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Independent Study Packet 4th Grade Week 6

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100% found this document useful (1 vote)

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Independent Study Packet 4th Grade Week 6

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belle

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Week 6 4 th

Grade

Independent
Study Packet
Education.com

5 MORE Days of
ED YS

Independent Activities in
D KE

Reading, Writing, Math,

C ER

and Other Fun Stuff

IN SW
LU
N
A
Helpful Hints for
Students and Families
Materials You Will Need:
Pencils
Extra paper or a notebook/journal
(You may put everything into one
notebook if you like.)
Colored pencils, markers, or crayons
for some of the activities
Internet access for online research

You may need extra supplies for

the “Other Fun Stuff” activities

Directions & Tips

There is a schedule for each day.
You may complete the activities
in any order.
Make sure to plan your time so that
you don’t let things pile up at the end.
Read the directions carefully before
completing each activity.
Check off each of the activities
when you ﬁnish them on the menu.
Make sure an adult signs the activity
menu before you bring it back to school.

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Reading Read for 20 minutes and complete the daily reading activity.

Featured Making Making Character’s Reading

Character Connections Connections Points of Response
Part 1: Literary
Postcard Response
Part 2: View Log
Literary
Response

Making The Star, Compare Sea Turtle Three

Inferences: Mae and Contrast Citations: Sentences
Courageous Jemison Fairy Tales Paraphrasing Summary
Leaders & Direct
Quotes
Part 2

Writing Choose one of the prompts and complete your writing

on a separate piece of paper or in a writing notebook.
Journal Writing Task Cards

Grammar Pick a Possessive Suffix Clues Imagery Adverbs

Practice Pronoun Apostrophes Using Verbs in a Script
in Nouns & Adjectives
?;!

Math Know Your Protractor Obtuse Word Mixed Fraction

Angles Practice Angles Problems: Subtraction
with Like
Division Denominators:
No Regrouping

Other Origami Angelfish

Fun Stuff Pressed Flower Bookmarks
Door Harp
Make Shape Poem Greeting Cards
Silly Haiku
Invertebrates Crossword Puzzle

Parent/Guardian Signature:
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Name: Date:

Journal Writing Task Cards #1

How did you use

How did you show How did you show perseverance to
kindness today? courage this week? accomplish
something difficult?

What are you What skill or ability What makes a

most thankful for in do you have that good friend?
your life? makes you feel proud?

Draw a comic strip Draw a picture of your Cover your whole page
featuring yourself as favorite place in the in doodles. Include
the main character. whole world. Then write your name in cursive
Include speech bubbles five or more words that or bubble letters.
and/or captions. remind you of that place.

Write a list of 10 Write a list of 10

Write a list of 10
wishes you would make things you would buy
things you would
if you found a genie if you won a
do if you could fly.
in a lamp. million dollars.

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Day 1

Independent Pick a character from the book you are reading

and create a postcard all about them.
Reading Activity

Read a nonfiction text about Cesar Chavez,

Reading explore new vocabulary, and complete
the graphic organizer on making inferences.

Choose one of the prompts and complete

Writing your writing on a separate piece of
paper or in a writing notebook.

Grammar Write in the correct pronoun to

complete the sentence.
Practice

Math Get to know the types of angles

in this geometry worksheet.

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Featured Character Postcard 1¢

Directions: Fill in the following information about your favorite character.

Here is my favorite piece of dialogue featuring this character:

Name: Date:

Book Title:

Author:

Featured Character:

Character’s relationship to the story conflict:

This is my favorite character because:

6
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Name Date

Making Inferences
Courageous Leaders Part 2
An inference is a conclusion you come to based on reasoning and evidence within a text.
Making an inference requires using both information from the text and your background knowledge.

clues in text + what you know = INFERENCE

César Chávez - A Brave Leader

César Chávez was born in Arizona in 1927. When his family lost their farm due to
financial struggles, they had no other choice but to pack up their belongings and
move from farm to farm, seeking any work they could find. By the eighth grade,
César was forced to quit school and work full-time to support his family.
Working as a migrant worker made Chávez all too familiar with the somber
conditions in the fields. Migrant workers, most of whom were Mexican American,
were paid below minimum wage, often worked under unsafe conditions, and were
forced to watch their young children work long hours as well.

When Chávez grew up, he decided to help other farm workers like himself. He and his wife taught Mexican
immigrants to read, educated new U.S. citizens about voting procedures, and joined a civil rights
organization, the Community Service Organization. He and other activists went on to form the National
Farm Workers Association. Through this workers’ rights group, Chávez staged strikes against grape growers
in 1965 and led a 300-mile march across California. Despite he and other union members being jailed along
the way, he continued to fight for his cause.

It wasn’t until Chávez asked the American people to boycott grapes grown in California that the growers
agreed to sign contracts for safer working conditions. Although the name of Chávez’s union changed in
1970 to United Farm Workers of America, his organization’s vision stayed the same. Until his death in 1993,
he stayed committed to fighting for social justice.

Defining Key Vocabulary

Directions: Look up the definition for each key term listed below and write it on the answer line.
seeking: _________________________________________________________________________________

somber: _________________________________________________________________________________

migrant: _________________________________________________________________________________

civil rights:_______________________________________________________________________________

activist: _________________________________________________________________________________

boycott: _________________________________________________________________________________

vision: __________________________________________________________________________________

social justice: _____________________________________________________________________________

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Name Date

Making Inferences
Courageous Leaders Part 2
Directions: Complete the chart by either writing a quote from the text or an inference you can make.

The text states . . . This most likely means . . .

What can you infer about Chávez’s personality?

When Chávez grew up, he decided to help

other farm workers like himself.

What can you infer about the grape growers?

It wasn‛t until Chávez asked the American people

to boycott grapes . . . that the growers agreed

to sign contracts for safer working conditions.

Chávez was not afraid to show others

that he did not agree with their actions.

Migrant workers were very

grateful that Chávez worked hard to try

to protect their rights.

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Name: Date:

Pick a Pronoun
In part 1, choose the pronoun that best matches the noun in each sentence. Write the
pronoun on the blank line. In part 2, choose the pronoun that best matches the verb in each
sentence. Write the pronoun in the blank.

Example: Mark said that he would mow the grass today.

Part 1
their it he mine they she

1. Jennifer told her mom that has a lot of homework tonight.

2. Melanie, Jackie, and Shelly will cook dinner tonight and will also wash the dishes.

3. Sarah and Cindy will meet parents at the bus stop after the shopping trip.

4. That bracelet is not yours, but .

5. The dog seems lost but knows how to get home.

Part 2
both no one any we she it

6. need to buy supplies for the new school year.

7. wants to clean the dirty bathroom!

8. The dog just ate his food and looks very happy in the yard.

9. Jessica helped the teacher clean the desks and also helped wipe the board.

10. girls look forward to the upcoming birthday party!

