Continuous Learning Weeks of May 11 & 18, 2020 Grades

Continuous Learning Weeks of May 11 & 18, 2020 Grades 3-5

Welcome!

This is the packet for Weeks of May 11 & 18, 2020. You can print or fill-in this packet directly from the link or pick up a packet from one of the lunch sites that are open Monday through Friday from 8:00 am to 12:00 pm.

Students are encouraged to maintain contact with their home school and classroom teacher(s). If you have not already done so, please visit your child’s school website to access individual teacher web pages for specific learning/assignment information. If you cannot reach your teacher and have elected to use these resources, please be mindful that some learning activities may require students to reply online, while others may require students to respond using paper and pencil. In the event online access is not available, please record responses on paper. Completed work should be dropped off at your child’s school. Please contact your child’s school for the dates and times to drop off your child’s work.

If you need additional resources to support virtual learning, please visit: https://www.slps.org/extendedresources

If you have any questions or concerns please contact your child’s teacher or myself ([email protected] ) 314-779-5939

Thank you and enjoy a great learning day!

Esther Palsenberger, Ed.D. ELA Curriculum Specialist

Literacy Activities Week of May 11 Grades 3-5

Directions: This week you will be reading “Animal Heroes”. Throughout the week, you will be referring back to the story to help you answer questions. You will also learn strategies to help you know the meaning of unknown words and review high-frequency words that focuses on using suffixes.

Day of the Week Objective(s) Pages  Read a text with fluency and rate based on your level. Monday 4-33

 Use text evidence to support an appropriate response. 34-35 Tuesday  Use illustrations from the text to support your answer. Use Use evidence text evidence from the to textdescribe to support characteristics your answer. of Troy, Sal, and Wednesday Wilson. 36-37  Use prior connections to support your answers.

Use Identifytext evidence multisyllabic to describe words characteristics using spelling ofpatterns. Troy, Sal, and Wilson 38 Thursday

Friday  Write an opinion paper on why it is important for people to stand up 39 for what they believe in.

Animal Heroes By Glen Downey Guided Reading Level M DRA Level 28 Lexile Measure 780L

Preview the text: I’m sure you’ve heard of heroes before, but have you ever heard of an animal being a hero? Some of the animals in this book became famous; some have even earned medals and awards for their bravery. Let’s read Animal Heroes to learn about some amazing animal accomplishments.

Preview Vocabulary: The words below will be found throughout the story. Use the context clues to figure out the meaning of the words. Write the meaning in the boxes below:

Word Meaning

required (p. 6)

encountered (p. 8)

display (p. 13)

As you read Animal Heroes silently, use the Noticings, Connections, and Wonderings page after the story to capture your thoughts, questions, and unfamiliar words.

Animal Heroes is an example of informational text. Informational text tells facts about real people, things or events. We know this book is about animals. How do the text and graphic features help you predict what kinds of animals can be heroes.

Glen Downey Vocabulary display encountered require

Theme: Heroes Word count: 1,325

Glenview, Illinois Boston, Massachusetts Chandler, Arizona New York, New York

www.rubiconpublishing.com

Copyright © 2020 Rubicon Publishing Inc. Published by Rubicon Publishing Inc., developed in collaboration between Rubicon Publishing Inc. and Pearson Education, Inc., the exclusive United States distributor. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, taping, or any information storage and retrieval system, without the prior written permission of the copyright holder.

Associate Publisher: Amy Land Executive Editors: Teresa Carleton, Kelly Stern Editorial Assistant: Sara Loos Creative Director: Jennifer Drew Lead Designer: Sherwin Flores Designer: Michelle Kenny

1 18

ISBN 978-1-4869-0758-8 Glen Downey

Literacy Consultants David Booth • Kathleen Corrigan Images: Cover: [halftone–Beluza Ludmila; dolphins–Willyam Bradberry; 1: pigeon–K.Nucharanan] Shutterstock. com; 4: family–kali9/iStockphoto; 6: Corrie Mile 9–AlbertHerring/CC; 8: Seppala–Design Pics Inc/Alamy Stock Photo; 9: Togo–Wynford Morris/CC; dog statue–Patti McConville/Alamy Stock Photo; 10: pigeons–napocska/ Shutterstock.com; 11: pigeons on board–World History Archive/Alamy Stock Photo; 12: pigeon carrier–Dr Julius Neubronner/CC; blue abstract–Uguntina/Shutterstock.com; 13: badge–Britannicus84/iStockphoto; Cher Ami– PublicResource.Org/CC; 14: [dolphins–Krzysztof Odziomek; 16: divers–Paul Vinten; shark–Martin Prochazkacz] Shutterstock.com; 18: [camel–JackF; 19: camel–jane] iStockphoto; camels–RossHelen/Shutterstock.com; 20: soldiers–Sueddeutsche Zeitung Photo/Alamy Stock Photo; 21: cat–AP Photo/Richard Vogel/CP; 22: award–MARK RALSTON/AFP/Getty Images; 23: family and dog–andresr/iStockphoto Contents

