benchmark education - yonkers public schools · 2020. 6. 16. · p gina encontrar un calendario con...
TRANSCRIPT
®
®®
Dear Parent/Guardian, As our communities navigate today’s uncharted waters, we’ve created this resource to support you and your student(s) for continued learning at home. On the back of this letter you will find a 3-week daily calendar of routines to keep your student(s) engaged and interacting with their student books – Texts for Close Reading. Once the 3-week unit is complete, student(s) should repeat the same routines for the next unit’s Texts for Close Reading book.
Wishing you safety and good health.
Benchmark Education
Estimado Padre/Tutor:Mientras nuestras comunidades navegan hoy en aguas desconocidas, hemos creado este recurso para apoyarlo a usted y a sus estudiantes para continuar aprendiendo en el hogar. En el otro lado de esta página encontrará un calendario con 3 semanas de rutinas diarias para mantener a su estudiante(s) involucrado e interactuando con sus libros de Textos para lectura atenta. Una vez las 3 semanas han sido completadas, los estudiantes pueden repetir las mismas rutinas para la próxima unidad de los Textos para lectura atenta.
Deseándoles buena salud y seguridad,
Benchmark Education
Grades 2–5
Follo
w t
his
rout
ine
each
wee
k as
you
wor
k in
you
r T
exts
for
Clo
se R
eadi
ng b
ook.
Whi
le w
orki
ng a
t ho
me,
com
plet
e th
e ta
sks
for
each
of t
he t
exts
. Jus
t lik
e in
the
cla
ssro
om,
writ
e an
nota
tions
in y
our
book
or
pack
et a
nd c
ompl
ete
the
addi
tiona
l writ
ing
task
s on
sep
arat
e sh
eets
of p
aper
. Re
mem
ber
to lo
ok o
n th
e in
side
of t
he fr
ont
cove
r fo
r Te
xt A
nnot
atio
n Ti
ps.
Text
s for
Clos
e Rea
ding –
Take
Hom
e Rou
tine
Day 1
Day 2
Day 3
Day 4
Day 5
Week 1
Write
the E
ssen
tial
Ques
tion
on a
shee
t of
pape
r and
ans
wer
it ba
sed o
n wh
at y
ou
know
befo
re rea
ding
the te
xts.
Read
and
ann
otate
Sh
ort R
ead 1
• Und
erline
impo
rtant
inf
orma
tion
that w
ill he
lp yo
u ans
wer t
he
Esse
ntial
Que
stion
Rerea
d Sho
rt Re
ad 1
• Ans
wer T
ext E
viden
ce Q
uesti
ons
• Wha
t inf
orma
tion
will h
elp y
ou
add t
o you
r ans
wer o
f the
Es
sent
ial Q
uesti
on?
Star
t a
list o
f inf
orma
tion
you f
ind
that h
elps a
nswe
r the
Ess
entia
l Qu
estio
n. Yo
u will
cont
inue t
o add
to yo
ur lis
t of i
nfor
matio
n afte
r eac
h tex
t yo
u rea
d in t
his un
it.Yo
u will
need
this
infor
matio
n whe
n yo
u com
plete
the R
ead,
Refle
ct,
and W
rite T
asks
each
wee
k.
Read
and
ann
otate
Shor
t Rea
d 2• A
nnota
te: U
nder
line i
mpor
tant
inf
orma
tion
that r
elates
to th
e Es
sent
ial Q
uesti
on• A
dd to
you
r Ess
entia
l Que
stion
lis
t inf
orma
tion
you a
re co
llecti
ng• A
nswe
r Tex
t Evid
ence
Qu
estio
ns
Rerea
d Sho
rt Re
ad 2
• Com
plete
Grap
hic O
rganiz
er
to bu
ild k
nowl
edge
on
pa
ge 11
• Rea
d the
Wor
d Stud
y tex
t• A
nnota
te an
d add
to y
our
Esse
ntial
Que
stion
list o
f inf
orma
tion
you
are c
ollec
ting
Comp
lete B
uild,
Refle
ct an
d Writ
e pag
e 11
• Use
text
evide
nce f
rom
all th
e sec
tions
you
ha
ve re
ad th
is we
ek a
nd a
nswe
r the
“Ref
lect”
ques
tion
on pa
ge 11
.• U
se th
e inf
orma
tion
you g
athe
red
to “W
rite t
o Sou
rces
.”
• Kee
p you
r Ess
entia
l Que
stion
info
rmat
ion so
yo
u can
add
info
rmat
ion n
ext w
eek.
• Che
ck to
see i
f any
wor
ds w
ere us
ed in
the
page
s rea
d on
page
33
If so
,go ba
ck a
nd fi
nd th
e wor
d(s) i
n the
text
yo
u rea
d. Us
e the
text
to he
lp wr
ite a
defin
ition
and s
enten
ce us
ing th
e wor
d in
the sp
ace
prov
ided o
n pa
ge 3
3.
