill?
VOCABULARY STRATEGY: ANALYZING PREFIXES Many words can be broken into smaller parts. These word parts include base words, roots, prefixes, and suffixes. • Look for any prefixes or suffixes. Remove them so that you can concentrate on the base word or
the root.• See whether you recognize any elements—prefix, suffix, root, or base—of the word. You may be
able to guess its meaning by analyzing one or two elements.• Think about the way the word is used in the sentence. Use the context and the word parts to make
a logical guess about the word’s meaning.
PREFIXES A word part attached to the beginning of a word. Most prefixes come from Greek, Latin, or Old English.
PREFIX MEANING EXAMPLEmal- bad or wrong malfunction
micro- small or short microscopesemi- half semicircle
Practice using prefixes. Select the answer option that best describes the meaning of the boldface prefix as it is used in each pair of words.
WORDS WITH PREFIX
SELECT PREFIX MEANING
WORDS WITH PREFIX
SELECT PREFIX MEANING
1. malnourishedmaltreat
o bado normalo to get in the way ofo state of being
GRAMMAR PRACTICE: COMMAS Commas have a variety of purposes. Used correctly, they help writers communicate effectively. They show readers which words and phrases go together and indicate which part of a sentence is most important. They can also create pauses, which give readers a moment to think about what they are reading. In “Craig Kielburger Reflects on Working Toward Peace,” commas are used for several reasons, including these:
• To set off introductory words or phrases:Indeed, even the most physically or mentally challenged person teaches all of us about the value and worth of human life.
• To set off nonessential words, phrases, and clauses:If more people had the heart of a street child, like José, and were willing to share, there would be no more poverty and a lot less suffering in this world.
• To separate dependent clauses from independent clauses:Although José’s shirt was dirty and had a few small holes, it was a colorful soccer shirt and certainly much nicer than mine.
• To separate two independent clauses joined by one of the coordinating conjunctions: and, but, or,for, nor, so, or yet:
He may have been a poor street child, but I saw more goodness in him than all of the world leaders I have ever met.
Practice and Apply Write your own sentences with commas using the examples from “Craig Kielburger Reflects on Working Toward Peace” as models. Your sentences can be about Craig Kielburger’s work or about a topic related to helping others. When you have finished, share your sentences with a partner and compare your use of commas.
WRITING PRACTICE Set a time limit for yourself to write about something or someone who inspires you to make a difference. Use details to explain what it is that inspires you.
WEEK 2: JULY 6, 2020 JULY 6: READ Use this strategy when reading “Frances Perkins and the Triangle Factory Fire” by David Brooks.
READING STRATEGY: FACTS LEAD TO MAIN IDEA This strategy helps you to better understand the main idea and author’s perspective (opinion) by collecting facts and details.
Follow these steps: 1. Read the passage title and ask yourself:
● What is the topic of this passage?● Write it down. You might use this sentence starter: The topic of “Title of Text” is _________.
2. Read a chunk—a few sentences or a paragraph.3. Ask yourself:
● What is the author’s perspective, or opinion, on the topic?● How do I know?● Underline facts or details that support the author’s idea.
4. Write a main idea statement (what the author is telling you about the topic). You might use thissentence starter: The main idea of “Title of Text” is ________.
5. Continue to read in chunks. Repeat step 3.
6. Ask yourself: Do these facts and details support what I believe to be the main idea?● If yes, keep reading.● If no, revise your main idea statement as needed.
JULY 7: RE-READ & CHECK FOR UNDERSTANDING Re-read “Frances Perkins and the Triangle Factory Fire” by David Brooks and answer the questions that follow.
JULY 8: VOCABULARY Review the “Words to Know” in the story and complete “Vocabulary Practice.” Review the Vocabulary Strategy and follow the “Practice and Apply” directions to practice using the strategy.
JULY 9: GRAMMAR PRACTICE Review information about pronouns agreeing with their antecedents and then follow the “Practice and Apply” directions to practice pronoun-antecedent agreement.
JULY 10: WRITING PRACTICE Read the prompt to guide your thinking. Then use the space provided to write a response.
We read to acquire knowledge and to broaden our perspective. We write for various purposes and audiences to support our understanding and to express ourselves.
We discuss what we read, watch, and write to explore ideas and build new meaning. We think about what we read, watch and write to increase our understanding and to promote thinking in new ways.
FRANCES PERKINS AND THE TRIANGLE FACTORY FIRE (930L) by David Brooks
Today, the area around Washington Square Park in lower Manhattan is surrounded by New York University, expensive apartments, and upscale stores. But back in 1911, there were nice brownstones on the northern side of the park and factories on its eastern and southern sides, drawing young and mostly Jewish and Italian immigrant workers. One of the nice homes was owned by Mrs. Gordon Norrie, a society matron descended from two of the men who signed the Declaration of Independence.
