a race against the clock - leon county schools

Comprehension and Fluency

Name __________________________________________________

Read the passage. Use the reread strategy to check your understanding of the story.

A Race Against the Clock

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Lian gazed in awe at the enormous redwood trees towering far overhead. Her

family's vacation to Northern California had been full of fun activities and historic

sites; getting to see the majestic redwoods was icing on the cake.

Lian's father's voice interrupted her reverie. "Shake a leg," he said, clapping his

hands brusquely. "We don't want to miss our flight."

Lian and her older brother Shing hustled back to the family's silver rental car.

Their mother was already in the front passenger seat, drumming her fingertips against

the center console. Lian knew her mother was worried about missing their flight home.

Mrs. Yee had wanted to stay close to the airport during their last morning of vacation.

The rest of the family was so enthusiastic about seeing the redwood trees that she

finally gave in.

Mr. Yee slid into the driver's seat. "We have two hours before we need to check in

at the airport," he said, consulting his watch. His eyes flickered to his wife's tense

expression and he forced a cheerful smile. "We'll get there with plenty of time to

spare."

Lian continued to admire the magnificent trees as they drove through the park.

Shing's attention, however, was focused elsewhere. "Hey, Dad, I think you were

supposed to turn there," he said, pointing over his shoulder toward a weathered

wooden road marker.

"Good catch, Shing," replied Mr. Yee. The narrow park road left little room for

maneuvering, and it was several minutes before they were able to retrace their route.

This time, Lian and Shing kept their eyes peeled watching for road markers.

Copyright © McGraw-Hill Education Practice • Grade 5 • Unit 1 • Week 2 13


Name __________________________________________________

Lian and Shing spent the next hour chatting quietly in the backseat. Their conversation was

interrupted by a loud "Bang!" as Lian's side of the car abruptly sagged low to the ground.

Mr. Yee confidently slowed down and eased the car to the side of the road. "Everybody

stay in the car," he ordered. He turned on the hazard lights and got out to inspect the left rear

wheel. By the time he returned, Mrs. Yee was on the phone with the car rental company. "The

axle is damaged," he sighed.

Mrs. Yee and the rental agent formed a plan: the car rental company would send a taxi to

pick up the family so they wouldn't miss their flight, and a tow truck would haul the car back to

a repair shop. Lian was on pins and needles by the time the taxi arrived. What would happen if

they missed their flight? Her stomach churned as they piled into the bright yellow cab, Mr. Yee

riding shotgun next to the taxi driver.

The driver was optimistic. "I'll have you folks at the airport in two shakes of a lamb's tail,"

he said. "Traffic shouldn't be a problem at this time of day."

Unfortunately, traffic was a problem. A line of slow-moving cars snaked around the

airport, and the taxi came to a halt three blocks away from the main terminal. Mr. Yee groaned.

Mrs. Yee made a decision. "Kids, grab your things. If we hustle, we can still catch our

flight." Mr. Yee paid the driver while Mrs. Yee, Lian, and Shing retrieved their luggage from

the trunk. The family of four jogged alongside the line of stopped cars, hauling suitcases and

backpacks behind them. They were soon joined by other travelers who had also decided that the

fastest way to the airport was on their own two feet.

The Yees hurried through the airport and made it to their gate with just minutes to spare.

Mrs. Yee surveyed her family. They were flushed and out of breath from the final leg of their

journey. She smiled wryly. "Next time, we stay near the airport."

14 Practice • Grade 5 • Unit 1 • Week 2 Copyright © McGraw-Hill Education

Comprehension: Problem and Solution and Fluency

Name __________________________________________________

A. Reread the passage and answer the questions.

1. What is the main problem that the Yees have to solve? Why do they have this problem?

2. How does Mrs. Yee wish to solve the main problem? Why does her family reject her

solution?

3. What does Shing do that helps avoid a problem? How could Mr. Yee have avoided this

problem himself?

4. How could the Yees have avoided the problems they have in this story? Name two things

they could have done.

B. Work with a partner. Read the passage aloud. Pay attention to intonation. Stop after one

minute. Fill out the chart.

Words Read − Number of

Errors

Words Correct

Score

First Read −

Second Read −

Copyright © McGraw-Hill Education Practice • Grade 5 • Unit 1 • Week 2 15

Model Character, Setting, Plot: Sequence

1 of 7

As you read “A Fresh Idea,” think about the characters,setting, plot, and sequence. What are characters, setting,plot, and sequence? Why are they important?

A character is a person or animal in astory or play. The setting is where andwhen the story takes place. The eventsthat take place in the story make up theplot. Sequence is the order in which theplot events happen. The sequenceincludes the most important events inthe beginning, middle, and end. Thebeginning often introduces a problem.The middle shows how the characterstry to solve the problem. The end tellshow the problem was solved.

Name

Practice • Grade 4 • Unit 6 • Week 1 257

Vocabulary Strategy: Connotation and Denotation

Read the numbered words. For each word, write the denotation and connotation. Then use the word in a sentence that shows its connotation.

1. sleek:

2. steamy:

3. whined:

4. dignifi ed:

5. scant:

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Words with /әn//Number Prefi xes

258 Practice • Grade 4 • Unit 6 • Week 1

A. In the chart below sort the words in the box that end with the same sound as on in person. Mark out words in the box that do not end that way.

cousin straighten mountain spinning autumn salmon national

skeleton creator raisin bending oxygen memo certain

-in -en -on Other Spellings

1. 3. 5. 7.

2. 4. 6. 8.

B. Read the prefi x defi nitions below. In each sentence underline the word with a number prefi x. Write the meaning of the word based on its prefi x.

uni-, mono- = one tri- = three cent- = hundred

bi- = two deca- = ten

1. The banner was more interesting than the others because it was bicolor.

Meaning:

2. I was unhappy that I could not remember the decade in which my aunt was born.

Meaning:

3. I needed just a few more dollars to buy the unicycle in the store window.

Meaning:

4. Did you see how quickly that woman fi nished the swimming part of the triathlon?

Meaning:

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Read the passage. Use the summarize strategy to fi nd the most important ideas in the passage.

Eastern InfluenceThe first Asian immigrants to enter the United States were from

China, and some came as early as the 1700s. But most came looking for gold in California in the mid-1800s. The Chinese brought their culture and the skills to perform many jobs. Their influence in those early years is still felt today.

Culture and Adapting

In 1848, word spread across the world that gold had been found in the western United States. The Gold Rush began. Thousands of people rushed to California dreaming of a better life. The Chinese came as well.

The Chinese brought their culture to America. They had their own language and religions to share. They also shared their customs and food with the West.

In the search for gold, it was every man for himself. At first the Chinese had no trouble finding gold. But then, all good things must come to an end. The people looking for gold increased and gold became harder to find. Finally, the Chinese found themselves looking for other ways to make money. They opened shops and ran cleaning and laundry services.

Sharing Skills

Many of the Chinese that came were from farming areas in China. They were experienced farmers. In the 1850s, they used their skills in California. They grew food near home and sold it door-to-door. Grapes, peanuts, and rice were among the things they grew. They also had a big part in growing citrus fruits.

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Sacramento

Promontory Omaha

Chinese immigrants played an important role in the building of the fi rst transcontinental railroad.

The Chinese also helped to make California a good place for fishing. Many of the Chinese were experts. They fished for cod, flounder, and shark. They also took oysters and mussels from the water. They sold their food in local markets. They also salt-dried it and shipped it to other areas.

A Strong Work Ethic

The Chinese showed that hard work pays off. They played a vital role in the first transcontinental railroad. Built from 1863 to 1869, it was the first railroad to connect the eastern half of America to the West.

By 1868, most of the thousands of workers on the railroad were Chinese. They laid track across rivers and valleys. They built tunnels through mountain ranges. Harsh weather and long days were part of the job.

With the help of the railroad, trade was now possible across the country. The West had fruit, vegetables, and flowers that the East wanted. Farms grew in size and farmers were needed. The Chinese were called upon to help farm the land for crops to send east.

The Chinese had a big influence on life in the West. They helped shape the country into what it is today.

A Different Kind of Medicine

Medicine and cures in the 1800s in America were not advanced. Rules for drugs were not set. The Chinese brought time-tested herbs for medicine. They had herbal treatments that had been around for thousands of years. Herbs from Asia are often still used today because of the belief that they have little or no side effects.

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Comprehension: Sequence and Fluency


1. What are the fi rst two things that happen in the text that are indicated by dates?

2. Under the heading Culture and Adapting, what is another instance where the author uses sequence? What tells you that sequence is being used?

3. How has the author used sequence to organize the text? What kind of text feature might also help organize the information in the text?

B. Work with a partner. Read the passage aloud. Pay attention to rate and expression. Stop after one minute. Fill out the chart.

Words Read – Number of Errors

= Words Correct Score

First Read – =

Second Read – =

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Reread

When you read a story for the first time, you may find that somedetails, descriptions, or events are confusing. As you read “AFresh Idea,” you can stop and reread difficult parts of the storyto make sure you understand them.

Find Text Evidence

You may not be sure how Mali got her idea to grow a garden ofher own, with Mr. Taylor’s help. Reread the fourth paragraph onpage 23 of “AFresh Idea.”

page 23Just then, she noticed her neighbor,Mr. Taylor, looking at his daffodils.Mali knew he was thinking abouthow he had planted those flowerswith his wife. This was the firstspring since his wife had died, andMali saw the sadness on his face.Then she had an idea.