4 Amazing Animals 6 Heroes in the Cold: Alaskan Sled Dogs 10 Heroes in the Air: Carrier Pigeons 14 Heroes at Sea: Dolphins 18 Heroes in the Desert: Camels 21 Heroes at Home: Domestic Cats

23 Our Heroic Animals

24 Glossary / Index

3 AmazingAmazing AnimalsAnimals We often read and hear about heroes in our world. Heroes are people we look up to. Heroes show courage and determination in the face of challenges. Sometimes heroes even risk their own lives to help others.

4 Animals can be heroes too. Just like human heroes, animal heroes can show great courage. Sometimes they even risk their own lives to help other animals or people.

5 Heroes in the Cold: Alaskan Sled Dogs

The North can be a very dangerous place. The extreme cold can make life difficult. Sometimes it can even lead to life-and-death situations for people. Alaskan sled dogs are able to live and work in extremely cold conditions. These dogs are very strong. They are able to carry supplies that people require, even into remote areas. People who live in the North know the value of these animals. They understand that having them is very important. Alaskan sled dogs are heroes in the North. They help people in many ways. They have also saved lives.

6 Alaskan sled dogs showed their heroism in Nome, Alaska, in 1925. That winter, there was an outbreak of a deadly disease in Nome. The disease was diphtheria, and it was spreading quickly. A special type of medicine is needed to treat diphtheria.

Sled dogs can be many breeds, including Alaskan Malamute and Siberian Husky.

7 Nome was a very remote place in 1925. It was difficult to find transportation to Nome. Flying a plane into this area was risky in winter. The train did not travel into Nome either. So officials turned to teams of Alaskan sled dogs for help. Teams of dogs ran in a relay to get the medicine to Nome. Each team carried the medicine for part of the journey. One team passed the medicine to the next team at a meeting point. The dogs ran like this all the way to Nome. They ran hundreds of miles. On the trip, the dogs encountered cold and stormy conditions. But they never gave up.

Leonhard Seppala was chosen to lead a team of dogs. He was a well-known dogsled racer.

8 One of the lead dogs, named Togo, covered more than 200 miles during the relay. Another lead dog, named Balto, ran the last 53 miles of the relay. His team delivered the medicine to the people of Nome. All of the dogs showed great determination to get across Alaska during the cold winter. They worked Togo together to get the medicine where it needed to go. Because of the sled dogs, the people of Nome were saved.

There is a bronze statue of Balto in New York’s Central Park. The plaque on the statue says “Endurance — Fidelity — Intelligence.”

Did You Know?

Balto was named after Samuel Balto. He was a Norwegian explorer who explored Greenland in 1888.

9 Heroes in the Air: Carrier Pigeons

It may be hard to believe, but pigeons have been used for some very important jobs. Many homing pigeons, for example, have been trained to deliver messages. They are called carrier pigeons. During both World War I and World War II, carrier pigeons were used by the U.S. Army. The pigeons delivered important messages for the army, but they were in constant danger.

Almost one million pigeons were used in both world wars.

10 In 1898 carrier pigeons were sent from a French ship to announce that the crew had rescued a group of British sailors.

Carrier pigeons are special birds. They can almost always find their way home, and they are fast fliers. When these birds carry messages, they do whatever is needed to get the job done. During World War I, a carrier pigeon was even awarded a medal for bravery.

11 Cher Ami

A carrier pigeon named Cher Ami completed 12 different missions during World War I. “Cher Ami” means “dear friend” in French. In 1918 Cher Ami was sent to deliver a message from the Lost Battalion. The American soldiers in this battalion had been cut off from other U.S. forces.

Did You Know?

In the early 1900s, Dr. Julius Neubronner had the idea of strapping a tiny camera to carrier pigeons. The photos gave people a bird’s-eye view.

12 During this mission, Cher Ami was hit by enemy fire and suffered serious injuries. Even with these injuries, Cher Ami completed his mission. By delivering the message, he saved the lives of about 200 soldiers of the Lost Battalion. Cher Ami was awarded the French Croix de Guerre as a reward for his acts of bravery during World War I.

French Croix de Guerre

Today, Cher Ami’s preserved body is on display at the Smithsonian National Museum of American History in Washington, D.C.

