06 pathways gr2 livingthings appendixb

Printables: Reading and Writing

Appendix B

Cactus Hotel | B-1

B-2 | Cactus Hotel Unit 3, Week 1, Day 1

Nam

e:

D

ate:

KW

L

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny

Unit 3, Week 1, Day 1 Cactus Hotel | B-3

Life Cycle of the Saguaro Cactus

Name: Date:

Age(Years) Height Description Page

Spread(s)

1–3

4

5

6–8

9

10

12–13

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Draw the Life Cycle of the

Saguaro Cactus

Name: Date:

Age:

Age: Age:

Age: Age:

Age: Age: ©

Ken

dall

Hun

t Pu

blis

hing

Com

pany


The

elf

owl i

s on

e of

the

sm

alle

st c

reat

ures

tha

t ca

n be

foun

d in

the

Son

oran

Des

ert

ecos

yste

m.

Did

you

kno

w t

hat

the

elf o

wl i

s th

e sm

alle

st o

wl i

n N

orth

Am

eric

a? I

t is

onl

y 5–

6 in

ches

tal

l; th

at

is t

he s

ize

of a

sod

a ca

n! I

n a

dd

itio

n, i

t is

the

wor

ld’s

light

est

owl.

It o

nly

wei

ghs

1.4

ounc

es—

that

is t

he s

ame

wei

ght

as e

ight

she

ets

of p

aper

. Ad

dit

ion

ally

, the

elf

owl’s

feat

hers

are

so

fluffy

tha

t th

e

bird

oft

en lo

oks

bigg

er t

han

it is

. Whe

n el

f ow

ls g

o ho

use-

hunt

ing,

the

y of

ten

choo

se a

n ab

ando

ned

Gila

woo

dpec

ker’s

nes

t in

a s

agua

ro c

actu

s. F

or s

uch

a ti

ny b

ird,

a h

ighe

r

nest

is a

saf

er n

est.

Onc

e a

safe

nes

t ha

s be

en c

hose

n, t

he m

othe

r ow

l lay

s

thre

e on

e-in

ch, r

ound

, whi

te e

ggs.

In

thre

e w

eeks

, the

chi

cks

hatc

h. A

fter

just

a m

onth

, the

ow

lets

are

fled

glin

gs, r

eady

to

leav

e th

e ne

st fo

r th

e fir

st

tim

e. S

mal

ler

crea

ture

s m

ust

use

crea

tive

pro

tect

ion

met

hods

. The

tin

y

elf o

wls

lear

n to

pla

y de

ad w

hen

enco

unte

ring

a d

ange

rous

sit

uati

on.

An

oth

er t

hing

elf

owls

may

do

to p

rote

ct t

hem

selv

es is

to

free

ze in

pla

ce

and

pret

end

to b

e a

brok

en t

ree

bran

ch. T

he t

iny

elf o

wl i

s a

key

piec

e of

the

ecos

yste

m o

f the

Son

oran

Des

ert.

De

scri

pti

ve

Pa

rag

rap

h M

od

el:

Elf

Ow

lsA

des

crip

tive

par

agra

ph

is a

typ

e of

info

rmat

iona

l wri

ting

tha

t de

scri

bes

a pe

rson

, pla

ce, a

ctiv

ity,

or

thin

g. I

t us

es fa

cts

and

defin

itio

ns t

o in

form

or

expl

ain,

but

it d

oes

not

give

opi

nion

s.

Par

ts o

f a

des

crip

tive

par

agra

ph

• Be

gins

wit

h a

top

ic s

ente

nce

tha

t st

ates

the

mai

n id

ea o

f the

par

agra

ph

• G

ives

su

pp

orti

ng

fact

s an

d k

ey d

etai

ls t

hat

give

impo

rtan

t in

form

atio

n ab

out

the

mai

n id

ea•

Fini

shes

wit

h a

clos

ing

sen

ten

ce t

hat

rest

ates

the

key

info

rmat

ion

Topi

c Sen

tenc

eSt

ates

the

mai

n id

ea o

f the

pa

ragr

aph

Fact

s and

Det

ails

Fa

cts t

hat t

ell m

ore

abou

t the

mai

n id

ea a

nd h

elp

the

read

er

Con

clus

ion

or

Endi

ng S

ente

nce

Fini

shes

the p

arag

raph

and

re

stat

es th

e mai

n id

ea

Wor

ds

to S

up

por

t th

e M

ain

Id

ea

Ano

ther

A

ddit

iona

lly

For

exam

ple

In a

ddit

ion

Last

N

ext

Plus

T

hen

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Descriptive Paragraph Frame: AI can write about nonfiction topics to

explain or inform.

