hello, dear teachers!

Spring 2016 Activities and Quizzes

Hello, dear teachers!I’m thrilled to share with you our skill-building activity sheets to accompany your special preview issue of Storyworks Jr. This is just a sampling of the resources you’ll get with every issue of the magazine. We’ve focused on the most-critical skills your students need to become strong, confident readers and test-takers—the skills YOU have told us are most important in your classrooms. And with Storyworks Jr., as the year progresses, so will the level of the activities.

Here are the types of activities you’ll get: • Vocabulary. Our kid-friendly activities help your students learn academic and

domain-specific vocabulary in context. • Close-Reading and Critical-Thinking Questions. These ready-to-print questions are

the same ones you’ll find in the Teacher’s Guide—with plenty of space for students to write their answers.

• Reading Kits. Our nonfiction and fiction reading kits are crafted to help you teach key comprehension skills, no matter what your scope and sequence. These all-in-one activities give students a chance to practice three different skills with one article or story.

• Writing Kits. Guided-writing activities with our debate and infographic help students build opinion essays, supporting their ideas with text details.

• Quizzes. Our multiple-choice and short-answer quizzes let you assess your students’ progress. Use them for formative assessment to find out what they’ve mastered and where they need to grow!

We’ve had an incredible journey so far creating these resources—and we’ve just started! Please let us know what you think.

Rebecca LeonEducation [email protected]

Name: ____________________________________________ Date: ________________

Mountain of Vocabulary

Domain-Specific Vocabulary“Mountain of Fire”

Spring 2016

© 2016 Scholastic Inc. Teachers may make copies of this page to distribute to their students.

Directions: This issue’s nonfiction article includes several words you could use when talking or writing about volcanoes. Complete each section below to help you get to know these words.

A. Brainstorm some words that come to mind when you think about volcanoes. Write them here:

B. We’ve highlighted six volcano-related words in “Mountain of Fire.” Here they are with their meanings. Place a ✓ next to the words that are new to you. As you’re reading, look at these meanings.

______ searing: very hot

______ erupt: to send out rocks, ash, and lava in a sudden explosion

______ disastrous: causing terrible suffering or loss

______ unpredictable: impossible to know what will happen

______ debris: the scattered pieces of something that has been broken or destroyed

______ landslide: a large pile of rocks and dirt that suddenly and quickly moves down the side of a mountain or hill

C. Here are three sentences from the article. Fill in the missing word in each with one of the vocabulary words at the left. Use the definitions to help you.

1. “The air became _______________ hot,

like a huge dragon was breathing fire.”

2. “When they do happen, though, they are

often ________________—they can cause

death and destruction.”

3. “They walked for miles over fallen trees

and piles of _______________.”

Extra Practice! Imagine you have been watching TV

news reports that say a nearby volcano

might explode. Write three sentences

about what might happen. Use at least

one of the vocabulary words in each

sentence.


Close-Reading Questions: Read “Mountain of F ire.” Then go back and reread sections of the article to answer the questions below.

1. Read the first two paragraphs on page 8. What was the Smiths’ trip like before Mount St. Helens erupted?

2. In the section “The Terror Begins,” what did Eric see, hear, and feel when the volcano erupted?

Continued on next page >

Name: ____________________________________________ Date: ________________

Think About It!

Close Reading & Critical Thinking“Mountain of F ire”

Spring 2016


3. Read the section “Silent Volcanoes.” What is an active volcano? Why did people seem to forget that Mount St. Helens was active?

4. What happened about two months before the Smiths’ trip? How did people respond?


Name: ____________________________________________ Date: ________________

Think About It! p. 2


Spring 2016


5. What did the Smiths do right after the eruption? Why was it difficult?

6. How did the eruption continue to affect the Smiths after they were rescued?


Name: ____________________________________________ Date: ________________



Spring 2016


Critical-Thinking Question (a big question about the whole article):

7. Why do you think the title of the article is “Mountain of F ire”?

Name: ____________________________________________ Date: ________________



Spring 2016

Name: ____________________________________________ Date: ________________

Comprehension Skills“Mountain of Fire”

Spring 2016

Nonfiction Reading Kit



Cause (why something happened) Effect (what happened as a result)

After the 1850s, Mount St. Helens didn’t erupt for many years.

Many people, including the Smiths, thought it was safe to live and work near the volcano.