1 2 3

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Name: Date:
60 70 80
90
50
120 110 100 90 10
0
40 130

Know Your Angles

0 80 11
14 0
30 70
0
15

12 0
20

0
6
0
16

13
10

0
50
0
17

140 30 20 10
40
180
0

150 160 170 180

0
An acute angle is A right angle is 90 An obtuse angle is A straight angle
between 0 and 90 degrees. between 90 and 180 is 180 degrees.
degrees. degrees.

Acute Right Obtuse Straight

There are four types of angles: acute, right, obtuse, and straight. Identify and classify the
following angles.

Angle: _ Angle: _

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Day 2

Independent Document the connections you make

Reading Activity with the current book you are reading.

Read all about Mae Jemison and

Reading her success as an astronaut.

Choose one of the prompts and complete

Writing your writing on a separate piece of paper
or in a writing notebook.

Grammar Add the missing apostrophes to

Practice the possessive nouns in sentences.

Explore using a protractor as

Math
you measure angles.

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Making Connections Part 1

Literary Response
Text-to-Self Connections Text-to-Text Connections Text-to-World Connections

Connecting the story to your life Connection between texts Connecting the story to real life

Does the lesson in this story Do the relationships among the Do the events in this story remind
remind you of a time in your life characters in this text remind you you of a historical or current
when you learned a lesson? of characters in a different story? event?

Can you relate to how one of the How is the theme in this text Do the events in this story remind
characters behaves? different than the theme in you of an event that occurred at
another text you’ve read? your school or in your
community?

Directions: As you read your book, pause when you are able to make a connection. Fill in the sections of
the chart for each connection.

Excerpt/Quote from Text Summarize your Connection Type of Connection

Text-to-Self
Text-to-Text
Text-to-World

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Name Date

The Star, Mae Jemison

“It’s part of the imagination. All of science, all of
space exploration - everything we do in the world
is about imagination and using your creativity to
expand beyond your normal boundaries.”
- Mae Jemison

Introduction
Have you ever used your imagination to make something
happen? Like, fly down the stairs to the dinner table, or
wave a magic wand to clean your room? Well, you’re not
alone in using your imagination. Doctor Mae Jemison
imagined herself in space as a child, and she is now famous for making that dream come true.

As an astronaut for NASA, she became the first African American female to fly into space. While on the
space shuttle Endeavour in 1992, she was a mission specialist who studied how living things react to
being in space. She is also a doctor, researcher, teacher, and a businesswoman.

Early Life and Education

Mae was born in Decatur, Alabama on October 17, 1956, but grew up in Chicago, Illinois. Her mother
was an elementary school teacher, and her father was a carpenter. She has two older siblings, a sister
and a brother.

When Mae was younger, she liked to dance and she liked science. In her mind, her love for dance
supported her love of science. With the encouragement of her uncle, it was in Chicago that her love for
science grew. She learned more about science, specifically astronomy, by helping her brother and sister
with their science projects and reading many books at the public library. She wanted to go to space, and
never had any doubt that she would get there.

Mae won a scholarship to Stanford University in California. She was only 16 years old, but she thrived
both in her studies in science and in the arts. She double majored in chemical engineering and Afro-

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The Star, Mae Jemison

American studies, where she learned to speak Swahili. While on campus, she planned and performed in
dance productions. Torn between her love for dancing and science, she eventually chose science as a
career path. After graduating from Stanford in 1977, she continued her education at Cornell University
Medical College in New York. In 1981, Mae became a doctor.

During summer breaks, Mae went to Cuba and Kenya to learn about medical care in other countries. In
1983, at the age of 27, she served in the Peace Corps for two and a half years. She wanted to use her
medical degree to help others. During her time as a medical officer in the Peace Corps, she was able to
use her knowledge of Swahili while working in West Africa. Not only does Mae speak English and
Swahili, but she speaks Russian and Japanese, as well.

Launching Her Way into the History Books

Over the years, Mae continued to think about her dream
to go to space, so she applied to be an astronaut for NASA.
Even though Mae’s first application was denied because
NASA stopped accepting new astronauts at the time, she
didn’t give up! She applied a second time, and in 1987,
she was one of fifteen people chosen to become an
NASA is an acronym for National
astronaut out of 2,000 applicants.
Aeronautics and Space Administration.

Five years later, she worked on the STS-47 mission to study life in space, flying in the space shuttle
Endeavour. NASA had a joint mission with Japan for this flight, so the first Japanese national to fly in
space, Mamoru Mahri, was on Endeavour as the payload specialist. Mae studied in space for seven days,
twenty-two hours, thirty minutes, and thirty-three seconds. Her experience of being in space was so
impactful that she wanted to encourage more space travel.

Continuing Her Scientific Work

After leaving NASA, Mae started her own businesses. One business was a camp called The Earth We
Share. It started through the Dorothy Jemison Foundation for Excellence, named after Mae’s mother in
honor of her work as an educator. The camp helps kids learn more about science. Kids go to the camp
from around the world. At the camp, young scientists get to use their imagination and share their ideas
about future missions.

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The Star, Mae Jemison

Dr. Jemison currently lives in Houston, Texas. There she is leading the 100 Year Starship (100YSS)
initiative through the United States Defense Advanced Research Projects Agency (DARPA). The goal of
this DARPA program is to make sure human space travel to another solar system is possible within the
next 100 years. Mae’s team won a grant in 2012 to continue research on how to travel to other stars.

Education Advocate for Arts and Science

Mae also has an artistic side. She is trained as a dancer, choreographer, and actor. Using her training, she
has appeared on television over the years. When she was younger, she looked up to Uhura, a female
officer in the television show Star Trek. Her real life blurred with her childhood imagination as she guest
starred in the television show Star Trek: The Next Generation. Mae jumped at the opportunity to play
Lt. Palmer in one episode. This was yet another example of a childhood dream coming true, and another
experience that cemented the importance of the arts in expanding her imagination.

In her TED talk in 2002, Mae said, “We need to revitalize the arts and sciences right now in 2002.” She
advocates for teaching the arts and science together, and not valuing one over the other. She even goes
as far as to say that understanding the arts can help young learners understand science better. Her
advocacy for science and the arts in education is important in this era where schools are cutting back on
music and art classes. She ended her TED talk by saying, “I like to think of ideas as potential energy.
They’re really wonderful, but nothing will happen until we risk putting them into action.”

There is no doubt that Mae used her imagination and worked hard to go beyond her normal
boundaries. She is still trying to go beyond her earthly boundaries. The world, and maybe even a new
star, is her oyster.

Directions: Answer the questions using evidence from the text.

1. What are some things Mae Jemison liked to do?

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The Star, Mae Jemison

2. Why is Mae Jemison famous?

3. What is a challenge Mae Jemison had in her life?

4. What does Mae Jemison mean when she says, “I like to think of ideas as potential energy. They’re
really wonderful, but nothing will happen until we risk putting them into action.” Use information
from the text to support your answer.