13 Heroes at Sea: Dolphins

Dolphins are amazing animals for many reasons. They are more intelligent than most animals. In addition, dolphins seem to have the ability to help other animals and even humans. Dolphins are altruistic. Being altruistic means helping out even when there is no benefit to you. This is a characteristic that many humans have. Dolphins sometimes help animals in danger even though the dolphins will not gain anything by doing so.

Dolphins are highly social animals and often live in pods.

14 In 1983 people saw an example of dolphins helping other animals. At Tokerau Beach in New Zealand, pilot whales became stranded when the tide went out and left them in shallow water. Whales cannot live in shallow water because they cannot find food and can become too dry. People sponged the whales with water and tried to care for them. But it didn’t help. When the tide came in, the whales were confused about which way to swim. That’s when a pod of dolphins showed up. Although it didn’t seem to benefit the dolphins, the dolphins led the whales into deeper water. The dolphins’ actions helped save 76 pilot whales.

15 There are also many stories of dolphins protecting humans. For example, in 2004 a group of people was swimming off the coast of New Zealand. All of a sudden, some dolphins began to circle around the group. Whenever any swimmers started to move away from the group, the dolphins would herd them back. The swimmers were confused. Then they realized that a great white shark was nearby.

Did You Know?

The great white shark’s powerful jaws and razor-sharp teeth make it a fearsome predator.

16 The swimmers began to panic. They were worried that the shark would harm them. But the dolphins remained with the swimmers. They created a distraction and confused the shark. After a while the shark swam away, and the swimmers returned to the beach. The swimmers were kept safe thanks to the heroic actions of those dolphins.

Studies have shown that dolphins are good at problem solving. They use vocal sounds to communicate with one another to work as a team.

17 Heroes in the Desert: Camels

Camels are remarkable creatures. Their bodies have a unique shape. Camels store fat in their humps. This fat contains the energy and water they need to survive a long journey in the desert. It is far more likely that a person riding a camel will need help before the camel does. The Bactrian camel has two humps.

Large groups of people often traveled in caravans in the desert. These long lines sometimes included thousands of camels.

18 During World War II, the Soviet Union’s Red Army recognized the value of camels. The army had to travel from Russia to Germany. They knew that the conditions along the route were extreme and that trucks might not be able to make the trip. So the army decided to use camels. The army created a “camel battalion.” Camels can carry very heavy loads on their backs. The camels transported the army’s equipment. These camels were very courageous. They faced many dangers on this journey.

Did You Know?

Camels use spitting as a way to protect themselves. Spitting can distract or surprise a predator.

19 One camel that the Red Army used was particularly heroic. His name was Kuznechik, which means “grasshopper” in Russian. He started out his trek in the city of Stalingrad in Russia. Through fighting and countless battles, Kuznechik managed to survive. He continued his trek all the way to Berlin, Germany. Did You Know?

The city of Stalingrad in Russia is now known as Volgograd. The city’s name was changed in 1961.

The Soviet Red Army used Bactrian camels to transport equipment to Germany.

20 Heroes at Home: Domestic Cats

Some people consider pets a part of the family. They protect their pets as they would protect parents, siblings, or children. But did you know that some animals do the same for people? That is just what a cat named Tara from Bakersfield, California, did. In May 2014, four-year-old Jeremy was outside riding his bicycle when a neighborhood dog escaped from its backyard. The dog approached Jeremy and grabbed his leg. It was a dangerous situation for Jeremy. Luckily Tara, Jeremy’s family’s cat, came to the rescue. She sprang into action right away. She raced across the driveway and threw herself at the dog.

After saving Jeremy, Tara became famous.

21 The dog became frightened and started to run home. But Tara chased the dog all the way back to its yard. Tara did something dangerous to make sure that Jeremy was safe. She protected him. In 2015 the Society for the Prevention of Cruelty to Animals (SPCA) was giving out its annual Hero Dog award. However, the society decided that only one animal should receive the award that year — Tara the cat.

On Tara’s Hero Dog award, the word “dog” was scratched out, and the word “cat” was added. 22 OurOur HeroicHeroic AnimalsAnimals

The animals you have just read about are all heroes. They showed courage in times that were very difficult. They put their lives in danger to help not just other animals but humans as well. Some of them have saved lives, and some of them have won awards. Others have even changed history.

