student workbook name: - brentwood high school...i'm from las cruces, new mexico. that's...

Student Workbook

Name: _________________

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Brentwood UFSD

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BRENTWOOD UNION FREE SCHOOL DISTRICT, BRENTWOOD, NY

NYSESLAT PRACTICE

Board Of Education Robert Feliciano, President

Paula Moore, First Vice President

Daniel Calderon, Second Vice President

Julia Burgos, Trustee

Eileen Felix, Trustee

Simone Daniel-Holder, Trustee

María Gonzalez-Prescod, Trustee

Central Administration Richard Loeschner, Superintendent of Schools

Dr. Monique Darrisaw-Akil,

Assistant Superintendent for Secondary Education

Dr. Aurelia L. Henríquez,

Assistant Superintendent for Elementary Education

Bilingual & ENL Department Wanda Ortíz-Rivera, Program Coordinator

Paula Ribeiro, Assistant Program Coordinator

Mary Alice Gans, Department Chair

María Rodríguez, TOSA

Grade 7 - Curriculum Development Team

Bethany Rivera

Suzanne Ranft

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2017 NYSESLAT Speaking Rubric

Grades Kindergarten through 12

Item Level Score 0 Does Not Meet Expectations

Score 1

Meets Expectations

Emerging

• No response • Responds with “yes,” “no,”

or “I don’t know” • Responds completely in a

language other than English •

Uses one word to respond •

Does not express a complete

thought or idea •

Unintelligible

•

•

•

Uses multiple words, short phrases, or sentences to respond Partially expresses thoughts and ideas Frequent errors may obscure meaning

N/A

Item Level Score 0 Does Not Meet Expectations

Score 1 Approaches Expectations

Score 2 Meets Expectations

Transitioning

• No response • Responds with “yes,” “no,”

or “I don’t know” • Responds completely in a

language other than English • Uses one word to respond •

Does not express a complete thought or idea

• Unintelligible • Errors may totally obscure

meaning

• Uses multiple words to respond

• Partially expresses thoughts and ideas

• Frequent errors may obscure

meaning

•

• •

•

Uses connected phrases or a simple sentence to respond May use multiple sentences Expresses complete thoughts and ideas relevant to the topic Occasional errors in words and structures may obscure some meaning

Expanding

• Responds with “yes,” “no,”

or “I don’t know” • Uses at most multiple words

to respond • Does not express complete

thoughts and ideas • Frequent errors may obscure

meaning

• Uses connected phrases or a simple sentence to respond

• Expresses complete thoughts and ideas relevant to the topic

• Occasional errors in words

and structures may obscure

some meaning

•

•

•

•

Uses connected simple sentences to respond May use limited expanded sentences Expresses connected and complete thoughts and ideas relevant to the topic Infrequent errors in words and structure may obscure some meaning

Commanding

• Responds with “yes,” “no,” or “I don’t know”

• Uses at most connected phrases or a simple sentence to respond

• May express complete thoughts and ideas

• Occasional or frequent errors

in words and structures may

obscure meaning

• Uses connected simple sentences to respond

• Expresses connected and complete thoughts and ideas relevant to the topic

• Infrequent errors in words

and structure may obscure

some meaning

•

•

•

Uses connected expanded sentences Generates a fluid response using linking words and phrases to sequence complete thoughts and ideas relevant to the topic No errors or infrequent errors that do not obscure meaning

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Writing Glossary of Terms

Working definitions of terms as used in the development of NYSESLAT Writing Performance Level

Descriptions (PLDs) and Writing Rubrics.

Glossary

Complexity Definition

Predictable sentence A sentence that is easily learned or memorized; student generally is unable to expand

beyond the memorized statement (e.g., I don’t like. I’m fine. My name is . . .)

Phrase A group of words that does not include a subject and a verb, but may express a complete

feeling, detail, idea, or thought

Simple sentence Contains one subject and one verb; expresses a complete thought; may contain other

elements such as a personal pronoun or a helping verb

Expanded sentence Contains a subject and a verb; further developed through the use of a variety of

grammatical structures (e.g., prepositional phrase, compound subject or predicate,

adjective or adverb phrase, participial or infinitive phrase)

Compound sentence Contains two independent clauses (each with a subject and a verb) joined by a

coordinating conjunction (e.g., and, but, or, so, yet)

Complex sentence Contains an independent clause and one or more dependent clauses joined by a

subordinating conjunction (e.g., because, since, after, although, when) or a relative

pronoun (e.g., that, who, or which)

Quality Definition

Tier 1 words The most basic words; rarely require direct instruction; words of everyday speech; often

sight words/high-frequency words (e.g., book, run, numbers, colors)

Tier 2 words Words that frequently occur across a variety of domains; used within mature language

situations such as adult conversations and literature; may have multiple meanings

and/or have multiple synonyms; used across a variety of subjects or environments

(e.g., experiment, difference, exaggerate, masterpiece)

Tier 3 words Used in specific content areas or domains; words that are central to building knowledge

and conceptual understanding within the various academic domains and should be

integral to instruction of content– examples include terms within the areas of science,

mathematics, and literature, (e.g., circulatory system, hypotenuse, protagonist)

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Stating An Opinion

In my opinion…

I think…

I believe…

I prefer…

My favorite…

Providing Textual Evidence

According to the text…

The author wrote…

The picture/ illustration showed…

On page ____, the author stated (said)…

Paragraph number___ showed…

I can infer from….

The text said….

