a full school year daily common core reading grade

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200 Passages Grade 5 Version 1 Literacy and Math Ideas Text Dependent Questions Close Reading & Multiple Choice Informational Text, Fiction, Poetry, and More!

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Excellent Practice for Common Core Reading Practice - 5th Grade

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Page 1: A Full School Year Daily Common Core Reading Grade

200 Passages

Grade 5

Version 1

Literacy and Math Ideas

Text Dependent Questions

Close Reading & Multiple Choice

Informational Text, Fiction, Poetry, and More!

Page 2: A Full School Year Daily Common Core Reading Grade

Thank You!

Thank you for purchasing this product. Literacy and Math Ideas’ goal is to provide unique, fun, and affordable resources for classroom instruction.

Visit the Literacy and Math Ideas Store http://www.teacherspayteachers.com/Store/Literacy-And-Math-Ideas

Visit the Literacy and Math Ideas Blog www.literacymathideas.blogspot.com

Page 3: A Full School Year Daily Common Core Reading Grade

Features:Types of Daily Common Core Reading Questions Daily Common Core has different types of questions to assist students with answering questions in multiple formats.

Some questions require students to do a close reading of the passage. Highlighters or pencils

can be used to highlight or underline text.

Multiple choice questions are also included. The Common Core Assessment as well as many

state assessments have both multiple choice and written response questions. This provides

review in both formats. Alternative: Turn these questions into close

reading questions by having students highlight text evidence from the passage.

Written response questions in the document provide students an opportunity to do Common

Core On Demand Writing and express themselves in a short response format as well. Responses can be written in journals to provide

writing and reading integration.

Close Reading

Multiple Choice

Short Written Response

Page 4: A Full School Year Daily Common Core Reading Grade

How to Use This Document When Should I Use The Document? This document can be used as a morning bell ringer during attendance when students first enter the classroom. Some educators use the document as nightly homework. The quick, thematic passages are convenient enough to be included in any portion of the day that is best for you. On the last day of each practice week, there is a checklist of the Common Core Standards that were covered during the week. Students and teachers alike can check off the standards that a student got consistently correct throughout the week. Progress Monitoring The number that is listed correct on Friday reflects the practice for Friday only. Some educators use the daily practice as a pre-assessment and use the Friday passage and questions as a weekly quiz. Others, give students a weekly grade based on completing all the questions and compare week over week progress. The technique that is best is the one that best fits you and your students.

Page 5: A Full School Year Daily Common Core Reading Grade

How Is This Document Organized?

This document is organized into five week groups. There is an index of the skills that are covered at the beginning of each set of five weeks. A progress checklist is included at the end of each week for easy progress monitoring.

Page 6: A Full School Year Daily Common Core Reading Grade

Quick Daily Common Core Reading Grade 5

Weeks 1 to 5 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

5 Weeks of Daily Practice

Version 2 Literacy and Math Ideas

Page 7: A Full School Year Daily Common Core Reading Grade

Thank You!

Thank you for purchasing this product. Literacy and Math Ideas’ goal is to provide unique, fun, and affordable resources for classroom instruction.

Visit the Literacy and Math Ideas Store http://www.teacherspayteachers.com/Store/Literacy-And-Math-Ideas

Visit the Literacy and Math Ideas Blog www.literacymathideas.blogspot.com

How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework review. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

Page 8: A Full School Year Daily Common Core Reading Grade

Week One: Informational Text (Scientific) Standards Covered Include: RI.1 Details RI.2 Main Idea RI.3 Relationship Between Ideas RI.5 Text Organization RI.8 Reasons & Evidence Week Two: Informational Text (Scientific) Standards Covered Include: RI.1 Details RI.2 Two or More Main Ideas RI.3 Relationship Between Ideas RI.5 Text Organization RI.8 Reasons & Evidence Week Three: Literature (Realistic & Historical Fiction)

Standards Covered Include: RL.1 Quote Accurately From Text RL.3 Compare & Contrast Characters RL.4 Vocabulary RL.5 Overall Structure RL.6 Narrator Point of View RL.7 Visual Elements

Week Four: Literature (Realistic Fiction) Standards Covered Include: RL.1 Quote Accurately From Text RL.3 Compare & Contrast Characters RL.4 Vocabulary RL.6 Narrator’s Point of View RL.7 Visual Elements RL.9 Compare Genre Stories Week Five: Informational Text (Regions) Standards Covered Include: RI.1 Details RI.2 Main Idea RI.2 Two or More Main Ideas RI.5 Text Organization RI.8 Reasons & Evidence

TABLE OF CONTENTS

Page 9: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week One

Daily Common Core ELA Practice Grade 5

Monday Canada is abundant in natural resources. Natural resources are things such as timber, oil, and water. It also includes precious metals such as gold. Beneath its surface, Canada has small pockets of oil. Above its surface, there are several valuable resources such as lumber from spruce, pine, and fir trees. This abundance of trees makes Canada by far the greatest exporter of wood. This soft wood is often used for building homes and furniture.

Tuesday Wheat is one of the most important crops grown in Canada. Its rich soil makes it an ideal location for producing this grain. Sunflowers are also widely grown in Canada as well. Once sunflower seeds are obtained from a sunflower plant, they are crushed and oil is extracted from them. This sunflower oil is then sold for use in cooking. Of all the exported goods, maple syrup is the most important to Canada. In fact, Canada is the larg-est producer of maple syrup in the world making this one of its largest exports.

Common Core Standard RI.1 Details 1. Which statement is true about Canada? a. Canada has large amounts of oil. b. Most wood is imported from overseas to Canada. c. There are several natural resources in Canada.

Common Core Standard RI.5 Text Organization 2. What is the overall structure of this paragraph? a. Cause and Effect b. Description c. Problem and Solution

Common Core Standard RI.1 Details 1. Canada is a great location for growing wheat because- a. there is a large farming community b. maple syrup production is important c. the soil has nutrients for helping it grow

Common Core Standard RI.5 Text Organization 2. What is the overall structure of this paragraph? a. compare and contrast b. description c. problem and solution

© Literacy and Math Ideas 2013

Maple Syrup Collection in a Bucket

Page 10: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week One

Daily Common Core ELA Practice Grade 5

Wednesday The United States is a large producer and exporter of corn and wheat. In warmer regions such as California and Florida, oranges and other citrus fruits are grown. The fertile soil, generous rainfall, and ideal climate have made the southern states the perfect region for growing cotton. In fact, most of the cotton that was produced in the world during the 1800s came from the United States and this region.

Thursday The Lesser Antilles is a network of island nations just north of South America. Dominica, Grenadine, Antigua, Trinidad and Tobago, and St. Lucia are just a few of the island countries that make up the Lesser Antilles. Nutmeg is widely grown in Grenada and is exported to other countries for use in cooking and fragrances. Steel is another export that is produced in this region, primarily in Trinidad.

Common Core Standard RI.1 Details 1. During the 1800s, the United States produced the most a. citrus fruits b. cotton c. wheat

Common Core Standard RI.8 Reasons and Evidence 2. The author proves the southern states are ideal for producing cotton by- a. explaining the steps for growing cotton b. giving an example of foods grown in the U.S.A c. stating the conditions that help it grow

Common Core Standard RI.1 Details 1. Where is the Lesser Antilles located? a. in Africa b. just north of South America c. in Europe

Common Core Standard RI.2 Main Idea 2. What is the main idea of this paragraph? a. The Lesser Antilles is a group of island nations. b. Steel is produced in Trinidad. c. Nutmeg is exported.

© Literacy and Math Ideas 2013

Farmers grow many different types

of fruits and vegetables.

Page 11: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week One

Daily Common Core ELA Practice Grade 5

Friday Venezuela is a country that is located in South America. Residing partly in the Amazon Rainforest, this nation contains an abundance of plants and animals as well as natural resources. In the early 1900s, Venezuela became one of the wealthiest countries in South America when crude oil was discovered beneath its soil. Today, Venezuela is one of the largest exporters of oil along with Nigeria and Iraq.

Common Core Standard RI.3 Relationship Between Ideas 1. How did the discovery of oil affect Venezuela? a. It made it one of the largest exporters of crude oil. b. It decreased exports. c. It helped increase knowledge of the rainforest.

Common Core Standard RI.1 Details 2. Where is Venezuela located? a. in Asia b. in South America c. in Europe

© Literacy and Math Ideas 2013

Common Core Standard RI.2 Main Idea 3. What is the main idea of the text? a. The Amazon Rainforest is in Venezuela. b. Nigeria and Iraq also produce oil. c. Venezuela produces oil.

Common Core Standard RI.5 Text Organization 4. What is the text structure of this paragraph? a. description b. problem and solution c. compare and contrast

Standards Covered This Week RI.1 Details RI.2 Main Idea RI.3 Relationship Between Ideas RI.5 Text Organization RI.8 Reasons and Evidence

Overall Friday Review Progress ____/4 Correct

Page 12: A Full School Year Daily Common Core Reading Grade

Week One Answer Key Monday 1. C 2. B Tuesday 1. C 2. B Wednesday 1. B 2. C Thursday 1. B 2. A Friday 1. A 2. B 3. C 4. A

Page 13: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Two

Daily Common Core ELA Practice Grade 5

Monday The human body is such an intricate structure that even today’s scientists do not know everything about it. The central control center which contains nearly 100 billion neurons is the brain. Through this one body part, signals regulating when to eat, sleep, and also how to function are sent out. Oxygen and sugar flow through the brain helping it function properly.

Tuesday The heart is an organ that keeps blood flowing throughout the body. It makes it possible for oxygen-rich blood to flow throughout the body and for waste to exit out of it. Normally beating around 70 times a minute, the heart is so strong that it functions constantly. In order to do this, special muscle fibers form the heart. These special fibers prevent the heart from tiring. Within the heart are four chambers. The top chambers collect blood and the bottom chambers send oxygenated blood throughout the body.

Common Core Standard RI.1 Details 1. Which statement is true about the brain? a. Oxygen is important for the brain. b. Scientists know everything about the brain. c. Neurons are so intricate that oxygen cannot flow.

Common Core Standard RI.2 Two or More Main Ideas 2. What are two main ideas from the text? a. The human brain is simple, and it uses sugar. b. The brain is important, and it is a complex organ. c. The brain releases sugar, and it stores oxygen.

Common Core Standard RI.1 Details 1. The heart muscles contain special fibers because- a. It needs to be able to function well and constantly. b. It needs to get blood into the heart muscle quickly. c. It needs to get waste out of the body.

Common Core Standard RI.5 Text Organization 2. What is the overall structure of this paragraph? a. Compare and Contrast b. Description c. Problem and Solution

© Literacy and Math Ideas 2013

Body Cell

Page 14: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Two

Daily Common Core ELA Practice Grade 5

Wednesday Working like a complex pair of sponges, the lungs take in air to enable the body to function. Inside of the lungs are mucus membranes. As air flows into the lungs, these membranes trap dust and other particles. The mucus is then carried down through the throat and exits through the body. Inside the lungs are also alveoli which are air pockets. They assist the lungs in being able to inhale needed air because they enable stretching.

Thursday Digestion is a process that enables nutrients entering the body to be broken into smaller parts and utilized. Digestion begins in the mouth when food is chewed. Enzymes in saliva further break the food into a moist mush that can more easily be consumed in the stomach and intestines. Once the food is ingested, it flows down through the stomach and is further broken down into useable liquid.

Common Core Standard RI.3 Relationship Between Ideas 1. Alveoli is important because it- a. traps in mucus b. is like a complex sponge c. helps with inhaling

Common Core Standard RI.8 Reasons and Evidence 2. The author proves that mucus membranes are important by- a. explaining how they capture particles that try to enter b. giving an example of a type of alveoli that tries to get in c. stating the steps needed for breathing in oxygen

Common Core Standard RI.2 Two or More Main Ideas 1. What are two main ideas of this paragraph? a. Digestion has many steps, and it happens in many places b. Digestion begins in the mouth, and saliva moistens food c. Digestion needs enzymes, and liquid aids in digestion

Common Core Standard RI.5 Text Organization 2. What is the overall organization of this paragraph? a. Compare and Contrast b. Sequence c. Problem and Solution

© Literacy and Math Ideas 2013

Page 15: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Two

Daily Common Core ELA Practice Grade 5

Friday The skeleton supports the body and makes it possible for humans to move around. Muscles aid this process and cover the bones. In all, bones only consist of 24 percent of a human’s body weight. The inside of bones contain osteocyte. This is the section of the bone that creates calcium. Osteocyte also keeps the bones hard.

Common Core Standard RI.1 Details 1. Why is the skeleton important? a. It needs the muscles to move. b. It uses calcium in the body. c. It makes movement possible.

Common Core Standard RI.1 Details 2. The bones make up- a. a smaller portion of the body b. the largest portion of the body c. a tiny portion of the skeletal system

© Literacy and Math Ideas 2013

Common Core Standard RI.2 Main Idea 3. What is the main idea of the text? a. The skeleton is important. b. Osteocyte creates calcium. c. Muscles assist the bones.

Common Core Standard RI.5 Text Organization 4. What is the text structure of this paragraph? a. Problem and Solution b. Description c. Compare and Contrast

Standards Covered This Week RI.1 Details RI.2 Two or More Main Ideas RI.3 Relationship Between Ideas RI.5 Text Organization RI.8 Reasons and Evidence

Overall Friday Review Progress ____/4 Correct

Page 16: A Full School Year Daily Common Core Reading Grade

Week Two Answer Key Monday 1. A 2. B Tuesday 1. A 2. B Wednesday 1. C 2. A Thursday 1. A 2. B Friday 1. C 2. A 3. A 4. B

Page 17: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Three

Daily Common Core ELA Practice Grade 5

Monday Something stirred in the nearby tree leaving Rocco feeling nervous. It was nothing more than a branch bobbing back and forth after a bird had taken flight. Madeleine on the other hand stretched her legs on the chair in front of her and leaned back as though she could take a quick nap. “We can leave whenever you want to,” she said impatiently. Rocco pretended not to hear her and peeked around the corner. Charlie was supposed to be back in a few minutes and Rocco was not sure what he was going to

say to him. For Madeleine, it was a different story. Nothing in the world could bother her.

Tuesday I call our home tomato because it sits plump and red in the middle of white and tan houses. It is the only home of this color in the sleepy town of Ranch, California. Whenever someone asks me about it, I always say the town is as wide as a cat’s whiskers. The two stores that sit in the middle of the city are not really stores. They are where you go to when you need an emergency ingredient for a recipe.

Common Core Standard RL.4 Vocabulary 1. As it used in the text, what does “nothing in the world” mean? a. Nothing was going to happen. b. They were there alone. c. Madeleine was not afraid.

Common Core Standard RL.3 Compare & Contrast Char. 2. How is Rocco different from Madeleine? a. Rocco is ready to leave and Madeleine is not. b. Rocco is afraid, but Madeleine is not. c. Rocco is not listening, and Madeline wants to stay.

Common Core Standard RL.6 Narrator’s Point of View 1. How does the narrator feel about the town? a. She thinks it has many houses. b. She thinks it is a fun place to live. c. She thinks it is too small.

Common Core Standard RL.1 Quote Accurately from Text 2. What details helped you answer question 1. Explain.

© Literacy and Math Ideas 2013

Page 18: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Three

Daily Common Core ELA Practice Grade 5

Wednesday

Thursday If they were quiet enough, the soldiers would not hear them. Ada stood behind the door and didn’t want to breathe. Her heart beat so loudly that she wondered if the soldier talking to Mr. Mitchell in the other room would discover her families’ hiding place. It had been three months since they had taken to hiding. Mr. Mitchell had successfully kept her families’ hidden room a secret. Ada could hear the harsh words of the soldier talking to Mr. Mitchell. He reminded her of a cruel vulture. Although she could not make out the words, she heard the coldness in

his voice No matter what, Mr. Mitchell’s voice was calm and assuring.

Common Core Standard RL.1 Quote Accurately from Text 1. How does Annie most likely feel? a. daring because she picked up sticks b. afraid because does not know how to protect herself c. worried because the bear is coming back right now

Common Core Standard RL.7 Visual Elements 2. How does the illustration contribute to the text? a. It shows where Annie could find help. b. It shows where Annie could hide. c. It shows the setting of the story.

Common Core Standard RL.6 Narrator Point of View

1. A reader can tell that the narrator- a. wants the girl and her family to escape b. thinks Mr. Mitchell should not hide them c. believes that Ada should not be there

Common Core Standard RL.3 Compare & Contrast Characters 2. A reader can tell that the soldier is different from Mr. Mitchell because a. the soldier is unable to discover the hiding place b. the soldier is not able to convince Mr. Mitchell to let him inside c. the soldier is cruel but Mr. Mitchell on the other hand is caring.

© Literacy and Math Ideas 2013

The thundering roar of the sky grew louder and Annie felt a chill as she remembered how the bear had chased her and Daniel out of the wooded area. What would they do if they saw the big black bear this time? Could they protect themselves from an attack? Annie continued to wonder as she picked up sticks from the ground and prepared for their meal.

Page 19: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Three

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.7 Visual Elements 1. How does the illustration contribute to the meaning of the text? a. It shows the place where Catherine placed the kettle. b. It shows the location that the men should travel. c. It shows the time period that the story takes place.

Common Core Standard RL.5 Overall Structure 2. How do the paragraphs fit the overall structure of the text? a. The first paragraph explains the conflict in the text b. The second paragraph further progresses the story c. Both paragraphs tell about the crooks in the story.

© Literacy and Math Ideas 2013

Common Core Standard RL.1 Quote Accurately from Text 3. Why does Pa want to travel down a different path? Explain citing your evidence from the text.

Standards Covered This Week RL.1 Quote Accurately from Text RL.3 Compare & Contrast Characters RL.4 Vocabulary RL.5 Overall Structure RL.6 Narrator Point of View RL.7 Visual Elements

Overall Friday Review Progress ____/3 Correct

Catherine placed an iron kettle on top of the fire and looked at the river along the windy path. The men drank their coffee as they listened to Pa explain what everyone should do next. “There are crooks down that road,” said Pa as he pointed out into the distance. “I think this route is better for us to travel instead.” Pa drew a line with a stick onto the ground. I didn’t care which way we went. I just wanted to get to my new home in Oregon.

Page 20: A Full School Year Daily Common Core Reading Grade

Week Three Answer Key Monday 1. C 2. B Tuesday 1. C 2. She compares the size of her town to that of whiskers. She does not consider the stores as real

stores. Wednesday 1. B 2. C Thursday 1. A 2. C Friday 1. C 2. B 3. He is concerned about their safety. He talks about how there are criminals down the path. He

also wants to take a different route.

Page 21: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Four

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.3 Compare & Contrast Characters 1. How are Amanda and Larry similar? a. They both want new clothes. b. They both are facing hard decisions. c. They both care about what others think.

Common Core Standard RL.9 Compare Genre Stories 2. How does the author approach the same theme in both stories? a. Both stories show characters doing the right thing. b. Both stories show characters wanting acceptance. c. Both stories show characters getting into trouble.

Common Core Standard RL.4 Vocabulary 1. What does cunning mean? a. thoughtful and shy b. sneaky and clever c. playful and sensitive

Common Core Standard RL.7 Visual Elements 2. How does the illustration contribute to the story? a. It shows an illustration of what the character likes. b. It gives an example of a game Ken’s brother plays. c. It represents the things that he wishes he had.

© Literacy and Math Ideas 2013

Amanda’s Problem Amanda fingered through the clothing rack in the store and wished her mother would buy her the shirt. She was the only kid in fifth grade without a Team Marshall shirt, or at least that’s how she felt. Why should she be the only kid dressed in “regular clothes” she thought.

The Paper The boys dared Larry to take the paper off Arnold’s desk. He knew what the rest of the guys would say if he didn’t do it. Still he knew deep down inside that it wasn’t the right thing to do. Larry reached over while Arnold turned his head and grabbed the paper. The boys laughed.

Tuesday For as long as Ken remembered, he was unbeatable at the game of chess. Chess was more than a game that one would play on a cloudy Saturday afternoon. It was the cunning way that he convinced his mother that he was the one that was right when he argued with his older brother. It was the strategic way he used his words to get the other boys to follow him and do what he wanted.

Page 22: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Four

Daily Common Core ELA Practice Grade 5

Wednesday

Thursday Laura smoothed the edges of the package. Her warm smile was exactly what Mrs. Johnson needed right then. Ever since the rest of the Johnson children had grown up, Mrs. Johnson spent most of her time alone sitting on the front porch watching the rest of the world go by. When she was younger and had felt stronger, Mrs. Johnson used to help Laura’s mother take the weeds out of the garden. It was Laura that was returning the favor of kindness now, years later. Laura’s caring hands untwisted the bow and added the finishing touches to the gift. The door squeaked as she stepped outside inhaling the smells of the summer day. She hurried to hand Mrs. Johnson the gift.

Common Core Standard RL.1 Quote Accurately from Text 1. How does Mr. Harris most likely feel? a. He is excited to take a vacation. b. He is nervous about the flight. c. He is ready for his plane to leave.

Common Core Standard RL.7 Visual Elements 2. How does the illustration contribute to the text? a. It shows how Mr. Harris likely feels. b. It explains why Mr. Harris wants to leave. c. It shows where Mr. Harris is flying to.

Common Core Standard RL.4 Vocabulary 1. Watched the world go by means- a. sat in a chair outside b. moved around a lot c. did nothing each day

Common Core Standard RL.6 Narrator’s Point of View 2. How does the narrator’s point of view affect how events are described? a. It shows that Mrs. Johnson is probably angry about her children. b. The way that Laura is described walking outside shows she is late. c. Kind words are used to give a pleasant description about Laura.

© Literacy and Math Ideas 2013

Mr. Harris walked onto the airplane and found his seat. Breathe. Breathe. He repeated this to himself over and over. He could see the men placing the final pieces of luggage into the belly of the plane and decided he would rather not watch, so he closed the shade that covered the window.

Page 23: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Four

Daily Common Core ELA Practice Grade 5

Friday

© Literacy and Math Ideas 2013

Standards Covered This Week RL.1 Quote Accurately from Text RL.3 Compare & Contrast Characters RL.4 Vocabulary RL.6 Narrator’s Point of View RL.7 Visual Elements RL.9 Compare Genre Stories

Overall Friday Review Progress ____/2 Correct

Paul’s Brother Paul snatched the bag from his brother’s hand although he knew that he was wrong to do it. It is my bag, Paul thought. His younger looked at him and begged to see what Paul had brought back from the store. “You know he looks up to you,” Paul’s mother said. “Think about how much you admire your older brother too.”

The New Girl Janice laughed as Cassie, the new student, walked into the room. The faces Janice made as the student fumbled to sit down made the other students laugh. It was just a few months earlier that she was new at the school. She wished she had a friend back then, but it took months before she got to know the other students.

Common Core Standard RL.9 Compare Genre Stories 1. What is the theme of both stories? Explain how the author helps the reader understand the theme in both texts?

Common Core Standard RL.3 Compare & Contrast Characters 2. How are the main characters in both stories similar? Explain your ideas below using evidence from the text.

Page 24: A Full School Year Daily Common Core Reading Grade

Week Four Answer Key Monday 1. C 2. B Tuesday 1. B 2. A Wednesday 1. B 2. A Thursday 1. C 2. C Friday 1. Treat others the way you should be treated. The author conveys this theme by having both char-

acters mistreat others although they would not like to be treated in a similar way. 2. They both are similar because they both are not thinking about how others might feel. They are

both insensitive to other people.

Page 25: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Five

Daily Common Core ELA Practice Grade 5

Monday An ecosystem contains plants and animals that all live together in the same area. There are different varieties. Freshwater and desert are just two examples. Water from lakes, ponds, or streams is called freshwater. It does not contain salt and is home to minnows, crayfish, and a variety of larger fish. The soil near a lake or stream is also part of this ecosystem. It also contains a variety of living creatures. In a desert ecosystem, the animals and plants that live there are specially adapted to extreme heat. They are able to store water for use during dryer seasons or only hunt for food as the day becomes cooler.

Tuesday Within an ecosystem, animals and plants interact with each other. Producers are living things that make food. It serves as the food for consumers such as deer, rabbits, or other types of herbivores. An herbivore is an animal that eats plants. Inside of an ecosystem there are also carnivores. A coyote is just one example. These are predators that hunt other animals for food.

Common Core Standard RI.2 Main idea 1. What is the text mostly about? a. different types of ecosystems b. what a fresh water ecosystem is like c. what a desert is like

Common Core Standard RI.5 Text Organization 2. What is the overall structure of this paragraph? a. Compare and contrast b. Description c. Problem and solution

Common Core Standard RI.8 Reasons and Evidence 1. How does the author prove that animals depend on one

another within an ecosystem? a. by giving an example of a herbivore b. by giving examples of living things that need one another for food c. by comparing and contrasting the needs of ecosystems and different plants.

Common Core Standard RI.3 Relationship Between Ideas 2. Why are plants important in an ecosystem? a. It is food for carnivores. b. It provides food for herbivores. c. It helps predators hunt other animals.

© Literacy and Math Ideas 2013

Page 26: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Five

Daily Common Core ELA Practice Grade 5

Wednesday Animal species within an ecosystem often face challenges. Sometimes animals become extinct naturally. This can happen if there is not enough food to eat or if they compete with other animals for the same food. Sometimes, an animal can be overhunted. Turkeys roamed wild in the Midwest until the 1800s. As immigrants moved to this region, they began to hunt turkeys for food. Although the wild turkey did not become extinct, their numbers dwindled in the region.

Common Core Standard RI.3 Relationship Between Ideas 1. What caused the number of wild turkeys to go down? a. They competed for food with other animals. b. Too many of them were hunted for food. c. These animals became extinct naturally.

Common Core Standard RI.2 Main Idea 2. What is this passage mostly about? a. why some animals become extinct b. areas where wild turkeys have lived c. some animals compete for food

Common Core Standard RI.1 Details 1. What caused the dodo bird to die off? a. they were in danger of becoming extinct b. overhunting by humans and animals c. humans moved to an island in the ocean

Common Core Standard RI.2 Two or More Main Ideas 2. What are two main ideas of this paragraph? a. Endangered animals can die off; There is an island in the Indian Ocean. b. The dodo bird is a bird; dodo birds once lived on an island. c. Endangered animals can become extinct; hunting the dodo bird harmed it.

© Literacy and Math Ideas 2013

The eagle was an endangered

animal.

Thursday Endangered animals are creatures that are at risk of becoming extinct. This means that they could completely die off if something does not change. This has happened to the dodo bird. This bird once lived on a small island located in the Indian Ocean. Many of these birds were caught and eaten by humans that moved to this island two hundred years ago. As humans moved into the region where dodo birds lived, they brought with them animals that also sought after and ate the dodo bird. Within a short time, all of the birds were eaten resulting in them becoming extinct.

Page 27: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Five

Daily Common Core ELA Practice Grade 5

Friday Deciduous forests are forests in environments with varying temperatures. The regions that contain them have warm summers and cold winters. Just as rainforests have different layers extending from the treetops to the ground, deciduous forests also have them. The bottom layer, located on the forest floor, contains dead plants and provides nutrients. It is also the home for different insects and fungi. The next higher layer is the shrub layer which provides food for animals as well as shade. Above this is the understory. Younger trees are found there. The canopy is the highest layer and contains older trees. It receives the most sunlight and serves as a home for a variety of birds.

Common Core Standard RI.3 Relationships Between Ideas 1. Why is the deciduous forest bottom layer important? a. It contains shade for animals. b. It has fungi living there. c. It provides nutrients for plants.

Common Core Standard RI.1 Details 2. What information from the text helped you answer question one?