Week 2
Read
Ext
ende
d Rea
d 1• R
ead E
xten
ded R
ead
1 (do
not
need
to
anno
tate
—jus
t rea
d)
Rerea
d Ext
ende
d Rea
d 1
• Ann
otate
while
you
read
, mak
e su
re yo
u gat
her i
nfor
matio
n yo
u wi
ll use
in a
nswe
ring t
he
Esse
ntial
Que
stion
Loca
te im
porta
nt vo
cabu
lary
word
s• G
o to p
age 3
3 an
d find
vo
cabu
lary w
ords i
n thi
s tex
t• C
omple
te the
secti
on on
page
33
using
the w
ords u
sed i
n thi
s tex
t• G
o to p
age 2
1 and
beg
in the
“Writ
ing to
Sou
rces
” or
“Res
earc
h and
Writ
ing” t
ask
Read
Wor
d Stud
y Rea
d• F
ind a
ny in
form
ation
that
wil
l help
in
answ
ering
the E
ssen
tial
Ques
tion.
• Con
tinue
to co
mplet
e you
r “W
riting
to so
urces
” or
“Res
earc
h and
Writ
ing” t
ask
Comp
lete s
ectio
ns B
uild,
Refle
ct
and W
rite,
page
21
• Com
plete
“Build
Kno
wledg
e”
grap
hic or
ganiz
er ta
sk• C
omple
te “R
eflec
t” Ta
sk (b
uilding
kno
wledg
e ar
ound
esse
ntial
ques
tion)
• Com
plete
Writin
g to S
ourc
es
or R
esea
rch a
nd W
riting
task
Week 3
Read
Ext
ende
d Rea
d 2• R
ead E
xten
ded R
ead
2 (do
not
need
to
anno
tate
—jus
t rea
d)
Rerea
d Ext
ende
d Rea
d 2
• Ann
otate
while
you r
ead,
ma
ke su
re yo
u gat
her i
nfor
matio
n yo
u will
use i
n an
sweri
ng th
e Es
sent
ial Q
uesti
on
Loca
te im
porta
nt vo
cabu
lary
word
s• G
o to p
age 3
3 an
d find
vo
cabu
lary w
ords i
n thi
s tex
t• C
omple
te the
secti
on on
page
33
using
the w
ords u
sed i
n thi
s tex
t• G
o to p
age 3
1 and
beg
in the
“Writ
ing to
Sou
rces
” or
“Res
earc
h and
Writ
ing” t
ask
Read
Wor
d Stud
y Rea
d• F
ind a
ny in
form
ation
that
wil
l help
in
answ
ering
the E
ssen
tial
Ques
tion.
• Con
tinue
to co
mplet
e you
r “W
riting
to S
ource
s” or
“R
esea
rch a
nd W
riting
” tas
k
Comp
lete s
ectio
ns B
uild,
Refle
ct
and W
rite,
page
31
• Com
plete
“Build
Kno
wledg
e”
grap
hic or
ganiz
er ta
sk• C
omple
te “R
eflec
t” Ta
sk (b
uilding
kno
wledg
e ar
ound
esse
ntial
ques
tion)
• Com
plete
Writin
g to S
ourc
es
or R
esea
rch a
nd W
riting
task
© B
ench
mar
k E
duca
tion
com
pany
, LLC
. All
righ
ts r
eser
ved.
The
cla
ssro
om te
ache
r or
fam
ily m
embe
r/ca
regi
ver
may
rep
rodu
ce th
is r
esou
rce
for
stud
ent u
se o
nly.
R
esal
e by
any
indi
vidu
al o
r or
gani
zati
on in
who
le o
r in
par
t in
any
form
or
by a
ny m
eans
, ele
ctro
nic
or m
echa
nica
l, w
itho
ut p
erm
issi
on in
wri
ting
from
the
publ
ishe
r is
str
ictl
y pr
ohib
ited
.®
Grad
es 2
–5
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: Androcles and the Lion
1. Androcles puts the lion’s well-being before his need for survival. In return, the lion puts Androcles’s well-being before its need for survival. What do these events suggest about the need to survive?
2. What causes the emperor to pardon Androcles and free the lion?
Short Read 2: Brushfire!
3. Consider Ed’s and Meg’s feelings. What do they have in common? How do they differ?
4. Ed tells Meg, “Oh, please. You’re such a drama queen.” What does Ed mean? What can you infer about his tone from this line of dialogue?
Extended Read 1: The Law of Club and Fang
5. From whose point of view is this story told?
6. The narrator states, “So that was the way. No fair play. Once down, that was the end of you.” How does this statement reveal what was at stake in the fight between Curly and the husky dog?
7. Reread paragraph 10. What does the word “ignominiously” mean? Use context clues to figure out the meaning of this word.
Extended Read 2: Julie Fights for Survival
8. Why does Julie consider her needles, ulo, and boots to be “more wonderful…than airplanes, ocean liners, and great white bridges”?
9. What did Julie learn about survival from the wolves and the old Eskimos?
10. Reread “The Law of Club and Fang.” How do Buck and Julie experience the cold, frigid climate in which they find themselves?
Unit 6: Up Against the Wild
Grade 5 • Unit 6 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Name
: _______________________________________________
Unit
6: U
p Ag
ains
t the
Wild
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
Andr
ocle
s and
the
Lion
pp
. 4–5
Andr
ocle
s and
the
Lion
pp
. 4–5
Brus
hfire
!pp
. 6–7
Brus
hfire
!pp
. 8–9
Brus
hfire
!pp
. 8–9
• Inv
ite y
our c
hild
to re
ad a
loud
the
fabl
e.
