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(A) Fifth Grade READING and WRITING 1 Quinto Grado LECTURA Y ESCRITURA (A) Fifth Grade READING AND WRITING (A) Fechas: 27 de abril - 22 de mayo Dates: April 27-May 22 Bancroft Elementary School Fifth-Grade Distance Learning Literacy Activities Student Version A 27 April 2020 to 22 May 2020 Literacy Distance Learning Packet III – Version A 2 Day 1 | Monday, April 27, 2020 3 ACTIVITY 1: READING 3 ACTIVITY 2: WRITING 9 Day 2 | Tuesday, April 28, 2020 15 ACTIVITY 1: READING 15 Day 3 | Wednesday, April 29, 2020 22 ACTIVITY 1: READING 22 Day 4 | Thursday, April 30, 2020 28 ACTIVITY 1: READING 28 Day 5 | Friday, May 1, 2020 34 ACTIVITY 1: READING 34 Day 6 | Monday, May 4, 2020 38 ACTIVITY 1: READING 38 Day 7 | Tuesday, May 5, 2020 44 ACTIVITY 1: READING 44 Day 8 | Wednesday, May 7, 2020 49 ACTIVITY 1: READING 49 Days 9 and 10 | Thursday May 8 and Friday May 9, 2020 53 ACTIVITY 1: WRITING 53 Day 11 | Monday, May 11, 2020 59 ACTIVITY 1: READING 59 Day 12 | Tuesday, May 12, 2020 64 ACTIVITY 1: READING 64 Day 13 | Wednesday, May 13, 2020 68 ACTIVITY 1: READING 68 Day 14 | Thursday, May 14, 2020 72 ACTIVITY 1: READING 72 Day 15 | Friday, May 15, 2020 76 ACTIVITY 1: READING 76 ACTIVITY 2: WRITING 78 Days 16 & 17 | Monday, May 18 and Tuesday, May 19, 2020 79 ACTIVITY 1: READING 79 Days 18 & 19 | Wednesday, May 20 and Thursday, May 21, 2020 88 ACTIVITY 1: READING 88 Literacy Distance Learning Packet III – Version A 3 Day 20 | Friday, May 22, 2020 99 ACTIVITY 1: ASSESSMENT 99 Literacy Distance Learning Packet III – Version A 4 Day 1 | Monday, April 27, 2020 ACTIVITY 1: READING Directions: 1. Step 1: Before Reading. Preview the texts Wartime Restructuring (Text 1) and Pro/Con: How Much Defense Spending is Enough (Text 2). 2. Step 2: During Reading . Read the texts. 3. Step 3: After Reading. Answer the questions about the test. Step 1: Before Reading Learning Target: I can make a prediction about what I will learn from the texts. Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading. 1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about? _____________________________________________________________________ _____________________________________________________________________ 2.) What do you already know about this topic? _____________________________________________________________________ _____________________________________________________________________ Step 2: During Reading Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.RF.5.4) ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4) Why am I learning this? ● Fluent reading is a critical first towards reading comprehension. The best way to improve your fluency is to practice reading complex texts. ● An expansive vocabulary is needed to understand the nuanced meanings in complex texts, and to express yourself clearly and precisely. Reading Literacy Distance Learning Packet III – Version A 5 provides a unique opportunity to develop such vocabulary knowledge. Text 1 Wartime Restructuring In what ways did the U.S. citizens help finance the war effort? Source: Discovery Education Textbook 1939 1940 1941 1942 1943 1944 1945 1946 Mobilization and the Great Depression Before World War II, the people of the United States struggled through the Great Depression. To combat high unemployment and poor economic growth, President Roosevelt supported a large number of government programs to create jobs. Once the war began, the United States and its allies suddenly had an enormous need for all sorts of goods—from weapons and uniforms to food and fuel. The fighting in Europe had wiped out factories and farms, so allies in Great Britain and other European countries looked to the United States to supply these goods. The military needed new soldiers and civilian workers to support them. The economy began to boom, but the mobilization for war needed coordination. President Roosevelt created new government agencies and programs to ensure that the entire country could work together to support the war effort. Larger bureaucracies, such as the War Production Board (WPB), began to be commonplace in the U.S. government. The WPB was established in 1942 and directed production of defense materials such as ammunition and petroleum-based products. Existing factories were converted to defense factories. Ribbon factories were transitioned into parachute production lines, and automotive factories made airplanes and tanks. Immediate need for materials meant factories operated 24 hours a day. As a result of the increased hours, workers collected regular paychecks. In three years, the WPB allowed a $175 billion defense industry to blossom. To make sure factories kept producing, the National War Labor Board (NWLB) was created in 1942. The NWLB managed labor disputes and set wage policies across the nation. Factory owners had previously set wages to draw