Name Date Swamp Explorers: Level RHere are this weeks Vocabulary WordssawgrasswetlandsrevealsnurseriesmosquitoexplorerwarningmangroveOther words:___________, ________________________________________________, ________________________________________________, ________________________________________________, ________________________________________________, _____________________________________Monday Tuesday

Meet With Mr. O Meet with Mr. OBegin Swamp Explorers Cont. Swamp Explorers

/8 Complete vocabulary (pg. 2) /15 SW: Endings –ed & -ing (pg. 3)

Class Strategy Worksheet /20 HW: Endings –ed & -ing (pg. 4)

Wednesday ThursdayMeet with Mr. O Meet with Mr. OCont. Swamp Explorers Cont. Swamp Explorers

/6 SW: Author’s Purpose (p. 5) /20 SW: Non Fiction Text (8-10)/8 HW: Author’s Purpose (p. 6-7) /20 HW: Non Fiction Text (11-

13)Class Strategy Worksheet Class Strategy Worksheet

FridayFinish Agenda, Weekly quizzes Literal /16 Inferential /16Please Note: Early finishers: Once you have completed you may begin Independent Reading.

Swamp Explorers: Level RVocabulary Words ___/ 8

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sawgrass mosquito nurseries warningmangrovewetlands reveals explorer

Match the words above to the closet meanings listed below.

______________ People who go places to study and learn about them

______________ Something that has been learned or discovered

______________ A tall grass that grows in the Everglades of Florida

______________ A small insect that flies around in warm places

______________ a caution or an alert

______________ a place where animals or plants live where people take care of them until they grow bigger

______________ A tree that has roots above the water or ground

______________ swampy areas or areas completely covered in water

CC.1.2.4.J Acquire and use accurately grade appropriate conversational, general academic, and domain specific words ‐and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. E04.B V.4.1.1 E04.B V.4.1.2.‐ ‐

Swamp Explorers: Level R – Inflected endings –ed & -ingSeatwork- Tuesday ___/ 15

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Adding an ending to a word can change its form. For example: jump += -ed = jumped; read + -ing = reading. For words that end in silent e, such as locate, you must drop the silent e, before adding the ending.

Rewrite the words on the list below by adding -ed & -ing. to each word.

add ing add ed

flip _________________ _________________

please _________________ _________________

land _________________ _________________

stripe _________________ _________________

strip _________________ _________________

trace _________________ _________________

tan _________________ _________________

snub _________________ _________________

faint _________________ _________________

waste _________________ _________________

rip _________________ _________________

check _________________ _________________

dare _________________ _________________

phone _________________ _________________

jump _________________ _________________

CC.1.4.4.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E04.D.1.1.1 E04.D.1.1.2 E04.D.1.1.3 E04.D.1.1.4 E04.D.1.1.5 E04.D.1.1.6 E04.D.1.1.7 E04.D.1.1.8 E04.D.1.2.1 E04.D.1.2.2 E04.D.1.2.3 pages 3 & 4

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Swamp Explorers: Level R – Inflected endings –ed & -ing

Homework- Tuesday ___/ 20

Adding an ending to a word can change its form. For words that end in silent e, such as locate, you must drop the silent e, before adding the ending. If a one syllable word ends with one vowel followed by a single consonant, double the consonant before adding –ed or –ing.

race + -ed = raced; read + -ing = reading snap + ing = snapping

Place each word each word from the word bank below into the correct heading that tells what happens when –ed or -ing is added.

Dancing Skipped Hiking Flipped Snapping Raced Landed

Pleasing Checking Dared Dimmed Rubbing Striped Wasting

Traced Stripped Tanning Smelling Phoning Fainted

No Spelling Change

________________________________________________________________________________________________

Final Consonant Doubled

____________________________________

____________________________________________________________________________________________________________________________________

Final e Dropped______________________________________________________

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____________________________________________________________________________________________________________

______________________________________________________

Swamp Explorers: Level R – Seatwork- Wednesday

___/ 6 (2 pts. Ea.)

Author’s Purpose An author writes for many reasons. An author may give you facts or true information about a subject. Some authors write fiction stories or stories that are not true. They write these stories to entertain you. Other authors may write to persuade or to try to get you to do something. We have focused on identifying writing in which the author is trying to persuade you.

READ EACH OF THE FOLLOWING WRITINGS AND DECIDE WHETHER THE AUTHOR'S PURPOSE IS TO:

persuade inform entertain

1. Joe had been fishing for over two hours without a single bite. Suddenly there was a nibble at the end of his fishing line.  He stood up on the boat and leaned out too far.  Just then there was a sharp yank on the line.  Joe fell overboard and landed head first into the water. Joe and his friends laughed and laughed.