23 Glossary benefit: advantage pods: small groups of marine animals characteristic: a trait that helps set someone predator: an animal or something apart that hunts other animals from others for food display: a place where require: need other people can view trek: a difficult journey something encountered: came upon something unexpectedly or by accident

Index Alaskan sled dogs, 6–9 medicine, 7–9 Bactrian camel, 18, 20 National Museum of American Bakersfield, California, 21 History, 13 Balto, 9 Neubronner, Julius, 12 Balto, Samuel, 9 New Zealand, 15–16 Berlin, Germany, 20 Nome, Alaska, 7–9 camel, 18–20 pilot whales, 15 carrier pigeon, 10–13 Red Army, 19–20 cat, 21–22 Russia, 19–20 Cher Ami, 12–13 Seppala, Leonhard, 8 Croix de Guerre, 13 Soviet Union, 19–20 diphtheria, 7 SPCA, 22 dog, 6–9, 21–22 Stalingrad, Russia, 20 dolphins, 14–17 Tara, 21–22 Germany, 19–20 Togo, 9 great white shark, 16 Tokerau Beach, New Zealand, 15 Greenland, 9 Volgograd, Russia, 20 Hero Dog award, 22 Washington, D.C., 13 Kuznechik, 20 World War I, 10–13 Lost Battalion, 12–13 World War II, 10, 19

24 Think About It

Use a three-column graphic organizer. Choose three of the animals (or group of animals) described. For each one chosen, write a summary that explains why the animal is described as heroic. Animal Heroes

Glen Downey

LEVEL M ISBN-13: 978-1-4869-0758-8 ISBN-10: 1-4869-0758-X 9 0 0 0 0 >

9 7 8 1 4 8 6 9 0 7 5 8 8

Animal Heroes Comprehension Questions

Refer to pages 1-10 to answer numbers 1-5.

1. Informational texts, such as Animal Heroes, are often organized in sections. What is the purpose of this first section?

2. Informational texts use features such as illustrations, photographs, and diagrams to help convey information. What information does the photograph on these pages convey? How does it help us understand the text?

Animal Heroes

3. Explain how the sled dogs helped during the diphtheria outbreak in Nome. Do you agree that this makes the dogs heroes? Why or why not?

4 Animal Heroes contains many “Did You Know?” text boxes with extra information about animals. Reread the text box on this page. Why do you think this information was included?

5. We can use clues in the text and what we already know to make predictions. This section of the text is about heroic carrier pigeons. How do you think a pigeon can be heroic? What makes you think that?

Animal Heroes

Refer to pages 12-24 to answer numbers 6-10.

6. A carrier pigeon named Cher Ami is seen as a hero for saving the lives of American soldiers during World War I. Why do you think his name was Cher Ami?

7. The author states that dolphins are altruistic. What does the author mean? What evidence from the text supports this claim?

8. Most of the characteristics discussed in Animal Heroes are not necessarily heroic in themselves. To be a hero, an animal must use its natural characteristic does a camel possess that allows it to be heroic?

Animal Heroes

9. The author tells us about Tara the cat, who won the SPCA’s annual Hero Dog award. Why was there not a Hero Cat or a Hero Pet award to give Tara instead? Develop an argument for why the SPCA should offer a Hero Cat or a Hero Pet award.

10. Animal Heroes introduces us to heroic animals, like Cher Ami and Kuznechik. Think about what makes the animals in the book special and what they have in common. What can we conclude makes an animal a hero?

Comprehension: Summarize

As we read, we can ask ourselves questions to make sure we understand what we are reading and to reflect on what we have learned. We have learned about many different heroic animals. Reread the parts of the books to be able to write a summary for each of the animal labeled below.

Carrier Pigeons Dolphins Camels

Write About Reading

Prompt: Which of these animals heroes did you find most impressive? Explain why? Provide evidence from the text to support your response.

Literacy Activities Week of May 18 Grades 3-5

Directions: This week you will be reading “Hummingbird’s Garden”. Throughout the week, you will be referring back to the story to help you answer questions. You will also learn strategies to help you know the meaning of unknown words and review high-frequency words that focuses on using suffixes.

Day of the Week Objective(s) Pages

 Read a text with fluency and rate based on your level. 41-70 Monday

 Use text evidence to support an appropriate response. 71-75 Tuesday  Use illustrations from the text to support your answer.  Use text evidence to summarize three different animals within the Wednesday book. 76  Use prior connections to support your answers. 4th Quarter Review howAssessment to create new words by adding a suffix to a word. 77-82 Thursday  Write an opinion paper on why it is important for people to stand up Friday for what they believe in.

Hummingbird’s Garden By Mariana Llanos Guided Reading Level M DRA Level 28 Lexile Measure 630L

Preview the text: This book is about a hummingbird who is searching to find something he is good at. Let’s read to find out what happens when Hummingbird discovers his hidden ability.

Preview Vocabulary: The words below will be found throughout the story. Use the context clues to figure out the meaning of the words. Write the meaning in the boxes below:

Word Meaning

accomplishment (p. 6)

task (p. 20)

familiar (p. 22)

Hummingbird’s Garden As you read silently, use the Noticings, Connections, and Wonderings page after the story to capture your thoughts, questions, and unfamiliar words.