© Literacy and Math Ideas 2013

Common Core Standard RI.1 Details 3. What is located in the forest canopy? a. older trees b. dead plants c. shrubs

Common Core Standard RI.5 Text Organization 4. What is the text structure of this paragraph? a. Description b. Problem and solution c. Compare and contrast

Standards Covered This Week RI.1 Details RI.2 Main Idea (Introduced At An Earlier Level But Is Still Assessed)

RI.2 Two or More Main Ideas RI.3 Relationship Between Ideas RI.5 Text Organization RI.8 Reasons and Evidence

Overall Friday Review Progress ____/4 Correct

Page 28: A Full School Year Daily Common Core Reading Grade

Week Five Answer Key Monday 1. A 2. B Tuesday 1. B 2. B Wednesday 1. B 2. A Thursday 1. B 2. C Friday 1. C 2. The text stated that there are nutrients on the bottom floor from dead plants. 3. A 4. A

Page 29: A Full School Year Daily Common Core Reading Grade

Quick Daily Common Core Reading Grade 5

Weeks 6 to10 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

5 Weeks of Daily Practice

Version 3 Literacy and Math Ideas

Page 30: A Full School Year Daily Common Core Reading Grade

Thank You!

Thank you for purchasing this product. Literacy and Math Ideas’ goal is to provide unique, fun, and affordable resources for classroom instruction.

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How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework re-view. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

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Week Six: Informational Text (Scientific) Standards Covered Include: RI.1 Details RI.3 Relationship Between Ideas RI.4 Vocabulary RI.5 Text Organization RI.8 Reasons & Evidence

Week Seven: Informational Text (Historical) Standards Covered Include: RI.1 Details RI.1 Main Idea (Taught in Earlier Grades But Still Assessed at this Grade Level) RI.2 Two or More Main Ideas RI.3 Relationship Between Ideas RI.4 Vocabulary RI.8 Reasons & Evidence

Week Eight: Literature (Poetry & Realistic Fiction)

Standards Covered Include: RL.1 Quote Accurately From Text RL.2 Main Idea(Taught in Earlier Grades But Still Assessed at this Grade Level) RL.4 Vocabulary RL.5 Overall Structure RL.7 Visual Elements

Week Nine: Literature (Plays & Realistic Fiction) Standards Covered Include: RL.1 Quote Accurately From Text RL.2 Theme RL.2 Summarizing (Part 2 of Standard) RL.3 Compare & Contrast Characters RL.4 Vocabulary RL.5 Overall Structure Week Ten: Informational Text (Historical) Standards Covered Include: RI.1 Details RI.1 Inference (Part 2 of the Standard) RI.2 Two or More Main Ideas RI.3 Relationship Between Ideas RI.4 Vocabulary RI.5 Text Organization RI.8 Reasons and Evidence

TABLE OF CONTENTS

Page 32: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Six

Daily Common Core ELA Practice Grade 5

Monday Nitrogen for Survival

Photosynthesis

Common Core Standard RI.8 Reasons and Evidence 1. What evidence does the author give to show that nitrogen is

necessary for proper plant growth? a. Farmers rotate plants to create a variety of crops. b. Bacteria found on soybean plants add nitrogen to soil. c. Leaves would not grow properly without nitrogen.

Common Core Standard RI.5 Text Organization 2. What is the overall structure of this paragraph? a. Sequence b. Cause and Effect c. Classification

Common Core Standard RI.4 Vocabulary 1. According to the text, what is chloroplast? a. this is a chemical found in sunlight for photosynthesis b. a substance in a plant that aids in photosynthesis c. pores within a plant leaf that assists in photosynthesis

Common Core Standard RI.3 Relationship Between Ideas 2. What is the function of the pores? a. It allows chloroplasts to get water from plant roots. b. With them, sunlight is collected by a plant. c. They enable carbon dioxide to enter a plant.

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Nitrogen is an important element that is needed for the survival of all living creatures. This also includes plants. In order for plants to make the nutrients that are necessary for survival, they need to be able to obtain nitrogen. Without it, plant roots can have limited growth and the leaves will turn yellow rather than green. It can also lead to abnormally formed fruit. Although nitrogen is found in the air, it cannot be converted by plants without some help. Often farmers rotate crops to add nitrogen to the soil. This is done when one type of plant is grown one year and another is grown the next. Often this rotation includes the use of beans which naturally contains bacteria that converts nitrogen into a useable version that is found in the soil.

Photosynthesis is the process in which a plant creates its own food. Chloroplasts from within its cell walls, carbon dioxide from the air, sunlight, and water undergo a chemical process in order to create food. The entire process takes place within a plant’s leaves. Tiny holes called pores allow carbon dioxide from the air to enter a leaf. Water enters through the roots and travels throughout the entire plant. Sunlight shines onto the chloroplasts located in the cell walls. When all of this happens, a chemical reaction takes place which results in food in the form of sugar being made.

Tuesday

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Name____________________________________ Week Six

Daily Common Core ELA Practice Grade 5

Wednesday Plant Respiration Cellular respiration is the name given to the process through which plants use energy. This energy is produced when oxygen inside of the plant combines with the glucose (sugar) that is created during photosynthesis. When this occurs, water and carbon dioxide are produced. This also results in energy being made by the plant.

Thursday Seeds Most plant seeds never have the opportunity to reproduce and mature into plants. In order to increase their chances, a variety of techniques are used. Some seeds are small enough to be eaten by animals. When these animals release waste, a seed can sprout. Other seeds such as that of a cottonwood tree, are attached to fluffy cotton fibers. As they float, they have the chance of landing in an environment that is most suitable for them to grow.

Common Core Standard RI.1 Details 1. What causes energy to be produced? a. carbon dioxide combining with water b. oxygen and glucose mixing c. plants using excess energy

Common Core Standard RI.5 Text Organization 2. What is the overall structure of this paragraph? a. Sequence b. Problem and Solution c. Classification

Common Core Standard RI.3 Relationship Between Ideas 1. How does a seed’s appearance assist in its survival? a. Its construction helps it to land in soil enabling it to grow b. It keeps it from being eaten by animals. c. It allows it to be released from cotton fibers.

Common Core Standard RI.1 Details 2. Why is it helpful for seeds to look a variety of ways? a. It allows them to live in different environments. b. It allows them to float throughout the air. c. It increases their chances of survival.

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Name____________________________________ Week Six

Daily Common Core ELA Practice Grade 5

Friday Plant Roots Plant roots vary depending on their environments. In the Arctic, there is a deep layer beneath the surface of the soil. This region is called permafrost. The layer remains frozen throughout the year because of the frigid temperatures. Plants that live in the Arctic have fibrous and short roots that enable them to absorb the small amounts of precipitation that falls to the ground. In areas with lengthier growing seasons, the roots of many plants are longer. A deep root that extends through several inches or feet of a soil is called a taproot. This structure not only absorbs water and nutrients from the soil, it also holds a plant firmly in place. Shorter, hair-like roots on the other hand are small in size and are referred to as fibrous roots. Their main function is to be close enough to the surface to absorb as much water and minerals during a growing season.

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Common Core Standard RI.3 Relationship Between Ideas 1. How do shorter roots benefit plants? a. They hold plants in place more firmly. b. They enable plants to find nutrients and water. c. They go into the permafrost easier than longer roots.

Common Core Standard RI.8 Reasons and Evidence 2. What details does the author provide to help the reader answer question 1?

Standards Covered This Week RI.1 Details RI.3 Relationship Between Ideas RI.4 Vocabulary RI.5 Text Organization RI.8 Reasons and Evidence

Overall Friday Review Progress ____/2 Correct

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Week Six Answer Key Monday 1. C 2. B Tuesday 1. B 2. C Wednesday 1. B 2. A Thursday 1. A 2. C Friday 1. B 2. The text states that shorter roots enable plants to locate nutrients easier since they are closer

to the surface.

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Name____________________________________ Week Seven

Daily Common Core ELA Practice Grade 5

Monday Early Medicine

Tuesday Hospitals Long Ago Hospitals have evolved in the past 300 years as well. The way hospitals are used today is not the same as they were used back in the 18th century. Then, they were used for the sickest of all patients. Being in the hospital itself could cause a person to become ill due to the poor sanitary practices of the medical staff. After a doctor visited a patient, he often wiped his hands with a towel if they were wet and disregarded the use of soap and water. People believed the opposite of what is known to be true today. They thought that too much hand washing and bathing caused illnesses. As a result, one common hospital illness was tetanus. This bacterial infection caused tight muscle contractions until a person eventually died. Without an understanding of diseases and how germs are spread, hospitals often took a toll on patients lives.

Common Core Standard RI.4 Vocabulary 1. What does colleagues mean in this paragraph? a. other doctors b. patients c. medical equipment

Common Core Standard RI.8 Reasons and Evidence 2. How does the author prove that medicine was different years ago? a. The author gives examples of different types of medicines from then. b. The author lists the names of illnesses that were common in the past. c. The author explains how medicine was years ago.

Common Core Standard RI.3 Relationship Between Ideas 1. What caused illnesses to spread in hospitals? a. too many patients b. poor cleanliness habits c. bathing too much in hospitals

Common Core Standard RI.1 Details 2. What proof from the text helped you answer question 1?

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Medical practices today do not resemble those that were used over 125 years ago. In fact, most of the practices that were used in the past remained the same for thousands of years; and, it was not until the end of the 1800s that medicine began to change. Long ago, medical equipment was not cleaned between patient use. Diseases were then carried from one patient to the next. In fact, doctors did not know about germs. When one doctor that spoke frequently at conferences suggested to his colleagues that something small could be causing illness, he was laughed at and told that his ideas could not possibly to true.

Medical Tools from the 1800s

19th Century Nurse Uniform

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Name____________________________________ Week Seven

Daily Common Core ELA Practice Grade 5

Wednesday Almshouses The first hospitals were built in the United States during the 1700s. They were located in Pennsylvania and New York. Since few people survived after entering a hospital, it became an unpopular place for anyone to visit. Most patients were treated at home. A new place called the almshouse was created. This was just as bad as hospitals. This was the place where the very poor, insane, blind and even criminals received medical care. Patients often shared their hospital rooms with rats and mice. The poor sanitation habits there also led to more patient illnesses. Community groups spoke out against the conditions in almshouses and eventually they were closed.

Thursday Beginnings of Change By the early 1900s, doctors learned more about how diseases are spread. This resulted in changes in the medical industry and patient care. Penicillin was used to treat infections and vaccines were used to prevent illnesses that once contributed to the deaths of thousands of people. For the first time, doctors did not feel helpless when they treated patients, they had tools to ease suffering and promote health.

Common Core Standard RI.3 Relationship Between Ideas 1. Why did community groups speak out against almshouses? a. Almshouses only had the poor, insane, and blind. b. Almshouses did not want patients to be only treated at home. c. Almshouses had poor health practices.

Common Core Standard RI.1 Details 2. What information helped you answer question 1? Highlight or underline this information. Explain your ideas below.

Common Core Standard RI.2 Main Idea 1. What is this paragraph mostly about? a. changes to the medical industry b. penicillin was used to treat illnesses c. doctors felt helpless

Common Core Standard RI.1 Details 2. Which detail from the text supports your answer to question 1? a. Doctors learned more about illnesses in the 1800s. b. This encouraged changes in medicine and patient care. c. Doctors were not left to feel helpless during treatments.

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19th century

pharmacists often

created medicine like

those shown in the

illustration.

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Name____________________________________ Week Seven

Daily Common Core ELA Practice Grade 5

Friday A New Era

Common Core Standard RI.3 Relationship Between Ideas 1. What is one reason that medical care improved? Highlight or underline information in the text. Explain in this box below.

Common Core Standard RL.1 Details 2. What did researchers learn about typhoid? a. It is transmitted by bacteria. b. It is not as dangerous as once believed to be. c. X-ray machines fought it best.

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Common Core Standard RI.2 Two or More Main Ideas 3. What are two main ideas from this passage? a. Typhoid was a common illness, and bacteria was a problem. b. New practices helped improve medicine, and laws helped the government monitor illnesses. c. The cause of diseases was discovered, x-ray machines helped improve lives.

Standards Covered This Week RI.1 Details RI.2 Main Idea (Taught at Earlier Grades But Still Tested At This Level) RI.2 Two or More Main Ideas RI.3 Relationship Between Ideas RI.4 Vocabulary RI.8 Reasons and Evidence

Overall Friday Review Progress ____/3 Correct

New inventions aided medical progress. By 1895, the x-ray machine was invented. It enabled doctors to look inside of the human body. For the first time, research was conducted by the United States government to discover how serious illnesses such as typhoid was contracted. Researchers soon learned that many of the common diseases were spread by bacteria. This resulted in better sanitary practices. The United States government also began to regulate the medical industry. New standards and practices were created that hospitals and doctors had to follow. For the first time in history, the United States government monitored public health.

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Week Seven Answer Key Monday 1. A 2. C Tuesday 1. B 2. The author states that hands were not washed. Also, no one knew about illnesses. Wednesday 1. C 2. Mice and rats ran around them. Plus, people often got sick inside of them. Thursday 1. A 2. B Friday 1. (Answers will vary). Possibilities include: More was known about how diseases were spread.

There were new medical machines, or there were new laws implemented to regulate medicine. 2. A 3. B

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Name____________________________________ Week Eight

Daily Common Core ELA Practice Grade 5

Monday Features of Poetry

Tuesday A Grandmother’s Care Looking through time, I think of my grandmother.

Her words are as like wise melodies.

Her care is like strong iron. With love she cares for each of her grandchildren,

And covers each of us with her love.

Common Core Standard RL.1 Quote Accurately from the Text 1. What is the purpose of repeated lines in a poem? a. It is used to create stanzas. b. It makes an idea stand out to the reader. c. It compares two things that are not similar.

Common Core Standard RL.4 Vocabulary 2. What is a stanza? a. words that rhyme in a poem b. repeated lines in a poem c. groups of lines in a poem

Common Core Standard RL.4 Vocabulary 1. What type of literary device is used in line two? a. metaphor b. simile c. idiom

Common Core Standard RL.1 Quote Accurately from Text 2. What is the purpose of the literary device in line two? Explain your ideas.

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If you have ever looked closely at a poem, you have noticed that it looks different than a novel. One major difference is that it has stanzas instead of paragraphs. A stanza is several lines of a poem that are grouped together. Poetry like other genres, often uses literary devices. Metaphors and similes help a reader imagine what is stated. In addition, repeated lines are used to bring a reader’s attention to an idea.

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Name____________________________________ Week Eight

Daily Common Core ELA Practice Grade 5

Wednesday America’s Liberty

Thursday More About Poetry Poetry includes a variety of features. Knowing and understanding each of these features can make interpreting what a poem states much easier. Internal rhyme is when words within a line rhyme with each other. “Be it as it may that fateful day” is an example of internal rhyme. End-rhyme is when the last words of different lines rhyme with each other. Poets use internal and end-rhyme to create beauty and rhythm. As you read, look for literary devices, and pay close attention to the rhyme scheme.

Common Core Standard RL.2 Main Idea 1. The central purpose of the poem is to- a. explain the wars America fights today b. describe the reason and result of the Revolutionary War c. tell which rules were most fair

Common Core Standard RL.1 Quote Accurately from Text 2. Why did the author repeat the second and fourth lines? a. to compare two ideas that are not similar b. to bring the reader’s attention to an important idea c. to explain when the battle was fought

Common Core Standard RL.1 Quote Accurately from Text 1. What is internal rhyme in a poem? a. It is when words within a line rhyme. b. It is when words at the end of a line rhyme. c. It is when words have the same meaning.

Common Core Standard RL.1 Quote Accurately from Text 2. What is the purpose of internal rhyme and end-rhyme? a. They make a poem sound unusual. b. They add rhythm and beauty to a poem. c. They help a reader imagine what the poem means.

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After countless years of British rule, The colonists yearned to be free.

They argued with the British Parliament and protested laws. The colonists yearned to be free.

One fateful day, the revolution began, an end to rule they could see. In the end, they would actually win America’s liberty.

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Name____________________________________ Week Eight

Daily Common Core ELA Practice Grade 5

Friday John Martin

Common Core Standard RL.7 Visual Elements 1. How does the illustration contribute to the meaning of the text? a. It shows some of the medicines John Martin sold. b. It describes the location of John Martin’s trickery. c. It helps the reader determine the setting of the poem.

Common Core Standard RL.5 Overall Structure 2. How do the stanzas fit the overall structure of the

text? a. Both describe what life was like in 1500. b. Both tell about a deceptive person. c. Both tell about what John Martin sold.

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Common Core Standard RL.1 Quote Accurately from Text 3. Line five contains- a. simile b. repetition c. internal rhyme

Standards Covered This Week RL.1 Quote Accurately from Text RL.2 Main Idea (Taught at Earlier Grades But Still Tested At This Level) RL.4 Vocabulary RL.5 Overall Structure RL.7 Visual Elements

Overall Friday Review Progress ____/3 Correct

John Martin was a trickster. One of the worst the year 1500 did see.

Fake medicines he carried and sold.

Right near an aged old tree. Watch out! He has trickery or soon you’ll see.

He swindled bags of gold, leaving town without a trace. That John Martin was a trickster, everyone did see.

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Week Eight Answer Key Monday 1. B 2. C Tuesday 1. B 2. To compare two things. (An even deeper explanation could be: to show how much the narrator

likes the wisdom that comes from his grandmother. By using the word melodies instead of noise shows that the narrator has a positive impression of what is stated by the grandmother.)

Wednesday 1. B 2. B Thursday 1. A 2. B Friday 1. C 2. B 3. C

Page 44: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Nine

Daily Common Core ELA Practice Grade 5

Monday Christopher Columbus’ Request: A Play/Drama

Common Core Standard RL.3 Compare & Contrast Characters 1. Based on King John’s reaction, a reader can infer- a. he does not like Christopher Columbus’ request b. he is interested in what Christopher Columbus is saying c. he is concerned about the route he would take

Common Core Standard RL.5 Overall Structure 2. What is the purpose of the italics and parenthesis? a. It tells the actors what to do. b. It tells the narrator what to say out loud. c. It tells the audience what the characters are thinking.

Common Core Standard RL.3 Compare & Contrast Characters 1. Based on Mrs. Einstein’s reaction, what does she think? a. She thinks that Albert is just shy. b. She believes that Albert is a unique child. c. She thinks that Albert should learn other things.

Common Core Standard RL.2 Summarizing (Part 2 of Standard) 2. What is this story about? a. The teacher is concerned about Albert’s progress. b. Mrs. Einstein is concerned about behavior problems. c. Albert is not following directions at school.

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Setting: Portugal in 1485 Christopher Columbus: (Takes a bow) I can find a route to Asia if you could just pay for three ships. My track record is excellent. I am one of the best explorers. King John II: (He rubs his chin) Three ships huh? You think that you can find a better route? Christopher Columbus: (Talks quickly) Oh yes sir, I can.

Tuesday Young Albert Einstein “I am sorry Mrs. Einstein, your son Albert is just not learning as quickly as the other pupils. Academics is not something that he is skilled in.” “My son has always been different,” remarked Mrs. Einstein as she watched the other children roll a ball. “He just learns differently than the other children.”

Page 45: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Nine

Daily Common Core ELA Practice Grade 5

Wednesday Carl Alone

Thursday Mystery House: A Play/Drama

Common Core Standard RL.2 Theme 1. Based on how Carl responded to challenges, the theme is- a. Creativity is always best. b. Always keep trying. c. Find ways to remain calm.

Common Core Standard RL.1 Quote Accurately from Text 2. Carl is likely to leave the island because- a. he found a boat on the island b. a passenger noticed him c. the group he was with found him

Common Core Standard RL.3 Compare & Contrast Characters 1. Based on the text, Michael is most likely- a. excited about entering the house b. surprised about Addie’s reaction c. nervous about entering the house too

Common Core Standard RL.1 Quote Accurately from Text 2. What details from the text helped you answer question 1?

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Carl extended his arms as high as he could hoping to be seen by the passing ship. It had been 70 days and 15 hours since the terrible accident. Alone each night he sat trying to find a way to escape the deserted island. No matter how lonely he had been, he kept trying to find a way to get help. Carl saw a ship passing by. A passenger pointed at Carl.

Setting: Today Addie: (Covers her eyes) I can’t go in there. Michael: (Jumps as he hears a sound) I am not afraid (He chuckles). I don’t believe all the stories about this house being haunted. If we don’t go inside, it’s your fault. Addie: (Shivers) I just don’t think this is a good idea.

Page 46: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Nine

Daily Common Core ELA Practice Grade 5

Friday Meng Wins: A Play/Drama

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Standards Covered This Week RL.1 Quote Accurately from Text RL.2 Theme RL.2 Summarizing (Part 2 of Standard) RL.3 Compare and Contrast Characters RL.4 Vocabulary RL.5 Overall Structure

Overall Friday Review Progress ____/2 Correct

Common Core Standard RL.4 Vocabulary 1. What does the character mean by “my head is 2. spinning”? a. She has a headache. b. She is excited. c. She does not know how she won.

Common Core Standard RL.5 Overall Structure 2. What is the purpose of the italics and parenthesis? a. It tells the characters what to do. b. It tells the narrator what to say out loud. c. It tells the audience what the characters are thinking.

Setting: Today Meng: (Takes a deep breath) My head is spinning. Are you saying that I really won? Caller: Yes, I am. Your are Power 1800’s twelfth caller. Congratulations. Meng: (Jumps up and down) I can’t believe it I actually won!

Page 47: A Full School Year Daily Common Core Reading Grade

Week Nine Answer Key Monday 1. B 2. A Tuesday 1. B 2. A Wednesday 1. B 2. B Thursday 1. C 2. He jumps and seems to be finding an excuse not to enter the house. Friday 1. B. 2. A

Page 48: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Ten

Daily Common Core ELA Practice Grade 5

Monday The Beginning of the Pony Express

Tuesday The Plan The plan for the Pony Express would get mail coverage from Missouri all the way to California. Along the way, the riders would change horses every ten to twelve miles. Using this method, mail could be delivered in nearly two weeks rather than the months that it would take to be carried using traditional mail. This would be a dangerous journey. The riders would cross through a variety of regions and face all types of weather conditions.

Common Core Standard RI.3 Relationship Between Ideas 1. Why was a mail delivery system needed? a. horseback was an unreliable method of delivery b. the method of delivering mail was not working c. the mail route needed a new plan

Common Core Standard RI.1 Details 2. How would mail be delivered with the new system? a. by a person walking along a route b. by a letter system using trucks c. by a person riding on a horse

Common Core Standard RI.8 Reasons and Evidence 1. The author proves the Pony Express is a better form of

transportation than traditional mail by- a. giving an example of a hazard pony riders faced b. listing how often horses would be changed c. explaining how long traditional delivery took

Common Core Standard RI.1 Inferences (Part 2 of Standard) 2. Horses were exchanged every ten to twelve miles most likely because- a. riders wanted to prevent horses from getting tired b. horses were not sturdy enough for travel c. they could not travel in rough weather

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In the past, getting information from one person to another was a challenge. A dependable method of sending letters to friends and family was needed. William Russell, William Waddell, and Alexander Majors developed a method in 1860 to get mail reliably across the country. The plan was to send mail by horseback. Using this method, mail carriers would travel across mountains, rivers, and dusty plains to transport letters.

Page 49: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Ten

Daily Common Core ELA Practice Grade 5

Wednesday The Plan Works

Thursday Problems Arise Although things went well most of the time, the Pony Express riders did face difficulties. One problem was the stations that the riders used as stopping points were far apart. If a horse became sick or injured, a Pony Express rider had a long distance to travel before help could be obtained. This also meant that food and water was not readily accessible to riders. Although difficulties were not as common, they were problematic when they occurred.

Common Core Standard RI.2 Two or More Main Ideas 1. What are two main ideas from the passage? a. The riders had to be physically fit, and they had to be brave. b. Stations made it possible to rest, and horses were exchanged. c. Riders were carefully selected, and delivery was successful.

Common Core Standard RI.1 Details 2. What details helped you answer question 1?

Common Core Standard RI.4 Vocabulary 1. What does problematic mean? a. They were troublesome. b. They were easy to solve. c. They did not happen often.

Common Core Standard RI.1 Details 2. What was one problem that the Pony Express riders faced?

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The organizers of the Pony Express carefully selected the riders that would deliver the mail. In order to be picked, a young man had to be physically fit and brave. Many riders were selected and the attempts to deliver mail by horseback went successfully. Men were trained and a route for mail delivery was developed. Stations for picking up and carrying mail were established across the country. Riders were able to stop and rest along the way. At certain points along their journey, riders exchanged horses. The entire process was a success.

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Name____________________________________ Week Ten

Daily Common Core ELA Practice Grade 5

Friday The Pony Express Ends Although by some standards the Pony Express, which began in 1860, was a huge success, newer forms of technology replaced it. In all, this method of mail delivery only lasted 18 months. The telegraph was invented in 1861. Wires were laid across the country to send signals across long distances. With this new technology, messages could be sent in minutes. The telegraph did not arrive without its own set of challenges. A sender that worked at the telegraph station had to be skilled in the intricate telegraph coding language. Mistakes were common. Even with the difficulties that occurred with this system, a new era of communication was ushered into society. In the end, the Pony Express became a memory of the past.

Common Core Standard RI.3 Relationships Between Ideas 1. What caused the Pony Express to end? a. New wires made travel difficult. b. A quicker form of communication was developed. c. The Pony Express had too many challenges with it.

Common Core Standard RI.2 Two or More Ideas 2. What are two main ideas from the text? a. The telegraph was popular, and this technology had problems. b. One had to know telegraph language, and riders had problems. c. There were too many messages to send, and coding was hard.

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Common Core Standard RI.1 Details 3. How long did the Pony Express last? a. 18 months b. Less than a year c. Three years

Common Core Standard RI.5 Text Organization 4. What is the text structure of this paragraph? a. Compare and contrast b. Problem and solution c. Description

Standards Covered This Week RI.1 Details RI.1 Inference (Part 2 of the Standard) RI.2 Two or More Main ideas RI.3 Relationship Between Ideas RI.4 Vocabulary RI.5 Text Organization RI.8 Reasons and Evidence

Overall Friday Review Progress ____/4 Correct

Page 51: A Full School Year Daily Common Core Reading Grade

Week Ten Answer Key Monday 1. B 2. C Tuesday 1. C 2. A Wednesday 1. C 2. Most of paragraph one talks about the selection process of picking riders. They had to be physi-

cally fit and brave. Most of paragraph two gives details about how delivery was successful be-cause the men were able to stop and rest. They also could exchange horses.

Thursday 1. A 2. They could not access help if needed to easily. They could not get to food quickly. Friday 1. B 2. A 3. A 4. C

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Weeks 11-15 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

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How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework re-view. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

Page 54: A Full School Year Daily Common Core Reading Grade

Week 11: Literature (Realistic Fiction & Historical Fiction) Standards Covered Include: RL.1 Details RL.3 Compare and Contrast Characters RL.4 Vocabulary RL.5 Overall Structure RL.9 Compare Approaches to Theme

Week 12: Informational Text (Strange Plants) Standards Covered Include: RI.1 Details RI.2 Main Idea (Taught at Earlier Grades But Still Tested At This Level) RI.2 Two or More Main Ideas RI.3 Relationship Between Ideas RI.4 Vocabulary RI.8 Reasons and Evidence

Week 13: Literature (Historical & Realistic Fiction)

Standards Covered Include: RL.1 Details RL.1 (Part 2 of the Standard) RL.3 Character Analysis RL.5 Overall Structure RL.5 Elements of Poetry (Part of the Standard)

Week 14: Informational Text (Clock History) Standards Covered Include: RI.1 Details RI.2 Summarize RI.3 Interactions Between Ideas Week 15: Informational Text (Facts About Ants) Standards Covered Include: RI.1 Details RI.1 Inference (Part 2 of the Standard) RI.2 Two or More Main ideas RI.3 Relationship Between Ideas RI.8 Reasons and Evidence

TABLE OF CONTENTS

Page 55: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Eleven

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.9 Compare Approaches to Themes 1. Both texts teach about perseverance. How do both authors teach this same theme? Use details from both texts.