On March 25, Mrs. Norrie was just sitting down to tea with a group of friends when they heard a commotion outside. One of her guests, Frances Perkins, then thirty-one, was from an old but middle-class Maine family, which could also trace its lineage back to the time of the Revolution. She had attended Mount Holyoke College and was working at the Consumers’ League of New York, lobbying to end child labor.
A butler rushed in and announced that there was a fire near the square. The ladies ran out. Perkins lifted up her skirts and sprinted toward it. They had stumbled upon the Triangle Shirtwaist Factory, the site of one of the most famous fires in American history. Perkins could see the eighth, ninth, and tenth floors of the building ablaze and dozens of workers crowding around the open windows. She joined the throng of horrified onlookers on the sidewalk below.
Some saw what they thought were bundles of fabric falling from the windows. They thought the factory owners were saving their best material. As the bundles continued to fall, the onlookers realized they were not bundles at all. “People had just begun to jump as we got there,” Perkins would later remember. “They had been holding on until that time, standing in the windowsills, being crowded by others behind them, the fire pressing closer and closer, the smoke closer and closer.
“They began to jump. The window was too crowded, and they would jump and they hit the sidewalk,” she recalled. “Every one of them was killed, everybody who jumped was killed. It was a horrifying spectacle.”
The firemen held out nets, but the weight of the bodies from that great height was too much for the nets to support. Perkins and the others screamed up to them, “Don’t jump! Help is coming.” But it wasn’t.
The fire had started at about 4:40 that afternoon, when somebody on the eighth floor threw a cigarette or a match into one of the great scrapheaps of cotton left over from the tailoring process. The pile quickly burst into flames.
Somebody alerted the factory manager, Samuel Bernstein, who grabbed some nearby buckets of water and dumped them on the fire. They did little good. The cotton scraps were explosively flammable, more so than
paper, and there was roughly a ton of the stuff piled on the eighth floor alone.
WORDS TO KNOW matron (n) mother lineage (n) family history Consumers’ League of New York (n) organization dedicated to improving working conditions and other social issues lobby (v) try to convince politicians to support a cause throng (n) crowd
Bernstein dumped more buckets of water on the growing fire, but by this point they had no effect whatsoever, and the flames were spreading to the tissue paper patterns hanging above the wooden work desks. He ordered workers to drag a fire hose from a nearby stairwell. They opened the valve, but there was no pressure. As a historian of the fire, David Von Drehle has argued that Bernstein made a fatal decision in those first three minutes. He could have spent the time fighting the fire or evacuating the nearly five hundred workers. Instead, he battled the exploding fire, to no effect. If he had spent the time evacuating, it is possible that nobody would have died that day.
When Bernstein finally did take his eyes off the wall of fire, he was astonished by what he saw. Many of the women on the eighth floor were taking the time to go to the dressing room to retrieve their coats and belongings. Some were looking for their time cards so they could punch out.
Eventually, the two factory owners up on the tenth floor were alerted to the fire, which had already consumed the eighth floor and was spreading quickly to their own. One of them, Isaac Harris, gathered a
group of workers and figured it was probably dangerous to try to climb down through the fire. “Girls, let us go up on the roof! Get on the roof!” he bellowed. The other owner, Max Blanck, was paralyzed by fear. He stood frozen with a look of terror on his face, holding his youngest daughter in one arm and his elder daughter’s hand with the other. A clerk, who was evacuating with the firm’s order book, decided to throw it down and save his boss’s life instead.
Most of the workers on the eighth floor were able to get out, but the workers on the ninth floor had little warning until the fire was already upon them. They ran like terrified schools of fish from one potential exit to another. There were two elevators, but they were slow and overloaded. There was no sprinkler system. There was a fire escape, but it was rickety and blocked. On normal days the workers were searched as they headed home, to prevent theft. The factory had been designed to force them through a single choke point in order to get out. Some of the doors were locked. As the fire surrounded them, the workers were left to make desperate life-and-death decisions with limited information in a rising atmosphere of fire, smoke, and terror.
Three friends, Ida Nelson, Katie Weiner, and Fanny Lansner, were in the changing room when the screams of “Fire!” reached them. Nelson decided to sprint for one of the stairwells. Weiner went to the elevators and saw an elevator car descending the shaft. She hurled herself into space, diving onto the roof. Lansner took neither course and didn’t make it out.
Mary Bucelli later described her own part in the vicious scramble to get out first: “I was only looking for my own life…. At a moment like that, there is big confusion and you must understand that you cannot see anything…. You see a multitude of things, but you can’t distinguish anything. With the confusion and the fight that you take, you can’t
distinguish anything.”
WORDS TO KNOW fatal (adj) a choice that results in death choke point (n) a narrow passage; a point of congestion or blockage
Joseph Brenman was one of the relatively few men in the factory. A crowd of women were pushing between him and the elevators. But they were small, and many of them were faint. He shoved them aside and barreled his way onto the elevator and to safety.
