Classroom Connection
Reading
Don’t forget to highlight clues and right there answers that are in each reading passage to help you come up with your answers. Some questions have more than one part. Make sure that you answer all parts of a question!! Reminder that problem and solution is a type of text structure. Text structure is a hard skill for 5th graders and takes a lot of practice. The other four text structures are compare and contrast, chronological, cause and effect, and description.
Grammar Prepositional phrases will never contain a verb. A prepositional phrase will start with a preposition and always ends with a noun. !Example: John sat on his deck watching the sunrise. Conjunctions don’t always have to make compound and complex sentences. They can also be used to separate two items in a series or create a compound subject or predicate. !Example of compound subject: My mother and father ate 3 pounds of crab legs for dinner.
Pleaseusethisreferencesheettohelpyouonanyofthereviewmaterialsforweeks5and6.
!Example of compound predicate: Sarah, the next door neighbor, danced and spun in her backyard. !Example of items in a series with conjunction: My sister wanted to drink punch and munch on chips instead of eating a healthy dinner. Compound sentences must contain two independent clauses with the conjunction. They will always contain a comma before the conjunction. !Example: Tom can do his homework, or he can watch a movie.
Spelling The sort rule for Lesson 20 is working with roots.
" rupt- to burst " tract- to drag or pull " mot- to move
Vocab and Mentor Sentence
Check your teacher’s websites or zoom for some video lessons introducing your new vocab words and mentor sentence. We miss you all,
Mrs. Bodie, Mrs. Lane, Miss Walker, and Mrs. Zelenak
Paired Texts
20 S T O R Y W O R K S
LOOK FOR WORD NERD’S 10 TERMS IN BOLD
Synthesizing Together, these articles tell you about a problem Earth faces and possible solutions. Look for these as you read.
UPCLOSE
A huge fireball from space exploded above a Russian city, injuring more than a thousand
people—and no one saw it coming. Could it happen again?
By Justin O’Neill | Art by Gary Hanna
S T O R Y W O R K S . S C H O L A S T I C . C O M • F E B R U A R Y 2 0 2 0 21
As the sun rises on February 15, 2013, the people of Chelyabinsk, Russia, are starting their mornings. But the 1.1 million residents of this city are in for an unusual day. A space rock is headed straight for Chelyabinsk. It’s 65 feet across—about as wide as your school gym. And
nobody has any idea.This rock has been circling close to Earth for thousands of years.
This morning it enters our atmosphere (the layer of gases that surround Earth).
The rock gets hotter and hotter as it zooms toward Earth. It becomes so hot that it starts to crumble. It travels 40,000 miles an hour. Now it’s about 15 miles above the ground. It won’t be long until . . . it explodes!
their cars over.What was that? A missile? A plane
crash? Aliens?! Two minutes pass. Then— BOOM! SMASH! Bangs echo when invisible
shock waves shake Chelyabinsk. Walls collapse. People fall. Windows break. Pieces of glass fly into homes, schools, and offices. About 1,500 people are hurt.
They are lucky. It could have been worse.
Rocks From the SkyDo you ever look at the night sky and
see a shooting star? It’s beautiful—but don’t let the name confuse you. A shooting star is not really a star. It’s a meteor. A meteor
The people of Chelyabinsk look up, puzzled. They see a fireball streak across the sky. They watch it disappear in a flash of light brighter than the sun. A strange trail of smoke is left behind. Some people run outside or to windows for a better look. Others pull
Above and top left: The Chelyabinsk fireball was captured by many people using cell phones and cameras. Their images have greatly aided scientists. Bottom left: A meteorite crashed into a frozen lake, leaving a large hole.
YEKA
TERI
NA P
USTY
NNIK
OVA/
AP P
HOTO
(MET
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TRAI
L); V
YACH
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V NI
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KERS
); SE
RGEI
ILNI
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/EPA
/SHU
TTER
STOC
K (L
AKE)
22 S T O R Y W O R K S
up by strong winds then dropped back to the ground. Then, in 1803, thousands of meteorites fell on a French town. A physicist named Jean-Baptiste Biot went to see. Biot’s research convinced scientists that rocks do fall from space.
Now we know that space rocks are leftovers from long ago. They’re from about 4.5 billion years ago when the planets of our solar system formed. The rocks move around the sun in circles called orbits, like the planets do. Generally, they stay in the asteroid belt, an area between Mars and Jupiter. But sometimes the rocks knock into each other and bounce around like bumper cars. Then they stray close to Earth. Each day, Earth is hit by 100 tons of space debris [duh-BREE]. Most of this space debris burns up in the atmosphere without causing any harm.
But if an asteroid larger than a mile across hit Earth, it would be a catastrophe.
Sixty-six million years ago, an asteroid probably led to the dinosaurs’ extinction. That asteroid was 6 miles wide. Scientists believe dust clouds from the explosion
JIM
MCM
AHON
/MAP
MAN
® (M
AP);
ANDR
EI R
OMAN
OV/S
TRIN
GER/
REUT
ERS/
NEW
SCOM
(MET
EORI
TE)
S T O R Y W O R K S . S C H O L A S T I C . C O M • F E B R U A R Y 2 0 2 0 23
A researcher holds up a meteorite from
Chelyabinsk.
is the stream of light created when a rock burns up in Earth’s atmosphere. Our solar system has millions of rocks: asteroids (large space rocks), comets (part rock and part ice), and meteoroids (smaller space rocks). Very large, bright meteors are called fireballs. The space rock in Chelyabinsk was a fireball. Any pieces that land on Earth are called meteorites.
People from long ago wrote about sacred rocks from the sky. The Egyptians called meteorites “metal from the sky.” They turned them into special jewelry and knives. The Greeks and Romans believed that space rocks were messages from the gods. The ancient Chinese recorded meteor showers.
In 1794, a German physicist suggested that meteorites come from outer space. But no one took him seriously. At that time, people believed rocks from the sky came from
Earth. They thought the rocks were
first swept
blocked out the sun. The sun may have been blocked out for months. This caused plants and animals to die.
Could that happen again?
Another Close Call
The last time a meteoroid caused as much damage as the one in Chelyabinsk did was more than 100 years ago. That meteoroid also fell in Russia.
In 1908, a farmer named S.B. Semenov was on the porch of a trading post in a big area in Russia. Suddenly, the sky lit up. A shock wave knocked him to the ground. He felt strong heat. Semenov later wrote, “It almost burned the shirt off me.”
Semenov was more than 40 miles away from the center of what is called the Tunguska event. Tunguska is in the remote Russian wilderness. The explosion had the force of nearly 200 atomic bombs. It knocked down 80 million trees.