I know because…

Providing Reasons

First,

To start,

To begin with,

Second,

Next,

Another reason is…

Finally,

Lastly,

Most importantly,

One last reason is…

Providing Examples/Details

For example,

For instance,

In particular,

Specifically,

Additionally,

In other words,

In fact,

An example is…

Coming to a conclusion

In conclusion,

All in all,

As you can see,

To sum it up,

To summarize,

Finally,

To end,

Lastly,

As a result,

Therefore,

Comparing Two Things

In the same way…

Similarly,

Likewise,

Like…

As…

Also,

Adding Information

Again…

Also,

Another…

Besides…

For example,

For instance,

Next,

Finally,

As well…

Along with…

Contrasting Two Things

But…

Yet,

Otherwise,

However,

On one hand,

On the other hand,

Still…

Although…

Even though…

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Tier 2 Vocabulary Words Grade 7 Grade 7 Grade 8 Grade 8

abruptly formidable alternative feasible

acquire harass ambiguous focus

adequate infuriate amiss generation

agitate legendary anonymous gruesome

attribute ludicrous apprehend imminent

authentic mandatory assumption imperative

bias naive authority interrogate

cause omit avid meticulous

compel persuasive ban modify

component indifferent boycott obsolete

conclusive irrelevant capable perish

concur mandatory characterize persuasive

condemn narrate chronological precise

confront opposition commence prediction

consecutive prediction compels procedure

contrast prominent conclude rebel

correspond punctual confiscate response

deceitful quote consistent significant

devastate relinquish construct simultaneous

devour resolve corroborate source

diversity signify depict specific

eligible suspense derive spontaneous

estimate tentative despicable suspense

emphasize toxic embark theory

evaluate treason encompass universal

exonerate viewpoint evidence validate

*Adapted from http://www.hpcsd.org

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TABLE OF CONTENTS

Theme 1 – Interview: Sophia Sanchez-Maes …………………………….9-11

Reading Comprehension Questions………………………………………………...12

Writing ………………………………………………………………………………13-15

Speaking Discussion Questions………………………………………………….16-17

Theme 2 - Science, “Worldwide Loss of Bees a Growing Concern”..…18-19

Reading Comprehension Questions………………………………………..……20-21

Writing ………………………………………………………………………………21-25

Speaking Discussion Questions………………………………………………………..26

Theme 3 – Social Studies, “Mapping the West: The Journey of Lewis and

Clark and Sacagawea……………………………………………………...27-28

Reading Comprehension Questions………………………………………………...29

Writing ………………………………………………………………………………30-33

Speaking Discussion Questions……………………………………………………..34

Theme 4 – Narrative, “Astro Dad” ………………………………………...35-37

Reading Comprehension Questions……………………………………………..38-40

Writing ………………………………………………………………………………40-43 Speaking Discussion Questions……………………………………………………..44

Theme 5 – Narrative, “About the Island”………………………………….45-47

Reading Comprehension Questions……………………………………………..48-50

Writing ………………………………………………………………………………50-56 Speaking Discussion Questions………………………………………………….….57

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Directions: Read the passage. Then answer the questions using evidence from the text.

Theme 6 – Science/Interview

:

Where Are You from?

I'm from Las Cruces, New Mexico. That's where my family is from, and they've been in

that area for years. I'm the first generation that has left the area.

Describe the First Time You Made a Personal Connection with Outer

Space.

When I was really little – perhaps kindergarten – I entered an essay contest called the

"My Space Trip Essay Contest." I wrote about my trip around the solar system to all the

different planets with my aunt and my cousin. I think there were a couple of not-so-

realistic elements of that story, but it started everything.

I also remember in first or second grade, a friend's father, who was an astronomer,

came to talk to our class for career day. He was asking everyone questions, and I didn't

have a lot of answers at the time; I didn't know a ton about astronomy at that point. So

instead, I kept asking him questions in response to his questions because I wanted to

know more. I think that said something about my interest and my passion for the

subject. He gave me color printouts of Hubble images, and my mom was so happy that I

was so happy that she framed them very nicely and hung them above my bed. They've

been there ever since.

Sophia Sanchez-Maes is a summer research

student at NASA's Jet Propulsion Laboratory in

Pasadena, California. Courtesy of NASA.

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How Did You End Up Working in the Space Program?

I didn't always want to be a space scientist. I wanted to be a biochemist for a while, or a

photographer or a ballet teacher. But finally, mathematics stuck. I wanted to be a

theoretical mathematician for most of high school. That was my focus. I did math.

In my senior year of high school, there was a university career fair. I typed up resumes.

My family was stunned and a little shocked when they saw my resumes because they

had four different colors on them. They were purple, orange, blue and black. There were

codes for comments in the margins, and instead of bullet points, I used little suns. They

were convinced that no one in their right mind was ever going to hire me.

But, I went into the career fair and walked around and talked to the different employers

and I came away with quite a few interviews. When it came down to it, it was between

JPL and a large tech company. It was very clear to me that JPL was where I needed to

be.

It was coming into this internship last summer that things changed for me. JPL is such

an incredible place with incredible people using these tools. I was already in love with

the idea of making amazing, impossible, incredible things happen. It was very exciting.

So, when I realized I could direct all of these energies and passions into hard problems

that really matter and really excited me, it was huge. So coming into college, I decided,

this is what I wanted to do and I'm majoring in astrophysics.

Who Inspired You?

I really look up to my grandparents. They both have done so much to keep our crazy

family of so many people together with an incredible love for people. That love is what

I've tried to emulate in all aspects of my life.

What Are You Looking Forward to in Your Career?

In my lifetime, we are definitely going to develop the ability to detect bio signatures on

other planets. I would really love to be involved in the project that eventually does find

life elsewhere in the universe. That would be incredible.

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What Advice Would You Give Someone Who Wants to Take the Same

Career Path as You?