The fire department arrived quickly, but its ladders could not reach the eighth floor. The water from its hoses could barely reach that high, just enough to give the building exterior a light dousing.
SHAME The horror of the Triangle Shirtwaist Fire traumatized the city. People were not only furious at the
factory owners but felt some deep responsibility themselves. In 1909, a young Russian immigrant named Rose Schneiderman had led the women who worked at Triangle and other factories on a strike to address the very issues that led to the fire disaster. The picketers were harassed by company guards. The city looked on indifferently, as it did upon the lives of the poor generally. After the fire, there was a collective outpouring of rage, fed by collective guilt at the way people had self-centeredly gone about their lives, callously indifferent to the conditions and suffering of the people close around them. “I can’t begin to tell you how disturbed the people were everywhere,” Frances Perkins remembered. “It was as though we had all done something wrong. It shouldn’t have been. We were sorry. Mea culpa! Mea culpa!”
A large memorial march was held, and then a large meeting, with all the leading citizens of the city. Perkins was on stage as a representative of the Consumers’ League when Rose Schneiderman electrified the crowd: “I would be a traitor to those poor burned bodies if I were to come here to talk good fellowship. We have tried you, good people of the public—and we have found you wanting!…
“We have tried you, citizens! We are trying you now and you have a couple of dollars for the sorrowing mothers and brothers and sisters by way of a charity gift. But every time the workers come out in the only way they know, to protest against conditions which are unbearable, the strong hand of the law is allowed to press down heavily upon us…. I can’t talk fellowship to you who are gathered here. Too much blood has been spilled!”
The fire and its aftershocks left a deep mark on Frances Perkins. Up until that point she had lobbied for worker rights and on behalf of the poor, but she had been on a conventional trajectory, toward a conventional marriage, perhaps, and a life of genteel good works. After the fire, what had been a career turned into a vocation. Moral indignation set her on a different course. Her own desires and her own ego became less central and the cause itself became more central to the structure of her life. The niceties of her class fell away. She became impatient with the way genteel progressives.
WORDS TO KNOW distinguish (v) seeing things as being different or distinct picketers (n) people who stand or march as a protest or to prevent other workers from working during a strike callously (adv) not feeling or showing concern indifferent (adj) having no feelings one way or another about something Mea culpa! (phr) a cry meaning “I am at fault!” vocation (n) a strong commitment
went about serving the poor. She became impatient with their prissiness, their desire to stay pure and above the fray. Perkins hardened. She threw herself into the rough and tumble of politics. She was willing to take morally hazardous action if it would prevent another catastrophe
like the one that befell the women at the Triangle factory. She was willing to compromise and work with corrupt officials if it would produce results. She pinioned herself to this cause for the rest of her life.
Adapted from: Brooks, David. Francis Perkins and the Triangle Shirt Factory, Houghton Mifflin Harcourt Into Literature. Houghton Mifflin Harcourt Publishing Company, 2020.
CHECK YOUR UNDERSTANDING Answer these multiple-choice questions to check your understanding.
1. What key idea could a reader most likely determine from the details in paragraph 9?A. No one could have prevented the fire.B. Cotton dust and scraps are flammable.C. Poor decisions made the fire much worse.D. A growing fire cannot be stopped.
2. In paragraph 14, the author includes a direct quotation from Mary Bucelli in order to –E. explain the factory workers’ actions during the fire.F. persuade readers that the fire could have been prevented.G. explain why the fire spread so quickly.H. describe what happened after the fire.
3. Which sentence best explains why Frances Perkins devoted the rest of her life to bringingreform to the lives of workers?A. She always had been interested in helping the poor.B. She was deeply affected by the tragic fire at the factory.C. She was unhappy about the indifference that city leaders showed toward the poor.D. She wanted workers’ children to have a better life than their parents had had.
In 1933, Frances Perkins became the first female U.S. Cabinet member as Secretary of Labor.
WORDS TO KNOW hazardous (adj) risky pinioned (v) to tie up very tightly
VOCABULARY PRACTICE In the space provided, write the word from the Word Bank that most closely relates to the boldfaced word in each question.
WORD BANK lobby fatal
distinguish indifferent
1. Which vocabulary word goes with the word unimportant?
2. Which vocabulary word goes with the word disastrous?
3. Which vocabulary word goes with the word distinct?
4. Which vocabulary word goes with the word influence?
VOCABULARY STRATEGY: LATIN ROOTS A root is a word part that came into English from an older language. Roots from Latin appear in many English words. Note this comment by Mary Bucelli in “Frances Perkins and the Triangle Factory Fire”: You see a multitude of things, but you can’t distinguish anything. (paragraph 15)
The word distinguish contains a root, sting, from the Latin word dīstinguere, which means “to separate.” You can see the root meaning in the word distinguish; it literally means separating what you perceive or being able to tell things apart. Recognizing the root sting can help you figure out the meanings of other words that include this root.