Because Tunguska is so remote, it took decades to understand what happened. The mystery inspired odd theories: a UFO explosion, a science experiment gone wrong, a black hole passing through the planet.
In fact, what happened in Tunguska was just like what happened in Chelyabinsk. But the Tunguska meteor was much larger and closer to the ground. These events are very
rare. Few of today’s scientists imagined they would live to see anything like it. Very large asteroid events, like the one that probably doomed the dinosaurs, are even more rare. They happen only once every 100 million years or so.
We’re Not AloneWhat happened in Chelyabinsk is a
reminder: We live on a planet that is drifting through space. And we’re not alone. Drifting along with us are objects that may someday be a threat. But scientists around the world are working feverishly to make sure that such an event never happens again.
Luckily, no one in Chelyabinsk was killed. Most injuries were minor. Many people in the area have a new hobby: hunting for meteorites. Even small pieces of the fireball can be worth thousands of dollars.
But if you were to see a meteorite, you probably wouldn’t think it was special. Most look like boring black rocks.
You’d probably walk right by it. n ©To
pFot
o/Th
e Im
age
Wor
ks
24 S T O R Y W O R K S
This photograph of a flattened forest shows
the destruction caused by the Tunguska event.
Fortunately, no one lived in Tunguska. If the explosion had occurred above Paris or London, the city would
likely no longer exist.
Write an exchange of letters between two friends. One is concerned about the problem presented in the first article; the other tries to reassure the friend with information from the second article. Each letter should include details from the texts.
MAKE A CONNECTION
SHUT
TERS
TOCK
.COM
(STA
RS, E
ARTH
); NA
SA (E
DWAR
D LU
)
FIND A SKILL BUILDER ONLINE!
S T O R Y W O R K S . S C H O L A S T I C . C O M • F E B R U A R Y 2 0 2 0 25
Sooner or later, a space rock like the one in Chelyabinsk will come hurtling toward Earth. But scientists are working to
be ready when it happens. America’s space agency, NASA, uses
telescopes to scan the sky for asteroids, meteoroids, and comets. NASA works with other space agencies around the world. And they have already found 95 percent of the very largest asteroids. Scientists are building stronger telescopes that will be able to see smaller space rocks.
The first step to protecting the planet: finding space rocks. The next step is
figuring out where they’re going. The B612 Foundation is an organization that hopes to help with that. B612 is making a digital map of the asteroids that are close to Earth. The map will track their movements.
INFORMATIONAL TEXT
Planet ProtectorsIt will also predict whether they are headed our way.
Looking Both WaysBut if we knew that a large asteroid was
coming toward us, could we do anything about it? The experts at B612 say yes. Scientists have explored many different ideas: from shooting the asteroid with lasers to blasting it apart with a bomb. Most agree that the best plan would be to redirect it away from Earth. We would do this by crashing an unpiloted spacecraft into the asteroid. If we couldn’t do that, we might have time to evacuate a city before an explosion.
B612 says there’s no reason to panic. Asteroids are just part of the universe. We can’t change that. But we have the technology to prepare for future impacts.
“We do lots of things to protect ourselves,” says Diane Murphy, a spokeswoman for B612. “Just like we look both ways for cars when we cross the street, we need to look both ways for asteroids.” n
How scientists are keeping Earth safe from future asteroid disasters
Former astronaut
Edward Lu helped
found B612.
©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students.
Name: ____________________________________________ Date: ________________
“Attack From Outer Space”February 2020
Name: ____________________________________________ Date: ________________
Find the Evidence
Text Evidence
1. The people of Chelyabinsk are lucky the damage from the space rock wasn’t worse. Circle the letter of the piece of text evidence that best supports this:
a. “But the 1.1 million residents of this busy city are in for a very unusual day.”
b. “Others pull their cars over, alarmed.”
c. “Some people run outside or go to the windows for a better look.”
d. “And fortunately, no one in Chelyabinsk was killed. Most of the injuries were minor.”
2. In your own words, explain how people reacted when a German physicist said that meteorites come from outer space. Use details from the text.
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3. Circle the letter of the piece of text evidence that best describes why an asteroid larger than a mile across hitting Earth would be a catastrophe:
a. “This rock has been circling close to Earth for thousands of years.”
b. “Especially large and bright meteors, like the one in Chelyabinsk, are called fireballs.”
c. “Scientists believe dust clouds from the explosion blocked out the sun—perhaps for months—causing plants and animals to die.”
d. “These events are extremely rare; few of today’s scientists ever imagined they would live to see anything like it.”
4. Explain in your own words what happened during the Tunguska event.
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Continued on next page >
Directions: Read each question below carefully. Some will ask you to select text evidence—or details in the story—to support a statement. Others will ask you to respond in your own words, supporting your ideas with text evidence.
Core Skills Workout–LL
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Name: ____________________________________________ Date: ________________
“Attack From Outer Space”February 2020
Text Evidence
Core Skills Workout–LL
5. Circle the letter of the piece of text evidence that describes why it took scientists so long to figure out what happened in Tunguska.
a. “Suddenly, the sky lit up, and a shock wave knocked him to the ground.”
b. “Tunguska is a faraway region of the Siberian wilderness.”
c. “The mystery inspired bizarre theories—a UFO explosion, a science experiment gone wrong, a black hole passing through the planet.”
d. “In fact, what happened in Tunguska was just like what happened in Chelyabinsk, except the Tunguska meteor was much larger and much closer to the ground.”
6. In your own words, explain what the B612 Foundation is.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
7. Which of the following shows that scientists have looked at many options for dealing with space rocks?:
a. “NASA, America’s space research agency, uses powerful telescopes to scan the sky for asteroids, meteoroids, and comets.”
b. “B612 is working to create a high-tech digital map of all the asteroids in our solar system that are close to Earth.”
c. “Scientists have explored many different ideas, from shooting the asteroid with lasers to blasting it apart with a bomb.”
d. “And so according to B612, there’s no reason to panic. Asteroids are just part of the universe.”
8. Using text evidence, explain the damage a space rock could cause if it hit Earth. Then explain what scientists are doing to stop such an event from happening.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Find the Evidence, p. 2
©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students.
Name: ____________________________________________ Date: ________________
“Attack from Outer Space”February 2020
1. What are asteroids and meteoroids? (A)
2. When and where have space rocks hit Earth? (A)
3. What damage have space rocks caused? (A)
4. Could a space rock threaten Earth again? (both texts)
5. How do scientists find and track space rocks? (P)
6. What ideas do scientists have for responding to possible threats from space rocks? (P)
7. How do the scientists of B612 feel about space rocks? (P)
Directions: To synthesize means to combine parts from different sources. Answer the questions below to synthesize information from the article “Attack from Outer Space” (A) and “Planet Protectors” (P). We’ve indicated where you can find each answer.