Name: Date:

Snowy days can be fun for

One thing that we could do is

Snowy days are also great for

In addition, we could

Lastly, ©

Ken

dall

Hun

t Pu

blis

hing

Com

pany


Descriptive Paragraph Frame: BI can write about nonfiction topics to

explain or inform.

Name: Date:

For example,

That means

Finally,

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Greeting or Closing?I can use/identify properly written letter greetings and closings.

Name: Date:

Circle the properly written greetings and closings, and then sort them into the proper columns.

Letter Greetings and Closings

Dear Dad,Best Wishes,

Dear King George,sincerely,

Dear Robin,Dear Princess grace

Your friend, Dear Principal Green,

Dear dad,Best wishes, Dear john,Sincerely,

Dear Mr. President,Dear Mr. President

Yours truly,Dear Mrs. Thompson,

Dear Jeffrey,Dear DadTake care,

your friend,Regards,

Your Friend,Yours always,Best wishes

Greeting Closing

1. 8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7. 14.

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Letter Greetings and ClosingsI can identify and punctuate written greetings

and closings.

Name: Date:

Add punctuation, then identify each of the words or phrases as greeting or closing.

Add Punctuation Greeting or Closing?

1. Dear Mom

2. Best wishes

3. Sincerely

4. Dear Mr. Smith

5. Dear Mrs. Thompson

6. Dear Dr. Martinez

7. Yours always

8. Your friend

9. Dear Raku

10. Regards

11. Dear Mrs. Goodridge

12. Dear Aixa

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Saguaro Cactus: Cause and Effect

Name: Date:

Cause Effect

Ripe fruit falls from the cactus. A rat eats the fruit and drops a

seed under a tree.

Eventually, termites and other

insects eat the cactus remains.

The cactus seed begins to grow.

The cactus grows flowers that

hold nectar.

The cactus looks fat.

Strong winds blow around the

200-year-old cactus.

Birds, bees, and bats come to

drink the nectar.

The cactus grows tall and has

many thorns.

Birds and small animals live safely

in the cactus.

Heavy rains fall in the desert. The old, weak cactus topples over

and dies.

The cactus absorbs as much rain

as it can by using its roots.

The cactus disappears.

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Pro

ced

ura

l P

ara

gra

ph

: Pre

wri

tin

g M

od

el

A p

roce

du

ral

par

agra

ph

tea

ches

rea

ders

how

to

do o

r m

ake

som

ethi

ng. I

t gi

ves

inst

ruct

ions

, ste

p-by

-ste

p, fr

om b

egin

ning

to

end

.

Par

ts o

f a

pro

ced

ura

l p

arag

rap

h:

• A

list

of m

ater

ials

nee

ded

to c

ompl

ete

the

inst

ruct

ions

• A

list

of i

nstr

ucti

ons,

or

step

s, w

ritt

en in

tim

e or

der

• A

cle

ar b

egin

ning

, mid

dle,

and

end

Ho

w t

o F

ix C

ere

al

To fi

x yo

urse

lf a

bow

l of c

erea

l, yo

u w

ill

need

a b

ox o

f cer

eal,

a co

ntai

ner

of m

ilk,

frui

t of

you

r ch

oice

, a b

owl,

and

a sp

oon.

Firs

t, p

lace

the

bow

l on

the

coun

ter.

Ope

nth

e bo

x of

cer

eal,

and

pour

it c

aref

ully

into

th

e bo

wl u

ntil

it is

thr

ee-q

uart

ers

full.

Add

fr

uit

on t

op o

f the

cer

eal.

Nex

t, o

pen

the

cont

aine

r of

milk

, and

ge

ntly

pou

r m

ilk in

to t

he b

owl u

ntil

it r

ises

just

bel

ow t

he t

op o

f the

cer

eal.

Aft

er t

hat,

car

eful

ly c

arry

you

r bo

wl t

o th

e ta

ble,

sit

dow

n, a

nd e

njoy

you

r ce

real

!