Mount St. Helens rumbled a bit a few months before the Smiths’ camping trip. But then it quieted down again.

(Hint: As a result, where were the Smiths on May 18, 1980?)

The Smiths heard a loud roar and the air became searing hot. They were terrified.

Tons of ash blew through the air, and the ground was covered with debris. Streams were filled with mud and ash.

(Hint: How did this affect what the Smiths did next?)

The Smiths’ house was destroyed.

The Smiths survived a terrible disaster.

(Hint: How did they feel as a result?)

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Directions: In the chart below, you’ll find causes on the left and effects on the right. Fill in the missing causes and effects, using details from the article. We’ve given you some hints to help you.

I. Featured Skill: Cause and Effect

Use this kit to help you build important reading skills as you explore the nonfiction feature “Mountain of Fire.”

xREMEMBER! A cause is why something happens. An effect is what happens as a result.

Name: ____________________________________________ Date: ________________


Spring 2016

Nonfiction Reading Kit

Directions: Look at the photograph on pages 6 and 7 and read its caption. Then answer the questions below.



II. Text FeaturesxREMEMBER! Text features are the headlines, pictures, captions, maps, and other things on the page that help you understand an article.

1. Which two sections in the story have details that describe what you see in the photo?

a. _____________________________________ and b. ________________________________________

2. Write one detail from each section you listed above that tells you what you’re seeing in the photograph.

a.

b.

3. How does seeing the picture help you understand what you read?

Name: ____________________________________________ Date: ________________


Spring 2016

Nonfiction Reading Kit x© 2016 Scholastic Inc. Teachers may make copies of this page to distribute to their students.

Directions: Complete the chart below, explaining the similes from the article in your own words.

REMEMBER! In this article, the author uses similes to help you imagine the Smiths’ experience. A simile compares two things that aren’t usually alike, using the words like or as. Similes can make a text more interesting

to read. Plus, they help you form a picture in your mind.

Simile: My own words:

“All around them, the woods were as quiet as a whisper.” (p. 8)

The woods were very quiet.

“The trees fell quickly, as though they were skinny twigs.” (p. 8)

Find one more simile in the article! Copy it here:

III. Author’s Craft

“Mountain of Fire” QuizDirections: Read the story “Mountain of Fire” in Storyworks Jr.

Then fill in the bubble next to the best answer for each question below.

Short Answer Directions: On a separate sheet of paper, answer the question below in a short,

well-written paragraph. Make sure to use details from the article.

Even though the volcano had shown signs of danger, the Smiths believed it was safe to camp nearby. Why?

1. Which line from the story shows that Mount St. Helens looked beautiful before it erupted? A“It was May 18, 1980.”B“The mountain towered over them.”C“Its peak sparkled with snow.”D“It was a quiet morning.”

2. The photo caption on page 8 helps explain why . . . Athe story is called “Mountain of

Fire.” BMount St. Helens stayed quiet for

years.CMount St. Helens is so tall.Dvolcanoes erupt.

3. Which word means the same thing as searing in the sentence “The air became searing hot, like a huge dragon was breathing fire”? A almostB pleasantly

C slightlyD burning

4. On page 10, why does the author write that a “blizzard of hot ash” followed the eruption? AThe ash was so hot that it felt cold.BThe eruption took place during the

winter.CThe ash fell thick and fast, the way

snow falls during a blizzard.DEric was confused, and he thought it

was snowing.

5. Why did the Smiths build a new house?A Their old house was too small. B A landslide had carried away their

old house.C They wanted to live closer to Spirit

Lake. D They decided to leave Washington

State.

Name: ____________________________________________ Date: ________________

Assessment“Mountain of Fire”

Spring 2016


Close-Reading Questions: Read “The Popsicle-Stick Bridge.” Then go back and reread sections of the story to answer the questions below.

1. In the beginning of the story, why does Cassandra have trouble finding a partner for the bridge-building project?

2. On page 14, what details tell you what Robert looks like? How does this affect what Cassandra thinks of him?


Name: ____________________________________________ Date: ________________

Think About It!