• Poi
nt o
ut th
e wo
rd ra
veno
us in
pa
ragr
aph
3.
• The
n as
k yo
ur ch
ild to
find
clue
s to
what
th
e wo
rd m
eans
and
take
turn
s usin
g th
e wo
rd in
a se
nten
ce.
• Rev
isit t
he fa
ble.
• Ask
: Wha
t is t
he m
oral
of t
his s
tory
? (O
ne g
ood
deed
des
erve
s ano
ther
/Gr
atitu
de is
nob
le.)
• Do
a dr
amat
ic re
adin
g of
the
first
two
page
s of t
he p
lay
toge
ther
, ass
umin
g th
e ro
les o
f Ed,
Meg
, and
Jack
.
• Fin
ish re
adin
g th
e pl
ay to
geth
er.
• Do
a dr
amat
ic re
adin
g as
sum
ing
the
role
s of
Ed,
Meg
, Jac
k, an
d M
ike.
• Ask
: Will
Ed le
ave?
Or s
tay
behi
nd?
• Wor
k to
geth
er to
dec
ide
what
hap
pens
ne
xt an
d th
en w
rite
an e
ndin
g to
the
play
“Bru
shfir
e!”
Week 2
The
Law
of C
lub
and
Fang
pp.
12–1
3Th
e La
w o
f Clu
b an
d Fa
ng p
p. 14
–15
The
Law
of C
lub
and
Fang
pp.
16–1
7Th
e La
w o
f Clu
b an
d Fa
ng p
p. 18
–19
Gold
Rus
h! p
. 20
• Rea
d al
oud
the
first
two
page
s of t
he
exce
rpt t
oget
her,
alte
rnat
ing
para
grap
hs.
• Poi
nt o
ut th
e wo
rd v
icario
us in
pa
ragr
aph
2.
• The
n as
k yo
ur ch
ild to
find
clue
s to
what
th
e wo
rd m
eans
and
take
turn
s usin
g th
e wo
rd in
a se
nten
ce.
• Con
tinue
read
ing
the
story
toge
ther
.
• Ask
you
r chi
ld to
exp
lain
how
the
foot
note
s and
illu
strat
ions
hel
p su
ppor
t hi
s or h
er u
nder
stand
ing
of th
e sto
ry.
• Con
tinue
read
ing
the
story
toge
ther
.
• Poi
nt o
ut th
e wo
rd tu
ition
in p
arag
raph
9.
• Fin
d clu
es a
nd u
se a
prin
t or o
nlin
e di
ction
ary
to u
nder
stand
the
mea
ning
of
the
term
in th
is in
stanc
e.
• Fin
ish re
adin
g th
e ex
cerp
t tog
ethe
r.
• Ask
you
r chi
ld to
exp
lain
how
Buc
k le
arns
to
ada
pt to
his
new
surr
ound
ings
.
• If y
our c
hild
is in
tere
sted
in re
adin
g m
ore
of T
he C
all o
f the
Wild
, go
to y
our l
ocal
lib
rary
.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n as
k yo
ur ch
ild to
des
crib
e th
e se
tting
or d
raw
a pi
cture
to il
lustr
ate
the
story
.
Week 3
Julie
Fig
hts f
or S
urvi
val
pp. 2
2–23
Julie
Fig
hts f
or S
urvi
val
pp. 2
4–25
Julie
Fig
hts f
or S
urvi
val
pp. 2
6–27
Julie
Fig
hts f
or S
urvi
val
pp. 2
8–29
Surv
ival
in th
e Ar
ctic
p. 3
0
• Rea
d al
oud
the
first
two
page
s of t
he
exce
rpt t
oget
her,
alte
rnat
ing
para
grap
hs.
• Ask
: Who
is Je
llo? W
hat e
lem
ents
in
the
text
hel
p us
to u
nder
stand
who
this
char
acte
r is?
• Rea
d al
oud
the
next
two
page
s of t
he
exce
rpt t
oget
her,
alte
rnat
ing
para
grap
hs.
• The
n as
k yo
ur ch
ild to
des
crib
e th
e se
tting
and
how
the
char
acte
r is f
eelin
g.
• Con
tinue
read
ing
the
exce
rpt.
• Ask
you
r chi
ld to
find
evid
ence
that
show
s th
at Ju
lie is
det
erm
ined
to su
rvive
.
• Fin
ish re
adin
g th
e ex
cerp
t tog
ethe
r.
• The
n as
k yo
ur ch
ild to
com
pare
and
co
ntra
st Ju
lie w
ith B
uck
from
last
week
’s se
lecti
on: “
The
Law
of C
lub
and
Fang
.”
• Ask
: How
are
they
sim
ilar?
How
are
they
di
ffere
nt?
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n th
ink
of a
noth
er w
ild h
abita
t in
a di
ffere
nt cl
imat
e th
at y
ou w
ould
like
to
visit
.
• Writ
e a
chec
klist
for w
hat y
ou m
ight
ne
ed to
surv
ive in
that
clim
ate.