workers. Wages were frozen on salaries higher than $5,000 a year. By restricting wages, the NWLB also stabilized the economy by setting a standard-of-living rate. The federal government controlled prices on rent, food, and clothes. By maintaining a set rate across the country, cities were less likely to lose populations to job migration. If there was no chance at earning more money in another industry or town, workers stayed where they were. The wartime industrial production put more people back to work. The regular paychecks were a relief to many families affected by the widespread unemployment during the Depression years. Feeling more financially stable, many Americans on the home front helped the war cause by purchasing war bonds. These bonds were a way for the government to borrow money from private citizens to help finance the war. Purchasers could buy bonds and after 10 years or more they could cash them in for the value plus interest. The War Finance Committee promoted war bonds as a way for citizens to show their patriotism and support for the troops. Posters and advertisements encouraged Americans to invest in the bonds—even children participated in school-sponsored war bond drives. The government raised more than $180 billion throughout the war through the sale of these bonds. Literacy Distance Learning Packet III – Version A 6 The industrial mobilization was effective not only in strengthening the U.S. military but also in supporting the war effort for all Allied forces. In 1939, the United States military ranked 39th in the world in size and still relied on horses to pull heavy weapons. Under Roosevelt's leadership, U.S. industries produced hundreds of thousands of aircraft and millions of trucks for its military and its allies. The U.S. built nearly two-thirds of the new equipment used by the Allies during the war. The expansion of U.S. industry made the U.S. military the best equipped in the world. It also elevated the status of the United States to an economic superpower. Before the war, the United States was already the world's largest industrial producer. During the war, however, U.S. production doubled, while the factories of other industrial nations were often severely damaged by fighting. Taxes Help Fund the War Fighting World War II cost the U.S. government approximately $321 billion. Although war bonds raised a good portion of this sum, tax revenues were needed to cover about 40 percent of the total cost of the war. The government borrowed from financial institutions to finance the rest of the war expenditures. To increase funds raised from the collection of taxes, or tax revenues, the federal government made several important and long-lasting changes to the country’s progressive taxation system. Ratified back in 1913, the Sixteenth Amendment to the U.S. Constitution gave Congress the power to collect income taxes. Incomes taxes require working citizens to send a portion of their wages to the government each year. Initially, federal income taxes affected a relatively small number of mostly wealthy Americans. However, tax policies implemented during World War II required many more ordinary Americans to pay income taxes. After Congress passed the Revenue Act of 1942, for example, the number of Americans who paid federal income taxes increased from about 13 million to 50 million. The government required nearly all wage earners to pay a new 5 percent “Victory Tax.” The government promoted its new income tax system by appealing to citizens’ patriotism. Taxes were a way for all Americans, not only those serving in the military, to share the sacrifices demanded by war. To help ease the new tax burden—and to make revenues more immediately available—the government instituted an important new policy: payroll deductions. Beginning in 1943, employers withheld a percentage of their workers’ pay from each paycheck. Consequently, people paid the government a small amount of money every few weeks rather than all at once on an annual basis. The payroll deduction system remained in place after World War II, and businesses still use it today. Text 2 Pro/Con: How Much Defense Spending is Enough? Source: Giselle Donnelly and Robert Weissman, Tribune News Agency, Adapted by Newsela Staff 2/13/2020 PRO: How much defense spending is enough? President Trump made a promise to rebuild U.S. military strength. On Twitter, he celebrated the 2019 defense spending law. He boasted of "new planes, ships, missiles, rockets and equipment of every kind, and all made right here in the USA." Literacy Distance Learning Packet III – Version A 7 The president's claim is mostly all talk. In total, military spending is more than $700 billion a year. The U.S. military is funded by the federal government's discretionary budget. This budget is decided each year by Congress and the president.
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