Hummingbird’s Garden is an example of animal fantasy. An animal fantasy tells a made-up story and has animal characters that talk and act like people. What makes it clear that this book is an example of animal fantasy?

Mariana Llanos Art by Émilie Pépin Vocabulary accomplishment familiar task

Theme: Interactions Word count: 1,623

Glenview, Illinois Boston, Massachusetts Chandler, Arizona New York, New York

www.rubiconpublishing.com

Associate Publisher: Amy Land Executive Editors: Teresa Carleton, Kelly Stern Editorial Assistant: Lauren Duffield Creative Director: Jennifer Drew Art Director: Jocelyn McTavish

1 18

ISBN 978-1-4869-0721-2 Mariana Llanos Art by Émilie Pépin

Literacy Consultants David Booth • Kathleen Corrigan

Contents

Chapter 1 Four Friends ...... 4

Chapter 2 More Like Them ...... 12

Chapter 3 The Dead Forest ...... 18

3 Chapter 1 Four Friends

“Kaaaa! Kaaaa!” called Eagle, holding on to a thick branch with his talons. “Hoot! Hoot!” answered Owl as she woke up from a deep sleep. “Wuk! Wuk!” Woodpecker replied after he stopped pecking a nearby strangler tree. Hummingbird had also heard Eagle’s call. He flapped his wings. The hum they made was drowned out by the other sounds of the rain forest.

4 “Where is our little friend?” asked Eagle, peering around. “I’m here, I’m here!” Hummingbird chirped. Just as they did every week, Eagle, Owl, and Woodpecker sat together on the branch of a rubber tree. Hummingbird hovered by his friends. He loved listening to the amazing stories of their courage, wisdom, and hard work.

5 “I rescued two baby toucans from the raging Amazon River. I grabbed them from the water and returned them to their mother,” Eagle said, puffing out his chest. “What a feat!” Hummingbird said, twirling with excitement. “That is indeed a great accomplishment,” Owl said, ruffling her feathers. “It reminds me of what happened just the other day. I met a young capybara. She had been hit on the head by a coconut. She was walking around in circles, confused. The poor thing could not remember where she lived. I used my brain. I knew what to do.” “What did you do?” asked Hummingbird.

6 “I said, ‘Young capybara, I know you giant rodents like to live by the river’s edge. Let me show you the way. Your family is sure to be there.’ So away we went.” “Did that help her find her family?” asked Hummingbird. “It did! We reached the banks of the Amazon River. The capybara recognized where she was and found her family soon after.” Owl’s eyes twinkled. “Remarkable!” gasped Hummingbird. “Remarkable to say the least,” agreed Woodpecker. “That’s a lot like what happened to me.” “Go on, tell!” begged Hummingbird.

7 Woodpecker flew to a higher branch. The sun reflected off his red crest, making it look like it was on fire. “I was taking cover from a huge storm when I saw a group of mice climbing a tree. They were trembling with fear. They needed shelter. Immediately I rushed to their side. I drummed on the tree and carved a hole for them. A few minutes later they were safely tucked inside the hole.” “Such a fast worker!” complimented Hummingbird, whirling in delight.

8 9 “And how about you, little friend?” asked Eagle. “How was your week?” Hummingbird stopped in midair. His heart jumped as it did every time he heard that question. “Just the usual.” Eagle, Owl, and Woodpecker waited to hear more. “I drank nectar from three different flowers. They were bright red, and they had the most succulent juice that I have ever tasted.” Hummingbird’s voice faded with the roar of the Amazon River.

10 Woodpecker clicked his tongue. “That sounds …” He stopped, searching for the right word. “… delicious!” finished Owl with a smile. “What a wonderful story, little friend!” Eagle added. The sky was orange and purple. A few rain clouds were floating on the horizon. Some nocturnal animals poked their heads from their nests. It was time for Owl to find her breakfast. She said good-bye to her friends, who went to their homes to sleep.

11 Chapter 2 More Like Them

Hummingbird perched on his favorite coffee tree. He fluffed his feathers, getting ready for sleep, but his heart was still beating fast. “Why can’t I be as brave as Eagle?” he wondered. Without thinking, he bolted through the air, soaring toward Eagle’s nest. “Teach me to be brave!” Hummingbird pleaded, startling Eagle, who was roosting for the night. “Little friend, I’m about to sleep. But I suppose I can help. It wouldn’t hurt you to be a little more like me.” Eagle stood on the edge of his nest, looking powerful. “Fill your lungs with air, puff out your chest, and then frown. Animals respect a serious stance. Like this. Now you try.”

