Literacy By Design: The Bake Sale Battle Level Q



Name Date

The Long Texas Trail: Level U

Here are this weeks Vocabulary Words

|peculiar | |

|assembled | |

|forbidden | |

|stampede | |

|panicking | |

|settlement | |

|thunderstorm | |

Other words:

___________, _____________________________________

___________, _____________________________________

___________, _____________________________________

___________, _____________________________________

___________, _____________________________________

|Monday | |Tuesday |

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

| |Begin The Long Texas Trail | | |Cont. The Long Texas Trail |

|/7 |Complete vocabulary (pg. 2) | |/8 |SW: Multiple Meanings (p. 3-4) |

| |Class Strategy Worksheet | |/6 |HW: Multiple Meanings (p. 5-6) |

|Wednesday | |Thursday |

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

| |Cont. The Long Texas Trail | | |Cont. The Long Texas Trail |

|/12 |SW: Connections to Text (pg. 7) | |/10 |SW: Hyperbole (pg. 9) |

|/12 |HW: Connections to Text (pg. 8) | |/12 |HW: Hyperbole (pg. 10-11) |

| |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. |

The Long Texas Trail: Level U

Vocabulary Words ___/ 7

Starting Anew in the Wild West

Read the paragraph below. Fill each blank with a word from below.

Peculiar assembled forbidden stampede

panicking settlement thunderstorm

During the second half of the nineteenth century many immigrants traveled west across America. Some traveled to work while others to begin new lives. Families __________________ or gathered in new territories. There they could claim a homestead or ____________________ and raise crops and livestock. Advertisements paid for by the railroads said that the flat, treeless prairie had fertile land for growing crops. The fact that land could be fertile while treeless seemed _____________________ or odd to many people back east. In fact some people were reluctant to move as the land west of the Appalachian Mountains was ____________________ or off limits to colonists during the revolutionary period.

The ads still convinced many families to move west. Some became successful farmers while others tried their hands at being ranchers or cowboys. Herding cattle was dangerous work. Coyotes, flashes of lightning, or the loud clap of a ______________________________ could cause fear and _______________________ among the herds. The herds could suddenly take off running in a ________________________________ making it dangerous for anyone who was in the path.

Families would endure all of these hardships and make the best out of their situation. This was the beginnings of what was known as the Wild West.

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.

The Long Texas Trail: Level U – Multiple Meaning Words

SEATWORK- Tuesday ___/ 8

Multiple-Meaning Words Practice Exercises

A Day at the Park Read the selection, and then answer the questions that follow.

It's a lazy Saturday. I'm happy just hanging out . . . doing nothing. Then my little brother runs into my room and announces, "We're going to the park!"

"Have fun," I reply.

"No! Get up and get ready!" he whines, and pulls my arm. "Dad said we're going to make a day of it . . . the whole family!"

Dad drops us off by the park entrance and goes to park the car. I help Mom unload the picnic basket onto a table. She's packed a huge covered plate of sandwiches, a bowl of fruit, bags of chips, lots of cookies, and a gigantic pitcher of iced tea. Mom always makes extra "just in case . . . ," whatever that means!

"Before we eat, will you help me fly my new kite?" pleads my brother. With a sigh, I take his hand and lead him to a good spot for flying kites. Soon the kite's airborne and looping through the sky! Suddenly, it's harder to spot because it floats behind a tree.

"Is it lost forever?" asks my brother.

"No, just hiding. There . . . see . . . it's back!" I chuckle as the kite pops back into view.

"Dude!" I hear someone behind me say. "Just the guy I was looking for!" I turn to find Chris, one of my best friends.

"I thought you went to visit your uncle this weekend!" I say.

"No, he had to go away on business, so I'll catch him another time," Chris replies. "Nice kite," he adds, "but I was hoping to play ball today."

"I'm in," I answer. "We're about to stop. My brother wants Dad to push him on a swing."

So we find more friends to play ball. Suddenly, it's the last inning, the game is tied, and I'm at bat. I see Mom waving me to come for lunch, so there's nothing to do but hit a homer! I swing, hear the crack of the bat, and head for home plate. Then I invite the other kids to join us for lunch . . . knowing Mom had made extra! I guess this was the "just in case!"

1. What is the meaning of the word park as used in the first paragraph?

a. leave a car in a parking lot

b. sit down

c. an open, public area of land used for recreation

d. an arctic jacket

2. Which is NOT a meaning of plate as used in the story?

a. tray

b. dish

c. marker for a base

d. coat with metal

3. Which of the following words from paragraph 5 is a multiple-meaning word?

a. pleads

b. spot

c. kite

d. before

4. The meaning of back as used in paragraph 7 is

a. "a piece connected to the seat of a chair."

b. "the opposite of front."

c. "to return."

d. "to sponsor or give money to."