When I reread, I see thatMr. Taylor knows howto plant gardens. He isalso sad because his wifedied. Mali got her ideaafter noticing Mr. Taylor’sflowers and his sadness.

ABORALL TO ECYour Turn

Why does Mali decide to sell her tomatoes? Rereadpage 25. Remember to use the strategy Reread.

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qSequence

The sequence is the order in which the plot events happen ina story. The sequence of events includes the most importantevents at the beginning, middle, and end. Sequence alsoincludes when characters and settings are introd uced.

Find Text Evidence

When I read the paragraphs on page 23 of “AFresh Idea,” Ican see the sequence of events that leads to Mali’s idea. Thebeginning of the story introduces Mali, her mom, and theirneighborhood. Then we learn about Mali’s problem.

CharactersMali, Mali’s mom, Mr. Taylor

SettingMali’s neighborhood in spring

BeginningMali learns that the tomato standwillnot be at the summer marketanymore. Mali sees her neighborin his garden and gets an idea.Mr. Taylor lets Mali use his land.

Middle

End

ABORAL TLO ECYour Turn

Reread “AFresh Idea.” Listevents in the middle and endof the story in your graphicorganizer. Select importantdetails that show the sequenceof events.

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READ

ING

SequenceSequence is the order in which plot events

happen in a story, and when characters and settings are introduced.

Choose a story you have read this week.

On separate index cards or paper, note the characters and settings as they are introduced. Note each plot event that happens at the beginning of the story.

Make cards for the events from the middle of the story. On a final card, tell how the story ends.

COLLABORATE Use the cards to retell the

story in the correct sequence.

You need

› fiction selection

› paper or index cards

› pencil or pen

20Minutes

1www.connected.mcgraw-hill.com • Interactive Games and Activities • Grade 5

You need


› paper and pen or pencil

› index cards

20Minutes

20Minutes

When Did it Happen?

Story Shuffle

COLLABORATE Pick a story you read this week.

With a partner, complete the sequence graphic organizer.

Use the organizer to retell the story to another pair. Talk about why knowing the correct sequence is important.

COLLABORATE Select a story you have read this week. Talk about

the main events in the story.

Write the main events from the story on index cards. Write one event on each card.

Shuffle the cards. Put the cards in the order. Talk about why this sequence makes sense in the story.

You need


› paper

› pencils or markers

READ

ING

Character

Setting

Beginning

Middle

End

20Minutes

Kelly 1 min. 38 sec.

Joe 1 min. 23 sec.

Reading with fluency means reading with appropriate phrasing, expression, and intonation.

Fluency READ

ING

Choose a section from a selection you have already read.

COLLABORATE

Echo read or choral read with a partner.

Now, read the passage aloud on your own. Have your partner give feedback.

Do the same for your partner. Then time each other as you read the passage.

You need

› passage

› watch, clock, or stopwatch


20Minutes

20Minutes

Echo Read Choose one or two

paragraphs to read aloud. COLLABORATE

Echo read the passage with your partner. Read each sentence, and have your partner repeat. Then change roles.

Make flashcards for words you had trouble reading. Practice reading the words.

Choral Reading Choose a passage from a selection you

have read. Read aloud the passage with your partner. Try to read in one voice. COLLABORATE

Reread the passage. Take turns reading aloud each sentence. Remember to use appropriate expression, phrasing, and intonation.

Time one another as you take turns reading the passage aloud two or three times for more practice.

You need

› passage


› watch, clock, or stopwatch

You need

› passage

› index cards

› pencil or pen READ

ING

mechaniccalligraphy

contributions

appreciates

20Minutes

WRITIN

GMy Arrival

“Welcome to . . .” I couldn’t read the

sign’s words. English was a new language

for me, but that wasn’t the reason. It was

the slashing rain. Though I could only read

the words “Welcome to,” it was enough. I was

happy to have arrived here. I was also afraid,

and not just because of the storm. My new life

had just begun.

Read the model below and identify features of an autobiography. Now write an autobiographical sketch of a time when weather affected your life.

Writing Forms: Autobiography

You need


www.connected.mcgraw-hill.com • Interactive Games and Activities • Grade 522

20Minutes

20Minutes

You need


Sketch of a Moment

Unusual Autobiography

Think about a moment in your life when you understood something for the first time. Write as many details as you can remember.

Reread your details. Write a paragraph about the moment.

Read your autobiography to your partner. What do you remember most? COLLABORATE

Write an autobiographical sketch of an unusual event that you experienced.

Include descriptive details that help your reader picture what happened, how you felt, and how the event affected you.

Read your autobiography aloud to a partner. What did you discover while writing it? COLLABORATE

You need


WRITIN

G

WRITIN

GIdeas: Descriptive Details

Read Keisha’s paragraph describing a walk on the beach. Find places where Keisha could add details.

Revise the paragraph to include descriptive details that will give readers a better sense of being at the beach.

COLLABORATE

You need


20Minutes

I like to relax on the beach in the

morning, especially in the spring. As I

walk to the beach, I smell the salty air.

I feel the sand on my toes. I hear the

waves hitting the sand. Watching the

seagulls fly along the waves is nice. The

clouds make the light soft in the big

sky. The breeze makes me feel like I’m

floating along the sand.


You need


20Minutes

20Minutes

Describe a Setting

A Deeper Description

COLLABORATE Read Keisha’s description of the

beach. Identify places where Keisha could add descriptive details.

What does the beach look like? What sounds do you hear when you are there? List descriptive words and phrases that tell about the beach.

Read Keisha’s descriptive paragraph about walking on the beach.

Identify places you would want more descriptive details about the sights, sounds, smells, and other sensations of being at the beach.

Revise the writing to include strong descriptive details. Add a paragraph of your own that describes another sensation of being at the beach.

You need


› colored pencils, crayons, or markers

WRITIN

G

20Minutes

PHO

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S/W0

RD STU

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Context Clues

You need

› reading selection


› dictionary

Clues to word meanings may appear in sentences and paragraphs, or as definitions or restatements.

Find a word you do not know in a selection you read this week. Write the word.

Look for context clues to help you figure out the meaning. Use a dictionary to check the definition.

Write a sentence for the word and provide a context clue for its meaning. Underline the word.

COLLABORATE Exchange sentences with a

partner. Identify context clues to figure out the word’s meaning.

Kaylie used calligraphy, or beautiful writing, when she wrote the letter.


20Minutes

20Minutes

PHO

NIC

S/WO

RD STU

DY

You need


Use the Clues

What Nonsense!

COLLABORATE Write eight of this week’s spelling

words on separate index cards. Divide the cards between you.

On separate index cards, write sentences for your words. Provide context clues, but leave out the words. Exchange cards with your partner. Match the sentences with the words that complete them.

Make up a nonsense word. Write a definition for your word.

On separate paper, use your new word in a paragraph. Include context clues that hint at the meaning of the word.

Exchange paragraphs, define the nonsense word and tell clues to its meaning. COLLABORATE

You need

› spelling list

› pen or pencil

› index cards

gliffencrup

SOC

IAL STU

DIES

Check Out a Bank

COLLABORATE

Many of us use banks. Research the services that a bank provides. Make a list of at least three of its services.

Write a description of each service to help someone new to using a bank.

Work together to make a pamphlet to help explain all of the bank services you listed. Include information that answers the questions such as How do I sign up? and What services areavailable?

You need

› Internet

› paper and pencil

› crayons or markers

20Minutes

1www.connected.mcgraw-hill.com • Research and Inquiry • Grade 5

You need

› 3-Tab Foldable®

› pen or pencil

› reference booksor Internet

20Minutes

20Minutes

Our Community Bank

At the Bank

COLLABORATE Find the name of a bank in

your community.

Research three services the bank provides. List these services.

Talk with your partner about how these services help the community.

COLLABORATE Make a 3-Tab Foldable® with the letters K W L on

the tabs.

Write what you know about how banks help the community under the K tab.

Write what you would like to find out about banks under the W tab. Now do research to learn about banks. Write what you learned under the L tab.

You need


› a local phone book or Internet SO

CIA

L STUD

IES

Name



Read the passage. Use the reread strategy to understand difficult parts of the text.

The Generation BeltKanti snuck behind her village’s circle of wigwams. One Algonquin

family was repairing their home with fresh birch bark strips. Kanti stayed in the shadow of the trees until she reached the lake. She could see her father’s sleek canoe far off in the distance, where he fished for dinner. Her cousins were splashing merrily near the shore and waved to her. She stepped into the water.

“Kanti!” an irritated voice said.Kanti felt her heart drop to her stomach. She was caught. Kanti’s

mother walked quickly toward her. “Kanti, you know that you are supposed to visit your grandmother for lessons today.”

“It’s so hot and steamy outside. Why can’t I swim with my cousins?” she whined.

Her mother looked sympathetic, but firm. “Sometimes we have to set aside play so we can learn. Come, I think you will like this lesson better than you predict.”

Back at camp, Kanti’s grandmother looked dignified sitting cross-legged in the center of their wigwam. Around her lay wide beaded belts of white and purple with all kinds of vivid designs. In front of her was a loom shaped like an archer’s bow with a few rows of beads strung.

“Thanks for coming, Kanti.” There was a mischievous glint in her grandmother’s eye. She held a few small purple beads. “Do you know what these are?”