12 Hummingbird puffed out his chest. “Good. I see that Snail is about to fall off a leaf, right there! Dart toward her, and grab her firmly with your feet. Don’t think about it. Just do it!” Hummingbird flew swiftly toward Snail, but he knew his delicate toes could not grip like Eagle’s talons. Hummingbird’s long beak got to Snail before the rest of his body, and he poked her shell. Snail fell on the muddy ground. “I’m sorry!” shouted Hummingbird. Snail grunted. “Maybe being brave is not for me,” said Hummingbird as he flew away.

13 Hummingbird flew to Owl next. Owl’s big eyes met Hummingbird’s disappointed gaze. “Please, Owl. Teach me to be wise like you.” “A friend’s got to do what she’s got to do. It wouldn’t hurt you to be a little more like me.” Hummingbird hovered beside her and listened closely. “First, sit on a branch, and stay still. Then open your eyes, and observe the world.” “Like this?” asked Hummingbird, opening his tiny eyes. “Open your eyes wider! Now think!”

14 “Like this?” Hummingbird asked again, stretching his face like a balloon. “Are you thinking about the mysteries of life yet?” asked Owl, sitting as still as a stone. Hummingbird’s eyes burned, and his eyelids felt heavy. “I’m thinking about blinking,” he answered. A pair of fruit bats flew by. They looked at Hummingbird’s stiff face and immediately burst out laughing. “This is hopeless!” Hummingbird shook his head. “I can’t stay still or think. Thanks, Owl, but I’ll find another way to be like you.” Hummingbird flew away, this time to the strangler tree.

15 “Woodpecker, help me!” cried Hummingbird in a pitiful voice. “All I do is suck nectar from flowers. I’m useless! Please, teach me how to be hardworking like you!” “My heart aches for you, my friend. It wouldn’t hurt you to be a little more like me.” Hummingbird fluttered his wings. “Tell me, what do I have to do?” “Come to my tree and practice. Bob your head like this, see? And drum your beak on the tree trunk.” Hummingbird pecked on the bark of the strangler tree. His head rattled every time his delicate beak struck the tree. Soon he was dizzy, and his head throbbed.

16 “Faster, faster!” commanded Woodpecker. “Hard work doesn’t rest!” Hummingbird drummed a few more times. Then he realized there wasn’t a single scratch on the tree, but Woodpecker’s hole was already the size of a mango. “I can’t do this. My beak is hurting. Doesn’t yours hurt too?” “No.” Woodpecker looked at Hummingbird with sad eyes. “I guess I’m made for hard work, and you’re not.” Hummingbird’s heart sank. “I’m good for nothing,” he mumbled. Deciding to give up, he flew past the canopy, past his coffee tree, past the river. He flew away, planning never to return.

17 Chapter 3 The Dead Forest

A few hours passed, and Hummingbird realized that his body felt heavy and thirst burned his throat. He found a clearing in the forest. He perched on a small shrub and closed his eyes for a rest. When Hummingbird woke up in the morning, he was confused by his strange surroundings. Then he remembered his disappointment from the night before. His stomach grumbled, and he flapped his wings. He looked for a colorful flower to drink nectar from, but everything around him was gray.

18 “How strange! Where are the trees? Where are the flowers?” In front of him lay a field full of lifeless tree stumps and dried branches scattered over the ground. “This forest is dead,” he said to himself. His chest heaved, and his eyes filled with tears. “Who would do something like this?”

19 From the air, Hummingbird spotted a small orange flower. It was the only sign of life in that forest. Hummingbird had an idea. He flew deep into the rain forest. He looked for his favorite shrub and sank his beak into one of its flowers. As he drank nectar from the flower, his head rubbed on its anther and collected pollen. Then he flew back to the dead forest. He found the lonely orange flower and drank from it too. He flew back and forth performing this task for many weeks.

20 Soon the shrub in the dead forest bloomed with more orange flowers, and other plants grew around it. Hummingbird continued his daily travels, carrying pollen on his tiny body and fertilizing the new plants.

21 One day, while drinking the nectar of a yellow hibiscus, Hummingbird heard a familiar voice. “Hey there, little friend!” Hummingbird turned his head. “Eagle! Owl! Woodpecker! What are you doing here?” “We’ve missed you. Our story time was not the same without you,” Owl said, spreading her wings and flying beside her surprised friend. “Salamander noticed you flying back and forth across the forest every day. She told us, and we decided to follow you.”

22 Eagle opened his magnificent wings and perched on the tallest branch of a young tree, looking around Hummingbird’s new home. It was a green garden, alive with shrubs, trees, and flowers of many colors. “Did you do this all by yourself?” Hummingbird’s chest puffed out, his colorful feathers shone bright, and his eyes twinkled. “Yes!” “You saved a forest, little friend. What an extraordinary feat!” said Eagle. “Remarkable,” added Woodpecker. “Brilliant, indeed!” said Owl.

