Week 5 At Home Learning Grade 4 ELA Online Resources: https://www.myngconnect.com https://www.getepic.com/ https://classroommagazines.scholastic.com/support/learnathome/grades-3-5.html https://www.storylineonline.net/

Day 5

• Imagine Language & Literacy or Lexia – 20-30 minutes three times a week.

o Log in through Clever

• Reading- Read for 20 minutes each day (Fiction Text)

Title______

Author______

Throughout the week while you are reading your book think of the following:

Before Reading – Make a prediction, what do you think will happen in the book? What will

the problem be and how will the characters solve it?

During Reading – Were your predictions correct? Can you make any personal connections

to the story?

After Reading – If you could be like a character in the story who would it be and why?

Activity

• Hurricane Winds Reading Comprehension

• Read Storm Chasers and answer the comprehension questions that follow.

Writing • You are starting a storm building company. Write a job ad looking for someone to hire that can work on your team. Be sure to include details you learned from the activity and the article. Cross-Curricular Teamwork Activity Math 2x3=6 CARD 25 Hurricane Winds

OBJECTIVES Time • Math: Calculate Skill: Addition and Subtraction, Range 30 minutes Content: Hurricanes Math 2x3=6 hurricane intensity ranges Hurricane Winds • Teamwork: Research Materials a topic with a partner 1. Look at the Language Builder Picture • Language Builder partners Card to see the power of a hurricane. Picture Card E48 2. Find out how hurricanes are classified into 

• encyclopedia, Focus Words categories. Use these resources: hurricane current, flow, generate, books about t
Experts : national weather bureau weather power t
Books : encyclopedia Category Wind Speed Range (miles per hour) (miles per hour) • link on t
Online : NGReach.com 1 74 to 95 21 NGReach.com 3. Find the range for each category. Find the 2 96 to 110 14 range between a Category 1 hurricane and a 3 111 to 130 Category 4 hurricane. 4 131 to 155 4. Display your data in a chart. 5155+

5BML
5PHFUIFS
large Share your chart. Discuss how you found each group range.

Digital Option Use software to make a chart. Unit 4 | Part 1 25

Introduce and Engage Invite students to tell about the worst storm they ever experienced. Ask: Was the wind powerful? What did it sound like? Display the hurricane on Differentiate Language Builder Picture Card E48 and explain: A hurricane is a big storm that can include powerful wind and heavy rain. BEGINNING Students can point to their category Display the activity card and read aloud the directions. Draw attention to chart and say words and phrases to the first row in the chart. Model figuring out the range of wind speed for explain the range. a category 1 hurricane. (95 − 74 = 21) Gather books about hurricanes, and make sure students can find additional information online. Post the Focus INTERMEDIATE Words and encourage students to use them as they do the activity. Students can complete this sentence frame: I found the range of category hurricanes by Apply and Talk Together . Steps 1–4 Partners research hurricanes, complete a chart to display

ADVANCED wind speed data for the remaining categories (Category 3: 19 m.p.h., & HB © NGSP Students can use complete Category 4: 24 m.p.h.), and find the range between a Category 1 and sentences to explain how they Category 4 hurricane (155 – 74 = 81). Consider the Digital Option. found each range. Talk Together Partners share their charts in large groups and explain ADVANCED HIGH how they determined each range. (Responses should indicate that they Students can elaborate as they subtracted the lower speed from the upper speed.) Use Differentiate to discuss their chart and explain wind help students at each proficiency level discuss their charts. speed ranges. CHECK UNDERSTANDING After the activity, ask: Which category of hurricane has wind speeds of 123 miles per hour? (Category 3) 22 Level E Unit 4 Part 1 Name Date

Reading Comprehension Test Unit Test Directions: Read the poem. Then answer the questions about the poem. What’s Outside

Through the grassy fields I fly, flowers wave as I pass by. A butterfly with sails for wings is only one of many things

I see when out in nature’s world. An ant upon a leaf that’s curled is looking for some food to munch, reminding me it’s time for lunch!

And so I leave this pretty place. Through a swamp, toward home I race. As I step through the kitchen door, grass and mud fall to the floor.

Mom exclaims, “Oh me, oh dear! You’ve carried what’s outside in here!”

© National Geographic Learning, a part of Cengage Learning, Inc. Grade 4 Assessment A4.23 Unit 4 | Power of Nature Name Date

Reading Comprehension Test Unit Test

1 Which words from the poem are an example of personification? flowers wave I pass by pretty place home I race

2 Read this line from the poem.

Through the grassy fields I fly,

What does the word “fly” suggest about the speaker? The speaker has wings. The speaker is running fast. The speaker is in an airplane. The speaker has lost track of time.

3 Which line from the poem uses a metaphor? A butterfly with sails for wings is only one of many things An ant upon a leaf that’s curled is looking for some food to munch,

© National Geographic Learning, a part of Cengage Learning, Inc. Grade 4 Assessment A4.24 Unit 4 | Power of Nature Name Date

Reading Comprehension Test Unit Test

Directions: Read the story. Then answer the questions about the story. Last Walk on the Beach

I walked behind Inez, putting my feet into the footprints she made in the sand on our last walk together on the beach.