Practice and Apply In each sentence, identify the word with the Latin root sting or its variation ting. Write what each word means. Use a print or digital dictionary to check your ideas.
1. There are many kinds of maple trees, but most people think that one maple tree isindistinguishable from another.
2. Despite the criticism they got, they would not let anyone extinguish their dream.
3. Although many of her players were undistinguished, the coach led them to win games byinspiring them to work hard as a team.
4. A fire extinguisher works by removing one or more of the three elements of every fire: oxygen,heat, and fuel.
GRAMMAR PRACTICE: PRONOUN-ANTECEDENT AGREEMENT To keep your writing clear, make sure that the pronouns that you use agree with their antecedents in number (singular or plural), gender (male, female, or neuter), and person (first, second, or third).
SINGULAR PRONOUNS PLURAL PRONOUNS
First Person I / me / my, mine we / us / our, ours
Second Person you / you / your, yours you / you / your, yours
Third Person he, she, it / him, her, it / his, her, hers, its they / them / their, theirs
Look at these examples from “Frances Perkins and the Triangle Factory Fire” and examine the pronouns and their antecedents.
• Notice how the pronouns his and he agree with their antecedent, Bernstein, in number(singular), gender (male), and person (third):
When Bernstein finally did take his eyes off the wall of fire, he was astonished by what he saw. (paragraph 11)
• Notice how the pronoun its agrees with its antecedent, fire department, in number (singular),gender (neuter), and person (third):
The fire department arrived quickly, but its ladders could not reach the eighth floor. (paragraph 17)
• Notice how the pronoun she agrees with its antecedent, Perkins, in number (singular), gender(female), and person (third):
Perkins hardened. She threw herself into the rough and tumble of politics. She was willing. (paragraph 21)
Practice and Apply: Write 4 or 5 sentences that summarize this piece of history writing. Try to use different pronouns. As you do, check to make sure that the pronouns agree with their antecedents. Use the examples and chart above as guides.
WRITING PRACTICE After reading about Francis Perkins and the Triangle Shirtwaist Factory fire, think about a recent news story you find interesting. What information about that news story would be
important and worth sharing? Start writing about it here and include details that support why others should be interested in the topic.
WEEK 3: JULY 13, 2020 JULY 13: READ Use this strategy to read “Your Mission” by Ellen M. H. Gates.
READING STRATEGY: PAY ATTENTION TO WORDS AND PHRASES
This strategy helps you pay attention to ways authors use precise and intentional words and phrases to convey a message or influence you.
Follow these steps: 1. Think carefully about the words and phrases used by the author.
2. Ask yourself:• “Why does the author use these words and/or phrases?”• “What does the author imply or suggest by using these specific words and/or phrases?”
3. Ask yourself:• “What other words could have been used?”• “How would those words change the meaning and the implied message?”
4. Decide if you agree with what the author implies about the topic.
JULY 14: RE-READ & CHECK FOR UNDERSTANDING Re-read “Your Mission” by Ellen M. H. Gates and answer the questions that follow.
JULY 15: VOCABULARY Review the “Words to Know” in the story and complete “Vocabulary Practice”. Review the Vocabulary Strategy and follow the “Practice and Apply” directions to practice using the strategy.
JULY 16: GRAMMAR PRACTICE Review information about subject-verb agreement and prepositional phrases and then follow the “Practice and Apply” directions to practice using them.
JULY 17: WRITING PRACTICE Read the prompt to guide your thinking. Then use the space provided to write a response.
We read to acquire knowledge and to broaden our perspective. We write for various purposes and audiences to support our understanding and to express ourselves.
We discuss what we read, watch, and write to explore ideas and build new meaning. We think about what we read, watch and write to increase our understanding and to promote thinking in new ways.
If you cannot, on the ocean, sail among the swiftest fleet, Rocking on the highest billows, laughing at the storms you meet; You can stand among the sailors, anchored yet within the bay, You can lend a hand to help them, as they launch their boats away.
If you are too weak to journey up the mountain, steep and high, You can stand within the valley, as the multitudes go by; You can chant in happy measure, as they slowly pass along; Though they may forget the singer, they will not forget the song.
If you cannot in the harvest, garner up the richest sheaves, Many a grain, both ripe and golden, will the careless reapers leave; Go and glean among the briars, growing rank against the wall, For it may be that their shadow, hides the heaviest wheat of all.
If you cannot, in the conflict, prove yourself a soldier true; If, where fire and smoke are thickest, there’s no work for you to do; When the battlefield is silent, you can go with careful tread, You can bear away the wounded; you can cover up the dead.