5. The last paragraph contains all these multiple-meaning words: play, ball, pitcher, tied, bat, swing, and head. Choose three of the words and write short sentences illustrating at least two meanings for each. (4points)[pic]

CC.1.3.4.I Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.

The Long Texas Trail: Level U – Multiple Meaning Words

HOMEWORK- Tuesday ___/ 6

Crossing Over

Read the selection, and then answer the questions that follow.

Have you ever thought about how important a bridge is? After all, without bridges, how would people get across rivers and wide gorges? Bridges are an essential part of our transportation system for moving people and goods.

The first bridges were simply trees that fell or were placed across water or canyons. The wood was strong enough to bear the weight of a person or two at a time, but not for carrying heavy loads. People made bridges by stretching rope cables across an open area. In China and other places, rope bridges are still used. They're strong enough to hold people and pack animals with light loads.

Later, people built arch bridges by wedging together large blocks of stone to form a half circle. Arch bridges are among the strongest and longest-lasting: Some built more than 1,500 years ago are still being used, Even today, people build arch bridges, but usually from concrete, wood, or steel.

Another kind of bridge is the cantilever. It has two independent steel or concrete beams, one extending toward the center of a river from each bank. A third beam is lifted up to connect the beams. Canada's Quebec Bridge is one of the world's longest, spanning 1,800 feet (549 m) across the St. Lawrence River.

A suspension bridge spans even more space with its roadway hanging from steel cables supported by massive towers. Each cable can hold thousands of pounds of weight. Probably the most familiar suspension bridge is California's Golden Gate, with a main span of 4,200 feet (1,280 m). When completed in 1937, it was the world's longest, but in 1964, New York's Verrazano-Narrows Bridge beat that with a span of 4,260 feet(1,298 m). Then in 1981, England's Humber Bridge beat that with a span of 4,626 feet (1,410 m). And since 1998, Japan's Akashi-Kaikyo Bridge has held the record, with a span of 1990 meters (6529 feet)). Will that record be beaten? Stay tuned!

CC.1.3.4.I Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.

The Long Texas Trail: Level U – Multiple Meaning Words

HOMEWORK- Tuesday ___/ 6

1. What is the meaning of the word bridge as used in the article?

a. the upper bony part of the nose

b. the part of a ship where the captain works

c. a card game

d. pathway structure over a river or valley

2. Which is NOT a meaning of bear as used in the story?

a. hold

b. carry

c. furry mammal

d. support

3. What is the meaning of the word beam as used in the article?

a. long piece of heavy wood or metal used in construction

b. width of a ship at its widest part

c. ray of light

d. smile

4. Which of the following words from the last paragraph is a multiple-meaning word?

a. familiar

b. record

c. steel

d. since

5. The meaning of still as used in the article is

a. "quiet."

b. "unmoving."

c. "calm."

d. "even now."

6. What is the meaning of the word light as used in the second paragraph?

a. beam

b. bright

c. not heavy

d. pale

The Long Texas Trail: Level U – Making Connections: Text

SEATWORK- Wednesday ___/ 12

As you read you should use what you already know from your own experiences: what you learned in books (Text to Text), things that have happened to you (Text to Self), and what you have learned from the world (Text to World).

On Page 17: Most of all, though, Paula couldn’t believe how slow the trip was!

Text to Text Connection: Think of another similar story you have read (or was read to you!) in which the main character(s) were going on a journey. Where were they going? Why? Write one or two sentences about that similar situation below.

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Text to Self Connection: Think of a similar situation that has happened to you in which YOU were going on a journey. Where were you going? Why? Write one or two sentences about that similar situation below.

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Text to World Connection: Think of a similar situation that you seen or heard about in which the main character(s) were going on a journey. Where were they going? Why? Write one or two sentences about that similar situation below.

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CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

The Long Texas Trail: Level U – Making Connections: Text

Homework- Wednesday ___/ 12

As you read you should use what you already know from your own experiences: what you learned in books (Text to Text), things that have happened to you (Text to Self), and what you have learned from the world (Text to World).

On Page 36: They were all so impressed that a young person had so much courage to hold off a pack of wild animals.

Text to Text Connection: Think of another similar story you have read (or was read to you!) in which the main character(s) exhibited so much courage. What did they do? Write one or two sentences about a similar situation below.

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Text to Self Connection: Think of a similar situation that has happened to you in which YOU did something so courageous. What did you do? Write one or two sentences about a similar situation below.

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Text to World Connection: Think of a similar situation that you seen or heard about in which someone did something so courageous. What did they do? Write one or two sentences about a similar situation below.

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CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

The Long Texas Trail: Level U - Hyperbole

SEATWORK- Thursday ___/ 10

A hyperbole is a much exaggerated statement for a dramatic effect.