Close Reading & Critical Thinking“The Popsicle-Stick Bridge”

Spring 2016


3. At the bottom of page 14, why does Cassandra think Robert is the “worst Popsicle-stick partner in the world”?

4. In the middle of the story, what does Robert do at lunch? What does this tell you about him?


Name: ____________________________________________ Date: ________________



Spring 2016


5. On page 16, how are Cassandra’s feelings about Robert starting to change? Why?

6. On page 17, why does Cassandra decide that she not only has “the best Popsicle-stick partner in the world, but the nicest one too”?


Name: ____________________________________________ Date: ________________



Spring 2016


Critical-Thinking Question (a big question about the whole story):

7. At the end, why does Cassandra ask to sit next to Robert, even though she could sit at the girls’ table? How has she changed?

Name: ____________________________________________ Date: ________________



Spring 2016



Directions: Answer the questions in the left-hand column to compare Cassandra at the beginning of the story with Cassandra at the end.

I. Featured Skill: How a Character Changes

Use this kit to help you build important reading skills as you dig into the fiction story “The Popsicle-Stick Bridge.”

Name: ____________________________________________ Date: ________________

Comprehension Skills“The Popsicle-Stick Bridge”

Spring 2016

Fiction Reading Kit

Sum It Up! Write one or two sentences to explain how Cassandra changes from the beginning of the story to the end.

At the beginning At the end

1. Does Cassandra have a good friend at school? Why or why not?

2. How does Cassandra feel about working with Robert? Why?

3. What does Cassandra think about sitting at the boys’ table at lunch?

4. What does Cassandra think she has in common with Robert?

Name: ____________________________________________ Date: ________________


Spring 2016

Fiction Reading Kit



xREMEMBER! The plot of a story is made up of the events that happen from the beginning to the end. In most stories, a problem comes up, it gets more

complicated, something exciting or important happens, and the problem is solved.

II. Plot

Directions: Answer the questions in each part of the roller coaster to identify the different parts of the plot in “The Popsicle-Stick Bridge.”

1. Introduction In the beginning,

what problem comes up for

Cassandra?

5. Conclusion How has Cassandra’s problem been solved?

2. Rising Action What are three

things that happen between

Cassandra and Robert?

4. Falling Action What does Cassandra think and do after the exciting part?

3. Climax What is the most exciting part of the story?

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1

1.

2.

3.

4.

5.

Name: ____________________________________________ Date: ________________


Spring 2016

Fiction Reading Kit


xDirections: In parts I and II of this Reading Kit, you explored what happens in the plot of the story and how Cassandra changes. Think about what you wrote in order to answer this question:

REMEMBER! The theme of a story is the big idea or lesson that you learn from it.

III. Theme

What big lesson does Cassandra learn in “The Popsicle-Stick Bridge”?

(Hint: This is not what she learns about Robert, but what she learns overall about making friends.)


Close-Reading Questions: Read The Lion and the Mouse. Then go back and reread scenes from the play to answer the questions below.

1. In Scene 1, what does Tiny want her parents to know about her?

2. In Scene 2, Owl tries to catch Tiny. How does Tiny escape? How does she escape from the crocodiles? From Cobra?


Name: ____________________________________________ Date: ________________

Think About It!

Close Reading & Critical ThinkingThe Lion and the Mouse

Spring 2016


3. In Scene 3, Mama Crocodile whispers to her children, “No fighting, or you’ll scare away your dinner.” What does she mean?

4. In Scene 4, why does Lion decide to let Tiny go rather than eat her?


Name: ____________________________________________ Date: ________________



Spring 2016


5. In Scene 5, after she describes everything she’s been through, Tiny says, “Father, maybe I’m not as capable as I thought.” What does she mean?

6. In Scene 7, why does Tiny help Lion escape from the hunters’ trap?


Name: ____________________________________________ Date: ________________



Spring 2016


Critical-Thinking Question (a big question about the whole story):

7. In Scene 7, Tiny is able to rescue Lion and says, “Sometimes even the smallest can help the strong.” What does this mean?

Name: ____________________________________________ Date: ________________



Spring 2016

The Lion and the Mouse QuizDirections: Read the play The Lion and the Mouse in Storyworks Jr.

Then fill in the bubble next to the best answer for each question below.

In the play, Tiny keeps saying, “You’d be surprised at what I can do.” How is Lion surprised? What does he learn?

Short Answer Directions: On a separate sheet of paper, answer the question below in a short,

well-written paragraph. Make sure to use details from the play.