“That’s easy, they’re wampum.” Sometimes Kanti would help collect the quahog, or clams, the beads were made from.

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“I actually meant, what do the beads stand for?” Kanti’s grandmother said. “Here, let me show you.”

She held out one of the most elaborate belts for Kanti to see. The purple beads made a pattern of triangles on the right side and, on the left side, two figures stood holding hands next to a wigwam. “These people are your great-great grandmother and grandfather,” Kanti’s grandmother said. “They traveled over the mountains to find a place to settle.” She traced the triangles with her fingers, stopping at one with the outline of a majestic bird hovering over it. “Your great-great grandmother saw an eagle that led them through the mountains.” A circle at the edge of the mountains represented the lake that fed the village. “When they found a wide lake, teeming with life, they knew it would support many people. This is the story of how our village began.”

Despite herself, Kanti was drawn in by the story the belt portrayed. Suddenly, the belts’ patterns jumped out at her, all holding adventures of their own. One showed a handshake and two bent arrows that signified a treaty between their village and another one nearby. Another showed the legend of the hunter who caught a fish as big as a whale. She looked at the loom with a scant five rows completed. “What story will this belt tell?” she asked.

“This belt will tell your story,” her grandmother said. “I started it for you, and you can continue to add to it as you grow.” With that, her grandmother carefully stacked the belts and left.

Kanti immediately set to work, concentrating on finding just the right shades of purple wampum before stringing together rows. The purple beads formed a figure about to leap into a calm lake. She couldn’t wait for her cousins to come back so she could show them her belt.

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Comprehension: Theme and Fluency


1. What does Kanti’s grandmother want to teach her?

2. Do you think Kanti is glad she didn’t go swimming? Why or why not?

3. What is the theme of this story?

4. Do you think this theme can apply to everyday life? Explain.

B. Work with a partner. Read the passage aloud. Pay attention to rate and accuracy. Stop after one minute. Fill out the chart.

Words Read – Number of Errors

= Words Correct Score

First Read – =

Second Read – =

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Name: ____________________________________

Comparing DecimalsHundredths and Tenths

Write <, >, or = to compare each pair of decimal numbers.

a. .45 _____ .66 b. .11 _____ .80 c. .21 _____ .23

d. .5 _____ .6 e. .1 _____ .8 f. .2 _____ .4

g. 1.3 _____ 2.1 h. 3.4 _____ 3.6 i. 1.7 _____ 1.7

j. 5.11 _____ 3.10 k. 9.00 _____ 7.99 l. 8.01 _____ 8.10

m. 1.11 _____ 1.01 n. 5.50 _____ 5.49 o. 9.31 _____ 9.31

p. 2.13 _____ 3.89 q. 2.00 _____ 0.99 r. 1.46 _____ 1.64

s. .02 _____ .20 t. 8.99 _____ 7.23 u. 6.10 _____ 5.85

v. $1.25 _____ $1.52 w. $3.00 ____ $2.76 x. $0.87 _____ $0.63

y. $1,451.02 _____ $1,541.02 z. $3,561.62 _____ $3,461.99

Super Teacher Worksheets - www.superteacherworksheets.com

Name: ________________________________________

Decimal Number Match

Match the number on the right with its name on the left.

_______ 1. 356 a. three and six tenths

_______ 2. 3.5 b. thirty and six tenths

_______ 3. 3.56 c. three and five tenths

_______ 4. 30.56 d. three and fifty-six hundredths

_______ 5. 3,560 e. three dollars and fifty-six cents

_______ 6. $3.56 f. three hundred fifty-six

_______ 7. 30.6 g. three thousand, five hundred sixty

_______ 8. 30.65 h. thirty and fifty-six hundredths

_______ 9. 3.6 i. thirty and sixty-five hundredths


Name: ___________________________________

Decimals: Hundredths and Tenths

Write the decimal and the fraction of each shaded part.


Name: _________________________________

Digit Values What is the value of the underlined digit?

854.327 - The value of the digit 8 is 8 hundreds, or 800.

854.327 - The value of the digit 5 is 5 tens, or 50.

854.327 - The value of the digit 4 is 4 ones, or 4.

854.327 - The value of the digit 3 is 3 tenths, or 0.3.

854.327 - The value of the digit 2 is 2 hundredths, or 0.02.

854.327 - The value of the digit 7 is 7 thousandths, or 0.007.

Write the value of the underlined digit.

a. 104.543 - __________________ b. 61.239 - __________________

c. 723.9 - __________________ d. 873.03 - __________________

e. 5.768 - __________________ f. 100.502 - __________________

g. 450.207 - __________________ h. 57.362 - __________________

4 0 5 . 8 7 1

i. In the number above, which digit has the greatest value? ______________

j. In the number above, which digit has the least value? ______________

k. What is the value of the digit in the hundredths place of the number above? ______________

l. What is the value of the digit in the hundreds place of the number above? ______________


Name:


Graduated CylindersRead each graduated cylinder and write the amount. Be sure to include mL in your answer.

100

200

300

400

500

mLa.

260 mL

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200

300

400

500

mLb.

100

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500

mLc.

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mLd.

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mLe.

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mLf.

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mLg.

100

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500

mLh.


Graduated CylindersRead each graduated cylinder and write the amount. Be sure to include mL in your answer.

100

200

300

400

500

mLa.

260 mL

100

200

300

400

500

mLb.

100

200

300

400

500

mLc.

100

200

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500

mLd.

100

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mLe.

100

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mLf.

100

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mLg.

100

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mLh.

490 mL 40 mL

310 mL 170 mL 280 mL

200 mL

410 mL

ANSWER KEY

Name:


Measuring Volume with Graduated Cylinders

100

200

300

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500

mL

Bill and Sam poured equal amounts of waterinto this graduated cylinder.

How much water did they each add?

answer:

5

10

15

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mL

answer:

This is Jennifer’s graduated cylinder.

Jennifer adds 37 mL of water to the graduatedcylinder. What is the volume of the water inthe cylinder now?

Kelly has 2 graduated cylinders, pictured below.

Kelly pours 12 mL of water from cylinder A intocylinder B.What is the volume of waterin cylinder A?

What is the volume of waterin cylinder B?

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A B

answer:

Jay has 2 graduated cylinders, pictured below.

What is the combined volume of the water inthese 2 graduated cylinders?

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mL

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mL


Measuring Volume with Graduated Cylinders

100

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Bill and Sam poured equal amounts of waterinto this graduated cylinder.

How much water did they each add?

answer:

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mL

answer:

This is Jennifer’s graduated cylinder.

Jennifer adds 37 mL of water to the graduatedcylinder. What is the volume of the water inthe cylinder now?

Kelly has 2 graduated cylinders, pictured below.

Kelly pours 12 mL of water from cylinder A intocylinder B.What is the volume of waterin cylinder A?

What is the volume of waterin cylinder B?

A B

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70

80

90

100

mL

10

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answer:

Jay has 2 graduated cylinders, pictured below.

What is the combined volume of the water inthese 2 graduated cylinders?

5

10

15

20

25

mL

100

200

300

mL

ANSWER KEY

225 mL 66 mL

33 mL

67 mL 118 mL

Name: ________________________________

Ordering Numbers: Decimals

Rewrite each list of numbers in order, from least to greatest.

a. 4.054 4.045 4.405 4.504 4.005

___________ ___________ ___________ ___________ ___________

b. 3.2 3.02 3.002 3.03 3.032

___________ ___________ ___________ ___________ ___________

c. 10.01 10.1 10.001 1.101 10

___________ ___________ ___________ ___________ ___________

d. 6.48 6.804 6.884 6.484 6.8

___________ ___________ ___________ ___________ ___________

In the box below, write decimal numbers. Have a friend rewrite them in order, from least to greatest.

___________ ___________ ___________ ___________ ___________


Name: ___________________

Is That Mammal aCarnivore, Herbivore or Omnivore?

by Guy Belleranti

A mammal can be a carnivore (meat eater),

herbivore (plant eater) or omnivore (meat and plant eater).

By looking at the teeth, eye position and feet you can

usually identify which of the three it is.

First let's look at teeth. If the mammal has long, sharp

canine teeth next to the front (incisor) teeth and also has

sharp cheek teeth (carnassials) it is a carnivore. The canines

are for seizing and stabbing prey. The carnassials help cut

up meat in the mouth.

If the mammal has either blunt canines or no canines,

and has big flat side and back teeth (premolars and

molars) it is a herbivore. Herbivores use their molars for

crushing and grinding plants.

But what about herbivores that do have large front

teeth? Beavers, for example, have huge front incisors. And

river hippos have two huge lower canines. Well, beavers use

their incisors for chewing through bark, branches and even

trees. And hippos use their canine tusks for defense and

fighting, not for chewing. But both beavers and hippos have

large flat molars that they use for grinding up plant matter.

If the mammal has a variety of all kinds of teeth

(canines, incisors, premolars and molars) it is an omnivore. It

has a variety of teeth because it eats a variety of foods,

both meat and plants.

What kind of teeth doyou think this deer has?

How are the fox's teethdifferent from a deer's?

How are a beaver's teeth


Now let's talk about eye position. Carnivorous and

omnivorous mammals have eyes in front to help them spot

and judge the distance of prey. Think of the rhyme "eyes in

front, help them hunt".

Herbivores' eyes are located more on the side of their

head. This gives them a wider view, helping them to spot

predators sooner so they can flee. Think of the rhyme "eyes

on side, help them hide".