Do not then stand idly waiting for some greater work to do; Fortune is a lazy goddess, she will never come to you; Go and toil in any vineyard, do not fear to do or dare, If you want a field of labor, you can find it anywhere. Adapted from: Gates, Ellen M.H. Your Mission, Houghton Mifflin Harcourt Into Literature. Houghton Mifflin Harcourt Publishing Company, 2020.
Words to Know swiftest (adj) fastest billows (n) waves anchored (v) held
to journey (v) take a trip multitude (n) large number chant (v) sing
garner (v) gather sheaves (n) bundles reaper (n) one that harvests a crop glean (v) gather briar thorny bush
CHECK FOR UNDERSTANDING Answer these multiple-choice questions to check your understanding.
1. The author uses repetition of “you can” totell the reader:A. They are helpless in life.B. They must wait their turn.C. They are able to help in other ways.D. They are able to do better than others.
2. The author uses the simile “Fortune is alazy goddess” to tell the reader:E. Patience is the key to success.F. The way to success is to wait.G. You must act, not wait for Fortune.H. Patience must win, not Fortune.
3. The message of the poem is:A. There is a right and a wrong time to act.B. There are opportunities to act everywhere.C. Change can only happen in certain places.D. Change can only happen in certain times.
VOCABULARY PRACTICE In the space provided, write the word from the Word Bank that most closely relates to the boldfaced word in each question.
WORD BANK anchored
chant multitude
toil
1. Which vocabulary word goes with the word tied?
2. Which vocabulary word goes with the word labor?
3. Which vocabulary word goes with the word many?
4. Which vocabulary word goes with the word chorus?
VOCABULARY STRATEGY: Connotations and Denotations A word’s denotation is its literal, dictionary meaning. A word’s connotation comes from the ideas and feelings associated with the word.
The conditions as they now exist are hideous…. The choice of hideous suggests that the conditions were terrible and revolting because the word suggests an upsetting image to most readers. Some words have positive connotations; other words have negative connotations. To determine a word’s connotation, examine the context of the phrase, sentence, or paragraph in which the word appears.
Practice and Apply For each item, circle the word you think better expresses the meaning of the sentence. Then explain your choice in the space provided.
1. “Furious New Yorkers refused to let the issue rest.” The people were (serious, determined).
Explain why you selected that word.
2. “They examined workers’ filthy living conditions....” The workers’ living conditions were (disgusting, messy).
Explain why you selected that word.
3. “As a result of the Commission’s shocking findings, NewYork State quickly passed thirty-three new labor laws....” The findings were (surprising, alarming).
GRAMMAR PRACTICE: Subject–Verb Agreement and Prepositional Phrases As you know, the subject and verb in a clause must agree in number.
Agreement means that if the subject is singular, the verb is also singular, and if the subject is plural, the verb is also plural. Most verbs show the difference between singular and plural only in the third person of the present tense. In the present tense, the third-person singular forms end in -s.
Singular Plural I work we work
you work you work she, he, it works they work
However, the verb “be” causes subject-verb agreement issues because this verb doesn’t follow the usual patterns. It is important to pay particular attention to agreement with this verb.
FORMS OF BE Present Tense Past Tense
Singular Plural Singular Plural I am we are I was we were
you are you are you were you were she, he, it is they are she, he, it was they were
In addition, you need to pay attention to words between a subject and a verb. A verb only agrees with its subject. Therefore, when a prepositional phrase or other words come between a subject and a verb, ignore them and focus on identifying the subject and making sure the verb agrees with it. Notice the prepositional phrase “of the tragic Triangle factory fire” does not change the agreement of “ashes” and “came” in this example from “The Story of the Triangle Factory Fire: From the ashes of the tragic Triangle factory fire came help for millions of United States laborers today.”
Practice and Apply Circle the verb that agrees with the subject.
1. Today, the victims of the Triangle factory fire (is / are) remembered.
2. The safety of workers (wasn’t / weren’t) as important as today.
3. Citizens in the courtroom (was / were) furious with the verdict.
4. Investigators in the tenement buildings (was / were) searching for dangerous conditions.
5. The details of the 1911 fire (anger / angers) public safety officials.
WEEK 4: JULY 20, 2020 JULY 20: READ Choose two of the passages from this practice booklet to compare. Use this strategy to support your process.
READING STRATEGY: ASKING QUESTIONS AS YOU READ
This strategy helps you to think while you read by asking yourself questions and answering them to develop bigger ideas.
Follow these steps: 1. Read a chunk (a few sentences or a paragraph) from each reading.
• Notice parts of the text that make you wonder.• Ask, "Am I surprised or confused?" "Do I disagree?"• Turn that thinking into a question and write it down.✬Use the sentence frame, " I wonder why ____________?"