1. In the first scene, Tiny tells her parents that she can handle going into the jungle to help find food. What is one reason she gives? AShe’s loud and can scare away other

animals.BShe is fast and can escape danger.CShe’s not as small as she looks.DShe can turn herself into a huge

monster.

2. In the jungle, Tiny escapes from

several creatures. You can conclude that being __________ helps her escape. Amean and nastyBtricky and quick-talkingCsmall and lightDgray and furry

3. In Scene 4, Lion captures Tiny but then sets her free. Which line from the play best explains why he lets her go? A“If nothing else, you are entertaining.”B“Do you not know I am a carnivore?”C“You are no bigger than my front

tooth.”D“I eat only meat.”

4. Which word means the same thing as ferocious in the sentence “But no one comes to the aid of the ferocious beast”? A frightenedB huge

C loudD fierce

5. In Scene 7, Tiny helps Lion escape from the hunters’ trap. This tells you that she . . .A keeps her promises. B likes to chew on rope.C is scared of Lion. D dislikes hunters.

Name: ____________________________________________ Date: ________________

Assessment“The Lion and the Mouse”

Spring 2016


Name: ____________________________________________ Date: ________________

Word Practice

Vocabulary“The History of Yum”

Spring 2016


Before Reading: Below are five words from “The History of Yum,” along with the sentences they’re in and their meanings. You’ll find them in bold in the article. Preview their meanings here. Put a star (✱) next to the words that are new to you.

______ 1. exposition: “The fair was called the Columbian Exposition.” (p. 18) Meaning: a public show of products, like inventions or artworks

______ 2. exhibition: “From the moment Hershey entered the exhibition hall, he noticed a great smell that filled the air.” (p. 18) Meaning: a public display of art, historical objects, or other items

______ 3. source: “Finally, he found the source of the wonderful smell.” (p. 19) Meaning: where something comes from

______ 4. determined: “On that day in Chicago, in 1893, Milton Hershey was determined to become the first American chocolate maker.” (p. 20) Meaning: sure to do something; unwilling to give up

______ 5. satisfied: “But Hershey wasn’t satisfied.” (p. 20) Meaning: pleased that enough has been done

Word Dive! Which two words above mean almost the same thing?

a. __________________________________________ b. ___________________________________________

Besides their meaning, how else are these words alike?


Name: ____________________________________________ Date: ________________

Word Practice, p. 2

Vocabulary“The History of Yum”

Spring 2016

After Reading: Complete each sentence below, checking to be sure it makes sense.

1. Mira practices piano for two hours every day because she is determined to

2. At the end of the year, the fifth-grade art class gets to put on an exhibition where they

3. My aunt took me to see an amazing exposition of

4. After Jordan won a gold medal in the 100-meter dash, he was finally satisfied that

5. Amelia discovered that the source of her stomachache was



Close-Reading Questions: Read “The History of Yum” and “When Chocolate Tasted Yucky.” Then go back and reread sections of the articles to answer the questions below.

1. Reread the first section of “The History of Yum.” What time and place are described?

2. Reread the section “A New Kind of Treat.” What was new about chocolate when Milton Hershey first smelled it?


Name: ____________________________________________ Date: ________________

Think About It!

Close Reading & Critical Thinking“The History of Yum”

Spring 2016


3. In the section “Secret Recipe,” why did Hershey want to learn how to make chocolate?

4. At first, Hershey wasn’t happy with the way his chocolate tasted. What did he and his team do to improve it?


Name: ____________________________________________ Date: ________________



Spring 2016


5. Reread the first section of “When Chocolate Tasted Yucky.” What did a popular chocolate treat taste like long ago?

6. In “A Healthy Treat?,” why did people drink bad-tasting chocolate? Can you think of a bad-tasting item people eat or drink today for the same reasons?


Name: ____________________________________________ Date: ________________



Spring 2016


Critical-Thinking Question (a big question about both articles):

7. How was the ancient chocolate drink different from the chocolate Hershey made popular?

Name: ____________________________________________ Date: ________________



Spring 2016


Close-Reading and Critical-Thinking Questions: Read “April Rain Song.” Then go back and reread lines of the poem to answer the questions below.

1. What are some examples of the rain doing things people do?

2. Which lines describe the way rain feels as it touches you? Which lines describe the way rain sounds?


Name: ____________________________________________ Date: ________________

Think About It!