Analyzing Two Texts: Synthesizing
Putting It All Together
Core Skills Workout
Write Now! Use your answers above to help you respond to the writing prompt at the bottom of page 25.
“Attack from Outer Space”February 2020
Text Structure/Problem and Solution
Name: ____________________________________________ Date: ________________
Space Rock SolutionsDirections: After reading “Attack from Outer Space” and “Planet Protectors,” fill in the boxes below to identify the problem and solution related to space rocks such as asteroids and meteoroids. Then write three details about each. We’ve provided some clues to help you.
Problem:
Skill Builder
(Hint: What happens when a space rock collides with Earth, like in the city of Chelyabinsk, Russia? Look at the opening section and at “Rocks from the Sky.”)
Detail 1: Detail 2: Detail 3:
Space rocks that enter Earth’s atmosphere get hotter and hotter until they explode.
Solution:
Detail 1: Detail 2: Detail 3:
NASA uses telescopes to search the sky for space rocks.
©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students.
“Attack From Outer Space”February 2020Skill Builder–LL
Close Reading & Critical Thinking
Think About It!Close-Reading Questions: Read the articles “Attack From Outer Space” and “Planet Protectors.” Then go back and reread sections of the texts to answer the questions below. We’ve started the first two answers for you.
1. Based on the beginning of “Attack From Outer Space,” how did the people of Chelyabinsk know that something different was happening one morning in 2013?
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2. The meteor didn’t hit Earth. So how were 1,500 people in Chelyabinsk injured?
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________________________________________________________________________________________________________
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________________________________________________________________________________________________________
Continued on next page >
People knew that something different was happening because
The people in Chelyabinsk were injured by
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Name: ____________________________________________ Date: ________________
“Attack From Outer Space”February 2020Skill Builder–LL
Close Reading & Critical Thinking
Continued on next page >
3. According to “A Close Call,” how big was the 1908 meteoroid explosion in Tunguska? How do you know?
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4. Look at the first section of “We’re Not Alone.” Why do you think it’s “easy to forget” that we’re not alone in the universe?
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Think About It! p. 2
©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students.
Name: ____________________________________________ Date: ________________
“Attack From Outer Space”February 2020Skill Builder–LL
Close Reading & Critical Thinking
5. In the article “Planet Protectors,” reread the section “Looking Both Ways.” Why aren’t space experts worried about a large asteroid coming toward us?
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Critical-Thinking Question (a big question about both stories):
6. Could the Chelyabinsk fireball event have been prevented? Use evidence from both articles to support your answer.
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Think About It! p. 3
©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students.
Name: ____________________________________________ Date: ________________
EARTH SCIENCE
Planet!Protect Our
Alexandria Villaseñor has the
same routine nearly every
Friday. She grabs a couple
of cardboard signs. Then she
takes the subway across New York
City. She spends most of the day
sitting on a bench outside the
headquarters of the United
Nations (U.N.). Inside, leaders
from countries around the world
gather to try to solve problems.
Week after week, Alexandria is
there to demand action on climate
change. That is the gradual change
in Earth’s average temperature and
weather patterns. Climate change
is affecting sea levels. It is also
leading to more-extreme weather
events.
Alexandria recently spoke with
Scholastic News. She explained
why she thinks kids should speak
out about the future of the planet.
Scholastic News: Why did you become a climate activist?Alexandria Villaseñor: I was
visiting family in California in
November 2018. A wildfire broke
out in the town of Paradise. The
fire was more than 100 miles Co
ver:
Erik
McG
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r/Pa
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Pres
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WORDS TO KNOWfossil fuels noun, plural. coal, oil, and natural gas formed from the remains of prehistoric plants and animals
renewable energy noun. energy from a natural source, such as wind or sunlight, that will never run out
GO ONLINE! Alexandria Villaseñor is speaking
out about the future of the planet—and she’s not alone.
Throughout history, Earth’s
temperature has changed
naturally. But most scientists
agree that our use of fossil fuels is playing a big role in the
current global warm-up (see “The
Greenhouse Effect”).
Alexandria, age 14, and other
young activists are calling on
world leaders to battle climate
change. Alexandria was inspired
by a teen from Sweden named
Greta Thunberg. Her Fridays for
Future protests have spread to
other countries. Last September,
Alexandria helped plan a protest
march in New York City. Tens of
thousands of kids and teens filled
the city’s streets.
Learn more about the effects
of climate change.
As You Read, Think About: Why might young people like Alexandria be so concerned about climate change?
2
©2020 Scholastic Inc. All rights reserved.
Planet!Protect Oursun
Earth
greenhouse gases
atm
osph
ere
1
23
45
Page
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: Illu
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by K
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away. But we still ended up getting
a lot of the smoke. It inflamed my
asthma. (This medical condition
can make breathing difficult.)
That made me want to research
why these fires were happening.
I started to see the connection
between wildfires and climate
change. That made me want to get
involved.
SN: Tell us about your Fridays for Future protests at the U.N.AV: When I first started striking,
I was alone for many weeks. But
then more students started to
join me. What’s really incredible
is more students are getting
involved. They’re making their
voices heard. And the movement
is growing internationally, which
is so important.
SN: What do you hope to achieve? AV: We want to see world
leaders take steps to get us off
of fossil fuels and transition to
renewable energy. Every protest
is continuing to put pressure on
them to take action to protect my
generation’s future.
SN: How have your classmates reacted to your activism?AV: Even if they aren’t protesting
every Friday, they’re starting to
get involved in activism in their
own ways. For example, I have a
friend who ran for student body
president. She had a plan to
make lunchtime zero waste and
eliminate plastics. Seeing how
their mindset is changing is really
inspiring for me.
—Interview by Alessandra Potenza
Alexandria
has held her
Friday climate
protests in
nearly every
type of weather.
The process that keeps Earth warm enough for us to live here is called the greenhouse effect. The problem, scientists say, is that we’re producing too much of the greenhouse gases, like carbon dioxide, that trap heat in the atmosphere. Here’s how it works.
1. Energy from the sun provides Earth with light and heat.
2. Clouds and Earth’s surface reflect about 30 percent of that energy back toward space.
3. Greenhouse gases trap some of that reflected energy in the atmosphere, warming the planet further.
4. People burn fossil fuels to power cars, homes, and businesses. That releases more greenhouse gases into the air.
5. Even more heat is trapped in the atmosphere, causing temperatures on Earth to rise.
The Greenhouse Effect
Note: The interview was edited and condensed by the editors of Scholastic News.