5. Reread the last section of the biography. Do you think teachers should teach arts and science
together? Why or why not? Do outside research to support your answer.

6. In all of the journeys in her life, whether they were on earth or outer space, Mae Jemison used her
scientific knowledge to help others. Write about a career you would like to try that can help people,
too.

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Missing Apostrophes
Fill in the missing apostrophes from the possessive nouns to
make the sentence correct.
Add an apostrophe and an s to a singular noun, even if it ends in s.
For example: the girl’s house / the bus’s driver

Add only an apostrophe to a plural noun ending in s.

For example: the horses’ manes

Add an apostrophe and an s to irregular plural nouns that do not

end in s.
For example: the women’s hats

Those boys bicycles were stolen outside the store.

Are you going to Maxs birthday party on Sunday?

Erika thinks elephants trunks are extremely interesting.

At the wedding, many of the ladies dresses matched.

The childrens toys are all over the floor!

Julie only likes to cut mens hair.

All of my friends houses are near the park.

The singers voice was high-pitched.

I found my sweaters missing button!

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2019 Education.com
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Name: Date:

Protractor Practice
Use the protractors to determine the angle measurements

80 90 100 1 80 90 100 1
70 10 70 10
90 120 90 120
60 110
100 80 7
0 13 60 110
100 80 7
0 13
60 60
50 12
0
50
0 50 12
0
50
0
0 0
13 13

14
40

40
0

0
0

0
40

40
14

14
150

150 20 10 0
30

30
30

30
150

150
160

160
20

20
160

160
20

170 180

170 180
180 170

180 170
10

10
10 0
A
B
0

0
A= B=

80 90 100 1 80 90 100 1
70 10 70 10
90 120 90 120
60 110
100 80 7
0 13 60 110
100 80 7
0 13
60 60
50 12
0
50
0 50 12
0
50
0
0 0
13 13
14

14
40

40
0

0
0

0
40

40
14

14
150

150 20 10 0
30

30
30

30
150

150
160

160
20

20
160

160
20

170 180

170 180
180 170

180 170
10

10
10 0

C D
0

C= D=

80 90 100 1 80 90 100 1
70 10 70 10
90 120 90 120
60 110
100 80 7
0 13 60 110
100 80 7
0 13
60 60
50 12
0
50
0 50 12
0
50
0
0 0
13 13
14

14
40

40
0

0
0

0
40

40
14

14
150 20 10 0

150 20 10 0
30

30
30

30
150

150
160

160
20

20
160

160
170 180

170 180
180 170

180 170
10

E
F
0

E= F=

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Day 3

Independent Write about the connections you make

Reading Activity as you read the story of your choice.

Complete a Venn diagram to compare

Reading and contrast two classic fairy tales.

Choose one of the prompts and

Writing complete your writing on a separate
piece of paper or in a writing notebook.

Grammar Use the clues to create new words

by adding the correct suffix.
Practice

Math Deepen your understanding

of obtuse angles.

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Making Connections Part 2

Literary Response
Text-to-Self Connections Text-to-Text Connections Text-to-World Connections

A connection between the book A connection between the A connection between the
and your life experiences book and another book/text book and events in the
you have read “real world”

Part 1 Select Your Prompts

1. Select one prompt from each of the following sections.
2. Place a checkmark next to your chosen prompt.
3. Write your responses in Part 2 of this activity. Cite the text at least one time in each response.

Text-to-Self Prompt
How does the lesson in this story remind you of a time when you learned a valuable lesson?
How can you relate to one character’s personality and/or behavior?
What type of personal struggle does a character in your book face that reminds you of a struggle
you have dealt with?

Text-to-Text Prompt
How do the relationships among the characters in this text remind you of characters in a different
story?
How is the theme in this text different than the theme in another text you’ve read?
How is the theme in this text similar to the theme in another text you’ve read?

Text-to-World Prompt

How does an event in this story remind you of an event you have seen in the news?
How does an event in this story remind you of something that has happened at your school or in
your community?
How is a character in this story similar to a leader in your community or historical figure?

Literary Response Tip

Pause while reading to pay attention to and
highlight important details. Active reading
will help you write thoughtful reflections
about a text!

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Name Date

Making Connections Part 2

Literary Response
Part 2 Write about Your Connections

Text-to-Self Response

_________________________________________________________________________________________

Text-to-Text Response

_________________________________________________________________________________________

Text-to-World Response

_________________________________________________________________________________________

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Compare & Contrast Fairy Tales
Name:_________________________________________ Date:__________________

Read the two fairy tales below. What are the similarities between the two tales? What are the
diﬀerences? Use the Venn diagram on the next page to list three similarities and three things
that are diﬀerent about each tale.

The Frog Prince

In a faraway land, a princess was enjoying the cool evening breeze outside her family’s
castle. She had with her a small golden ball, which she loved to play with as a way to relax. On
one particular toss, she threw it so high in the air that she lost track of it, and the ball went rolling
towards a spring. The ball plopped into the water and quickly sank out of sight. The princess
began sobbing in despair, and wished for her toy to return to her. Then, a small frog popped out
from the spring. “What’s wrong beautiful princess?” asked the frog. The princess wiped away her
tears and said, “My favorite golden ball is gone, and nothing I do will bring it back.” The frog tried
his best to comfort the princess, and assured her that he could retrieve the ball if she would
grant him just one favor. “Anything! I will give you all my jewels and handfuls of gold!” exclaimed
the princess. The frog explained that he had no need for riches, and only wanted a simple kiss
from her in return. The thought of kissing a slimy frog made the princess shudder, but in the end
she agreed, as she really loved her golden ball. Without much eﬀort, the agile frog jumped back
into the spring and located the golden ball. In a blink of an eye the frog had retrieved the ball and
returned it to the princess. Keeping her word, the princess kissed the frog. Suddenly, the ground
began to rumble and a haze of smoke ﬁlled the air. To the princess’s surprise, the frog was really
a handsome prince trapped by an evil witch's curse. Her kiss had freed the prince from a lifetime
of pain and misery. The prince and princess became great friends, and eventually wed in a beau-
tiful ceremony by the spring.