Friday night I went disco dancing, and when I woke up on Saturday my feet were killing me! Mom ordered me to clean my room – or else. All day long I worked my fingers to the bone getting things together so I’d be free to go out that evening. I was dying to see the new movie at the Town center Cinema. When I finished, however, I was so tired I couldn’t move .

What do the underlined phrases really mean? Can feet kill? Is the desire to see a new movie a

symptom of some strange and fatal disease?

1. “my feet were killing me” really means __________________________________________________

2. “worked my fingers to the bone” really means ______________________________________________

3. “was dying to see” really means _________________________________________________________

4. “so tired I couldn’t move” really means ___________________________________________________

Obviously, the author has emphasized certain points by means of exaggeration. Hyperboles are

attention-­‐ getters and can help a writer achieve a dramatic effect. Good writers use hyperboles sparingly because they can become clichés if overused and lose the dramatic effect.

Directions: Create some attention getting, original hyperboles in response to the following lines of dialogue.

1. Don’t you think the TV is too loud?

The TV is so loud___________________________________________________.

2. Are you really going to eat the entire hot fudge brownie sundae?

I’m so hungry______________________________________________________.

3. Look at that incredible amount of snow piled up outside.

The snow is so deep that_____________________________________________.

4. Do you really want to go to the movies? I mean, don’t you have too much homework to do?

I have so much homework____________________________________________.

5. Look at that poor old dog. He can hardly walk.

That dog is so old___________________________________________________.

6. Write a hyperbole that you can add into your narrative.

CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade level text, including figurative language. E04.A‐V.4.1.1 E04.A‐V.4.1.2

The Long Texas Trail: Level U - Hyperbole

HOMEWORK- Thursday ___/ 10

Hyperbole Examples

Hyperbole is a figurative language technique where exaggeration is used to create a strong effect.  With hyperbole, the notion of the speaker is greatly exaggerated to emphasize the point.  The word “hyperbole” is actually composed of two root words: “hyper” which means “over,” and “bole” which means “to throw.”  So, etymologically, “hyperbole” translates roughly to “over throw” or “to throw over.”  True to it’s origins, hyperbole or language that is hyperbolic overstates a point or goes a bit too far. 

In the following sentences, Underline the hyperbole and write what it means on the line underneath.

1. I can smell pizza from a mile away.

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2. I went home and made the biggest sandwich of all time.

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3. Allie has a million pairs of shoes in her closet.

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4. Old Mr. O’Hara has been teaching here since the Stone Age.

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5. The lesson was taking forever.

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The Long Texas Trail: Level U - Hyperbole

HOMEWORK- Thursday

6. I’ve seen this movie at least 80,000 times.

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7. These shoes are killing me.

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8. Nothing can stop these guys.

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9. We’ll be best friends forever.

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10. Pam was skinny enough to jump through a keyhole.

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CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade level text, including figurative language. E04.A‐V.4.1.1 E04.A‐V.4.1.2



The Long Texas Trail: Level U

Comprehension Questions /16 literal /16 inferential

Each question is worth 4 points.

1. What happened to Paula’s parents? ___/4 lit

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What did Paula have to do to look like a boy? ___/4 lit

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Why weren’t visitors welcomed on the trail? ___/4 lit

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What did Paula do to keep busy everyday?

___/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. Why do you think girls and women were not allowed on the trail?

___/4 inf

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Why do you think Benito did not have a permanent home? ___/4 inf

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. The story suggests that Paula learns a lesson about cattle drives when she finally was on one. What did she learn? ___/4 inf

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Do you think Paula’s grandfather liked having Paula with him on the trail? What makes you think so? ___/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

Once I get you in my arms, I’m never going to let you go.

Practice 3: Making Things Move (put into smart board lesson)

Read this selection, and then answer the questions that follow.

(1) Did you know that whatever you do, forces are at work on you? That's right. Forces keep your feet on the ground when you stand. Forces keep you sitting on a chair without slipping off. And a force guarantees that if you jump up, you're going to come down! Without forces you couldn't hold a pen to write, no matter whether you use your right or left! In the world of forces, things spin, stretch, twist, and fly, but only if something or someone applies a push or pull!

(2) Here on Earth, gravity pulls anything at or near the surface toward the center of the planet. Things have weight because of gravity's pull. The greater the pull, the more an object weighs. We use scales to measure weight. When you step on a scale, the numbers tell how much force Earth's gravity is pulling between you and the planet itself.

12. What is the meaning of the word pen as used in the first paragraph?

a. cage

b. writing tool

c. scribble

d. corral

13. Which is NOT a meaning of the word step?

a. stair

b. stage or point of directions

c. stride

d. high

14. Which is the meaning of scales as used in the passage?

a. hard pieces that cover an animal's body

b. climbs a steep, rocky hill

c. machines for weighing things

d. draws in relative proportion

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