To be used with the April 13, 2020, issue
Name: ___________________________________________
scholastic.com/sn56
Name: ___________________________________________
Close-Reading Questions
1. What is climate change? Why does it matter?
2. How are fossil fuels different from renewable energy sources?
3. According to the sidebar “The Greenhouse Effect,” how do more greenhouse gases in the atmosphere affect the environment?
Refer to “Protect Our Planet!” to respond to the questions below. Reread the article to find details that support your answers. Remember to write in complete sentences.
© 2
020
by
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ubsc
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I t’s June 30, 1520. A battle breaks
out in the capital of a great
empire. The Aztec ruler,
Montezuma II, is found dead.
Aztec warriors chase Spanish
invaders from their biggest city.
Its name is Tenochtitlán
(tay-nawch-teet-LAHN).
The fleeing Spanish carry gold
bars they stole from the Aztecs.
Some soldiers drop the gold as
they try to escape through the
city’s canals. Others are weighed
down by the loot. They fall into the
water and drown. To the Spanish,
that night becomes known as La
A gold bar found in Mexico once belonged to a mighty ancient empire.
Page
2: D
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WORLD HISTORY
Noche Triste, or “the Sad Night.”
It’s now nearly 500 years later.
Researchers have determined
that a gold bar discovered in
Mexico was part of the treasure
lost that night.
A Great Empire The Aztecs were a wandering
people. They settled in what is
now central Mexico beginning in
the late 13th century. They built a
powerful civilization that thrived
for about 200 years.
“There were several million
Aztecs,” says Michael Smith.
He’s an archaeology professor at
Arizona State University. “They had
a large, complex society.”
The Aztecs built vast temples
and palaces. They also developed
advanced methods of farming and
created a writing system using
symbols. Aztec kids went to school
and studied history, art, and music.
Tenochtitlán was the center of
the empire. The city was on an
island in a lake. It had canals for
streets.
As You Read, Think About: Why do experts think the gold bar is
such an important artifact?
The Aztec gold bar
measures about 10 inches.
It’s twice as long as it’s
shown in this photo.
DID YOU KNOW?
2 SCHOLASTIC NEWS EDITION 5/6
MEXICO
BELIZE
MexicoCity
GUATEMALA HONDURAS
NICARAGUAEL SALVADOR
C E N T R A L A M E R I C A
PACIFICOCEAN
Gulf ofMexico
CaribbeanSea
0 100 MI
KEYAztec Empire atits greatest extentNational capital
Tenochtitlán
C E N T R A L A M E R I C A
N
SW E
nenw
sesw
Surprise Visitors In 1519, the Aztec Empire
was at the peak of its power.
Conquistadors, or conquerors
from Spain, arrived that year.
They were led by Hernán Cortés
(ehr-NAN kor-TEZ). Montezuma
II was uncertain about the
visitors. Still, he invited them to
stay in his palace. The Spaniards
weren’t very good guests, though.
For one thing, they began
stealing Aztec jewelry.
“They wanted gold that they
could carry back to Spain,” says
Smith. “They had metalworkers
melt down a lot of the jewelry
and form it into gold bars.”
Soon the relationship
grew sour. The Spanish took
Montezuma II prisoner.
scholastic.com/sn56 3
Page
3: J
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cMah
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apm
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map
)
WORDS TO KNOWcanals noun, plural. human-made waterways used for transportation or for irrigation of land
civilization noun. a highly developed and organized society
Historians aren’t sure exactly who
killed him on June 30, 1520. Yet
they agree that his death was the
beginning of the end of the Aztec
Empire. Cortés and his army left
Tenochtitlán that night. But they
returned about a year later. They
soon conquered the Aztecs and
established a new colony.
A Golden Clue In 1981, a construction worker
was digging at the site of a new
bank in Mexico City. He pulled
something unexpected from the
mud. It was a gold bar weighing
about 4 pounds.
Now, nearly 40 years later,
experts have figured out where
the bar came from. They
confirmed that it is stolen Aztec
treasure dropped by the Spanish
soldiers.
The bar was found in what
had been a canal that the soldiers
used to escape. Experts analyzed
the gold with a special type of
X-ray. Then they matched it with
other gold Aztec artifacts from
that time period.
Smith says the gold bar is the
first real evidence of the events of
La Noche Triste. Plus, he says, it’s
a connection to one of the great
ancient civilizations.
—by Natalie Smith
Learn more about the Aztec
Empire.
GO ONLINE!
Use details from the map to describe the area the Aztec Empire covered.
Today, the ruins of the Aztec capital, Tenochtitlán, are buried deep beneath Mexico City.
A Fallen Empire
©2020 Scholastic Inc. All rights reserved.
To be used with the March 30, 2020, issue
Name: ___________________________________________
scholastic.com/sn56
Name: ___________________________________________
Close-Reading Questions
1. What were some achievements of the Aztecs?
2. How did the relationship between Montezuma II and Hernán Cortés change?
3. What is the section “A Golden Clue” mostly about?
Refer to “Lost Treasure” to respond to the questions below. Reread the article to find details that support your answers. Remember to write in complete sentences.
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28 Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 14
■ A. Identifying Prepositions
Underline the prepositions in each sentence.
1. All the power failed during the storm.
2. We found some candles in the drawer.
3. My brother Jan hid beneath his bed.
4. The whole house was dark except this room.
5. Shadows fell across the wall.
6. We were safe inside the basement.
■ B. Identifying Prepositions and Their Objects
Underline each prepositional phrase once. Underline the object of the prepositiontwice.
1. Jan was still asleep under his blanket.
2. The sun rose over the trees.
3. We walked into our yard.
4. Underneath the porch, our dog hid quietly.
5. The river had risen over its banks.
6. Water poured down our drive.
Name ...................................................................................... Class .................................................. Date ................................
Grammar Practice
14.1–2 Prepositions and Prepositional Phrases
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A preposition relates a noun or pronounto some other word in a sentence.
We saw them by the theater.
A preposition can be more than one word.
I sat across from Tom.
The object of the preposition is the nounor pronoun following the preposition. Aprepositional phrase begins with thepreposition and usually ends with its object.
Marge grows tomatoes in her garden.
A preposition can have a compound object.
Marge gave tomatoes to her grand-parents and her aunt.
A sentence can have more than one prepo-sitional phrase. A prepositional phrase canappear anywhere in a sentence.
Marge grows tomatoes in her gardenbehind the house.In her garden behind the house,Marge grows tomatoes.
Key Information
32 Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 14
■ A. Identifying Conjunctions
Underline each conjunction. Write whether it forms a compound subject, compoundpredicate, or compound sentence.