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: Yankee Doodle Boy
1. How does the raising of the American flag make Joseph Plumb Martin feel?
2. Describe the Americans’ surprise attack on the British.
Short Read 2: Road to Revolution
3. Why were the colonists angry with the British government?
4. Review the time line. What events occurred between the time when Washington wrote his letter and the time when Henry made his speech? How might these events have influenced Henry’s speech?
Extended Read 1: The Nation at War
5. Reread the two letter excerpts on page 13. What is the main idea of both soldiers’ letters? What details in each letter support the main idea?
6. Reread “Road to Revolution.” Compare and contrast the causes of the Revolutionary War and the Civil War.
7. Look at Mathew Brady’s photographs on pages 16–17. How do these images support the idea that war has devastating effects?
Extended Read 2: The Youth in Battle
8. How do the youth’s feelings change as the enemy troops get closer?
9. Cite an example of figurative language, and explain what it means.
10. What does the word “querulous” mean? Cite evidence from the text to support your answer.
Grade 5 • Unit 7 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Unit 7: Conflicts That Shaped a Nation
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Name
: _______________________________________________
Unit
7: C
onfli
cts
That
Sha
ped
a Na
tion
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
Yank
ee D
oodl
e Bo
y pp
. 4–5
Ya
nkee
Doo
dle
Boy
pp. 4
–5
Road
to R
evol
utio
n pp
. 6–7
Ro
ad to
Rev
olut
ion
pp. 8
–9De
bora
h Sa
mps
on,
Revo
lutio
nary
Sol
dier
p.
10• R
ead
alou
d th
e se
lecti
on to
geth
er,
alte
rnat
ing
para
grap
hs.
• Ask
you
r chi
ld to
then
use
a p
rint o
r on
line
dicti
onar
y to
look
up
the
mea
ning
of
any
unk
nown
voca
bula
ry w
ords
.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n go
onl
ine
or to
you
r loc
al li
brar
y to
lo
ok a
t a m
ap o
f the
Bat
tle o
f Yor
ktow
n,
1781
.
• Rea
d al
oud
the
first
two
page
s of t
he
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Enc
oura
ge y
our c
hild
to d
raw
illustr
atio
ns
or fi
nd im
ages
onl
ine
to il
lustr
ate
item
s on
the
time
line.
• Fin
ish re
adin
g th
e se
lecti
on to
geth
er.
• Do
a dr
amat
ic re
adin
g of
Was
hing
ton’
s and
He
nry’s
spee
ches
.
• Ask
: How
wer
e th
e sp
eech
es a
like?
How
we
re th
ey d
iffer
ent?
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n go
onl
ine
or to
you
r loc
al li
brar
y to
le
arn
mor
e ab
out w
omen
who
serv
e in
th
e U.
S. m
ilitar
y.
Week 2
The
Natio
n at
War
pp
. 12–
13Th
e Na
tion
at W
ar
pp. 1
4–15
The
Natio
n at
War
pp
. 16–
17Th
e Na
tion
at W
ar
pp. 1
8–19
Two
Lette
rs fr
om
Bost
on, M
assa
chus
etts
— 17
75 p
. 20
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Afte
r rea
ding
the
firsth
and
acco
unts
on p
age
13, w
rite
a sh
ort p
oem
to
geth
er, r
espo
ndin
g to
thes
e so
ldie
rs’
expe
rienc
es.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Sea
rch
your
loca
l lib
rary
or o
nlin
e to
fin
d a
map
of t
he b
attle
s of t
he A
mer
ican
Revo
lutio
n.
• Lea
rn m
ore
abou
t bat
tles n
ear w
here
yo
u liv
e or
in p
lace
s whe
re y
ou m
ight
lik
e to
visit
.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Do
a dr
amat
ic re
adin
g of
the
Getty
sbur
g Ad
dres
s.
• Ask
: Wha
t was
Lin
coln
sayin
g in
this
histo
ric sp
eech
?
• Fin
ish re
adin
g al
oud
the
sele
ction
toge
ther
.
• Use
a p
rint o
r onl
ine
news
pape
r to
lear
n m
ore
abou
t cur
rent
war
s aro
und
the
glob
e.
• Hav
e yo
u an
d yo
ur ch
ild e
ach
read
al
oud
a le
tter f
rom
the
sele
ction
.
• The
n di
scus
s the
type
s of h
ards
hips
that
ar
e en
dure
d du
ring
war.
Week 3
The
Yout
h in
Bat
tlepp
. 22–
26Th
e Yo
uth
in B
attle
pp. 2
2–26
The
Yout
h in
Bat
tlepp
. 27–
29Th
e Yo
uth
in B
attle
pp. 2
2–29
The
Yout
h in
Bat
tlepp
. 22–
29
• Rea
d al
oud
the
first
five
page
s of t
he
exce
rpt t
oget
her,
alte
rnat
ing
para
grap
hs.
• Ask
: Wha
t is b
eing
des
crib
ed in
this
scen
e?
• Rev
iew
the
text.
• Poi
nt to
the
word
am
puta
ted
on p
age
26. A
sk y
our c
hild
to fi
nd cl
ues t
o wh
at
the
word
mea
ns in
this
insta
nce.