“Do you really have to go, Sandra?” she asked me for the one-millionth time. I gave her the same answer as always: “My dad’s company is leaving Florida. Our whole family has to move.”

We walked along silently while the blue-green waves wandered up the sand. They reached our toes and tickled our feet with foam. I breathed in the salty ocean air.

“Remember when you got stung by that jellyfish?” I asked Inez, and she laughed, remembering how she had to hop all the way home on one leg. We talked about the crab that chased us down the beach and remembered our friend Sid the seagull, who we fed bits of old bread.

“We’ve had too much fun here for it to end,” said Inez, and I knew she was right. Then and there we set a promise in stone. We would meet here again someday. In the meantime, we would send an e-mail to each other every single week, and Inez would attach pictures of the beach. This would always be our special place. For the first time all day, we both smiled.

© National Geographic Learning, a part of Cengage Learning, Inc. Grade 4 Assessment A4.25 Unit 4 | Power of Nature NOTES;

Name Date

LW: Please fix box in item 6 according to GLOBAL Reading Comp box specs Reading Comprehension Test Unit Test given in G4U3. 4 What is the main problem in the story? 6 Read this sentence from the story. LW PROD: Spacing in template is 1p0 before and after box. Please keep the Sandra has to move away. spacing visually equal. Then and there we set a promise in stone. Sandra gets stung by a jellyfish. GLOBAL Change it to 0p9 Sandra and Inez won’t be friends This means that the girls — anymore. chose a future meeting place . Sandra and Inez make a promise to meet again. wrote their promise on a stone. made a promise that would last.

5 Which words from the story are an example traded their favorite beach stones. of hyperbole? putting my feet into the footprints she 7 How do Sandra and Inez plan to solve the made problem of being apart from each other? she asked me for the one-millionth time by taking a last walk together blue-green waves wandered up the sand by promising to send e-mails often they reached our toes and tickled our feet by taking pictures of their favorite places by remembering some things that happened at the beach

8 Both the poem “What’s Outside” and the story “Last Walk on the Beach” are about the main characters’ appreciation of what’s around them. How are the poem and the story different? Use details from both to support your answer.

© National Geographic Learning, a part of Cengage Learning, Inc. Grade 4 Assessment A4.26 Unit 4 | Power of Nature

A4p23-28_93964_RCUT.indd 26 25/06/15 8:31 AM Name Date

Reading Comprehension Test Unit Test

Directions: Read the article. Then answer the questions about the article. to m SChasersr In the center of the United States, there is an area called Tornado Alley. It stretches from Texas into South Dakota. It is called Tornado Alley because so many tornadoes sweep through the area every year. There are many people who live in Tornado Alley. Scientists are working on better ways to warn people when a tornado is coming.

A tornado is a spinning cone of air that can destroy anything in its path. People need to be warned when a tornado is coming. That way, they can find shelter or leave the area. However, it is very hard to know when and where tornadoes will form. To learn more about tornadoes, scientists have to find them first. That is where storm chasers can help.

Storm chasers are people who try to find tornadoes. They drive trucks or vans that carry tools used to measure tornadoes. The storm chasers can get much better information from up close than machines can from far away. Storm chasers need the help of people called spotters. When spotters see weather that could make a tornado, they call the storm chasers.

Storm chasing can be very dangerous. Still, it may be worth the danger. The information chasers gather can help keep people safe.

© National Geographic Learning, a part of Cengage Learning, Inc. Grade 4 Assessment A4.27 Unit 4 | Power of Nature Name Date

Reading Comprehension Test Unit Test

9 What is one way the scientists’ work can help 11 Why do storm chasers use spotters? people who live in Tornado Alley? Spotters warn storm chasers to stay Scientists can make tornadoes away. less harmful. Spotters help storm chasers see the sky Scientists can learn where more clearly. tornadoes travel. Spotters allow storm chasers to use Scientists can provide more shelters fewer tools. for people. Spotters allow storm chasers to Scientists can warn people earlier to leave get closer to tornadoes. the area. 12 Which piece of evidence best supports the 10 Which reason best supports the opinion that opinion that storm chasing is worth the storm chasing is exciting? danger? People should leave the area during Storm chasers get as close to tornadoes as a tornado. they can. Spotters watch the sky for signs of Storm chasers gather information that can a storm. help keep people safe. It is only done during storms. Storm chasers can get better information than faraway machines can. It has the thrill of danger. Storm chasers drive in trucks or vans that carry tools to measure tornadoes.

13 Why do scientists want to learn more about tornadoes? Use details from the article to support your answer.

Score /13

© National Geographic Learning, a part of Cengage Learning, Inc. Grade 4 Assessment A4.28 Unit 4 | Power of Nature Grade 4

Week 5 Day 5

Storm Chasers

Answer Guide

1) D 2) D 3) D 4) B 5) Scientists want to learn more about tornadoes so that they can give people enough time to be warned and get to safety.