And, finally, there are the differences in feet.

Carnivores almost always have claws to hold prey, climb

trees, dig for food and fight. They also have soft pads on

their feet so they can sneak up on prey. Omnivorous

mammals may have claws (like bears), or hands (like

primates) for grabbing food. Herbivores, meanwhile, often

have hooves to help them run away. Or, like the beaver

and capybara, some or all of their feet may be webbed to

help them swim away.

similar to a fox's? How arethe similar to a deer's?

Where are the eyes positionedon this wild boar? How does thelocation of the boar's eyes help it

to survive?

This fox has eyes positioned infront of it's head. Why?

About the AuthorGuy Belleranti works as a docent at Reid Park Zoo in Tucson, Arizona.

He enjoys spending time with animals, and teaching others about

them. Guy also enjoys writing stories and articles for children and

adults.


Name: ___________________

Is That Mammal a Carnivore,Herbivore or Omnivore?

by Guy Belleranti

1. Why do carnivores usually have sharp canines and carnassials?

_____________________________________________________________________________________

_____________________________________________________________________________________

2. Why do herbivores usually have large, flat teeth?

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Do omnivores have sharp teeth like carnivores, or flat teeth like herbivores? Explain.

_____________________________________________________________________________________

_____________________________________________________________________________________

4. Which sentence best describes a carnivore's feet?

a. Carnivores usually have hooves on their feet.

b. Carnivores usually have webbed feet.

c. Carnivores usually have soft pads on their feet and claws.

d. Carnivores usually have large, flat feet.

5. Tell whether each mammal is a carnivore, omnivore, or herbivore.

lion - ___________________________ bear - ___________________________

wolf - ___________________________ bison - ___________________________

horse - ___________________________ human - __________________________


Name: ___________________

Is That Mammal a Carnivore,Herbivore or Omnivore?

Vocabulary Crossword

Use information from the article to help you answer the crossword clues.

Across

4. animals who hunts other animals

8. sharp, curved nails on an animal's foot

9. animal that eats only meat

Down

1. animal that eats only plants

2. group of warm-blooded animals with hair or fur

3. animal that is hunted and eaten

5. back teeth

6. animal that eats meat and plants

7. front teeth


Name: ____________________________________

Carnivores, Herbivores, and OmnivoresA herbivore is a consumer that eats only plants.

A carnivore is a consumer that eats only animals.

An omnivore is a consumer that eats both plants and animals.

Tell whether each animal is a carnivore, herbivore, or omnivore.

1. deer 2. tiger 3. rabbit

________________________ ________________________ ________________________

4. bison 5. grizzly bear 6. wolf

________________________ ________________________ ________________________

7. raccoon 8. lion 9. giraffe

________________________ ________________________ ________________________


Name: ____________________________________

Food Web

A food web shows how energy is passed on from one living thing to the next. It shows the feeding habits of different animals that live together in an ecosystem.

In the food web pictured on the left, energy is passed from the grass to the mouse to the snake to the hawk.

Producers are living things that make their own food with sun and air. The producers are pictured at the bottomof the food web.

Consumers are living things that eat other living things.

Use the food web in the picture above to answer the questions.

1. Name the living things in the food web that are producers. ______________________

______________________________________________________________________________

2. Name the living things in the food web that are consumers. ____________________

______________________________________________________________________________

3. Which living things does the snake eat? ______________________________________

4. Which living things does the hawk eat? ______________________________________

5. What is eaten by the rabbit? _________________________________________________


Name: ____________________________________

Predator and Prey

A predator is an animal that hunts other animals for food.

Prey is an animal that is hunted and eaten for food.

Identify the predator and prey for each scenario below.

1. A snapping turtle in a pond eats a small perch.

predator - ____________________________ prey - ____________________________

2. A shrew is eaten by a barn owl.

predator - ____________________________ prey - ____________________________

3. A seagull lands near an alligator and the alligator eats it.

predator - ____________________________ prey - ____________________________

4. A gray wolf hunts and eats a rabbit.

predator - ____________________________ prey - ____________________________

5. A blue whale swallows krill.

predator - ____________________________ prey - ____________________________

6. A penguin is captured and eaten by a leopard seal.

predator - ____________________________ prey - ____________________________

7. A robin pulls an earthworm from the lawn and eats it.

predator - ____________________________ prey - ____________________________


Name: _______________________

The Mountain Ecosystemby Kimberly M. Hutmacher

A habitat is where a plant or animal lives and

grows. A habitat is part of an ecosystem where lots of

different plants and animals live. Mountains, with their

many levels are an ecosystem containing many

different habitats.

At the base of a mountain, you will probably

find a forest filled with lots of plants and trees. A grizzly

bear or a garter snake might cross your path. You

might catch a glimpse of an owl in a tree.

Climb higher, toward the middle of the

mountainside and leave the forest behind for

grasslands and maybe a stream. Here, you might encounter a mountain lion

stalking its prey or a salamander slipping underneath of a leaf to hide. Goats might

be leaping from rock to rock.

Climb even higher, toward the top, and you'll notice a change in the

temperature. It's getting colder and snow is covering the mountaintops. There aren't

many plants near the mountaintop, but you might see fuzzy lichen covering rocks

like carpeting. The air is thin at the top of the mountain, which makes it difficult for

large animals to breathe. When people climb very large mountains, they often

take special air tanks filled with oxygen. Even though you won't seen many big

animals, millions of tiny insects like snow fleas might dot the landscape.

Depending on the elevation, you could see deserts, river valleys, meadows,

forests and snow caps all on one mountain. And with each unique habitat, comes

unique plant and animal life.


Name: _______________________

The Mountain Ecosystemby Kimberly M. Hutmacher

1. Define habitat.

______________________________________________

______________________________________________

2. What happens as you climb higher and higher up a mountain?

a. You see more animals.b. The temperature rises.c. Forests become thicker.d. The temperature drops.

3. What types of animals would you be most likely to see near the top of a mountain?

a. bears b. insectsc. owls d. There are no animals at the top.

4. What type of habitat would you probably find at the base of a mountain?

_______________________________________________________________________

_______________________________________________________________________

5. Why do you think most mountains do not have large lakes on them.

_______________________________________________________________________

_______________________________________________________________________


Name: _______________________

The Mountain EcosystemCrossword Puzzle

Use animals mentioned in the article, “The Mountain Ecosystem” to complete the puzzle.

Across

2. tiny wingless insect

5. amphibian that looks like a lizard

6. large, furry omnivorous mammal

Down

1. mammal with backward-curving horns

3. large, carnivorous cat

4. nocturnal bird with excellent hearing

5. reptile with no legs


Cool to Be Kind

Cool to Be Kindby Kirsten Weir

Put yourself in somebody else's shoes.Amanda O. was in fourth grade when her mom passed away. Amanda had been bullied before, and, incredibly, older kids at school teased her about her devastating loss. "People bullied me about how I looked, how I dressed. They bullied me about my mom," says the 14-year-old from El Paso, Texas.

Amanda told the principal, who called the bullies' parents. Amanda also confronted the kids herself. "I said, 'You didn't know my mom. She was my best friend. If you lost a best friend, how would you feel?'"

The bullies backed off, and Amanda felt good about standing up for herself. She may not have realized it at the time, but Amanda was asking her tormentors to have a little empathy.

"Empathy is a matter of learning how to understand someone else-both what they think and how they feel," says Jennifer Freed, a family therapist and codirector of a teen program called the Academy of Healing Arts.

In other words, empathy is being able to put yourself in someone else's shoes. Many people who bully others are particularly weak in that department, says Malcolm Watson, a psychologist at Brandeis University in Massachusetts. "Bullies don't tend to have a lot of empathy," he says.

Everyone is different, and levels of empathy differ from person to person. "Some people are more highly sensitive than others. They will naturally feel what other people feel," Freed says. "Others don't understand emotions in other people as well."

The good news? "Empathy is something you can learn," Freed says. In fact, she adds, teaching empathy to prevent bullying is more effective than punishing bullies after the fact. And anyone can learn it. In her teen programs, she says, "every semester we see bullies change their behavior."

ReadWorks.orgCopyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.

Cool to Be Kind

Jose L. Pelaez/Corbis

Volunteering is a good way to develop more empathy, experts say.

You don't have to be a bully to benefit from developing empathy. Having compassion for others is a valuable skill that everyone should work to improve, she says. "I think everyone needs to develop more of it."

Emotional IntelligenceLast year, researchers from the University of Michigan reported that empathy among college students had dropped sharply over the past 10 years. That could be because so many people have replaced face time with screen time, the researchers said. Having empathy is about understanding other people. Today, people spend more time solo and are less likely to join groups and clubs.

Freed has another explanation. Turn on the TV, and you're bombarded with news and reality shows highlighting people fighting, competing, and generally treating one another with no respect. Humans learn by example-and most of the examples on TV are anything but empathetic.

There are good reasons not to follow those bad examples. Humans are social by nature. Having relationships with other people is an important part of being human-and having empathy is critical to those relationships. Researchers have also found that empathetic teenagers are more likely to have high self-esteem. That's not all. In a book titled The Power of Empathy, psychologist Arthur Ciaramicoli writes that empathy can be a cure for loneliness, depression, anxiety, and fear.