• Ask
: How
is it
diff
eren
t fro
m o
ther
use
s of
the
word
? How
is it
sim
ilar?
Why
do
you
thin
k th
e au
thor
chos
e th
is wo
rd fo
r th
is sc
ene?
• Fin
ish re
adin
g th
e ex
cerp
t tog
ethe
r, al
tern
atin
g pa
ragr
aphs
.
• Disc
uss t
he a
ction
s and
moo
d of
the
scen
e.
• The
n en
cour
age
your
child
to d
raw
a pi
cture
to il
lustr
ate
the
scen
e.
• Ask
: Wha
t im
ager
y do
es th
e au
thor
use
?
• Wor
k to
geth
er to
find
figu
res o
f sp
eech
such
as s
imile
s and
met
apho
rs
(com
paris
ons)
that
enh
ance
the
imag
ery
in th
e te
xt.
• Lea
rn m
ore
abou
t the
life
and
wor
k of
St
ephe
n Cr
ane.
• Go
onlin
e or
to y
our l
ocal
libr
ary
to re
ad
The
Red
Badg
e of
Cou
rage
toge
ther
.
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: The Water Famine
1. According to the Penobscot Indians, why do bullfrogs have broken backs?
2. Reread paragraph 2. Cite an example of figurative language, and explain what it describes.
Short Read 2: Water-Wise Landscaper
3. Michelle designs gardens in ways that use as little water as possible. What evidence does Michelle provide in her interview that explains why she designs gardens this way?
4. What changes does Michelle recommend to make landscapes water-efficient?
Extended Read 1: The Pagoda on the Hill of the Imperial Springs
5. What additional information does the flashback scene provide? Why is this flashback necessary to the story?
6. Compare the Prince in this story with Gluskabe in “The Water Famine.” How are they similar in terms of their approach to their situations?
7. What source of water does this legend explain? How is this source important to the setting?
Extended Read 2: Questions and Answers About the Oceans
8. The author states that the ocean’s absorption of extra energy would lead to warmer temperatures and would harm or kill ocean life. What evidence does the author give to support this claim?
9. What does the word “turbulence” mean? Use evidence from the text to support your answer.
10. Review the diagrams and captions on pages 23 and 27. Based on these features, what can you infer about the ocean’s role?
Grade 5 • Unit 8 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Unit 8: Water Fact and Fiction
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Name
: _______________________________________________
Unit
8: W
ater
: Fac
t and
Fic
tion
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
The
Wat
er F
amin
epp
. 4–5
The
Wat
er F
amin
epp
. 4–5
Wat
er-W
ise L
ands
cape
r pp
. 6–7
Wat
er-W
ise L
ands
cape
r pp
. 8–9
Peco
s Bill
and
the
Torn
ado
p. 10
• Inv
ite y
our c
hild
to re
ad a
loud
the
tale
.
• Rea
d th
e ca
ptio
n on
pag
e 5.
• The
n go
onl
ine
or to
you
r loc
al li
brar
y to
fin
d m
ore
tall
tale
s abo
ut G
lusk
abe,
or
Gloo
scap
, as h
e is
ofte
n ca
lled.
• Go
onlin
e or
to y
our l
ocal
libr
ary
to e
xplo
re m
aps a
nd le
arn
facts
ab
out M
aine
’s lo
nges
t wat
erwa
y, th
e Pe
nobs
cot R
iver.
• Rea
d al
oud
the
first
two
page
s of t
he
inte
rvie
w to
geth
er, a
ltern
atin
g sp
eake
r.
• Ask
you
r chi
ld to
exp
lain
wha
t xe
risca
ping
is a
nd w
hy it
is g
ood
for t
he
envir
onm
ent.
• Inv
ite y
our c
hild
to fi
nish
read
ing
the
inte
rvie
w.
• The
n go
onl
ine
or to
you
r loc
al li
brar
y to
fin
d ou
t abo
ut d
roug
ht-re
sista
nt p
lant
s th
at a
re n
ative
to y
our a
rea.
Pla
n a
wate
r-ef
ficie
nt g
arde
n to
geth
er.
• Inv
ite y
our c
hild
to re
ad a
loud
the
tall
tale
.
• The
n wr
ite o
r tel
l a ta
ll ta
le a
bout
so
meo
ne in
you
r fam
ily.
Week 2
The
Pago
da o
n th
e Hi
ll of
the
Impe
rial S
prin
gspp
. 12–
14
The
Pago
da o
n th
e Hi
ll of
the
Impe
rial S
prin
gspp
. 15–
16
The
Pago
da o
n th
e Hi
ll of
the
Impe
rial S
prin
gspp
. 17–
19
The
Pago
da o
n th
e Hi
ll of
the
Impe
rial S
prin
gspp
. 12–
19
Why
the
Oce
an H
as
Tide
s p. 2
0
• Rea
d al
oud
the
first
thre
e pa
ges o
f th
e se
lecti
on to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• Poi
nt to
the
word
scar
city
in p
arag
raph
2.
• Ask
you
r chi
ld to
look
for c
lues
to th
e te
rm’s
mea
ning
. The
n pr
actic
e us
ing
the
term
scar
city
in a
sent
ence
.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Ask
you
r chi
ld to
exp
lain
how
the
drea
m
help
s the
Prin
ce.