What is the author's purpose of this writing? ____________________________

2. The giant panda is a bearlike animal that has thick white fur with black markings on its ears, limbs, shoulders, and around its eyes. The giant panda feeds on bamboo forests at high altitudes in western China. It also eats bulbs, roots, eggs, and some small mammals. The cubs are born in late winter. The giant panda is an endangered species and is protected by the Chinese government.

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What is the author's purpose of this writing? ____________________________

3. It's New!  It's Refreshing!  It's Slurpy Soda! This is the best soda in the world!  If you drink this soda you will jump higher, run faster and be smarter in school. Try one today!

What is the author's purpose of this writing? ____________________________ CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text. E04.B C.3.1.1‐

Swamp Explorers: Level R – Homework- Wednesday

___/ 8

Author’s Purpose An author writes for many reasons. We have focused on identifying writing in which the author is trying to persuade you to try to get you to do something.

1. What is it called when the author expresses his opinions and views?

a. entertainment b. point of view c. climax

2. All of the following are three main reasons why an author writes a story, EXCEPT to

a. inform

b. persuade

c. entertain

d. to make sure the reader enjoys what he or she is reading

Directions: Read the following passages carefully and then answer the questions.

3. Lisa always looked forward to the fall because of the Harvest Festival. Of course, she loved the rides, but she really enjoyed the shows. This year would be the best. Lisa had a special opportunity to perform in the talent show.

The author's purpose is to ______________.

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a. entertain b. persuade c. inform d. create a mysterious mood

4. What do you do with aluminum cans? Do you throw them in the trash, or do you recycle when you are finished with them? At the rate we are filling our landfills, we will not have anywhere else to put our trash. If you recycle, you will help the environment. The next time you throw away your Coke can, think about putting it in a recycling bin. Your effort will help save your community.

The author's purpose is to

a. entertain. b. persuade. c. inform. d. create a mysterious mood.

5. Tomatoes were once considered poisonous. Some brave people finally took a bite of a tomato, and they survived. Now, we use tomatoes in our salads and sandwiches. Do you ever use tomato sauce or ketchup? These products are made of tomatoes. If it weren't for these brave individuals, you might not be able to enjoy ketchup with your french-fries.

The author's purpose is to ______________.

a. entertain b. persuade c. inform d. create a mysterious mood

6. The impressive eagle is a national symbol in the United States for patriotism and freedom. Because the bald eagle was once hunted for sport, it is on the verge of extinction. If you kill a bald eagle, you can go to jail. Unfortunately, the bald eagle still maybe become extinct.

The author's purpose is to ______________.

a. entertain b. persuade c. inform d. create a mysterious mood

7. Most people think that gorillas are mean, but actually they are shy. It seems that such a huge animal with very large teeth would be aggressive. Hollywood movies help convey this image of the scary, ferocious gorilla. In fact, gorillas only attack if they are provoked. However, gorillas usually don't have to fight other animals because of their impressive size.

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The author believes that

a. Gorillas are misunderstood as vicious animals. b. Gorillas are mean animals.

c. Gorillas communicate well with other animals. d. Gorillas don't like other animals.

8. This was Kathy's first baby-sitting job. She was so excited, but she was really nervous. Kathy's parents made her attend a baby-sitting workshop before she could baby-sit her neighbor's five-year-old son, Matthew. Kathy knew this was a lot of responsibility, but she thought she was ready. Kathy marched confidently to Matthew's house and waved goodbye to Matthew's parents. It seemed as soon as his parents left, Matthew fell and hit his chin on the coffee table. Without panicking, she remembered what she learned in her baby-sitting class and applied first-aid.

The author wants to show that

a. Matthew should not run in the house.

b. Kathy is ready to baby-sit.

c. Kathy needs to attend more baby-sitting workshops.

d. Coffee tables can be dangerous.

CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text. E04.B C.3.1.1‐

Swamp Explorers: Level R – Reading Nonfiction Text

Seatwork- Thursday___/ 12 (2 pts. Ea.)

Nonfiction books like Swamp Explorers use many kinds of graphics to present information in a clear and direct way.

Tornadoes

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What is a tornado?A tornado is a violent rotating column of air extending from a thunderstorm to the ground. The most violent tornadoes are capable of tremendous destruction with wind speeds of up to 300 mph. They can destroy large buildings, uproot trees and hurl vehicles hundreds of yards. They can also drive straw into trees. Damage paths can be in excess of one mile wide to 50 miles long. In an average year, 1000 tornadoes are reported nationwide.