2. Continue reading to answer your questions in both pieces.
3. Review your questions.• Ask, “What are my questions mostly about?” “Do the authors agree? Disagree?”
4. Ask, “So what?” Based on steps 1-3, what bigger understanding or idea do you now haveabout both texts?
5. Write long to grow your thinking. Try writing as much as you can.
JULY 21: REVISE TO STRENGTHEN YOUR MESSAGE Use this strategy to write about a topic you know a lot about and then revise to strengthen your message.
JULY 22: COMPARE TWO TEXTS Select two texts from the workbook. Use the strategy to ask questions about both texts.
JULY 23: REVISE TO STRENGTHEN YOUR MESSAGE Use this strategy to write about a new topic or to continue what you started writing and then revise to strengthen your message.
JULY 24: WRITING PRACTICE Read the prompt to guide your thinking. Then use the space provided to write a response.
We read to acquire knowledge and to broaden our perspective. We write for various purposes and audiences to support our understanding and to express ourselves.
We discuss what we read, watch, and write to explore ideas and build new meaning. We think about what we read, watch and write to increase our understanding and to promote thinking in new ways.
ADD FACTS & DETAILS TO STRENGTHEN YOUR MESSAGE This writing strategy helps you consider facts and details to include in order to best communicate your message. 1. Write about a topic you know a lot about or write about something important to you.
✬Consider using something you have already written or try writing something new.
2. Ask yourself, “What is the message I want to share?”✬Consider writing it at the top of your draft with this sentence stem: “I want my readers toknow/learn/think ____________ about ________ (the topic).”
3. Read through your writing and consider:• “What facts have I stated that may need more information?”• “Are there any areas that need to have background information added?”
JULY 22: COMPARE TWO TEXTS COMPARING TEXTS TO GROW IDEAS
This strategy helps you to think about the information of multiple texts (books, blogs, social media, videos, etc.) to build understanding.
Follow these steps: 1. Think about texts you have read.2. Compare how the authors of the texts view the same topic or theme.
• Ask, “How are they similar?” “How are they different?”✬Use the sentence frame, “This author thinks ______, but this one thinks ______.”
3. Compare your thinking with the thinking of the author.• Ask, “How is my thinking similar/different to the thinking of the author?”✬Use the sentence frame, “This author thinks ______, but/and I think ______.”
4. Ask, “So what?” Based on steps 1-3, what bigger understanding or idea do you now have?5. Write long to grow your thinking. Try writing as much as you can.
ADD FACTS & DETAILS TO STRENGTHEN YOUR MESSAGE This writing strategy helps you consider facts and details to include in order to best communicate your message. 1. Write about a new topic or to continue with something you have already started to write about.
✬Consider using something you have already written or try writing something new.
2. Ask yourself, “What is the message I want to share?”✬Consider writing it at the top of your draft with this sentence stem: “I want my readers toknow/learn/think ____________ about ________ (the topic).”
3. Read through your writing and consider:• “What facts have I stated that may need more information?”• “Are there any areas that need to have background information added?”
WEEK 5: JULY 27, 2020 JULY 27: REVISE TO ADD DETAILS Use this strategy to revise your writing and add more details to your message.
JULY 28: REVISE FOR WORD CHOICE Use this strategy to revise your writing for word choice.
JULY 29: EDIT FOR GRAMMAR Use this strategy to edit your writing for grammar and mechanics.
JULY 30: REVISE FOR VOCABULARY Use this strategy to revise your writing for vocabulary choice.
JULY 31: SHARE YOUR WRITING & CELEBRATE! Share your writing with someone and celebrate your product.
We read to acquire knowledge and to broaden our perspective. We write for various purposes and audiences to support our understanding and to express ourselves.
We discuss what we read, watch, and write to explore ideas and build new meaning. We think about what we read, watch and write to increase our understanding and to promote thinking in new ways.
JULY 27: REVISE TO ADD DETAILS Choose one of the pieces you have written. Elaborate by adding details and revise it using
the writing strategies you have practiced.
REVISION STRATEGY: GATHERING DETAILS SUPPORTS MY MAIN IDEA This writing strategy will help you use reasons and facts to support your main idea. ✬Reasons are big categories for proof.✬Facts are more specific details that elaborate on the categories.
Follow these steps: 1. Think of a topic you know a lot about. (Example topics: social media, outer space,
skateboarding, favorite musician)2. Think about what information you could include.
• List/jot/draw all you know about the topic.• Consider which are reasons (big categories) and which facts/details connect to those
reasons.• Underline/Circle the things you want to include.
3. Ask yourself, “What do I want my audience (readers) to know about this topic based on mywriting?”
4. Flashdraft - Get your pen/pencil/ moving. Write all you can using your list as you go.✬Try writing for as long as you can. Start with 5 minutes and keep going!
REVISION STRATEGY: WORDS THAT MATCH YOUR MESSAGE This writing strategy will help you use words and phrases that connect the audience to your message. Follow these steps. 1. Write about a topic you know a lot about. (Example topics: social media, outer space,
skateboarding, favorite musician)✬Consider using something you have already written or try writing something new.