Cool to Be Kind

Empathy is also a sign of a good leader. In fact, Freed says, many top companies report that empathy is one of the most important things they look for in new executives. Good social skills-including empathy-are a kind of "emotional intelligence" that will help you succeed in many areas of life. "Academics are important. But if you don't have emotional intelligence, you won't be as successful in work or in your love life," she says.

What's the best way to up your empathy quotient? For starters, let down your guard and really listen to others. "One doesn't develop empathy by having a lot of opinions and doing a lot of talking," Freed says. Here are some great ways to dig beneath the surface and really get to know other people-and to boost empathy in the process:

· Volunteer at a nursing home or a hospital. Challenging yourself to care for others is a great way to learn empathy, Freed says.

· Join a club or a team that has a diverse membership. You can learn a lot from people of different ages, races, or backgrounds.

· Spend time caring for pets at an animal shelter.· Once a week, have a "sharing circle" with your family. Take turns listening to one another talk, without interrupting.

Playing Your PartWith bullying such a big issue in schools around the country, experts are looking more closely at empathy. Many schools are teaching teens how to tune in to others' feelings. Often, kids who bully others come from homes where empathy is in short supply, says Watson. Teaching them empathy skills can help squash their aggressive behavior. Just focusing on the bullies and their victims isn't enough to stop the bullying crisis, though. To do that, everyone in school must show some empathy.

Have you ever watched a classmate being teased or pushed around, without intervening? Imagine that victim was your little brother or a close friend. How would you feel about the situation then? It takes both courage and empathy to confront a bully or to report an incident to a teacher. It may not be easy, but working together is the best way to make schools safer, Watson says.

That makes sense to Patrick K., a 16-year-old from South Carolina. He was bullied in middle school and lived in constant fear. One day one of his tormentors threatened to kill him and later threw a rock at his head during gym class.


Cool to Be Kind

Fortunately, Patrick's family moved to a new school district not long after that incident, and things are much better at his new school. But he wasn't content to just sit back and let other kids suffer the way he had. He became a teen ambassador for Love Our Children USA's STOMP Out Bullying campaign.

Last year, Patrick saw a classmate getting pushed around at school. He immediately reported the incident to the principal and a guidance counselor. The school called the kids in to sort out the problem, he says. Patrick doesn't think he did anything special. "I feel that everybody should be treated with respect," he says. "I just felt like it was the right thing to do."

Expressing Empathy-CreativelyIf you've ever been called nasty names, you know how awful it feels. Here's your chance to help others understand what it's like to walk in your shoes. The No Name-Calling Week Creative Expression Contest wants your poems, artwork, essays, music, and videos! Tune in to your artistic side to illustrate how name-calling has affected you and your peers. No Name-Calling Week happens each year in January. (But being kind is cool any week of the year.)

Chris Price/Istock


Cool to Be Kind - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is empathy?

A. Empathy is the ability to make other people do what you want by threatening them.

B. Empathy is the ability to understand how other people think and feel.

C. Empathy is the choice that many people make to spend time alone instead of joining groups.

D. Empathy is the choice that many people make to watch TV shows full of fighting and disrespectful words.

2. What problem does developing empathy help solve?

A. Developing empathy helps solve the problem of unexpected death.

B. Developing empathy helps solve the problem of homelessness.

C. Developing empathy helps solve the problem of lung cancer.

D. Developing empathy helps solve the problem of bullying.

3. Empathy is something people can learn.

What evidence from the passage supports this statement?

A. Teaching empathy to prevent bullying is more effective than punishing bullies after the fact.

B. After Amanda O.'s mom died, older kids at school teased her about her devastating loss.

C. Patrick K.'s tormentors threatened to kill him and later threw a rock at his head during gym class.

D. Researchers from the University of Michigan reported that empathy among college students had dropped sharply over the past 10 years.

4. What policy would most likely result in a decrease in bullying at school?

A. a policy requiring students to spend at least three hours doing homework every night

B. a policy requiring students to take more math and science classes but fewer arts and language classes

C. a policy requiring students to volunteer every month at a nursing home, hospital, or animal shelter

D. a policy discouraging students from speaking up or taking action if they notice a classmate being teased

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.

Cool to Be Kind - Comprehension Questions

5. What is this passage mostly about?

A. fear and loneliness

B. depression and anxiety

C. poems and music

D. empathy and bullying

6. Read the following sentences: "Have you ever watched a classmate being teased or

pushed around, without intervening? Imagine that victim was your little brother or a

close friend. How would you feel about the situation then? It takes both courage and

empathy to confront a bully or to report an incident to a teacher."

What does the word bully mean above?

A. a person who naturally feels what other people feel

B. a person who teases, threatens, or harms someone else

C. a person who does research studies on how students behave

D. a person who is a good leader and successful at work

7. Choose the answer that best completes the sentence below.

There are several ways to develop empathy, _______ listening closely to others and

getting to know people from many different backgrounds.

A. such as

B. although

C. never

D. before

8. How much empathy do bullies tend to have?

9. Name two benefits of empathy mentioned in the passage.

10. Therapist Jennifer Freed thinks that everyone needs to develop more empathy.

Based on the information in the passage, explain whether developing more empathy is

or is not a good idea.


Peer Pressure Power

Peer Pressure Powerby Lynn Brunelle

Going along with the crowd doesn't have to be a risky move.

Ever done something you didn't want to do, just to fit in? Or just because your friends wanted you to? That's peer pressure. And just about everyone feels it at one time or another.

Peers are people your age, such as your friends, who have experiences similar to yours. Your peers influence your decisions and behavior every day, and they can push you to make bad choices, even dangerous ones. But is peer pressure always bad?

Positive Spin on Peer Pressure

"Peer pressure can sometimes be a good thing," says Ian Brennan, cocreator and one of the writers of the TV show Glee. That show dealt with the issue of peer pressure all the time, through the experiences of musical kids in a not-so-popular high school chorus. "Friends can give you the courage to try something you normally wouldn't, like a new sport or auditioning for the school play," Brennan points out.

Nicole S., 16, of Edmore, N.D., used to be afraid of singing in front of people. One time, her friends convinced her to sing karaoke with them. She ended up having fun! "Now I will sing anywhere, even with people present. Positive peer pressure helped me face my fear," she says.

Pressure's On!

You are surrounded by your peers all the time, and you learn a lot-both good and bad-by just being around them. You might admire a star athlete. Maybe you notice the popular kids at school and look up to them. Those aren't necessarily bad things. The popular group could be really nice; the athlete, a hard worker. Being inspired and influenced by different peer groups could help you in the long run.

The people around you can also be negative influences, however. Maybe a star teammate tells you never to pass the ball to a certain player, or a popular student cheats on tests or sends mean texts. Should you try to be like them to fit in?

Peer Pressure Is a Fact of Life

"It's not a matter of if peer pressure is going to happen," says Lee Erickson, coordinator for the Northern Lights Students Against Destructive Decisions (SADD) group in North Dakota. "It's a


Peer Pressure Power

matter of when."

"The main thing is not to compromise who you are," Erickson continues. "The kind of coolness and popularity you think you may get by joining the crowd and doing risky stuff is temporary. Your character is with you for the rest of your life."

Nicole agrees. "My motto is be who you are, not who others want you to be," she says.

Peer pressure is powerful, but the ability to choose is yours. If a situation feels wrong, there's a good chance it is wrong. Think about what's best for you-and what you'll say or do-before you're in a sticky situation. "No one has tried to get me to smoke or drink yet, but I know there will come a time," says Schuyler W., 13, of Seattle. "The thing is, I know I don't want to do it, so when it does happen, I'm just going to stick up for myself and say no."

Make pacts with your friends to stay away from risky situations together and to support one another when the going gets tough. Talk with your parents about ways they can "bail you out" if you need to save face with your peers. (For instance, if someone asks you to hang out after school and you think there might be drinking or drugs around, you can tell them your parents need you to come home right away.)

Should You or Shouldn't You?

Standing up for yourself and saying no isn't always easy. But you might give voice to a bunch of peers that feel the same way you do. It can take just one person to speak out and change a situation. According to Erickson, "People will respect you for standing up for yourself-even if it doesn't seem like it right away."

"If friends try to get you to do something that you know in your heart feels wrong," says Glee's Brennan, "tell them exactly how you feel. And if they're not cool about it, find new friends."

That can be hard to do, but sometimes it's necessary. "If your so-called friends are trying to get you to do negative things, do you really think they're the best of friends?" asks Nicole. "To me, real friends accept you for who you are [and] what you believe in, and respect your decisions."

Bad News and Good News

"Negative peer pressure gets ahold of us kids really easily," says Nicole. "Because our friends do it, we're told something's 'cool' or we're pressured to try something 'just one time' because it won't hurt."

Some kids decide to go with the flow regardless of what they know is right. They tell themselves


Peer Pressure Power

that being popular or being liked is more important than their own sense of self. It doesn't make sense, but that's the problem with peer pressure. You can lose yourself. But you can also find yourself, as Schuyler did when he was asked to go camping last year. He really didn't want to go.

"Sometimes your friends get you to do stuff you don't want to do, and it turns out great," he says. "I didn't want to go camping, but my friends really wanted me to go. Finally, I gave in, and I'm so glad I did. The trip was awesome! We did a lot of fun stuff I would never have done on my own."

The good news is peer pressure isn't always something to fear. Your decisions are yours to make. Take the time to make them wisely.