Close Reading & Critical Thinking“April Rain Song”

Spring 2016


3. What mood, or feeling, does the poem create? Which words add to this mood?

Name: ____________________________________________ Date: ________________


Close Reading & Critical Thinking“April Rain Song”

Spring 2016


Directions: Read the article “Should a Tiger Be Your Pet?” on page 28 of the Spring 2016 issue of Storyworks Jr. Fill in the chart on page 29. Then follow the steps below to write an opinion essay.

Step 1: Choose Your Side

An opinion essay is all about expressing a view and backing it up with supporting evidence, or details. So the first step is to decide what you think. Should we own exotic pets? Check (✔) the box next to the point of view you will support in your essay.

❑ Yes! They don’t scare me. ❑ No! They’re too dangerous.

Step 2: Write an Introduction

The introduction is where you tell your readers what your essay is going to be about. In an opinion essay, it’s where you grab the readers’ attention and state your opinion. Start with a catchy sentence about the topic. (Example: Did you know that about 17 million Americans own exotic pets?) Then state your opinion on whether we should own exotic pets. You may use the sentence you wrote at the bottom of page 29.

Your Introduction:


Name: ____________________________________________ Date: ________________

Write an Opinion Essay

Opinion Writing“Should a Tiger Be Your Pet?”

Spring 2016


Name: ____________________________________________ Date: ________________

Write an Opinion Essay, p. 2

Opinion Writing“Should a Tiger Be Your Pet?”

Spring 2016

Step 3: Find Your Supporting Evidence

You’ve already done most of this on page 29! Copy the reasons you listed for the side you’re taking. Include any extra details you find in the article to support your reasons.

Reason 1:

Reason 2:

Reason 3:

Step 4: Write a Conclusion

The last paragraph of your essay is your conclusion. Write one or two sentences that restate your main idea.

Your Conclusion:

Now, on a separate sheet of paper, copy what you’ve written here to create your opinion essay.


Directions: Read the infographic on page 32 of the Spring 2016 issue of Storyworks Jr. Then complete the activity below to help you write a letter explaining why avocado bubble gum could be a great idea.

1. Read the headline and the text below it, and look at the central image of the infographic. Then read the prompt in the Think and Write box. What will you explain in your letter to your boss?

Use your answer to write an opening sentence for the letter, introducing your main idea.

2. Look at the four orange word bubbles that surround the avocado. Read the text and look at the images under each one. Use this information to write four sentences supporting your main idea.

Sentence 1:

Sentence 2:

Sentence 3:

Sentence 4:


Name: ____________________________________________ Date: ________________

The Great Avocado

Main Idea and Supporting Details“Avocado Bubble Gum?”

Spring 2016


3. Look over the whole infographic again. Write a concluding sentence that summarizes your ideas.

4. Now you’re ready to write your letter! Make sure to include your main idea, your four supporting details, and your concluding sentence to explain to your boss why the Yummy Gummy Bubble Gum company should make avocado bubble gum.

Name: ____________________________________________ Date: ________________

The Great Avocado, p. 2

Main Idea and Supporting Details“Avocado Bubble Gum?”

Spring 2016

Spring 2016 Activities and Quizzes Answer Key


7. The article describes the eruption of Mount St. Helens. When the volcano erupted, the air became burning hot and smoke poured out of the volcano. It must have seemed like it was on fire. Also, the caption on page 8 says that Native Americans called it Louwala-Clough, which means “mountain of fire.” (inference)

Comprehension Skills“Nonfiction Reading Kit” I. Cause and Effect

Effect 2. The Smiths were camping near Mount St. Helens. Their dad thought the danger had passed. Cause 3. Mount St. Helens erupted with incredible power. Effect 4. The Smiths started a difficult, scary hike away from the mountain. There was no clean water, so they were very thirsty. Cause 5. The eruption caused a landslide. Effect 6. At first the boys missed their home and were scared, but later they were happy they survived.

II. Text Features 1. a. “The Terror Begins” b. “Warning Signs” 2. a. “Then he saw a huge gray cloud above.” b. “The roar was from the ash, melted rock, and ice

being blasted into the sky.” 3. Answers will vary but should be similar to: The

picture shows how huge the gray cloud erupting from the volcano was. The cloud also looks powerful. Seeing it helps you understand how the eruption killed everything nearby, and how scared the Smiths must have been.