Beauty and the Beast

Once, long ago, a merchant on his travels stumbled upon a beautiful rose garden. Thinking
that no one would miss one red rose, he cut one at its stem. Scarcely had he done so when he
heard a terrible noise, and, turning round, he saw coming towards him a hideous Beast, who
exclaimed in an awful tone: ”Who are you, thief, who steals my roses? For this you must die!” The
Merchant fell on his knees and begged for pardon, but the Beast would not listen to him. "Either
you must die now, or else you must swear to send me in your stead the first living thing that
meets you on your return home," he said; and the Merchant, overcome with terror, gave his
promise. But to his horror and dismay, it was his daughter, Beauty, who first ran out to greet him
on his return. He shook his head mournfully upon seeing her; but there was no help for it. He
had promised to send the Beast the first living creature that met him on his return, so he was
obliged to send Beauty herself in his place. When he left Beauty at the palace of the Beast she

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found everything prepared for her comfort and convenience. A beautiful bedchamber was ready
for her use; the rooms were filled with everything that she could possibly want, and in the great
hall of the castle a table was set with every delicacy. And everywhere there were bowls full of red
roses. Beauty was filled with astonishment at all this luxury and magnificence. "Surely the Beast
does not wish to harm me," she thought, "or he would never have so ordered everything for my
comfort." And she waited with a good courage for the coming of the Lord of the Castle. In the
evening the beast appeared. He was certainly very terrible to look at, and Beauty trembled at the
sight of the hideous monster. But she forced herself to appear brave, and, indeed, there was no
cause for her alarm. The Beast was kindness itself, and so gentle and respectful in his attentions
to her that Beauty soon lost all fear. She soon became very fond of him. One night, as she lay in
bed, she had a dream. She dreamt that she saw the Beast dying; she had become so fond of him
and so real did it seem that she woke up in an agony of dismay. Hastily rising from bed, she
searched through room after room; but nowhere could she find him. At last she ran out into the
garden; and there, on a plot of grass, where he and she had often sat together, she found him
lying as if dead upon the ground. With a bitter cry she sank on her knees beside the poor Beast.
"Oh, Beast; my dear, dear Beast!" she cried. And the tears fell down from her eyes as she spoke.
Overcome with grief, she stooped down and tenderly kissed the ugly Beast. In a moment there
was a sudden noise, and Beauty was startled to find that the ugly Beast had vanished. The Beast
was a beast no longer, but a handsome Prince, who knelt at her feet, thanking her for having
broken his enchantment. "A wicked fairy," he said, "condemned me to keep the form of a beast
until a beautiful maiden should forget my ugliness and kiss me. You, by your love and tender-
ness, have broken the spell and released me from my horrible disguise. Now, thanks to you, I can
take my proper form again." And then he begged Beauty to become his bride. So Beauty married
the Prince who had been a Beast, and they lived together in the castle where they were happy
ever after.

The Frog Prince Beauty and

Both: the Beast

1. 1. 1.

2. 2. 2.

3. 3. 3.

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SUFFIX CLUES
Instructions: Use the chart and the clues for
each word to match the suffix. Write the correct
matching suffix on the first line, then spell
the word with the suffix.

Suffix Meaning
-able, -ible Is or can be done
-an Relating to
-ship State or quality of
-ist One who does a specific action
-ism Act/belief or practice of
-ance, -ence State or quality of

EXAMPLE:
If someone is a leader, they demonstrate this word. Add a suffix to create a new word.
Suffix: -ship New Word: leadership

1. This fly annoys me. Create a new word by adding a suffix to the verb.
Suffix: New Word:

2. A writer wants to add a suffix to the word comfort. What suffix should they use?
Suffix: New Word:

3. May is about to tour Asia. Add a suffix to the word tour to describe May.
Suffix: New Word:

4. Leilani is from Hawaii. Add a suffix to the word Hawaii to describe Leilani.
Suffix: New Word:

5. The team is filled with champions. Add a suffix to champion to create a new word.
Suffix: New Word:

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OBTUSE ANGLES
Different angles have different names: straight, acute, right, and obtuse.
An obtuse angle is greater than 90 but less than 180 .

90 130
180 25

STRAIGHT ACUTE RIGHT OBTUSE

Circle the following angles that are obtuse!

CHALLENGE: Figure out the the degree of the following obtuse angles!
ex. BAC= 150 EFG= NOP=
180 - BAD = BAC
180 - 30 = 150
N
E
B

30 ? 52 ? 65 ?
D A C H F G Q O P

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Independent Using a book of your choice, compare

Reading Activity two characters’ differing point of views.

Practice citing texts with this

Reading worksheet that distinguishes paraphrasing
from direct quotations.

Choose one of the prompts and complete

Writing your writing on a separate piece of paper
or in a writing notebook.

Grammar Explore ways to choose the best verbs and

Practice adjectives to create vivid imagery in writing.

Math Solve these division word problems.

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Characters’ Points of View

Directions: Choose an event or challenge in the story and write it in the center. Then write
what two characters each thought or felt about that circumstance in the thought bubbles.
Title of the Book: _______________________________________________

Event or challenge:

Character 1: Character 2:

27
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Name Date

Sea Turtle Citations

Paraphrasing & Direct Quotes

Paraphrase Direct Quotation

-translate the author’s words into -copy author’s words directly
your own words from the text
-use your own writing style and voice -include quotation marks

-avoid plagiarism -credit the author

Title: Sea Turtles Author: Jane Robertson Page: 7

Sea turtles are a group of turtles that are adapted to living in the ocean. They live in every ocean except the
Arctic Ocean. There are only seven living species of sea turtles and all of them are endangered species. The
seven species are: flatback sea turtles, green sea turtles, hawksbill sea turtles, Kemp’s ridley sea turtles,
leatherback sea turtles, loggerhead sea turtles, and olive ridley sea turtles. Sea turtles spend most of their
time underwater. They breathe air, but can use anaerobic metabolism if they need to stay underwater longer.
Sea turtles can take one huge, fast breath to fill their lungs. When they need to come up for air, they can do
so quickly and stay away from danger.

Directions: Write P for paraphrase or DQ for direct quote on the blank line next to each citation.

1. In the book Sea Turtles, Jane Robertson explains that, “sea turtles can take one huge, fast breath to fill
their lungs.” _____

2. I learned that seven types of sea turtles are still alive today. _____

3. On page 7, the author states, “There are only seven living species of sea turtles and all of them are
endangered species.” _____

4. Based on what I read in Sea Turtles, I know that sea turtles are able to live in all of the oceans in the
world except the Arctic Ocean. _____

Directions: Refer to the sentences above to see how to accurately paraphrase and quote text.

5. Do sea turtles breathe air? Paraphrase the author’s words in your answer.

_________________________________________________________________________________________

6. What is one interesting fact about sea turtles? Use a direct quote in your answer.

_________________________________________________________________________________________

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Imagery Using Verbs and Adjectives
Name: Date:

Vivid imagery emerges when writers are selective about the verbs and adjectives they choose.
Read each description. Pay attention to the word choices and to the way that those choices help
paint a picture. Then, revise the description using more vivid verbs and adjectives.

Example:

Original: Rewrite:
The child let go of his red The small boy released his grip on the
balloon and it went into thin string of the shiny red balloon
the sky. and it floated into the robin egg blue
sky, shrinking by the second.

Original:
The girl brushed her teeth.

Rewrite:

Original:
The car hit the pole.

Rewrite:

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Name Date

Word Problems: Division

Directions: Solve each word problem using a division expression.

