Read Each Sentence and Circle the Pronoun. Write S on the Line If It Is a Subject Pronoun

Grammar: Subject and Object Pronouns Name

• A subject pronoun takes the place of a noun in the subject of a sentence. Subject pronouns include I, you, he, she, it, we, and they. • An object pronoun takes the place of a noun that follows an action verb or a preposition. Object pronouns include me, you, him, her, it, us, and them.

Read each sentence and circle the pronoun. Write S on the line if it is a subject pronoun. Write O if it is an object pronoun.

1. My mom does not like him.

2. I read a chapter every night.

3. Sometimes they go to the zoo together.

4. Will the captain say hello to us?

5. You can ride in the car with Jessie.

6. The girl did not invite them to the party.

7. Laurie gave the book to me.

8. It can run on batteries.

9. That ball almost hit you!

Grammar • Grade 4 • Unit 4 • Week 2 81 Grammar: Refl exive Pronouns Name

• A subject pronoun takes the place of a noun in the subject of a sentence. An object pronoun takes the place of a noun that follows an action verb or a preposition. • A refl exive pronoun is an object pronoun that renames the subject and ends in -self or -selves. Examples include myself, herself, yourselves, and themselves. • A refl exive pronoun is used when the subject and object of a sentence refer to the same person or thing.

Circle the correct refl exive pronoun in parentheses to complete each sentence.

1. I almost hurt (myself / yourself) while walking down the stairs.

2. The cat licked (itself / themselves) after eating dinner.

3. My dad bought (herself / himself) a hot dog at the game.

4. Lila and Raul did all of the work (ourselves / themselves).

5. Did you both get (yourself / yourselves) some ice cream? Inc. Companies, McGraw-Hill © The Copyright

6. She watched (herself / myself) in the mirror across the dance fl oor.

7. We helped (ourselves / yourselves) to the fresh lemonade.

8. The snake coiled (himself / itself) into a tight ball.

9. Put (yourself / themselves) in my position.

10. I fi nd (herself / myself) wanting to help you.

82 Grammar • Grade 4 • Unit 4 • Week 2 Grammar: Subject and Object Pronouns Name

• Use a subject pronoun when replacing the subject of a sentence or a noun that follows a form of the verb to be. • Use an object pronoun after an action verb or a preposition. • Do not use a refl exive pronoun in place of a personal pronoun. Do not add -self or -selves to a subject pronoun.

Read each sentence. On the line, rewrite the sentence using correct subject and object pronouns.

1. I didn’t realize it at fi rst, but my cousin is him.

2. Myself am very excited to see the movie.

3. Do you want to travel with we in the car?

4. Them brought fl owers in from outside.

5. It was her who scored the highest on the test.

Grammar • Grade 4 • Unit 4 • Week 2 83 Grammar: Proofread Name

• A subject pronoun takes the place of a sentence’s subject or a noun that follows a form of the verb to be. • An object pronoun takes the place of a noun that follows an action verb or a preposition. • A refl exive pronoun renames the subject and ends in -self or -selves. It is used when the subject and object of a sentence refer to the same person or thing. • Do not use a refl exive pronoun in place of a personal pronoun. Do not add -self or -selves to a subject pronoun.

Rewrite the paragraphs below, correcting mistakes in subject and object pronouns.

1. My mom and me went to the mall yesterday to buy my dad a birthday gift. Ourselves had no idea what to get him. Then I thought to myself that him really loves airplanes. I bought a model airplane at the hobby shop there and smiled the whole way home! Copyright © The McGraw-Hill Companies, Inc. Companies, McGraw-Hill © The Copyright

2. It was sunny. My brother and me ran outside and sat in the grass while ourselves waited for my dad. Suddenly, the car pulled into the driveway. It was him! Now us could fi nally all go to the park.

84 Grammar • Grade 4 • Unit 4 • Week 2 Grammar: Subject and Object Pronouns Name

A. Circle the pronoun in parentheses that correctly completes each sentence.

1. (She / Herself) was thrilled to see me.

2. We couldn’t stop (themselves / ourselves) from laughing.

3. The winner was (he / him)!

4. Carrie is going to visit (they / them) next month.

5. My kitten makes (herself / itself) comfortable.

6. They followed (us / we) to the museum.

B. Circle the letter of the sentence that is written correctly.

7. a. I thought us were going to get some lunch. b. Herself found the hidden entrance. c. I solved it myself! d. Do you want to go with he?

Grammar • Grade 4 • Unit 4 • Week 2 85 Name: Class:

Lazy Anansi By Ghanian Folktale

In this folktale from Ghana, a country in West Africa, a lazy spider named Anansi learns an important lesson. As you read, take notes on how Anansi interacts with his friends.

[1] There was a spider called Anansi. Anansi was too lazy to cook his own food. Instead, he used to visit his friends and eat the delicious1 food they had cooked.

One day, Anansi was passing Rabbit's house when he smelled green vegetables cooking. He was very excited. Rabbit said to Anansi, “They're not quite ready yet. You can help me to wash up while we wait.” Anansi replied, “Sorry, I have things to do. I'll come back later.”

"untitled" by Dev Leigh is licensed under CC0 “How will I call you when they're ready?” asked Rabbit. Anansi thought for a minute. “I'll spin a web,” he said. “I'll tie one end around my leg and one end to your pot. When the greens are ready, pull on the web string. I'll come right away.” So Anansi tied the web to the pot, and walked on.

Anansi saw Monkey and his wife, cooking beans in a large pot. “Come and join us! The beans are nearly ready.” Monkey said. Anansi replied, “Sorry, I have things to do. Let me tie one end of this web around my leg and one end to your pot. When the beans are ready, pull on the web string, and I'll come.”

[5] As Anansi walked by Warthog's house, he smelled sweet potatoes. Warthog told Anansi, “My pot is full of sweet potatoes and honey! Come and share my food with me. Take this fork and help me to stir it.” Anansi replied, “I'll come back later. Let me tie one end of this web around my leg and one end to your pot. When the sweet potatoes are ready, pull on the web string, and I'll come.”

By the time Anansi arrived at the river, each of his eight legs was tied to a pot of delicious food. Then, Anansi felt a pull on one of his legs. “Rabbit's food is ready!” Anansi thought, licking his lips.

He felt a second pull. And a third. And a fourth, fifth, sixth, seventh, eighth pull. Everyone was pulling on the web strings at the same time! “Stop! Stop!” he cried in pain, as his legs were stretched thinner and thinner. But no one could hear him.

Finally, the web strings could hold no longer. They snapped, one by one. Anansi rolled into the river to soothe his painful legs. But his legs would not return to their normal shape. Anansi was too embarrassed to go to any of his friends that day.

1. Delicious (adjective): pleasant to taste 1 Ghanaian folktale Author - Ghanaian folktale Illustration - Wiehan de Jager Language - English Level - Longer paragraphs © African Storybook Initiative 2014 Creative Commons: Attribution 4.0 Source

2 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: What is the main theme of the fable? A. People who are lazy don’t get to benefit from others’ hard work. B. Sometimes people take advantage of the kindness of their friends. C. Sharing food with others is a good way to show that you care. D. People are less likely to share with you if you don’t help them in some way.

2. PART B: Which detail from the text best supports the answer to Part A? A. “‘I'll tie one end around my leg and one end to your pot. When the greens are ready, pull on the web string. I'll come right away.’” (Paragraph 3) B. “By the time Anansi arrived at the river, each of his eight legs was tied to a pot of delicious food. Then, Anansi felt a pull on one of his legs.” (Paragraph 6) C. “And a fourth, fifth, sixth, seventh, eighth pull. Everyone was pulling on the web strings at the same time!” (Paragraph 7) D. “But his legs would not return to their normal shape. Anansi was too embarrassed to go to any of his friends that day.” (Paragraph 8)

3. Which is the best summary of the fable? A. A spider’s friends work together to punish their lazy friend who never helps them. B. A spider’s legs are stretched out when he’s too lazy to help his friends prepare food. C. A spider doesn’t know how to cook for himself, but his friends are there to help him out. D. A spider is embarrassed when all of his friends invite him to dinner at once.

4. How does paragraph 8 provide a conclusion for the fable? A. It reveals that Anansi’s friends never planned to let him eat their food without working. B. It shows how Anansi suffers consequences for not helping his friends prepare their food. C. It stresses how important it is for Anansi to learn how to make or catch his own food. D. It shows how Anansi is to blame for why all spiders are ugly.

3 5. Why do Anansi’s friends stretch his legs out?

4 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the story, Anansi doesn’t help his friends prepare food and ends up not getting to eat with them. Describe a time when you helped someone else and was rewarded for your actions.

2. In the story, Anansi doesn’t want to help his friends cook. Why is it important to help others? What do you think Anansi learned after having his legs stretched out? Describe a time when you learned an important lesson.

5 Name: Class:

The White Nights of Ramadan By Maha Addasi 2008

Maha Addasi was born and grew up in Kuwait, and now lives in Fairfax, Virginia. She is a children’s book author. In this short story, a Muslim family celebrates Girgian, a festival during Ramadan. Ramadan is the ninth month of the Muslim year, which is based on the phases of the moon, and Muslims do not eat or drink anything from sunrise to sunset. Girgian is a festival that Muslims celebrate in the middle of the month of Ramadan and it usually falls on a full moon. As you read, take notes on how the characters in the text celebrate Girgian.

Noor stared out her bedroom window at the rising moon. “It’s almost time,” she whispered and ran to tell her brothers.

“Look out the window!” Noor said. “The moon is almost full. The middle of Ramadan will soon be here.”

“And Girgian!” said Sam.

“Yes, and Girgian,” said Noor.

"After iftar, Noor and her brothers got ready." by Ned Gannon is Sam and Dan smacked their hands in a high five used with permission. and sang, “Girgian! O Girgian! Candy! O candy!”

“Look! I’m a musaher,” said Sam, banging his drum.

The musaher walked through their neighborhood before dawn, beating his drum to wake people up for the suhoor meal.[1] Sometimes the musaher even left gifts.

“Well, my musaher,” said Noor, “we’d better get busy and make the candy.”