Stay strong and go after things. I read about this yesterday: Paris had these "innovation

fellows." People were applying who are city planners and technology developers.

They had one application from an 11-year-old girl who basically said, "I'm trying to build

a robot, and I don't know how to do it. It's not working, so I'd love to be one of your

innovation fellows so that your mentors can help me get my robot to work because the

streets of Paris are sad and I think my robot will make them happier." It was such an

amazing story. They selected her as one of their innovation fellows alongside all these

people with Ph.Ds. because that passion is so important. I feel like there are so many

people who love to give these opportunities. I've certainly benefited from opportunities

that are equally unlikely.

What Do You Do for Fun?

I really love my work. It's so fun it barely feels like work, but outside of the lab, I really

love running. It's a lot of fun for me, and it's a way for me to forget about all the little

things that run around in my brain. I really enjoy playing music and listening to music,

too; I play the violin. And, I really enjoy talking to people, reading books and being with

my family.

*Adapted from Newsela

GC1, A1, ToM.R.7-8.1; GC1, A2, ToM.R.7-8.2; GC1, A3, ToM.R.7-8.3; GC2, A4, ToM.R.7-8.4

Directions: Answer the questions using evidence from the text.

1. What purpose is served by including the story about the 11-year-old

girl and the robot?

A. to show how the girl has contributed to city planning like Sophia

B. to show how the girl seized a rare opportunity much like Sophia

C. to show what scientific breakthroughs are occurring in other parts

of the world

D. to show how much more females are getting involved in science

2. Sophia Sanchez-Maes would MOST LIKELY agree with which of the

following statements?

A. Avoid letting your career choices identify who you are as a person.

B. Your career path is largely molded by what your family members

do.

C. Successful space scientists knew they wanted to study astronomy

as children.

D. It is imperative to choose a job that ignites your curiosity and

passion.

3. Reread the following sentences from the article.

I really look up to my grandparents. They both have done so much to keep our crazy

family of so many people together with an incredible love for people.

What does the word they refer to?

A. Family

B. People

C. Love

D. Grandparents

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GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC2, A4, ToM.W.7-8.4

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Extended Constructed Response

Directions: Read along silently as your teacher reads the passage aloud to you. Then you will be asked to write about the passage.

Now read the directions below:

Think about what Sophia Sanchez-Maes said in her interview. Write two paragraphs explaining how Sophia’s interests developed and changed throughout her life, beginning from the time she wrote her first essay and how they influenced her choice of career. Use examples given in the passage and your own life

experiences to help you write your answer. Plan your writing. Use the space below to organize your ideas about what to

write. You can make notes, an outline, a web, or any other kind of organizer.

Your writing on this planning page will not count toward your final score.

You will write your final paragraphs on the next page.

Planning Page

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Use the lines below for your writing. Remember to use information from the passage to support your ideas.

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Checklist:

Include an introduction and conclusion.

Include details, examples or reasons.

Use complete sentences.

Use correct grammar, punctuation and spelling.

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GC1, A1, ToM.S.7-8.1; GC1, A2, ToM.S.7-8.2; GC1, A3, ToM.S.7-8.3

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SPEAKING Practice for Theme 1

Directions: Look at the picture. Read the introduction and

questions to yourself as your teacher reads them aloud to you.

Use what you know about the topic and your understanding of the

previous passage to help you answer the questions.

Introduction: These boys are interested in learning about space after viewing Hubble

images, much like Sophia Sanchez-Maes.

Entering Question: What do you see in the picture? Emerging Question: What is happening in the picture? Transitioning Question: What do you think the people are looking at? Expanding Question: What do you think the boys are discussing? Commanding Question: What are the boys doing and why are they doing it?

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiZ9qPnpePUAhVLVT4KHadoBkgQjRwIBw&url=https://www.nasa.gov/feature/goddard/out-with-the-old-in-with-the-new-telescope-mirrors-get-new-shape&psig=AFQjCNG3JZEm3FVIRkhebs3XJZyo6p79ww&ust=1498833960260412


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questions to yourself as your teacher reads them aloud to you. Use

what you know about the topic and your understanding of the


Introduction: Sophia Sanchez-Maes’ interests developed when she was in the

classroom. Later those interests developed in her pursuing her career. Entering Question: What do you see in the picture? Emerging Question: What is happening in the picture? Transitioning Question: Where do you think these students are? Expanding Question: What do you think these students are doing and why? Commanding Question: Why do you think it’s important to study different subjects in

school?

Reading: Informational

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Worldwide Loss of Bees a Growing Concern

By Alissa Fleck (adapted from ReadWorks.org 2015)

When we think of bees, we think of pesky, buzzing insects that sting us and ruin outdoor

gatherings. We might wonder: how badly can we possibly need bees? The truth is, bees

are an incredibly important part of our ecosystem on earth – no matter how annoying

they may be to humans. Unfortunately, bees have been disappearing around the world

for some time now, and their mass disappearance continues to present new problems

around the planet.

According to Reuters’ news source, scientific researchers have been trying desperately

for the past 15 years to understand why honeybees around the world are dying off at

frighteningly high rates. Over 1 million bee colonies disappear every year, never to

return, Reuters’ reporters noted in 2012. Kevin Hackett, the national program leader for

the bee and pollination program at the U.S. Department of Agriculture (USDA), called

the massive honeybee disappearance “the biggest general threat to our food supply”.

How could something so small be so important to us humans? Bees are used to

pollinate many crops, for instance a large portion of California’s almond crop, which

relies heavily on bee pollination. Bees are also essential for the pollination of apple and

citrus fruit crops. Without the pollination by bees, these plants are unable to reproduce

and may die off.