The teacher is preparing for a field trip. She assigns 81 A student organizes 72 sculptures into groups of 6.
students to 3 different buses. How many students How many tables will the students need for each
are on each bus? group if there will be 6 sculptures on each table?

Ms. Alvarez’s class has 33 students. She wants to have There are 192 cupcakes for 8 classes to split evenly.
3 equal groups for the activity. How many students How many cupcakes will each class get for their
are in each group? parties?

The movie theater needs to make 48 buckets of The boy has 120 collector cards. He wants to give 5
popcorn. If each packet makes 4 buckets, how many to each person he meets. How many people will
packets will they need? get cards?

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Independent Respond to the prompts on this reading

log using the book of your choice.
Reading Activity

Read this fiction text and write a three-

Reading sentence summary using the key words.

Choose one of the prompts and

Writing complete your writing on a separate
piece of paper or in a writing notebook.

Grammar Identify the adverbs

used in this script.
Practice

Review the skill of subtracting mixed

Math numbers with like denominators.

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Reading Response Log

Book Title Author # of Pages

If you were asked to provide a blurb to get others excited to read this book, what
would you mention? Write a summary, including the main character and the
main issues, or themes, that arise in the story.

Tell about one part of the story that is especially memorable for you.

Explain why the part you selected was memorable.

If the author were to write one more chapter, what do you think would happen next?

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Three Sentence Summary
Name:_________________________________________ Date:__________________

Directions: Read the story. Then, complete the questions below. Remember, a summary is a
brief statement that tells the main ideas of a text.

It was a warm summer evening, and Georgia was riding her bike with her best friend Jenny. It
was beginning to get dark, and Georgia knew her dad would worry if she stayed out much longer.
“We should head back,” she suggested to Jenny, “we can ride again tomorrow.”

“Oh, come on!” said Jenny, “Let’s ride a little farther. We’re almost to the old pond. I want to see
the fireflies!” She giggled and rode off without waiting for Georgia’s reply.

“Wait!” shouted Georgia, “You can’t go alone!” She jumped back on her bike and quickly sped
after Jenny, who was already a speck in the distance.

Georgia pedaled faster, trying to keep up with Jenny. It was so dark now that Georgia could
barely see the trail. She thought of her dad at home, who would surely be out looking for her.
She frowned, thinking how upset he would be that she wasn’t home, but she continued riding.
She knew Jenny was a strong bicyclist, but she never paid attention to her surroundings and had
a knack for getting lost. Georgia was slower, but always knew the way home.

Suddenly, Georgia gasped. She saw Jenny lying on the trail up ahead. “Jenny, are you okay?” she
asked, jumping oﬀ her bike and kneeling next to her friend.

“You were right,” Jenny sobbed, clutching her knee. “It was too dark on the trail and I didn’t see
that pothole until it was too late. I cut my knee when I fell, but I think I can still ride home.”

Georgia helped Jenny get back on her bike and said, “Let’s stick together this time. I know a
shortcut.”

Georgia arrived home and found her dad outside with a ﬂashlight. “Where have you been?” He
asked, pointing the light towards her. “I was worried sick!”

She squinted into the bright light and explained that Jenny had gotten hurt. “It won’t happen
again,” she promised, giving her dad a reassuring hug.

“Good,” her dad hugged her back, “now let’s go eat dinner!”

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Three Sentence Summary
Name:_________________________________________ Date:__________________

Somebody: Who is the main character?

Wanted: What did the main character want?

But: What was the problem?

So: How did the character try to solve the problem?

Then: What was the resolution?

Now, write a three sentence summary using your answers and the key words above.

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Adverbs in a Script
Adverbs are words that provide more information about verbs. When verbs have an -ly at the end, the
adverb tells how something is done.

Mom yelled upstairs.

Mom yelled loudly upstairs. (How did she yell? She yelled loudly.)

Directions: Read the script. Circle all the adverbs and underline the verbs they modify.

Packing Frantically

This takes place in a two-story home. The family hurriedly gets ready for a camping trip.

Mom: (yelling loudly upstairs from the living room) Let’s go, quickly! We need to meet the
Perezes at noon. I’m concerned we will get there late.

Daniel: Coming, Mom! I just need to get the medical supplies. (He places them carefully into
the bag and walks downstairs.)

Mom: Okay, I packed some lunches and a special treat for the car ride.

Daniel: Oh, a treat? (He runs excitedly to the living room.) What is it?

Mom: It’s a surprise, silly! Help me fold this blanket. Grab this section!

(As they finish up packing, Mom begins to hum loudly. Daniel carries bags and boxes to the
car.)

Mom: (walks outside quickly) Surprise! (She holds out the cupcakes to Daniel.)

Daniel: (smiling thankfully) I can’t wait to see Eli’s face when he sees these cupcakes!

(Daniel and Mom both get into the car and laugh happily.)

Mom: I think we’ll be there just in time!

Daniel: (smiling happily) I can’t wait!

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List all the verbs and their adverbs from the script in the table.

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Answer the following questions about the script. (Hint: pay attention to the adverbs with -ly
in the script.)
1. How did Mom tell Daniel she was concerned about being late?

__________________________________________________________________________________

2. How did Daniel place the medical supplies in the bag?

__________________________________________________________________________________

3. How did Daniel walk to the living room?

__________________________________________________________________________________

4. How did Mom walk outside?

__________________________________________________________________________________

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Mixed Fraction Subtraction with Like Denominators

No Regrouping
Directions: Use the visual models to subtract the mixed fractions. Shade each visual model to represent its
corresponding mixed number.

5 2
_ _ _
2 - 2 =
6 6

5 2
_ _
_ 2 - 1 =
7 7

2 1
_ _
_ 3 - 1 =
3 3

_ 2 1
_ _
4 - 2 =
4 4

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Other Fun Stuff

Origami Angelfish

Pressed Flower Bookmarks

Door Harp

Make Shape Poem Greeting Cards

Silly Haiku

Invertebrates Crossword Puzzle

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Learn to fold Origami!
Origami is the art of traditional Japanese paper-folding. It began in China over 1,800
years ago and came to Japan during the 6th century. You can make your own origami!
Cut out the paper square on the next page and follow these directions.
Angelfish 1) 2)

Fold your Your paper Fold your paper Your paper

paper in half, should be in half so the should look
Your finished angelfish then unfold. creased, like bottom meets like this.
this. the top.
will look like this!
3) 4) 5)

Now, fold the right Your paper Open up the Your paper Flip your It should look
side over to meet should now top two flaps will look like paper over. like this.
the left. form a and fold flat. this.
square, like
this.
6) 7) 8)

Open the two Your paper Turn your Your paper Fold the top Your
top flaps again, will now look paper so the should look flap down so paper will
as in step 3, like this. base of the like this. the point is now look
and fold flat. triangle faces just below the like this.
right. middle.
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9)
Add an eye, a smile, and
some stripes, and your
angelfish is complete!