In the kitchen, Noor mixed honey with powdered sugar, then Mom heated the mixture to make a glaze[2] for the nut brittle. Grandmother shelled pistachios, Mom roasted them, then stirred the nuts into the glaze. Once the mixture was spread on the table, Noor’s father and grandfather took turns, with a special mallet,[3] and chipped the roasted-nut brittle into small pieces. Sam and Dan wrapped the candy in cellophane,[4] and Mom helped them tie colorful ribbons around each cluster. Finally, the candy was placed in the treat basket.

“Now we must decorate the bags,” said Noor. “Beautiful bags mean more candy!”

Noor and her brothers painted their canvas bags with bright colors. When the bags were dry, they glued colorful beads on them. Then Noor threaded yellow ribbon through the slits at the top of Dan’s bag and tied it around his waist.

1 “I’ll take green ribbons!” Sam said.

For her own bag, Noor chose ribbons of red and gold, her favorite colors. Then it was time to try on her fancy dress.

Noor twirled in front of the mirror. The color of the dress was so bright that Noor thought she could see the red with her eyes closed.

That night, Noor was too excited to sleep. She kept checking the candy and the fanouses, special Ramadan lanterns that would light up their path for Girgian. No one needed a musaher that night; the whole family was up well before dawn.

Noor ate dates at suhoor. Then she snuggled next to her grandmother. “I love Ramadan,” she said.

“Ramadan can be fun,” said her grandmother. “But remember that the true meaning of Ramadan is spending time with family and sharing with those less fortunate.”

“Yes,” said Noor, “that is Ramadan.”

As sunlight streamed through the windows, Noor knew she had to keep busy until sunset. She read the Koran.[5] She prayed the midday prayer, then the afternoon prayer. She wondered if the clock had stopped.

Finally, the sun set and Noor joined her family to break her fast at iftar.[6] She had not had anything to eat or drink since suhoor. Sam and Dan, who were too young to fast, finished eating quickly.

After iftar, Noor and her brothers got ready. Sam and Dan dressed in their traditional dishdashas.[7] “You look very handsome,” said their grandmother.

Then Noor came down the stairs wearing her fancy dress.

“You look beautiful!” said her mother.

Noor’s heart beat as fast as the drums of the musaher himself as she held up her brass fanous. Dad snapped many pictures. Noor and her brothers tied their bags in place, and with Grandfather by their side, they went on their Girgian walk.

Everywhere she looked, Noor saw children in shimmering[8] costumes. She heard singing throughout the neighborhood. Colorful fanouses lit the night. It’s no wonder that the middle days of the month are known as the “three whites,” Noor thought. With the full moon in the sky, it all made sense to her now. She decided that Girgian should be called the “white nights of Ramadan.”

Dan knocked at the first door, and Sam, who had insisted on strapping his drum around his neck, stood at attention. When the neighbor opened the door, Noor and Dan sang, “Girgian! O Girgian!”

Sam beat his drum. “I’m the new musaher,” he announced. The neighbor laughed and dropped candy in their bags.

2 By the end of the night, the crinkly cellophane stuck out of their candy bags like flowers in a vase.

“I’ll be musaher for two more nights!” Sam said.

When Noor and her brothers returned home with their sweet treasures, their mother was waiting with a food basket for the poor. “Now comes the time for sharing,” she said and handed the basket to Noor.

As Noor and her grandfather walked to the mosque[9] to deliver the basket, she remembered what her grandmother had said about Ramadan. She took her grandfather’s hand and turned her eyes to the sky.

“Look at the Ramadan moon, Grandpa,” Noor said. “Isn’t it beautiful?”

“It certainly is beautiful, my Noor,” her grandfather said. “It certainly is.”

3 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: What is the theme of the “The White Lights of Ramadan”? A. While holidays can be fun, it’s important to remember their true meaning. B. Children often forget the true purpose of holidays and focus on the celebration. C. Holidays have changed over the years and moved away from their traditions. D. While many people celebrate holidays, they rarely understand what they mean.

2. PART B: Which detail from the text best supports the answer to Part A? A. “Sam and Dan smacked their hands in a high five and sang, ‘Girgian! O Girgian! Candy! O candy!’” (Paragraph 5) B. “‘But remember that the true meaning of Ramadan is spending time with family and sharing with those less fortunate.’” (Paragraph 17) C. “Everywhere she looked, Noor saw children in shimmering costumes. She heard singing throughout the neighborhood.” (Paragraph 25) D. “As Noor and her grandfather walked to the mosque to deliver the basket, she remembered what her grandmother had said about Ramadan.” (Paragraph 31)

3. Which of the following best describes how Noor is affected when she sees the moon on Girgian? A. She learns the true meaning of Girgian. B. She wishes that it was always Girgian. C. She no longer feels afraid of the dark. D. She understands the meaning of “three whites.”

4. What do paragraphs 6-14 contribute to the overall structure of the story? A. They offer additional information about how the children feel about Girgian. B. They illustrate how families honor the true meaning of the holiday. C. They provide details of how families prepare for Girgian. D. They give information about the history of the holiday.

5. How does the conversation with her grandmother in paragraph 17 affect Noor? Use details from the story in your answer.

4 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Ramadan is a holiday that is about spending time with family and helping those in need. Describe a holiday that you celebrate that is similar. What is the holiday and how do you celebrate it?

2. In the story, the narrator discusses a festival that Muslims celebrate. How do you think festivals can help bring people together? Describe a holiday or festival that you share with others. How does celebrating it make you feel.

3. In the story, the narrator learns the true meaning of Ramadan. How does she learn the meaning? What holidays do you celebrate? What have you learned about their meaning? How did you learn about it?

5 Name: Class:

The Little Red Hen By Florence White Williams 1918

Florence White Williams (1895–1953) was an artist and illustrator, and is most famous for her retelling of the folktale “The Little Red Hen.” This story is an old folktale, meaning it has been passed down orally from generation to generation. The story most likely came from Russia, but it became popular in the United States in the 1940s. As you read, identify details that reveal the traits of the characters.

[1] A Little Red Hen lived in a barnyard. She spent almost all of her time walking about the barnyard in her picketty-pecketty fashion,1 scratching everywhere for worms.

She dearly loved fat, delicious worms and felt they were absolutely necessary to the health of her children. As often as she found a worm she would call “Chuck-chuck-chuck!” to her chickies.

When they were gathered about her, she would distribute2 choice morsels3 of her tid-bit. A busy little body was she!

A cat usually napped lazily in the barn door, not even bothering herself to scare the rat who ran here and there as he pleased. And as for the pig who lived in the sty4 — he did not care what happened so long as he could eat and grow fat.

[5] One day the Little Red Hen found a Seed. It was a Wheat Seed, but the Little Red Hen was so "The Little Red Hen" by in pastel is licensed under CC BY 2.0. accustomed to bugs and worms that she supposed this to be some new and perhaps very delicious kind of meat. She bit it gently and found that it resembled a worm in no way whatsoever as to taste although because it was long and slender,5 a Little Red Hen might easily be fooled by its appearance.

Carrying it about, she made many inquiries6 as to what it might be. She found it was a Wheat Seed and that, if planted, it would grow up and when ripe it could be made into flour and then into bread.

1. way 2. Distribute (verb): to divide and give out in shares 3. small bites of food 4. a pigpen 5. Slender (adjective): thin or skinny 6. Inquiry (noun): a question; the act of asking for information 1 When she discovered that, she knew it ought to be planted. She was so busy hunting food for herself and her family that, naturally, she thought she ought not to take time to plant it.

So she thought of the Pig — upon whom time must hang heavily and of the Cat who had nothing to do, and of the great fat Rat with his idle7 hours, and she called loudly:

“Who will plant the Seed?”

[10] But the Pig said, “Not I,” and the Cat said, “Not I,” and the Rat said, “Not I.”

“Well, then,” said the Little Red Hen, “I will.”

And she did.

Then she went on with her daily duties through the long summer days, scratching for worms and feeding her chicks, while the Pig grew fat, and the Cat grew fat, and the Rat grew fat, and the Wheat grew tall and ready for harvest.

So one day the Little Red Hen chanced to notice how large the Wheat was and that the grain was ripe, so she ran about calling briskly:8 “Who will cut the Wheat?”

[15] The Pig said, “Not I,” the Cat said, “Not I,” and the Rat said, “Not I.”

“Well, then,” said the Little Red Hen, “I will.”

And she did.

She got the sickle from among the farmer’s tools in the barn and proceeded to cut off all of the big plant of Wheat.

On the ground lay the nicely cut Wheat, ready to be gathered and threshed,9 but the newest and yellowest and downiest of Mrs. Hen’s chicks set up a “peep-peep-peeping” in their most vigorous10 fashion, proclaiming to the world at large, but most particularly to their mother, that she was neglecting them.

[20] Poor Little Red Hen! She felt quite bewildered11 and hardly knew where to turn.

Her attention was sorely divided between her duty to her children and her duty to the Wheat, for which she felt responsible.

So, again, in a very hopeful tone, she called out, “Who will thresh the Wheat?”

7. Idle (adjective): lazy or inactive 8. Briskly (adverb): lively, quickly 9. to separate seeds from a plant 10. Vigorous (adjective): involving physical strength, effort, or energy 11. Bewildered (adjective): confused 2 But the Pig, with a grunt, said, “Not I,” and the Cat, with a meow, said, “Not I,” and the Rat, with a squeak, said, “Not I.”

So the Little Red Hen, looking, it must be admitted, rather discouraged, said, “Well, I will, then.”

[25] And she did.

Of course, she had to feed her babies first, though, and when she had gotten them all to sleep for their afternoon nap, she went out and threshed the Wheat. Then she called out: “Who will carry the Wheat to the mill to be ground?”

Turning their backs with snippy12 glee,13 that Pig said, “Not I,” and that Cat said, “Not I,” and that Rat said, “Not I.”

So the good Little Red Hen could do nothing but say, “I will then.” And she did.

Carrying the sack of Wheat, she trudged off to the distant mill. There she ordered the Wheat ground into beautiful white flour. When the miller brought her the flour she walked slowly back all the way to her own barnyard in her own picketty-pecketty fashion.

