Name Date

Swamp Explorers: Level R

Here are this weeks Vocabulary Words

sawgrass
wetlands
reveals
nurseries
mosquito
explorer
warning
mangrove

Other words:

______, ______

______, ______

______, ______

______, ______

______, ______

Monday / Tuesday
Meet With Mr. O / Meet with Mr. O
Begin Swamp Explorers / Cont. Swamp Explorers
/8 / Complete vocabulary (pg. 2) / /15 / SW: Endings –ed & -ing (pg. 3)
Class Strategy Worksheet / /20 / HW: Endings –ed & -ing (pg. 4)
Wednesday / Thursday
Meet with Mr. O / Meet with Mr. O
Cont. Swamp Explorers / Cont. Swamp Explorers
/6 / SW: Author’s Purpose (p. 5) / /20 / SW: Non Fiction Text (8-10)
/8 / HW: Author’s Purpose (p. 6-7) / /20 / HW: Non Fiction Text (11-13)
Class Strategy Worksheet / Class Strategy Worksheet
Friday
Finish Agenda, Weekly quizzes / Literal /16 Inferential /16
Please Note: Early finishers: Once you have completed you may begin Independent Reading.

Swamp Explorers: Level R

Vocabulary Words ___/ 8

sawgrass mosquito nurseries warning

mangrove wetlands reveals explorer

Match the words above to the closet meanings listed below.

______People who go places to study and learn about them

______Something that has been learned or discovered

______A tall grass that grows in the Everglades of Florida

______A small insect that flies around in warm places

______a caution or an alert

______a place where animals or plants live where people take care of them until they grow bigger

______A tree that has roots above the water or ground

______swampy areas or areas completely covered in water

CC.1.2.4.J Acquire and use accurately grade appropriate conversational, general academic, and domain‐specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. E04.B‐V.4.1.1 E04.B‐V.4.1.2.

Swamp Explorers: Level R – Inflected endings –ed & -ing

Seatwork- Tuesday ___/ 15

Adding an ending to a word can change its form. For example: jump += -ed = jumped; read + -ing = reading. For words that end in silent e, such as locate, you must drop the silent e, before adding the ending.

Rewrite the words on the list below by adding -ed & -ing. to each word.

add ing add ed

flip ______

please ______

land ______

stripe ______

strip ______

trace ______

tan ______

snub ______

faint ______

waste ______

rip ______

check ______

dare ______

phone ______

jump ______

CC.1.4.4.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E04.D.1.1.1 E04.D.1.1.2 E04.D.1.1.3 E04.D.1.1.4 E04.D.1.1.5 E04.D.1.1.6 E04.D.1.1.7 E04.D.1.1.8 E04.D.1.2.1 E04.D.1.2.2 E04.D.1.2.3 pages 3 & 4

Swamp Explorers: Level R – Inflected endings –ed & -ing

Homework- Tuesday ___/ 20

Adding an ending to a word can change its form. For words that end in silent e, such as locate, you must drop the silent e, before adding the ending. If a one syllable word ends with one vowel followed by a single consonant, double the consonant before adding –ed or –ing.

race + -ed = raced; read + -ing = reading snap + ing = snapping

Place each word each word from the word bank below into the correct heading that tells what happens when –ed or -ing is added.

Dancing / Skipped / Hiking / Flipped / Snapping / Raced / Landed
Pleasing / Checking / Dared / Dimmed / Rubbing / Striped / Wasting
Traced / Stripped / Tanning / Smelling / Phoning / Fainted

15

No Spelling Change

______

Final Consonant Doubled

______

Final e Dropped

______

15

Swamp Explorers: Level R –

Seatwork- Wednesday ___/ 6 (2 pts. Ea.)

Author’s Purpose An author writes for many reasons. An author may give you facts or true information about a subject. Some authors write fiction stories or stories that are not true. They write these stories to entertain you. Other authors may write to persuade or to try to get you to do something. We have focused on identifying writing in which the author is trying to persuade you.

READ EACH OF THE FOLLOWING WRITINGS AND DECIDE WHETHER THE AUTHOR'S PURPOSE IS TO:

·  persuade inform entertain

1. Joe had been fishing for over two hours without a single bite. Suddenly there was a nibble at the end of his fishing line. He stood up on the boat and leaned out too far. Just then there was a sharp yank on the line. Joe fell overboard and landed head first into the water. Joe and his friends laughed and laughed.

What is the author's purpose of this writing? ______

2. Thegiant panda is a bearlike animal that has thick white fur with black markings on its ears, limbs, shoulders, and around its eyes. The giant panda feeds on bamboo forests at high altitudes in western China. It also eats bulbs, roots, eggs, and some small mammals. The cubs are born in late winter. The giant panda is an endangered species and is protected by the Chinese government.

What is the author's purpose of this writing? ______

3. It's New! It's Refreshing! It's Slurpy Soda!
This is the best soda in the world! If you drink this soda you will jump higher, run faster and be smarter in school. Try one today!

What is the author's purpose of this writing? ______

CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text. E04.B‐C.3.1.1

Swamp Explorers: Level R –

Homework- Wednesday ___/ 8

Author’s Purpose An author writes for many reasons. We have focused on identifying writing in which the author is trying to persuade you to try to get you to do something.

  1. What is it called when the author expresses his opinions and views?

a. entertainment b. point of view c. climax

  1. All of the following are three main reasons why an author writes a story, EXCEPT to

a. inform

b. persuade

c. entertain

d. to make sure the reader enjoys what he or she is reading


Directions: Read the following passages carefully and then answer the questions.

  1. Lisa always looked forward to the fall because of the Harvest Festival. Of course, she loved the rides, but she really enjoyed the shows. This year would be the best. Lisa had a special opportunity to perform in the talent show.