Lis

t of

Top

ics:

☐

How

to b

rush

you

r

teet

h

☐

How

to p

lay

kick

ball

☐

How

to fi

x ce

real

☐

How

to m

ake

a

birt

hday

car

dfr

uit

on t

op o

f the

cer

eal.

Nex

t, o

pen

the

cont

aine

r of

milk

, and

ge

ntly

pou

r m

ilk in

to t

he b

owl u

ntil

it r

ises

just

bel

ow t

he t

op o

f the

cer

eal.

H

ow to

mak

e a

birt

hday

car

d

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Sentence SortI can identify complete, properly written sentences.

Name: Date:

Sort and neatly write the following sentences into the proper columns.

Antelope squirrels scamper.

The elf owl grabbed the mouse.

A saguaro cactus can be a hotel.

The gray pack rat.

The Gila woodpecker eats fruit.

The spotted ground squirrel.

The green snake in the tree.

A saguaro cactus can weigh eight tons.

An elf owl’s fluffy feathers.

A spotted ground squirrel.

The cactus hotel.

The jackrabbit ran to the paloverde.

Complete and Correct Incomplete or Incorrect

1. 7.

2. 8.

3. 9.

4. 10.

5. 11.

6. 12.

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


My QuestionsI can ask and answer clarifying questions about a presentation.

Name: Date:

Answered by the speaker: yes no



© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Procedural Paragraph: Prewriting I can write an instructional paragraph.

Name: Date:

How to Make a Birthday Card

Materials:Construction paper

ScissorsPencil

CrayonsMarkers

Glue

Choose a beautifully colored piece of construction paper and fold it neatly in half.

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Procedural Paragraph: Graphic Organizer

I can write an instructional paragraph.

Name: Date:

Title:

Materials:

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Four Types of SentencesI can identify the four types of sentences.

Name: Date:

Neatly cut apart the sentence cards, sort them into the proper categories, and glue the cards into place.

Declarative Exclamatory

Imperative Interrogative

!! ?..

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Four Types of SentencesI can use/identify the four types of sentences.

Name: Date:

Neatly cut apart the sentence cards, sort them into the proper categories, and glue the cards into place.

Do you like to play soccer This is awesome

I love you so much Go to your room

The grey owl flies silently Stop that immediately

Give me that book When is the party

I can’t wait Can you help me

This soup tastes like tomato We like to eat cookies

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


The Three RsI can identify the author’s intent or point of view in a text.

Name: Date:

Did you know that the average American creates more than four pounds of garbage every day? That is more than one and a half tons of trash a year per person! In the United States, we have a saying: “Reduce, Reuse, Recycle”; implementing these three very important strategies will minimize the amount of garbage we produce.

First, we should reduce. This means that there are items that we need to buy and use less of, such as plastic or Styrofoam plates and cups, plastic eating utensils, and paper towels and napkins. Another thing we should do is reuse, which means that we buy things that

can be used multiple times. For example, we should buy a durable, refi llable water bottle that travels with us rather than buying a new water bottle every time we get thirsty. In addition, we can purchase cloth shopping bags rather than use the plastic bags that the grocery store provides. Finally, if we must purchase a one-use water bottle or use plastic or paper bags when shopping, we should recycle those items rather than wastefully throwing them away.

The most effective strategy that we should implement is regular recycling. It begins when we sort our trash and place all the clean paper, plastic, glass, and metal into recycling bins rather than the trash can. Material in recycling bins does not go to a landfi ll; instead, it is taken to a special facility where it is sorted, processed, and fi nally transformed into something new. For example, recycled plastic water bottles can be used to make fl eece jackets, and magazines can be recycled into newspaper. A used cardboard box can even be turned into a new cardboard box. By implementing the Three Rs, we can help our environment by carefully considering what we buy, what we use, and what we do with the garbage we produce.

The author wrote this text to:

Persuade Inform

Cite your evidence:©

Ken

dall

Hun

t Pu

blis

hing

Com

pany


Procedural Paragraph ModelA procedural paragraph teaches readers how to do or make something. The instructions are given using step-by-step directions and time-order transition words.

Parts of an procedural paragraph:

• Has a list of needed materials • Includes a list of instructions, or steps,

written in time order• Uses time-order words to give structure• Has a clear beginning, middle, and end

Materials NeededLists the things needed to complete the instructions

ProcedureGives step-by-step instructions or directions, in order

Transition WordsIncludes time-order words that clarify when each step is to be completed

Conclusion States and restates what will be made or done

How to Fix Cereal

Cereal is a fun, delicious choice for breakfast or

a snack and is very easy to make! You will need a box

of your favorite cereal, a container of milk, fruit such as

strawberries or dried cranberries, a bowl, and a spoon.