[30] She even managed, in spite of her load, to catch a nice juicy worm now and then and had one left for the babies when she reached them. Those cunning14 little fluff-balls were so glad to see their mother. For the first time, they really appreciated her.

After this really strenuous day Mrs. Hen retired to her slumbers earlier than usual — indeed, before the colors came into the sky to herald the setting of the sun, her usual bedtime hour.

She would have liked to sleep late in the morning, but her chicks, joining in the morning chorus of the hen yard, drove away all hopes of such a luxury.15

Even as she sleepily half opened one eye, the thought came to her that to-day that Wheat must, somehow, be made into bread.

She was not in the habit of making bread, although, of course, anyone can make it if he or she follows the recipe with care, and she knew perfectly well that she could do it if necessary.

[35] So after her children were fed and made sweet and fresh for the day, she hunted up the Pig, the Cat and the Rat.

Still confident that they would surely help her some day she sang out, “Who will make the bread?”

Alas for the Little Red Hen! Once more her hopes were dashed! For the Pig said, “Not I,” the Cat said, “Not I,” and the Rat said, “Not I.”

12. Snippy (adjective): sharp or rude 13. Glee (noun): joy, delight 14. Cunning (adjective): being sneaky to achieve something 15. Luxury (noun): a state of great comfort or a wealthy lifestyle 3 So the Little Red Hen said once more, “I will then,” and she did.

Feeling that she might have known all the time that she would have to do it all herself, she went and put on a fresh apron and spotless cook’s cap. First of all she set the dough, as was proper. When it was time she brought out the moulding board and the baking tins, moulded the bread, divided it into loaves, and put them into the oven to bake. All the while the Cat sat lazily by, giggling and chuckling.

[40] And close at hand the vain Rat powdered his nose and admired himself in a mirror.

In the distance could be heard the long-drawn snores of the dozing Pig.

At last the great moment arrived. A delicious odor was wafted upon the autumn breeze. Everywhere the barnyard citizens sniffed the air with delight.

The Red Hen ambled in her picketty-pecketty way toward the source of all this excitement.

Although she appeared to be perfectly calm, in reality she could only with difficulty restrain an impulse to dance and sing, for had she not done all the work on this wonderful bread?

[45] Small wonder that she was the most excited person in the barnyard!

She did not know whether the bread would be fit to eat, but — joy of joys! — when the lovely brown loaves came out of the oven, they were done to perfection.

Then, probably because she had acquired the habit, the Red Hen called: “Who will eat the Bread?”

All the animals in the barnyard were watching hungrily and smacking their lips in anticipation,16 and the Pig said, “I will,” the Cat said, “I will,” the Rat said, “I will.”

But the Little Red Hen said,

[50] “No, you won’t. I will.”

And she did.

THE END

“The Little Red Hen” by Florence White Williams (1918) is in the public domain.

16. Anticipation (noun): nervous excitement for something that is happening soon 4 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following statements best describes a theme of the text? A. Only those who participate deserve to enjoy the rewards of hard work. B. It is difficult to be both a parent and a worker. C. The benefits of hard work are best when shared with all. D. Sometimes important discoveries happen when you least expect them.

2. PART B: Which of the following quotes from the text best illustrates the theme? A. “She found it was a Wheat Seed and that, if planted, it would grow up and when ripe it could be made into flour and then into bread.” (Paragraph 6) B. “Of course, she had to feed her babies first, though, and when she had gotten them all to sleep for their afternoon nap, she went out and threshed the Wheat.” (Paragraph 26) C. “Still confident that they would surely help her some day” (Paragraph 36) D. “in reality she could only with difficulty restrain an impulse to dance and sing, for had she not done all the work on this wonderful bread?” (Paragraph 44)

3. PART A: What does the word “strenuous” mean as it is used in paragraph 31? A. difficult and tiring B. stressful and unpleasant C. rewarding and enjoyable D. confusing and complicated

4. PART B: Which phrase from the text best supports the answer to Part A? A. “For the first time, they really appreciated her.” (Paragraph 30) B. “Mrs. Hen retired to her slumbers earlier than usual” (Paragraph 31) C. “before the colors came into the sky to herald the setting of the sun” (Paragraph 31) D. “but her chicks... drove away all hopes of such a luxury.” (Paragraph 32)

5. Compare and contrast the characters of Mrs. Hen and the other barnyard animals, using specific examples from the text.

5 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. When have you had to work hard on your own to achieve something? How did you feel after accomplishing the difficult task?

2. In the context of this text, what is fair? Do you think it was fair of Mrs. Hen not to share the bread at the end? Why or why not? Use examples from your life or other literature you have read in your answer.

3. In the context of the text, why do people succeed? Use examples from your life or other literature you have read in your answer.

4. What other ways could Mrs. Hen have taught Rat, Cat, and Pig their lesson? What are some different, or even better, ways to show that hard work pays off?

6 Name: Class:

The Long March By Peggy King Anderson 2002

In 1838, the Potawatomi Indians were forced to leave their homelands and move far away. This text tells the story of one girl during that terrible event. As you read, take notes on the challenges that Equa-Ke-Sec faces.

In 1838 the Potawatomi Indians were forced to leave their homelands and move west.

[1] Equa-Ke-Sec tried to calm her fears as the soldier stood in the clearing, ordering her family to leave their home. Even though she was a child, she was about to begin the longest walk of her life, a journey of more than six hundred miles.

Why was this happening?

Thousands of settlers from the east were beginning to move farther west, and they wanted land. President Andrew Jackson had just "Trail of Death Warren County" by Huw Williams is in the public domain. approved the Indian Removal Act, which called for resettling Native Americans on land west of the Mississippi River. Over the next several years, many tribes, including the Potawatomi, were forced to leave their homelands.

On that hot September day in 1838, soldiers came to the beautiful Niles Valley in Michigan where Equa- Ke-Sec lived with her mother, father, sister, and other tribal members. The soldiers gave them fifteen minutes to collect what they could carry on their backs and leave. Equa-Ke-Sec and her family were sad and frightened. They were told that if they didn’t hurry, their village would be burned.

[5] Some of the soldiers felt bad about what was being done to the Potawatomi, but others pushed the people along with the butts of their rifles.1 By the second night of their journey, Equa-Ke-Sec was more tired than she had ever been before.

The soldiers stopped at a place called Mud Creek. Equa-Ke-Sec missed the great lake her family had lived by in Michigan. For hundreds of years, her family had fished for trout in the lake and in the nearby St. Joseph River.

But here there was no sound of running water. Mud Creek was only a trickle, barely enough to quench her thirst.

1. a gun 1 The soldiers divided the Potawatomi into small groups and gave each a portion of cornmeal. Equa-Ke- Sec’s mother stirred this into boiling water to make a kind of mush for dinner. Equa-Ke-Sec was so tired she could barely eat.

By the next day many children and some of the older people were too sick to walk. They were put into baggage wagons and carried along. Equa-Ke-Sec sometimes felt ill, but she was determined not to go into the sick wagon. The wagons were crowded, stuffy, and smelly — the cloth covering held in the heat. And she could hardly bear the sight of the jail wagon where the tribal chiefs were forced to ride. It was almost like a cage.

[10] They passed through many towns on their journey. Sometimes the townspeople were kind to them. In Rochester, Indiana, people made hoecakes, or corn pancakes, for the hungry Potawatomi. And in Jacksonville, Illinois, the town band played, and the mayor came out to give candy to Equa-Ke-Sec and the other children.

But as the journey continued, the drought that had dried up Mud Creek got worse. Sometimes when the soldiers stopped for the night, Equa-Ke-Sec could not quench her thirst at all. The only water was from stagnant2 ponds or muddy creeks, which even the horses refused to drink.

Finally, the weather changed. One day as she walked along, it began to pour. Equa-Ke-Sec held her face up to the rain, eagerly drinking fresh cool drops of water.

By now it was late October, and the weather quickly grew colder. One day it snowed. Many of the people were barefoot, their moccasins worn through from the long march. It was almost a week before the soldiers could get shoes for the shivering, footsore tribe.

Finally, on November 4, 1838, after more than six hundred miles of hard travel, Equa-Ke-Sec and her tribe reached Pottawatomie Creek in Kansas, but a short time later moved to their final destination, Sugar Creek. They arrived during a snowstorm. Their friends, the Osage Indians, didn’t have enough shelter for them. Equa-Ke-Sec’s family hung animal skins from the stone banks along Sugar Creek and huddled under them to stay warm.

[15] Equa-Ke-Sec had survived the long march. That year she and her sister went to school at the Sugar Creek Mission. Equa-Ke-Sec was now called Theresa Slavin, but she did not forget what had happened. When she grew up, married, and had her own daughter, she told her about the long sad journey of their tribe. Because so many people had died along the way, the Potawatomi called it the Trail of Death.

The story was passed on from mother to child for three generations. Finally, a young girl named Virginia was told the story by her mother. Virginia Pearl, CSJ, a Catholic sister, is the great- granddaughter of Equa-Ke-Sec and a member of the Citizen Band Potawatomi in Oklahoma. She tells Equa-Ke-Sec’s story whenever she has the chance. It is her hope that people will always remember that long-ago journey so that such a sad thing will never happen again.

“It helps me to remember Equa-Ke-Sec’s courage3 when hard things happen to me,” Sister Pearl says. “May her story help you have courage when anything hard happens to you on your journey.”

3 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which sentence describes the main idea of the text? A. When the Potawatomi Indians were forced from their home in 1883, they were able to keep their lifestyle in their new home. B. When the Potawatomi Indians were forced from their home in 1883, they discovered a part of the country that they really loved. C. When the Potawatomi Indians were forced from their home in 1883, they faced terrible challenges on the long march and in their new home. D. When the Potawatomi Indians were forced from their home in 1883, they died from sickness and starvation before their reached their new home.