1. Have you seen or read about the Grand Canyon? ________________________________
2. José and Roberta are my best friends. _________________________________________
3. Rinji looked for the book, but he couldn’t find it. ________________________________
4. The Mississippi River and the Red Sea are huge bodies of water. ____________________
5. Atsuko set the table, and Suzie welcomed their guests. ____________________________
6. Perry played baseball but felt tired afterwards. __________________________________
■ B. Identifying Interjections
Underline each interjection in the sentences below.
1. Hey! I know that guy.
2. Well, if you say so.
3. All right! I passed my history test.
4. We won. Hooray!
5. Oh, no! I can’t possibly do that.
Name ...................................................................................... Class .................................................. Date ................................
Grammar Practice
14.6–7 Conjunctions and Interjections
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A conjunction is a word that connects words or groups of words in a sentence. The wordsand, but, and or are coordinating conjunctions. Use and, but, and or to form compoundsubjects, compound predicates, and compound sentences.
Mary and I are both students.We can study at school or go to the library.I stayed at school, but Mary went to the library.
Pairs of conjunctions such as either, or; neither, nor; and both, and are correlative conjunctions.
Both Mary and I are students.
An interjection is a word or group of words that expresses strong feeling. When the interjection expresses very strong feeling, it is followed by an exclamation mark.
Hurry! The train is leaving now.Hey, that’s mine.
Key Information
Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 15 33
Name ...................................................................................... Class .................................................. Date ................................
■ Identifying Subject and Verb Agreement
Underline the correct form of the verb in parentheses.
1. Moira always (finish, finishes) her homework before dinner.
2. The town clock (strike, strikes) on the hour.
3. My baby brother (say, says) “dada” and “mama.”
4. The restaurants (open, opens) early on Saturdays.
5. Anthropologists (study, studies) human beings.
6. Zimbabwe (is, are) a country in Africa.
7. Trees (cover, covers) much of this land.
8. Heavy storms (cause, causes) the roads to wash out.
9. In the morning, birds (sing, sings) outside my window.
10. Josephina (play, plays) trumpet in the school band.
11. (Are, Is) you ready, Ginny?
12. All of the rides (am, are) closed today.
13. Each of the crayons (has been, have been) sharpened.
14. (Was, Were) you frightened, Tony?
15. My brother and I (is, am, are) going to the Ice Capades.
Grammar Practice
15.1 Making Subjects and Verbs Agree
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A subject and its verb must agree in number. A singular noun subject takes asingular verb, and a plural noun subject takes a plural verb.
This song sounds silly. (singular) These songs sound silly. (plural)
A subject pronoun and its verb must also agree. Add an -s ending to verbs for the presenttense of she, he, and it.
I pretend. She pretends.
The irregular verbs be, do, and have must agree with the subject whether they are used asmain verbs or as helping verbs.
He is the best. (main verb) They are going too fast. (helping verb)I do too much. (main verb) She does write well. (helping verb)
Key Information
34 Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 15
■ A. Choosing the Right Verb Form
Underline the correct form of the verb in parentheses.
1. Some of the students in this class (has, have) extra work to do.
2. The owls in the forest (hunt, hunts) by night.
3. Three workers on this project (work, works) harder than the rest.
4. Parts of this puzzle (has, have) been lost.
5. The road through these hills (wind, winds) treacherously.
6. A carload of kids (pass, passes) by.
■ B. Identifying Subjects and Verbs
Underline the subject in each sentence. Choose the correct form of the verb inparentheses, and write it in the space provided.
1. There (is, are) three new puppies at the pet store. ________________________________
2. Here (is, are) your new books. _______________________________________________
3. There (was, were) a quiz in math today. _______________________________________
4. There (was, were) twelve questions on the quiz. _________________________________
5. Here (is, are) my answer to that question. ______________________________________
6. There (is, are) two correct answers to that question. ______________________________
Name ...................................................................................... Class .................................................. Date ................................
Grammar Practice
15.2 Problems with Locating the Subject
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If a prepositional phrase appears between the subject and the verb in a sentence, make surethe verb agrees with the subject of the sentence and not with the object of the preposition.
The bird in the branches sings loudly.The birds on that branch sing loudly.
Sentences that begin with here or there can fool you. Note that here or there is never thesubject of the sentence. The subject will fall after the verb.
Here at the mall is my favorite shop.
(Shop is the subject. Read it as My favorite shop is here at the mall.)
Key Information
Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 18 37
Name ...................................................................................... Class .................................................. Date ................................
■ A. Capitalizing Sentences and Quotations
Rewrite each sentence. Correct any errors in capitalization and quotations in the sentences. If the sentence is correct, write correct.
1. last night, Gerry and I talked about the school play. ______________________________
_______________________________________________________________________
2. Gerry said that he was going to try out for the lead role. __________________________
_______________________________________________________________________
3. “if I can learn all the lines,” He said, “Ms. Rogers will let me be Peter Pan.” ____________
_______________________________________________________________________
4. “I will help you learn your lines,” I said, “if you’ll help me with mine.” _______________
_______________________________________________________________________
5. he handed me a copy of the play and said, “which part do you want to try for?”________
_______________________________________________________________________
6. “Well,” I answered, “If you’re going to be Peter, I guess I’ll be Hook.”_________________
_______________________________________________________________________
■ B. Capitalizing Sentences, Quotations, and Salutations
On a separate sheet of paper, write a short, informal letter to your teacher, describing aconversation you recently had with a parent or other relative. Use quotations to tellwhat each of you had to say. Include a salutation and closing.
Grammar Practice
18.1 Capitalizing Sentences, Quotations, and Salutations
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Use a capital letter to begin a sentence or adirect quotation if the quotation is a com-plete sentence.
Maria whispered, “Don’t go in there.”
If the quotation is interrupted by explana-tory words, don’t capitalize the first word inthe second part of the quotation unlessthat part begins another sentence.
“Don’t,” Maria whispered, “go inthere.”
“Don’t go in there,” Maria whispered. “It’stoo dangerous.”
Do not use a capital letter for an indirect quotation.
Maria whispered that we shouldn’t goin there.
Always capitalize the first word in the salu-tation and in the closing of a letter.
Dear Mr. Monroe: Yours truly,
Key Information
42 Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 19
■ A. Using Commas in a Series and After an Introductory Word
Place commas where they are needed in these sentences.
1. Mary George and Flora rode the bus to school each day.
2. Mary always read a book wrote a letter or told stories on the way.
3. George and Flora studied history math and science together.
4. Do you think other students were disturbed bothered or annoyed by Flora?
5. No they were busy with their own work.
6. When they got to school, the students went to English class math class and history class.
■ B. Using Commas Correctly
Add commas where necessary in the following paragraph.