• Inv
ite y
our c
hild
to co
mpl
ete
the
sele
ction
.
• The
n di
scus
s how
the
imag
es a
nd
capt
ions
thro
ugho
ut th
e te
xt he
lp su
ppor
t th
e re
ader
’s un
ders
tand
ing
of th
e ta
le.
• Rev
iew
the
text.
Cho
ose
a fa
vorit
e sc
ene.
Pe
rform
a d
ram
atic
reen
actm
ent o
f tha
t sc
ene,
or w
ork
toge
ther
to d
raw
or p
aint
an
illu
strat
ion
for i
t.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n vis
it NO
AA.o
rg o
nlin
e or
go
to
your
loca
l lib
rary
to le
arn
what
actu
ally
caus
es ti
des.
Week 3
Que
stio
ns a
nd A
nsw
ers
Abou
t the
Oce
ans
pp. 2
2–23
Que
stio
ns a
nd A
nsw
ers
Abou
t the
Oce
ans
pp. 2
4–25
Que
stio
ns a
nd A
nsw
ers
Abou
t the
Oce
ans
pp. 2
6–29
Que
stio
ns a
nd A
nsw
ers
Abou
t the
Oce
ans
pp. 2
2–29
The
Grea
t Bar
rier R
eef
p. 3
0
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Ask
you
r chi
ld to
exp
lain
how
the
sun’
s en
ergy
is a
bsor
bed
and
trans
ferr
ed
thro
ugh
anim
als.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Ask
you
r chi
ld to
exp
lain
diff
eren
t way
s th
e oc
ean
help
s mai
ntai
n a
bala
nced
at
mos
pher
e.
• Fin
ish re
adin
g al
oud
the
sele
ction
to
geth
er.
• Mak
e lis
ts of
the
liqui
ds in
you
r hou
se
that
are
acid
ic (v
ineg
ar) o
r alka
line
(soa
p).
• Disc
uss t
he d
iagr
ams,
imag
es, a
nd ch
arts
thro
ugho
ut th
e se
lecti
on.
• Ask
: How
do
thes
e gr
aphi
c fea
ture
s hel
p yo
u to
bet
ter u
nder
stand
the
text
?
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• Go
onlin
e or
to y
our l
ocal
libr
ary
to
sear
ch m
aps a
nd le
arn
mor
e ab
out
the
Grea
t Bar
rier R
eef h
abita
t and
its
amaz
ing
wild
life.
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: The Founding of Chicago
1. What is the main idea of each section? What is the main idea of the text as a whole?
2. Reread paragraphs 2–3. What can you infer about the Native American tribes in this area?
Short Read 2: Chicago: An American Hub
3. By 1900, Chicago had become the second-largest city in America. What events led to the significant increase in Chicago’s population?
4. What did the people of Chicago want to prove with the World’s Columbian Exposition?
Extended Read 1: The Great Migration and the Growth of Cities
5. Reread the letter excerpt on page 15. How does this letter increase your understanding of the challenges African Americans faced in the South?
6. Review the illustration on page 13, the advertisement on page 16, and the graph on page 17. What main idea do these graphic features all support?
7. What challenges did African American migrants experience in the North, and how did they try to overcome these challenges?
Extended Read 2: Old Cities Revitalize
8. What impact did war have on the economy in Lowell, Baltimore, and Pittsburgh?
9. What does the word “burgeoning” mean? Use evidence from the text to support your answer.
10. The word “revitalize” means “to give new life to something.” How did each city revitalize its livelihood and population, and how different are these solutions?
Grade 5 • Unit 9 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Unit 9: The Economic Development of Cities
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Name
: _______________________________________________
Unit
9:Th
e Ec
onom
ic D
evel
opm
ent o
f Citi
es
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
The
Foun
ding
of C
hica
go
pp. 4
–5
The
Foun
ding
of C
hica
go
pp. 4
–5
Chica
go: A
n Am
erica
n Hu
b pp
. 6–7
Chica
go: A
n Am
erica
n Hu
b pp
. 8–9
A Tr
aged
y Th
at B
roug
ht
Chan
ge p
. 10
• Rea
d al
oud
the
sele
ction
toge
ther
, al
tern
atin
g pa
ragr
aphs
.
• Poi
nt o
ut th
e wo
rd h
ub in
par
agra
ph 4
.
• Mak
e a
list o
f oth
er tr
avel
and
trad
ing
hubs
in th
e Un
ited
Stat
es.
• Use
a p
rint o
r onl
ine
map
to lo
cate
and
pi
npoi
nt th
e di
ffere
nt tr
adin
g hu
bs o
n yo
ur li
st.
• Ask
: Wha
t do
they
all
have
in co
mm
on?
• Rea
d al
oud
the
first
two
page
s of t
he
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Ask
: Acc
ordi
ng to
the
1870
Cen
sus,
what
pe
rcen
tage
of C
hica
go’s
popu
latio
n pe
rishe
d in
the
fire?
• Go
onlin
e or
to y
our l
ocal
libr
ary
to le
arn
mor
e fu
n fa
cts a
bout
Chi
cago
.
• Ask
: If y
ou w
ere
to vi
sit, w
hat w
ould
you
lik
e to
see
or d
o?