2. PART B: Which detail from the text best supports the answer to Part A? A. “Thousands of settlers from the east were beginning to move farther west, and they wanted land.” (Paragraph 3) B. “The soldiers divided the Potawatomi into small groups and gave each a portion of cornmeal.” (Paragraph 8) C. “Sometimes when the soldiers stopped for the night, Equa-Ke-Sec could not quench her thirst at all. The only water was from stagnant ponds or muddy creeks” (Paragraph 11) D. “The story was passed on from mother to child for three generations. Finally, a young girl named Virginia was told the story by her mother.” (Paragraph 16)

3. Why was Equa-Ke-Sec determined to avoid the wagons? A. She wanted to walk with her family. B. She wanted to feel the rain when it started. C. She saw wagons that looked hot and crowded and were filled with sick people. D. She saw wagons that had space, but she saved those for people who were sicker than she was.

4. What effect did the move have on Equa-Ke-Sec? A. She lost her whole family. B. She had to eat a different kind of fish. C. She had to leave her favorite pair of shoes behind. D. She had to change many things, including her name.

5. How does the author of the text organize the information? A. She presents a few stories that her great-grandmother told her. B. She presents the stories of several tribes that were forced from their homes. C. She presents details about one girl’s experiences being forced from her home. D. She presents a debate about whether it was right to force the Native Americans to move.

4 6. How does the Trail of Death change Equa-Ke-Sec’s life?

5 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. How does this story of the Long March make you feel? Why is it important to remember it?

2. How did Equa-Ke-Sec show bravery? When is a time in your life that you showed bravery? When have you overcome challenges in your life?

6 Lesson 13.1 Name

Perimeter Measurement and Data— 4.MD.A.3 Essential Question How can you use a formula to find the perimeter of a rectangle? MATHEMATICAL PRACTICES MP1, MP7, MP8

UnlockUnlock thethe ProblemProblem

Julio is putting a stone border around his rectangular • Circle the numbers you will use. garden. The length of the garden is 7 feet. The width • What are you asked to find? of the garden is 5 feet. How many feet of stone border does Julio need?

Perimeter is the distance around a shape.

To find how many feet of stone border Julio needs, find the perimeter of the garden.

Use addition.

Perimeter of a Rectangle = length + width + length + width 7 + 5 + 7 + 5 = _ 7 ft The perimeter is _ feet. So, Julio needs _ feet of stone border.

Use multiplication. 5 ft A Find Perimeter of a Rectangle B Find Perimeter of a Square Perimeter = (2 × length) + (2 × width) Perimeter = 4 × one side 8 cm 16 in.

12 cm 12 cm 16 in. 16 in.

16 in. 8 cm Perimeter = 4 × 16 Perimeter = (2 ×12) + (2 × 8) = _ = 24 + 16 So, the perimeter is _ inches. = _ Math MATHEMATICAL PRACTICES 7 So, the perimeter is _ centimeters. Talk Identify Relationships How is using addition and using multiplication to find the

Chapter 13 717 Use a Formula A formula is a mathematical rule. You can use a formula to find perimeter.

P= × l ) + × w ) ( 2 ( 2 width ↑ ↑ ↑ perimeter length width length

Example Find the perimeter of the rectangle.

P = (2 × l ) + (2 × w ) 14 m = (2 × _ ) + (2 × _ ) Think: Write the measures you know. = _ + _ Think: Do what is in parentheses first. 18 m = _ The perimeter of the rectangle is __.

1. Can you use the Distributive Property to write the formula P = (2 × l ) + (2 × w ) another way? Explain.

Try This! Write a formula for the perimeter of a square.

Use the letter _ for perimeter. Use the letter _ for the length of a side.

Formula: _____

2. Justify the formula you wrote for the perimeter of a square. © Houghton Mifflin Harcourt Publishing Company

718 Name Formulas for Perimeter MATHMMATH Rectangle: ShareShare and and Show Shhhowhow BOARDB P = (2 × l ) + (2 × w) or P = 2 × (l + w) 1. Find the perimeter of the rectangle. Square: P = (_ × _) + (_ × _) P = 4 × s

= (_ × _) + (_ × _) 8 ft = _ + _

= _ 4 ft The perimeter is _ feet.

Find the perimeter of the rectangle or square. 2. 4 yd 3. 4.

42 m 4 m

16 yd 110 m 4 m

_ yards _ meters _ meters Math Talk MATHEMATICAL PRACTICES 8 Draw Conclusions Can you use the formula P = (2 × l) + (2 × w) to OnOn YourYour OwnOwn find the perimeter of a square? Explain. Find the perimeter of the rectangle or square. 5. 34 in. 6. 7. 21 m 20 in. 116 ft 116 ft 42 m

_ inches _ feet _ meters

DEEPER MATHEMATICAL 1 8. Robert wants to put lights around 9. PRACTICE Analyze What is the side length the edge of his yard. The yard is 40 feet long of a square with a perimeter of 60 meters? and 23 feet wide. How many yards of lights does he need?

Area Measurement and Data— 4.MD.A.3 Essential Question How can you use a formula to find the area of a rectangle? MATHEMATICAL PRACTICES MP3, MP6, MP7

UnlockUnlock thethe ProblemProblem

The base, b, of a two-dimensional figure can be any side. The height, h, is the measure of a perpendicular line segment from the base to the top of the figure. Perpendicular lines and perpendicular line segments form right angles. h h b b b h Area is the number of square units needed to cover a flat surface without gaps or overlaps. A square unit is a square that is 1 unit long and 1 unit wide. To find the area of a figure, count the number of square units inside the figure. 1 unitunit 1 unitunit 1 unitunit How are the base, height, and area of a rectangle related? 1 unitunit Complete the table to find the area.

FigureFigure B Basease HeightHeight AreaArea

5 unitsunits

1. What relationship do you see among the base, height, and Math MATHEMATICAL PRACTICES 7 area? Talk Look for Structure How do you decide which side of a rectangle to use as the base? 2. Write a formula for the area of a rectangle. Use the letter A for area. Use the letter b for base. Use the letter h for height.

Chapter 13 723 Use a Formula You can use a formula to find the area. A = b × h You can think of the base and height of a rectangle ↑ ↑ ↑ height as length (l) and width (w), area base height since the length and width base are perpendicular. You can write the formula for the Examples Use a formula to find the area of a area (A) of a rectangle as A = l × w. rectangle and a square.

A 6 ft B 2 m

2 ft 2 m

A = b × h A = b × h

= _ × _ = _ × _

= _ = _

The area is ___. The area is ___.

Try This! Write a formula for the area of a square.

Use the letter _ for area. Use the letter _ for the length of a side.

Formula: _____

MATHM ShareShare and and Show Shhhow BOARDBBOARD

1. Find the area of the rectangle. A = b × _ 11 cm = _ × _ = __ 13 cm © Houghton Mifflin Harcourt Publishing Company

724 Name Formulas for Area Rectangle: Square: A = b × h A = s × s Find the area of the rectangle or square.

2. 7 in. 3. 4. 8 ft 2 in. 9 m 9 m 14 ft

Math Talk MATHEMATICAL PRACTICES 6 Explain how to find the OnOn YourYour OwnOwn area of a square if you only know the length of one side is 23 feet. Find the area of the rectangle or square.

5. 6. 7. 2 cm

13 ft 13 yd 20 cm 5 ft 13 yd

Practice: Copy and Solve Find the area of the rectangle.

8. base: 16 feet 9. base: 9 yards 10. base: 14 centimeters height: 6 feet height: 17 yards height: 11 centimeters

DEEPER MATHEMATICAL 2 11. Terry’s rectangular yard is 15 12. PRACTICE Reason Quantitatively meters by 18 meters. Todd’s rectangular yard Carmen sewed a square baby quilt that is 20 meters by 9 meters. How much greater measures 36 inches on each side. What is is the area of Terry’s yard than Todd’s yard? the area of the quilt? © Houghton Mifflin Harcourt Publishing Company

Chapter 13 • Lesson 2 725 Lesson 13.4 Name

Find Unknown Measures Measurement and Data— 4.MD.A.3 Essential Question How can you find an unknown measure of a rectangle given its area or perimeter? MATHEMATICAL PRACTICES MP2, MP4, MP7

UnlockUnlock thethe ProblemProblem

Tanisha is painting a mural that is in the shape of a rectangle. The mural covers an area of • What do you need to find? 54 square feet. The base of the mural measures

9 feet. What is its height? • What information do you know?

Use a formula for area.

Example 1 Find an unknown measure given the area. RECORD MODEL

Think: Label the measures you know. Use the model to write an equation and solve. n Use for the unknown. _ = _ _ Write the formula for area.

_ = _ _ Use the model to write an equation. A = ___ h = _ 54 = 9 × _ What times 9 equals 54?

The value of n is _ . 9 Think: n is the height of the mural. b = __ Math Talk MATHEMATICAL PRACTICES 2 So, the height of the mural is _ feet. Reason Abstractly How can you use division to find an unknown factor? 1. What if the mural were in the shape of a square with an area of 81 square feet? What would the height of the mural be? Explain.

2. Explain how you can find an unknown side length of any square, when given only the area of the square.

Chapter 13 737 Example 2 Find an unknown measure given the perimeter.

Gary is building an outdoor pen in the shape of a rectangle for his dog. He will use 24 meters of fencing. The pen will be 3 meters wide. How long will the pen be?

Use a formula for perimeter. MODEL RECORD

Think: Label the measures you know. Use the model to write an equation and solve. Use n for the unknown. P = ( 2 × l ) + ( 2 × w ) w = ___ = ( _ _ ) + ( _ _ ) _ = ( _ _ ) + _ l = _

Think: (2 × n) is an unknown addend. P = __ 24 = _ + 6 Think: What is 24 − 6? The value of (2 × n) is 18. To find the value of n, find the unknown factor. 2 × _ = 18 The value of n is _.

Think: n is the length of the pen. So, the pen will be __ long.

Check that you are using the correct formula. Are you given Try This! The perimeter of a square is 24 feet. Find the side the area or the perimeter? length.

Draw a model. Write an equation.