Now do the same on Your paper will now

the bottom. look like this.

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Pressed Flower Bookmarks
Capture the essence of springtime with a pretty pressed flower keepsake!
Investigating the blooming beauties around them is a great opportunity for
children to dive into some flower science, and this fine motor skill-boosting activity
encourages reading, too. Best of all, these bookmarks adorned with
flowers native to your neighborhood make especially simple, inexpensive gifts
for family or friends.

It's best to collect flowers on sunny days, when they are free from any dampness.
Go on a nearby hike or walk around your neighborhood to look for colorful flowers
and interesting plants that catch your child's eye. Just be sure that the area allows
for picking flowers, or that your child asks the owner of the residence for permission.

What You Need:

Flowers (several of the same type)
Large hardcover book (such as an encyclopedia or dictionary)
Sheet of card stock (a color that looks good with chosen flowers)
Glue stick
Pen
Contact paper for laminating

What You Do:

1. Ask your child to point out the flowers that they wish to use for their
bookmark; cut them close to the stems to ensure that they can continue to grow.
2. Have them place several flowers inside the middle of a large book. To avoid damaging the book, sandwich the flowers between
two pieces of wax paper. For extra weight, try placing a few extra books on top. Leave them undisturbed for about seven to ten
days, until they are thoroughly dried and flattened.
3. Ask them to measure and cut a piece of card stock to their desired size for the bookmark. (1½" x 5" is an average size.
They can decide on the size of the bookmark based on the size of their chosen flowers.)
4. On one side of the bookmark, invite them to write a short blurb about the dried flower. They can use the internet to find out facts
such as the Latin name, colors, and origin of the flower species.
5. Another option is for them to compose a short poem about the flower. Acrostic poems are well suited to flower names. A little
fuzzy on what acrostic poems are? They're short poems in which each letter of a chosen word begins a different line of the poem,
which can be just one descriptive word, or a short phrase.
For example:
Dainty and delicate
Angelic
Ideal for you!
Sweet petals
Your favorite

4. Next, invite your child to use a clear-drying glue stick to spread a thin layer of glue on the blank side of the bookmark.
5. Using a hand that is free of any glue residue, they should press the flowers down firmly so that there are no bumps. Allow to dry.
6. Once the bookmark has thoroughly dried, help them laminate both sides of the bookmark with contact paper, a plastic paper
with an adhesive backing.

Your child's blossom-embellished bookmark is complete! Find a book to jump into; your child will be delighted to make use of their
new personalized place holder.

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Door Harp
Music is all around us. Bring some melody into your home with a hand-
crafted door harp! Door harps are a combination between a piano and a
wind chime, with “hammers” striking strings to create a soft chime every
time the harp moves. This creative instrument will add a little zen to your
everyday routine, and it's a great way to keep your budding musician
entertained.

What You Need:

A box with a lid
A variety of rubber bands
String or yarn
Beads
Scissors
Masking tape
Material to decorate the box (construction paper, glue, paint and
stickers)

What You Do:

1. Working with the bottom of the box (the corrugated cardboard
portion), help your child stretch the rubber bands across the box.
Use the smallest rubber bands that will work—you need them to be
stretched as tightly as possible. Blue produce rubber bands work
well.
2. Position the rubber bands approximately ¾ to 1 inch apart near
one end of the box.
3. Cut one piece of yarn for each rubber band that you used..
4. Tie a bead to each piece of yarn.
5. Stand the box on end with the rubber bands at the top. Hang the
yarn from the front of the box so that each bead hangs in front of a rubber band. Tape the yarn into place.
6. Instead of putting the lid on the box, slip the box into the lid so that the rubber bands, yarn, and beads are still visible.
7. Use construction paper, paint or stickers to decorate the box.

This door harp will not be very loud. Your child can hang it on their door or keep it beside their bed so that they can play with it and
make music in quiet moments.

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Make Shape Poem Greeting Cards
Spice up the typical greeting card by encouraging your child to design and write
their own! Instead of a simple picture of a flower or object, they will hand write a
poem in the shape of their object of choice. A unique and personalized greeting
card will delight the lucky recipient, while your child's writing and drawing skills will
be challenged with this innovative art activity.

What You Need:

Paper
Pencil
Colored pencils or fine-tipped markers

What You Do:

1. Help your child pick an object as the subject of their poem. Ultimately, your child will be writing the poem in the shape of the
object. They can use almost any object, but they must be able to simplify it into a basic, recognizable outline. Some ideas for
simple subjects are: a fish, an apple, a leaf, a ball, a star, or a tree.
2. Invite your child to write a poem based on the subject. The poem should be long enough in order to properly create the final
shape (five to eight lines should suffice). Have them try to rhyme the ends of the lines for practice!
3. Help your child draw the outline of the object in pencil onto a blank sheet of paper.
4. Ask them to copy the poem in pencil inside the outline of the object, so that the edges of the poem
correspond with the object's outline.
5. Have your child retrace the poem in colored pencil or marker. Encourage them to add other decorations around
the poem and on the inside of the card as a finishing touch!

If your child enjoys writing their own poems and making them into greeting cards, suggest another option for them! They may enjoy
personalizing the poem for a friend or relative. For example, they can write a loving poem about their grandmother, but make it into
the shape of their favorite flower.

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CREATIVE Haiku is a Japanese style of poetry that consists of three main
WRITING components, although they are not necessarily required:
• Haiku has three lines, with the syllable pattern 5 - 7 - 5.
• Haiku poems are usually about a contrast between two items.
• Most haiku poems have a seasonal reference.

T
* Write a haiku about your favorite TV show. TV

* Write a haiku about a famous person.

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Invertebrates
Crossword Puzzle
Across:
1. This little guy could ruin
your picnic
2. This sea creature is named after
something in the night sky
3. Something you might call
someone who is small
1
4. He works hard to make honey

Down:
1. He starts life as a caterpillar 1
2. Sea creature with eight tentacles
3. Sluggish guy that is always close
to home
4. Eight-legged web spinner 2

2 4

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Week 6

Independent
Study Packet

ANSWER
KEYS
Use these answer keys
to check your work!

Education.com
Name Date

Making Inferences
Answers Courageous Leaders Part 2
An inference is a conclusion you come to based on reasoning and evidence within a text.
Making an inference requires using both information from the text and your background knowledge.

clues in text + what you know = INFERENCE

César Chávez - A Brave Leader

Defining Key Vocabulary ANSWER SHEET

Directions: Look up the definition for each key term listed below and write it on the answer line.
to search for (someone or something)
seeking: _________________________________________________________________________________

very sad and serious

somber: _________________________________________________________________________________

person who goes from one place to another

migrant: _________________________________________________________________________________

the rights that every person should have regardless of their sex, race, or religion
civil rights:_______________________________________________________________________________

a person who uses or supports strong actions (such as public protests) to help make changes in
activist: _________________________________________________________________________________
politics or society
to refuse to buy, use, or participate in (something) as a way of protesting
boycott: _________________________________________________________________________________

a clear idea about what should happen or be done in the future

vision: __________________________________________________________________________________

the quality of being fair or just

social justice: _____________________________________________________________________________

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Name Date

Making Inferences
Answers Courageous Leaders Part 2
Directions: Complete the chart by either writing a quote from the text or an inference you can make.