Common Core Standard RL.1 Details 2. Reread the second story. How does Angel’s response to the clarinet differ from the beginning to the end of the text?

Common Core Standard RL.3 Compare & Contrast

Characters 1. Compare Amos’ reaction to the award with his daughter’s

reaction.

Common Core Standard RL.3 Character Analysis 2. Based on the text, which word best describes Amos? a. haughty (this means showy) b. open-minded c. humble

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Darren’s Escape: Realistic Fiction (Survival Story) The clouds were thick and reminded Darren of cotton balls. Seeing the sky meant that he had finally made it to the top of the hole. At first, he never thought he would escape. Deep inside, Darren knew that if he had not convinced himself to attempt to climb out, no one would have found him.

The Clarinet Lesson: Realistic Fiction Angel placed her clarinet onto the table and folded her arms. “I sound terrible,” she protested. “It takes time to learn how to play an instrument,” replied her mother. “It took me years before I could play well.” “I guess you are right,” said Angel as she grabbed her clarinet.

“It is no big deal,” protested Amos as he looked at the invitation. “Just tell everyone to forget about it.” Amos glanced out of his window and thought about how nice it would be to leave his house even if it was to go to a crummy award ceremony. “Dad, you have not left the house in months. This is a great way for you to get out of the house and plus, everyone wants to thank you for your hard work in the war 65 years ago. You are the last surviving soldier,” replied Amos’ daughter. Amos hesitated, then he began speaking. “Well, alright, I will go. “

Tuesday The Award: Realistic Fiction

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Daily Common Core ELA Practice Grade 5

Wednesday The Bone Collectors: Historical Fiction It was the early 1800s. Richard Anning looked at his bare pantry and sighed. His wife stirred the last bit of meal and slowly added water to her bowl. “I’ll handle everything,” Richard said to his wife as he tried to believe his own words. Richard grabbed his tin can off the shelf and peered at the one coin that sat lonely inside of it. The French Revolution had left many of England’s families struggling to survive. “Mary, you and your brother need to help me look for fossils at the seashore. The tourists always love to purchase them,” said Richard. Mary nodded. Little did she know, Mary would one day become a famous fossil collector.

Thursday Marco Polo and the Paper Money: Historical Fiction

Common Core Standard RL.5 Overall Structure

1. What is the purpose of the first paragraph? a. It explains why Richard decided to look for fossils. b. It describes the location where the family lives. c. It tells about how Mary helped her father.

Common Core Standard RL.4 Vocabulary 2. The word peered most closely means- a. described b. looked at c. put back

Common Core Standard RL.3 Compare & Contrast Characters Which pair of words describes both characters? a. Nicholas is carefree and Marco Polo is sarcastic. b. Nicholas is excited and Marco Polo is frustrated. c. Nicholas is suspicious and Marco Polo is excited.

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“Paper money? Are you sure Marco?” asked Nicholas as he put down his quill and neatly folded his letter. “This isn’t another one of your fanciful tales is it?” Nicholas continued. “I am telling you the truth as the sky is my witness. Kublai Khan uses paper money rather than coins in his country. This is just one of the interesting things that I discovered during my travels,” replied Marco Polo. Nicholas rubbed his chin. “Do you know how much easier and safer it would be to carry paper rather than heavy coins?” exclaimed Nicholas.

Common Core Standard RL1 Details 2. Why did Marco Polo find the paper very impressive? a. It is easier to carry than coins. b. It is stronger than coins. c. It is his new invention.

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Name____________________________________ Week Eleven

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Friday

© Literacy and Math Ideas 2013

Common Core Standard RL.9 Compare Approaches to Theme 1. Both stories teach the theme of family loyalty. Compare and con-trast how each story teaches this theme. Use the back of this page or separate paper to explain your ideas. Include details from the text in your explanation.

Common Core Standard RL.3 Compare and Contrast Characters 2. How is Darius in ‘The Chosen’ similar and different from Matthew in ‘Matthew’s Decision? Use text details to fully explain your thinking.

Standards Covered This Week RL.1 Details RL.3 Compare and Contrast Characters RL.4 Vocabulary RL.5 Overall Structure RL.9 Compare Approaches to Theme

Overall Friday Review Progress ____/2 Correct

The Chosen: Fantasy When Darius opened the envelope, he discovered that he was one of the chosen of the community. This was a great honor that brought with it a great responsibility. Anyone that was granted the title of chosen had to leave their family and live in the chosen community. Darius looked at his feeble mother and infant brother. Ever since his father died, he had been the one that hunted and brought food to the family. He knew that his mother and brother would not survive without him. Still, Darius thought about the honor and status that being named a chosen brought. He paced back and forth as he wondered whether or not he should leave his family.

Matthew’s Decision: Realistic Fiction Stand over there. Matthew pointed to leaf on the ground and motioned for his brother to stand on it. Gregory happily followed directions and stood where he was told. Matthew knew that his mother wanted him to watch Gregory. If his classmates got one look at his brother, he knew that they would not understand and would laugh. Gregory grunted. Matthew had never left his brother alone especially not at a park. He knew that if his brother got distracted with an insect or anything, he could wander away and become lost like before. The middle school boys were getting closer. Matthew did not know if he should hide or stay with his brother.

Page 58: A Full School Year Daily Common Core Reading Grade

Week Eleven Answer Key

Monday 1. C 2. Asia and Australia

Tuesday 1. It has a rotting odor that resembles something dead. 2. This flower smells terrible rather than good.

Wednesday 1. They let this plant know when an insect is nearby it. 2. The trigger hair that lines the edges of this plant traps the insect inside is the evidence

that helped me determine this answer.

Thursday 1. It mostly tells about the fungi family. 2. B

Friday 1. The corpse flower uses its odor in order to get pollinated. Without it, it would not attract insects

which can spread its pollen around. 2. The text states the fact that there are only a few days each year in which this flower blooms.

It is important for the corpse flower to attract insects during this time in order to survive and produce more plants.

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Name____________________________________ Week Twelve

Daily Common Core ELA Practice Grade 5

Monday Strange Plants When you think about plants, what do you imagine? Do images of green stalks bearing leaves and sweet smelling flowers come to mind? This is only partially true. Just like animals, plants are equipped to survive in a variety of environments. In fact, they do amazing things in order to live. Put away your old notions about plants and prepare to be surprised.

Tuesday The Corpse Flower (Part I) Strange Smell Deep in the forests of Sumatra located in Asia is a plant called the corpse flower. Known as the worst smelling flower on the planet, its terrible odor can be detected as far as half of a mile away. This flower gets its name from its scent which resembles rotting flesh. Fast Fact The corpse flower was discovered in 1878.

Common Core Standard RI.4 Vocabulary 1. What does colleagues mean in this paragraph? a. other doctors b. patients c. medical equipment

Common Core Standard RI.8 Reasons and Evidence 2. How does the author prove that medicine was different years ago? a. The author gives examples of different types of medicines from then. b. The author lists the names of illnesses that were common in the past. c. The author explains how medicine was years ago.

Common Core Standard RI.1 Details 1. How did the corpse flower get its name?

Common Core Standard RI.10 Text Complexity 2. Based on the text, what makes the corpse flower so un-usual?

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Wednesday Insect Eating Plants It used to be believed that if a plant needed food all it had to do is sink its roots deep into the soil and

absorb all of the nutrients that it wanted. Carnivorous plants have a more deceptive method of getting a meal. They catch insects! The Venus flytrap is one example. Its leaves resemble a clam with soft points along the edges. These green organisms live in environments with poor soil. Carnivorous plants depend on the nutrients from insects to survive. The leaves on the Venus flytrap remain open. When an insect smells its sweet smelling nectar and steps on a trigger hair that lines the edges of this plant, the Venus flytrap snaps shut trapping the insect inside. Digestive juices cover the prey. Eventually the bug is absorbed into the plant.

Thursday The Living Organism That is Not Really a Plant Mushrooms, mildews, and molds are not actually plants. They are fungi. These living organisms obtain their nutrients from plants and animals. Instead of creating seeds, fungi reproduce by releasing spores into the air. When these spores land on a surface, they continue to grow and produce a new fungi. They typically live on rotting trees, decaying food, and sometimes healthy organisms. Mold is a type of fungus that can be helpful or harmful. Some types produce penicillin which is used in medicines. Other types can harm their host.

Common Core Standard RI.3 Relationship Between Ideas 1. How do the trigger hairs assist the Venus flytrap with capturing food?

Common Core Standard RI.1 Details 2. What information helped you answer question 1? Highlight or underline this information. Explain your ideas below.

Common Core Standard RI.2 Main Idea 1. What is this paragraph mostly about?

Common Core Standard RI.1 Details 2. The word host most likely means- a type of mold b. something a creature lives on for survival c. a type of plant

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Name____________________________________ Week Twelve

Daily Common Core ELA Practice Grade 5

Friday The Corpse Flower (Part 2)

Common Core Standard RI.3 Relationship Between Ideas 1. Why is the terrible scent important for the corpse flower?

Common Core Standard RI.1 Details 2. What text details support your answer for question one?

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Standards Covered This Week RI.1 Details RI.2 Main Idea (Taught at Earlier Grades But Still Tested At This Level) RI.3 Relationship Between Ideas RI.4 Vocabulary RI.8 Reasons and Evidence RI.10 Text Complexity

Overall Friday Review Progress ____/2 Correct

Known as the corpse flower because of its rotting smell, this plant can reach up to ten feet tall. Whereas sweet smelling flowers depend on bees and butterflies to land on them which in turn accidently carries pollen to other flowers, the corpse flower relies on flies and beetles to pollinate it. These creatures love the rotting smell and are drawn to this plant like a magnet. Corpse flowers are spaced so far apart, they use their odor as a way of attracting the attention of insects in the wild. Blooming for only a few days each year, it depends on insects to find them during these few days. If a corpse flower is successfully pollinated, it will spend the next half of a year producing seeds.

Page 62: A Full School Year Daily Common Core Reading Grade

Week Twelve Answer Key

Monday 1. C 2. Asia and Australia

Tuesday 1. It has a rotting odor that resembles something dead. 2. This flower smells terrible rather than good.

Wednesday 1. They let this plant know when an insect is nearby it. 2. The trigger hair that lines the edges of this plant traps the insect inside is the evidence

that helped me determine this answer.

Thursday 1. It mostly tells about the fungi family. 2. B

Friday 1. The corpse flower uses its odor in order to get pollinated. Without it, it would not attract insects

which can spread its pollen around. 2. The text states the fact that there are only a few days each year in which this flower blooms.

It is important for the corpse flower to attract insects during this time in order to survive and produce more plants.

Page 63: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirteen

Daily Common Core ELA Practice Grade 5

Monday The Potato Crisis

Tuesday Family One sacrifices, for years a parent goes without.

Reaching down with hope and expectation is what it is all about.

With the thought that just maybe things will be better for a child. All hopes and dreams unrealized are all bottled up inside.

Common Core Standard RL.1 Inferences

1. Why would the family likely not survive if Maeve does not go?

Common Core Standard RL.3 Character Analysis 2. Which detail shows Maeve is brave? a. She notices that the potato chops have rotted. b. She decides to go to America. c. She decides to find a job in Ireland to help her family.

Common Core Standard RL.5 Elements of Poetry 1. How do both stanzas teach the theme of sacrifice? a. They both tell about someone caring for others. b. They both tell about being bottled up on the inside. c. They both tell about giving gifts to a child.

Common Core Standard RL.1 Quote Accurately from Text 2. What does the following statement mean? “The thought that

things will get better for the child”? a. Parents get angry when their kids make bad choices. b. Parents give to their children for years. c. Many hope their children will have great lives.

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Maeve forced back a tear as she walked into the field. A few steps from her front door, she could smell the putrid smell of rotting potatoes in the ground. It was as though the soil itself was punishing all of Ireland for absolutely no reason at all. “Maeve, we will send you to America to live. There, you can find work and send money back home for us. There are no jobs here and there is not enough money for all of us to go,” said her mother. At this point, Maeve could not hold in her tears. Her mother was right. With rotten crops and no food to eat, Maeve knew that this was the only chance there was for their survival.

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Daily Common Core ELA Practice Grade 5

Wednesday Winning the Prize

Thursday Jaroth’s Decision Nate rubbed his hands with sinister delight. “It’s action time boys!” Nate’s words trailed off as he looked for a

rock. Jaroth hesitated. He looked at all of the other boys with their fistfuls of rocks. The clanking sounds of the

stones hitting the wall would provide enough of a distraction to get Henry over the wall and into the palace. “I should be the king and not Harold,” announced Nate. The boys edged closer to the field that surrounded

the castle. Once more Jaroth paused. He held his sack tightly and ran to catch up with the rest of the boys.

Common Core Standard RL.3 Character Analysis 1. When Nona says “Great job” she most likely feels- a. joyful b. confused c. upset

Common Core Standard RL.1 Details 2. What evidence from the text supports the answer to question one?

Common Core Standard RL.3 Character Analysis 1. Why does Jaroth pause? a. He is unsure whether or not he should go. b. He was told to stay behind the group. c. He was trying to cause a distraction.

Common Core Standard RL.3 Character Analysis 2. What is the primary reason why Nate planned the attack? a. loyalty b. concern c. revenge

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Mona did not answer. She trimmed the paper on the package. The rest of us excitedly ran up to Ralph to see what he was carrying. Mona stared at the wall and inhaled deeply.

“I sold it. They gave me five hundred dollars,” announced Ralph. I did not know what to think. At this point Mona spoke.

“Great job Ralph!” said Mona. She did not smile. Mona picked up a box and looked at it.

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Name____________________________________ Week Thirteen

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.3 Character Analysis 1. Bart can be best described as being? a. helpful b. deceptive c. controlling

Common Core Standard RL.1 Details

2. What evidence from the text supports your answer to question one?

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Standards Covered This Week RL.1 Details RL.1 Inferences (Part 2 of the Standard) RL.3 Character Analysis RL.5 Elements of Poetry (Part of the Standard)

Overall Friday Review Progress ____/2 Correct

“Announcing the most powerful tonic of them all! Wonder Juice!” proclaimed Bart as he arranged the bottles onto the table. It took nearly two days for him to walk to this village. When he got word that the people there had been suffering with a strange fever, Bart quickly rushed over. “This will cure every ailment that you can imagine. Fevers, chills, sweating, coughing, you name it and it will be cured,” continued Bart. “Twenty dollars and a bottle of Wonder Juice will be yours.” “Can we try a sample?” asked a women as she pushed her way through the crowd. Bart hesitated. “No samples!” Bart proclaimed.

Page 66: A Full School Year Daily Common Core Reading Grade

Week Thirteen Answer Key

Monday 1. The potato famine in Ireland has caused the family to suffer. They need her to bring income into

the family. 2. B

Tuesday 1. A 2. C

Wednesday 1. C 2. She acted upset. She did not look at him when he came into the room. She also spoke sarcastically.

Thursday 1. A 2. C

Friday 1. B 2. He hesitated. He tries to get the lady to not try it out in front of everyone.

Page 67: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Fourteen

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.3 Interactions Between Ideas 1. What helped the ancient Sumerians develop a clock? a. the location of Earth b. the different years c. the cycles of the moon

Common Core Standard RI.5 Text Structure 2. What is the primary structure of this text? a. problem and solution b. description c. classification

Common Core Standard RI.3 Interactions Between Ideas 1. Why was time broken up into units smaller than months? a. It was not as good as a leap year. b. Something smaller than a day was required. c. A way of keeping track of ritual dates was needed

Common Core Standard RI.2 Summarize 2. What is this paragraph about?

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Thousands of years ago, humans began keeping track of time. One of the best known groups to do this were this were the Sumerians nearly 5000 years ago. They noticed the different phases of the moon that occurred and realized that a moon cycle around earth takes nearly 30 days. They also measured these new moon cycles and the location of the earth and noticed that the year comprised of 12 months.

Tuesday Clock History To measure time in smaller amounts, different societies broke up each month into weeks. This made it easier to mark festivals and rituals. Each society used and developed their own calendars including the ancient Romans, the ancient Egyptians, the Maya, and the Greeks. Julius Caesar of Rome developed a 365-day calendar which he modeled after the one that was developed in Egypt. To account for time more accurately, they developed a leap year in which one day is added onto a year every four years.

Keeping Time

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Daily Common Core ELA Practice Grade 5

Wednesday The First Clocks

Thursday The Water Clock

Common Core Standard RI.1 Details 1. What did early humans do to measure time? a. One type of clock was created. b. Societies experimented with different types of clocks.

c. Shadows were used to the measure water in water clocks .

Common Core Standard RI.1 Details 2. What was one problem with using a sundial? a. It could only be used on certain days. b. Sticks were not sturdy enough for telling time. c. The sun appeared to rise in the east which caused

shade.

Common Core Standard RI.2 Summarize

1. What is this text mostly about? Common Core Standard RI.5 Text Structure 1. How is this text organized. a. problem and solution b. sequence c. classification

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Ancient people still needed to find a way to keep track of daily time. They noticed that the sun appeared to rise in the sky from the east and set in the west. To keep track of minutes and hours some develop sundials. Markings scratched into the ground next to a stick that was inserted upright. Shadows past over these lines from the sun and helped people determine the part of day. On cloudy days, this was a problem. Different methods were needed to more accurately measure time. A variety of methods of keeping time were developed.

Ancient societies struggled to find a way to measure time accurately for thousands of years. A solution appeared to be found when the water clock was invented in Egypt in 1380 B.C. A pot was marked with lines that corresponded with minutes and hours. Water from a larger pot that contained a hole slowly emptied into the pot with the marked lines. Each hour, water would fill the pot to mark time. Some water clocks are shaped like cylinders and others use large pots.

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Name____________________________________ Week Fourteen

Daily Common Core ELA Practice Grade 5

Friday Improved Timekeeping

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Standards Covered This Week RI.1 Details RI.2 Summarize RI.3 Interactions Between Ideas RI.5 Text Structure

Overall Friday Review Progress ____/2 Correct

Common Core Standard RI.2 Summarize 1. Summarize the information in this passage.

Common Core Standard RI.1 Details 2. What made the metal spring a good device to include in clocks? Explain. Use evidence from the text to support your ideas.

Although water clocks appear to be better than sundials, water is able to evaporate which can make them less accurate over time especially on a hot day. Different societies continued to look for ways of creating a dependable clock that was also easy to carry. Eventually a clock that uses springs was invented. A spring is a tightly wound piece of metal coil. As it unwound, it helped move gears inside of a clock. It could be made small enough that it could be carried. It also eliminated the worry of evaporation like water clocks. As time progressed, more varieties of clocks were developed. The ones that are used today rely on batteries or electrical power.

Page 70: A Full School Year Daily Common Core Reading Grade

Week Fourteen Answer Key

Monday 1. C 2. B

Tuesday 1. C 2. It mostly tells about the development of the clock.

Wednesday 1. B 2. A

Thursday 1. It mostly tells about the invention of the water clock. 2. A

Friday 1. Springs were used to develop modern clocks. 2. The metal coil spring was a good tool to use in clock making because it could be used to develop

smaller, more portable watches. No one had to worry about it being a sunny day or on water in order for it to operate.

Page 71: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Fifteen

Daily Common Core ELA Practice Grade 5

Monday Mysterious Ants

Common Core Standard RI.3 Relationship Between Ideas 1. According to the text, how do chemical trails assist ants? a. They help ants locate other ants. b. They provide a path to find needed items. c. They are used by the leader of the colony to communicate.

Common Core Standard RI.1 Inference (Part 2 of standard)

1. What makes ants mysterious creatures? a. They are organized but do not have a leader. b. Their chemical trails can only be detected by them. c. They live together with other ants.

Common Core Standard RI.8 Reasons and Evidence 1. What text details support the idea that ants are equipped to live in their environments?

Common Core Standard RI.1 Inference 2. Why is coming out during the hottest portion of the day a good survival strategy for the Sahara Desert ant?

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Ants are mysterious creatures that are very organized but function without a leader observing their daily functions and actions. These insects communicate with one another by leaving chemical trails that let other ants inside of their colony know the path to follow in order to find food or other items. This creature can be found on most continents.

Ants live in a variety of habitats. Each species has its own adaptations that enable it to survive in its habitat. The Sahara Desert ant survives in temperatures that swelter well over 110 degrees Fahrenheit by coming out only five minutes each day during the hottest period of the day. This is the time of day that most animal avoid being outside. Braving the blistering heat is a strategy that works well for this ant. Coming out at this time enables it to avoid its predators which hide from the heat at this time.

Tuesday Surviving in the Desert

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Name____________________________________ Week Fifteen

Daily Common Core ELA Practice Grade 5

Wednesday Laying Eggs

Common Core Standard RI.2 Two or More Main Ideas 1. What are two main ideas from the passage? a. Worker ants take care of ant eggs, and there are many ants. b. The queen produces more ants, and workers serve many roles. c. Newly hatched ants replace ants that die, and many eggs are laid.

Common Core Standard RI.8 Reasons and Evidence 2. What details does the author include to support the idea that ant colonized are very organized? (Use separate paper to explain your ideas).

Common Core Standard RI.4 Vocabulary 1. The word replete is- a. another name for the abdomen that is used for storage b. what capturing a honeypot ant is called c. the name given to the ant that stores the food

Common Core Standard RI.1 Inference 2. What makes the name honeypot a good name for this ant?

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In a colony, the queen’s job is to lay the eggs to produce more ants. A queen can lay up to four million eggs a month. The worker ants inside of the colony ensure that the female is protected and receives food. Since she is often full of eggs, the queen ant does not move from her location. Once she lays eggs, some of the workers move them to another section of the colony. Worker ants serve a variety of roles. While some care for the queen exclusively, others care for the larvae that develops inside of the eggs. Once these larvae fully develop, they will replace the ants that die in the colony.

What is most unusual is the fact that some ants get captured by other ant colonies. The honeypot is one example. This creature has a swollen abdomen that it uses as a food storage area rather than a hive like what bees use to store honey. When food is needed, worker ants stroke the antennae of a replete ant, the one that stores the food. This causes it to vomit the sweet syrup and protein for other ants to eat. Sometimes they are captured by ants in other colonies for their food. Honeypot ants are also on guard for predators such as lizards that eat them.

Thursday Honeypot Ants

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Daily Common Core ELA Practice Grade 5

Friday The Importance of Ants

There are two million more ants on the planet than there are humans. Ants come in a variety of shapes as sizes ranging approximately from just a few millimeters long to as long as two inches. This includes harmless red and black ants that are found in most communities to the lethal bulldog ant which is the largest of all the ant

species. Bulldog ants reside in Australia. What makes this insect so deadly is its powerful sting and excellent hunting skills. With its sharp vision and ability to see objects as far as a meter away, the bulldog ant uses its venomous sting to keep its prey from moving and getting away.

Common Core Standard RI.3 Relationships Between Ideas 1. How does venom assist bulldog ants with getting food ?

Common Core Standard RI.2 Two or More Ideas 2. What are two main ideas from the text? a. There are many harmless ants, there are many dangerous ants. b. Some ants are a few millimeters long, and ants are everywhere. c. There are many types of ants, and bulldog ants are dangerous.

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Common Core Standard RI.1 Details 3. How small is the smallest ant? a. a few millimeters b. a few inches c. a few meters

Common Core Standard RI.8 Reasons and Evidence 4. What details does the author provide to show that bulldog ants are excellent hunters?

Standards Covered This Week RI.1 Details RI.1 Inference (Part 2 of the Standard) RI.2 Two or More Main ideas RI.3 Relationship Between Ideas RI.4 Vocabulary RI.8 Reasons and Evidence

Overall Friday Review Progress ____/4 Correct

Page 74: A Full School Year Daily Common Core Reading Grade

Week Fifteen Answer Key

Monday 1. B 2. A

Tuesday 1. The Sahara Desert ant can survive in extremely hot temperatures by coming out at just the right

time to find food. Strong jaws protect rain forest ants from attack. 2. It is able to avoid predators.

Wednesday 1. B 2. Each ant serves a particular role in the colony. Workers take care of the queen and the developing larvae.

Thursday 1. C 2. They store honey in their abdomen.

Friday 1. It keeps the prey from moving.. 2. C 3. A 4. The text states the fact that they have excellent vision. They also can sting.

Page 75: A Full School Year Daily Common Core Reading Grade

Quick Daily Common Core Reading Grade 5

Weeks 16 to 20 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

Literacy and Math Ideas

5 Weeks of Daily Practice

Version 2

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How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework re-view. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

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Week Sixteen: Informational Text (Historical) Standards Covered Include: RI.1 Details RI.1 Inference (Part 2 of Standard) RI.3 Relationship Between Ideas RI.4 Vocabulary RI.6 Point of View RI.8 Reasons and Evidence RI.9 Integrate Texts

Week Seventeen: Informational Text (Scientific) Standards Covered Include: RI.1 Details RI.1 Inference (Part 2 of Standard) RI.2 Two or More Main Ideas RI.3 Reasons and Evidence RI.5. Text Organization RI.7 Multiple Print and Digital Sources RI.8 Reasons and Evidence

Week Eighteen: Informational Text (Historical) Standards Covered Include: RI.1 Details RI.1 Inferences (Part 2 of Standard) RI.4 Vocabulary RI.7 Multiple Print & Digital Sources RI.10 Text Complexity

Week Nineteen: Literature (Plays & Realistic Fiction) Standards Covered Include: RL.1 Details RL.3 Relationship Between Ideas RL.4 Vocabulary RL.5 Overall Structure Week Twenty: Poetry Standards Covered Include: RL.1 Details RL.1 Inference (Part 2 of the Standard) RL.4 Vocabulary RL.5 Overall Structure

TABLE OF CONTENTS

Page 78: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Sixteen

Daily Common Core ELA Practice Grade 5

Monday The Industrial Revolution

Common Core Standard RI.6 Point of View 1. Compare the points of view of the woodworker and the businessman. How do both people feel about the Industrial Revolution?

Common Core Standard RI.1 Inference 2. Reread both points of view. Why do both people view the Industrial Revolution differently?

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Tuesday

Point of View One: A Woodworker “It is the year 1820, and there are too many changes happening all at once,” said Mr. Miller. “I see what you mean. These new factories are taking all of your business,” said Heath Richards. “My wood furniture looks better than anything than a

machine could make,” said Mr. Miller.

Point of View Two: A Businessman “We are going to become filthy rich!” yelled John Franklin as he watched the men work in his new factory. “Your factory can produce more furniture in just a fraction of the time that it takes a woodworker to make one item. Plus, you can

charge less money,” said his friend Robert Ware.

Common Core Standard RI.3 Relationship Between Ideas 1. Based on what you have read, what impact did the Industrial Revolution have on society? a. Factories made more things than what were needed. b. It changed the way that people lived. c. It made people have to grow more things.

Common Core Standard RI.1 Inference 2. Based on what you have read, how did most people feel about the goods that were made by factories? a. They liked the goods and bought them. b. They were upset about the fast changes. c. They complained about the quality of the things.