Power Up

Resisting negative peer pressure is a challenge, but it is definitely possible. Here are a few tips for navigating all kinds of pressure-filled situations:

· Find real friends who accept the real you. Knowing whom to listen to and whom to avoid is the key to steering clear of negative peer pressure.

· Know what to say. "Just say doing that stuff really isn't your thing," says Elli L., 15, of North Dakota. "You can also blame your parents-it works wonders."

· Be confident. Stick up for yourself. People will respect you for it.· Think about it. Keep in mind that just one destructive decision can change your whole life, says Nicole S., 16, also of North Dakota. Think: How might this one moment affect how you see yourself?

Getting Real With SADD

Looking to join other kids who want to make smart decisions and avoid negative peer pressure? Check out Students Against Destructive Decisions (SADD). It's a national group, based in middle schools and high schools, that works to save lives by spreading the word about the dangers of risky behaviors such as drinking, using tobacco, bullying, and driving distractedly (including driving while using a cell phone).

SADD is a great resource for kids who are feeling pressured. "It is comforting to know that there are so many people supporting each other," says Elli L., a SADD member in North Dakota. "We all kind of hold each other up."


Peer Pressure Power

Courtesy Of Northern Lights Sadd

Teens from around the U.S. went to Washington, D.C., for a SADD conference.

"SADD does a lot of awareness projects," adds fellow member Nicole S. Groups organize awareness days; dances; bowling, pizza and roller-skating events; and more. "We get the word out, but we have fun doing it," says Nicole.

Young people take the lead in SADD groups. "The kids are in charge," says regional director Lee Erickson. He works with more than 200 chapters of SADD in South Dakota, North Dakota, and Minnesota. "Our job as adults is to listen, provide support, [and] offer tools and motivation, not to tell them what to do. They can figure that stuff out on their own."

SADD has chapters all across the country. To find one in your area or to learn more, visit www.sadd.org.


Peer Pressure Power - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is peer pressure?

A. the admiration that some people have for a star athlete or popular students at school

B. the confidence that some students show when they refuse to do something they dislike

C. the feeling that you need to do something because people similar to you are doing it

D. the fear of getting up in front of a large group of people to sing, dance, or act

2. What is the passage trying to persuade readers to do?

A. The passage is trying to persuade readers to sing karaoke and go camping.

B. The passage is trying to persuade readers to resist negative peer pressure.

C. The passage is trying to persuade readers to get into arguments with their friends.

D. The passage is trying to persuade readers to spend more time studying than playing sports.

3. Peer pressure can be a good thing.

What evidence from the passage supports this statement?

A. Some young people decide to go with the flow regardless of what they know is right and lose their sense of self.

B. SADD is a student group that works to save lives by spreading the word about the dangers of risky behaviors.

C. People's peers often influence their decisions and can push them to make bad choices, even dangerous ones.

D. Schuyler W. did not want to go camping, but his friends convinced him to, and he had a great time.

4. Why might someone give in to peer pressure from friends?

A. Someone might give in to peer pressure from friends because he or she is worried about losing those friends by saying no.

B. Someone might give in to peer pressure from friends because he or she is a member of Students Against Destructive Decisions.

C. Someone might give in to peer pressure from friends because he or she is a star athlete and does not care what others think.

D. Someone might give in to peer pressure from friends because he or she is very confident and has a strong sense of self.


Peer Pressure Power - Comprehension Questions


A. a national group that helps kids deal with peer pressure

B. peer pressure and how to handle it

C. the fear of singing in front of people

D. ways that your parents can "bail you out"

6. Read the following sentences: "The people around you can also be negative

influences, however. Maybe a star teammate tells you never to pass the ball to a certain

player, or a popular student cheats on tests or sends mean texts."

What does the word negative mean above?

A. short

B. tall

C. bad

D. good


Peer pressure can be a bad thing; _______, it can also be a good thing.

A. in particular

B. on the other hand

C. as an illustration

D. as a result

8. What is an example of negative peer pressure mentioned in the passage?

9. Name two tips given in the passage for dealing with peer pressure.

10. Choose an example of negative peer pressure mentioned in the passage. Then

explain how some of the tips listed in the passage could be used to deal with that

particular situation.


Sticky Fingers, Helping Hands

Sticky Fingers, Helping Handsby ReadWorks

Who doesn't enjoy a chocolate bar?

Okay, maybe not everyone loves chocolate, but a lot of people do. No matter the vehicle-ice cream, cake, as a beverage, or simply in a candy bar-chocolate is enjoyed by millions of Americans. It's readily available, too; all you have to do for a taste is visit a corner market or a drug store, and you'll find a shelf of various chocolate bars waiting.

A lot goes into a chocolate bar, though, and ultimately, its origins trace back further than the grocery store checkout line. Your favorite Halloween candy has roots even deeper than the company that manufactured it. The next time you get to indulge, take a look at the candy wrapper. What's the most important ingredient in a chocolate bar, the one that makes chocolate...well, chocolaty? It's cocoa.

The origins of that corner-store chocolate bar start in fields along the Equator, in countries in South America, Africa, and South Asia. Cocoa comes from the seeds of cacao trees, which thrive in hot, humid climates. This is why most of the world's supply comes from places like Ghana or Nigeria in West Africa. Some cocoa is harvested in countries like Brazil, near the cacao tree's original habitat.

Chocolate farming may sound like a dream job, but unfortunately, the reality of life on a cocoa farm is less than idyllic. Cocoa farms are usually located in small villages in remote areas of countries that are still developing a lot of the luxuries taken for granted by people who live in first world countries: running water, reliable electricity, accessible education, and so on.

The demand for chocolate throughout the world is high, so farmers work extremely hard to pick cocoa pods. The average workday hours an American may be used to do not apply on these farms-workers don't get scheduled breaks or eight-hour shifts. Laws restricting child labor don't apply here, either. Some cocoa


Sticky Fingers, Helping Hands

farms use slave labor, buying and selling people as young as children to work long days in dangerous conditions.

Additionally, many of these cocoa farmers aren't making much money, even though the world population loves its chocolate! Sometimes, greedy middlemen-a term for the marketers and salespeople who buy cocoa pods from farmers and sell them to chocolate makers around the world-buy for very little and sell for a much higher price. This means the traders are the ones making money, instead of the farmers.

As people involved in the global trade of cocoa began to find out about the slavery, child exploitation, and unsafe conditions on cocoa farms, they started to demand change. National and international regulations emerged to help regulate the labor and trade of other crops, such as coffee and tea. Cocoa joined the list of commodities that could be "fair trade."

Fair trade is a term that applies to anything farmed or made and traded, usually from small communities in developing countries to bigger communities with first world economies. The fair trade movement aims to fix the ugly scenarios on places like cocoa farms: lots of hard work, no access to medicine, not enough food, and definitely no fair pay.

To be certified as a fair trade product, a farm must adhere to some important rules. First of all, farming practices must be earth-friendly. Sustainability is a big issue for farmers worldwide, and fair trade organizations take it seriously. If a farm can't treat the land well, will it also treat its workers poorly?

Then, the concept of fair trade requires living and work conditions for laborers that are safe and clean. Fair trade certified operations promise better lives for the people doing the work. Fair trade organizations also prohibit the use of child labor and fight back against slave trafficking.

Finally (and this is where the "fair" part of fair trade really comes in), fairly traded products typically sell at higher prices to consumers so that the producers-the cocoa farmers-are getting paid a fair amount, often designated by the country's minimum wage.

Becoming fair trade certified is a process, and certification is sometimes expensive. However, once an operation is fair trade certified, the farmers start to earn more money, as their products sell at a higher price. With increased profits, working conditions will also improve.

How can you tell the difference between fair trade chocolate and something that isn't? Look at the label on the candy you're about to enjoy. If there's a symbol on it that reads "Fair Trade Certified," you'll know that the cocoa in your chocolate bar didn't come from a farm that hurts its workers-and that's definitely something sweet.


Sticky Fingers, Helping Hands - Comprehension Questions

Name: ___________________________________ Date: _______________

1. Which ingredient makes a chocolate bar taste chocolaty?

A. sugar

B. butter

C. cocoa

D. milk

2. The problem explained in the passage is that cocoa farmers worked in poor

conditions for very low pay. What was the solution?

A. Cocoa became a fair trade product, which helped farmers to be paid more.

B. Cocoa farmers formed a union to petition their governments for better pay.

C. Cocoa farmers stopped harvesting cocoa until their wages were raised.

D. Cocoa farmers got used to the poor working conditions and accepted them.

3. Some cocoa farms use unethical methods to harvest cocoa. What evidence from the

passage best supports this conclusion?

A. "Chocolate farming may sound like a dream job, but unfortunately, the reality of life on a cocoa farm is less than idyllic."

B. "Cocoa farms are usually located in small villages in remote areas of countries that are still developing a lot of the luxuries taken for granted by people who live in first world countries."

C. "Some cocoa farms use slave labor, buying and selling people as young as children to work long days in dangerous conditions."

D. "The average workday hours an American may be used to do not apply on these farms-workers don't get scheduled breaks or eight-hour shifts."



4. Read the following sentences: "As people involved in the global trade of cocoa began

to find out about the slavery, child exploitation, and unsafe conditions on cocoa farms,

they started to demand change." Based on this information, what conclusion can you

make?