The mass death of honeybees has been linked to something known as Colony Collapse

Disorder (CCD) - a mysterious loss of bee colonies with many potential causes - as well

as a variety of pesticides, parasites, and diseases, all of which hurt bee populations.

Other possible causes include land development and changes in agricultural practices

around the world.

There are numerous kinds and species of bees, and honey bees are not the only ones

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disappearing in large quantities. Bumblebee can be added to the list of pollinators

whose widespread disappearance worries scientists. While the dangers of losing bees,

such as the damage to our food supplies, have been known, researchers are

uncovering even more distressing information about the loss of these ecologically

crucial insects.

According to researchers who published their findings in the Proceedings of the

National Academy of Sciences in 2013, the disappearance of bumblebees offers new

cause for concern: certain plants are having difficulties reproducing with the loss of their

bumblebee pollinators, and are at higher risk for extinction. Two scientists, who

conducted research on the impact of bumblebee loss on plant reproduction, found that

when a particular species of bumblebee was removed from the pool of pollinators, other

bees did not completely take over the pollinating duties. Instead, with less competition

from the bees which had been removed from the pool, the remaining bumblebees flew

between many different plants and were less likely to be faithful to one kind of plant.

The researchers noted this experiment had damaging effects. For instance, the

larkspur, a purple wildflower, requires pollination from its own species- other larkspurs-

to survive. The researchers found with fewer bumblebees, the remaining bees were

“less faithful” to a particular plant, meaning the larkspur was unable to survive as it

would have before the loss of bumblebees.

This particular study highlights the importance of bees to the continuation of, not just our

food supply, but also biodiversity, as the effects of this study do not end with the

larkspur plant alone, but point to a much larger issue. In 2012, the USDA and

Environmental Protection Agency (EPA) concluded: “No single silver bullet will solve the

problems affecting honey bees”. As a solution the organizations proposed: “Habitat

enhancement…targeted pesticide use, improve colony management techniques and

improved disease and pest resistant stocks of bees are collectively needed to improve

the health of honey bee colonies. It is imperative that we increase honey bee survival to

make beekeeping profitable and to meet the demands of U.S. agriculture for pollination

and thus ensure us of food security.”

CCSS.ELA-Literacy. RI 7-8.2, RI7-8.1, RI 7-8.3; ToMs R7-8.1, R7-8.2

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1. What problem does this article mainly discuss? A Bees can sting us. B Bees can ruin outdoor gatherings. C Bees are disappearing around the world. D Bees are annoying to humans.

2. What is not a possible cause of bee deaths mentioned in the article? A pesticides, parasites and diseases B changes in agricultural practices C land development D people no longer want bee colonies on their land

3. Kevin Hackett calls the massive honeybee disappearance “the biggest general threat to our food supply.” What evidence from the article supports his claim? A Honeybees are not the only ones disappearing in large

quantities. B Bees are used to pollinate many food plants, such as

California’s almond crops, apple crops, and citrus fruit crops. C The larkspur, a purple wildflower, requires pollination from its

own species – other larkspurs – to survive. D Over 1 million bee colonies disappear every year, never to

return.

4. According to this article, what is the most important effect of this new bee shortage? A Researchers are publishing new findings. B Many crops will be unable to survive without pollination. C Scientists are studying bees. D Gardeners are having a harder time growing larkspurs.

CCSS.ELA-Literacy. RI 7-8.4, RI 7-8.1, W7-8.2; ToMs R7-8.2, R7-8.3, W7-8.4

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5. Leaders from the USDA, EPA and researchers from the National Academy of Sciences are all reported to be working hard to understand and solve the problem of the disappearance of honeybees. Based on this evidence, what can be concluded about the organizations trying to solve this problem? A The organizations do not play an important role in keeping

humans and the environment safe. B The organizations play an important role in keeping humans

and the environment safe. C The organizations are dealing with a problem that is not

relevant to their focus D The organizations are being forced to deal with a problem they

do not care about.

6. “The organizations concluded: ‘No single silver bullet will solve the problems affecting honey bees and other pollinators.’” As used in the passage, what does the phrase “silver bullet” mean? A a complex solution B an easy solution C a pollinating bee D a dangerous pesticide

Short Constructed Response

7. What has the mass deaths of honey bees been linked to? Use evidence from the passage to support your answer.

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CCSS.ELA-Literacy. W7-8.1; ToM W7-8.4

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8. What are two reasons why the USDA and the EPA believe “it is

imperative that we increase honeybee survival.” Remember to use

information from the passage to support your ideas.

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CCSS.ELA-Literacy. W7-8.2; ToMs W7-8.4, W7-8.2

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Think about the impact honeybees and humans have on each other. Discuss the causes of the massive honeybee disappearance and the effects that bees have on the world. Write at least 2 paragraphs and use details given in the passage. You may also use your own life experiences to help you write your answer.

Plan your writing. Use the space below to organize your ideas about what to




Planning Page

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Checklist:





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CCSS.ELA-Literacy. SL7-8.1, SL7-8.6; ToMs S7-8.1, S7-8.2, S7-8.3

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Introduction: Bees can sting us and ruin outdoor gatherings. However, they play an

important part of our ecosystem by pollinating plants.

Entering Question: What do you see in the picture?

Emerging Question: What do you see happening in the picture?

Transitioning Question: Give one reason why people do not like bees.

Expanding Question: Explain how bees play an important part of our ecosystem.

Commanding Question: What do you think will happen if bee colonies continue to

disappear?