The Industrial Revolution was a period in which machines were invented to do the work of humans. Lasting from approximately 1750 to 1820, historians consider this to be one of the most important time periods in history. Life remained relatively the same until the Industrial Revolution. Before this time, most people spent their days at home tending to their farms, clearing fields, growing flax or cotton to make their own clothing, and hunting animals. As factories were built, thousands of families left the countryside to work in factories. For the first time, thousands of people had jobs to go to daily. Items could be purchased instead of made at home. Factory owners grew rich as more people chose to purchase goods rather than make the items themselves.

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Wednesday Machinery During the Industrial Revolution, many types of machines were created to replace human labor. Lumber factories produced hundreds of evenly cut planks of wood. In contrast, the most skilled woodcutters had difficulty cutting wood evenly by hand. Textile factories eliminated the need for women to grow and weave cotton and flax into cloth. Replacing human labor, textile factories were built in England during the late 1700s. Although many patents were filed in order to keep the designs of these machines secret, the pattern for creating a textile machine was discovered. American businessmen

leaped at the opportunity to create their own version of British machinery in America.

Thursday Industrial Revolution Factories

Common Core Standard RI.8 Reasons and Evidence 1. According to the text, the Industrial Revolution machines replaced human labor. What information does the author give to support this idea?

Common Core Standard RI.4 Vocabulary 2. What is meant by the expression “leaped at the opportunity”? a. No longer did people have to walk around. b. Many started this type of business. c. There were less machine ideas out there.

Common Core Standard RI.3 Relationship Between Ideas 1. What effect did complaining often have on workers? a. They were able to make changes. b. They often lost their jobs. c. They found new jobs easily.

Common Core Standard RI.4 Vocabulary 2. What does ‘came with a price’ most likely mean? a. There were good and negative results. b. The prices of goods were often higher. c. Too many people complained.

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Once factories were created in the United States, entire towns were built just to sustain them. Factory owners rented homes to employees and built stores where their workers could shop. With income from the factory, more Americans had enough money to purchase things which meant that less items had to be made at home. The Industrial Revolution came with a price. When employees did not like their working conditions, they were often forced to endure because complaining could mean that they will lose their jobs and their homes.

A Mill Water Wheel

Page 80: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Sixteen

Daily Common Core ELA Practice Grade 5

Friday

© Literacy and Math Ideas 2013

Common Core Standard RI.9 Integrate Texts 1. In what ways did the Industrial Revolution affect people and society? Reread information from both texts to help you answer this question.

Common Core Standard RI.6 Point of View 2. Compare the points of view of the organization and the factory owner. How are they different? Explain.

Standards Covered This Week RI.1 Details RI.1 Inference (Part 2 of Standard) RI.3 Relationship Between Ideas RI.4 Vocabulary RI.6 Point of View RI.8 Reasons and Evidence RI.9 Integrate Texts

Overall Friday Review Progress ____/2 Correct

Point of View One: Human Welfare Organization Help us do something now! This Friday, on June 12, 1819, we will meet at St. Michael’s Pavilion to discuss ways that we can end child labor. Too many of the small children in our community are being harmed inside of factories. Some children have injured their fingers and toes. Others have had their lungs affected. Six-year-old Mable Cross nearly lost her life last week when she got trapped inside of a textile machine as she tried to replace the string. Some children are even sent down into coal mines. This is far too dangerous for any child to do. Join us to make a difference.

Point of View Two: Factory Owner “Hello citizens, Garrett is here to make your lives easier. No longer will you have to suffer aches and pains from chopping down trees each day. We are here to make heating your homes and warming your ovens much easier. Our delivery carts will be in your town each week to sell coal,” said Michael Garrett. Michael Garrett looked at the crowd of people that surrounded him. The crowd rumbled in excitement.

Page 81: A Full School Year Daily Common Core Reading Grade

Week Sixteen Answer Key Monday 1. B 2. A Tuesday 1. The woodworker is upset about the Industrial Revolution and the Businessman considers it to be

a great opportunity. 2. The woodworker considers the Industrial Revolution to be a threat to his business. He thinks that

less people want to purchase his handmade goods. The businessman thinks that the Industrial Revolution is a great opportunity.

Wednesday 1. Many of the tasks such as cutting down wood or making cloth no longer had to be done by hand. 2. B Thursday 1. B 2. A Friday 1. It had positive and negative effects. On one hand, it reduced the amount of daily work each person had to do. The text states that people did not have to chop down wood if they purchased coal. It negatively affected some children because many of them got hurt as they worked. 2. The organization is concerned about safety. The business owner is very concerned about his business and delivering products to people.

Page 82: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Seventeen

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.7 Multiple Digital & Print Sources 1. Which inner planet has the greatest number of moons? a. Venus b. Earth c. Mars

Common Core Standard RI.9 Integrate Texts 2. Summarize what you have learned about the moons that are in our solar system. Include information from both sources.

Common Core Standard RI.8 Reasons and Evidence 1. Why isn’t the moon visible during a new moon? a. It is directly between the sun and Earth. b. It appears to change shape. c. It becomes a crescent moon.

Common Core Standard RI.5 Text Organization 2. Which organizational pattern describes this text? a. problem and solution b. chronological c. persuasion

© Literacy and Math Ideas 2013

The moon is 238,900 miles away from Earth which makes it the closest object in outer space to our planet. To travel around Earth, it takes the moon approximately one month. One side of the moon is completely dark. The other side is not. The side that receives sunlight faces Earth. Although we have one moon, some planets have many. Jupiter tops the rest of the planets with 67 moons. Two were discovered in 2010.

The Inner Planets

The inner planets include Mercury, Venus, Earth, and Mars. These planets are closest to the sun.

Tuesday

Earth’s moon goes through several phases. This cycle repeats each month. Although it appears to change shape, the different appearances are due to the amounts of reflected moon from the sun that can be seen from our planet. The moon phases begin with a new moon. Since the moon is almost directly between the sun and Earth, no moon is visible. Next is the crescent moon phase. This is when a small crescent of the moon is visible. After that is the first quarter moon. Half of the moon is visible.

Planet Number of Moons

Mercury 0

Venus 0

Earth 1

Mars 2

Page 83: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Seventeen

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.5 Text Organization 1. Which format tells how this text is mostly organized? a. chronological b. problem/solution c. cause and effect

Common Core Standard RI.1 Inference 2. What occurs as the moon goes through different phases? a. It changes back and forth from gibbous to full moon. b. It continues to change shape and bends to become round. c. It follows a pattern of becoming more and less visible.

Common Core Standard RI.8 Reasons and Evidence 1. The author states that the moon contributes to things that

happen on Earth. What evidence does the author provide to support this idea?

Common Core Standard RI.1 Details 2. How often does a high tide occur? a. Every 5 minutes. b. Every 13 hours. c. Every 4 hours.

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The stage right after a first-quarter moon is known as a gibbous moon. After that is a full moon in which the entire moon is visible. The moon continues with gibbous, last-quarter, and crescent moon phases in which the moon becomes less visible on Earth. The entire process takes about a month to complete.

Thursday

The moon does more than present humans with a spectacular monthly show. It is actually an important force that contributes to events that happen on Earth. The moon affects our oceans. Gravity from the moon causes tides in the ocean. This is when ocean water rises and falls. A high tide occurs about every thirteen hours.

Page 84: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Seventeen

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.1 Details 1. How did people make calendars in ancient times? a. They looked at ancient buildings. b. They used the phases of the moon. c. They used knowledge about Earth’s atmosphere.

Common Core Standard RI.1 Details 2. When did the first men travel into outer space? a. 1966 b. 1978 c. 1968

© Literacy and Math Ideas 2013

Common Core Standard RI.3 Reasons and Evidence 3. Why was the moon important to ancient civilizations?

Common Core Standard RI.2 Two or More Main Idea 4. What are two main ideas from this passage?

Standards Covered This Week RI.1 Details RI.1 Inference (Part 2 of Standard) RI.2 Two or More Main Ideas RI.3 Reasons and Evidence RI.5. Text Organization RI.7 Multiple Print and Digital Sources RI.8 Reasons and Evidence

Overall Friday Review Progress ____/4 Correct

Mankind has always been fascinated about outer space. Archaeological records show that different civilizations studied the movement of the stars and used knowledge about the different phases of the moon to create calendars. The first men traveled to outer space in 1968. They made history by not only traveling outside of Earth’s atmosphere, but by traveling to the moon just as well. Neil Armstrong and Edwin “Buzz” Aldrin became the first men to walk on the moon.

Satellite

Page 85: A Full School Year Daily Common Core Reading Grade

Week Seventeen Answer Key Monday 1. C 2. The moon is the closest object in outer space to Earth. Many planets in our solar system have

moons. Mars has the greatest number of planets. Mercury and Venus do not have any planets. Tuesday 1. A 2. B Wednesday 1. A 2. C Thursday 1. The author explains that is affects the tides. 2. B Friday 1. B. 2. C. 3. They used it to measure time. 4. This paragraph mostly tells about how people have used or learned about the moon throughout

history. Ancient civilizations used the moon to create calendars. Another main idea is that astronauts traveled to the moon.

Page 86: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Eighteen

Daily Common Core ELA Practice Grade 5

Monday The Inca

Tuesday Machu Picchu One of the best preserved sites of the Inca Empire is Machu Picchu. Although archaeologists are not sure what it was used for, it is believed to have been the seasonal home for the royal Incan family. Remnants of this cliffside stone village still stands today. Although many of the buildings were toppled over the years, some structures that remain are in relatively good condition because they were made from stone. Machu Picchu was discovered in 1911 by

archaeologist Hiran Bingham.

Common Core Standard RI.7 Multiple Digital and Print Sources 1. What is true about the Inca civilization? a. It lasted for 600 years. b. It had four crops. c. It was one of the most powerful nations.

Common Core Standard RI.7 Multiple Print & Digital Sources 2. Which hyperlink would tell more about Inca food? a. The Beginnings of the Empire b. Inca Daily Life c. Inca Territories

Common Core Standard RI.4 Vocabulary 1. What does the word remnants mean? a. few remaining pieces b. unusual and large c. many people

Common Core Standard RI.10 Text Complexity 2. What was the purpose of Manchu Picchu?

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The Inca Empire began around the year 1400. This empire was also known as “The Four Parts Together”. This South American civilization is known for its beautiful architecture, use of farm crops, and its wide spanning government. Located in present-day Peru, the Incan Empire stretched along the western edge of the country.

Internet Search Results Additional Links

The Beginnings of the Empire

Inca Daily Life

Inca Territories

Nearly 600 years ago, the Inca Empire was one of the most powerful nations in the Western Hemisphere.

Page 87: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Eighteen

Daily Common Core ELA Practice Grade 5

Wednesday Inca Facts

Thursday Inca Society The Incan Empire consisted of a ruler, nobles, an advanced military, and regular citizens. To send messages far distances, special delivery people carried information by running a specified amount of miles until they reached another runner that carried the message until it got to the emperor. The Inca armies built forts to keep watch over cities. Each Incan citizen paid taxes in the form of grain and other harvested crops to the ruler.

Common Core Standard RL.10 Text Complexity 1. Based on the text, the Inca are known for- a. finding ways to survive life in harsh mountains. b. being able to construct durable bridges. c. braiding fibers into a variety of products

Common Core Standard RI.7 Multiple Print & Digital Sources 2. Which hyperlink would have information about plumbing? a. Constructing Terraces b. Irrigation c. Transportation

Common Core Standard RI.1 Inference 1. A reader can infer- a. Incan society was very organized. b. Carrying a message was done by everyone. c. The armies were small.

Common Core Standard RI.1 Details 2. Based on the text, what was one responsibility of every Incan citizen? a. They could not carry messages. b. They all had to serve in the army. c. They had to pay taxes.

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The mountainous region where the Inca lived was covered with high mountains and rushing rivers. Skilled at building bridges, the Inca constructed ropes to cross waterways. Their bridges mostly consisted of braided cords that were strong enough to carry people and goods.

Internet Search Results

Constructing Terraces

Irrigation

Transportation

The Inca developed irrigation channels to carry water from one place to another.

Page 88: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Eighteen

Daily Common Core ELA Practice Grade 5

Friday The Inca

Common Core Standard RI.7 Multiple Print & Digital Sources 1. Look at the internet search results. Which hyperlink would most likely

have information about how the Inca got water from lakes to their cities? a. Ancient Transportation b. Locations of Ancient Cities c. Irrigation in Remote Areas

Common Core Standard RI.1 Inferences 2. Why were canals important to the Inca? a. They helped them travel across the mountains. b. They carried steppes into the mountains. c. They helped with transporting water to crops.

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Common Core Standard RI.4 Vocabulary 3. The text states, “Stepped terraces look like a grass staircase”. What is the purpose of this description? a. It helps readers determine how high stepped terraces are. b. It helps readers visualize what a stepped terrace looks like. c. It helps readers understand why stepped terraces were important.

Standards Covered This Week RI.1 Details RI.1 Inferences (Part 2 of Standard) RI.4 Vocabulary RI.7 Multiple Print & Digital Sources RI.10 Text Complexity

Overall Friday Review Progress ____/3 Correct

Irrigation is the process of transporting water from one

place to another. Canals carried water from rivers to farmland and through twisted mountains. Stepped terraces look like a grass staircase. They were carved into the mountains to serve as farmland. The Inca grew crops such as corn and potatoes.

Internet Search Results Additional Links

Ancient Transportation

Locations of Ancient Cities

Irrigation in Remote Areas

Stepped terraces were built on the mountains.

Page 89: A Full School Year Daily Common Core Reading Grade

Week Eighteen Answer Key Monday 1. A 2. B Tuesday 1. A 2. Archaeologists believe that it was a seasonal home. Wednesday 1. B 2. B Thursday 1. A 2. C Friday 1. C 2. C 3. B

Page 90: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Nineteen

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.4 Vocabulary 1. What is a hyperbole? a. a comparison between two things without using like or as b. a comparison between two things using like or as c. an exaggeration

Common Core Standard RL.4 Vocabulary 2. What is personification? a. giving human-like characteristics to an inanimate thing b. comparing two things using like of as c. an exaggeration

Common Core Standard RL.4 Vocabulary

1. What is meant by the underlined phrase in the text? a. The weather was starting to calm down that night. b. The characters ran very fast. c. The waves forcefully hit against the shore.

Common Core Standard RL.5 Overall Structure 2. How do the stage directions contribute to this play? a. They help the reader understand why the characters got

abandoned. b. They help the reader understand what is happening behind

the stage. c. They help the reader understood how the characters feel.

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Authors use figurative language to help readers understand their ideas and visualize what they are reading. A hyperbole is one technique. It is an exaggeration. “I have not seen you in a thousand years” is one example. It is not meant to be taken literally. The person actually means that they have not seen someone in a long time. Personification is when human characteristics are given to a nonliving thing. “The wind howled an eerie tune” actually means the wind made a creepy sound.

Tuesday As we raced across the beach and tried to catch my dog, the waves of the ocean slapped the beach. A storm was brewing and we knew it. Trees swayed from side to side, and I struggled to keep my balance. The inside of my shoes became filled with grains of sand and water. My dog continued to race along the

shore as though we were playing a nighttime game of catch.

The Island: A Play/Drama Scene 1

Setting: An abandoned island Ed: (Smiles widely) We made it to the island. Paula:(Sighs in relief) I am glad we found this place. Ed (He steps off of the boat) Now we have to find some help.

Page 91: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Nineteen

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RL.4 Vocabulary

1. What does “Everything was a complete maze” mean?

a. He was in a fun house amusement center. b. There was no place to get help. c. Everything looked confusing.

Common Core Standard RL.1 Details 2. Why was the boy lost? a. He did not pay attention to Johnnie’s directions. b. Johnnie rushed off. c. A trick was played on him.

Common Core Standard RL.4 Vocabulary 1. Look at the example. What effect does repetition have

on the text? a. It shows how upset the narrator is. b. It reveals where the fall happened. c. It describes the effect the fall had on the play.

Common Core Standard RL.1 Details 2. How did the audience react when the character fell during the play? Explain.

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I looked around and everything was like a complete maze. Johnnie had rushed off and left me alone to fix my bicycle gear, and I was alone and lost. Every house looked the same. As I circled around the block looking for some familiar sign or the other boys, I became frustrated and stopped. I took a deep breath, got back on my bicycle and looked for a side street that could lead me to a main road where I could find a store and ask for help.

Thursday

Writers use a variety of rhetorical techniques to assist readers with understanding their ideas. One technique is called repetition. This is when an author repeats the same word or phrase in a text. The purpose is to bring the reader’s attention to an important word or phrase as in the following line you will read. Look at the example. My head began to spin. I looked around and everyone was laughing at me. I had actually fallen onto the floor during the school play. Students folded over in laughter in their seats. Bursts of snickering echoed throughout the room. My head began to

spin. I sat there almost in a daze and was unsure whether I should stay there or stand.

Page 92: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Nineteen

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.3 Relationship Between Ideas 1. Why is Bert so upset? a. He was playing the game correctly. b. Matt won the bet. c. He believes that Matt is trying to cheat him.

Common Core Standard RL.5 Overall Structure 2. What do the stage directions reveal about Matt? a. He is in a good mood. b. He is a dishonest person. c. He is really good at games.

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Standards Covered This Week RL.1 Details RL.3 Relationship Between Ideas RL.4 Vocabulary RL.5 Overall Structure

Overall Friday Review Progress ____/2 Correct

The Bet: A Play/Drama Scene 1

Setting: Bert’s house Bert: (Holds out his hand) I won the bet fairly. Now pay up. Matt:(Grins) Not so fast. I need to make sure that I am not the winner. Bert: You are a cheat. Keep your end of the deal.

Page 93: A Full School Year Daily Common Core Reading Grade

Week Nineteen Answer Key Monday 1. B 2. A Tuesday 1. B 2. A Wednesday 1. B 2. B Thursday 1. C 2. He jumps and seems to be finding an excuse not to enter the house. Friday 1. B 2. A

Page 94: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.4 Vocabulary 1. What is one benefit of including a couplet within a poem? Explain.

Common Core Standard RL.1 Details 2. How is internal rhyme different from end rhyme? Explain.

Common Core Standard RL.5 Overall Structure 1. In line one, the author uses what type of poetic device? a. internal rhyme b. end rhyme c. repetition

Common Core Standard RL.5 Overall Structure 2. Do a close reading of this poem. This means to read it carefully and look for figurative language, poetic devices, etc. Identify the techniques that the poet uses and how they help the reader. Explain your ideas.

© Literacy and Math Ideas 2013

A couplet is a pair of lines that rhyme in a poem. For example: Where are thee Are you here in a tree? Couplets are found in many types of poetry. They provide rhythm to a poem. Internal rhyme is when words within a poem rhyme with each other. For example, “Many of them I see when I am with thee.” This is different from end rhyme where the words at the end of a line of poetry rhyme with the words at the end of another line of poetry.

Tuesday

Where are you? Nature friend I see you are with me. As I walk along the meadows and When I walk beside the willows,

You are there beside me.

Page 95: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RL.1 Inference 1. Why did the flea leave? a. It was being attacked. b. Its face grew hot. c. It had to buzz and whir.

Common Core Standard RL.4 Vocabulary 2. What is the purpose of the words buzzed and whirred? a. to show the location of the flea b. to explain what the narrator was doing c. to assist the reader with visualizing the setting

Common Core Standard RL.5 Overall Structure 1. What characteristics help a reader know that this is a limerick? Explain.

Common Core Standard RL.4 Vocabulary 2. What is the overall tone of this poem? a. informative b. humorous c. somber

© Literacy and Math Ideas 2013

A limerick is a humorous type of poem that contains one stanza with five lines. The lines follow a aabba rhyming pattern. For example:

One day I sat next to a flea. It buzzed and whirred right next to me.

I gave it a swat. Its face grew red hot.

No longer did it want to fly next to me.

Thursday The next time that you go to New York

Make sure you take with you a fork. A man on the way. May say, “no way”.

And leave you with a spoon instead of a fork.

Page 96: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.5 Text Organization 1. What best describes the rhyming pattern of the poem? a. (aaba) b. (abab) c. (aabb)

Common Core Standard RL.1 Inference 2. Based on the poem, how do these children feel about school? a. They are nervous. b. They are excited. c. They are sorry that summer break is over.

© Literacy and Math Ideas 2013

Common Core Standard RL.1 Details 3. Which one is true about the text? a. The author created a limerick. b. The author used couplets. c. The author utilized internal rhyme.

Common Core Standard RL.1 Inference 4. What is the author’s desired effect of the first line? a. It reveals the sorrow about going back to school. b. It shows the excitement of a new school year. c. It expresses the joy of meeting new people.

Standards Covered This Week RL.1 Details RL.1 Inference (Part 2 of the Standard) RL.4 Vocabulary RL.5 Overall Structure

Overall Friday Review Progress ____/4 Correct

School Rushing students try to reach the bus.

Picking out new clothes becomes a fuss.

Eager learners await a school year. They look upon a new grade with smiles and cheer.

Page 97: A Full School Year Daily Common Core Reading Grade

Week Twenty Answer Key Monday 1. It adds rhythm to a poem 2. Internal rhyme is when words inside of a poem rhyme with one another. End rhyme is when words

at the end of lines of poetry rhyme. Tuesday 1. A 2. The author used an abba rhyme scheme. This is evident is the rhyming pattern of the last words

in the poem. The author used internal rhyme in line one when the words see and me were used. Wednesday 1. A 2. C Thursday 1. It has the same type of rhyming pattern that is in a limerick. Plus, it is humorous. 2. They could not access help if needed to easily. They could not get to food quickly. Friday 1. C 2. B 3. C 4. B

Page 98: A Full School Year Daily Common Core Reading Grade

Quick Daily Common Core Reading Grade 5

Weeks 21 to 25 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

Version 1

Literacy and Math Ideas

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How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework re-view. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

Page 100: A Full School Year Daily Common Core Reading Grade

Week 21: Informational Text (Giant Sequoias) Standards Covered Include: RI.1 Inference RI.3 Relationship Between Ideas RI.5 Text Organization RI.7 Visual Elements RI.9 Integrate Information (Drama and Literature Standards): RL.1 Inference RL.5 Text Organization

Week 22: Literature (Historical Fiction & Realistic Fiction) Standards Covered Include: RL.1 Quote Accurately from the Text RL.3 Character Motive RL.3 Character Analysis (Compare and Contrast) RL.4 Vocabulary RL.6 Point of View

Week 23: Informational Text (Koalas)

Standards Covered Include: RI.1 Inference RI.2 Summarize RI.2 Main Idea (Part of the Standard) RI.3 Cause and Effect RI.4 Vocabulary RI.6 Author’s Purpose RI.9 Integrate Texts

Week 24: Literature (Historical Fiction & Fantasy) Standards Covered Include: RL.1 Details RL.1 Inferences (Part 2 of Standard) RL.6 Author’s Purpose RL.6 Point of View (Part 2 of the Standard) RL.10 Text Complexity Week 25 Literature (Realistic Fiction & Fantasy) Standards Covered Include: RL.3 Character Analysis RL.4 Literary Devices (Part of this Standard) RL.5 Text Organization RL.10 Text Complexity

TABLE OF CONTENTS

Page 101: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-One

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.3 Relationship Between ideas 1. Based on the text, what would occur if a sequoia cone does

not open? a. The seeds will become dormant. b. The seeds will shrink and reveal gaps. c. The seeds will cause the tree to absorb more moisture.

Common Core Standard RI.1 Inference 2. The roots of a sequoia are most likely shallow in order to- a. make it easier for the cones to dry out b. assist the tree with absorbing large amounts of water c. reduce the amount of time it takes for it to reach maturity

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The largest tree in the world is a sequoia named General Sherman. The Giant Forest, located in California, is home to half of Earth’s largest and longest-living trees. Although giant sequoias have been planted many places around the globe, they only grow naturally in in this place. They are found along the western side of the Nevada mountains. Only 75 groves of sequoia trees are in existence today. Although they are members of the same family, redwoods and sequoias are actually different species with dissimilar characteristics. Many often mistake the two types of trees.

Tuesday Sequoias can grow to be 250 feet tall. Their trunks can extend over 30 feet wide. They weigh 10 times more than the largest animal and can live to be 3000 years old. Like most plants, this tree has roots, a trunk, branches, and leaves. To survive, it needs thousands of gallons of water a day. Its shallow roots absorb this moisture from the soil. Taking 20 years to reach ma-turity, sequoias take this amount of time to start bearing cones. Seeds are only released as the cones dry out. The cone must shrink and reveal gaps from which the seeds can fall. The pollination process is dependent on these conditions being met.

Common Core Standard RI.7 Visual Elements 1. Based on the chart, which is one difference between giant sequoias and redwoods? a. Redwoods live longer than giant sequoias. b. Giant sequoias are smaller than redwoods. c. Redwoods have a longer life expectancy.

Common Core Standard RI.9 Integrate Information 2. Use information from the chart and the text. The word

dissimilar as used in the text most closely means- a. unusual b. common c. different

Giant

Sequoias

Grow up to

250 ft.

Lives 3,000 years

Lives 2,000 years

Redwoods

Grow up to

350 ft.

Giant Sequoias and Redwoods

Giant Sequoias Growth

Growth Facts

Page 102: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-One

Daily Common Core ELA Practice Grade 5

Wednesday Our Visit to Giant Forest National Park (Genre: Drama)

Scene 1 Setting: Giant Forest National Park Anne: (Shields her eyes and looks up) Look at General Sherman! I have never seen anything like this before. Billy: (Takes a picture of Anne near the tree) This is the largest tree in the world. Wait until I show everyone the pictures. Anne: (Reads the fact card about the tree) It is so large because it grows at a fast rate. Look at the fact card.

© Literacy and Math Ideas 2014

Thursday Giant sequoias grow in a twisting pattern. The spiral growth allows the tree to be more flexible and resistant to falling during a storm. The spongy, soft, and thick bark of a giant sequoia tree absorbs water and serves as insulation during forest fires. Pieces of bark constantly fall off of the tree creating a blanket of litter around its base.

Common Core Standard RI.1 Inference 1. Based on the stage directions, one can infer- a. Anne knew about the tree but wanted to show Billy b. Anne wants to learn about other large trees c. Anne is amazed about the size of Giant Sherman

Common Core Standard RI.5 Text Organization 2. How do the stage directions contribute to the overall understanding of this drama? a. They show what the reader should do. b. They provide additional details about the characters. c. They contrast differences between dramas and novels.

Lumpy outgrowths called burls form on the trunk of a giant sequoia when the tree is injured. Inside each burl is a copy of the tree’s genetic material. Scar tissue develops in the burl. In other cases, the tree regenerates new plant structures.

Common Core Standard RI.9 Integrate Information 1. Using information from both texts a reader can infer- a. giant sequoias are the only tree variety that have burls b. spiral growth occurs when there are burls on a sequoia c. several kinds of adaptations assist with giant sequoia survival

Common Core Standard RI.3 Relationship Between Ideas 2. Based on the text, trees that are twisted are more likely to- a. remain intact when there are heavy bursts of wind b. have bark that is soft and spongy c. absorb more water to create insulation

Giant Sequoia Features Giant Sequoia Burls

Page 103: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-One

Daily Common Core ELA Practice Grade 5

Friday

© Literacy and Math Ideas 2014

Standards Covered This Week RI.1 Inference RI.3 Relationship Between Ideas RI.5 Text Organization RI.7 Visual Elements RI.9 Integrate Information

Overall Friday Review Progress ____/4 Correct

Tannins, a bitter substance within tree tissue, makes giant sequoias resistant to many types of plant pests. Pests dislike the taste of tannin. Fungi and insect problems are common among many types of trees. The Asian longhorned beetle threatens many varieties of hardwood trees. This white-speckled black insect continuously chews oval pits through the bark of the trees it infests, and then it lays its eggs. This process repeats with the newly hatched larvae once they mature until the entire tree is destroyed. Pesticides are ineffective in eliminating Asian longhorned beetle problems. To protect the rest of the tree, the trees should be inspected. A tree that has been infected by an Asian longhorned beetle must have the damaged part cut off and taken to a different area away from the tree.