Vocabulary“Mountain of Vocabulary” A. Answers will vary. B. Answers will vary. C. 1. searing 2. disastrous 3. debris

Close-Reading & Critical-Thinking “Think About It!” 1. The Smiths were enjoying nature together. They

went hiking and snuggled in their tent under the stars. All was quiet. (summarizing)

2. Eric saw a huge gray cloud. He also saw 500-year-old trees fall down. He heard a cracking noise and a loud roar. He felt light, hot rocks fall on his head, the ground shake, and the air become hot. (sensory details)

3. An active volcano is one that can erupt. Mount St. Helens had not erupted since the late 1850s, so people didn’t pay attention to its possible danger. (vocabulary/cause and effect)

4. Earthquakes rumbled below Mount St. Helens, and pilots saw smoke coming from its peak. The police told people to stay away from the mountain. But when nothing else happened, people—like the Smiths—thought it was safe to go back. (cause and effect)

5. They started walking out of the forest. It was difficult because there was so much ash and mud.The ground burned their feet, and they didn’t have water to drink. (sequence)

6. The eruption had destroyed the Smiths’ house. Eric and Adam were afraid to play outside at first. But later they were thankful to have survived. (cause and effect)

Nonfiction: “Mountain of Fire,” p. 6

Spring 2016 Activities and Quizzes Answer Key, p. 2


Nonfiction: “Mountain of Fire,” p. 6, cont’d. III. Author’s Craft 1. My own words: The trees fell quickly. They weren’t

strong compared with the volcano’s eruption. 2. One more simile: Answers may include: “They

felt light, like hot Ping-Pong balls”; “The air became searing hot, like a huge dragon was breathing fire”; “They looked like ghosts floating through a ruined land.”

3. My own words: Answers will vary.

Assessment“Mountain of Fire” Quiz 1. C (interpreting text; R.1) 2. A (text features; R.5) 3. D (vocabulary; R.4) 4. C (figurative language; R.4) 5. B (cause and effect; R.3) 6. By the time the Smiths went camping, the volcano

had stopped showing signs of danger. They thought it was safe. Also, they had lived near Mount St. Helens for years without an eruption, so they probably didn’t think the beautiful mountain could do them any harm. (cause and effect; R.3)

Fiction: “The Popsicle-Stick Bridge,” p. 12Close-Reading & Critical-Thinking “Think About It!” 1. Her best friend has moved away, and everyone else

pairs up quickly before she has a chance to find a partner. (key details)

2. The story says that Robert had something purple and crusty on his mouth, probably grape jelly. This makes Cassandra think he’s yucky. She would rather not work with him. (cause and effect)

3. She doesn’t like the bridge they have made. She sees that her classmates’ bridges are taller or longer than theirs, and she thinks those bridges are better. You can also infer that she would rather have a popular girl, like Marcy, as a partner. (inference)

4. He sees that Cassandra doesn’t have a place to sit down, so he moves over to make room for her. This tells you that he is thoughtful of others. (character)

5. Cassandra is starting to realize that Robert is a nice kid. He helps her rescue worms and seems to understand why she’s doing so. Cassandra feels less lonely with Robert. (how character changes)

6. Robert actually designed the best bridge in the class, but he still gives Cassandra credit. He says Cassandra was “a really good gluer.” She sees that he is a kind person and a good friend. (inference)

7. Cassandra realizes that Robert is a good friend, so she wants to sit with him. Cassandra no longer sees Robert just from the outside, with his messy face. She sees his kind inside, and she has discovered that they have a lot in common. (how character changes)

Comprehension Skills“Fiction Reading Kit” I. How a Character Changes

1. At the beginning: Cassandra doesn’t have a good friend at school because her best friend, Mackenzie Martin, moved away. At the end: Cassandra does have a good friend. She has discovered that Robert is a kind person, and they have a lot in common.

2. At the beginning: Cassandra dreads working with Robert. He seems strange and messy, and she thinks his bridge design is bad. At the end: Cassandra is very happy that she worked with Robert because their bridge won the class contest. Robert shows how nice he is by sharing the credit with Cassandra.

3. At the beginning: Cassandra can’t believe she’s sitting next to Robert at the boys’ lunch table. She wishes there was space to sit with the girls.