First, place the bowl on the counter, open the box of

cereal, and pour it carefully into the bowl until it is

three-quarters full. Second, open the container of milk,

and gently pour it into the bowl until it rises just below

the top of the cereal. Third, sprinkle your chosen fruit

over the top of the cereal and milk. Then carefully carry

your bowl to the table, sit down, and enjoy your yummy

cereal!

Other Time-Order Transition Words:

after, begin, fi nally, last, next, start© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


I Have … Who Has?

I haveknives.

Who hasmice?

I have mice.

Who has cacti?

I have cacti.

Who haschildren?

I havechildren.

Who has heroes?

I have heroes.

Who has factories?

I have factories.

Who haswolves?

I have wolves.

Who has puppies?

I have puppies.

Who has feet?

I have feet.

Who has halves?

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


I Have … Who Has?

I havehalves.

Who has candies?

I have candies.

Who hasfishes?

I have fishes.

Who has dresses?

I have dresses.

Who has babies?

I have babies.

Who has loaves?

I have loaves.

Who has foxes?

I have foxes.

Who has cherries?

I have cherries.

Who has churches?

I have churches.

Who has women?

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


I Have … Who Has?

I have women.

Who has wives?

I have wives.

Who has knives?

Add -esto words that end in

x, o, ch, sh, or ss

Remove f/fe and add -vesto words that end in f or fe

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


I Have … Who Has?

Remove y and add -iesto words that end in a consonant before y

Additional irregular plural nouns.

They follow no rules or patterns!

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Irregular Plural Noun Sort: Cards

Cut and sort the nouns, and then glue them into the correct column on the sort form. Remember to check your work before gluing.

knives children feet

heroes wolves factories

women dresses babies

cacti halves churches

fishes candies wives

loaves teeth foxes

puppies cherries

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Irre

gu

lar

Plu

ral

No

un

So

rt: F

orm

I can

iden

tify

irre

gula

r plu

ral n

ouns

.

Nam

e:

D

ate:

Irre

gula

rA

dd -e

sRe

mov

e y

A

dd -i

esRe

mov

e f/f

e A

dd -v

es

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Procedural Paragraph Frame I can write an informational

procedural paragraph.

Name: Date:

You will need

First,

Second,

Third,

Fourth,

Last,

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Irregular Plural Nouns I can use irregular plural nouns.

Name: Date:

Read the sentences aloud and neatly rewrite the singular noun on the line as a plural noun.

1. The two ate the cookies. (mouse)

2. There are many in the desert. (cactus)

3. The three played outside. (child)

4. Have you seen the two at the zoo? (fox)

5. I put my shoes on my . (foot)

6. It is time to feed our four . (fish)

7. My mother told me to rake the . (leaf)

8. There are five of bread on the shelf. (loaf)

9. It is time to brush your . (tooth)

10. We are going to the orchard to pick . (cherry)

11. Grandma gave the boy five . (candy)

12. When you have more than one hero, you have . (hero)

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


“Let Every Living Thing”By Stephanie Heath Nash

Adapted from Genesis 1, Job 12:7–13, and Psalms 19, 100, 104, and 150

Roles

All

Boys

Girls

Group 1

Group 2

Group 3

Group 4

Narrator 1

Narrator 2

Group 1: Praise the Lord, oh my soul.

Group 2: Lord my God, You are very great;

Group 3: You are clothed with splendor and majesty.

Group 4: How many are Your works, oh Lord!

Girls: In wisdom, You made them all; the Earth is full of Your creatures.

Boys: In the beginning, God created the heavens and the Earth.

All: Praise the Lord, oh my soul.

Narrator 1: Praise God in His sanctuary!

Group 1: Praise God in His mighty acts!

Narrator 2: Praise God in His fortress, the sky!

Group 2: Praise God as suits His incredible greatness!

All: Let every living thing praise the Lord!

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Group 1: For the Lord is good; His mercy is everlasting.

Girls: Serve the Lord with gladness.

Boys: Praise God in His mighty acts!

Group 2: The heavens declare the glory of God; the skies proclaim the work of His hands.