The text states . . . This most likely means . . .

What can you infer about Chávez’s personality?

When Chávez grew up, he decided to help Answers will vary

other farm workers like himself.

What can you infer about the grape growers?

It wasn‛t until Chávez asked the American people Answers will vary

to boycott grapes . . . that the growers agreed

to sign contracts for safer working conditions.

Student will write a quote from the text to Chávez was not afraid to show others

support this inference. that he did not agree with their actions.

Student will write a quote from the text to

Migrant workers were very
support this inference.
grateful that Chávez worked hard to try

to protect their rights.

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Name: Date:

Answers Pick a Pronoun

In part 1, choose the pronoun that best matches the noun in each sentence. Write the
pronoun on the blank line. In part 2, choose the pronoun that best matches the verb in each
sentence. Write the pronoun in the blank.

Example: Mark said that he would mow the grass today.

Part 1
their it he mine they she

1. Jennifer told her mom that she has a lot of homework tonight.

2. Melanie, Jackie, and Shelly will cook dinner tonight and they will also wash the dishes.

3. Sarah and Cindy will meet their parents at the bus stop after the shopping trip.

4. That bracelet is not yours, but mine .

5. The dog seems lost but it knows how to get home.

Part 2
both no one any we she it

6. We need to buy supplies for the new school year.

7. No one wants to clean the dirty bathroom!

8. The dog just ate his food and it looks very happy in the yard.

9. Jessica helped the teacher clean the desks and she also helped wipe the board.

10. Both girls look forward to the upcoming birthday party!

1 2 3

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Name: Date:
60 70 80
90
50
120 110 100 90 10
0
40 130

Answers Know Your Angles

0 80 11
14 0
30 70
0
15

12 0
20

0
6
0
16

13
10

0
50
0
17

140 30 20 10
40
180
0

150 160 170 180

0
An acute angle is A right angle is 90 An obtuse angle is A straight angle
between 0 and 90 degrees. between 90 and 180 is 180 degrees.
degrees. degrees.

Acute Right Obtuse Straight

There are four types of angles: acute, right, obtuse, and straight. Identify and classify the
following angles.

Acute
Angle: _________________ Straight
Angle: _________________

Right
Angle: _________________ Obtuse
Angle: _________________

Acute
Angle: _________________ Right
Angle: _________________

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The Star, Mae Jemison Answers

“It’s part of the imagination. All of science, all of

space exploration - everything we do in the world
is about imagination and using your creativity to
expand beyond your normal boundaries.”
- Mae Jemison

Early Life and Education

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The Star, Mae Jemison Answers

Launching Her Way into the History Books

Continuing Her Scientific Work

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The Star, Mae Jemison Answers

Education Advocate for Arts and Science

Directions: Answer the questions using evidence from the text.

1. What are some things Mae Jemison liked to do?

Mae liked science and she liked to dance. She also enjoyed the television
show Star Trek.

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The Star, Mae Jemison Possible Answers

2. Why is Mae Jemison famous?
She was the first African American woman to enter space. She has a camp
where kids come from around the world. She also guest starred on the show
Star Trek: The Next Generation.
3. What is a challenge Mae Jemison had in her life?
It took Mae two tries to get into NASA. She went to medical school and
became a doctor. She worked in Africa as a doctor. She is trying to get to
another star and was awarded a grant to fund her research.
4. What does Mae Jemison mean when she says, “I like to think of ideas as potential energy. They’re
really wonderful, but nothing will happen until we risk putting them into action.” Use information
from the text to support your answer.

Student answers will vary, but should include evidence from the text.

5. Reread the last section of the biography. Do you think teachers should teach arts and science
together? Why or why not? Do outside research to support your answer.

Student answers will vary, but should include evidence from the text and at
least one outside source.

Student answers will vary.

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Missing Apostrophes Answers
Fill in the missing apostrophes from the possessive nouns to
make the sentence correct.
Add an apostrophe and an s to a singular noun, even if it ends in s.
For example: the girl’s house / the bus’s driver

Add only an apostrophe to a plural noun ending in s.

For example: the horses’ manes

Add an apostrophe and an s to irregular plural nouns that do not

end in s.
For example: the women’s hats

Those boys’ bicycles were stolen outside the store.

Are you going to Maxs’ birthday party on Sunday?

Erika thinks elephants’ trunks are extremely interesting.

At the wedding, many of the ladies’ dresses matched.

’ toys are all over the floor!

The childrens

Julie only likes to cut mens’ hair.

All of my friends’ houses are near the park.

The singer’s voice was high-pitched.

I found my sweaters’ missing button!

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Protractor Practice Answers

Use the protractors to determine the angle measurements

80 90 100 1 80 90 100 1
70 10 70 10
90 120 90 120
60 110
100 80 7
0 13 60 110
100 80 7
0 13
60 60
50 12
0
50
0 50 12
0
50
0
0 0
13 13

14
40

40
0

0
0

0
40

40
14

14
150

150 20 10 0
30

30
30

30
150

150
160

160
20

20
160

160
20

170 180

170 180
180 170

180 170
10

10
10 0
A
B
0

0
A= 70° B= 155°

80 90 100 1 80 90 100 1
70 10 70 10
90 120 90 120
60 110
100 80 7
0 13 60 110
100 80 7
0 13
60 60
50 12
0
50
0 50 12
0
50
0
0 0
13 13
14

14
40

40
0

0
0

0
40

40
14

14
150

150 20 10 0
30

30
30

30
150

150
160

160
20

20
160

160
20

170 180

170 180
180 170

180 170
10

10
10 0

C D
0

C= 95° D= 20°

80 90 100 1 80 90 100 1
70 10 70 10
90 120 90 120
60 110
100 80 7
0 13 60 110
100 80 7
0 13
60 60
50 12
0
50
0 50 12
0
50
0
0 0
13 13
14