The highest wind speed ever recorded in a tornado was in Oklahoma in 1999 at 302 mph! That’s faster than the fastest NASCAR race speed ever recorded.

Original Fujita Scale

F0 gale tornado40-72 mph

Some damage to chimneys; breaks branches off trees; pushes over shallow-rooted trees; damages sign boards.

F1 moderate tornado73-112 mph

Lower limit is the beginning of hurricane-force winds. Peels surface off roofs; mobile homes pushed over; moving autos pushed

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How do tornadoes form?Most tornadoes form from thunderstorms. You need warm, moist air from the Gulf of Mexico and cool, dry air from Canada. When these two air masses meet, they create instability in the atmosphere. A change in wind direction and an increase in wind speed with increasing height creates an invisible, horizontal spinning effect in the lower atmosphere. Rising air within the updraft tilts the rotating air from horizontal to vertical. An area of rotation, 2-6 miles wide, now extends through much of the storm. Most strong and violent tornadoes form within this area of strong rotation

Tornado Alley extends from Texas all the way into North Dakota

Where do Tornadoes form?Tornadoes occur just about everywhere in the world, from India to Australia, and all over the United States, but the most famous and active breeding ground for tornadoes is Tornado Alley. It extends from Texas up through Oklahoma, Kansas and Nebraska to the Dakotas. Warm, moist air from the Gulf of Mexico clashes with cold air from the north and fuels storms that form there. Tornadoes can form any time of year, but many occur in the stormy spring, when these warm and cold air masses collide.

Tornadoes can occur at any time of the year. In the southern states, peak tornado occurrence is in March through May, while peak months in the northern states are during the summer. In some states, a secondary tornado season occurs in the fall.

F2 significant tornado113-157 mph

Roofs torn off frame houses; mobile homes demolished; boxcars pushed over, large trees snapped or uprooted

F3 severe tornado158-206 mph

Severe damage. Roofs and some walls torn off well-constructed homes; trains overturned; most trees in forest uprooted; heavy cars lifted off the ground and thrown.

F4 devastating tornado 207-260 mph

Well-constructed homes leveled; structures with weak foundations blown off distances; cars thrown and large missiles generated.

F5 incredible tornado261-318 mph

Phenomenal damage. Strong frame homes disintegrate or lifted off foundations and carried considerable distance; trees debarked.

Swamp Explorers: Level R – Reading Nonfiction TextSeatwork- Thursday __/ 20 (4 pts. Ea.)

We have discussed many examples of text features in class. How many can you find in the story about tornadoes?Title Sub Titles pictures diagrams Table or ChartMaps Captions Graphs bold Print flow Chart

1. What are this article’s special features? (4 points)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What is the purpose of the cut away diagram? (4 points)

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. What purpose does the map serve? (4 points)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. What did you learn from the bar graph? (4 points)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What did you learn from the table? (4 points)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears. E04.B C.3.1.3‐

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RMS Titanic

Departing Southampton on Wednesday, April 10, 1912.

Titanic Strikes Iceberg

11:40 pm

On the night of April 14, 1912, Titanic collides with an iceberg at nearly full speed.

Titanic Begins to Go Under

01:20 am

As Titanic sinks by the head, the officers fire distress rockets while loading the lifeboats

Swamp Explorers: Level R – Reading Nonfiction TextHomework- Thursday __/ 20

Nonfiction books like Swamp Explorers use many kinds of graphics to present information in a clear and direct way.

The Unsinkable Ship On April 10, 1912 the Titanic set sail. It was the biggest ship in the world. The " unsinkable "  Titanic was believed to be the safest ship afloat. The ship held 2,200 people on board. The Titanic was called the Ship of Dreams.

As the great ship Titanic made her way from Queenstown to New York City, she steamed through the North Atlantic. Nearing the Grand Banks, she had to skirt a dangerous area called Iceberg Alley.

On the evening of April 14, 1912, Titanic’s wireless operators (Jack Phillips and Harold Bride) received ice warnings from ships in the area. Some of the messages had been given to the bridge, for the captain to review. Others had not.

One warning, from the Mesaba, came in at 9:40 p.m. It was not marked "MSG" (short for Masters' Service Gram) which would have required Captain Smith to see it - and sign off on it. Historians think it likely Smith never saw the message.

Freezing cold, in Titanic’s crow’s nest, the lookout crew kept watch. The beautiful sunset was a distant memory as Frederick Fleet and Reginald Lee neared the end of their watch. It was difficult to see the horizon, or much of anything else, on this moonless, windless Sunday night. The seas were completely calm, eliminating any chance to see water breaking at the base of any icebergs. Without binoculars, which the crew could not find, the lookouts had to rely on their own unaided eyesight.