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• Ask
: Wha
t are
som
e sa
fety
regu
latio
ns
that
we
see
ever
yday
that
pre
vent
tra
gedi
es li
ke th
is fro
m re
curri
ng?
Week 2
The
Grea
t Mig
ratio
n an
d th
e Gr
owth
of C
ities
pp. 1
2–14
The
Grea
t Mig
ratio
n an
d th
e Gr
owth
of C
ities
pp. 1
5–16
The
Grea
t Mig
ratio
n an
d th
e Gr
owth
of C
ities
pp. 1
7–18
The
Grea
t Mig
ratio
n an
d th
e Gr
owth
of C
ities
p. 19
The
Glas
sblo
wer
’s Da
ught
er p
. 20
• Rea
d al
oud
the
first
thre
e pa
ges o
f th
e se
lecti
on to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• Ask
you
r chi
ld to
exp
lain
how
Wor
ld W
ar
I ope
ned
up o
ppor
tuni
ties f
or A
frica
n Am
erica
ns in
nor
ther
n cit
ies.
• Con
tinue
read
ing
alou
d th
e se
lecti
on
toge
ther
. Poi
nt o
ut th
e te
rms e
mig
rant
s an
d em
igra
ting
in p
arag
raph
10.
• Ask
you
r chi
ld to
find
clue
s to
what
thes
e wo
rds m
ean.
The
n ta
ke tu
rns u
sing
the
word
s in
a se
nten
ce.
• Rea
d pa
ragr
aphs
11 th
roug
h 14
toge
ther
.
• Ask
you
r chi
ld to
poi
nt o
ut sp
ecifi
c ev
iden
ce a
s to
what
life
was
like
for
Afric
an A
mer
icans
who
mov
ed n
orth
in
the
early
par
t of t
he tw
entie
th ce
ntur
y.
• Fin
ish re
adin
g th
e se
lecti
on to
geth
er.
• Disc
uss t
he d
iffer
ent f
acto
rs th
at co
nvin
ced
man
y Af
rican
Am
erica
ns to
leav
e th
e So
uth
durin
g th
is pe
riod.
• Ask
: How
do
the
statis
tics a
nd g
raph
s in
the
text
pro
ve th
at m
any
did
leav
e?
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
. The
n wo
rk to
geth
er to
thin
k of
fa
ctorie
s in
your
are
a th
at h
ave
or co
uld
be re
purp
osed
.
Week 3
Old
Citi
es R
evita
lize
pp. 2
2–24
Old
Citi
es R
evita
lize
pp. 2
5–28
Old
Citi
es R
evita
lize
p. 2
9O
ld C
ities
Rev
italiz
epp
. 22–
29O
ut o
f Disa
ster
p. 3
0
• Rea
d al
oud
the
first
thre
e pa
ges o
f th
e se
lecti
on to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• Ask
you
r chi
ld to
rete
ll th
e ev
ents
desc
ribed
in h
is or
her
own
wor
ds.
• Rea
d al
oud
the
next
four
pag
es o
f the
se
lecti
on to
geth
er.
• The
n fin
d on
e of
the
citie
s men
tione
d in
th
e te
xt on
a m
ap a
nd le
arn
mor
e ab
out
thin
gs to
do
and
see
in th
at ci
ty.
• Fin
ish re
adin
g al
oud
the
sele
ction
to
geth
er.
• Tog
ethe
r, br
ains
torm
diff
eren
t way
s of
revit
alizi
ng o
ld fa
ctorie
s and
aba
ndon
ed
build
ings
as s
mal
l bus
ines
ses o
r pub
lic
spac
e.
• Disc
uss t
he e
cono
my
of y
our t
own
or ci
ty.
• Ask
: Wha
t res
ourc
es a
nd/o
r ind
ustry
is o
ur
loca
l eco
nom
y ba
sed
on? W
hat c
ould
we
teac
h ot
her t
owns
and
citie
s? W
hat c
ould
we
lear
n fro
m o
ther
pla
ces?
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n as
k yo
ur ch
ild to
mak
e a
list o
f all
the
word
s with
pre
fixes
on
the
page
.
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: John Dalton: Father of the Atomic Theory
1. The author states that Dalton worked hard and had a persistent focus. What evidence from the text supports this statement?
2. What is the main idea of this informational text?
Short Read 2: Matter Is Everywhere!
3. Review the sidebar on page 7. How does this illustration help you understand particle movement for each type of matter?
4. Why is folding a piece of paper into an origami crane an example of a physical change?
Extended Read 1: Investigate: Changes in Matter
5. Look at the diagram on page 13. How is chewing a piece of food an example of a physical change? How is saliva breaking down the food an example of a chemical change?
6. Review the photographs of the salad and the recycling bin on pages 14 and 16. What physical changes have taken place for these to become mixtures? How can you prove this?
7. Why is energy needed for chemical changes to occur?
Extended Read 2: Marie M. Daly: Biochemistry Pioneer
8. Reread “John Dalton: Father of the Atomic Theory.” How did Dalton’s and Daly’s work advance people’s understanding of matter?