A. People in the cocoa trade already knew about the use of slavery on cocoa farms.

B. People did not agree with the use of slavery or child labor on cocoa farms.

C. People wanted to change the unsafe conditions on cocoa farms, but didn't care about slavery.

D. People wanted to end child exploitation on cocoa farms, but not unsafe conditions.


A. the development of fair trade cocoa

B. how chocolate is made from cocoa pods

C. the process of becoming fair trade certified

D. slavery and child labor on cocoa farms in Africa

6. Read the following sentences: "A lot goes into a chocolate bar, though, and ultimately,

its origins trace back further than the grocery store checkout line. Your favorite

Halloween candy has roots even deeper than the company that manufactured it."

As used in this sentence, what does the word "origins" mean?

A. a company that makes chocolate

B. the process of making something

C. transporting goods between two places

D. beginnings, the source of something




There is a high demand for chocolate worldwide, ______ many cocoa farmers do not

make much money due to greedy middlemen.

A. so

B. yet

C. after

D. namely

8. What does the fair trade movement aim to fix?

9. Explain the rules a farm must adhere to in order to be certified as fair trade.

10. Explain how the fair trade movement helps improve the lives of cocoa farmers.

Support your answer using information from the passage.


The Variety of Maps

The Variety of Mapsby Frances Killea

Maps are known for helping us figure out how to get to a certain location: which road do I take to the ice-cream parlor? How do I get from my house to my best friend's? But maps can show us a lot more than just roads and cities. Different types of maps are created to provide various kinds of information about the earth.

For example, some maps mark the borders of tectonic plates. Tectonic plates are large pieces of the earth made up of the earth's crust and some of the mantle below the crust. The crust and mantle are layers of the earth. Other maps indicate where vents known as volcanoes are located and movements of the earth's crust known as earthquakes occur. In the map above, you can see not only the borders of different tectonic plates but also an area known as the Ring of Fire. The Ring of Fire is an area in the basin of the Pacific Ocean where a large number of volcanic eruptions and earthquakes take place. The Ring of Fire is unique because the plate boundaries on which it lies are part of highly populated areas, like the West Coast of the U.S., the Philippines, and Japan. As you can see, most of the other borders between plates are in the middle of various oceans.


The Variety of Maps

An elevation map of Half Dome, in Yosemite National Park

Yosemite's Half Dome: You can see how steep the slope of the peak is. This is represented by the extremely dense

cluster of lines on the elevation map.

Maps can show other features of the earth, too, not just volcanoes and the earth's different segments. Elevation maps show us how high the land is. Some of them look like the ripples in a pond when you throw a pebble into the water, or like the rings of a tree. The rings show elevation-the closer together they are, the higher the land. If the rings are really far apart, the land is nearly flat in that area. Other elevation maps use color to illustrate where mountains are, changing color or getting darker or lighter as the peaks rise.


The Variety of Maps

A color-based elevation map of the moon

Maps can be used to represent any place. Maps aren't limited to land, either-maps of oceans and lakes sometimes show how deep the water is in different areas by using darker coloring for deeper sections.

Cartographers-people who make maps-can even map moving things. Think of weather maps. They use color to show where it's raining, where it's snowing, and where there might be hurricanes or thunderstorms. With computers, it's gotten easier to make features of these maps move, to show where clouds producing rain or snow are going to travel.

People use maps to understand much more than distance and location: they are not just for keeping us from getting lost!


The Variety of Maps - Comprehension Questions

Name: ___________________________________ Date: _______________

1. According to the passage, which of the following can maps show?

A. the way plates move

B. the way volcanoes form

C. how earthquakes occur

D. borders of tectonic plates

2. What does this passage list?

A. This passage lists different effects of volcanic eruptions.

B. This passage lists different cartographers.

C. This passage lists different examples of maps.

D. This passage lists different ways maps are created.

3. Some maps indicate where volcanoes are located and earthquakes occur. Other

maps show the weather in an area. Furthermore, certain maps called elevation maps

show how high the land is.

What can be concluded about the way people use maps based on this information?

A. People use a variety of maps to show or learn a variety of information about the earth.

B. People are more likely to use weather maps than elevation of maps.

C. Maps that show where volcanoes are located have evolved from elevation maps and weather maps.

D. Maps are very similar no matter what kind of information about earth they are illustrating.

4. How would an elevation map of an area with hills differ from an elevation map of an

area with mountains?

A. The rings in the elevation map of an area with hills are farther apart. The rings in the elevation map of an area with mountains are closer together.

B. The rings in the elevation map of an area with hills are closer together. The rings in the elevation map of an area with mountains are farther apart.

C. The rings in the elevation map of an area with hills are thicker. The rings in the elevation map of an area with mountains are thinner.

D. The rings in the elevation map of a hill are brighter. The rings in the elevation map of a mountain are darker.


The Variety of Maps - Comprehension Questions

5. What is the main idea of this passage?

A. The closer the rings on an elevation map, the higher the land.

B. Some elevation maps use color to illustrate where mountains are, changing color or getting darker or lighter as the peaks rise.

C. The Ring of Fire is an area in the basin of the Pacific Ocean where a large number of volcanic eruptions and earthquakes take place.

D. Different types of maps are created to provide various kinds of information about the earth.

6. Read the following sentences: "Other elevation maps use color to illustrate where

mountains are, changing color or getting darker or lighter as the peaks rise."

As used in the passage, what is the meaning of the word "illustrate"?

A. to show

B. to explain

C. to draw

D. to photograph


Elevation maps show how high the land is in different ways. _________, some elevation

maps use rings and others use color.

A. On the other hand

B. For example

C. Although

D. Because

8. What does an elevation map show?

9. Name at least two of the different things weather maps can show.

10. Maps that show distance and location can be used by people to keep from getting

lost. Name one other type of map mentioned in the passage and give an example of

how it can help people.


What Is Bullying?

What Is Bullying?This text is provided courtesy of PACER Center* (www.pacer.org).

Bullying is when someone is being hurt either by words or actions, feels bad because of it, and has a hard time stopping what is happening to him or her.

Bullying can be:

Physical

· hitting· pushing and shoving· fighting· tripping· yelling at someone· making rude gestures· taking or breaking another person's things

Emotional

· name calling· making fun of someone· laughing at someone· leaving someone out on purpose· starting rumors or telling lies about someone· sending mean messages on a computer or cell phone· trying to make someone feel bad about who he or she is

Where Does Bullying Happen?

Bullying can happen anywhere. It can occur in your neighborhood, while going to school, at school, and while on-line.

What is Cyberbullying?

Cyberbullying is using technology-internet, email, cell phones, social media, pictures- to hurt or harm someone else.

Includes:ReadWorks.org

© 2015 PACER Center, Inc. All rights reserved. Used by Permission

What Is Bullying?

· Sending mean text messages· Posting statements online that are unkind or not true· Sending or posting pictures that are not yours to share· Making negative comments online about someone· Agreeing with someone who posts something hurtful

Bullying is never okay, cool, or acceptable.

No one EVER deserves to be bullied.

ReadWorks.org© 2015 PACER Center, Inc. All rights reserved. Used by Permission

What Is Bullying? - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is bullying?

A. when someone is being helped either by words or actions, feels glad because of it, and has a hard time stopping what is happening to him or her

B. when someone is being surprised either by words or actions, feels confused because of it, and has an easy time stopping what is happening to him or her

C. when someone is being hurt either by words or actions, feels bad because of it, and has a hard time stopping what is happening to him or her

D. when someone is being taught either by words or actions, feels smart because of it, and has an easy time stopping what is happening to him or her

2. What does this article list?

A. examples of names that bullies often call people

B. examples of mean messages that cyberbullies send by email

C. steps you can take to stop bullying when you notice it

D. examples of physical and emotional bullying

3. The text says that some forms of emotional bullying include name calling, making fun of

someone, starting rumors about someone, or laughing at someone.

Based on this evidence, what conclusion can you draw about emotional bullying?

A. Emotional bullying is when someone physically hurts someone else.

B. Emotional bullying is when someone hurts someone else's feelings on purpose.

C. Emotional bullying is usually an accident, and is an easy problem to fix.

D. Emotional bullying is not as serious a problem as physical bullying.

4. The author writes that bullying can be physical. Read the bullet points under the "Physical"

subheading.

Based on those bullet points, what can you infer about kicking?

A. Kicking could be a form of physical bullying.

B. Kicking could be a form of emotional bullying.

C. Kicking is worse than pushing and shoving.

D. Kicking is not as bad as pushing and shoving.


What Is Bullying? - Comprehension Questions

5. What is the main idea of this text?

A. An example of physical bullying is hitting someone.

B. An example of emotional bullying is leaving someone out on purpose.

C. Bullying can be physical or emotional, but it is never acceptable.

D. Bullying can happen in your neighborhood, at school, and online.

6. The title of this text is "What Is Bullying?" Why might the author have written the title as a

question?

A. to prepare readers for a discussion of the answer to this question in the article

B. to encourage readers to answer the question on their own before reading thearticle

C. to express confusion over a term whose meaning is unclear to most people

D. to suggest that students do more to stop bullying when they see it happening

7. Read these sentences from the text.

"Bullying can happen anywhere. It can occur in your neighborhood, while going to school, at

school, and while online."

How could these sentences best be combined?