2. Consider your audience.3. Ask yourself:
o “Who will read this piece?” and “What language will they need?”o “What do I want the reader to know based on this piece?”o List words & phrases you might include.
4. Re-read looking for places where you can add/revise. Can you add/revise for:o strong word choice?o powerful phrases?
o metaphors or other figurative language?o specific nouns and verbs?
JULY 29: EDIT FOR GRAMMAR Editing involves finding and fixing errors that might otherwise cause readers to stumble over or misunderstand what you’ve written. These can be errors in spelling, grammar, punctuation, or word usage. Begin by reviewing your writing for the grammar skills reviewed in this Summer Practice Book.
• Commas• Pronoun Antecedent Agreement• Subject–Verb Agreement and Prepositional Phrases
JULY 30: REVISE FOR VOCABULARY Revising your writing means revisiting your draft and considering how to make it better. Go back in your writing and consider the connotation and denotation of the words you have chosen to include. Do the words match what your message is? Are there better words that could replace them?
JULY 31: SHARE YOUR WRITING & CELEBRATE! Part of being a writer means taking the time to share and celebrate your work. Find a family member, teacher, or friend and read your writing to that person. You might share your work on the phone, online, or in person. Share with that person how you began your idea and grew it to a final product. Share examples of how your writing started, the changes you made, the reasons for making those changes, and how they impacted your final work. Be proud of the progress you have made!
This Photo by Unknown Author is licensed under CC BY-NC
Vocabulary and grammar review activities adapted from Houghton Mifflin Harcourt Into Literature. Houghton Mifflin Harcourt Publishing Company, 2020.
ELD Week 1: Cause and Effect This week you will use the language of cause and effect to explain how events lead to each other.
Example: Mayra hung a bird feeder on the tree. As a result, many birds came to eat the bird seed.
Cause: Mayra hung a bird feeder on the tree. Effect: Many birds came to eat the bird seed. Image sources: Pixabay (aviary-4302190_1920, birds-3414243_1920)
Directions: Choose an option from the list below and write about at least one cause and effect relationship that you notice. Use the graphic organizer to organize your ideas.
● Cause and effect relationships in your summer reading for this week● Cause and effect relationships in the world around you● Cause and effect relationships in current events. What have you heard or seen on the news?● Other cause and effect relationships of your choice
Now express your cause and effect relationships in complete sentences. These words and phrases can help you write: If...then, cause(s), effects, results, leads to, consequence, as a result.
ELD Weeks 2 and 3: InferDuring these two weeks you will practice inferring. An inference is an informed guess based on clues that you observe and information that you already know.
What is in the book + What I already know = Helps me to infer
(clues) + (background knowledge) = (inference)
We constantly make inferences when we read.
Example: Mohammed opened the door and looked up at the sky. “Hmmm, just a moment,” he said. He turned around, picked up his umbrella, and left the house.
Clues Background Knowledge Inference
...looked up at the sky
...picked up his umbrella
I know that the sky often looks dark before it rains. I know that people use
umbrellas to stay dry when it is raining.
I infer that Mohammed thinks it is going to rain.
Directions: Choose an option from the list below and write about and write about at least one inference that you have made. Use the graphic organizer to organize your ideas.
● Inferences from the reading passages for this week.● Inferences from other reading you have done.● Inferences from a movie, T.V. show, or song that you have seen or heard.● Other inferences you have made in daily life.
Clues Background Knowledge Inference
Now explain your inferences in complete sentences. These words and phrases can help you write: I infer_______ because…, I predict, I conclude, I think, I know, evidence, reason(s), maybe
ELD Weeks 4 and 5: Compare and ContrastDuring these two weeks you will practice comparing and contrasting so that you can understand and explain how things are similar and different.
Example: We can compare and contrast pens and pencils.
Directions: Choose an option from the list below to compare and contrast. Use the graphic organizer to organize your ideas.
● Ideas presented in reading passages this week.● Books you have read or movies you have seen.● News reports or articles on the same topic. How are the viewpoints similar and different?● Two elements, ideas, or viewpoints from another topic of your choice.
Now express your ideas in complete sentences.
These words and phrases can help you write: like, alike, both, similar to, different from, but, however, while, on the other hand
They also have important differences. While pens are usually made of plastic or metal, pencils are usually made of wood. Also, pens write with ink, but pencils write with graphite.
Pens and pencils are similar because they are both small, lightweight tools used for writing by hand.
35
SUMMER LEARNING QUEST: JUSTICE, NOW!
I contribute to solutions that benefit our community.Justice is defined has behaving in a way that is fair, equal, and
balanced for everyone. What does it mean to be treated fairly? To be treated equally? For there to be balanced treatment of everyone? Have you noticed things that are not fair, equal, or
balanced for everyone? What if the perspectives of others could be changed by reading a book or watching a movie with a character
who stands up for justice? How can you, as a writer, create a character for a movie or book titled Justice, Now!
