Name:



I Hope It Floats Level T

Name Date

Here are this weeks Vocabulary Words

endurance ______________________________________

surface area ______________________________________

buoyancy ______________________________________

stroke ______________________________________

afloat ______________________________________

balance ______________________________________

creativity ______________________________________

decisions ______________________________________

Other words:

___________,_____________________________________

___________,_____________________________________

___________,_____________________________________

___________,_____________________________________

___________,_____________________________________

Weekly Agenda Please Note: Early finishers: Once you have completed you daily checklist please read your assigned novel or SSR

|Monday: | |Tuesday |

| |Meet with Mr. O | | |Meet with Mr. O |

| |Begin I Hope It Floats | | |Cont. I Hope It Floats |

|/8 |Complete vocabulary definitions | |/20 |SW Linking Verbs.(pgs 3) |

| |Begin Whole Class Strategy | |/10 |HW Linking Verbs (page 4) |

|Wednesday | |Thursday |

| |Meet with Mr. O | | |Meet with Mr. O |

| |Cont. I Hope It Floats | | |Finish I Hope It Floats |

|/8 |SW: Process (ps 5) | |/11 |SW: Expository Text (pgs 7) |

|/6 |HW: Process (pages 6) | |/16 |HW: Expository Text (pgs 8) |

|Friday | | |QUIZ SCORES |

| |Finish Agenda, Weekly quizzes | |___/16 literal ___/16 inf. |

Literacy By Design: I Hope It Floats Level T __/8

Vocabulary

Please find the words below and complete the matching below

|Endurance |buoyancy |afloat |creativity |

|surface area |stroke |balance |Decisions |

* note surface area will appear without a space (surfacearea)

D Z T C V E S G G Z S Y A D S

O Y F T C K C T W U C Y F J N

C L S T B K H N R N Y G L X O

S Y Q W Y G V F A O B A O E I

A X K L Y Z A Y W R K G A G S

F G G A Z C O W Y T U E T U I

T K F A E U N D Z T G D G Y C

I S U A B A O U H K U G N Y E

U R R Y T I V I T A E R C E D

O E M B N G R X Y H Y E J U G

A X H Z I E I B A L A N C E J

W V Y F J K C G Y T G R K I Q

G U G W U W G O X B A L A R T

Q I F C D N Y D M I Z R Z O H

Z V G B K O D K R A H I Z H G

|A. |AFLOAT |___ |one of a series of movements that pushes against something |

|B. |BALANCE |___ |the ability to withstand hardship, adversity, or stress |

|C. |BUOYANCY |___ |promptness and firmness in deciding |

|D. |CREATIVITY |___ |a counterbalancing weight, force, or influence |

|E. |DECISIONS |___ |the tendency of a body to float or to rise when in a fluid |

|F. |ENDURANCE |___ |the "amount" of a surface |

|G. |STROKE |___ |carried on or as if on the water |

|H. |SURFACEAREA |___ |showing or requiring imagination |

CC.1.3.4.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.A‐V.4.1.1 E04.A‐V.4.1.2.

Literacy By Design: I Hope It Floats Level T __/20

Linking Verbs

Seatwork Tuesday

Every sentence has to include a subject (someone or something)

and a verb (what that person or thing does or is).

The main verb in a sentence shows action or a state of being.

Those that show action are called action verbs, and those that show

state of being are called linking verbs.

The dog ran back home. In this sentence, ran shows an action.

My pet is a dog. In this sentence, is shows a state of being.

Circle the subject and underline the verb in each sentence:

1. Harriet wrote an essay about her vacation to France.

2. The new teacher was a young man from England.

3. The energetic student dropped his pencil on the floor.

4. Bobby forgot his trumpet at home.

5. The children were sad.

6. Mrs. Anderson gave the students a reward.

7. Peter and Steven ran on the field during recess.

8. On the way to lunch, the students stopped at the bathrooms.

Tell whether each verb is an action verb (A), or a linking verb (L).

1. talk 7. am

2. dance 8. visited

3. worked 9. were

4. are 10. write

5. slept 11. was

6. want 12. create

CC.1.4.4.F

Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Homework I Hope It Floats Level T __/10

Linking Verbs

Homework Tuesday

The simple explanation for a linking verb is that it shows state of being rather than action. An example of this is: Mary is happy.

Is is a linking verb that joins Mary to an adjective that describes Mary: happy. Linking verbs that join subjects and adjectives are the easiest to identify.

However, there are some verbs that can be either action verbs or linking verbs, depending on how they are used. For example, if we say, “Jim tastes the tomato soup,” the verb, tastes, is an action verb because it is something Jim is doing. But, if we say, “The soup tastes salty,” the verb tastes is now a linking verb. It joins soup with the adjective salty, which describes it.

Even more difficult to identify are the linking verbs that join a subject to a noun. For example: He became a teacher. Became links the subject, he, to the noun, teacher. This one is tricky. If you can replace the verb with a form of to be (am, are, is, was, etc.) and it makes sense, the verb is acting as a linking verb. In this case, it would be fine to say, “He is a teacher.”