Common Core Standard RI.5 Text Organization 3. Information about the Asian longhorned beetle was likely included in the reading passage in order to- a. tell about a common giant sequoia pest b. show how beneficial tannin is to giant sequoias c. describe ways to protect giant sequoias

Common Core Standard RI.4 Vocabulary 4. As used in this text, the word threatens most closely means a. harms b. locates c. avoids

Common Core Standard RI.9 Integrate Information 1. According to the information in the chart and the text, giant sequoias- a. have more pest problems than other types of trees b. contain more tannin than some types of trees c. use tannin the same way that other trees use tannin

Common Core Standard RI.3 Relationship Between Ideas 2. Based on the text, visual inspection of trees is important for a. preventing complete tree loss b. proper pesticide application on trees c. providing methods to increase tree defenses

Giant

Sequoias

74%

Tannin

Red Oak

4%

Tannin

RL.1 Inference RL.5 Text Organization

(Drama/Literature Standards

Tannin Amount Tannins

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Week 21 Answer Key Monday 1. B 2. C Tuesday 1. A 2. B Wednesday 1. C 2. A Thursday 1. C 2. A Friday 1. B 2. A 3. B 4. A

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Monday

Common Core Standard RL.6 Point of View 1. The narrator’s mother is worried about her husband not arriving home just yet. Do the narrator and his mother share the same point of view? Explain your ideas on separate paper. Use text details to support your thinking.

Common Core Standard RL3 Character Motive 2. Why did the narrator ask his mother to play the game? a. He wanted her to stop worrying. b. One more player was needed for the game. c. She was done doing all of her work.

Common Core Standard RL.6 Point of View 1. What is the point of view of the short story? a. first-person b. third-person limited c. third-person omniscient

Common Core Standard RL.1 Quote Accurately from the Text 2. Think about your answer to question one. Why does author most likely use this point of view. Explain your ideas. Use text details to support your thinking. (Use separate paper.)

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Tuesday Point of View Point of view is the perspective from which a story is told. First-person narration is when a story is told by one character that tells how he or she sees events. The words I, we, and me are often used in this type of story. The information told from this point or view can be reliable or unreliable. Third - person limited point of view is a method in which the narrator knows only the thoughts and feelings of one character. In third-person omniscient, the thoughts of several characters are known. He, she, and they is used in stories with this type of narration.

“Where is it?” Jimmie mumbled to himself. He was looking for his lost library book for school. A surge of frustration filled his head making it ache. When Jimmie arrived in the library, the librarian promptly asked him about his library book. “I don’t know where it is. Maybe someone stole it,” said Jimmie. The librarian stared at Jimmie and pursed her lips tightly. Jimmie knew that he had lost the book.

I watched Mother spend hours at the hearth. She stirred the kettle of corn pudding and checked the baking bread while the rest us carried on with our games. As the gusts of winter air became more wicked, Mother became very quiet. Every once in a while, she went to the window and looked out. Father was still not home and the snow twirled outside of our home causing such a frenzy that my younger sister named Chance began to cry in fear. “Mother would you like to play the game too?” I asked her. Father is a clever man. One day, he outsmarted a bear that had surely eyed him for dinner. He was able to get home unscratched. He pounded his chest and stood tall. We should have all been afraid, but the way that Father told us the story about what had happened made us all laugh.

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Wednesday

Common Core Standard RL.3 Character Motive 1. The narrator most likely agreed to have the party because- a. she wanted to make her mother happy b. she knew that some people would attend the party c. she was going to miss her old home

Common Core Standard RL4 Vocabulary 2. As used in the text, what does the word wielding mean? What context clues helped you determine this answer?

Common Core Standard RL.3 Character Motive 1. The primary purpose of Selene’s meeting at the end of the text

is to- a. figure out the best way for them to locate animals and humans b. motivate the group to keep moving

c. locate a different route into the kingdom

Common Core Standard RL.1 Quote Accurately from the Text 2. Think about your answer to question one. What details sup-port your answer to question one? Explain your thinking. (Use separate paper)

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Thursday It was Selene who was the seer and the balance of the group’s power. Lamos held the guide book that was used to travel through the guarded land. The first day of our mission had been uneventful; yet it had been a frightful day. In our first attempt to enter the land, our unit appeared to have traveled into a gulf of endless, gritty dust that sent us into coughing spells. Still, it was necessary for us to travel this route in order to get to the kingdom. The gulf had no growth, no animals, no humans. I knew the others questioned whether or not we should have even embarked on a task to enter the kingdom. If we are not discovered by the soldiers that canvass the area, the harsh desert heat was nearly sure to consume us all. “I have a new plan. If we stay together and not divide into groups we can figure out a way to exit the barren area and then make our way into the kingdom,” said Selene. No one said a word. Selene spoke again with more insistence.

The week before I left my home, my mother insisted on throwing me a going away party. I knew the students wouldn’t come, but still I clamored through the store aisles fingering through for the “right” invitation to hand out, labeled each one when I got home, and sealed each one with a sticker from my sticker collection that I had started when I was nearly five years old. Just as I had thought, the day of the party arrived, and there was no one. I watched my mother peel back the curtain and peer through the window in the hope that someone, anyone would arrive. After thirty minutes, she got desperate. She made a mad dash outside. Within a few minutes, Mrs. Lauren, our seventy-year-old neighbor was at our front door wielding a fistful of freshly picked flowers as a “birthday present” for me. Accepting the fact that I was just not a social butterfly as my mother had been in school was impossible for her to internalize and accept.

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Friday

Common Core Standard RL.3 Character Analysis (Compare and Contrast) 1. How and why does the narrator change from the beginning to the end of the text? Explain your ideas. Use text details to

support your thinking. _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ Common Core Standard RL.3 Character Motive 2. What is the likely reason why the necklace was given to the narrator? a. The narrator had always liked the necklace. b. There was no place to put the necklace. c. This was the mother’s way of comforting her daughter.

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Standards Covered This Week RL.1 Quote Accurately from the Text RL.3 Character Motive RL.3 Character Analysis (Compare and Contrast) RL.4 Vocabulary RL.6 Point of View

Overall Friday Review Progress ____/2 Correct

Mom says Grandma’s name, and I just held my lips really tight and tried not to say a word. It is much better than crying. It is better than yelling at the top of my lungs. It is better than punching my pillow until my knuckles hurt. It is better than sitting balled up in the corner of my room in a knot like I did yesterday. I always think about my grandmother. I miss her so much. My mother handed me my grandmother’s necklace, but I barely wanted to touch it. I did not say a word, instead I placed it on my dresser and stared at it. That would not make my grandmother come back. Nothing would. After a few weeks, I picked it up and smelled the necklace as thought it held her scent. I think about grandma, and I smile. This is the first time that I have smiled in weeks. Then, I placed the necklace back onto my dresser. Two months later, I went back to the necklace. I think about how much it is like holding a treasure of my grandmother— but in a strange way. This time, I place the necklace around my neck. It’s as though my grandmother is near me. I like that.

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Week 22 Answer Key Monday 1.The do not share the same point of view about the father. The narrator’s mother is worried. She is quiet and looks out of the window frequently. These details show she is worried. The narrator does not seem to be worried at all. Instead, he shares episodes of things that his father has done which shows his confidence in his father’s ability to make it through challenging circumstances. His father outsmarted a bear once and is described as being clever. All of these descriptions show the narrator is confident that his father is just fine. 2. A Tuesday 1. B 2.The author uses this point of view to help the reader understand and know what the main character is thinking. Based on the information about point of view and how author’s use it, this is the likely reason why it was used in this text. Wednesday 1. A 2. It means to hold or present something to someone. The phrase fistful of picked flowers and birthday present are clues. Thursday 1. B (Special note: Several details were put into this paragraph on purpose. When author’s do this, the text is referred to as dense text. Students often lose track of details when there are many details in one paragraph. This para-graph was written this way to assist students with being able to infer and keep track of information even they there are several text details.) 2. Several details support the answer to question one. The answer is “B”. The text states the idea that there was harsh heat during the first day of the journey. Many of the travelers questioned whether or not they should have taken the trip. The quiet response when Selene spoke also shows hesitancy among the people. Selene wanted to motivate the group to keep moving. Friday

1. In the beginning of the story, the narrator was very sad about the loss of her grandmother. The reader can infer this by her behavior such as not speaking and sitting balled up in the corner of the room. As time progresses, the character finds comfort in having her grandmother’s necklace. As a result, she begins to think about fond memories.

2. C

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Name____________________________________ Week Twenty-Three

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.3 Interactions Between Ideas 1. Based on the text, in what way are koalas suited to survive in their habitat?

Common Core Standard RI.1 Inference 2. Koalas are most likely referred to as bears because of- a. their weight b. their pouch c. their thick fur

Common Core Standard RI.2 Main Idea 1. Which detail best supports the main idea of the text? a. Bacteria helps koalas digest the plant. b. Some koalas eat meat. c. Most koalas enjoy eucalyptus plants.

Common Core Standard RI.6 Author’s Purpose 2. What is the authors purpose? a. To entertain b. To inform c. To persuade

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Koalas are found in Australia. Although they are referred to as bears, they are actually in the marsupial family. This family of animals includes kangaroos, wombats, and other animals that carry their young inside of a pouch. Koalas weigh around twenty pounds. They have thick fur, a large snout, and furry ears. They are mostly found in the cooler areas of Australia.

Tuesday

Although some koalas do eat meat, they mainly enjoy feeding on eucalyptus leaves. Most of the water that a koala needs for survival comes from this plant. Koalas have to eat at least one pound of eucalyptus leaves per day in order to get enough nutrients for survival. Bacteria in the stomach helps koalas digest eucalyptus. Eating mostly the leaves and stems of the eucalyptus plant, koalas store food in their cheek pouches for lengthy periods of time before it is swallowed.

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Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.3 Cause and Effect 1. Koalas spend most of their day above ground because- a. they can avoid predators b. most of the food is in the trees c. their sharp claws assist them with climbing

Common Core Standard RI.8 Reasons and Evidence 2. In what ways do koalas depend on trees?

Common Core Standard RI.9 Integrate Texts 1. Both texts highlight- a. reasons why there are fewer koalas today b. reasons why there is a greater demand for homes today c. reasons why strict laws against koala hunting exists

Common Core Standard RI.2 Summarize Information 2. Summarize the central idea of both passages.

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The koala spends nearly eighteen hours per day sleeping. It finds a comfortable place within tree branches in order to rest. A koala’s sharp claws are used for climbing. Most of the day is spent sitting on branches rather than on the ground. The dingo, a type of Australian dog, is the koala’s greatest predator. Snakes and foxes are additional reasons why koalas prefer to stay in trees.

Thursday

Australia’s Shrinking Areas Like many locations around the globe, much of Australia’s natural habitat is shrinking. As the demand for more homes and locations for businesses grow, an increasing number of natural habitats is being lost.

An Endangered Species Due to its declining numbers, koalas are an endangered species. During the 1800s, koala fur was in high demand and resulted in strict laws prohibiting koala hunting. The loss of habitat during the 20th and 21st centuries have resulted in more decline of koala numbers.

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Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.8 Reasons and Evidence 1. According to the author, why is educating the public an

effective way to protect koalas? (Use separate paper to explain your ideas.)

Common Core Standard RI.2 Summarize 2. Summarize the information in the text.

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Common Core Standard RI.1 Inference 3. How is working together mutually beneficial to conservationists and companies? a. Construction in forests would be stopped. b. Both parties get what they need. c. Laws would prevent koalas from losing their habitat.

Common Core Standard RI.4 Vocabulary 4. The word maintain as used in the text most closely means- a. to keep from disappearing b. to create new programs that help c. to work together with others

Overall Friday Review Progress ____/4 Correct

Conservationists use a variety of approaches to protect natural habitats and maintain animal populations. One strategy is to educate the public. Together with conservationists, people are able to discover creative ways to protect animals. Laws can limit the areas that can be used for construction which in turn ensures that enough habitats are protected for koala survival. Working together with companies enables conservationists to find solutions that are mutually beneficial for animals and businesses. Businesses can be able to obtain the resources that they need without harming koalas.

Standards Covered This Week RI.1 Inference RI.2 Summarize RI.2 Main Idea (Part of the Standard) RI.3 Cause and Effect RI.4 Vocabulary RI.6 Author’s Purpose RI.8 Reasons and Evidence

RI.9 Integrate Texts

Page 112: A Full School Year Daily Common Core Reading Grade

Week Twenty-Three Answer Key Monday 1. The text states that koalas have fur. This fur keeps them warm in the cooler climate where they

are found. 2. C Tuesday 1. C 2. B Wednesday 1. A 2. They depend on trees for safety. The text states that dingos and other animals hunt koalas.

Staying in trees keeps them safe.. It is also where they rest. Thursday 1. A 2. Both texts mention the idea that koalas are becoming endangered. One text states the fact that

koala hunting caused the koalas to diminish in numbers. Both texts mention how cutting down their habitat has negatively affected koalas.

Friday 1. They can help conservationists think of ways to help koalas. 2. Researchers are trying to find ways to help koalas. By working together with companies and the

public, ways to protect this animal can be found. 3. B 4. A

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Name____________________________________ Week Twenty-Four

Daily Common Core ELA Practice Grade 5

Monday Text Complexity

© Literacy and Math Ideas 2014

Common Core Standard RL.10 Text Complexity 1. What question can be answered from reading the passage? a. How long have the woman and boy been hiding? b. Why was the small woman holding up a spoon? c. What made Andrea look under the cupboard?

Common Core Standard RL.6 Author’s Purpose 2. Why did the author include the last sentence of the text? a. to reveal where the small people had been hiding b. to explain what Andrea will most likely do next c. to show Andrea was not frightened

Over time, the use of certain words fade away while new words are born. Dialect is the manner of speech that is used in a specific region or is used during a specific time period. Word choice and dialect can both make understanding text that is written during different time periods as well as in different regions of the world challenging. When reading unfamiliar text, read carefully and read more than once. The first read-ing is to understand the gist of the text. The second reading is to pay closer attention to what words an author uses and uncover how the specific word choice adds to the text.

Tuesday

Common Core Standard RL.2 Summarize 1. Which statement best explains what was stated in the passage? a. It is important to read a passage more than once. b. A variety of factors can make text challenging to understand. c. The first reading is to get the gist of the passage.

Common Core Standard RL.1 Details 2. Why is it often challenging to understand reading passages that were written long ago? a. Reading passages must be read more than once. b. Only certain words are clearly written. c. Words that were used to describe things can change.

Andrea supposed she looked rather dreadful when she opened the cupboard and two miniature people, one a boy and the other a woman, scattered in fright. Never haven seen such small people before, Andrea leaned in closer for a better look. Abruptly, the people stopped running. The small woman was holding a spoon which she held up rather threateningly. “I daresay it will be the last thing that you do if you lay a hand on my boy and myself,” the small woman squeaked. Such a tiny woman causing harm, the mere thought amused Andrea and caused her to explode into a fit of laughter.

The Miniature People

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Name____________________________________ Week Twenty-Four

Daily Common Core ELA Practice Grade 5

Wednesday The Basket of Wheat

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Common Core Standard RL.1 Inference 1. The narrator mentions the escapees in order to- a. explain the serious risk that is being taken by leaving the castle b. tell how many other people are likely hidden in the forest too c. describe how horrified he is now that he has been caught

Common Core Standard RL.6 Point of View 2. The passage is told from the point of view of someone who is- a. reviewing the method in which he escaped b. trying to find a way to distract the birds c. reexamining his ability to obtain freedom

“I daresay it will be your demise if mother sees what you are doing,” said Hannah as she lifted a load of wheat into a basket. Her brother Frederick was flapping about with long wheat stalks tucked underneath each arm like a bird. Simple words would not appeal to Frederick, this Hannah knew. The way Hannah won Frederick’s obedience was this: remind him of Father’s tragic accident, of the help that was still needed on the farm, and that Father could go to debtor’s prison if the taxes were not paid soon. “Okay, okay, don’t waggle your finger at me,” replied Frederick. He grabbed the stalks of wheat and began to thresh beating them against the ground. Then, he pinched all releasing each seed from its thin covering. “I have never worked so hard in my life,” began Hannah as she tossed a handful of wheat into the basket.

Thursday

Common Core Standard RL.10 Text Complexity 1. Hannah reminded Frederick about the accident in order to- a. prevent her father from have more problems b. get rid of the wheat that was in her basket c. persuade Frederick to play a more amusing game

Common Core Standard RL.1 Details 2. Reread the text. Explain the text evidence that best supports your answer to question one.

Clearing the treetops and circling in the sky, the bird finally perched itself on a branch and extended its wings as though it was trying to get comfortable. I covered myself as best as I could with fallen twigs to remain obscure. There were no second chances. An improperly hidden shoe, a subtle cough, or even the slightest of movements would be enough to get me discovered by the bird and taken back into Drexel’s castle. I had seen the birds before lingering for hours waiting to catch escapees. Worse was what happened to the captured when they were brought back to the castle. Their punishment is too dreadful to think about.

Drexel’s Castle

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Daily Common Core ELA Practice Grade 5

Friday The Secret

© Literacy and Math Ideas 2014

Common Core Standard RL.1 Inference 1. Which of the following conclusions about Ms. Hasham is best supported by the reading passage? a. She has a great amount of experience working with children. b. She rules with a firm hand. c. She sees value in always checking after Charles.

Common Core Standard RL.10 Text Complexity 2. The kitten represents- a. a way that Charles tries to make his stay at the

boarding school more enjoyable b. a technique that Charles uses to help stray animals

that he finds c. the inappropriate way that Charles reacts to Ms. Hasham’s comments

Overall Friday Review Progress ____/2 Correct

Ms. Hasham had always thought children were important, however, her desire for boarding school rules to be obeyed overtook any other notion in her mind. Charles hated the boarding school guidelines and regarded them as being quite stuffy. On one of his days in the play yard, Charles saw a kitten who had belonged to no one in particular until he had engaged it. For one week, Charles had kept the kitten hidden in his dorm room, and only a few of the other children knew about it. On one day, Ms. Hasham was tidying up the corridor when the cat let out a faint meow. Swiftly, Ms. Hasham dashed into Charles’ room and rummaged trying to find the source of the sound. Charles attempted to hide his naughtiness by putting the kitten into a small cage under his bed which was then covered with a shirt. Ms. Hasham neglected to look under the bed and left the room, eyebrow raised and suspicious of Charles.

Standards Covered This Week RL.1 Details RL.1 Inferences (Part 2 of Standard) RL.6 Author’s Purpose RL.6 Point of View (Part 2 of the Standard) RL.10 Text Complexity

Page 116: A Full School Year Daily Common Core Reading Grade

Week Twenty-Four Answer Key Monday 1. C 2. C Tuesday 1. B 2. C Wednesday 1. A 2. The text states the fact that Frederick was wasting time. He was pretending to be a bird. Hannah knew that she had to remind Frederick about how serious the situation was. This was the only way that she could get him to do work. Thursday 1. A 2. C Friday 1. B 2. A

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Name____________________________________ Week Twenty-Five

Daily Common Core ELA Practice Grade 5

Monday The Pirates’ Bounty

© Literacy and Math Ideas 2014

Common Core Standard RL.3 Character Analysis 1. Which characterization techniques are used by the author to indicate Samantha’s feelings about John’s comments? (Explain your ideas on separate paper.)

Common Core Standard RL.5 Text Organization 2. The first and the last sentences are both similar because they- a. both show Samantha’s disapproval of John’s words. b. both explain what John said to Samantha c. both reveal why John made the comments.

A startling sound broke into the room and stilled the men. The room became so quiet that a tiny sound such as a leaf falling could be heard within the four walls. Realizing that it was nothing more than their fears and a gust of wind from a brewing storm, the men continued to discuss their wretched plan of deceit. “I think that I should get half of the ship’s plunder since it is my plan,” said one pirate as he fitted his arrow to his bow. The men quarreled noisily. The pirate’s plaintive request was disregarded and the men continued to hatch their plan against the poor ship.

Aboard a different ship, another captain grew quiet. “Pirates pursue these waters. I am so fearful that some will attempt to steal our wares. We have to create a plan to thwart them if necessary,” said the ship’s captain to his men. He thought of a successful plan against any foe.

Tuesday

Common Core Standard RL.5 Text Organization 1. Paragraph two primarily serves to- a. establish the setting of the reading selection b. explain the differing opinions between the pirates c. trace the plan of the pirates from beginning to end

Common Core Standard RL.4 Literary Devices 2. The purpose of the descriptive language in line one is to- a. show how angry the pirates had become b. describe how quiet the ship was c. explain that a window was left open

Samantha sneered at John who sat across from her in their one-room school. John could be heard carousing with one of his classmates. “I can too be a doctor,” said Samantha who defiantly stood up. This idea seemed impossible to John who had rarely heard of a female becoming a doctor in the year 1840. Samantha grew more ardent about her position on the matter. Not the pain of the words but the unfairness of the idea is what annoyed Samantha the most. By this time, the schoolmaster Mr. Winfred had turned full-fledged around from his teaching to find out the source of the loud chatter. Samantha closed her mouth quickly and squinted her eyes at John in a show of dislike for his comments.

The Comment

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Name____________________________________ Week Twenty-Five

Daily Common Core ELA Practice Grade 5

Wednesday Secret Forest

© Literacy and Math Ideas 2014

Common Core Standard RL.4 Literary Devices 1. The purpose of the description of the polar bear is to- a. reveal how improperly Miranda was dressed b. explain how cold it is outside c. show how unusual the woman looked

Common Core Standard RL.5 Text Organization 2. The last sentence of the paragraph reveals- a. a possible solution to the story’s conflict b. a place where Miranda could purchase a phone c. a description of the setting of the story

As he was traveling, Gerund hailed upon a mysterious secret forest tucked in the wilderness. There were astonishing splashes of color everywhere. Greens and blues mingled forming vibrant new hues. Gerund had never seen such as thing and vowed to himself to keep the place a secret because a place as grand as this one was bound to possess unseen treasure. Cleverness was one of Gerund’s most fascinating qualities. After creating a map for his later return, he fixed a broken branch over the entrance to the mysterious land so that no other traveler would find it. Then he set about home to get some rest and return later fully equipped with shovels, sacks, and other tools that would serve him well if needed.

Thursday

Common Core Standard RL.5 Text Organization 1. Planning to carry shovels, sacks, and other tools shows- a. Gerund’s map will most likely not be needed b. Gerund is unsure whether he will find the secret forest again c. Gerund wants to look for treasure

Common Core Standard RL.4 Literary Devices 2. The main purpose of the descriptions in sentences two and three is to- a. explain Gerund’s plan to return to the same location b. reveal the mysteriousness of the secret forest c. highlight the difficulties that Gerund faced

The woman’s clothes were layered thick although the weather was blistering enough to cook a steak on the bare sidewalk. She wore scarves and shirts enough to warm a polar bear in the arctic. Hair on both sides of the woman’s head stuck up like sprouting plants which caused Miranda to stare at the woman even more. The sights did nothing to calm Miranda’s fears about being lost, all alone in the city. Worst of all, her cell phone battery was completely dead which left Miranda to have to find a way to reach her mother back home. Across the street, Miranda could see a convenience store where she could possibly find help.

Lost and Alone

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Daily Common Core ELA Practice Grade 5

Friday The Humans

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Common Core Standard RL.4 Literary Devices 1. The flashback in the beginning of the passage serves to- a. contrast how life was in the past to today b. explain why the war occurred c. describe how the narrator found other humans

Common Core Standard RL.10 Text Complexity 2. The passage supports which one of the conclusions about the narrator? a. It is impossible for him to survive in his conditions. b. He accepts the current condition he is facing. c. The narrator is determined to reclaim Earth.

Overall Friday Review Progress ____/2 Correct

At one point, humans lived on Earth, and I don’t mean one or two or three. Billions of them stretched about covering the four corners of the planet until humans made the first contact with the aliens. This was years before the battle. The ravages of war uprooted trees, shattered walls and fields ploughed through cities leaving a shapeless expanse of land in all directions that one could see. After the war, I plucked through the land looking for other human survivors. Hiding my presence, I crept through every space looking for anyone that could be nursed back to health. There are ten of us humans left on the remains of Earth. Aliens fester everywhere decimating any resemblance of previous civilizations. I knew that the only war to regain the planet again was to wage a different war, one with the human intellect that the aliens don’t possess. Eager to execute a plan of conquer, I quietly gathered the survivors. Every move must be calculated. Every human cost must be properly weighed.

Standards Covered This Week RL.3 Character Analysis RL.4 Literary Devices (Part of this Standard) RL.5 Text Organization RL.10 Text Complexity

Page 120: A Full School Year Daily Common Core Reading Grade

Week Twenty-Five Answer Key Monday 1. C 2. B Tuesday 1. The author reveals this by the way that Samantha interacts with the other characters and by

what other characters say about her. When John was negative about what Samantha could do as a career, her reaction shows she is a determined and self-motivated person. Her comments also show her determination.

2. A Wednesday 1. C 2. B Thursday 1. C 2. A Friday 1. A 2. C

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Quick Daily Common Core Reading Grade 5

Weeks 26 to 30 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

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How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework re-view. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

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Week 26: Informational Text (Intertidal Zones & Tide Pools) Standards Covered Include: RI.1 Details (Part of the Standard) RI.1 Inferences RI.2 Two or More Main Ideas RI.3 Interactions Between Ideas RI.5 Text Structure RI.7 Illustrations RI.9 Integrate Texts

Week 27: Literature (Historical Fiction, Real-istic Fiction, Fantasy) Standards Covered Include: RL.1 Details (Part of the Standard) RL.1 Inference RL.2 How a Story Unfolds (Part of the Standard) RL.3 Character Analysis RL.4 Vocabulary RL.5 Text Structure RL.6 Point of View

Week 28: Literature (Historical Fiction, Realistic Fiction) Standards Covered Include: RL.1 Details RL.3 Character Analysis RL.4 Vocabulary

Week 29: Informational Text (Bald Eagle) Standards Covered Include: RI.1 Inference RI.2 Main Idea (Still Assessed at This Grade Level) RI.2 Two or More Main Ideas RI.3 Interactions Between Ideas RI.5 Text Organization RI.8 Reasons and Evidence Week 30: Literature (Realistic Fiction & Fantasy) Standards Covered Include: RI.1 Details RI.1 Inference (Part 2 of the Standard) RI.2 Two or More Main Ideas RI.3 Relationship Between Ideas RI.5 Text Organization RI.8 Reasons and Evidence

TABLE OF CONTENTS

Page 124: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Six

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.2 Two or More Main Ideas 1. What are two main ideas from what is stated in Monday’s lesson? a. The intertidal zone is a region. High zones help animals. b. Species compete for food in each zone. Barnacles are

found in the splash zone. c. Adaptations help organisms survive in intertidal zones. Specific adaptations make splash zone survival possible.

Common Core Standard RI.9 Integrate Texts 2. After reading ‘Intertidal Zones’ and ‘The Splash Zone’ a reader could conclude- a. Only some types of animals live in intertidal zones. b. Living within each tidal zone is helpful against predators. c. The splash zone receives the most amount of water.

Common Core Standard RI.7 Illustrations 1. How does the illustration assist with understanding the text? a. It reveals the delicate nature of tidal zones. b. It enables readers to notice tidal zone differences. c. It provides an example of what a tidal zone looks like.