23 Hummingbird flew over his wondrous garden and sipped from a wild red orchid before turning to his friends. “It turned out that I didn’t need to be like any of you. I just needed to be me!” The following week, the four feathered friends met on the branch of a rubber tree to share their stories. They continued to do so every week for years to come.

24 Think About It

Use a three-column chart and label it as shown. For each animal, write the advice that the animal gives to Hummingbird. Then explain why the advice doesn’t work.

Eagle Owl Woodpecker Hummingbird’s Garden

Mariana Llanos • Art by Émilie Pépin

LEVEL M ISBN-13: 978-1-4869-0721-2 ISBN-10: 1-4869-0721-0 9 0 0 0 0 >

9 7 8 1 4 8 6 9 0 7 2 1 2 Hummingbird’s Garden

Answers will vary.

Hummingbird’s Garden Comprehension Questions

Refer to pages 1-11 to answer numbers 1-5.

1. At the beginning of a fantasy, it is important for an author to make the reader believe in the world that has been created. How does the author do this on page 4 by using sounds?

2. Illustrations can help us understand a story we are reading, and the story can help us better understand the illustrations. On page 5, how does the illustration help us to understand what the text says about the birds?

Hummingbird’s Garden

3. Authors often use different techniques to distinguish their characters from one another. How does the author show us the different between Eagle and Owl on page 6?

4 Readers can learn about characters by what they say and do. What do we learn about Hummingbird on these two pages through his conversations with Owl and Woodpecker?

5. What can the reader conclude from the fact that Hummingbird’s heart jumped when he was asked how his week was?

Hummingbird’s Garden

Refer to pages 12-24 to answer numbers 6-11.

6. Authors will sometimes use the title of a chapter to allow you to predict what might happen next in their story. Look at the title of Chapter 2. Based on what you learned about Hummingbird and how he feels about himself, what do you think will happen?

7. What are all the pieces of evidence that tell us Hummingbird doesn’t make a good Owl?

8. Why do we know that Hummingbird will fail when he tries to do the same work as Woodpecker? Is his view of himself when he fails accurate?

Hummingbird’s Garden

9. How do the illustration and the text on this page work together ot reinforce each other?

10. What does the fact that Hummingbird worked so hard to save the forest show about his character? How does it show that what Hummingbird had thought about himself earlier was not true?

11. Look carefully at page 24. When Hummingbird says, “I just needed to be me,” do you think this shows us the author’s purpose in writing the book? Why or why not?

Comprehension: Summarize

As we read, we can ask ourselves questions to make sure we understand what we are reading and to reflect on what we have learned. We have learned about many different friends of Hummingbird. Reread the parts of the books to be able to write a summary for each of the animal labeled below.

Eagle Owl Woodpecker

Write About Reading

Prompt: Describe how Hummingbird changed from the beginning to the end of the story.

End of Quarter

Assessment

The following assessment will reflect on the past 7 weeks of the virtual learning packets. Take your time and try your best to see how well you can do.

For # 1-4, the questions will be based on “In the Wild” from week of April 27.

Reread the passage. “’Actually, I suggested that we call ourselves the Clean Sweeps.’ ‘I thought the Mainframes sounded better,’ said Troy. He wore round glasses and was holding a tablet. ‘I wanted the Tigers,’ said Sal, who was clutching a football. ‘So in the end we chose to call ourselves the Clean Mainframe Tigers,’ Wilson explained.”

1. In the first sentence of the passage, what does the word suggested mean? a. to tell b. to consider c. to dismiss d. to scream

2. In the 4th sentence of the passage, what does the word clutching mean? a. to throw b. to sit c. to hold tightly d. to let fall

The following direction is for #3 & #4. Each of the words below are composed of a base word with a suffix. Identify the base word and the suffix for each word.

3. suggested – Base word: ______Suffix: ______

4. clutching – Base word: ______Suffix: ______

Re-read the passage from Wild Adventure in the Mountains to help you answer questions 5-9.

“Caroline was thrilled when she thought about seeing a bear. But she was also a little concerned about getting too close to one of the gigantic animals. Caroline was certain this was going to turn out to be an exciting vacation. Caroline was not disappointed. On their second hike, she saw a small bear about twenty feet away. The bear was just to the right of the narrow trail. Caroline breathed sharply.”

5. How did Caroline feel about the hike? Use evidence from the passage to support your response. ______

6. According to the passage, Caroline was “…concerned about getting too close to one of the gigantic animals.” Based on the passage, which gigantic animal did she see? a. bear b. mosquito c. horse d. tiger

7. Name 3 other animals that are gigantic. What do you think gigantic means? ______

8. Identify three words from the passage that has a suffix added to the base word. 1. ______2. ______3. ______

The following questions are from ”Animal Heroes”. For questions #9 - 10, use the Table of Contents.