Circle the linking verb in each sentence. Underline the adjective or noun that the verb links to the subject. Draw an arrow from the adjective or noun back to the subject. The first one is done for you.

1. The abandoned puppy looked hungry.

2. Joe and his father are friendly.

3. We were excited by the good news.

4. His feet grew tired by the end of the day.

5. That rock music sounds loud!

6. You are a beautiful girl.

7. They became friends.

8. The kitchen floor seems dirty.

9. Your perfume smells delightful!

10. We were afraid during the thunderstorm

I Hope It Floats Level T __/8

Process

Seatwork Wednesday

MR. GRANGER EXERCISES

Directions:

In a story, things happen in order of events or sequence. Signal words like, first, second, next finally, after or then can identify the next event. Read the following story carefully and number the events in the correct sequence.

Mr. Granger is a nice man. He is our next-door neighbor. He wasn't feeling well and went to see Dr. Allen. Dr. Allen gave Mr. Granger a check up and told him he needed to eat more fruits and vegetables and start to exercise every day. Mr. Granger wanted to feel better. First, he started to eat a grapefruit every morning for breakfast. He walked two miles with Mrs. Granger every morning after breakfast. He would help Mrs. Granger work in the yard for two hours after their walk. They would eat a salad for lunch and then, Mr. Granger would ride his bike to the gym to exercise each afternoon for an hour. Mr. Granger would go straight home and take a nap.

 

PLACE THE EVENTS IN THE CORRECT SEQUENCE BY USING THE NUMBERS 1-8:

______ Mr. Granger ate salad for lunch.

______ Mr. Granger walked two miles with Mrs. Granger.

______ Mr. Granger exercised at the gym for an hour.

______ Mr. Granger took a nap.

______ Mr. Granger went to see Dr. Allen

______ Mr. Granger worked in the yard with Mrs. Granger.

______ Mr. Granger ate a grapefruit for breakfast.

______ Mr. Granger rode his bike to the gym.

CC.1.2.4.E Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).

I Hope It Floats Level T __/6

Process

Homework Wednesday

UNDERSTANDING SEQUENCE

Directions:

In a story, things happen in order of events or sequence. Signal words like, first, second, next finally, after or then can identify the next event. Read the following story carefully and number the events in the correct sequence.

 

Adam was training for the track meet for his middle school. He was to run in three races alone and in one relay. He practiced each day. The first thing he did was to stretch his muscles and make sure his muscles were ready to run. He stretched for ten minutes each morning. Then, he would run up and down the stadium steps three times before heading to the track. After running up the stadium steps, Adam would do twenty laps around the track. Finally, he would run all the way home and eat a large breakfast before showering.

 

PLACE THE EVENTS IN THE CORRECT SEQUENCE BY USING THE NUMBERS 1-6:

________ Adam ran up and down the stadium steps three times.

________ He took a shower.

_________Adam stretched his muscles for ten minutes.

_________ He ate a large breakfast.

_________ Adam did twenty laps around the track.

_________ He ran all the way home

CC.1.2.4.E Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).

I Hope It Floats Level T __/11

Expository Text – Following Directions

Seatwork Thursday

1. Write your first name on the last line of the paper at the left-hand margin.

2. On the first line on the paper write the numbers 1 through 9. Start at the left and print the numbers. Leave a space between each number.

3. Circle the number 6.

4. Draw a star in the upper left-hand corner of the page.

5. Fold your paper in half the long way.

6. Open up your paper, then fold it the opposite way.

7. Use the tip of your pencil to poke a hole in the center of the paper (the place where the two folds meet).

8. Draw a heart around the hole you made in your paper.

9. Write the first initial of your last name in the upper right-hand corner of the page.

10. On the last line on the page, write the word done near the right margin.

11. Staple the completed page to the back of this packet.

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.

Homework I Hope It Floats Level T ___/16

Expository Text – Following Directions

Homework Thursday

Earlier in your seatwork you were asked to follow directions exactly as they are written to complete the task. Your homework assignment will be to create your own directions for making your favorite sandwich.

First be sure to include all of the ingredients, materials, and/or equipment that you will need to make your sandwich. Next include all of the steps in the proper order that you will need to follow.

Directions on how to make my Favorite Sandwich.

[pic]

[pic]

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.

Name: ____________________

I Hope It Floats Level T lit. __/16 inf. __/16

1. Who came up with the idea for the first cardboard boat? __/4

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2. What is the force that makes things fall to the ground? __/4

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3. Why is it important to make a model first? __/4

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4. Winning the race is important to some, but what is another reason people in the story want to win? __/4

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5. How is this race like others you know? __/4

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6. Why do you think that students would want to paint and decorate their boats? __/4

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7. How could you be sure to build a boat that sinks on purpose? What makes you think that? __/4

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8. Why would you to decide which contest to enter before you build your boat? __/4

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