P = 4 × s © Houghton Mifflin Harcourt Publishing Company

738 Name

MATHMMATH ShareShare and and Show Shhhowhow BOARDB

1. Find the unknown measure. The area of the rectangle is 36 square feet. A = b × h 3 ft _ = b × _ ? The base of the rectangle is __ . Find the unknown measure of the rectangle. 2. 3. 9 in. 4. 5 m ? ? ? 12 cm

Perimeter = 44 centimeters Area = 108 square inches Area = 90 square meters width = ___ height = ___ base = ___ Math Talk MATHEMATICAL PRACTICES 2 Represent a Problem Explain how using the area formula helps you find the base of a rectangle when you know its OnOn YourYour OwnOwn area and height.

5. 6. 7. 8 ft ? ? ?

5 yd 9 cm Perimeter = 34 yards Area = 96 square feet Area = 126 square centimeters length =__ base =__ height = ___

8. DEEPER A square has an area of 49 square inches. Explain how to find the perimeter of the square.

Chapter 13 • Lesson 4 739 PROBLEM SOLVING Name Lesson 13.5 Problem Solving • Find the Area Essential Question How can you use the strategy solve a simpler Measurement and Data— problem to solve area problems? 4.MD.A.3 MATHEMATICAL PRACTICES MP1, MP4, MP6 UnlockUnlock thethe ProblemProblem 25 yd A landscaper is laying grass for a rectangular playground. Playground The grass will cover the whole playground except for a square sandbox. The diagram shows the playground Sandbox 15 yd and sandbox. How many square yards of grass will the landscaper use? Use the graphic organizer below to solve the problem. 6 yd

Read the Problem Solve the Problem

What do I need to find? First, find the area of the playground. A= b × h I need to find how many ___ the landscaper will use. = _ × _

What information do I need to use? = _ square yards

The grass will cover the ___. Next, find the area of the sandbox. The grass will not cover the ___. A = s × s

The length and width of the playground are = _ × _

___ and ___. = _ square yards

The side length of the square sandbox is Last, subtract the area of the sandbox from the area of the playground. ___. 375 −__ 36 How will I use the information? square yards I can solve simpler problems. So, the landscaper will use __ Find the area of the ___ . __ of grass to cover the playground. Find the area of the ___ . Math Talk MATHEMATICAL PRACTICES 1 Then the area of the __ __ Make Sense of Problems How did the strategy help

Chapter 13 743 Try Another Problem 20 m Brick Patio Zach is laying a rectangular brick patio for a new museum. 5 m 18 m Brick will cover the whole patio except for a rectangular Fountain fountain, as shown in the diagram. How many square meters of brick does Zach need? 2 m

Read the Problem Solve the Problem What do I need to find?

What information do I need to use?

How will I use this information?

• How many square meters of brick does Zach need? Explain.

744 Name Unlock the Problem

MATHMMATH √ Use the Problem Solving MathBoard ShareShare and and Show Shhhowhow BOARDB √ Underline important facts. √ 1. Lila is wallpapering one wall of her bedroom, as Choose a strategy you know. shown in the diagram. She will cover the whole wall except for the doorway. How many square feet of wall does Lila need to cover? 12 ft First, find the area of the wall. Wall A = b × h 8 ft = × 7 ft _ _ Door = _ square feet Next, find the area of the door. A = b × h 3 ft = _ × _

= _ square feet Last, subtract the area of the door from the area of the wall. _ – _ = _ square feet

So, Lila needs to cover ___ of wall.

2. What if there was a square window on the wall with a side length of 2 feet? How much wall would Lila need to cover then? Explain.

Chimney 3 in. 3. Ed is building a model of a house with a flat roof, as shown in the diagram. There is a chimney through the roof. Ed will cover the roof with square tiles. If the area of each tile is 1 square 4 in. inch, how many tiles will he need? Explain. Roof 30 in.

20 in. © Houghton Mifflin Harcourt Publishing Company

Chapter 13 • Lesson 5 745 Flower Vocabulary Cards stamen

makes pollen

pollen makes seeds when combined with a flower’s eggs

pistil

makes eggs that grow into seeds

Super Teacher Worksheets - www.superteacherworksheets.com petal attracts insects to the flower for pollination

flower part of the plant that makes the seeds

the process of moving pollen from a stamen pollination to a pistil so a plant can make seeds Name:

Anatomy of a Flower

Identify each part of the flower and color.

stamen carpel male part of a flower female part of a flower

filament anther stigma style ovary holds produces catches connects stores up the pollen pollen the stigma the ovule anther grains to the ovary or ovules

petal attracts insects and mammals to the flower for pollination ovule contains the embryo sac sepal protection for the flower receptacle and support for the the thickened petals when in bloom part of a stem Word bank receptacle sepal filament stigma petal ovule style anther carpel ovary stamen

Super Teacher Worksheets - www.superteacherworksheets.com Name: ______Types of Rocks By Cindy Sherwood

Mount Rushmore is an amazing sight, with the faces of four presidents carved into a giant rock mountain. But even a small rock you find in your yard is pretty amazing. After all, most rocks have been around for millions of years. Some are billions of years old!

Rocks come in many sizes. A grain of sand can be considered a very tiny rock. Small, smooth rocks you can hold in your hand are called pebbles. A boulder is a very large rock that is detached, or separate from, other rocks. Some boulders are so big you can climb on them.

A scientist who studies rocks is called a geologist. Geologists will tell you that there are three main kinds of rocks on earth, and each kind started in a different way. The three types have long names that are a little difficult to say.

The first type of rock is igneous, which you pronounce “ig-knee-us.” Igneous means “fire rocks,” which is a good description of how they were formed. Most come from deep inside the earth’s core where it is so hot that rocks are in a liquid form called magma. Magma that cools very slowly inside earth’s crust creates one kind of igneous rock. Another kind of igneous rock forms after a volcano erupts. Liquid magma is called lava when it reaches the earth’s surface and blasts out of a volcano. When the lava cools, it creates igneous rock.

About a quarter of the rocks on earth are igneous. The most common type is granite. Granite has big clumps of crystals that are either gray, white, pink, or red. Granite is often used as a building material, and can be found in everything from kitchen counters to bridges. Another kind of igneous rock is obsidian, which you pronounce “ub-sid-ee-un.” This is a shiny black volcanic rock with sharp edges that was often used for knife blades and arrowheads.

The second major type of rock is sedimentary, pronounced “said-uh-men-tare-ee.” It means “sitting rock.”

Super Teacher Worksheets - www.superteacherworksheets.com This type of rock is formed from igneous rocks that break down into smaller pieces and fall to the ground or to the bottom of a lake or river. After many years, layers of these tiny pieces of rock pile on top of one another. The layers eventually cement together to form sedimentary rock. Sedimentary rock also can be created from the shells of tiny sea creatures that fall to the bottom of the ocean and get smashed together under the weight of the water. Sedimentary rocks formed close to the shore have mostly sand in them, such as sandstone. Sedimentary rocks formed farther from the shore have more clay in them, such as shale or limestone. Just as they did billions of years ago, sedimentary rocks still form in the same way today. The third major type of rock is metamorphic, pronounced “met-uh-more-fic.” Metamorphic means “changed form,” and that is exactly what these rocks are. They start out as either igneous or sedimentary, but over time extreme heat or pressure causes them to change into a different kind of rock. For example, limestone eventually can turn into marble. Metamorphic is the least common type of rock. The next time you get a pebble in your shoe, take a minute to study it closely before you throw it away. That little pebble may be billions of years old. Maybe it came from a volcano, or maybe it traveled all the way from the center of the earth. Or maybe it was once part of the shell of a sea creature. Mount Rushmore is an amazing carved rock, but even the smallest, most ordinary rock is amazing, too!

Super Teacher Worksheets - www.superteacherworksheets.com Name: ______Types of Rocks By Cindy Sherwood

1. According to the information in the article, which of the following is not an example of a rock?

a. a boulder in the woods b. a pebble inside your shoe c. a grain of sugar on the kitchen table

d. a grain of sand on the seashore

2. Based on what you read in the passage, what are two ways igneous rocks are formed?

1. ______

2. ______

3. Choose the best description of sedimentary rock from the choices below.

a. Sedimentary rocks were formed under a lot of heat and pressure. b. Sedimentary rocks consist of layers of material cemented together. c. Granite and obsidian are two examples of sedimentary rock.

d. Sedimentary rocks are the least common type of rock.

4. According to the article, what is magma?

______

5. Many everyday items we use are made out of rock. Based on what you learned in the article, place a check mark ( ) next to two common items made from rock.

Granite counter tops

Hardwood floors

Window panes

Knife blades

Super Teacher Worksheets - www.superteacherworksheets.com Name: ______Types of Rocks By Cindy Sherwood

Match each vocabulary word from the reading passage with the correct definition.

_____ 1. crystals a. a type of rock that forms from magma (inside the earth's crust) or lava (outside the earth's crust)

_____ 2. grain b. shiny, black volcanic rock with sharp edges

_____ 3. core c. a type of rock that is formed by layers of materials, such as shells, sand, or clay

_____ 4. volcano d. solid objects that have naturally occurring geometric forms

_____ 5. igneous rock e. U.S. National Memorial with the faces of four U.S. presidents carved into a huge rock

_____ 6. geologist f. the center of the earth

_____ 7. sedimentary rock g. a type of rock that undergoes changes because of heat and pressure

_____ 8. obsidian h. very small particle

_____ 9. metamorphic rock i. a mountain or hill with a crater in the center from which lava, gas, and rock pieces erupt

_____ 10. Mount Rushmore j. a scientist who studies the earth, including rocks

Super Teacher Worksheets - www.superteacherworksheets.com Name: ______Types of Rocks By Cindy Sherwood

In the article, “Types of Rocks,” you learned about the three different categories of rocks: igneous rocks, sedimentary rocks, and metamorphic rocks.

On the lines below, answer the following question: Is concrete an igneous, sedimentary, or metamorphic rock? How can you tell?

______

Super Teacher Worksheets - www.superteacherworksheets.com Bird Man

Bird Man Winging It

Who?! Felix Baumgartner, 34, is not Superman. He's a stuntman from Austria, a country in Europe. In July of 2003, Felix made history. He became the first person to fly across the English Channel without an aircraft. The English Channel is a body of water that separates England from France.

"I felt like a bird," he said.