Common Core Standard RI.3 Interactions Between Ideas 2. One of the primary benefits of high tides is- a. it contains strainers for filter feeders b. it enables tide pool animals to obtain their food c. it creates a better environment for algae to access water

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Tuesday Below the splash zone is the high intertidal zone which extends just below sea level. Fewer animals and plants can survive in the high intertidal zone, so it is primarily the home of algae. Touching only the highest ocean tides, this region is the home of ocean creatures that obtain their food as water collides against the shore. As the daily tides come in, plankton is carried along with it. High tide animals such as varieties of mussels wait for their food to arrive. Filter feeders strain their food from the tides.

In the area between the ocean and shore is a region known as the intertidal zone. Like all ecosystems, the plants and animals that reside within this zone are equipped to survive the unique conditions that exist in subzones. Species compete for food and space and exist in distinct zones which include: the splash zone, high tide zone, mid tide zone, and low tide zone.

The splash zone is the highest intertidal subzone. Other than an occasional burst of water, this region remains dry most of the time. Animals that live in this zone are adapted to survive in this specific zone. Barnacles and ribbed limpets are just a few of the animals that can live in this region. Few predators can reach this harsh region which makes it the perfect environment for barnacles to remain safe.

Intertidal Zones The Splash Zone

Water gets trapped forming pools.

Page 125: A Full School Year Daily Common Core Reading Grade

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Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.21Inference 1. Lined chiton move when- a. moisture levels decrease b. the tide becomes too high c. there is too much competition for food

Common Core Standard RI.5 Text Structure 2. The author includes information about trees in order to- a. show how trees are important tide pool features b. help readers understand the benefits of green algae c. reveal the differences between regions

Common Core Standard RI.1 Inference 1. Why are sea gulls an important part of intertidal regions? a. They assist animals that get trapped along the rocks. b. They keep waste from building in the intertidal zones c. They wash harmful particles from starfish and urchins.

Common Core Standard RI.5 Text Structure 2. The author uses a description text format in order to- a. assist readers with understanding what the low intertidal region is like b. compare the difference among tidal zone organisms c. describe how sea creatures attach themselves to rocks

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Thursday Submerged under water most of this time, the low intertidal region is rarely dry. Organisms that live in this area cling to rocks so that they won’t be swept away by waves during the periodic rushes of tides. Sea urchins, starfish, and sponges that live within this region often get trapped in pockets of water along the shore. Sea gulls frequent the lower intertidal regions in search of food. Serving as scavengers, these animals serve an important role as nature’s cleaners.

The mid intertidal zone extends from just below the high tidal zone to the upper region of the lowest tides. Just as trees provide shelter for forest animals, the green algae that lives in the mid intertidal zone provides shelter and food for the animals that live in this region. This intertidal zone enables organisms such as green anemone and sea palms to locate food and remain moist. Since too much water can be harmful, some animals such as the lined chiton stay in the same position attached to rocks unless water levels rise.

Algae and Ocean Plants

Page 126: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Six

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.2 Two or More Main Ideas 1. What are two main ideas from the text? a. High tides present problems for tide pool animals. Tide

pools are delicate ecosystems. b. Tide pools are unique areas of water. Tide pools are

only suitable for certain organisms. c. Saltwater and freshwater are located in tide pools.

Ocean creatures get trapped inside of tide pools.

Common Core Standard RI.1 Details (Part of the Standard) 2. What details support your answer to question one?

© Literacy and Math Ideas 2014

Overall Friday Review Progress ____/2 Correct

When the ocean tide ebbs away, plants and sea creatures can become trapped in shallow holes along a beach called tide pools. These holes become new habitats called tide pools. Tide pools are their own delicate ecosystems. Saltwater from the ocean provides some of the moisture to keep the habitat stable. Rainwater also fills these unique pools after precipitation. The absence of saltwater during low tides and presence of saltwater during high tides makes tidal pools a suitable environment for only specially adapted organisms.

Barnacles often live inside of tide pools.

Standards Covered This Week RI.1 Details (Part of the Standard) RI.1 Inferences RI.2 Two or More Main Ideas RI.3 Interactions Between Ideas RI.5 Text Structure RI.7 Illustrations RI.9 Integrate Texts

Page 127: A Full School Year Daily Common Core Reading Grade

Week Twenty-Six Answer Key Monday 1. C 2. A Tuesday 1. C 2. B Wednesday 1. B 2. B Thursday 1. B 2. A Friday 1. B 2. The text states the central idea that tide pools form uniquely as water gets trapped in holes

along the shore. In the second paragraph, the central idea is that only certain organisms are able to survive in tide pools. The author spends the entire time explaining this idea by telling how unique the water is in tide pools.

Page 128: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Seven

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.5 Text Structure 1. Paragraph one is important to the rest of the text because- a. it explains how Nathaniel met the stranger b. it tells why Nathaniel snatched the knapsack c. it reveals why Nathaniel will harvest a lot of food

Common Core Standard RL.4 Vocabulary 2. The author uses the simile “full bellies” to show- a. how hungry the stranger is b. how many foods have grown in the garden c. the lettuce is large

Common Core Standard RL.2 How a Story Unfolds 1. How does Nathaniel respond to the stranger? a. He looks for a way to take advantage of the stranger. b. He has empathy for the stranger’s situation. c. He feels appreciation for the stranger’s help.

Common Core Standard RL.6 Point of View 2. The author’s use of third-person omniscient view assists by helping the reader- a. only understand how the stranger feels b. know which source of information is more reliable c. understand what each character is like

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Tuesday Nathaniel paused and rubbed his eyebrow. All of the work for the farm had been done by Nathaniel alone; he wanted a way to get free labor. The stranger’s knapsack was in such disrepair that Na-thaniel could see that the man had only collected a few cucumbers, barely enough food to subside on for a few days. The man was allowed to keep the food under one condition. “You can work for me to repay your debt of theft. Otherwise I will call the authorities so that you can be imprisoned,” said Nathaniel as he eyed the stranger intently. “For all that the eye can see is my land. You must till it from sunup to sundown for one week.” The stranger reluctantly agreed.

The tall switch grass was a ripe green color because there had been a great amount of rain in the spring. Stalks of corn shot into the air like mountain peaks and heads of lettuce plumped like full bellies after a satisfying meal. Nathaniel admired his crop as he walked along each row nodding while he passed greeting each vegetable personally. That’s when Nathaniel saw a man, so frail that he had almost no muscles left, tossing a ripened cucumber into a dusty knapsack. Startled to see Nathaniel, the man spoke. “Could you spare just a small amount of your food? I normally don’t take food, but I am so hungry,” said the stranger. Nathaniel was appalled to find anyone rummaging through his fields and had no pity on the stranger.

Nathaniel and the Stranger

Nathaniel and the Stranger Part 2

Page 129: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Seven

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RL.1 Inference 1. Based on the information in the text, which one is true? a. Nathaniel is so greedy that at first he does not notice the decay. b. Nathaniel begins to feel remorse (sorry) about his own behavior. c. Nathaniel is thankful for all of the stranger’s hard work.

Common Core Standard RL.2 How a Story Unfolds 2. The stranger continues to work without complaining a. because he hopes to obtain a job on the farm b. because he is skilled in the area of farming c. because he wants to repay the debt for his crime

Common Core Standard RL.2 How a Story Unfolds 1. Anu mostly wants to- a. repay the leaders for kicking him off the island b. get help because of his wound c. obtain medicine to take to the rest of the outcasts

Common Core Standard RL.3 Character Analysis 2. Anu is best characterized as being- a. resilient (never giving up) b. vindictive (wanting to repay others for wrongdoing) c. callous (not caring for others)

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Thursday The island, a fragment detached from the city, was the home of the uninfected. Guards stood watch constantly to ensure that none of the sickly entered. Anu’s pale arm showed the evidence of the infection that plagued the outcasts. His eyes hidden by clumps of water plants, Anu swam softly to avoid being detected by the island guards. He had been one of the uninfected until by an unusual twist of fate, he became sick and was banished from the island colony. It was the colony that had lush treats with fruit that served as medicine, but it was only given to the wealthy colony members. Anu had to get to the island.

From the comfort of his home, Nathaniel eyed the stranger plowing his fields and pulling weeds. The man, even thinner after laboring for several days, struggled tirelessly to work off his debt. Curiously, as each day passed that the man worked the crops grew frail turning from an emerald green to a dead yellow. “Has my debt been paid?” asked the weary stranger after nearly a week’s worth of work. Nathaniel liked the free labor and tried to find a way to keep the man working longer. “No, it is not paid yet. I am still upset,” said Nathaniel as he stepped over a dead clump of lettuce. Nathaniel finally began to notice the decay in his field. “Work for two more days. And, you may not take any more food.” The man continued to work all the while the field grew more brittle. By the time that two days were complete, Nathaniel’s field was completely decayed.

Nathaniel and the Stranger Part 3

The Island

Page 130: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Seven

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.2 How a Story Unfolds 1. Bethany’s family most likely- a. wanted to travel to help other families b. did not believe the stories about the nearly free land c. found out about the low priced land

Common Core Standard RL.1 Details (Part of the Standard) 2. Think about the answer that you selected to question one. What text details best support your answer?

© Literacy and Math Ideas 2014

Standards Covered This Week RL.1 Details (Part of the Standard) RL.1 Inference RL.2 How a Story Unfolds (Part of the Standard) RL.3 Character Analysis RL.4 Vocabulary RL.5 Text Structure RL.6 Point of View

Overall Friday Review Progress ____/3 Correct

The covered wagons did not leave Newbury Street until the evening. And then, it took over a day just for them to make it a few miles. Bethany, already weary from the first day’s walk, looked into the distance behind her to see if she could get a glimpse of the home that she left behind. It had been Pa’s idea for them to travel west to Oregon. Chatter had eclipsed the town regarding the nearly free land from the government for anyone that would travel west, take their claim, and improve upon the land. True, their farm back home had not produced much food for several years, but it was the only home that Bethany knew and really wanted.

Common Core Standard RL.6 Point of View 3. The author uses third-person limited point of view in order to- a. reveal Bethany’s feelings about the journey west b. show how Pa and Bethany both feel about traveling west c. enable readers to understand all of the chatter in the town

Page 131: A Full School Year Daily Common Core Reading Grade

Week Twenty-Seven Answer Key Monday 1. A 2. B Tuesday 1. A 2. C Wednesday 1. A 2. C Thursday 1. B 2. A Friday 1. C 2. The author states that chatter eclipsed the land. The author means that everyone was talking

about the nearly free land. Since they are traveling west, the family appears to know about the land.

3. A

Page 132: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Eight

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.5 Overall Structure 1. Why is the first sentence important?

a. It compares two different settings. b. It tells Papa has wandered somewhere. c. It establishes the conflict of the story.

Common Core Standard RL.5 Overall Structure 2. What is the conflict of the story? a. Papa was lost outside and was having difficulty finding the barn. b. Gabe wanted his father to make it home before a storm began. c. Gabe was not feeling well and needed help from his dad.

Common Core Standard RL.4 Vocabulary 1. The author uses the word lumbered in paragraph two to- a. show how much effort it took for Papa to move b. tell why Papa did not want to leave the lost animals c. explain how much time Papa spent lost

Common Core Standard RL.3 Character Analysis 2. What detail shows that Mama was concerned about Papa? a. They tried to make sure that not a drop of air entered the car. b. She pointed to the dark sky in the distance. c. Within seconds, the three of them were in the truck.

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A sudden wind outside shook leaves from the trees and threw them against the window. Gabe agonized over Papa working outside on the ranch. The entire region had been struck by terrible dust storms that caused anyone that inhaled the airborne soil to become sick. A solid wind brought with it heaps of dust; Papa had nearly missed escaping one of the dreadful storms weeks earlier. He had made it into the house only seconds before the dust storm had thrown chunks of soil onto their house. Gabe went outside. He could see darkness covering the entire sky way out in the distance. A storm was coming. “Papa!” yelled Gabe as he looked for his father in the barn.

Tuesday “Some horses have wandered off, so Papa went out there in the field to find them,” said Gabe’s younger sister Anna. Gabe pointed to the dark sky that was inching its way closer to them. The two kids ran into the house to get their mother. Within seconds, the three of them were in their truck. They drove right across the fields to search for Papa. He was sitting in the grass weary from all of the walking. “You have to get into the truck now. There is a terrible dust storm coming,” Mama said. Papa lumbered into the car. They rolled the windows tight and tried to make sure not a drop of air entered the car.

Dust Storm Fury

Dust Storm Fury (Continued)

Page 133: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Eight

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RL.5 Overall Structure 1. Information about the setting was included in the first two sentences in order to- a. show how bad the dust storm was b. show how long it took the family to get back home c. show how late it was getting in the day

Common Core Standard RL.1 Details 2. Why did the family stay where they were for a period of time? a. They were already at home. b. They did not think they could outrun the storm. c. They needed to figure out if the dust storm was still there.

Common Core Standard RL.3 Character Analysis 1. The author uses many characterization strategies to help the reader understand what Heather is like. Do a close reading to determine the character trait that describes Heather and explain the characterization strategies.

Common Core Standard RL.1 Details 2. Why was Crissy upset in the beginning of the story? a. She did not receive the part in the play that she wanted. b. She really wanted to be an understudy. c. She was fearful about performing in the play.

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The family glared at the dust storm’s fury. Tree branches, black soil, and pieces of hay swirled in the sky. They had to make it back home quickly otherwise they would be caught right in the middle of the dust storm. “We are not going to make it in time. I want everyone to cover their nose and mouth with their shirt,” said Mama as she pulled the corner of her apron over her nose. Within minutes, the dust storm grazed over the roof of the truck. The family could hear the whizzing noises of the debris pelting against the car. Even with their windows rolled up, dust found a way into the truck. As quickly as the dust storm came, it went. Everyone was fine. “I appreciate your quick thinking,” said Mama. “If there is ever a problem, always find a trusted adult to help.”

Thursday Nine-year-old Crissy’s fears were coming true. She had not gotten chosen for the biggest role in the school play. Instead the part was given to Heather. Crissy wished that it could have been given to anyone on the planet except for Heather, her arch enemy. “I am making you Heather’s understudy. If something happens in which Heather is unable to be in the play, you will fill in for her,” said Mrs. Aguilera. Heather walked past Crissy and huffed. This just isn’t fair, thought Crissy. Heather was impossible to deal with. Each day, Heather bragged about how she had gotten chosen for the lead role in the play. This only made Crissy feel worse.

Dust Storm Fury (Continued)

Crissy’s Part

Page 134: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Eight

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.1 Details 1. Crissy hoped that Heather would feel better soon because- a. Crissy still felt bad about not being picked for the lead role. b. Crissy had compassion on Heather. c. Crissy no longer wanted to perform in the play.

Common Core Standard RL.3 Character Analysis 2. Crissy can be described as a kindhearted person. What

evidence from the text supports this?

© Literacy and Math Ideas 2014

Overall Friday Review Progress ____/2 Correct

During the play rehearsal, Heather was impossible to deal with. She whispered nasty things to the other girls. Crissy was sure that Heather was talking about her. It was important for Crissy to be at each rehearsal in order for her to know about the play. Crissy just tried her best to not let Heather annoy her. Weeks of rehearsals passed. Crissy watched some of the teachers put up props on the walls. She touched some of the fake trees that were used to look like a pretend forest. “I need to talk to you,” said Mrs. Aguilera. “Heather contracted a terrible cold and won’t be able to perform in the play. In fact she is in the hospital. I am going to need you to take her part in the play,” said Mrs. Aguilera. It was true that Heather had been mean to her, but Crissy did not want her to be sick and go to the hospital. “Okay, Mrs. Aguilera. I can do it,” said Crissy. On the night of the play, Crissy remembered all of her lines. She also thought about Heather and hoped that she would feel better soon.

Crissy’s Part Continued

Standards Covered This Week RL.1 Details RL.3 Character Analysis RL.4 Vocabulary RL.5 Overall Structure

Page 135: A Full School Year Daily Common Core Reading Grade

Week Twenty-Eight Answer Key Monday 1. C 2. B Tuesday 1. A 2. C Wednesday 1. A 2. B Thursday 1. The author uses internal dialogue (Crissy’s thoughts) and limited point of view in order to help the

reader determine what Crissy is like. Crissy thought that not getting picked for the lead role was unfair. The author uses point of view to express Crissy’s disappointment about not getting picked. This strategy is important because Crissy does not outwardly show her emotions. (Teacher note: Words to describe Crissy could vary. Quiet, compliant, etc. are possible answers)

2. A Friday 1. B 2. Although Crissy was not treated in the best way by Heather, she still had kind thoughts about her.

She also hoped that Heather would feel better.

Page 136: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Nine

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.1 Inference 1. Why was the bald eagle selected as the national symbol? a. Its large size shows the power of the United States. b. It represents the ideals that the United States represents. c. It reveals the structure of England.

Common Core Standard RI.3 Interactions Between Ideas 2. What led to the colonists to select a national symbol? a. They attempted to govern England. b. They struggled to gain control of Florida and Alaska. c. They were successful in becoming an independent nation.

Common Core Standard RI.3 Interactions Between Ideas 1. What contributes to a bald eagle’s ability to hunt prey? a. living up to 30 years in the wild b. adaptations such as talons and vision. c. living in Florida, Alaska, and Canada

Common Core Standard RL.3 Interactions 2. How does the bald eagle’s talons and vision help it survive in the wild for 30 years? a. They help it hunt for food. b. Many birds help each other. c. They help it reach great heights.

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The North American bald eagle became the national symbol of the United States in the year 1782. This creature can be mostly found in Florida, Alaska and Canada. Before the United States became a nation, it was controlled by England. The Revolutionary War was fought by the American colonists that wanted their land to become an independent nation. Once the colonists won the war, they wanted a symbol that represented bravery and the strength of their nation. The bald eagle was chosen as their symbol.

Tuesday The bald eagle can reach the height of 3 feet and has a wingspan of up to seven feet. This bird can survive up to 30 years in the wild. The bald eagle can be mostly found in Florida, Alaska and Canada. Keen vision, sharp talons, and quick flying speed, make this bird a mighty hunter. It is regarded for its majestic appearance just as well. More than 70,000 bald eagles live in North America today.

Page 137: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Nine

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.2 Main Idea 1. What is the main idea of this passage? a. Each part of the national symbol stands for something. b. The bald eagle holds an olive branch and 13 arrows. c. The bald eagle in printed on money.

Common Core Standard RI.8 Reasons and Evidence 2. The author states the idea that the bald eagle’s symbolism represents the United States. What details are provided to support this view?

Common Core Standard RI.2 Two or More Main Ideas 1. What are two main ideas from the passage? (Explain on

separate paper.)

Common Core Standard RI.5 Text Organization 2. Where would the subheading “Great Changes” best fit? a. just above the first paragraph b. just above the second paragraph c. the subheading would not fit either paragraph

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Thursday Despite the bald eagle’s lofty position as the national symbol of the United States, this animal has been sensitive to outside threats. This animal has long been part of the endangered species list, a list of animals that are thought to be on the brink of extinction. By the mid 1900s, the number of bald eagles in the US declined. Overhunting and the removal of natural habitats are the primary reasons. The Bald Eagle Act was introduced to protect this bird. Instead of things getting better, the bald eagle faced a greater threat in the form of DDT. This chemical was used to kill insects, but it seeped into the waterways and killed fish.

The bald eagle symbolism represents the United States. Proudly wearing a shield and 13 arrows, the bald eagle is the national symbol of the United States of America. Each portion of this symbol holds meaning. Olive branches stand for peace. The bald eagle national symbol holds both an olive branch and a cluster of 13 arrows. Each arrow stands for one of the original colonies. This symbolism is found not only on government documents, it is also on American currency. A bald eagle is printed today on each dollar bill as a reminder of the freedom and bravery for which the United States stands.

Page 138: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Twenty-Nine

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.5 Text Organization 1. Why did the author include both paragraphs in the passage called ‘Endangered’? a. They both tell why the bald eagle population increased. b. They both tell the approximate number of bald eagles. c. They both tell about how nesting sites were protected.

Common Core Standard RI.1 Inferences 2. Intense efforts were underway to protect the bald eagle. Why was protecting the bald eagle important? (Use information from both passages. Write your answer on separate paper.)

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Standards Covered This Week RI.1 Inference RI.2 Main Idea (Still Assessed at This Grade Level) RI.2 Two or More Main Ideas RI.3 Interactions Between Ideas RI.5 Text Organization RI.8 Reasons and Evidence

Overall Friday Review Progress ____/2 Correct

Weighing on average 14 pounds and with a wingspan of nearly seven feet, populations of bald eagles have begun to rise. The idea of having a national symbol become extinct was unimaginable. One effective strategy was to protect nesting sites by maintaining some of the areas where bald eagles live. Diligent efforts were underway to protect this bird. Hunting laws prohibited the capture bald eagles. Due to both of these efforts, the population of bald eagles increased from a mere few hundred nesting pairs to nearly 10,000 nesting pairs today.

Possessing strength, agility, and force, the bald eagle perches on mountain cliffs. It is the bird’s comparison to the United States that was most troubling for most lawmakers. When the plight of the bald eagle was brought to the attention of lawmakers, swift action was taken to protect this bird. Once dominating the skies of the United States, the bald eagle’s numbers began to decline during the 1960s. Pesticide residues are mostly to blame. Loss of habitat and hunting are also causes. Extensive measures were taken to protect bald eagles. These efforts were successful.

Endangered A National Symbol in Trouble

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Week Twenty-Nine Answer Key Monday 1. B 2. C Tuesday 1. B 2. A Wednesday 1. A 2. Each portion of the national symbol stands for something. The arrows represent the 13 original

colonies. The olive branch stands for peace. The arrows also stand for war. Both symbols represent the gentleness but strength of the United States. Thursday 1. The bald eagle was endangered. DDT caused harmful effects. 2. B Friday 1. A 2. The bald eagle represents the United States. Efforts were put in place to protect this bird because people value it as an animal. Also, the bald eagle is the national symbol of the United States. If it were to go extinct, it would be embarrassing and show weakness.

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Name____________________________________ Week Thirty

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.3 Character Analysis 1. The author uses a variety of writing strategies to help readers learn what Margaret is like. What strategies does the author use? Give specific examples and explain what they details teach the reader about Margaret. (Use separate paper.)

Common Core Standard RL.6 Point of View 2. How does the teacher, Mrs. Gaston, help Margaret see her situation in a different way? Explain your ideas on separate paper.

Common Core Standard RL.2 Summarize 1. Summarize what you have just read.

Common Core Standard RL.1 Details 2. What role does the protagonist play in a story? a. He or she is the central character of a story. b. He or she is always a story’s school bully. c. He or she often drives a story’s conflict.

© Literacy and Math Ideas 2014

The teacher nodded offering a considerate smile. “You can work on the project a little longer,” said Mrs. Gaston. Margaret quickly walked back to her seat. Reading had always been difficult for her, but being diagnosed with dyslexia was something that Margaret had to absorb. When she reached her seat, Margaret opened her textbook. The words were all jumbled together. Nothing made sense. That is when Margaret felt a warm hand on her shoulder. It was Mrs. Gaston. She leaned down and pointed to a sentence. “I have worked with many students that have faced the same type of difficulties as you. Did you know that the famous writer Karrie Gross also went through the same thing as a child?” said Mrs. Gaston. Margaret’s eyes widened. “Really?” said Margaret. She turned to look at Mrs. Gross. Margaret had always loved listening to Karrie Gross’ stories on audio. The story about a stuffed rabbit that had gotten lost and found its way home was her favorite.

Tuesday There are different types of characters in a story. The protagonist is another name for the central character in a story. The antagonist is the character that is fighting or striving against the protagonist. An antagonist could be a school bully, an evil villain that is fighting against the main character, or anyone that causes the protagonist strain or frustration that must be overcome. It is important to not only identify characters, also understand how they contribute to the plot.

Page 141: A Full School Year Daily Common Core Reading Grade

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Wednesday

Common Core Standard RL.9 Compare Treatment of Themes 1. What is the theme that both stories teach?

Common Core Standard RL.3 Character Analysis 2. Stanford and Danielle are both- a. deceptive b. remorseful c. honest

Common Core Standard RL.3 Character Analysis 1. What makes Joe different from Alan? a. Alan is cheerful and Joe is serious. b. Alan is deceptive and Joe is cruel. c. Joe is honest and Alan does troublesome things.

Common Core Standard RL.1 Inference 2. Why does Joe take so long to speak up?

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Thursday “Come on, Joe!” Alan coaxed. Alan was trying to get Joe to steal some junk food from the store and then steal a movie from the video store. Joe disliked the idea of that and knew that doing so was wrong. Joe didn’t know what to say. He began to sweat. Finally he spoke up. “Alan, I think that what you are about to do is wrong and I don't want to be a part of it.” With that, Joe headed for home.

The Lost Bag “Mom, I told Charlie to hold the bag. I don’t know why he didn’t listen to me,” Danielle said. “Is this true Charlie?” their mother asked. “That is not what happened at all. Danielle was talking on her cell phone the entire time. She barely said two words to me,” replied Charlie. “Sorry Mom. I did not watch the bag or Charlie. So, now the bag is missing.” said Danielle.

The Lost Coin Stanford panicked as he looked everywhere to find the king’s coin. He was his most trusted assistant. Only a few minutes after he dusted off the glass case that held it, Stanford noticed that it was missing. He wondered if he should tell a lie and say that vicious scoundrels forced him to hand it over. He feared that his own neglect could have caused its disappearance. Stanford decided to tell the truth. Stanford approached the king to tell him the news. To his relief, the king had the coin.

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Name____________________________________ Week Thirty

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.3 Character Analysis 1. What does Mr. Kelling’s reaction to the narrator’s question reveal about Mr. Kelling? Explain your ideas. Use separate paper.

Common Core Standard RL.1 Inference 2. The author provides a detailed description about the boy and about Mr. Kelling. Why does the author most likely include this description? a. The description shows the deceptive nature of the narrator. b. The description provides insight into why Mr. Kelling needed

the narrator’s assistance. c. The description shows a contrast between what the narrator’s original and later impressions about the Kellings.

© Literacy and Math Ideas 2014

Standards Covered This Week RL.1 Inference RL.2 Summarize RL.3 Character Analysis RL.6 Point of View RL.9 Compare Treatment of Themes

Overall Friday Review Progress ____/2 Correct

The boy was tall for eight, dark-haired, with deep brown eyes. Thick, somewhat solid, there was a roughness about him, perhaps because of the fact that he was rarely allowed to leave the house. When Mr. Kelling did allow the boy to leave, the boy would run around making raucous noise and was often told to go back inside of the house within a short time. I never thought too much about the boy or the man that he lived with. In fact they looked like typical people. My whole impression changed the time that I saw the beam of light. “What is that?” I asked as I looked at an unusual glow that came out of Mr. Kelling’s house. The light was a fluorescent green like the light from a firefly. Mr. Kelling ignored my question and bid me to continue cutting the lawn. I was only at the Kelling home to care for the lawn. Our dealings were strictly business. I asked the question again, but this time I asked even louder. Mr. Kelling’s eyes grew narrow and his lips tightened. “Leave it alone,” said Mr. Kelling as he pointed a finger at me.

Page 143: A Full School Year Daily Common Core Reading Grade

Week Thirty Answer Key Monday 1. The author uses indirect characterization. Rather than directly stating what the character is like,

the author shows what Margaret is like. She seems to be insecure. She lacked confidence in her ability because of her diagnosis of dyslexia. Ms. Gaston’s encouraging words motivated Margaret to keep trying.

2. She tells her about a famous writer named KarrieGross. This happens to be Margaret’s favorite writer. The reader can tell that when the author mentioned this to Margaret, it was motivating. because Margaret’s entire behavior was happier.