Narrator 1: Know ye that the Lord, He is God.

Narrator 2: It is He that hath made us, and not we ourselves.

Group 3: We are His people, and the sheep of His pasture.

Group 4: Enter into His gates with thanksgiving and into His courts with praise.

All: Be thankful unto Him, and bless His name. For the Lord is good!

Narrator 1: How many are Your works, Lord!

All: In wisdom, You made them all.

Narrator 2: The Earth is full of your creatures.

Girls: I will sing to the Lord all my life;

Boys: I will sing praise to my God as long as I live.


© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Group 1: In the beginning, God created the heavens and the Earth.

Group 2: Make a joyful noise unto the Lord, all ye lands.

Group 3: For the Lord is good; His mercy is everlasting.

Girls: Serve the Lord with gladness.

Boys: Praise God in His mighty acts!

Girls: The heavens declare the glory of God.

Group 4: The skies proclaim the work of His hands.


Narrator 1: Praise God in His sanctuary!

Group 1: Praise God in His mighty acts!

Narrator 2: Praise God in His fortress, the sky!

Group 2: Praise God as suits His incredible greatness!


Narrator 1: Ask the animals and they will teach you.

Narrator 2: Or the birds in the sky, and they will tell you.

Group 1: Or speak to the Earth, and it will teach you.

Group 2: Or let the fish in the sea inform you.

Group 3: Which of all these does not know that the hand of the Lord has done this?

Group 4: In His hand is the life of every creature, and the breath of all mankind.

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Girls: To God belong wisdom and power.

Boys: Counsel and understanding are His.

Narrator 1: Know ye that the Lord, He is God.

Narrator 2: It is He that hath made us, and not we ourselves.

Boys: We are His people and the sheep of His pasture.

Girls: Enter into His gates with thanksgiving and into His courts with praise.

All: Be thankful unto Him, and bless His name. For the Lord is good!

Group 1: Praise the Lord, oh my soul.

Group 2: Lord my God, You are very great;

Group 3: You are clothed with splendor and majesty.

Group 4: How many are Your works, oh Lord!

Girls: In wisdom, You made them all; the Earth is full of your creatures.

Boys: In the beginning, God created the heavens and the Earth.

All: Praise the Lord, oh my soul. Let every living thing praise the Lord!

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Similarities and Differences I can identify similarities and differences between

two texts on the same topic.

Name: Date:

Title:Both

Title:

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Find the Main Ideas and Main Topic I can identify the main ideas and main topic of a

multi-paragraph text.

Name: Date:

The Gila woodpecker is a key member of the Sonoran Desert ecosystem. These amazing woodpeckers work as construction engineers building cactus hotels. They create nests for themselves, called boots, which later become homes for other small creatures such as elf owls, mice, and wrens. These woodpeckers also help the cacti in which they make their home by eating bugs and bacteria that may damage the cacti. The Gila woodpecker is a very distinctive-looking member of the Sonoran Desert ecosystem. It is 8 to 10 inches tall and weighs 3.5 ounces, which is about the same weight as 17 quarters. Their main body is light brown with zebra-striped wings. The males have a small patch of red feathers on the top of their heads that look like a little red cap. Each year, females lay two broods of about four eggs, which hatch after 14 days. Gila woodpeckers are an important part of the food chain in the Sonoran Desert. They feed primarily on insects, which would damage the cactus, and cactus fruit. They also help new cacti grow by distributing the seeds of the cactus fruit they eat, depositing them in safe places. They also eat mistletoe berries, and as more and more people move to their neighborhood, they have adapted to eating dog food and sugar water from hummingbird feeders. The Gila woodpecker is a vital member of the Sonoran Desert ecosystem.

1. Circle the main idea for the entire text. (It is stated twice.)

2. Underline the main ideas of each paragraph.

Main idea of paragraph 1:

• Gila woodpeckers are awesome

• Elf owls, mice, wrens• Gila woodpeckers create

cactus hotels


• Gila woodpeckers are pretty

• Gila woodpeckers weight the same as 17 quarters

• Gila woodpeckers are very distinctive-looking birds


• The Gila woodpecker is a very important member of the ecosystem

• Gila woodpeckers are part of the Sonoran Desert food chain

• Some Gila woodpeckers eat dog food

Write a title for the article above that includes the main topic.

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Procedural Paragraph Editing ChecklistI can edit my writing and make changes.