14
40

40
0

0
0

0
40

40
14

14
150 20 10 0

150 20 10 0
30

30
30

30
150

150
160

160
20

20
160

160
170 180

170 180
180 170

180 170
10

E
F
0

E= 70° F= 100°

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Compare & Contrast Fairy Tales
Possible Answers
found everything prepared for her comfort and convenience. A beautiful bedchamber was ready
for her use; the rooms were filled with everything that she could possibly want, and in the great
hall of the castle a table was set with every delicacy. And everywhere there were bowls full of red
roses. Beauty was filled with astonishment at all this luxury and magnificence. "Surely the Beast
does not wish to harm me," she thought, "or he would never have so ordered everything for my
comfort." And she waited with a good courage for the coming of the Lord of the Castle. In the
evening the beast appeared. He was certainly very terrible to look at, and Beauty trembled at the
sight of the hideous monster. But she forced herself to appear brave, and, indeed, there was no
cause for her alarm. The Beast was kindness itself, and so gentle and respectful in his attentions
to her that Beauty soon lost all fear. She soon became very fond of him. One night, as she lay in
bed, she had a dream. She dreamt that she saw the Beast dying; she had become so fond of him
and so real did it seem that she woke up in an agony of dismay. Hastily rising from bed, she
searched through room after room; but nowhere could she find him. At last she ran out into the
garden; and there, on a plot of grass, where he and she had often sat together, she found him
lying as if dead upon the ground. With a bitter cry she sank on her knees beside the poor Beast.
"Oh, Beast; my dear, dear Beast!" she cried. And the tears fell down from her eyes as she spoke.
Overcome with grief, she stooped down and tenderly kissed the ugly Beast. In a moment there
was a sudden noise, and Beauty was startled to find that the ugly Beast had vanished. The Beast
was a beast no longer, but a handsome Prince, who knelt at her feet, thanking her for having
broken his enchantment. "A wicked fairy," he said, "condemned me to keep the form of a beast
until a beautiful maiden should forget my ugliness and kiss me. You, by your love and tender-
ness, have broken the spell and released me from my horrible disguise. Now, thanks to you, I can
take my proper form again." And then he begged Beauty to become his bride. So Beauty married
the Prince who had been a Beast, and they lived together in the castle where they were happy
ever after.

The Frog Prince Beauty and

Both: the Beast

1. The princess did not 1. They both kissed a 1. Beauty kissed the
want to kiss the frog. creature considered beast out of fondness.
ugly.

2. The princess asked for 2. They owed the ‘ugly’ 2. Beauty’s father made a
help and promised a creature something. promise to the beast
kiss. in exchange for his life.

3. The frog was a prince 3. Both ‘ugly’ creatures 3. The beast was a prince
trapped by a witch. turned out to be who was cursed by a
cursed princes. wicked fairy.

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SUFFIX CLUES Answers

Instructions: Use the chart and the clues for
each word to match the suffix. Write the correct
matching suffix on the first line, then spell
the word with the suffix.

Suffix Meaning
-able, -ible Is or can be done
-an Relating to
-ship State or quality of
-ist One who does a specific action
-ism Act/belief or practice of
-ance, -ence State or quality of

EXAMPLE:
If someone is a leader, they demonstrate this word. Add a suffix to create a new word.
Suffix: -ship New Word: leadership

1. This fly annoys me. Create a new word by adding a suffix to the verb.
Suffix: -ance New Word: annoyance
2. A writer wants to add a suffix to the word comfort. What suffix should they use?
Suffix: -able New Word: comfortable
3. May is about to tour Asia. Add a suffix to the word tour to describe May.
Suffix: -ist New Word: tourist
4. Leilani is from Hawaii. Add a suffix to the word Hawaii to describe Leilani.
Suffix: -an New Word: Hawaiian
5. The team is filled with champions. Add a suffix to champion to create a new word.
Suffix: -ship New Word: championship

128º 115º
180º - ∠EFH = ∠EFG 180º - ∠NOQ = ∠NOP
180º - 52º = 120º 180º - 65º = 115º

59
Name Date

Sea Turtle Citations

Paraphrasing & Direct Quotes Answers
Paraphrase Direct Quotation
-translate the author’s words into -copy author’s words directly
your own words from the text
-use your own writing style and voice -include quotation marks

-avoid plagiarism -credit the author

Title: Sea Turtles Author: Jane Robertson Page: 7

1. In the book Sea Turtles, Jane Robertson explains that, “sea turtles can take one huge, fast breath to fill
DQ
their lungs.” _____

P
2. I learned that seven types of sea turtles are still alive today. _____

3. On page 7, the author states, “There are only seven living species of sea turtles and all of them are
DQ
endangered species.” _____

4. Based on what I read in Sea Turtles, I know that sea turtles are able to live in all of the oceans in the
P
world except the Arctic Ocean. _____

Directions: Refer to the sentences above to see how to accurately paraphrase and quote text.

5. Do sea turtles breathe air? Paraphrase the author’s words in your answer.
Students’ answers will vary.
_________________________________________________________________________________________

_________________________________________________________________________________________

6. What is one interesting fact about sea turtles? Use a direct quote in your answer.
Students’ answers will vary.
_________________________________________________________________________________________

_________________________________________________________________________________________

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Word Problems: Division Answers

Directions: Solve each word problem using a division expression.

81 3 = 27 72 6 = 12

33 3 = 11 192 8 = 24

48 4 = 12 120 5 = 24

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Three Sentence Summary
Name:_________________________________________ Answers Date:__________________

Directions: Read the story. Then, complete the questions below. Remember, a summary is a
brief statement that tells the main ideas of a text.

“Oh, come on!” said Jenny, “Let’s ride a little farther. We’re almost to the old pond. I want to see
the fireflies!” She giggled and rode off without waiting for Georgia’s reply.

“Wait!” shouted Georgia, “You can’t go alone!” She jumped back on her bike and quickly sped
after Jenny, who was already a speck in the distance.

Suddenly, Georgia gasped. She saw Jenny lying on the trail up ahead. “Jenny, are you okay?” she
asked, jumping oﬀ her bike and kneeling next to her friend.

Georgia helped Jenny get back on her bike and said, “Let’s stick together this time. I know a
shortcut.”

Georgia arrived home and found her dad outside with a ﬂashlight. “Where have you been?” He
asked, pointing the light towards her. “I was worried sick!”

She squinted into the bright light and explained that Jenny had gotten hurt. “It won’t happen
again,” she promised, giving her dad a reassuring hug.

“Good,” her dad hugged her back, “now let’s go eat dinner!”

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Three Sentence Summary
Name:_________________________________________ Date:__________________

Possible Answers
Somebody: Who is the main character?
Georgia

Wanted: What did the main character want?

She wanted to go home before it got dark.

But: What was the problem?

Her friend, Jenny, rode away and got hurt.

So: How did the character try to solve the problem?

She followed her friend and helped her get home.

Then: What was the resolution?

Georgia promised her dad she wouldn’t be home late again.

Now, write a three sentence summary using your answers and the key words above.
Georgia wanted to go home before it got dark. But, her friend Jenny, rode away and got

hurt. So, Georgia followed her friend and helped her get home. Then, she promised her dad

she wouldn't be late again.

Adverbs in a Script Answers

Adverbs are words that provide more information about verbs. When verbs have an -ly at the end, the
adverb tells how something is done.