Henry Tom Renata and Julio like to play music together. Renata has a piano.Henry Tom and Julio bring pots wooden spoons plastic tubes a triangle a rain-maker or whatever they want to Renata’s house. Renata dances sings and playsmelody on the piano. Henry Tom and Julio play accompanying percussion. Wellsometimes they even record their music on a tape recorder. Sometimes they listento their tape rework parts they don’t like and record again.
Name ...................................................................................... Class .................................................. Date ................................
Grammar Practice
19.2 Using Commas I-A
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Use a comma to signal a pause or separation between parts of a sentence. If a sentence con-tains three or more items in a series, separate the items with commas.
Harold brought his hamster, his turtle, and his tarantula to school. [a series of nouns] The hamster slept, ate a carrot stick, and then ran around in its exercise wheel. [a seriesof verbs]
Use a comma to show a pause after an introductory word.
Yes, the tarantula was a little scary.Well, I guess it was okay to bring the tarantula.
Key Information
Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 19 43
Name ...................................................................................... Class .................................................. Date ................................
■ Using Commas with Prepositional Phrases, Interruptions, and DirectAddress
Insert commas where they are needed in the following sentences. If a sentence is correct, write correct.
1. With a cry of relief he fell into his friend’s arms._________________________________
2. A vast array of life lives in the ocean. __________________________________________
3. Ms. Francis left for another school. ___________________________________________
4. At the beginning of the game I was uncertain of my role.__________________________
5. Because of circumstances beyond our control we were unable to compete. ____________
6. My problem of course was that I had forgotten all about the test. ___________________
7. On the count of three everyone took off._______________________________________
8. Will you be coming with us Frank? ___________________________________________
9. After driving all this way without a problem we found the gates closed. ______________
10. Before six o’clock in the morning we had to be ready to leave. ______________________
11. Peter are you going to finish your dinner? ______________________________________
12. After the game against the champs the coach congratulated each of us._______________
13. With a nod of his head he rose up the chimney. _________________________________
14. Excuse me Ms. Peterson but is this right? ______________________________________
15. On the day before the test Stu reviewed his notes.________________________________
Grammar Practice
19.2 Using Commas I-B
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Use a comma after two or more prepositional phrases at the beginning of a sentence. Youneed not use a comma after a single prepositional phrase, but it is not incorrect to do so.
At the sound of the starting gun, the racers set off. [two prepositional phrases]From the start I knew who would win. [one prepositional phrase]
Use commas to mark interruptions in a sentence.
Maria, without a doubt, was the fastest runner.Kevin was, of course, surprised to come in second.
If you use a name in direct address, use commas to set the name off from the rest of thesentence.
Tell me, Fred, about your vacation.Hiram, did you go anywhere?
Key Information
44 Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 19
■ Using Commas with Compound Sentences
Rewrite the following sentences, adding commas as needed. If the sentence is correct,write correct.
1. I looked in the closet and in the basement for my catcher’s mitt. ____________________
_______________________________________________________________________
2. Louis rode bareback for a while but later he switched to an English saddle.____________
_______________________________________________________________________
3. Everyone looked up but they soon turned back to the game. _______________________
_______________________________________________________________________
4. The weather had begun to change or I was coming down with a cold.________________
_______________________________________________________________________
5. All the new players had new sneakers but the rest of us still played better. _____________
_______________________________________________________________________
6. This book is not too long and it is very exciting. _________________________________
_______________________________________________________________________
7. Have you ever been fishing in a lake or ocean? __________________________________
_______________________________________________________________________
8. Kellen stood up and walked quickly away but Steve stayed put. _____________________
_______________________________________________________________________
9. Does Harold always borrow your book or does he have his own?____________________
_______________________________________________________________________
10. I let go of the line and the kite sailed away. _____________________________________
_______________________________________________________________________
Name ...................................................................................... Class .................................................. Date ................................
Grammar Practice
19.3 Using Commas II-A
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Use a comma before and, or, or but when they join simple sentences to form a compound sentence.
Joseph Caulfield won the spelling bee, and he had the best grades in the school.Joseph reads at the library most weekends, or he writes at his computer.Joseph works hard, but he also plays soccer every other day.
Key Information
Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 19 49
Name ...................................................................................... Class .................................................. Date ................................
■ A. Punctuating Titles
Add quotation marks or underlining (for italics) where appropriate in the followingsentences. The type of title is identified in parentheses.
1. I looked everywhere for a copy of My Dinner with André (film).
2. Mary mentioned that The Blue Hotel (short story) was her favorite story.
3. Have you heard No Matter Where (song) yet?
4. The lead story this morning was Mayor Wins Reelection (newspaper story).
5. Do you still watch reruns of Leave It to Beaver (television show)?
6. The assignment for the week was to read The Door into Time (book).
■ B. Using Quotation Marks
Add quotation marks, commas, and punctuation where needed in the sentences below.If the sentence is correct, write correct.
1. Katherine said she was feeling a bit ill today. _______________
2. Her mother asked Do you need to stay home from school _______________
3. I don’t think so Katherine replied There’s a quiz I can’t miss _______________
4. Well said her mom if you start to feel worse, have the nurse call me _______________
5. Katherine assured her that she would. _______________
6. Ms. Romano, Katherine’s teacher, said You look a bit pale, Katherine _______________
Grammar Practice
19.6 Using Quotation Marks and Italics
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Place quotation marks before and after a direct quotation.
“Ghana is located on the southwest coast of Africa,” Chan explained.
Separate a phrase such as he added from the quotation with a comma. The comma appearsoutside opening quotation marks but inside closing quotation marks.
“It covers about 92,000 square miles,” he said, “which is roughly the size of Oregon.”
Use quotation marks for the title of a short story, essay, poem, song, magazine or newspaperarticle, or book chapter.
“My Last Duchess” [poem] “Battle Hymn of the Republic” [song] “Punctuation” [book chapter]
Italics (underlining) should be used for the title of a book, play, film, television series, maga-zine, or newspaper.
The Empire Strikes Back [film] Washington Post [newspaper] Life [magazine]
Key Information
36 Writer’s Choice: Grammar Practice Workbook, Grade 6, Unit 16
■ A. Choosing the Correct Word
Underline the correct word in parentheses.
1. Omar likes every vegetable (accept, except) squash.
2. Have you finished your dinner (all ready, already)?
3. Mallory thought the soup was (all together, altogether) too hot.
4. (Besides, Beside) the roast beef, was there anything else you liked?
5. After dinner, I decided to (lay, lie) down for a while.
6. Maybe Mom can (teach, learn) me how to make an apple pie.
7. Do you think the coach will (let, leave) us go with the team?
8. Jackie’s jacket was too (lose, loose) on me.
■ B. Identifying the Correct Word
If the word in italics is incorrect, write the correct word. If the word is correct,write correct.