27


Mapping the West: The Journey of Lewis and Clark and

Sacagawea Adapted from ReadWorks

The United States of America is one of the largest countries on the planet. Much of America today is located between Canada and Mexico, stretching from the Atlantic Ocean to the Pacific Ocean. This part of the United States is called the continental U.S. It did not always stretch from the Atlantic to the Pacific, though.

After the Revolutionary War, when the U.S. won its independence from England and became its own small country, there were thirteen states that bordered the Atlantic Ocean. France and Spain owned a lot of the land that would eventually become the rest of the continental U.S. That changed in 1803 when the president of the United States at the time, Thomas Jefferson, bought a large chunk of land from France’s ruler, Napoleon Bonaparte, in what was called The Louisiana Purchase. However, Americans knew very little about the land that was west of the Mississippi. Therefore, Jefferson asked two men to lead an exploration of that area. Their names were Meriwether Lewis and William Clark.

Jefferson felt that Americans needed to explore their new territory for a few reasons. First, and most importantly, he wanted Lewis and Clark to find a “water route” to the Pacific Ocean from the Mississippi River. Jefferson knew that if Americans could travel by river all the way west to the ocean, they could settle there and establish trade with Native Americans in the West. Second, Jefferson wanted to claim the northwestern portion of the continent’s midsection before another country did. Lastly, he thought that knowledge of the area’s geography would be needed for all of the other goals to come true. Jefferson knew that whomever he chose for the exploration would be in for a dangerous trip. In fact, he, along with many others, figured that the west was home to gigantic volcanoes, huge woolly mammoth animals, and a mountain made of pure salt.

Jefferson chose a group of men named the Corps of Discovery and named Lewis, a captain in the U.S. military, its leader because he was an expert in surviving in the wilderness and was familiar with the lifestyles of Native Americans. Lewis would choose Clark, his old friend, as co-leader.

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In May of 1804, Lewis and Clark and the Corps of Discovery began their journey on the Missouri River, leaving St. Louis and sailing northwest. Lewis’ main job, besides leading the men, was to collect rocks, plants, and animals along the route to be studied. Clark would make maps and charts of the geography of the unknown land.

Lewis and Clark headed deeper and deeper into uncharted land. As the trip continued, one of their men became ill and died. They also had to do their best to find food and stay healthy during the winter months.

Lewis and Clark were worried there would be battles with many Native Americans. Some tribes were hostile toward the group. However, they were able to make alliances with many Native American tribes. Sacagawea, a Native American woman, joined the Corps of Discovery in the spring of 1805. Sacagawea’s knowledge of Native American cultures and her ability to speak Hidatsa and Shoshone, two Native American languages, made her a valuable asset to the expeditionary group. She played a key role in establishing relations between the Corps of Discovery and some of the Native American tribes the Corps of Discovery encountered.

Lewis and Clark would eventually reach the Pacific Ocean after traveling through several rivers, including the Clearwater, Snake, and Columbia Rivers. However, they did not discover one direct water route that could lead boats straight to the Pacific from the Mississippi.

Still, the trip was incredibly beneficial. It lasted three years and covered 8,000 miles. The members of this expedition had discovered the Rocky Mountains, which were not volcanoes nor made of salt. Clark and his crew had learned about over two hundred plants and animals that were new to the Americans, though they did not see any woolly mammoths. Lewis and Clark were the first to trade with dozens and dozens of Native American tribes that had never met the Americans before. Finally, Lewis and his men drew about 140 of the first maps of most of the western United States. It has been said that the maps provided a fill-in of what was mostly a general outline of the area. Therefore, Lewis and Clark made it much more possible for the United States to stretch all the way “from sea to shining sea.”

GC1, A1, ToM.R.7-8.1; GC1, A2, ToM.R.7-8.2

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1. What made Sacagawea, a Native American woman who joined the

Corps of Discovery, a valuable part of the expeditionary group?

A. She spoke Hidatsa and Shoshone.

B. She was a nurse.

C. She was an excellent hunter.

2. Why did Jefferson send Lewis and Clark on the expedition

A. to find a water route to the Pacific Ocean

B. to fight Native Americans

C. to search for gold

3. What is the author’s purpose?

A. to entertain

B. persuade

C. to inform

4. Reread the following sentences from the passage.

Lewis and Clark were worried there would be battles with many Native Americans. Some

tribes were hostile toward the group. However, they were able to make alliances with many

Native American tribes.

Which noun is they referring to?

A. the Native Americans

B. tribes

C. Lewis and Clark

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Sacajawea was a Native American. She became a member of the Corps of Discovery to join Lewis and Clark’s expedition and was a valuable asset. How did the guidance of Sacajawea make the expedition successful?


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GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC 2, A4, ToM.W.7-8.4

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The story of Lewis and Clark is the story of bravery, which helped make the United States the country that it is today. In the story, the author talks about the accomplishments of Lewis and Clark on their expedition. Discuss the accomplishments they were able to make with the help of Sacajawea. Write at least 2 paragraphs and use details given in the passage. You may also use what you have learned about this subject in the past and your own life experiences to help you write your answer.





Planning Page

GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC 2, A4, ToM.W.7-8.4

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Introduction: If not for Sacajawea’s knowledge of Native American languages and

culture, Lewis and Clark’s expedition might not have been successful and they might not have returned alive. Entering Question: What do you see in the picture? Emerging Question: What is happening in the picture?

Transitioning Question: Describe the people in the picture? Expanding Question: Where do you think the people are and why are they there? Commanding Question: What is a question you would want to ask the woman?

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Astro-Dad

By ReadWorks, 2015

When he first began, the best thing about my dad working as an astronaut for NASA seemed to be that he would leave me alone. We had always clashed: he called me a “smart aleck,” and all he appeared to care about was whether or not I did my science and math homework. I could be out late, going to parties, and getting into trouble, and he wouldn’t even bat an eye so long as I finished my chemistry homework. Meanwhile, I was terrible at both math and science; my best grades were in English.