First, Felix rode in an airplane to 30,000 feet over the coast of England. That is higher than Mount Everest, the world's highest peak. Then he jumped out.

Felix wore a special suit. He had gliding wings strapped to his back. The wings helped him ride the wind while dropping through the clouds. He also carried oxygen with him to help him breathe. The air that high up is very thin.

Felix took 14 minutes to glide 21 miles across the English Channel. He flew as fast as 217 miles per hour.

When Felix got close to the ground in France, he used a parachute to make a safe landing.

"It's exactly 100 years ago that the Wright brothers were doing the first flight with a plane," Felix said. "And now I'm here, with my little wing."

Let's face it. People are not made to fly. We don't have wings. And humans have dense bones that weigh us down. Our small shoulder muscles don't allow us to flap our arms fast enough to lift us off the ground.

Gravity always wins. That is, unless you are Jari Kuosma. He is known as the world's best sky flier. Kuosma even has a nickname.

Call him "Bird Man."

Kuosma is a sky diver in DeLand, Florida. He jumps out of planes for fun. He has designed a "wing suit" that gives him the sensation of swooping.

When he is not soaring through the air, Bird Man's wing suit looks kind of odd. There are

ReadWorks.org Copyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation. Bird Man bright red flaps hanging from both his armpits and between his legs.

After jumping, Bird Man spreads his arms and legs. The red fabric unfurls and catches air like a parachute. The wings increase his surface area and slow his drop speed. From the ground, Bird Man looks like he's floating.

Regular sky divers fall to Earth at about 120 miles per hour (mph). They can plummet 10,500 feet in about one minute.

With his special suit, Bird Man takes about three minutes to fall the same distance. He falls at slower than 40 mph. The design of his suit also allows him to "steer" somewhat.

"It's an incredible experience," Bird Man says. "You pick a spot, like a canyon between two clouds, and you fly there. You can play with your own shadow against the cloud."

(The wing suit might seem familiar to movie fans. Angelina Jolie wore one of the suits in the movie Lara Croft Tomb Raider.)

Humans have always dreamed of soaring like birds. But it has been a dangerous dream. Sky divers have been trying to fly with fake wings since the 1920s. From 1930 to the early 1960s, 72 out of 75 people died trying.

Bird Man's suit has an excellent safety record. But even with his suit on, Bird Man falls much too fast to make a safe landing. He pulls a ripcord and opens a parachute for a soft landing.

One day, Bird Man hopes to land with no parachute. Until then, he'll just have fun flying like a bird.

Name: ______Date: ______1. Why did Felix Baumgartner have to carry oxygen when he flew across the English Channel?

A. because he was flying in such thin air that he needed help breathing B. because he was in the air for 14 minutes and he couldn't hold his breath that long C. because his special suit with gliding wings needed extra air to fly D. because he needed to breathe more deeply since he was flying across the English Channel

2. Which of the following best describes the structure of this text?

A. The author describes Jari Kuosma's hobby as a skydiver. B. The author sets forth in detail the record-breaking flight across the English Channel of Felix Baumgartner. C. The author describes Felix Baumgartner's flight across the English Channel, then writes about how Jari Kuosma flies when he jumps from planes. D. The author tells about the similarities and differences between the flying stunts of Felix Baumgartner and Jari Kuosma.

3. It can be inferred from the passage that

A. most skydivers have tried to set the record for flying across the English Channel without an aircraft B. most skydivers understand that skydiving is extremely risky and they try to be very careful C. most skydivers fall to Earth slower than Bird Man D. most skydivers do not wear the same kinds of special suits as those worn by Felix Baumgartner and Jari Kuosma

4. Read the following sentence:

"When he is not soaring through the air, Bird Man's wing suit looks kind of odd."

As used in this sentence, soaring means

A. flying at a great height B. flowing extremely rapidly C. getting bigger quickly D. hurting very badly

5. What would be another good title for this passage?

A. Gliding Across the English Channel B. Almost Flying C. The First Flight Ever D. Jari's Wing Suit

6. Why does the author say that trying to fly like a bird is a "dangerous dream"?

7. What word would the author most likely use to describe Felix Baumgarten and Jari Kuosma?

8. The question below is an incomplete sentence. Choose the word that best completes the sentence.

Bird Man loves the feeling of flying ______he jumps out of planes wearing a special suit that makes him feel like he is swooping.

A. before B. so C. because D. but

Now Hear This! Care for Your Ears

parts of the human ear

Everyone in the pet store heard it. It was a young child's voice, but very, very loud. "HELLO, MR. TURTLE!" it said. "HELLO! HELLO!"

"Sh-h-h," said the voice's mother. "Why are you yelling so loudly at the turtle?"

"He doesn't have any ears!" the child wailed. "He can't hear me unless I talk loud."

"Yes, he does," the mother explained. "You just can't see them. They aren't on the outside of his head like ours."

The child in the pet store was looking for the turtle's outer ears. Turtles don't have them, but humans do. The outer ear does several jobs. It gathers sound waves and produces earwax. It even allows you to identify where sounds come from.

The outer ear is called the pinna (PIN-uh) or auricle (OR-ric-le). It is made up of cartilage and skin. There are no bones in your outer ears, but read on! The outer ear gathers in sound waves moving through the air because of its shell shape.

ReadWorks.org Copyright © 2016 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation. Now Hear This! Care for Your Ears

Next the sound waves go down the funnel-shaped ear canal. Special glands in the skin of the outer ear canal produce earwax. This sticky, gummy wax prevents the skin of the outer ear canal from becoming dry and scaly. Earwax also traps dirt and discourages insects from entering the ear. When the wax becomes dry, it flakes off, carrying dust and dirt with it. Then these glands make new earwax.

Ears working as a pair help tell you where a sound is coming from. If a sound comes from your left, then the sound waves entering your left ear will arrive at your brain slightly before the sound waves entering your right ear. Your brain then tells you that the sound is coming from your left. Your brain also uses how loud a sound is to decide where it came from. This process is called sound localization (low-kul-ih-ZAY-shun).

The Middle Ear

The eardrum is made up of three layers. The outer layer is a thin part of the skin of the ear canal. The center layer of the eardrum vibrates with the sound collected by the outer ear. It is protected by the other layers because it continues to grow. It can heal itself if it becomes torn or punctured. The inside layer is a membrane that continues in the middle ear.

The middle ear begins at the eardrum, which is like the head of a drum. It vibrates with sound. Here is where your "ear bones" come into play. Three tiny bones, called ossicles (OS-ik-ulz), are behind the eardrum. They help carry the sound. The malleus (MAL-le-us), or hammer, which looks something like a hammer, is the first bone. It attaches to the eardrum. The second bone is the incus (IN-kus), or anvil. It attaches to the hammer. The third bone is the stapes (STAY-peez), or stirrup. It attaches to the anvil. When the eardrum vibrates with sound, it sets first the hammer, then the anvil, and then the stirrup into motion.

The middle ear also helps balance the pressure on the inside of the eardrum. This helps protect it from injury. The Eustachian (you-STAY-shun) tube connects to the back of the throat and acts like a pressure valve.

The tube decreases pressure when you cough or swallow, creating a popping sound. Sometimes when you are in an airplane, your ears "pop" several times. That's your Eustachian tube opening and reducing the pressure behind your eardrum.

The Inner Ear

The inner ear has two jobs: It changes sound into nerve signals, and it helps you keep your balance. A round structure called the cochlea (COKE-lee-uh) is filled with liquid and lined with tiny hairs. These change as sound vibrations pass through the liquid and set various hairs in motion. They change sound into nerve signals, which your brain can understand.

Different pitches of sound and different volumes will vibrate various hairs and different numbers of hairs. The nerve signals are then taken by the auditory (AUD-uh-tore-ee) nerve to your brain.

Three small loops located behind the cochlea are called semicircular canals. They, too, are filled with liquid and lined with hairs. They help you to keep your balance. Each time you move, the moving liquid and the movement of the hairs tell your brain what position your head is in.

Your brain tells your body which muscles to move to help keep you upright. But sometimes your brain gets tricked. Your eyes tell your brain that you have stopped twirling around, but the liquid in your ears keeps moving. One message says you are still moving. The other message says you have stopped. You feel dizzy until your brain gets only one message.

Protect Your Ears

You now know that your ears do some important jobs. For them to be their healthiest, you must help protect them from infection and injury. Follow these simple steps:

1. Keep your outer ears clean and dry. A little soap and warm water on a clean washcloth are all you need. Dry your ears carefully with a soft towel.

2. Do not put anything in your ears. Period. Objects can injure the canal or even the eardrum. This can lead to infection.

3. Cover your ears in cold weather to prevent frostbite.

4. Protect your hearing from very loud noise. Turn down the volume on your headphones. Wear earplugs in noisy places.

5. Using a sunscreen? Don't forget to rub some on and behind your ears.

With proper care, your ears will give you a lifetime of hearing enjoyment. Take time to notice all the sounds you can hear when you are inside and outside. Close your eyes. Now identify all the sounds you can hear. Appreciate your sense of hearing. ReadWorks.org Copyright © 2016 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation. Now Hear This! Care for Your Ears - Comprehension Questions

Name: ______Date: ______1. What part of the ear gathers sound waves and produces earwax?

A. the cochlea B. the inner ear C. the middle ear D. the outer ear

2. What does the last section of this article list?

A. the layers of the middle ear B. the jobs of the inner ear C. steps you should take to protect your ears D. differences between a turtle's ears and a human's ears

3. Read this sentence from the text.

"The outer ear does several jobs."

What evidence in the text supports this statement?

A. The outer ear gathers sound waves, produces ear wax, and helps the brain identify where sounds come from. B. Earwax flakes off when it becomes dry, and then special glands make new earwax. C. Sound localization is the name of a process in which a person's brain uses the volume of a sound to decide where the sound is coming from. D. The outer layer of the eardum is a thin part of the skin of the ear canal.

4. Read these sentences from the text.

"Three small loops located behind the cochlea are called semicircular canals. They, too, are filled with liquid and lined with hairs. They help you to keep your balance. Each time you move, the moving liquid and the movement of the hairs tell your brain what position your head is in.