1. Nancy put the cereal away between the soup cans, the vegetables, and the juice. ________
2. The dog buried its bone in the backyard._______________________________________
3. My younger brother is taller then yours. _______________________________________
4. Muriel thinks they’re team is better. ___________________________________________
5. That’s to heavy for me to carry. ______________________________________________
Name ...................................................................................... Class .................................................. Date ................................
Grammar Practice
16.1–2 Using Troublesome Words
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Some words confuse people because they are very similar to other words or because they areoften misused. Here are some examples:
accept and except
We accept (take or receive) everything except (other than) the peas.
lay and lie
She told us to lay (put or place) our books there and go lie (recline) down.
set and sit
Please set (place or put) the book on the table and sit (be seated) down.
to, too, and two
I sent the letter to (direction toward) Caroline two (number) days ago, but I used too(excessively) many stamps.
Key Information
Copyright © 2013 Tenacious Teacher 130
Name ____________________________
Derivational Relations 20: Word Meanings
Word Definition erupt to suddenly break through or explode rupture a break, tear, or split; to open or burst abrupt sudden and unexpected disrupt to interrupt and cause disorder corrupt dishonest to achieve personal gain; without morals bankrupt lose all your money and property by legal judgment interruption the act of interrupting subtract to take away, have less of contract formal agreement usually written distract to take away the attention from something else
traction the amount of friction a tire (or possibly other object) has on a surface
attraction drawn to someone or something; a place people want to visit
extract to remove or take out
tractor a heavy machine that is used in construction or farming to pull an implement
remote a far away location; distant
promotion the act of advancing to the next level of something (e.g., a job, grade level)
demote to go down a level of something (e.g., a job, grade level)
promote to advance to the next level of something (e.g., a job, grade level)
emotion feelings motivate to provide incentive motor engine
Copyright © 2013 Tenacious Teacher 131
Name ____________________________
Derivational Relations 20: Definition Word Sort
Cut apart. Match the word with the definition.
erupt dishonest to achieve personal gain; without morals
rupture to take away, have less of
abrupt formal agreement usually written
disrupt drawn to someone or something; a place people want to visit
corrupt to take away the attention from something else
bankrupt engine
interruption to provide incentive
subtract the act of advancing to the next level of something (e.g., a job, grade level)
contract a heavy machine that is used in construction or farming to pull an implement
distract sudden and unexpected
traction to interrupt and cause disorder
Copyright © 2013 Tenacious Teacher 132
attraction a far away location; distant
extract feelings
tractor lose all your money and property by legal judgment
remote a break, tear, or split; to open or burst
promotion the amount of friction a tire (or possibly other object) has on a surface
demote to go down a level of something (e.g., a job, grade level)
promote to advance to the next level of something (e.g., a job, grade level)
emotion to suddenly break through or explode
motivate to remove or take out
motor the act of interrupting
Copyright © 2013 Tenacious Teacher 133
Name ____________________________
Derivational Relations 20: Using Words in Context
Latin Root Meaning rupt to break tract to draw out, to pull mot to move
erupt rupture abrupt disrupt corrupt bankrupt
interruption subtract contract distract traction attraction
extract tractor remote promotion demote promote
emotion motivate motor
Complete each sentence with a word from the word bank. 1. We rented a vacation house in a _____________________
location so that we could have peace and quiet.
2. The end of the play was unexpected and ___________________.
3. If you _______________________ twenty from fifty you
get thirty.
4. President Grant’s administration was ______________________.
5. The dentist will _____________________ the boy’s tooth.
6. The sergeant did not want to ______________________ the
soldier, but he had no choice.
7. The volcano is about to ______________________.
8. The _______________________ in my car needs repair.
Copyright © 2013 Tenacious Teacher 134
9. Mr. Smith did not appreciate the _____________________ while
he was talking.
10. Angelique was lucky her appendix didn’t ____________________.
11. My dad signed a _______________________ to buy a new house.
12. My mom earned a _______________________ at work.
13. I did not want to _______________________ the conversation
so I keep silent.
14. We couldn’t wait to try the new ______________________ at
the amusement park because we love roller coasters.
15. Unfortunately the company went _______________________.
16. The army will ___________________ my sister to the next rank.
17. You will need more _____________________ if you want to
get that car out of the snow bank.
18. The mother was filled with ______________________ when
she saw her son for the first time since he joined the navy.
19. The farmer used a _______________________ to pull the heavy
farm implement.
20. The school wanted to _______________________ the students
by holding a spirit assembly.
21. Don’t ____________________ your brother from his homework.
Copyright © 2013 Tenacious Teacher 135
Think of other words not on your list that have the same Latin roots. List them in the chart.
rupt tract mot
Choose 5 words from the word bank. Write each word in a sentence. 1. ___________________________________________________
___________________________________________________
2. ___________________________________________________
___________________________________________________
3. ___________________________________________________
___________________________________________________
4. ___________________________________________________
___________________________________________________
5. ___________________________________________________
___________________________________________________
Connect Two Extra Challenge: Choose 2 words from the word bank and connect them together in 1 sentence. _____________________________________________________
_____________________________________________________
Vocabulary Words: Week 20
Copyright:Out of This World Literacy (Jen Bengel)
BASIC WORDS: Tier 1 CONTEXT WORDS: Tier 2 COMMON WORDS: Tier 1
69
unavoidable: not able to prevent or ignore a situation or a person
menacing: to suggest the presence of danger or a threat
tirelessly: to work almost nonstop with great effort and energy
blindsided: to not expect something is about to happen, unexpected
breadwinner: a person who earns money for his/her family
uncertain: not able to be relied on, not confident of what is to come
empathetic: showing the ability to understand and share the feeling of others
taxing: something or someone that is physically or mentally demanding
aid: to offer assistance and help to others
rallied: to come together in support of something, someone, or a good cause
stave: to hold off for a while, to keep away
flee: to run away from a situation of danger or to escape a bad place
riddled: to fill someone or something with unpleasant or undesirable things
implored: to beg desperately for something
Associating Words: Week 20
Copyright:Out of This World Literacy (Jen Bengel)
Name:________________________________________Date:__________________
Directions: Think carefully about your vocabulary words. Write the correct letter from each statement next to the word that makes the most sense.