The author's purpose is to ______.

a. entertain b. persuade c. inform d. create a mysterious mood

  1. What do you do with aluminum cans? Do you throw them in the trash, or do you recycle when you are finished with them? At the rate we are filling our landfills, we will not have anywhere else to put our trash. If you recycle, you will help the environment. The next time you throw away your Coke can, think about putting it in a recycling bin. Your effort will help save your community.

The author's purpose is to

a. entertain. b. persuade. c. inform. d. create a mysterious mood.

  1. Tomatoes were once considered poisonous. Some brave people finally took a bite of a tomato, and they survived. Now, we use tomatoes in our salads and sandwiches. Do you ever use tomato sauce or ketchup? These products are made of tomatoes. If it weren't for these brave individuals, you might not be able to enjoy ketchup with your french-fries.

The author's purpose is to ______.

a. entertain b. persuade c. inform d. create a mysterious mood

  1. The impressive eagle is a national symbol in the United States for patriotism and freedom. Because the bald eagle was once hunted for sport, it is on the verge of extinction. If you kill a bald eagle, you can go to jail. Unfortunately, the bald eagle still maybe become extinct.

The author's purpose is to ______.

a. entertain b. persuade c. inform d. create a mysterious mood

  1. Most people think that gorillas are mean, but actually they are shy. It seems that such a huge animal with very large teeth would be aggressive. Hollywood movies help convey this image of the scary, ferocious gorilla. In fact, gorillas only attack if they are provoked. However, gorillas usually don't have to fight other animals because of their impressive size.

The author believes that

a. Gorillas are misunderstood as vicious animals. b. Gorillas are mean animals.

c. Gorillas communicate well with other animals. d. Gorillas don't like other animals.

  1. This was Kathy's first baby-sitting job. She was so excited, but she was really nervous. Kathy's parents made her attend a baby-sitting workshop before she could baby-sit her neighbor's five-year-old son, Matthew. Kathy knew this was a lot of responsibility, but she thought she was ready. Kathy marched confidently to Matthew's house and waved goodbye to Matthew's parents. It seemed as soon as his parents left, Matthew fell and hit his chin on the coffee table. Without panicking, she remembered what she learned in her baby-sitting class and applied first-aid.

The author wants to show that

a. Matthew should not run in the house.

b. Kathy is ready to baby-sit.

c. Kathy needs to attend more baby-sitting workshops.

d. Coffee tables can be dangerous.


CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text. E04.B‐C.3.1.1

Swamp Explorers: Level R – Reading Nonfiction Text

Seatwork- Thursday ___/ 12 (2 pts. Ea.)

Nonfiction books like Swamp Explorers use many kinds of graphics to present information in a clear and direct way.

Tornadoes

Original Fujita Scale
F0 gale tornado
40-72 mph / Some damage to chimneys; breaks branches off trees; pushes over shallow-rooted trees; damages sign boards.
F1 moderate tornado
73-112 mph / Lower limit is the beginning of hurricane-force winds. Peels surface off roofs; mobile homes pushed over; moving autos pushed
F2 significant tornado
113-157 mph / Roofs torn off frame houses; mobile homes demolished; boxcars pushed over, large trees snapped or uprooted
F3 severe tornado
158-206 mph / Severe damage. Roofs and some walls torn off well-constructed homes; trains overturned; most trees in forest uprooted; heavy cars lifted off the ground and thrown.
F4 devastating tornado 207-260 mph / Well-constructed homes leveled; structures with weak foundations blown off distances; cars thrown and large missiles generated.
F5 incredible tornado
261-318 mph / Phenomenal damage. Strong frame homes disintegrate or lifted off foundations and carried considerable distance; trees debarked.

Swamp Explorers: Level R – Reading Nonfiction Text

Seatwork- Thursday __/ 20 (4 pts. Ea.)

We have discussed many examples of text features in class. How many can you find in the story about tornadoes?

Title Sub Titles pictures diagrams Table or Chart

Maps Captions Graphs bold Print flow Chart

1. What are this article’s special features? (4 points)

______

______

2. What is the purpose of the cut away diagram? (4 points)

______

______

3. What purpose does the map serve? (4 points)

______

______

4. What did you learn from the bar graph? (4 points)

______

______

5. What did you learn from the table? (4 points)

______

______CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears. E04.B‐C.3.1.3

Swamp Explorers: Level R – Reading Nonfiction Text

Homework- Thursday __/ 20

We have discussed many examples of text features in class. How many can you find in the story about the Titanic?

Title Sub Titles pictures diagrams Table or Chart

Maps Captions Graphs bold Print flow Chart

1. What are this article’s special features? (4 points)

______

2. What is the purpose of the visual aid going down the side of the page? (4 points)

______

3. How well does the table work? (4 points)

______

4. Write a summary of what the article was about? (8 points)

______

______

______

______

CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears. E04.B‐C.3.1.3

Swamp Explorers: Level R

Comprehension Questions /16 literal /16 inferential

Please answer in a complete sentence. Each question is worth 4 points.

1.  What happens to the extra water in a swamp during the dry season? ___/4 lit

______

2.  How tall can cypress trees grow? ___/4 lit

______

3.  Why are so many people trying to protect swamps throughout the world? ___/4 lit

______

4.  What happens when an alligator loses one of its teeth?

___/4 lit

______

CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. E04.B‐K.1.1.3

5.  How do you think the grasses in a swamp protect some of the animals that live there? ___/4 inf

______

6.  How do you think a white ibis’s beak helps it adapt to life in the swamp? ___/4 inf

______

7.  Why do you think the cottonmouth snake drops out of trees or sneaks up on other animals?

___/4 inf

______

8.  Do most swamp creatures fear the alligator? What makes you think that? ___/4 inf

______

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. E04.A‐K.1.1.1

15