If the liquid in a person's ears is not moving, what can you infer about that person?

A. That person is twirling around. B. That person is jumping high into the air. C. That person is moving quickly. D. That person is not moving.

5. What is the main idea of this text?

A. Turtles do not have outer ears, but humans do. B. The inner ear changes sound into nerve signals and helps you keep your balance. C. Your ears have many parts and do several jobs. D. You should cover your ears in cold weather to prevent frostbite.

6. Read these sentences from the text.

"The middle ear begins at the eardrum, which is like the head of a drum. It vibrates with sound. Here is where your 'ear bones' come into play. Three tiny bones, called ossicles (OS-ik-ulz), are behind the eardrum. They help carry the sound. The malleus (MAL-le-us), or hammer, which looks something like a hammer, is the first bone. It attaches to the eardrum. The second bone is the incus (IN-kus), or anvil. It attaches to the hammer. The third bone is the stapes (STAY-peez), or stirrup. It attaches to the anvil. When the eardrum vibrates with sound, it sets first the hammer, then the anvil, and then the stirrup into motion."

What does the phrase "come into play" mean here?

A. start having fun B. get involved C. cause trouble D. play a game

7. Read these sentences from the text.

"The outer ear is called the pinna (PIN-uh) or auricle (OR-ric-le). It is made up of cartilage and skin. There are no bones in your outer ears, but read on! The outer ear gathers in sound waves moving through the air because of its shell shape.

Next the sound waves go down the funnel-shaped ear canal."

What word could replace "Next" in the last sentence without changing the sentence's meaning?

A. First B. Then C. Currently D. Instead

8. What does the inner ear change sound into?

9. Describe what happens when a sound reaches your middle ear. Be sure to mention what the hammer, anvil, and stirrup do.

10. Summarize the process by which sound reaches your brain.

Shoot It Harder, Shoot It Softer by Vinnie Rotondaro

The arcade was full of little kids, and they were all playing different games - racing games, basketball games, pinball games. Beeps and buzzers and "game over" sounds were ringing out all over the place.

Davey was over at a basketball game called Hoop Fever. He took a quarter out of his pocket and stuck it in the machine. A scoreboard with big red numbers lit up - five, four, three, two, one: Go!

Five rubber basketballs rolled down. Davey had 50 seconds to shoot as many buckets as possible. He really wanted to beat his all-time record of 10 buckets, and was feeling a little nervous. Davey picked up a ball and took his first shot, using all his might. The ball sailed out of his hands, slammed into the backboard and came bouncing back.

Davey knew he shot the ball too hard. He quickly picked up another ball and shot it with a little less power. This time the ball clanged off the back of the hoop. Still a little too hard. He picked up another ball and shot it with even less strength. It was just right. The ball bounced on the rim and fell through the net. Davey kept shooting just like that, and ended up getting 12 buckets. He beat his all-time record!

Across the way, Samantha was playing her brother Harry in a game of air hockey. Samantha

ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved. Shoot It Harder, Shoot It Softer was smaller than Harry and wasn't as strong, but she knew how to outsmart him. Every time Harry hit the puck with his hand mallet, he would hit it as hard as he could and it would go flying - sometimes right off the table!

Samantha knew this about Harry. So she would keep her mallet right in front of her goal, and Harry's shot always bounced right off it. When Samantha got the puck, she would shoot just hard enough to keep it moving, but not too hard. The puck would go back and forth, back and forth - not too fast, and not too slow - and Harry would let his guard down. When this happened Samantha would strike. She would smack the puck as hard as she could, and it would shoot right into Harry's goal. Score!

Name: ______Date: ______1. What game is Davey playing?

A. air hockey B. a pinball game C. a racing game called Monster Truck Madness D. a basketball game called Hoop Fever

2. What is the setting of this story?

A. an arcade B. a basketball court C. a hockey rink D. a racecar track

3. Every time Harry hits the air hockey puck, he hits it as hard as he can. Samantha does not always hit the puck as hard as she can. Harry does not score on Samantha, but Samantha scores on Harry.

What can be concluded from this information?

A. Harry is a better air hockey player than Samantha. B. Davey is a better air hockey player than Samantha. C. Always hitting the puck as hard as possible is the best way to play air hockey. D. Always hitting the puck as hard as possible is not the best way to play air hockey.

4. How does Davey probably feel after finishing his game of Hoop Fever?

A. happy and proud B. sad and disappointed C. nervous and scared D. tired and confused

5. What is this passage mainly about?

A. a boy who loses a game of air hockey to his sister B. a girl who wants to play basketball but plays hockey instead C. two people playing different games at an arcade D. a game of basketball in gym class that results in a fight

6. Read the following sentence: "Every time Harry hit the puck with his hand mallet, he would hit it as hard as he could and it would go flying - sometimes right off the table!"

What does the word "puck" mean in the sentence above?

A. an object hit by people in a game B. a person who plays against someone else C. a racing game found in many arcades D. a machine that lights up and beeps

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

Although Davey misses his shots at first, ______he starts making them.

A. specifically B. initially C. previously D. soon

8. How does Davey change the way he shoots to start making buckets?

9. How does Samantha shoot in order to score on Harry?

10. Compare or contrast the way Davey shoots basketballs with the way Samantha shoots the air hockey puck.

Move Your Muscles! by Sharon Guynup Muscles keep you on the go. Here's how they work and why you need to keep them in tip-top shape.

Picture this: You're out shooting hoops with your friends. As you take a jump shot, you suddenly feel your leg twist beneath you. Ouch! You might have sprained your ankle. But why did you sprain it? How can you keep from hurting it again? What is a sprain, anyway?

It all has to do with your muscles (more on that sprain later). When you walk down the street, ride your bike, or even yell hello to a friend, you are using muscles. Here's the good news: everyone can have stronger muscles and prevent injuries. Photos.com Muscles: A Lot of Work!

The human body has three types of muscle. There are skeletal, smooth, and cardiac muscles. Smooth and cardiac muscles work without you having to control them. This means they are involuntary. Some body parts that have smooth muscle include the stomach, intestines, and eyes. Cardiac muscle can only be found in the heart.

Skeletal muscle is the most common type of muscle in the body. Skeletal muscles are responsible for almost all of the body's movements. These muscles are usually attached to bones by strong tissue called tendons. Your body has more than 650 skeletal muscles. They make up about 40 percent of your body weight. Skeletal muscles are generally voluntary, which means you can control them. These muscles help you run, jump, and do all kinds of activities. And they can be injured if you don't take proper care of them.

Skeletal muscles are different sizes and shapes, depending on their job. Back muscles are some of the biggest and strongest muscles in your body because they help hold you upright. Smaller muscles in your hands let you bend your fingers.

Skeletal muscles work in a simple way. They react when they receive electrical signals from

ReadWorks.org Copyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation. Move Your Muscles! your nerves. The signals are like messages from your brain. For example, when you swing a bat to whack a baseball, a nerve signal travels from your brain to your arm muscles, making them move. Nerve signals also let your brain know whether a muscle has been hurt, like if you twist your arm while swinging that bat.

What Pain Means

Taking good care of your muscles can help prevent you from sitting on the sidelines. This happened to Anita R., a 10-year-old soccer player from New York City. Anita felt pain under her right kneecap. "If I put pressure on it or went up and down the stairs a lot, it would sting and throb," Anita says. Her doctor thought that she "was kicking more [with] one leg and had more muscle in that leg than in the other." Anita had to go to physical therapy, where she did exercises to help her knee heal.

Your body moves by using muscles, bones, tendons, and ligaments. Ligaments usually connect bones together. Muscles, ligaments, and tendons can be injured if you push them too hard. For example, a tough run or a fall might lead to a pain in your leg. How do you know what's happening when you feel pain? Here's what might be going on.

· Muscle aches may be caused by tension, overuse, or muscle injury from hard physical activities. · Sprains and strains can also result from being active. A sprain is a stretched or torn ligament. Such an injury might happen if you trip or fall. A strain is a torn or pulled muscle or tendon. It can happen when you pick up something heavy. Sprains and strains are common injuries in sports. · A repetitive motion disorder (RMD) is a damaged muscle, tendon, or ligament caused by making the same motion again and again. RMDs are common in the hands, wrists, and shoulders. Teens who spend a lot of time playing musical instruments or video games are at risk for RMDs. Two RMDs are tendonitis, a swollen tendon, and carpal tunnel syndrome, which can be caused by swelling in a tunnel-shaped area formed by bone and ligaments in the wrist.

To avoid hurting your muscles, warm them up before exercising, says David Waymann, an exercise physiologist at the University of Michigan Health System. Walk or jog in place for at least five minutes to get blood to your muscles. "Don't use stretching as a substitute for a warm-up," Waymann says. After exercising, cool down by walking slowly. Finally, stretch for a few minutes to keep joints and muscles from getting stiff.

Keeping your weight at a healthy level can keep your joints safe from extra strain, advises Dr.

Letha Griffin, an orthopedist in Atlanta.

When you aren't active, muscles can get weak and shrink. Exercise regularly to strengthen muscles. Don't play when you're tired, sick, or in pain, and don't overdo it. Take care of your muscles, and they'll keep you on the go!

Fun Facts About Muscles

· Where are the busiest muscles in your body? In your eyes! Scientists estimate that the eye muscles move about 100,000 times a day. · Your muscles are always partly contracted. That maintains muscle tone, keeping muscles firm and healthy. It is the only skeletal muscle activity that you cannot control. · The body's largest muscle is the gluteus maximus muscle in the buttocks. · Growing pains can cause intense muscle pains in your legs. They usually start before bedtime and sometimes continue through the night. They usually stop when kids stop growing.