1. implored
2. menacing
3. rallied
4. unavoidable
5. flee
6. tirelessly
7. riddled
8. breadwinner
9. empathetic
10. blindsided
11. aid
12. uncertain
13. stave
14. taxing
A. Fatima walked through a neighborhood that felt dangerous.
B. My mom had an important job that supported our family.
C. The test was very mentally demanding for all the students.
D. We kept the bully away from us as long as we could.
E. Karli begged and begged and begged for a phone.
F. On Monday our class was given homework in every subject and we felt filled with unpleasant work.
G. The older kids offered to help the little kids tie their shoes.
H. When the tree started on fire we all ran away as fast as we could.
I. My mom was not confident that if we got a dog I would help take care of him.
J. My grandma worked almost nonstop her entire life.
K. We all came together to support my neighbor who just lost her job.
L. Hashim could understand how Giovani felt because he too had a hard time speaking English.
M. Ira never saw the ball coming towards his face and did not expect to get hit.
N. No one could prevent the damage from the tornado.
WEEK 20: DAY 2 72
Vocabulary in My Life: Week 20
Copyright:Out of This World Literacy (Jen Bengel)
Name:________________________________________Date:__________________
Directions: Think about all of the questions below. Use your own words to answer each one.
1. What are some taxing things you’ve had to do this week?
2. Describe something your home is riddled with.
3. What is something you work tirelessly at? Why?
4. Describe how you have come to someone’s aid this week.
5. Describe something that is unavoidable in life. Tell me why.
6. What do you wish you could stave off in your life? Why?
WEEK 20: DAY 3 73
blindsided menacing unavoidable breadwinner stave implored aid
rallied taxing empathetic uncertain riddled tirelessly flee
Word Relationships: Week 20
Copyright:Out of This World Literacy (Jen Bengel)
Name:________________________________________Date:__________________
Directions: Think about the different events in the statements below. Answer each one in your own words. Be sure to give all of the reasons you have for each answer.
Would you rather stave off doing homework or hanging with friends? Why?
Would you rather come to someone’s aid or stand by while others help? Why?
Would you rather be empathetic or always right? Why?
Would you rather flee from school or the dentist? Tell me why.
_________________________________
_________________________________
_________________________________
_________________________________
_____________________________
____________________________
____________________________
_________________________________
_________________________________
_________________________________
_________________________________
________________________
________________________
__________________________
_________________________________
_____________________________
_____________________________
_____________________________
______________________________
______________________________
____________________________
_________________________________
___________________________
___________________________
____________________________
_____________________________
______________________________
_____________________________
WEEK 20: DAY 4 74
Copyright:Out of This World Literacy (Jen Bengel)
Sentence Stems: Week 20
Name:________________________________________Date:__________________
Directions: Use what you know about each vocabulary word to finish these sentences. Use each vocabulary word one time as you complete each sentence.
1. It was unavoidable that .
2. Mccoy was blindsided by .
3. Martin was empathetic when .
4. They rallied together when .
5. Muhamed worked tirelessly to .
6. Quinten was uncertain about .
7. We had to flee from because .
8. Ryden offered aid to because .
9. Our classroom is riddled with .
10. Our teacher implored us to .
11. There was a menacing danger when .
12. I want to be the breadwinner because .
13. The test was taxing because .
14. Ashton had to stave off when .194
blindsided menacing unavoidable breadwinner stave implored aid
rallied taxing empathetic uncertain riddled tirelessly flee
Mentor Sentence #6: Quotations
The Memory StringBy Eve Bunting
Amazon.com says:• Each button on Laura’s memory string
represents a piece of her family history. The buttons Laura cherishes the most belonged to her mother—a button from her prom dress, a white one off her wedding dress, and a single small button from the nightgown she was wearing on the day she died. When the string breaks, Laura’s new stepmother, Jane, is there to comfort Laura and search for a missing button, just as Laura’s mother would have done. But it’s not the same—Jane isn’t Mom.
Mentor Sentence #6:Quotations
• Day One:– Students may notice:
*Nouns – button, dress, Whiskers
*Proper Nouns – Mom’s, Whiskers
*Verbs – came, told
*Adjectives – Mom’s, prom, this
*Pronouns – she
*Possessive noun – Mom’s
*Quotation marks – tag at the end of it , comma to separate
• Day Two: New Sentence
• “And I’ll help you restring them,” Jane said. – Students may notice:
*Proper Noun – Jane
*Verbs –restring, said
*Quotation marks – tag at the end of it, comma to separate
• Day Three:– Students may write:
*”The last button is still missing,” Laura said.
*”Whiskers is a bad cat,” Dad said.
*”Thank you for your help,” Laura said.
• Day Four:– Suggested lesson:
*Have students copy out sentences they find in their own books that include quotation marks.
*Have them glue down elbow macaroni to cover the quotation marks, this will give them a bigger visual to focus on.
*Can they change the sentence up to where the tag is at the beginning? Where would the quotation marks be now?
“This button came from Mom’s prom dress,” she told Whiskers.
The Memory String
“This button came from Mom’s prom dress,” she told Whiskers.
The Memory String
“This button came from Mom’s prom dress,” she told Whiskers.
The Memory String
“This button came from Mom’s prom dress,” she told Whiskers.
The Memory String
“This button came from Mom’s prom dress,” she told Whiskers.
The Memory String
“This button came from Mom’s prom dress,” she told Whiskers.
The Memory String
Mentor Sentence #6: Quotations
1. Use your proofreading marks to correct the errors in the sentence below, and then rewrite it correctly on the lines provided.
this button come from moms prom dress” she told Whiskers.
2. Where should the missing quotation mark be placed in this sentence?
“Let’s look for them together, Jane said.
A. Before said
B. After them
C. Before the comma
D. After the comma
3. Place the quotation marks where they belong
A. Yoww! warned Whiskers.
B. She’ll never know the difference, Dad said.
C. This was the button from Grandma’s spelling bee, Laura said.
D. I found it! shouted Jane.
4. Why are quotation marks used in a sentence?
5. Write your own sentence that includes quotation marks.
Mentor Sentence #6: Quotations
Name _____________ Date __________ Time___:___
PAGES BY LONG CREATIONS
DRAW A PICTURE OF THE PEOPLE YOU ARE SOCIAL DISTANCING WITH HERE
YOU ARE LIVING THROUGH HISTORY RIGHT NOW
PAGES BY LONG CREATIONS
I AM
I WEIGH
I STAND
SHOE SIZE
MY FAVOURITES
DATE:
PAGES BY LONG CREATIONS
HOW MY FACE LOOKS
1 2 3
PAGES BY LONG CREATIONS
PAGES BY LONG CREATIONS
PAGES BY LONG CREATIONS
DEAR,
LOVE,
PAGES BY LONG CREATIONS
INTERVIEW YOUR PARENTS
1.
2.
3.HOW
ARE Y
OU FE
ELING
?
PAGES BY LONG CREATIONS
DEAR,
LOVE,
PAGES BY LONG CREATIONS