About five years ago, he was put on an assignment to go up to the International Space Station and do some repairs along with a team from China. He was very excited about it and had to get in really good shape to prepare for the “mission,” as he called it. He and my mom would wake up early, before my brother or me, and go on long runs. He lost quite a lot of weight, and relatively quickly.

I would bug him about the mission at dinner, asking questions like, “So how will you even communicate with the rest of the team? You don’t speak Chinese,” and, “What happens if you’re fixing something up there in space, and something messes up, and you get cut off from the space station?” He would just smile knowingly, smirk at my mom, and ask if I had finished my physics homework yet.

The truth of it was that I was kind of jealous of him. How many people get to go up to space and see Earth from such an incredible perspective? Can you even imagine being thrust up into the atmosphere in a metal box? Being so far away from your own planet, but also so close to it that you feel like you could hold it in your hand? But my dad made things difficult, and by the time the day of his launch came, I was more than ready to see him go.

“Be good, Jason,” he said, giving me a one-armed hug in a room off the launch site.

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“You too,” I mumbled. “Take care of your mom and brother.” I nodded, and he moved on to kiss Timothy’s forehead.

We had said our actual goodbyes the night before, at a big party that my mom had thrown for him with all his family and friends. She’d made hamburgers on the grill, and barbecued some steaks—food my dad definitely was not going to be eating for the next few weeks.

After everyone had left and the barbeque was cleaned, he gave me a letter in an envelope, telling me not to open it until after I got home from the launch. My mom was crying, and my dad hugged her tightly. “I’ll get in touch as soon as I can,” he said. “But just call Nadene if you’re worried at all.”

He gestured across the room of families who were about to watch someone fly up into space to where Nadene, the family liaison, was standing with a clipboard pressed to her chest. And that was it. The astronauts were called to get into their protective gear, and the families—mostly wives and kids, but also one husband—huddled together by the window for a few hours, watching final preparations for the launch.

I spent the time playing gin rummy with Timothy. I looked over a few times at my mom, though, to make sure she was doing okay. At a certain point, she made her way over to a group of adults in the corner.

“What do you think they’re talking about?” I said. Timothy shrugged, staring intently at the cards in his hand. One of the women moved to the side to let my mom into their circle, and gave her a big hug. I couldn’t hear much, so I turned back to my cards and reflected on how nice it was to have some downtime without being asked about my algebra exam.

When it was time for the launch, the crowd in the family room moved toward the big windows facing the site. Nadene stood to the side, sharing information about what was going on and pointing as all the astronauts, indistinguishable from each other, walked out to the shuttle and disappeared into its depths. There was a loud roaring sound, and the shuttle was fired up. Smoke burst from the bottom as it slowly lifted off the ground. Everyone in the room started clapping, but there was so much noise outside that I couldn’t even hear the sounds. Everything looked

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surreal inside the room—the people’s faces lit up orange and red, their eyes wide, as they watched their loved ones disappear.

We were quiet on the way home. It was kind of difficult to ignore my mom, who had tears streaming down her face, but she didn’t seem to want to talk to us, and just snapped if I asked if there was anything I could do. When we got home, my mom called Aunt Lisa, and Timothy turned on his baseball video game. I’m not sure he really understood the magnitude of what was going on, that our dad was hundreds of miles above us and wouldn’t be coming home for two whole weeks.

I went to my room and sat on my bed, staring at the little white envelope that my dad had given me the night before. It had seemed so incongruous then, just a silly note my dad had passed to me while I was trying to fall asleep. But now it seemed more important, in a way. He was on a crazy adventure—what if he didn’t come back? This was a possibility I had not considered at all in the months and years leading up to his launch, but now it hit me in a very real way. I put the envelope under my pillow and stared at the ceiling. This was going to be a long two weeks.

That night, dinner was quiet. My mom ordered in some pizza, and we all just kind of picked at it. “What do you think Dad is eating for dinner?” Timothy asked. “Probably some sort of frozen meat powder,” I said. Mom raised her eyebrows and shrugged. I took a big bite of pizza, finishing the slice. “May I please be excused?” I asked.

When my mom nodded, a bit dejected, I threw the paper plate away and headed upstairs to my room. I pulled the envelope out from under the pillow and thought about whether to open it. I decided I would the night before my dad returned to Earth.

CCSS.ELA-Literacy RL7-8.6, RL7-8.2, RL7-8.3; ToMs R7-8.1, R7-8.2

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1. What assignment or “mission” is Jason’s dad put on? A traveling to the moon and taking photos of its surface B traveling to China and training a team of astronauts there C building a shuttle for NASA that can fly astronauts to Mars D going up to the International Space Station and making repairs

2. Whose perspective is this story told from? A Jason’s perspective B the perspective of Jason’s dad C the perspective of Jason’s mom D Timothy’s perspective

3. What is a theme of this story? A If you do not succeed the first time, you should keep trying B If someone is dishonest with strangers, he or she will be also

be dishonest with friends. C Your feelings about someone may change when he or she is no

longer around. D When choosing between two options, you should always pick

the scarier one.

4. Read these sentences from the beginning of the story. When he first began, the best thing about my dad working as an astronaut for NASA seemed to be that he would leave me alone. We had always clashed: he called me a “smart aleck,” and all he appeared to care about was whether or not I did my science and math homework. I could be out late, going to parties, and getting into trouble, and he wouldn’t even bat an eye so long as I finished my chemistry homework. Meanwhile, I was terrible at both math and science; my best grades were in English.