What is an action, practice, or law that is unfair? Brainstorm three things that are unfair that your character could improve. Examples: Bullying or access to clean waterWhat problems can you think of?•
•
•
Big picture plans: How will your character act to change things that are unfair? What internal or external challenges might your character encounter?
•
•
•
Develop your character: Think about what characteristics will make up your character’sidentity. What traits, like curiosity, will help them? What traits orskills will your character need to learn? Who might your character partner with to make change? Draw or write below!
The issue I will focus on is:
I’m picking this because:
36
Ideas to take this project further:
Share your character Family
Friend
Someone else
Did they connect with the issue and the character? Why or why not?
Reflect on your work
Which of your ideas did you like best? Why?
How could you make your work better?
What can you learn from your character?
Reflect and Refine • What steps will your character take in order to make an impact?
• Consider your audience: Who could make connections to the character? How?
• Create a storyboard or cartoon panel to show the whole scene or story.• What happened before and after? Create the prequel or sequel!• Write a poem about the scene you drew.• Write a synopsis or screenplay for the full-length Justice, Now! feature!
Elaborate: What would lead your character to be able to support Justice, Now!? • What has happened to the character in their past?
• What is the character’s motivation to make an impact on the injustice?
• Where and when does the story take place? How did the character get to this place ortime period?
• Who are the character’s friends, allies, or enemies?
• Does the character have weaknesses that helps the audience make connections?
37
SUMMER LEARNING QUEST: WHAT’S YOUR VISION?
What are some of your favorite things? Can you remember the first time you tried your favorite activity? What made you interested in it? Trying new things can spark new interests. When is the last time you tried something new? What kind of work do you imagine yourself doing when you grow up?
How can you create a vision board and plan for a future career?
Interview someoneTalk with someone about their interests and the work they do. Use these questions to get started with your interview. Make sure to add in your own questions, too!
• What job or career do you have?• How do your strengths and interests help
you in your career?• What is one new thing you learned how to
do for your job?• ___________________________________
Create a vision board What job might you aspire to have? What challenges do you want to contribute to? In the space below or on another piece of paper, write yourcareer goal. Then add words and draw pictures to help inspire you to reach your goal.
Practice your skills List at least three strengths and interests you have: •
•
•
Learn something new List at least three things you would like to learn more about: •
•
•
38
Share your plan: Who will you share with?
Family Friend Someone else
What did they think of your ideas?
What advice do they have to reach your goal?
Think about your plan How does this plan help you think about your future?
What did you learn about yourself that you didn’t know before?
Reflection and planning: Think about how you are going to achieve your goal. Fill in thechart below to begin making a plan for reaching it!
Ideas to take this project further: • Use old magazines or newspapers to cut out pictures or words that help describe your goal.
Glue these to a piece of paper or poster and hang in a visible place to inspire you.• Dig a little deeper into careers by visiting Virginia Career View (https://www.vaview.vt.edu/)• Find out about high-demand tech jobs at Tech Pathway (https://mypathway.tech/)• Explore Naviance Student to make connections between your strengths and careers. You can
access Naviance Student through Blackboard 24/7 (https://fcps.blackboard.com/)
Refine your vision board Update your vision board with the steps you identified above. If you can’t fit everything, useanother sheet of paper and add on to your original ideas.
39
SUMMER LEARNING QUEST: WHAT SHOULD YOU KNOW ABOUT COVID-19?
What is COVID-19?
How is COVID-19 spread? COVID-19 spreads from person to person. There are a couple ways this can happen:
Look at the back cover of the Math Practice Book to learn more about COVID-19!
The virus can be spread by people who have symptoms and by people who are asymptomatic (they have the virus but do not have symptoms).
Coronavirus (COVID-19) is an infectious disease caused by a virus that can spread from person to person. People with COVID-19 have reported a wide range of symptoms – from mild to severe illness. Symptoms may appear 2-14 days after exposure to the virus. People have reported many different symptoms. Common symptoms include fever, cough, and shortness of breath. Other symptoms include sore throat,headache, and fatigue. In rare cases, COVID-19 can lead to severe respiratory problems, kidney failure, or death. You should contact your doctor or other healthcare provider if you think you have been exposed or have any symptoms.
When a person infected with COVID-19 coughs or sneezes, the droplets may land on any surfaces that are around. A person may also have the virus on their hands and then touch another surface.
When you touch these surfaces then touch your nose, mouth, or eyes, the virus can be transmitted to you.
DROPLETS:
SURFACE TRANSMISSION:
When an infected person coughs, sneezes, or talks, droplets with the virus fly into the air from their nose or mouth. Those droplets may land in the nose or mouth of people who are within 6 feet or be inhaled into the lungs.