Name: Date:

I checked my writing and it has …

YES! Not Yet

Not Sure

my best handwriting ?

proper spaces between words ? capital letters at the beginnings of

sentences and names ?

my best spelling ? punctuation marks at the end of all the

sentences ? an introduction with list of needed

materials and a closing that states what is being made or taught

? clear, step-by-step directions written

in the proper order using time-order transition words

?

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Procedural Paragraph Editing PracticeI can edit my writing and make changes.

Name: Date:

How to Build a Snowman

Do you want to build a Snowman? The

first thing you must have is snow! you will

also need two sticks for arms, a scarf for his

neck, two eyes, a nos. to begin makeing your

Snowman, you need to roll three snowballs,

one large, one medim, and one smal Second,

you wrap the scarf arond the neck of your

Snowman and place the hat on top of his

head. third you need to stick the arms in the

medim snowball, one on each side. 4th stack

the snowballs up, the largest on the bottom,

the medim-sized snowball in the middle, then

the smalest one on top Finally, place the eyes,

nose and mouth in place, and voila, you have

built a genuin Snowman!

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Adverbs Ahoy!I can identify adverbs in sentences.

Name: Date:

Underline the verbs and circle the adverbs. Where? When? How? or How much?

1. He ran quickly to the car.

2. I did not come to school yesterday.

3. We can play outside.

4. That was not very nice of you.

5. He played the flute loudly.

6. She lives downstairs.

7. Sarah waited impatiently.

8. I am totally confused!

9. Franco is slightly irritated.

10. Grandma walked briskly to the park.

11. He washes the car daily.

12. My neighbor lives upstairs.©

Ken

dall

Hun

t Pu

blis

hing

Com

pany


Main Ideas and Main Topic: Harris Antelope Squirrel

I can identify the main ideas and main topic in a multi-paragraph text.

Name: Date:

The Harris antelope squirrel is a unique and resourceful member of the Sonoran Desert ecosystem. This small squirrel has a distinctive appearance. Covered in gray fur with brown highlights on their sides and legs, they have a white racing stripe down each side of their body. Even though these little squirrels live in the desert, it can still get cold, so their fur grows longer in the winter than it does in the summer. Their fur is gray in the winter and becomes more cinnamon-colored in the summer. Full-grown adults are only about 9 inches tall and weigh around 4–5 ounces, which is about the same weight as four slices of bread. Harris antelope squirrels have special adaptations that help them thrive in their challenging environment. Their normal body temperature is higher than other mammals, between 97 and 107 degrees. They can often be seen holding their tails up over their bodies to create shade. Harris antelope squirrels do not sweat, so they use two methods for reducing their body temperature when it rises to about 107 degrees. First, they use the process of salivation, which cools their fur through evaporation. They also employ a unique method called heat dumping by fi nding a shady place, such as under a saguaro cactus, to lay as fl at as possible with their stomachs touching the cooler ground. As you can see, the Harris antelope squirrel really is a fascinating and resourceful member of the Sonoran Desert ecosystem.

What is the main idea of the fi rst paragraph?

o The Harris antelope squirrel has special adaptations for its environment.o The Harris antelope squirrel has a white racing stripe on each side of its body.o The Harris antelope squirrel has a distinctive appearance.o The Harris antelope squirrel uses a process called heat dumping to cool down.

What is the main idea of the second paragraph?

o The Harris antelope squirrel has a white racing stripe down each side of its body.o The Harris antelope squirrel has special adaptions for its environment.o The Harris antelope squirrel has a distinctive appearance. o The Harris antelope squirrel is a resourceful part of the Sonoran Desert ecosystem.

What is the main topic of the entire text?

o The Harris antelope squirrel has a distinctive appearance.o The Harris antelope squirrel is a fascinating and resourceful member of the Sonoran

Desert ecosystem.o The Harris antelope squirrel has special adaptations for its environment.o The small squirrel has a distinctive appearance.

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny


Adding AdverbsI can use adverbs in sentences.

Name: Date:

Compose your own interesting sentences using at least five of the listed adverbs.

carefullyeverywhere

quietly

hardextremely

weekly

reallyvery

afterward

somewherehungrily

badly

1.

2.

3.

4.

5.

© K

enda

ll H

unt

Publ

ishi

ng C

ompa

ny

06 pathways gr2 livingthings appendixb

Documents