Muscles On the Move

Skeletal muscles, along with bones, joints, tendons, ligaments, and cartilage, make up the musculoskeletal system. Here's what they do:

· Joints are connections where two or more bones meet, making the skeleton flexible. Two examples of joints are elbows and knees. Bones are held together by strong straps of tissue called ligaments. · Skeletal muscles are attached to bones by tough cords called tendons. Tendons and bones move along with your muscles, such as when you wave your hand or tilt your head. · Slippery, rubbery cartilage covers the ends of bones at joints. It makes the connections between the bones flexible. Cartilage also protects bones from wear and tear at joints. · Muscles contain fibers. Slow-twitch muscle fibers can work hard for a long time without getting tired on a long run or bike ride. Fast-twitch fibers help with quick movements, such as jumping to catch a ball or sprinting. Most muscles are a mixture of slow- and fast-twitch fibers.

Name: ______Date: ______1. According to the text, what are the three types of muscle in the human body?

A. arm, leg, and wrist B. sprains, strains, and aches C. ligaments, tendons, and joints D. skeletal, smooth, and cardiac

2. The author divides the text into sections with subheadings. What does the author describe in the section with the subheading "Muscles: A Lot of Work!"?

A. how to strengthen muscles and prevent injuries B. different kinds of muscles and how they work C. what makes up the musculoskeletal system D. the difference between muscle aches, sprains, and strains

3. Muscles can be injured if you don't take proper care of them.

What evidence from the text supports this statement?

A. "Smooth and cardiac muscles work without you having to control them." B. "The body's largest muscle is the gluteus maximus muscle in the buttocks." C. "To avoid hurting your muscles, warm them up before exercising." D. "Your body moves by using muscles, bones, tendons, and ligaments."

4. What is an example from the text of a way that people can strengthen muscles and prevent injuries?

A. overusing muscles during hard physical activities B. exercising regularly to strengthen muscles C. making the same motions again and again D. being active by picking up heavy things

5. What is the main idea of this text?

A. Muscles keep our body going as long as we take proper care of them. B. Sprains and strains keep our body moving as long as we keep getting them. C. Vessels keep our bodies moving as long as we keep taking care of them. D. Tendons keep our bodies moving as long as we keep injuring them.

6. Read this sentence from the text.

Sprains and strains can also result from being active . A sprain is a stretched or torn ligament. Such an injury might happen if you trip or fall. A strain is a torn or pulled muscle or tendon. It can happen when you pick up something heavy.

Based on these sentences, what does the word "active" mean?

A. in the middle of falling down on the floor B. in the middle of doing something with energy C. in the middle of sleeping deeply D. in the middle of lying down comfortably

7. Choose the answer that best completes the sentences.

To avoid hurting your muscles, warm them up before exercising, says David Waymann, an exercise physiologist at the University of Michigan Health System. ______, walk or jog in place for at least five minutes to get blood to your muscles.

A. Earlier B. In contrast C. However D. For example

8. Give two examples of how we can take proper care of our muscles. Support your answer with evidence from the text.

9. Give two examples of the kinds of injuries you might feel if you don't take proper care of your muscles. Support your answer with evidence from the text.

10. Why might it be especially important for active people to take care of their muscles? Support your answer with evidence from the text.

Why Am I So Tired?

Imagine a girl named Katy. It is nighttime, and she plops into bed exhausted. Her first day in the new neighborhood has been stressful for her. There was the work of unpacking. There were the curious stares from the neighbors. Would she make friends? Would this new place ever feel like home? Now she just needs to get some sleep. But tomorrow would be worse. It is the first day of school!

She turns out the light, punches the pillow into a comfortable shape-and stares at the wall. And stares. And stares. Oh, no-not again , she thinks to herself. She turns over on her back and looks at her clock. The lighted dial of her clock shows midnight. The next time she looks, it is 1 a.m., then 2 a.m. Perfect. I'll certainly make an impression on the kids in the lunchroom tomorrow, especially if I fall asleep face down in my soup! I'll bet they haven't seen that before. Katy has a sleep disorder called insomnia.

According to the United States National Institutes of Health, about 50 to 70 million Americans have sleep disorders that interrupt their sleep. Sleep disorders affect people in every age group.

Here's a look at some of the most common sleep disorders.

Insomnia: Eyes Wide Open

People with insomnia have trouble falling asleep and staying asleep. They are often grouchy the next morning and can't concentrate.

Poor sleep habits, such as irregular bedtimes and waking times, staying late at a party, watching TV, being

Stress is often the main cause of insomnia. You may have had mild insomnia the night before a big test. Like Katy, you probably have had some sleepless nights when something stressful was going on in your life, such as moving or trouble at home. This kind of insomnia usually goes away when the event that causes the stress is over.

Changing your habits or talking with someone about your problems may help to cure insomnia. In some cases, a doctor can recommend medication to help you get to sleep.

Restless Leg Syndrome

If you have Restless Leg Syndrome (RLS), your legs feel like they're tingling or aching when you lie down in bed. The only way to stop the unpleasant feeling is to get up and move around. That keeps you from falling asleep or wakes you up if you were already asleep.

RLS may be inherited, or it may occur because of nerve damage in the legs. Different kinds of therapies can help to control RLS. Certain medicines may also help relieve RLS.

Sleep Apnea

Sleep apnea is a breathing disorder in which you actually stop breathing at times during sleep. It usually happens when your windpipe is blocked and air can't get through. Your brain wakes you just enough to signal you to breathe. These pauses may happen from 20 times a night to several hundred times a night. You're sleepy during the day because you didn't get enough sleep, but you don't remember waking up.

One common cause of sleep apnea in adults is obesity. Losing weight often helps a lot. Other people with sleep apnea can avoid the problem by sleeping on their sides. Children with sleep apnea can often be helped by having their tonsils or adenoids removed.

Sleepwalking and Night Terrors

Most kids outgrow these two disorders by the age of 12. If you or someone in your family sleepwalks, move things that are easy to trip over. Make sure windows and doors to the outside are locked. It is also best to put gates up by staircases. You don't need to wake up a person who is sleepwalking; just lead him or her back to bed. However, if you need to wake up a sleepwalker, it is okay to do so.

Someone who has night terrors wakes up screaming. Then, usually about 10 to 20 minutes later, he or she goes back to sleep. Sometimes a few minutes of quiet talk may help to calm the person back to sleep. Someone who experiences night terrors often doesn't remember the incident in the morning.

Sleep Rhythms

This isn't a disorder, but it is important. People in different age groups have different sleep rhythms. Kids in

ReadWorks.org Copyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation. Why Am I So Tired? elementary school need nine to twelve hours of sleep each night. This means kids usually go to bed sometime between 7 p.m. and 9 p.m. For many preteens and teens, they may not be ready to go to bed until around 11 p.m. Researchers have found that a teenager's brain works on a different schedule. One school district in Minnesota changed the starting time of the high school from 7:20 a.m. to 8:30 a.m. The teachers found that the students were then ready to learn in their first period class. Many students' grades went up.

Sleep gives the brain time to repair nerve connections and to store information. When you're not getting enough sleep, you can lose your good judgment. Poor sleep also makes it harder to learn new things. Don't let a sleep disorder rob you of your ZZZ time.

How to Get Enough ZZZs

Here are some tips for getting to sleep and staying asleep.

· Avoid caffeine within four to six hours of bedtime. That means staying away from sodas and coffee. · Exercise daily, but avoid strenuous exercise within six hours of bedtime. · Keep your bed for sleeping. Don't do homework on it. · If you can't fall asleep, leave your bedroom and go somewhere else to read. Go back to bed when you are relaxed and sleepy. · Get up at about the same time on weekdays and on weekends. · If you nap, do it before 3 o'clock in the afternoon, and don't sleep for more than an hour. · Get into bright light quickly in the morning, but avoid it in the evening. · Wind down before going to bed. Avoid heavy reading, studying, and computer games within an hour of going to bed.

Name: ______Date: ______1. What sleep disorder does Katy have?

A. insomnia B. restless leg syndrome C. sleep apnea D. sleepwalking

2. Insomnia is an effect that can have more than one cause. What is one cause of insomnia?

A. relaxation B. stress C. sleepwalking D. getting good grades

3. Read these sentences from the text.

For many preteens and teens, they may not be ready to go to bed until around 11 p.m. Researchers have found that a teenager's brain works on a different schedule. One school district in Minnesota changed the starting time of the high school from 7:20 a.m. to 8:30 a.m. The teachers found that the students were then ready to learn in their first period class. Many students' grades went up.

Based on this information, why might students' grades have gone up?

A. The students were going to bed before 11 p.m. B. The students liked the teachers of their first period classes. C. The students were getting less sleep. D. The students were getting more sleep.

4. Read this sentence from the text.

Poor sleep habits, such as irregular bedtimes and waking times, staying late at a party, watching TV, being on the Internet endlessly, and using a computer right before bed can cause insomnia.

Based on this evidence, what might be a solution to insomnia?

A. waking up at a different time every day of the week B. going to bed at a different time every day of the week C. watching a lot of TV D. avoiding using a computer right before bed

5. What is the main idea of this text?

A. People with insomnia are often grouchy in the morning because they have not slept well. B. Children with sleep apnea may have their tonsils and adenoids removed to help them sleep. C. There are different kinds of sleep disorders and different ways to handle them. D. Sleep gives the brain time to repair nerve connections and store information.

6. Read these sentences about Katy from the text.

She turns out the light, punches the pillow into a comfortable shape-and stares at the wall. And stares. And stares.

Why might the author have repeated the phrase "and stares"?

A. to argue that most kids get too much sleep B. to praise Katy for trying so hard to fall asleep C. to bring attention to how long Katy was staring D. to hint that Katy should have gotten out of bed to read

7. Read this sentence from the text.

You don't need to wake up a person who is sleepwalking; just lead him or her back to bed.

How could this sentence best be broken in two?

A. You don't need to wake up a person who is sleepwalking. As a result, just lead him or her back to bed. B. You don't need to wake up a person who is sleepwalking. Third, just lead him or her back to bed. C. You don't need to wake up a person who is sleepwalking. Instead, just lead him or her back to bed. D. You don't need to wake up a person who is sleepwalking. For example, just lead him or her back to bed.

8. Describe what Katy does after turning out the light and punching her pillow. Include at least three details from the text in your answer.

9. At the end of the text, the author provides a list of tips for getting to sleep and staying asleep. What is one of the author's tips?

10. Which of the author's tips might have helped Katy the most? Support your answer with evidence from the text.