Suddenly, Fleet thought he saw "a black mass." Knowing it had to be an iceberg, he instantly rang the bell three times (warning of “ice straight ahead”) and telephoned the bridge.

William Murdoch, then chief officer on the bridge, immediately ordered the helmsman, Robert Hitchens, to turn the wheel “Hard a starboard.” At 11:40 p.m., about thirty seconds after Fleet first saw the iceberg, Titanic struck it with her starboard bow. Scientists, assessing the situation years later, believe Murdoch could have saved the ship had he not given the order to turn it.

Within five to ten minutes after striking the berg, the ship had a starboard list of 5 degrees.

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Stern Rises Higher02:17 am

With 1,500 people still aboard and

with all the lifeboats gone. Titanic begins to make her final plunge.

The Break Up02:19 am

With the weight of the stern being lifted out of the water, Titanic breaks apart in between the third

Titanic SinksApril 15, 2:20 am

The stern finally goes down with

By midnight, Captain Smith and Thomas Andrews (Titanic’s designer) knew the ship would sink. Five forward compartments had flooded. She could stay afloat with four flooded compartments, but not with five. And although Titanic had more lifeboats than current laws required, there weren’t enough for everyone.

It wasn’t just the lack of lifeboats that adversely impacted so many passengers, however. The crew did not realize that davits, holding the boats in place, were strong enough to bear the weight of a fully loaded vessel. Had the crew conducted a drill, or had they known the facts, they could have saved more lives. Instead, many lifeboats were lowered to the sea with lots of open spaces.

Titanic sank at 2:20 a.m. Captain Smith went down with the ship. It is estimated that an additional 1,491 lives were lost.

Sinking Stages Stage 1After the iceberg hit, the Titanic began to take on water in her first five compartments. Stage 2As the five compartments filled, the next compartment began to fill also. As the compartments filled, the Titanic's bow began to sink. Stage 3After the first compartments filled, the next ones did. Then the next, and the next. The stern of the ship began to rise and the bow started to sink more. Stage 4As the stern rose, the angle became so steep, that all moving objects on the ship began to crash towards the bow. Stage 5Pretty soon, the lights flickered, and then totally went off. Leaving everyone on the ship, and in the lifeboats, with total darkness. Stage 6As the stern rose, it stood almost to a 90 degree angle. People on the ship grabbed for anything to hang on to. Stage 7With the stern in the air, a weak spot developed between the third and fourth smoke stack, which caused the stern of the ship to break off. Stage 8After breaking off, the stern rested in the water in the normal position. Stage 9After about a minute, the stern was over taken by water, and slipped into the sea.

Swamp Explorers: Level R – Reading Nonfiction TextHomework- Thursday __/ 20

We have discussed many examples of text features in class. How many can you find in the story about the Titanic?Title Sub Titles pictures diagrams Table or ChartMaps Captions Graphs bold Print flow Chart

1. What are this article’s special features? (4 points)

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____________________________________________________________________________________________________________________________________________________________________________________2. What is the purpose of the visual aid going down the side of the page? (4 points)____________________________________________________________________________________________________________________________________________________________________________________

3. How well does the table work? (4 points)____________________________________________________________________________________________________________________________________________________________________________________

4. Write a summary of what the article was about? (8 points)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CC.1.2.4.G Interpret various presentations of information within a text or digital source and

explain how the information contributes to an understanding of text in which it appears. E04.B C.3.1.3‐

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Swamp Explorers: Level R Comprehension Questions /16 literal /16 inferential

Please answer in a complete sentence. Each question is worth 4 points.

1. What happens to the extra water in a swamp during the dry season?

___/4 lit_____________________________________________________________________________________________________________________________________________________________________________________________

2. How tall can cypress trees grow? ___/4 lit

____________________________________________________________________________________________________________________________________________________________________________________________

3. Why are so many people trying to protect swamps throughout the world?

___/4 lit_____________________________________________________________________________________________________________________________________________________________________________________________

4. What happens when an alligator loses one of its teeth?

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___/4 lit

_____________________________________________________________________________________________________________________________________________________________________________________________CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. E04.B K.1.1.3‐

5. How do you think the grasses in a swamp protect some of the animals that live there?

___/4 inf____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How do you think a white ibis’s beak helps it adapt to life in the swamp?

___/4 inf____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Why do you think the cottonmouth snake drops out of trees or sneaks up on other animals?

___/4 inf_______________________________________________________________________________________________________________________________________________________________

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_____________________________________________________________________________________________

8. Do most swamp creatures fear the alligator? What makes you think that?

___/4 inf____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. E04.A K.1.1.1 ‐

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