A. Bullying can happen anywhere, except for your neighborhood, on the way to school, at school, and online.

B. Bullying can happen anywhere, including your neighborhood, on the way to school, at school, and online.

C. Bullying can happen anywhere, finally your neighborhood, on the way to school, at school, and online.

D. Bullying can happen anywhere, before your neighborhood, on the way to school, at school, and online.

8. What is cyberbullying?

9. What does cyberbullying include?

Include two pieces of information from the text in your answer.

10. Explain whether cyberbullying is an example of physical bullying, emotional bullying, or

both.

Support your answer with evidence from the text and images.


Working Dogs

Working Dogsby Erin R. King

Service dogs are more than just furry friends. These dogs help people!

Like a lot of dogs, Ice likes to go out for walks, meet new people, and sleep on her owner's bed. But Ice also likes to go to school. She has her own school ID and was even interviewed for the yearbook.

Ice is a service dog. Her job is to go everywhere with Preston, 14, of Georgia. Ice helps him feel safe and get to where he needs to go. Preston has Asperger's syndrome, which is an autism spectrum disorder. Ice helps Preston deal with crowds, stay focused, and be less anxious.

"The first time I took Ice to school with me, I finally felt like it was safe to be there," Preston says.

A Dog at WorkWhen she's working, Ice wears a pack with patches on it that lets everyone know she is a service dog. The law says service dogs, such as Ice, may go into public places with people. Service dogs are specially trained for their work, and they know how to behave in stores, restaurants, and hospitals.

When Preston and Ice go out, Preston holds one leash and also has another one tied to him in case he drops the main leash. But Ice isn't going anywhere! She has a job to do, and she always stays by Preston's side. At school, Ice walks with him from class to class. "With Ice, I can now walk through crowded places and not feel scared that someone will bump into me," he says.

During class, Preston puts a blanket under his desk for Ice to lie on. It might not look as if she is doing anything. But Ice is aware of everything that is going on. Sometimes she touches him with her paw or puts her head in his lap to get his attention. Ice does that if Preston is not doing his work or is on the computer too long. Preston will then refocus or do what he calls a "mental scan" to see if he is getting anxious. Ice can even sense when Preston is becoming overwhelmed or nervous. She will comfort him by sitting on his lap, licking his face, or letting him pet her. "She knows all my moods," Preston says.


Working Dogs

"My life has been better since she has been here," Preston adds. "I don't think I would be able to go to school if she were not here."

They Train the DogsOther students aren't accompanied to school by dogs, but they meet their dogs there. The relationship between those kids and their pups is a little different. That's because the students at Green Chimneys School are the teachers.

Four days a week, Dale Picard of East Coast Assistance Dogs brings puppies that are service-dogs-in-training to the school in Brewster, N.Y. The school serves kids who have emotional, behavioral, social, or learning challenges.

In class, the dogs learn how to guide a person in a wheelchair, how to open doors, how to get around obstacles, even how to get laundry out of a clothes dryer.

Mackenzie, 13, has been working with a dog named Garrison for several months. On one recent school day, Mackenzie helped Garrison learn how to flip a light switch. Mackenzie holds a light switch attached to a piece of plywood. "Get the light," she tells Garrison, as she guides his nose to the switch and shows him how to nudge the switch up. "Yes!" Mackenzie says happily as the light goes on. Then Mackenzie gives Garrison a treat.

Next up is the refrigerator. Garrison takes the rope hanging from the door and holds it in his mouth. "Tug! Tug! Tug!" Mackenzie says. The door opens.

The dogs also learn how to go out in public. "Pretty soon we'll bring them to the mall," says Philip, 15. But first, he says, the students will take the puppies to the school cafeteria so they can learn more about being around a lot of people.

Everyone's LearningThe dogs aren't the only ones learning, though. Picard says that watching the pups learn after a lot of practice also teaches the human students in his class. "The more you practice, the faster you learn it. Then they start seeing that about themselves too," he says. The students also learn anger management and how to focus, which helps them in many areas of their lives.

Mackenzie agrees. "My dog can be really challenging," she says. "It helped me feel like even though he frustrates me sometimes, it makes me feel like we accomplished something."


Working Dogs

The student trainers get emotional support from the dogs too. "Say I'm having a bad day," Mackenzie says. "I know that my puppy's going to make me happy."

It's fun to share a class with puppies and to watch the pups grow up. But for the student trainers, the best part isn't about helping dogs. As Latif, 14, puts it, "We're helping people."

Meeting a Service DogWhen you encounter a service dog, you might want to go up and say hi. But service dogs are working dogs, and they are serious about their jobs. It will help if you know a few things.

· Introduce yourself to the person.· Don't be offended if the person says it's not OK to pet the dog. "Many people do not allow their service dog to be petted because it may distract the dog from doing their work, whether the dog is new at this or has been providing service work for many years," explains Michelle Cobey of the Delta Society, which works to improve human health through service and therapy animals.

· Don't ask the person "What's wrong with you?" A person's medical information is private. Preston's mom, Stacy, says she explains to people that the dog helps with Preston's disability, even though you can't always see his disability.

· Don't distract the dog with noises or with food.· If you have a dog, don't let your dog approach, play with, or bark at a service dog.

They Help Us!A lot of animals help people, and many of those animals' jobs have to do with health. Some of the tasks these animals do might surprise you.


Working Dogs

Tim Messick/iStockPhoto

Horses: It's called "hippotherapy," but it doesn't have anything to do with hippopotamuses! The word hippotherapy comes from the Greek word hippos, meaning "horse," and means "treatment with the help of a horse." Riding horses can help people improve their balance and strength, and for many people, it also helps their self-confidence.

iStockphoto

Birds: They're little, but birds might have a big impact on people. Pet birds, such as canaries, have been shown to help keep older people living in nursing homes from becoming depressed. In one study, people were given a canary or a plant to tend, or nothing. The people who had canaries to take care of reported being the happiest.


Working Dogs

iStockphoto

Fish: Tropical fish can be relaxing to watch. They might also help older people with Alzheimer's disease - that's an illness that can make it hard for people to take care of themselves. Having an aquarium to look at during dinnertime helps people with Alzheimer's disease eat more of their food, researchers discovered.

Dogs Are Great Listeners!Reading aloud helps you be a better reader. Why not read to a dog? A dog doesn't mind if you don't say a word correctly, says Deborah Bernstein, director of communications at Green Chimneys School.


Working Dogs - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is Ice?

A. Ice is a horse used for hippotherapy.

B. Ice is a service dog.

C. Ice is a fish that helps people with Alzheimer's disease.

D. Ice is a canary that helps keep people living in nursing homes from becoming depressed.

2. This text is divided into sections with subheadings. What does the author describe in

the section with the subheading "A Dog at Work"?

A. The author describes how Ice helps Preston.

B. The author describes how Mackenzie trains Garrison.

C. The author describes fish that help people with Alzheimer's disease.

D. The author describes what to do if you encounter a service dog.

3. Ice helps Preston feel safe.

What evidence in the text supports this statement?

A. "Like a lot of dogs, Ice likes to go out for walks, meet new people, and sleep on her owner's bed. But Ice also likes to go to school. She has her own school ID and was even interviewed for the yearbook."

B. "When she's working, Ice wears a pack with patches on it that lets everyone know she is a service dog. The law says service dogs, such as Ice, may go into public places with people."

C. "During class, Preston puts a blanket under his desk for Ice to lie on. It might not look as if she is doing anything."

D. "Ice can even sense when Preston is becoming overwhelmed or nervous. She will comfort him by sitting on his lap, licking his face, or letting him pet her."



4. Reread the section with the subheading "They Train the Dogs."

In this section, the author writes that "the students at Green Chimneys School are the

teachers." Why are the students also teachers?

A. because they are learning anger management and how to focus

B. because they are teaching puppies how to become service dogs.

C. because they have emotional, behavioral, social, or learning challenges

D. because the puppies at the school are taken to the school cafeteria

5. What is the main idea of this text?

A. The law says that service dogs may go into public places with people.

B. Kids can learn anger management by training puppies.

C. Service dogs and other animals help people.

D. Riding horses can increase people's strength and self-confidence.

6. Read these sentences from the text:

"Ice is a service dog. Her job is to go everywhere with Preston, 14, of Georgia. Ice helps

him feel safe and get to where he needs to go. Preston has Asperger's syndrome, which

is an autism spectrum disorder. Ice helps Preston deal with crowds, stay focused, and

be less anxious.

'The first time I took Ice to school with me, I finally felt like it was safe to be there,'

Preston says."

Why might the author have included this quote from Preston?

A. to support the information in the paragraph above

B. to persuade readers to get service dogs of their own

C. to show that there are disadvantages to owning a service dog

D. to explain why training service dogs takes so long



7. Read this sentence from the text:

"Pet birds, such as canaries, have been shown to help keep older people living in

nursing homes from becoming depressed."

What word could replace "such as" without changing the sentence's meaning?

A. next

B. soon

C. yet

D. like

8. One thing dogs learn at Green Chimneys School is how to guide a person in a

wheelchair. What is something else that dogs learn at Green Chimneys School?

9. What do the human students at Green Chimneys School learn?

Include at least two pieces of information from the text in your answer.

10. Read these sentences about Green Chimneys School.

"It's fun to share a class with puppies and to watch the pups grow up. But for the student

trainers, the best part isn't about helping dogs. As Latif, 14, puts it, 'We're helping

people.'"

Explain how the student trainers are helping people.

Support your answer with evidence from the text.


a race against the clock - leon county schools

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