Based on this information, what can you conclude about how Jason feels toward his dad at the beginning of the story? A Jason gets along well with his dad B Jason does not get along well with his dad. C Jason is fearful and distrustful of his dad. D Jason feels a lot of respect and admiration for his dad.

CCSS.ELA-Literacy RL7-8.1, RL7-8.4; ToMs R7-8.2, R7-8.3

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5. As the story goes on, Jason becomes worried about his dad. What evidence from the text supports this conclusion? A But my dad made things difficult, and by the time the day of this

launch came, I was more than ready to see him go. “Be good, Jason,’ he said, giving me a one-armed hug.

B We had said our actual goodbyes the night before, at a big party that my mom had thrown for him with all his family and friends. She’d made hamburgers on the grill, and barbecued some steaks—food my dad definitely was not going to be eating for the next few weeks.

C I couldn’t hear much, so I turned back to my cards and reflected on how nice it was to have some downtime without being asked about my algebra exam.

D I went to my room and sat on my bed, staring at the little white envelope that my dad had given me the night before. It had seemed so incongruous then, just a silly note my dad had passed to me while I was trying to fall asleep. But now it seemed more important, in a way. He was on a crazy adventure—what if he didn’t come back?

6. Read these sentences from the text.

“I spent the time playing gin rummy with Timothy. I looked over a few times at my mom, though, to make sure she was doing okay.”

What is a word that could replace “though” without changing the meaning of these sentences? A however B moreover C therefore D particularly

7. Read this sentence from the text. This was a possibility I had not considered at all in the months and years leading up to his launch, but now it hit me in a very real way.

Why might the author have used the verb “hit” here? A to convey the force and suddenness of Jason’s realization that his dad might not come back B to suggest that Jason slaps his hand on his forehead when he

realizes that his dad may not come back

CCSS.ELA-Literacy W8.3; ToMs R7-8.3 W7-8.1, W7-8.3

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C to imply that Jason should have treated his dad with more kindness in the months and years leading up to the launch

D to hint that Jason’s dad is unlikely to return from his adventure


8. Jason goes to his bed and stares at the small envelope his dad had

given him the night before. Now it seems more important. Explain

why the envelope seems more important now. What is he thinking

when he looks at it? Use evidence from the passage to support your

answer. You may also use your own life experiences to help you

write.

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CCSS.ELA-Literacy W8.3; ToMs R7-8.3 W7-8.1, W7-8.3

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At the end of the story, “Astro Dad”, Jason decides to open the letter from his dad the night before he returns. Imagine that Jason decides to open the letter the night his dad leaves. What does the letter say? Write an alternate ending to the story. Write at least 2 paragraphs and use details given in the passage. You may also use your own life experiences to help you write your answer.





Planning Page

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CCSS.ELA-Literacy SL7-8.1, SL7-8.6; ToMs S7-8.1 S7-8.2, S7-8.3

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Introduction: During the launch of a space shuttle, there is a loud roaring sound, and

the shuttle fires up. Smoke bursts from the bottom as it slowly lifts off the ground.


Emerging Question: What do you see happening in the picture?

Transitioning Question: What would you hear if you were at the launch?

Introduction: Jason’s dad is an astronaut for NASA. He was put on an assignment to

go up to the International Space Station and do some repairs along with a team from China.

Expanding Question: Why did Jason’s dad go on a space mission?

Commanding Question: Why would this be a difficult assignment for Jason’s dad?

Reading: Narrative

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About the Island, Adapted from ReadWorks 2014

Rashid grew up in a very different Bahrain from the Bahrain of his parents,

his grandparents, and their grandparents. But he was nine years old and

didn’t know anything about his country’s history. He went to school with

friends from all over the world, so he assumed that Bahrain had always

been full of all kinds of people. His best friend was Seher, a girl whose

parents grew up in Pakistan. They had moved to Bahrain when Seher was

a baby. Seher’s best friend was a girl named Prajakta. Her family came

from India, which confused Rashid slightly because he thought Indian

people were meant to have darker skin. When he asked Seher about this,

she explained that Indians from different parts of the country had different

complexions. Prajakta was from central India, a state called Maharashtra,

and most people there had fair skin and light eyes.

The next time Rashid sat next to Prajakta in class, he took careful note of

her eyes and found that Seher was correct: Prajakta’s eyes were practically

hazel! He smiled to himself, and then realized Prajakta had noticed him

staring at her. “What are you looking at, silly?” she said. “Oh, nothing,” he

said. “I was just looking at the color of your eyes.”

When Rashid told his mother the story at home that evening, she sighed.

“What’s the matter, Mama?” Rashid asked her. “Didn’t you like my story?”

His mother smiled and petted his head. “Of course I did. It’s just, dear boy,

that you don’t know much about where you come from.” She pointed at the

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framed pictures on the wall. “Those are your uncles, your grandfather, and

his brothers. None of them had friends from India and England.” “What do

you mean?” Rashid asked. “Why not?” “Bahrain has been a land of

immigration,” she said. “But the world looked different back then. Let me tell

you about Bahrain’s history.” “We do history in school,” Rashid protested.

He didn’t know if he wanted to sit through another lecture. The harsh

summer was over, and he wanted to be outside playing soccer while the

days were still long and warm.

“This isn’t the kind of history that Mrs. Biggins or Mrs. O’Hare will know,” his

mother said. “Your teachers are very well-educated, of course, but they

came here from Britain just a few years ago to teach at our international

schools. To really learn about Bahrain, you need to talk to someone who

has been here for a long time.” “Like you or Baba?” Rashid asked his

mother, becoming more interested in what she was saying. “That’s right.