9. Summarize what Daly discovered in her research about the chemical reactions that take place during digestion.
10. What chemical changes happen in our bodies when we consume extra cholesterol?
Unit 10: Transforming Matter
Grade 5 • Unit 10 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Name
: _______________________________________________
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Unit
10: T
rans
form
ing
Mat
ter
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
John
Dal
ton:
Fat
her o
f th
e At
omic
Theo
ry
pp. 4
–5
Mat
ter I
s Eve
ryw
here
! pp
. 6–7
Mat
ter I
s Eve
ryw
here
! pp
. 8–9
Mat
ter I
s Eve
ryw
here
! pp
. 6–9
Ballo
on R
ide
p. 10
• Rea
d al
oud
the
sele
ction
toge
ther
, al
tern
atin
g pa
ragr
aphs
.
• Poi
nt o
ut th
e wo
rd a
ssid
uity
in
para
grap
h 1.
• Ask
you
r chi
ld to
look
for c
lues
as t
o wh
at th
e te
rm m
eans
in th
e te
xt an
d ta
ke
turn
s usin
g th
e te
rm in
a se
nten
ce.
• Rea
d th
e fir
st tw
o pa
ges o
f the
sele
ction
to
geth
er.
• The
n wo
rk to
geth
er to
bra
insto
rm a
list
of th
e m
any
exam
ples
of g
ases
, liq
uids
, an
d so
lids i
n yo
ur h
ome.
• Fin
ish re
adin
g th
e se
lecti
on to
geth
er.
• The
n ge
t a p
iece
of p
aper
and
com
plet
e th
e “In
vesti
gate
Phy
sical
Cha
nges
in
Mat
ter”
exp
erim
ent o
n pa
ge 8
.
• Exa
min
e th
e tim
e lin
e an
d di
scus
s how
our
un
ders
tand
ing
of th
e at
om h
as ch
ange
d,
and
cont
inue
s to
chan
ge, o
ver t
ime.
• Ask
: How
doe
s our
und
ersta
ndin
g of
at
oms c
ontin
ue to
gro
w?
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n fin
d as
man
y irr
egul
ar p
lura
ls in
th
e te
xt as
you
can.
Week 2
Inve
stig
ate:
Cha
nges
in
Mat
ter p
p. 12
–13
Inve
stig
ate:
Cha
nges
in
Mat
ter p
p. 14
–15
Inve
stig
ate:
Cha
nges
in
Mat
ter p
p. 16
–17
Inve
stig
ate:
Cha
nges
in
Mat
ter p
p. 18
–19
My
Dad
the
Stre
et C
hef
p. 2
0
• Rea
d al
oud
the
first
two
page
s of t
he
sele
ction
toge
ther
.
• The
n m
ake
a lis
t of a
ll of
the
phys
ical
chan
ges y
ou h
ave
mad
e in
the
last
two
hour
s.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• The
n ob
serv
e a
phys
ical c
hang
e of
stat
e by
mel
ting
an ic
e cu
be.
• Ask
: How
did
the
ice cu
be m
elt?
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• The
n lo
ok in
you
r ref
riger
ator
and
find
as
man
y m
ixtur
es a
nd so
lutio
ns a
s you
can.
• Fin
ish re
adin
g th
e se
lecti
on to
geth
er.
• The
n ob
serv
e a
chem
ical c
hang
e by
fo
llowi
ng th
e ex
perim
ent a
nd m
akin
g Oo
blec
k to
geth
er.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n m
ake
your
child
’s fa
vorit
e re
cipe
toge
ther
. Afte
r all,,
cook
ing
is ch
emist
ry!
Week 3
Mar
ie M
. Dal
y:
Bioc
hem
istry
Pio
neer
pp. 2
2–23
Mar
ie M
. Dal
y:
Bioc
hem
istry
Pio
neer
pp. 2
4–25
Mar
ie M
. Dal
y:
Bioc
hem
istry
Pio
neer
pp. 2
6–27
Mar
ie M
. Dal
y:
Bioc
hem
istry
Pio
neer
pp. 2
8–29
Mar
ie M
. Dal
y:
Bioc
hem
istry
Pio
neer
pp. 2
2–29
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• The
n m
ake
a lis
t of s
ome
of th
e ch
emica
l re
actio
ns th
at o
ccur
in th
e hu
man
bod
y.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Ask
you
r chi
ld to
exp
lain
how
ene
rgy
from
the
sun
finds
its w
ay in
to th
e hu
man
bod
y.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Mak
e a
list o
f the
food
s you
and
you
r ch
ild a
te to
day,
then
mak
e a
list o
f whi
ch
enzy
mes
you
r bod
y m
ade
to d
iges
t tho
se
food
s.
• Fin
ish re
adin
g th
e se
lecti
on to
geth
er.
Disc
uss t
he im
porta
nce
of D
aly’s
rese
arch
.
• Ask
: How
are
chem
istry
(the
stud
y of
m
atte
r) a
nd b
iolo
gy (t
he st
udy
of li
fe)
rela
ted?
• Rea
d m
ore
abou
t cho
leste
rol a
nd h
eart-
heal
thy
diet
s.
• The
n wo
rk to
geth
er to
pla
n a
mea
l tha
t is
delic
ious
and
low
in ch
oles
tero
l.