Tuesday 1. The protagonist is the central character of a story. The antagonist causes conflict with the central character. 2. C Wednesday 1. Both stories teach the theme of honesty. Although the stories differ, both have characters that

decide to be truthful. 2. C Thursday 1. C 2. He feels nervous. Friday 1. He is hiding something. He does not want to answer the question. 2. C

Page 144: A Full School Year Daily Common Core Reading Grade

Quick Daily Common Core Reading Grade 5

Weeks 31 to 35 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

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How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework review. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

Page 146: A Full School Year Daily Common Core Reading Grade

Week 31: Informational Text (Arthropods and Insect Facts) Standards Covered Include: RI.1 Details RI.2 Main Idea RI.6 Author’s Purpose RI.7 Visual Elements

Week 32: Informational Text (Black Widow Spiders) Standards Covered Include: RI.1 Inference RI.2 Main Idea RI.6 Author’s Purpose RI.8 Reasons and Evidence RI.9 Integrate Texts

Week 33: Literature (Poetry, Realistic Fiction, and Fantasy)

Standards Covered Include: RL.2 Summarize RL.3 Character Analysis RL.4 Literary Devices RL.5 Text Organization

Week 34: Informational Text (Symbiotic Relationships and Animal Adaptations) Standards Covered Include: RI.1 Details RI.3 Interactions Between Ideas RI.6 Author’s Purpose Week 35: Informational Text (Animal Facts) Standards Covered Include: RI.1 Details RI.1 Inference (Part of the Standard) RI.2 Summarize RI.3 Interactions Between Ideas RI.7 Visual Elements

TABLE OF CONTENTS

Page 147: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-One

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.7 Visual Elements 1. Which link should someone click on in order to find information about what a Sahara Desert ant eats? a. Desert insects b. Woodland forest insects c. Rainforest insects

Common Core Standard RI.7 Visual Elements 2. Both sources of information are helpful because they tell readers about-

Common Core Standard RI.2 Main Idea 1. What is the main idea of the passage?

Common Core Standard RI.6 Author’s Purpose 2. What is the author’s purpose? a. entertain b. persuade c. Inform

© Literacy and Math Ideas 2014

An exoskeleton is an outside covering that protects internal organs and provide structure to an insect’s body. This contrasts with a skeleton that is found on human beings. Skeletons are found inside of an animal and do provide protection for soft internal organs. Bones also provide shape and structure to the muscles that surround them.

Insect Website

Insects outnumber

humans on the planet.

Tuesday Arthropods vary in size ranging from the width of a grain of rice to the width of a door. Arthropods dominate in terms of actual numbers and species with nearly 90% of living creatures being in this category. This distinction includes arachnids, crustaceans, and insects. Arachnids possess jointed legs and an exoskeleton. The exoskeleton serves the role of protector, it also provides support from an arthropod’s muscles. Arthropods must molt because their exoskeletons don’t grow as they develop.

Desert Insects

Rainforest Insects

Woodland Forest Insects

Page 148: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-One

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.1 Details 1. Why is the horseshoe crab feared?

Common Core Standard RI.2 Summarize 2. Summarize what you have just read?

Common Core Standard RI.7 Visual Elements 1. Both sources of information are good because they tell the

reader about- a. habitats b. termites c. termite eggs

Common Core Standard RI.7 Visual Elements 2. Which link should someone click on to find information about where termites live?

© Literacy and Math Ideas 2014

The horseshoe crab is one kind of arthropod. Distinguishing this animal from other crabs is a long, thin, spike-like tail which has given the horseshoe crab species a feared creature. In all actuality, horseshoe crabs are harmless. It also has leaf-like flaps that are used for moving. Their tails are used mostly to flip themselves upright. The horseshoe crab lives at the bottom muddy bodies of water. It feeds on clams, worms and other invertebrates. This species is declining in numbers mostly because of the loss of habitat.

Thursday

Termites feed on decaying wood. They digest the wood by using a protozoa type of organism that is found inside their stomachs. A female termite can produce 30,000 eggs per day. Termites in a colony serve different functions. Soldiers defend the entire colony.

Internet Search Results

Termite Habitats www.termite.com Termite Facts www.insects.com

Page 149: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-One

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.2 Main Idea 1. What is the main idea?

Common Core Standard RI.7 Visual Elements 2. What link would provide information about what silk moths eat? a. How Silk is Made b. Silk Moths c. Neither would be helpful

© Literacy and Math Ideas 2013

Standards Covered This Week RI.1 Details RI.2 Main Idea RI.6 Author’s Purpose RI.7 Visual Elements

Overall Friday Review Progress ____/2 Correct

Some insects are unusual. Moths for example shiver in the way that a human does when it is cold in order to warm up their muscles before they fly. From there, they spend most of their day eating. Silk moths begin as caterpillars. Once they become a full-grown moth, they lack mouths. As a result, they cannot eat. Instead, they rely on the fat that was stored in their bodies when they were caterpillars. They die shortly after reaching adulthood.

Internet Search Results

How Silk is Made www.silkmakers.com Silk Moths www.allaboutmoths.com

Page 150: A Full School Year Daily Common Core Reading Grade

Week Thirty-One Answer Key Monday 1. A 2. Interesting facts about animals Tuesday 1. Most living creatures are arthropods. This makes of most of the animal species. 2. C Wednesday 1. Most people fear this animal because of its appearance. It is not a harmful animal. 2. People are often afraid of horseshoe crabs because of their appearance. In fact, they are harmless.. Their legs and flaps are used to move around. Thursday 1. B 2. Termite Habitats Friday 1. It is about silk moth development. 2. B

Page 151: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Two

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.2 Summarize (Part of the Standard) 1. Summarize the information in this passage.

Common Core Standard RI.2 Main Idea 2. What is the main idea?

Common Core Standard RI.8 Reasons and Evidence 1. What information does the author provide to support the idea that black widow spiders are not aggressive? a. Antivenom stops the effect of the poison. b. They do not go out of their way to bother humans. c. Black widow spiders wraps more web around victims

Common Core Standard RL.6 Author’s Purpose 2. What is the author’s purpose? a. to persuade b. to inform c. to entertain

© Literacy and Math Ideas 2014

Tuesday Spider webs are the primary method the black widow uses to catch prey. Once an insect gets snagged, the black widow moves in to wrap it with more web. Then, it injects it with venom. Although this spider is widely feared, it is not aggressive, so it will not go out of its way to bother humans. If a person is bitten, the person should remain calm, place ice on the wound, and seek medical attention. Most hospitals keep a stock of antivenom handy. This medicine will stop the poison's effects.

Black widows are the most famous type of spider because of their venom. These creatures are found throughout the United States as well as in Central America and South America. Identifiable because of its distinct pattern, a black widow spider bears a black body with a red pattern on its back. Males are smaller in size and are often tan in color. Black widow spiders make their homes in

Page 152: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Two

Daily Common Core ELA Practice Grade 5

Wednesday Article 1 Article 2

Common Core Standard RI.1 Details 1. Why are animals not able to escape the black widow’s

web?

Common Core Standard RI.9 Integrate Texts 2. Both authors use comparison and contrast text structure. What is the central idea that both authors are trying to convey by using this text structure? (Explain your ideas on separate paper.)

Common Core Standard RI.1 Details 1. What is the purpose of the egg sac?

Common Core Standard RI.2 Main Idea 2. What is the main purpose of this text? a. to tell about the black widow’s life cycle b. to describe how difficult life is for a spider c. to explain how long black widow spiders live

© Literacy and Math Ideas 2014

Spider silk is a strong material that has enormous tensile strength. Tensile is the capability of an object to be stretched. Spider silk is similar to collagen, a material that is found in bones and skin. The type of material that is used to construct a spider web as well as a spider web’s pattern contributes to its strength. Researchers are developing equipment that is made from spider webs.

Black widow females can live up to three years. Males only live a few weeks. A female spider can lay up to 500 eggs at a time. Sometimes they lay even more. This usually occurs during the warmer summer months. Once the eggs are laid, they are wrapped in a set of silk and dangled from the web. This keeps them safe until they hatch. The eggs take approximately three weeks to mature. Newly hatched spiders are typically orange and white. They gain their familiar black color over time as they mature. Of all the eggs that hatch, approximately in every twelve survive.

Thursday

The black widow spins a strong web. It is ten times the strength of steel which is used to manufacture high rises! Steel is frequently used in the metal frame inside of large buildings. The strength of spider webs is the prime reason why any insect that gets trapped in a web would have difficulty escaping.

Page 153: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Two

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.1 Inference 1. Why is laying hundreds of eggs important for black widow spiders?

Common Core Standard RI.9 Integrate Texts 2. From the early part of a black widow’s life to adulthood, it faces threats. What are the threats that a black widow spider faces throughout its life. Integrate information from both texts. (Use separate paper to fully explain your ideas.)

© Literacy and Math Ideas 2014

Standards Covered This Week RI.1 Inference (Part of the Standard) RI.1 Details RI.2 Main Idea RI.2 Summarize (Part of the Standard) RI.6 Author’s Purpose RI.8 Reasons and Evidence RI.9 Integrate Texts

Overall Friday Review Progress ____/2 Correct

There are several types of predators that feed on the black widow spider. They lay hundreds of eggs at a time this is a key for survival of their species. One type of wasp eats the young spiraling once they hatch. Some flies eat the entire spider sack. These spiders are an important part of the forest food web.

Black widows tell predators to stay away with warning colors. The red hourglass shape on its back informs predators to avoid eating them. Most insects can easily digest black widow spiders without getting harmed. Insects such as centipedes, praying mantises, and wasps prey on black widows. When a wasp catches a black widow, it stings it. This paralyzes the spider. The black widow spider then becomes the wasp’s meal.

Article 1 Article 2

Page 154: A Full School Year Daily Common Core Reading Grade

Week Thirty-Two Answer Key Monday 1. Black widow spiders are deadly animals that are found in Central and South America. 2. The text mostly talks about a black widow’s appearance. Tuesday 1. B 2. B Wednesday 1. Their webs are very strong. 2. Both authors are explaining the strength of a spider’s web. Thursday 1. It protects the eggs as they develop. 2. A Friday 1. Many of them do not survive. This helps the black widow spider not become extinct. 2. Eggs are constantly at risk of getting eaten. When black widows become adults, they have to

watch out for wasps that want to eat them.

Page 155: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Three

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.4 Vocabulary 1. How does the author use language to build the curiosity of

the reader in ‘Ms. Hailey’s Strange Day’? Use separate paper to explain your ideas.

Common Core Standard RL.4 Vocabulary 2. How does foreshadowing contribute to the plot of a story?

Common Core Standard RL.5 Text Organization 1. What is the conflict in this text?

Common Core Standard RL.3 Character Analysis 2. Which sentence from the passage shows that Andrea feels frustrated?

© Literacy and Math Ideas 2014

Tuesday “I’ve got to do something about this,” Andrea said as she looked at the rest of the

students get in line after eating their lunches. “We never get recess,” Janna added. “That is why I am starting a petition. If I get enough students to sign a note stating we want to have recess at our school, the teachers and principal have to listen, right?” asked Andrea as she shook her head. That evening she typed a letter.

Foreshadowing is a literary technique that some authors use in a text to help a reader predict what will happen next in a story. Sometimes it might be in the form of an ominous warning that one character will give another character. Other times, it can be in the form of subtle clues that are provided by the author. Foreshadowing can indicate what will occur later in the plot of a story.

Ms. Hailey sat under the pine tree in her centuries old front lawn. Dexter, her frisky tan dog, lay beside her twitching his tail. “There is something strange about this day,” said Ms. Hailey. Within a few seconds of her comment, a wild gust of wind blew clear from the sky and lifted the pair into the air. When Ms. Hailey and Dexter landed, they were in the middle of a small forest area miles away from their tiny cottage.

Ms. Hailey’s Strange Day

Page 156: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Three

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RL.5 Text Organization 1. Which word part from the poem is stressed? a. “know” in the word knowing b. the word more c. “mow” from the word moving

Common Core Standard RL.2 Summarize 2. Summarize what you just read about meter.

Common Core Standard RL.3 Character Analysis 1. What text evidence shows the village officer does not believe Alfonzo? Explain.

Common Core Standard RL.4 Vocabulary 2. The author included the phrase “The woman mulled over her thoughts” in order to show- a. the woman knew the sheep did not belong to her b. the woman has a history of being untruthful c. the woman was unsure what she should say

© Literacy and Math Ideas 2014

Knowing and growing Each day I learn more Sowing and mowing

The knowledge I have in store

Thursday

Meter is another name for the rhyming pattern within a poem. Each unit of rhythm is called a foot. The stressed and unstressed parts of one word create a foot in a poem. For example the word about begins with a weakly stressed sound “a” and ends with a strongly stressed sound “bout”. When something is weakly stressed it is said lower. When something is strongly stressed, it is said higher. Say the word about again to yourself softly. We speak English so much that we often do not notice weakly and strongly stressed parts of words. Poets are careful to select words with higher and lower stresses to create rhythm within a line of poetry.

The woman mulled over her thoughts, then she spoke. “I believe that it is my lost sheep because one of mine is missing,” the woman said. Alfonzo had a reputation for being greedy and conniving. He looked at the older woman and thought of a response to tell the town officer. “This is my sheep. I would not take a creature from this woman,” he said. The village officer eyed Alfonzo suspiciously. “How do you know that it is yours?” he asked.

Know and Grow Each Day

Page 157: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Three

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.3 Character Analysis 1. The cat made an agreement with the mice in order to- a. prove that he had changed b. find a way to catch them c. get the mice to have a meeting

Common Core Standard RL.4 Vocabulary 2. What does the word delighted mean as used in the text?

What context clues assist with determining this meaning? a. It means joyful. The helpful context clue is “They walked

past the cat.” b. It means concerned. The helpful context clue is “The cat

ate the last mouse in line.” c. It means happy. The helpful context clue is “The mice

danced in delight.”

© Literacy and Math Ideas 2014

Standards Covered This Week RL.2 Summarize RL.3 Character Analysis RL.4 Literary Devices RL.5 Text Organization

Overall Friday Review Progress ____/2 Correct

In a farmhouse that a was overrun with mice, a cat that at first found no difficulty in hunting, discovered that he was unable to catch mice the way that he had done in earlier years. After thinking very carefully about what was the best thing to do, he called all the mice together for a meeting. “I was once a very wicked cat, but I have changed my ways. I am going to turn over a new leaf. I just ask one favor. Each day, could you walk past me in a line and bow and say hello to mark our truce?” asked the cat. The mice were delighted about the idea that they could walk freely without having to worry about the cat wanting to catch them. The mice danced in delight as they scampered through the farmhouse. At the end of each day, the mice did as the cat had asked. They walked past the cat in a single file line. And each day, the cat ate the last mouse in the line.

Page 158: A Full School Year Daily Common Core Reading Grade

Week Thirty-Three Answer Key Monday 1. The author uses foreshadowing. Ms. Hailey makes the statement that it is an unusual day.

Shortly thereafter, something strange did occur. 2. It helps the reader predict the conflict of the story. Ms. Hailey and Her dog Dexter get swept

away to a new place. Tuesday 1. The kids don’t have recess and they want to have it. 2. The phrase “I’ve got to do something about this” shows Andrea’s frustration. Wednesday 1. A 2. It is the pattern of stressed an unstressed sounds in a line of poetry. Thursday 1. The text states that the village office eyed Alfonzo suspiciously. 2. C Friday 1. B 2. C

Page 159: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Four

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.1 Details 1. What enables a secretary bird to capture food? Explain.

Common Core Standard RI.6 Author’s Purpose 2. Why did the author include information about eagles? a. to help readers imagine what a secretary bird looks like b. to explain how they are different from one another c. to show how they climb oak trees.

Common Core Standard RI.1 Details 1. Based on what is stated in the text, symbiosis only exists

when- a. both organisms benefit from the relationship b. at least one organism benefits from the relationship c. when a typically harmful creature becomes calm

Common Core Standard RI.3 Interactions Between Ideas 2. Sharks and wrasse have a symbiotic relationship. How do they benefit each other? Explain.

© Literacy and Math Ideas 2014

Tuesday

With a long body and a hooked bill, the secretary bird can be easily identified. Living in the African Sahara, the secretary bird feeds mostly on snakes, mice, and other small creatures. Like other birds of prey, its sharp beak enables it to grasp prey easily. Secretary birds are distantly related to buzzards and vultures. They are identified as having a body that is similar to an eagle’s. Secretary birds are excellent fliers and nest and roost high up in acacia trees in the evening.

Symbiosis is a relationship between two living organisms in which at least one organism benefits. This type of relationship occurs between many different types of animals. As deadly as sharks can be, they are harmless to a small creature named the wrasse. Sharks allow wrasse to swim inside of their mouths and feed on the small organisms that live there. Wrasse obtain food as they remove harmful parasites from a shark’s body.

Symbiotic Relationships

Secretary Bird

Page 160: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Four

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.3 Interactions Between Ideas 1. Why is mud important for rhinos? a. It enables them to fend off attackers. b. It protects their skin. c. It maintains their eyesight.

Common Core Standard RI.1 Details 2. Based on the text, what is true about rhinos? a. They spend most of their time hunting. b. Their skin is specially adapted to protect them from the sun. c. They have poor vision.

Common Core Standard RI.3 Interactions Between Ideas 1. How do rhinos and oxpeckers benefit each other?

Common Core Standard RI.3 Interactions Between Ideas 2. Based on the text, what is a symbiotic relationship?

© Literacy and Math Ideas 2014

Thursday Symbiotic Rhino Relationships

Rhinos have a symbiotic relationship with a bird called the oxpecker. This bird enjoys hitching a ride on a rhino's back in order to get a free meal. Although a rhino's skin is thick, it is very sensitive. Oxpeckers dine on insects that crawl over a rhino's skin. This enables an oxpecker to obtain food easily and prevents a rhino's skin from being harmed by parasites. Most birds have to be watchful of approaching predators. Perching on top of a rhino is also great for protection from harm. Rhinos are swift runners and can easily fight off a predator with its two horns. Rhinos live most of their lives free from fear of attack by predators. Only occasionally will a brave hyena try to attack them.

Five species of rhinos exist throughout Africa and Asia. Identified by their horns, rhinos spend most of their time grazing grassy areas. Similar to how claws are used by eagle's for defense, a rhino's horn enables it to fend off attackers. Mud acts like a natural sunscreen to rhinos. When they roll in it, the thick coating of dried mud provides a protective shield from insects and the sun’s harsh rays. As a result, rhinos spend most of their time in mud. Rhinos have poor eyesight and cannot see far distances. Their eyesight is just suitable enough for them to see grass.

Rhino Facts

Page 161: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Four

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.1 Details 1. According to the text, polar bears are specially adapted to

survive in cold regions. What adaptations do they have, and how do these adaptations benefit polar bears?

Common Core Standard RI.3 Interactions Between Ideas 2. Polar bears are often described as sneaky animals. Based on what you have read, why is this important in order for them to catch food?

© Literacy and Math Ideas 2014

Standards Covered This Week RI.1 Details RI.3 Interactions Between Ideas RI.6 Author’s Purpose

Overall Friday Review Progress ____/2 Correct

The polar bear is a carnivorous animal that lives largely within the Arctic. Polar bear fur is transparent although it appears to have color. The hollow core within each strand reflects visible light. Its structure prevents water from absorbing into each strand of fur which would cause them to get cold. Adaptations such as a thick layer of blubber and extra thick fur enables polar bears to survive in icy habitats. It provides buoyancy and serves as an insulation. Polar bears spend half of their time hunting for ringed and bearded seals, but they catch food only a small portion of the time that they hunt. To catch a seal, a polar bear lingers around the openings of where seals build nests. When one exits its home, a polar bear then captures the seal.

Polar Bears

Page 162: A Full School Year Daily Common Core Reading Grade

Week Thirty-Four Answer Key Monday 1. It has a long hooked beak. This enables it to catch food. 2. A Tuesday 1. B 2. Sharks get harmful creatures moved from off of them. Wrasse’s get a free meal. Wednesday 1. B 2. C Thursday 1. Rhinos have sensitive skin. When the oxpecker bird removes insects, the bird gets a meal and the

rhinos skin gets protected. 2. This is a relationship when at least one animal benefits. In the case of the rhino and oxpecker,

both animals help each other. Friday 1. Their fur keeps them warm and helps them to float in the water. Blubber also assists with keeping

a polar bear warm as well. 2. Polar bears obtain their food by grabbing seals as they peek out of their holes.

Page 163: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Five

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.7 Visual Elements 1. The illustration mostly serves to- a. reveal the habitat of camels b. show the habitat of an Arabian camel c. show what a Bacterian camel looks like

Common Core Standard RI.3 Interactions Between Ideas 2. Camels have been used by humans for thousands of years. Use information from the text to explain why.

Common Core Standard RI.2 Summarize 1. What occurs when a camel chews its cud?

Common Core Standard RI.1 Details 2. Camels are able to eat prickly plants without getting harmed. How is this possible?

© Literacy and Math Ideas 2014

Found mostly in Mongolia and the northern region of China, only about 3,000 Bacterian camels exist in the world. This two-humped animal is used to carry cargo as well as humans across different terrains. There are also the Arabian camels which have one hump and are mostly found in Arabia, Australia, and in the Saharan Desert of Africa. Their thick fur is often sheared for use in making cloth. Their milk is used to create cheese.

Tuesday

Both rodents and camels must constantly chew to keep their teeth filed down to a reasonable size. Camels are specially adapted to eat prickly plants. A thick tongue and sharp teeth enables them to bite into barbed plants without getting harmed. A camel’s long neck enables it to bend down to drink water. This same neck can reach high to obtain the leaves from far-reaching branches. Similar to cows, camels chew cud. This is partially digested food that enters the mouth from the stomach, it is chewed, and then is swallowed again. A camel repeats this process nearly forty times before it can fully digest its food.

Page 164: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Five

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.2 Summarize 1. Summarize what you just read.

Common Core Standard RI.3 Interactions Between Ideas 2. How do weasels catch prey? a. They quietly approach animals. b. They wait until nighttime ends to look for food. c. They are so small that they cannot be easily seen.

Common Core Standard RI.3 Interactions Between Ideas 1. Trunks are useful tools for elephants. Explain why.

Common Core Standard RI.1 Inference 2. Elephant trunks are flexible. Why is this important? a. This enables them to walk easily. b. This enables them to grasp food and dig. c. This enables them to locate cool places on hot days.

© Literacy and Math Ideas 2014

Thursday

Short-legged with a brown coating, weasels live throughout much of North America, Europe, Africa and Asia. Weasels vary in size from just under five inches to as long as a foot in length. Weasels are easily adapted to survive in a variety of habitats. Hunting mostly at night, weasels are nocturnal animals. Their ability to swiftly climb and sneak up on prey enables them to easily catch food. Weasels mostly eat small birds, mice, and rats.

Known for their floppy ears, wrinkled skin, and long tusks, elephants are unusual creatures. Their long trunks serve multiple purposes. They flexibly swing to grasp leaves. They are also used for breathing and digging. Containing 600 muscles, an elephant's trunk also keeps it cool on sweltering days. They use it the scoop up water and spray it over their bodies.

Page 165: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Five

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.1 Details 1. How are ocean dolphins different from river dolphins?

Common Core Standard RI.2 Summarize 2. Summarize what you just read.

© Literacy and Math Ideas 2014

Standards Covered This Week RI.1 Details RI.1 Inference (Part of the Standard) RI.2 Summarize RI.3 Interactions Between Ideas RI.7 Visual Elements

Overall Friday Review Progress ____/2 Correct

Dolphins live in a variety of places worldwide, but they mostly settle in the shallower sections of the ocean. A few varieties such as those found in the Yangtze and Amazon, live in rivers. Unlike other dolphins, river dolphins are specially adapted to thrive in freshwater. Mostly eating different varieties of squid or fish, dolphins are carnivores. The forty different varieties of dolphins vary in size from just four feet to nearly twenty-five feet in length. Dolphins have long, slick bodies and a long mouth. Fins on both sides of their bodies assist with swimming.

Orcas are one of the 40 species of

dolphins that exist in the world.

Page 166: A Full School Year Daily Common Core Reading Grade

Week Thirty-Five Answer Key Monday 1. C 2. They have served as a source of transportation and as food. Their fur has also been used to

make cloth. Tuesday 1. This is partially digested food that enters the mouth from the stomach, it is chewed, and then is swallowed again. A camel repeats this process nearly forty times before it can fully digest its food. 2. Their sharp teeth crush the prickly portions of the plant. Wednesday 1. Weasels are small, brown creatures that are able to climb and hunt. They are active at night. 2. A Thursday 1. Trunks serve several purposes. They are like hands and are used to grab leaves. They are also

used to dig and spray water on a elephant. 2. B Friday 1. Ocean dolphins live in salty water. River dolphins live in freshwater. 2. There are 40 varieties of dolphins. A few varieties live in rivers. Most live in the shallow areas

of oceans.

Page 167: A Full School Year Daily Common Core Reading Grade

Quick Daily Common Core Reading Grade 5

Weeks 36 to 40 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

Version 1

Literacy and Math Ideas

Page 168: A Full School Year Daily Common Core Reading Grade

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How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework review. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

Page 169: A Full School Year Daily Common Core Reading Grade

Week 36: Informational Text (Animals) Standards Covered Include: RI.1 Inference (Part of the Standard) RI.1 Details (Part of the Standard) RI.2 Main Idea RI.4 Figurative Language RI.5 Text Organization RI.7 Visual Elements

Week 37: Literature (Historical Fiction & Realistic Fiction) Standards Covered Include: RL.1 Details RL.1 Inference RL.2 Summarize RL.3 Character Analysis RL.4 Vocabulary RL.4 Literary Devices (Part of the Standard) RL.5 Plot Structure

Week 38: Informational Text (Light Energy) Standards Covered Include: RI.1 Details RI.1 Details (Compare & Contrast) RI.2 Summarize (Part of the Standard) RI.2 Two or More Main Ideas RI.3 Interactions Between Ideas RI.8 Reasons and Evidence

Week 39: Informational Text (Inventors) Standards Covered Include: RI.1 Details RI.1 Details (Compare and Contrast Format) RI.1 Inference (Part of the Standard) RI.2Summarize RI.3 Interactions Between Ideas RI.8 Reasons and Evidence RI.9 Integrate Texts Week 40 Informational Text (Arbor Day) Standards Covered Include: RI.1 Details RI.2 Two or More Main Ideas RI.3 Interactions Between Ideas RI.4 Vocabulary RI.8 Reasons and Evidence

TABLE OF CONTENTS

Page 170: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Six

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.4 Figurative Language 1. What does the phrase “this technique can sometimes backfire” mean? Closely read the text. Use separate paper to fully explain your ideas. Provide text details to support your answer.

Common Core Standard RI.5 Text Organization 2. The author includes the third sentence to show- a. life is constantly dangerous for earthworms b. there are more threats underground than above it c. birds have more hunting techniques than moles

Common Core Standard RI.1 Inference (Part of the standard) 1. Why is mucus important for snails?

Common Core Standard RI.1 Details (Part of the Standard) 2. How is the foot on a snail used?

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Tuesday Dense plants shield snails from scorching sunlight, and damp soil keeps a snail’s body moist. Similar to worms, snails must remain wet at all times to survive. This undoubtedly can be a difficult task when temperatures rise. To assist with a snail’s movement, a pasty mucus oozes out of a large organ on the underside of this creature called a foot. Unlike typical feet, a snail’s foot is a thick, muscular body part that helps a snail move by gliding. The mucus that secretes from this organ provides a smooth surface for movement and a barrier of protection for a snail’s inner organs.