9. Look at the picture below.

Which chapter would you find information based from the illustration. Explain how you know. ______

10. Look at the picture below.

Which chapter would you find information based from the illustration. Explain how you know. ______

11. Reread “Amazing Animals” chapter in the Animal Heroes story at the beginning of this packet. What is the main idea of this chapter? Provide evidence from the text that supports the main idea. ______

12. What is the difference between a Glossary and an Index? ______

13. What is the meaning of the word “predator”? Find evidence in the text that describes a predator. ______

14. If you were looking for information on Balto, which page would tell me about Balto? Find evidence in the text to describe the importance of Balto. ______

15. Writing Performance: Narrative Story

Writing Prompt: Based on the story Hummingbird’s Garden, the Hummingbird is searching for something he is good at like his other friends. Create another animal for the story. Pretend that you are that animal in the story. Describe what that animal is good at and how you would interact with the Hummingbird. Use evidence from the story to support the connection between you and the Hummingbird.

Directions: 1. Plan in the space provided below. 2. Write your response on the pages that follow.

Checklist: Use this checklist to do your best writing. Does your story have a beginning, middle, and end? ☐ Did you connect events and ideas with transitions? ☐ Did you describe the setting and characters? ☐ Do your characters have a problem to solve? ☐ Did you use precise words and different kinds of sentences? ☐ Did you review your writing? ☐ Have you answered the prompt? ☐ Have you fixed errors in capitalization, punctuation, grammar, and spelling? ☐

Narrative Story

______

______Name: ______Date: ______Tool E6-31a

attention and introduces and introduces attention and/or setting, characters, problem and happen in a logical order; uses a variety of transitions surprising or memorable way assignment in an interesting way actions, descriptions, through or dialogue that create personalities interesting and keep the story forward, attention reader’s and compound, simple, complex and detailed sensory language, descriptions bring characters and events to life indented paragraphs CUPS Beginning grabs the reader’s Beginning grabs the reader’s Middle has events that flow in a End solves the problem Story or the prompt addresses developed are Characters the move make sense, Events Sentences a variety are of words, precise Strong verbs, few or no mistakes in Very Clearly writes in neat, neat and easy to read Very characters, setting, and/or setting, characters, problem happen in a logical order; uses transitions was solved problem assignment descriptions, through or dialogue actions, the storyhelp move forward variety some have and sensory language, detailed descriptions are used stop the reader that don’t understanding from writing paragraphs Beginning introduces Beginning introduces Middle has events that the how End shows Story or fits the prompt developed are Characters make sense and Events and Sentences complete are words, precise Strong verbs, A few mistakes in CUPS indented in neat, Writes and easy to read Neat to introduce characters, characters, to introduce or problem setting, or not out of order that are connected is confused but reader or assignment prompt simply are but some story forward, fit missing or don’t but with little complete, variety or sensory details are verbs, included can but the reader CUPS, understand writing paragraphs Simple beginning tries Middle events has some End tries to solve problem Story fits part of the described are Characters Most events the help move Sentences mostly are strong Some descriptions, Several mistakes in Clear effort to write in can be read Mostly neat; Scoring Guide wondering about the wondering or the characters, setting, problem or not out of order that are connected was solved problem or assignment prompt to tell hard described or are apart story forward or don’t make sense making it complete, to follow reader difficult for to for reader make it hard understand writing paragraphs Beginning leaves the reader the reader Beginning leaves Middle events has many the how show End doesn’t Story does not fit the not are Characters the move don’t Events not sentences are Many Language is simple mistakes in CUPS Many to writeAttempts in to read hard neat; Not

Imaginative and Nonfiction Narrative No Credit (0) Below Basic (1) Basic (2) Proficient (3) Advanced (4) Score

in a confusing way way in a confusing of events does not order make sense about or do not make sense or not used correctly writing because of mistakes in CUPS No beginning; events start beginning; No Middle is missing or the story end; just stops No clearNot what the story is clearNo characters clearNo events in the story Sentences not complete are repeated are words Many understand the Can’t writtenNot in paragraphs be read can’t neat; Not

Organization Ideas/Content Language/Style CUPS* + Neat *Neat = Neatness = Neatness *Neat C = Capitalization or CUPS: Conventions, U = Usage P = Punctuation S = Spelling Score (16 possible) Total Prompt/Assignment = Prompt/Assignment

©2015 Voyager Sopris Learning, Inc. All rights reserved. Narrative Writing: Telling a Story Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 3–5 Tool E6-31a