Rashid, you are part of a family that has lived on this island since 1783, but

Bahrain’s history goes back even further in time. Four thousand years ago,

there was a completely different civilization in this part of the world, called

the Dilmun civilization. The Dilmun people were very active traders,

bringing all kinds of goods to and from the Middle East. And so Bahrain and

its neighbors received a lot of immigrants, who were traveling along the

trade route.”

“What did they trade back then?” Rashid asked. “People didn’t have

computers and books and toys,” his mother said with a smile. “What do you

think was around four millennia ago?” Rashid was stumped. He looked at

the photos of his family for help, but they smiled benevolently down at him.

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“They didn’t have computers back then,” he said to his mother, “but I have

one now, and I can use it to find out!”

“Excellent,” his mother laughed. “I will start working on dinner while you do

some research.” Rashid was amazed to learn that the Dilmun civilization

centered around the tiny island he was growing up on now, back when

Bahrain’s population was much smaller—nowhere near the 1.1 million

people here today. At the time of the Dilmun civilization, he learned, people

traded raw materials such as timber, ivory, lapis lazuli, gold, and pearls

from the Persian Gulf. “Pearls, Mama!” Rashid announced to his mother.

She was instructing the chef about dinner preparations and held up her

hand, telling Rashid to wait until she was finished. “What were you saying,

Rashid?” she asked him, once she had finished speaking to the chef. “We

may not trade timber or ivory anymore, but I know that Bahrain is famous

for its pearls.” “That’s right,” his mother said. “And it’s still a big part of our

economy. The archipelago of Bahrain has been an important pearl trading

center for centuries.” “Archipelago?” “That’s the word for a group of

islands,” his mother said. “Did you know the word for Bahrain means two

seas, for the two main islands that make up the country?” Rashid didn’t

wait to hear any more. He had already dashed off to call Seher and tell her

all the things he had learned.

CCSS.ELA-Literacy. RL7-8.3, RL7-8.1; ToMs R7-8.1, R7-8.2

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1. Where does the story take place?

A India

B Pakistan

C Bahrain

D Britain

2. Rashid’s mother tells Rashid the history of Bahrain. What motivates

her to do this?

A She wants Rashid to know the history of where he comes from.

B She wants to help Rashid study for an upcoming history test.

C She wants to keep Rashid from going outside to play soccer.

D She wants Rashid to learn about Bahrain’s role in the pearl

industry.

3. Bahrain has a very long history. What evidence from the passage

best supports this conclusion?

A Bahrain has historically played a large role in the pearl industry.

B Bahrain has been an island of immigrants.

C The Dilmun civilization traded goods to and from the Middle

East.

D Four thousand years ago, Bahrain was part of the Dilmun

civilization.

CCSS.ELA-Literacy. RL7-8.1, RL7-8.2, RL7-8.4; ToMs R7-8.1, R7-8.2, R7-8.3

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4. Based on the story, what conclusion can you make about Rashid’s

family?

A They are a relatively new family in Bahrain.

B They are a very old, rich family in Bahrain.

C They do not value their history in Bahrain.

D They do not like the new immigrants in Bahrain.

5. What is this story mostly about?

A Rashid learns about the history of Bahrain.

B Rashid learns about people from different parts of India.

C Rashid has a crush on Prajakta, a girl from India.

D Rashid learns the meaning of the word “archipelago”

6. Read the following sentences: “[Prajakta’s] family came from India,

which confused Rashid slightly because he thought Indian people

were meant to have darker skin. When he asked Seher about this,

she explained that Indians from different parts of the country had

different complexions. Prajakta was from central India, a state called

Maharashtra, and most people there had fair skin and light eyes.”

As used in this sentence, what does the word “complexion” mean?

A the color of the eye

B the attitude toward foreign people

C the color of appearance of the skin

D a style of traditional Indian dress

CCSS.ELA-Literacy. RL7-8.4, W7-8.2; ToMs R7-8.3, W7-8.1

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

The Dilmun civilization traded a number of raw materials with the

Middle East, __________ timber, ivory and pearls.

A obviously

B therefore

C meanwhile

D including


8. Based on the story, how has Bahrain changed since the Dilmun

civilization and how has it stayed the same? Use evidence from the

passage to support your answer.

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CCSS.ELA-Literacy. W7-8.3; ToMs W7-8.3

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In the passage, “About the Island”, Rashid didn’t wait to hear any more. He had already dashed off to call Seher and tell her all the things he had learned [about Bahrain]. Continue the rest of the story. What might Rashid tell Seher about what he learned about Bahrain? What might Seher reply? Write at least 2 paragraphs and use details given in the passage. You may also use your own life experiences to help you write your answer.





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CCSS.ELA-Literacy. W7-8.3; ToMs W7-8.1

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In the passage, “About the Island”, Rashid did research to learn more about his country of Bahrain. What have you researched? Write at least 2 paragraphs telling what you researched and what you learned. Use information from the passage and your own ideas to help you write.





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CCSS.ELA-Literacy. SL7-8.1, SL7-8.6; ToMs S7-8.1, S7-8.2, S7-8.3

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Introduction: This is a map of Bahrain. People from all over the world immigrate to live

there.


Emerging Question: Name a place you see in the picture.

Introduction: The Dilmun people were very active traders, bringing all kinds of goods

to and from the Middle East. And so Bahrain and its neighbors received a lot of

immigrants, who were traveling along the trade route.”

Transitioning Question: Give one reason why people traveled to Bahrain.

Expanding Question: Why does Bahrain have a lot of immigrants?

Commanding Question: Explain what active trading means.

student workbook name: - brentwood high school...i'm from las cruces, new mexico. that's...

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