Under the soil is a world of creatures that thrive and come out to the surface to find food. Among them is the earthworm. While the forest floor is drenched in threats from predators, the world beneath the soil can also be as deadly for this creature. Blind moles, relying primarily on their sense of smell, peel away crumbly dirt in search of juicy worms. Primarily defenseless, worms have their own techniques for staying safe. While raccoons utilize sharp claws and coyotes rely on pointed teeth, earthworms depend on their ability to detect the slightest vibrations as a method of avoiding harm. Shaking soil is a cue for an earthworm to get away fast. This technique can sometimes backfire. Birds often peck the ground which causes an unsuspecting worm to unknowingly peek above the surface and become a bird’s next meal.

Worms

Snails

Page 171: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Six

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.4 Figurative Language 1. Why is the dry, crackly skin important? a. It helps reptiles swim b. It protects the reptiles from the sun c. It protects from the rough surface of the rocks

Common Core Standard RI.7 Visual Elements 2. The author provided an illustration mostly to- a. reveal why crackly skin is important b. show an example of a reptile c. illustrate the use of a backbone

Common Core Standard RI.1 Inference

1. Why is this unusual nest important for mallefowls?

Common Core Standard RI.4 Figurative Language 2. What is meant by the phrase “Mother Nature does the rest of the work”?

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Thursday Birds use a variety of different tools to build their nests. Many use branches, and even pieces of fuzzy dandelions in order to make the perfect environment for their babies. Some birds such as the malleefowl, use unusual objects to construct their homes. This bird uses trash. First, the malleefowl scours fields in search of plant debris. Unlike other birds that sit on their eggs to incubate them, the malleefowl relies on garbage to do the job. It begins by burrowing a hole into the ground. The malleefowl then fills the hole with plants, leaves, and branches. Mother Nature does the rest of the work. As weeks pass, spring rains cause the heap of plant litter to rot. The heat that is produced from the decaying matter is just the right temperature for the bird eggs to grow.

Often times it can be difficult to tell the difference between an amphibian and a reptile. Although they both have slender, relatively stout bodies with short limbs, there are several characteristics that set them apart. Amphibians are animals that have a backbone. They spend part of their lives in the water and part of their lives on land. A thin layer of dry, scaly skin supplies reptiles with a defense from the merciless rays of the sun. Reptiles can often be seen with their crackly skin sitting upon rocks. In contrast, amphibians such as salamanders have moist skin. Mostly seen by water, amphibians must keep their skin moist in order to survive.

Strange Bird Nests

Amphibians and Reptiles

Page 172: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Six

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.1 Details 1. How do penguins warm their babies? a. They huddle over their babies b. They huddle next to each other c. They swim in water

Common Core Standard RI.2 Main Idea 2. What is the main idea of the passage?

© Literacy and Math Ideas 2014

Standards Covered This Week RI.1 Inference (Part of the standard) RI.1 Details (Part of the standard) RI.2Main Idea RI.4 Figurative Language RI.5 Text Organization RI.7 Visual Elements

Overall Friday Review Progress ____/2 Correct

A penguin’s body helps it to survive in its environment. This creature lives in cold places such as South America and in Antarctica, and it is a penguin’s physical adaptations that enables it to survive in the harshest of environments. Their smooth fur and skin helps them move easily in water. To stay warm, penguins huddle close together. Enough body heat is produced to help them. Staying close together is also helpful with keeping penguin offspring warm. To keep their babies at the appropriate warmth, penguins huddle over them. A pouch of skin on a penguin’s bulging body serves as both as protection from harsh winds and as a cozy blanket.

Penguins

Page 173: A Full School Year Daily Common Core Reading Grade

Week Thirty-Six Answer Key Monday 1. Moving for safety when a worm feels vibrations can lead to safety or it can lead to harm 2. A Tuesday 1. It creates a smooth the surface on which the snail is crawling to protect its inner organs. 2. It is used to held a snail get around. It is used to glide. Wednesday 1. B 2. B Thursday 1. Most birds use fresh branches and twigs for their nest. The nest does the incubation for the

birds. 2. The process of rotting begins. Friday 1. A 2. Penguins, who live in very cold areas, have many ways of surviving.

Page 174: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Seven

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RL.3 Character Analysis 1. Why did Danuk refuse his newly appointed position? a. He felt loyal to the rest of the citizens. b. He felt that he was not good enough for the job. c. He was not able to collect enough grain each day.

Common Core Standard RL.3 Character Analysis 2. Do a close reading of the passage. Can Danuk be best characterized as being disciplined, loyal, or selfish? Use separate paper to identify and explain the text details that best support your answer.

Common Core Standard RL.1 Details 1. Why did Suzanne not to tell anyone about what Mr. Fellows had done? Explain on separate paper.

Common Core Standard RL.1 Inference 2. Why is the theft so troublesome for the Dawson family? a. They have been suffering financially. b. Mr. Fellows is not a good employee as once believed. c. Susanne was left in charge of the farm.

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Tuesday The present situation of affairs called for Suzanne to not say a word. She resolved to not speak of chickens that she saw Mr. Fellows take from the Dawson farm. It would raise more questions than what she was willing to answer and could potentially make her his new target of anger. Mr. Fellows was a man of sixty years; stout, with a dingy beard set about his face. He did not have the appearance of a person that one would expect of immorality. Suzanne was sure that the theft was a way for Mr. Fellows to scare the Dawson’s off their land. The Dawson’s were struggling to survive and the loss of chickens was sure to place them at the edge of despair.

The downfall of the community came the day that Danuk refused his newly appointed position. Most citizens adapted quickly to their assignments and eagerly obeyed the orders that they were given. This was not the case with Danuk. Becoming a tax collector meant that he would have to inflict punishment on anyone that could not produce the weekly sum of grain that the leaders ordered to be paid by every citizen. Nimble fingers plucked daily at crusted wheat stems causing calluses and numb fingers. Most citizens only had the ability to pick less than a cup of grain a day from the fields. This was never enough to feed a person or pay the weekly sums that were due to the community. Danuk observed many citizens clenching their jaws in pain as the weekly punishment for unpaid sums was delivered.

Classic Literature Style Writing: Suzanne’s Dilemma

Page 175: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Seven

Daily Common Core ELA Practice Grade 5

Wednesday Yema and the Time Machine The Cave

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If done correctly, Yema would experience only three minutes of pain. This part was unavoidable. Three minutes was the amount of time that it would take for each of his cells to evaporate and then reform — a procedure that was necessary for Yema to be transported back in time. Dr. Kavangh adjusted the harness around Yema’s body and secured the latch on the time machine.

“I don’t think it is a good idea that we should go inside the cave,” Matthew said as he and his friend Charles shined their flashlights. An uncomfortable churning suddenly erupted in Charles’ stomach, but he tried to ignore it. Within seconds of the boys entering the cave, they plummeted into a hole.

Thursday Victor grumbled as he squatted in the hallway that was crowded with papers. His fine and clean black leather shoes squeaked on the cold floor. He scowled at everyone as he bent down to salvage as many of his papers as he could. “This is a horrible day! Can it get any worse?” he asked as he picked up his math assignment and held it into the air. It had fallen into a puddle of mud that was on the floor. The bell rang, and students scurried into their classrooms. Victor lifted his eyes, and there stood Dean Patterson holding a late detention slip.

Common Core Standard RL.4 Literary Devices (Part of the Standard) 1. In The Cave, the author uses foreshadowing. What text details assist the reader with inferring that something terrible will occur? (Explain on separate paper.)

Common Core Standard RL.4 Vocabulary 2. As used in the passage, what is the meaning of 3. unavoidable? a. necessary b. not able to be prevented c. dangerous

Common Core Standard RL.4 Literary Devices 1. The author uses foreshadowing to help a reader infer that Victor’s day will go from bad to worse. Identify the foreshadowing. a. “Can it get any worse?” b. It had fallen into a puddle of mud. c. Victor lifted his eyes.

Common Core Standard RL.2 Summarize 2. Summarize what happened in the text.

Page 176: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Seven

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RL.1 Inference (Part of the Standard)

1. The commander chose Bennett and Lloyd for the assignment because- a. Bennett has the power to lift heavy objects b. no one expects them to be assigned to the mission c. he believes they can accomplish the mission

Common Core Standard RL.3 Character Analysis 2. In the beginning of the text, Bennett can be best described as- a. complacent b. optimistic c. persuasive

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Common Core Standard RL.5 Plot Structure 3. The portion of the story is most likely what part of the plot? a. the resolution b. the rising action c. the falling action

Common Core Standard RL.4 Vocabulary 4. The author most likely used imagery in the first sentence to- a. explain the central conflict of the plot b. describe how the problem was resolved c. help the reader imagine the setting

Standards Covered This Week RI.1 Details RL.4 Literary Devices (Part of the Standard) RI.1 Inference (Part of the Standard) RL.5 Plot Structure RI.2 Summarize RI.3 Character Analysis RI.4 Vocabulary

Overall Friday Review Progress ____/4 Correct

Fat raindrops flecked the pavement. Bennett and Lloyd squinted into the sky that turned from a soft blue to a sinister gray. Bennett lingered along the mossy patches of grass to play with a garden toad. “We must go,” Lloyd said. “A terrible storm is coming.” No sooner than Lloyd spoke, knots of hail plundered the ground which sent both of the boys running for cover into the nearby forest. The trees took their part in creating havoc. Gnarled branches swayed, and leaves snapped the air. “I see them,” said Bennett as he pointed to two men that were walking in the forest. Bennett and Lloyd had almost forgotten why they were outside. They were the only ones that could obtain the secret key. Bennett’s ability to become invisible and Lloyd’s unusual physical strength were why the commander had chosen both of them for the task. Approaching the two men directly was not a good idea. The boys had to think of a plan.

Page 177: A Full School Year Daily Common Core Reading Grade

Week Thirty-Seven Answer Key Monday 1. A 2. He is loyal. Danuk knew that the position of being a tax collector would mean that he would have

to inflict punishment on the rest of the citizens. He knew they were asked to do the impossible task of paying high taxes. He chose to disobey orders rather than bring harm to others.

Tuesday 1. Susanne is afraid that Mr. Fellows will harm her next. 2. A Wednesday 1. Matthew made the statement that he believed that what they were doing was not a good idea. 2. B Thursday 1. A 2. Victor had a terrible day. A string of negative events occurred. First Victor’s paper fell onto the

floor. One of his papers got mud all over it. Next, the dean wanted to give him a detention for being late to class.

Friday 1. C 2. A 3. B 4. C

Page 178: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Eight

Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.1 Details (Compare & Contrast) 1. Compare and contrast neutrons and protons.

Common Core Standard RI.2 Summarize (Part of the Standard)

2. Summarize what the author states about how atoms are broken apart.

Common Core Standard RI.3 Interactions Between Ideas 1. How do atoms create energy? a. Atoms collide into light and form new creations. b. Light rays create opaque energy. c. When atoms move, energy is produced.

Common Core Standard RI.1 Details (Compare and Contrast) 2. Compare and contrast opaque and translucent objects.

© Literacy and Math Ideas 2014

Energy comes in numerous forms and light is one type of it. Light is the consequence of moving molecules. As particles move around quickly, light is emitted. Light has a few properties. One property is the capacity to reflect. This is when light bobs off of an item. As light shines onto an item, distinctive things happen. Light rays shine through some items completely. These are called transparent objects. A clear window is an example of this. Translucent objects allow some light to pass through. Waxed paper is translucent. Light cannot pass through opaque objects. A desk, person, or even a wall are all opaque.

Tuesday

Everything in our world is made up of atoms from the air that we breathe to the water that we drink. Atoms are very small particles that can only be seen with a special microscope. Inside of atoms are even smaller particles which include protons, electrons, and neutrons. Protons and neutrons are located inside the nucleus of an atom. Electrons float in the space outside the nucleus. Neutrons do not have an electric charge. Protons have a positive charge and electrons have a negative charge.

A Cluster of Atoms

Light

Atoms

Page 179: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Eight

Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.3 Interactions Between Ideas 1. What causes light to refract? a. When an object creates waves, refraction occurs. b. It happens when it slows down along a boundary line c. It occurs when light goes through a boundary of an object.

Common Core Standard RI.8 Reasons and Evidence 2. Do a close reading of the text. Light will speed up or

slow down only under certain circumstances. Explain your ideas on separate paper.

Common Core Standard RI.1 Details 1. What is radiation? a. a conductor b. transfer of coldness from a cold object to a warm object. c. transfer of heat from a warm object to a cold object.

Common Core Standard RI.1 Details 2. What are examples of conductors? a. radiation b. aluminum foil c. warm objects

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Radiation is the transfer of heat from a warm object to a cooler object across a space. When rays of heat travel into an open space, heat is transferred to the cold object. Radiation can travel through different types of matter. Microwaves and radio waves are both examples of one type of radition. Conductors Some objects are conductors. This means that they allow energy to flow very well. Copper is an example of a conductor. As a result, it is used to carry electricity. Aluminum foil is also a conductor.

Copper Beads

Thursday

Light has the ability to refract. This occurs when light bends as it goes through the boundary object. When light passes through part of an object quickly, refraction occurs. Refraction is the change in direction of a wave. During this process, light will either speed up or slow down. In order for this change in direction to occur, light must collide against an object at an angle and it must change speed as it crosses the boundary along the object’s surface. Properties of refraction are used today in optics for such things as magnifying an object and in photography.

Refraction

Radiation

Page 180: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Eight

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.10 Text Complexity 1. What are some of the contributions that Hippolytus Fizeau made to science?

Common Core Standard RI.2 Two or More Main Ideas 2. What are two main ideas from the passage?

© Literacy and Math Ideas 2014

Standards Covered This Week RI.1 Details RI.1 Details (Compare & Contrast) RI.2 Summarize (Part of the Standard) RI.2 Two or More Main ideas RI.3 Interactions Between Ideas RI.8 Reasons and Evidence RI.10 Text Complexity

Overall Friday Review Progress ____/2 Correct

Hippolytus Fizeau’s research in 1849 led to our current understanding of how fast light moves. Of all of his research, he is mostly remembered for his contribution to the field of optics. During one of his scientific experiments, Fizeau aimed an intense beam of light at the wheel as it rotated. As the wheel moved, flashes of light burst through it. These flashes helped Fizeau determine how fast light travels. The speed of light is used today to measure the distance between objects in outer space and is used to estimate the time that it would take for spacecrafts to travel. This knowledge is used to plan space exploration to distant planets and to numerous places in our solar system.

Page 181: A Full School Year Daily Common Core Reading Grade

Week Thirty-Eight Answer Key Monday 1. Protons carry a positive charge while elections carry a negative charge. 2. Protons and neutrons are inside of the nucleus of an atom and the electrons float in the space

around the atom Tuesday 1. C 2. Light is unable to pass completely through opaque objects. Some light is able to pass through

translucent objects. Wednesday 1. C 2. In order for this change in direction to occur, light must collide against an object at an angle and it

must change speed as it crosses the boundary along the object’s surface. Thursday 1. C 2. B Friday 1. His research led to our current knowledge about the speed and other properties of light. This

knowledge is used today to assist with outer space travel. 2. Hippolytus Fizeau’s research led to our cyrrent understanding about the speed of light. Knowl-

edge about light is used to plan space travel.

Page 182: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Nine

Daily Common Core ELA Practice .

Common Core Standard RI.2 Summarize 1. What types of incorrect ideas did people once have about illnesses?

Common Core Standard RI.1 Inference 2. Citizens flocked to lecture halls. What does this reveal? a. Many were curious about science. b. Scientific discoveries were not helpful. c. The advancements in technology were slow.

Common Core Standard RI.1 Details (Compare and Contrast) 1. Compare and contrast steam and wind power. Explain your ideas on separate paper.

Common Core Standard RI.8 Reasons and Evidence 2. Do a close reading of the text. What evidence does the author provide to support the idea that steam power made it easier to transport goods? Explain your ideas on separate paper.

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Monday A leap in advancements in science and technology occurred during the 1800s. Before then, there were many false ideas about science that were changed due to the new discoveries that would lead to the most advanced machines and inventions. Long ago, people believed that illnesses were caused by having poor moral character. Enduring physical pain and punishment were celebrated since they were believed to be the result of bad actions. As word spread about new discoveries, citizens flocked into lecture rooms to hear talks and learn about scientific advancements. Groups of bright thinkers met in order to find ways to incorporate what was learned about science in existing machinery. 1895 Motor

Grade 5

Tuesday Cranking machines by hand was a tiresome job and was very inefficient. Inventors sought sources of reliable power. One of the first major accomplishments in this area came in the harnessing of steam. When steam is harnessed, it is captured inside of chambers. The forced heat causes gears and other machine parts to move. Steam became popular because it is a more consistent source of energy in comparison to wind which is dependent on weather conditions. Steam is also more powerful than wind as well. Soon after steam energy was harnessed, trains were invented and thousands of miles of track were laid across the United States. Before this time period, pack mules were often loaded with goods to be transported across the country. Pack mules were moody, plus it often took hours for these animals to travel just a few miles. Trains could travel far distances in a fraction of the time that it took with these animals. The steam powered train replaced pack mules which made transporting

New Ideas

Steam Power

Page 183: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Nine

Daily Common Core ELA Practice

Common Core Standard RI.1 Inference (Part of the Standard) 1. Closely read the text. On separate paper, explain why the flying shuttle was met with ridicule by some individuals.

Common Core Standard RI.3 Interactions Between Ideas 2. Why was the invention of the flying shuttle useful? Use separate paper to write your short answer.

Common Core Standard RI.9 Integrate Texts 1. Both reading passages provide insight about early human

flight. On separate paper, explain the events that led up to the invention of flight using hot air balloons. Also, explain the impact of this invention. Use information from both sources only to answer this question.

Common Core Standard RI.1 Details 2. According to ‘A Grand Idea’, how did citizens respond to Joseph and Etienne Montifer’s invention? a. People wanted them to work with the Wright brothers. b. They encouraged the Montifers to invent an airplane. c. Many people had great interest in their invention.

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Joseph and Etienne Montifer twisted their machines as they watched crisp paper being made. A sheet of paper whizzed into the air. Joseph watched it arc and twist. "Did you just see that?" asked Joseph. "Mankind has always wanted to fly like birds. We could make a contraption that could help us fly into the air." The idea seemed intriguing to Etienne. The two of them went straight to work designing what they would later call the hot air balloon. Crowds surrounded the Eiffel Tower when the brothers sent a balloon into flight in 1783. The men knew their invention marked a new era of human travel.

Wednesday When John Kay invented the flying shuttle in 1733, he was not prepared for the ridicule that soon followed. While many inventions of his era were celebrated, John Kay’s invention was considered more of a problem than a benefit by some individuals. Weaving by hand was tedious, but it was the way that thousands of craftsman across England made their income. John Kay’s invention, the flying shuttle, simplified the weaving process. He was able to produce thread in a fraction of the time that it took others. Hand weavers became so furious that John Kay’s life was even threatened. After some time, the flying shuttle became a commonplace tool that was used by manufacturers, but its inventor never earned the money that he deserved from his invention.

Grade 5

Thursday The age of flight began nearly 125 years before the invention of the airplane by the Wright brothers. Joseph and Etienne Montifer found a way to make human flight possible with hot air and an oversized balloon. This led to overseas flights using the hot air balloon.

The Flying Shuttle

A Grand Idea Early Flight

Page 184: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Thirty-Nine

Daily Common Core ELA Practice Grade 5

Friday

Common Core Standard RI.3 Interactions Between Ideas 1. Based on the text, why is Robert Goddard’s work still

important today?

Common Core Standard RI.8 Reasons and Evidence 2. Do a close reading of the text. What reasons does the author give to explain why light bulbs are helpful? Explain your ideas.

© Literacy and Math Ideas 2014

Standards Covered This Week RI.1 Details RI.1 Details (Compare and Contrast Format) RI.1 Inference (Part of the Standard) RI.2Summarize RI.3 Interactions Between Ideas RI.8 Reasons and Evidence RI.9 Integrate Texts

Overall Friday Review Progress ____/2 Correct

Thomas Edison was a great man and inventor. Most of his inventions are used to this very day. The light bulb, for example, changed the world in many ways. Candles and kerosene lamps were used to light homes before this invention. Tipped over candles led to numerous fires. Everything improved when the light bulb was invented. It could illuminate rooms more than a candle could. Light bulbs also lasted longer.

Robert Goddard is known as the “father of rocketry”. He created one of the first rockets which led to the creation of more advanced and modern rockets. The same principles that he used to make rockets are still in use today.

This early light bulb was

created by Thomas Edison.

Thomas Edison Robert Goddard

Page 185: A Full School Year Daily Common Core Reading Grade

Week Thirty-Nine Answer Key Monday 1. People believed that diseases were caused by poor moral character. They also believed that one

should gladly accept pain. 2. A Tuesday 1. Wind power was very unreliable because it relied on weather conditions. Steam power can be

easily harnessed and had greater power than wind. 2. The author states the idea that pack mules were slow and moody. If someone needed to transport goods, it was undependable and slow. Wednesday 1. The flying shuttle was perceived as a threat by some hand weavers. Since John Kay could do

work in a fraction of the time using this tool, many craftsmen thought they would lose business. 2. The invention was useful because it reduced the amount of time that it took to make weave. It

was so useful that it was used by manufacturing companies. Thursday 1. Joseph and Etienne Montifer were the first individuals to master human air travel. The idea to

create an flying machine came when they saw a piece of paper whizz in the air. The brothers used a hot air balloon to invent human flight. This drew large interest from individuals and led to overseas air travel.

2. C Friday 1. He was the first person to develop rockets. His knowledge is applied for rocket making today. 2. They are less dangerous than a thin candle. In the past, candle use sometimes led to fires. Light bulbs became a safer form of illumination.

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Daily Common Core ELA Practice Grade 5

Monday

Common Core Standard RI.3 Interactions Between Ideas 1. How did moving to a new home affect Julius Morton? Explain your ideas.

Common Core Standard RI.4 Vocabulary 2. As used in the text, what does abundant mean? a. a few types of an item b. a large amount of something c. a new location

Common Core Standard RI.8 Reasons and Evidence 1. The author states the fact that Morton’s efforts made a huge

impact. Closely read the text. What evidence does the author provide to support this statement? Use separate paper to write your ideas.

Common Core Standard RI.1 Details 2. What is one thing that Morton did to encourage others to

plant trees? a. He planted trees in his own yard. b. He removed pests from his trees. c. He started new organizations to celebrate trees.

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Morton’s efforts made a huge impact. Not only did Morton plant a variety of trees at his home, Morton encouraged his neighbors to do the same. At the suggestion of Morton, the state of Nebraska set aside a day each year to encourage its residents to plant trees. The effort was such a success that nearly one million trees were planted in the state of Nebraska on the first Arbor Day. Morton's efforts continue to live today. Each year, hundreds of organizations encourage thousands of individual citizens to plant trees. On Arbor Day, people also check for common tree pests to ensure that the trees around them are healthy.

Tuesday

Arbor Day is a day that is set aside each year to encourage people to plant and care for existing trees. This yearly celebration was made possible due to the efforts of one man, Julius Sterling Morton. Julius Morton was born in the year 1832. He like many other citizens that lived during the 19th century, decided to move from the Midwest to the Great Plains region of the United States. As the name implies, the Great Plains in a wide stretch of flatland that contains endless prairies and very few trees. The Midwest is abundant with towering pine and maple trees, so not long after Morton's move to Nebraska, he wanted to plant trees to better remember his previous home.

A Love of Trees

Arbor Day Begins

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Daily Common Core ELA Practice Grade 5

Wednesday

Common Core Standard RI.3 Interactions Between Ideas 1. How did farming contribute to dust storms? a. It affected the ability of trees to absorb soil in the air. b. It caused too much air to become filtered. c. It eliminated soil support.

Common Core Standard RI.1 Details 2. What led to a mass migration to the Great Plains region?

Common Core Standard RI.3 Interactions Between Ideas 1. How do trees benefit the soil? Explain. Highlight or underline the text details that support your answer.

Common Core Standard RI.3 Interactions Between Ideas 2. Do a close reading of the text. What effect did the dust storms have on the Great Plains? Explain.

© Literacy and Math Ideas 2014

Experts from all over the country weighed in about how to solve the dust storm crisis. Planting trees was a solution. The deep reaching roots could hold the soil in place and provide shade for farmers on blistering hot days. This was a welcome solution for the dust storms that destroyed miles of farmland, took the lives of hundreds of cows, and resulted in the deaths of many people. A constant threat of storms made the decision to plant trees an easy one. Thousands of shrubs and trees were planted in the Great Plains region. After a few years, the terrible dust storms ended.

Thursday

Why are trees important? They have an even greater purpose than providing shade. Trees serve as a natural air filter to eliminate toxins from the environment. They also stabilize soil. During the 1920s, thousands of families traveled to the flat plains of Nebraska, Oklahoma, and the Dakotas to start businesses as farmers. The hearty switchgrass was plowed away to make room for farmland and nothing but miles of dusty fields was left behind. Unknown to the farmers at the time, plants are important because they hold soil to the ground. This is what is meant by the phrase stabilizing soil. With nothing as a support, layers of dirt drifted into the air during the1930s which resulted in some of the worst dust storms in United States history.

Unexpected Trouble

A Natural Solution

Page 188: A Full School Year Daily Common Core Reading Grade

Name____________________________________ Week Forty

Common Core Standard RI. 3 Interactions Between Ideas 1. Do a close reading of the text. In what ways can trees be helpful and harmful? Explain your ideas on separate paper.

Common Core Standard RI.2 Two or More Main Ideas 2. What are two main ideas from the passage?

© Literacy and Math Ideas 2014

Standards Covered This Week RI.1 Details RI.2 Two or More Main Ideas RI.3 Interactions Between Ideas RI.4 Vocabulary RI.8 Reasons and Evidence

Overall Friday Review Progress ____/2 Correct

Today, trees around the world are threatened. Trees are an important part of many animal's habitat. Birds such as toucans rely on trees to house their nests and protect them from predators. Trees also house small insects which serve an important role in our ecosystem. Also important, trees supply our air with oxygen. The efforts of trees work in reverse when a mass number of them are cut down simultaneously. When a tree is cut, it releases carbon dioxide into the air. This problem is multiplied when numerous trees are cut down at the same time. The large number of fallen trees contribute Earth's environmental toxins. Trees are cut to supply companies with lumber for the creation of new homes, furniture, and even paper. This is resulting in the cutting down of over a billion trees each year. This is an alarming rate. Efforts by environmental groups are resulting in the removal of fewer trees. For the numerous animals that have lost their habitat, help is not arriving soon enough. Still, more must be done.

Animals such as pandas are

endangered due to habitat loss.

Friday

Daily Common Core ELA Practice Grade 5

New Threats

Page 189: A Full School Year Daily Common Core Reading Grade

Week Forty Answer Key Monday 1. It caused him to want to make his new home resemble his previous home. 2. B Tuesday 1. According to the text, Morton’s efforts led to his neighbors planting trees and to the creation of

Arbor Day, a day in which trees are celebrated. 2. A Wednesday 1. C 2. Many went to the Great Plains region in search of opportunities. They went to become farmers. Thursday 1. Trees help to hold down soil. Tree roots hold soil firmly in place. 2. Dust storms destroyed many farms. The dust harmed both humans and animals. Friday 1. Trees can be helpful because they filter the air and provide a home for animals. Trees can cause

harm when too many of them are cut down at the same time. When this occurs, too much carbon dioxide fills the air.

2. Trees are important because they help animals and our environment. Deforestation is a major concern in which more must be done to correct this problem.