Fiction: “The Popsicle-Stick Bridge,” p. 12, cont’d.

Paired Texts: “The History of Yum,” p. 18

At the end: Cassandra wants to sit at the boys’ table. She chooses to sit next to Robert rather than sitting at the girls’ table.

4. At the beginning: Cassandra doesn’t think she has anything in common with Robert. At the end: Cassandra realizes they both find April Lee too loud, they like to do things such as rescue worms, and they like each other’s company.

Sum It Up! At the beginning of the story, Cassandra doesn’t want to work with Robert and she thinks bad things about him even though she doesn’t know him well. By the end, she has learned not to judge him on how he looks or seems at first.

II. Plot 1. Cassandra gets stuck with Robert as her partner

because all the girls pair up with other partners.

Vocabulary“Word Practice” Word Dive: exposition, exhibition Both of these words start with the prefix ex- and end with the suffix -tion. After Reading: Answers will vary.

Close-Reading & Critical-Thinking “Think About It!” 1. The story begins in 1893, at a huge fair in Chicago

called the Columbian Exposition. (setting) 2. Almost no one in the U.S. had tasted chocolate at the

time. It was mostly for rich people and made in other countries, like Switzerland and France. (main idea)

3. No one was making chocolate in the U.S., and he wanted to be the first. (key detail)

2. Robert leads them to build a bridge that Cassandra thinks is terrible. They sit together at lunch and agree that April is too loud. They rescue worms together.

3. As Miss Juniper adds weights to their bridge, it holds up and they break the class record.

4. Cassandra thinks she has a great Popsicle-stick partner, and she asks to sit next to Robert at lunch.

5. Cassandra has made a new friend.

III. Theme Answers will vary but should be similar to: Cassandra learns that sometimes people make

better friends than you expect. Once you get to know someone, they might turn out to be a good friend; you can’t tell by how they seem on the outside.

4. They worked hard to figure out how to make milk chocolate. They couldn’t get the recipe from Swiss chocolate makers, so they experimented until they got it right themselves. (cause and effect)

5. It tasted terrible, like spicy dirt. (main idea) 6. They thought it would make them smarter and

stronger. Answers will vary; students might name certain vegetables they think taste bad but are good for you. (cause and effect)

7. The ancient chocolate drink tasted terrible, but people drank it because they believed it was good for them. Hershey’s chocolate tasted delicious, and people ate it for pleasure. (compare and contrast)



Play: The Lion and the Mouse, p. 22

Debate: “Should a Tiger Be Your Pet?,” p. 28

Poem: “April Rain Song” p. 30

Close-Reading & Critical-Thinking “Think About It!” 1. She wants her parents to know that she’s brave

and fast and isn’t afraid of a dangerous situation. (character)

2. Tiny escapes from Owl by slipping into a small crack in the earth. She dives into the water to escape from the crocodiles. She leaps into the air and runs away from Cobra. (plot)

3. Mama Crocodile is telling her children that if they keep fighting, they’ll make so much noise that Tiny will hear them and run away. Then they won’t be able to eat her. (inference)

4. Lion sets Tiny free because she makes him laugh. The idea that a tiny mouse could help a strong lion is very funny to him. (character’s motivation)

5. Tiny wonders whether she really isn’t able to take care of herself in the jungle, because she almost got eaten so many times. (vocabulary)

6. In Scene 4, Tiny had promised Lion that she would do him a big favor one day if he let her go. This is her chance to return the favor. (character’s motivation)

Opinion Writing“Write an Opinion Essay”Answers will vary. See page T15 in the Teacher’s Guide.

7. No one expected a little mouse like Tiny to be able to save a big, powerful creature like Lion. But even those who are small can sometimes help those who are bigger than they are. This is the moral, or lesson, of the fable. (moral)

AssessmentThe Lion and the Mouse Quiz 1. B (character; R.3) 2. C (inference; R.1) 3. A (text evidence; R.1) 4. D (vocabulary; R.4) 5. A (character; R.3)

Short Answer: Answers will vary but should be similar to: Lion is surprised that Tiny was able to help free him when he was trapped by the hunters. He learns that just because Tiny is a small mouse, it doesn’t mean she isn’t able to help a big, strong creature like Lion. (how character changes; R.3)

Close-Reading & Critical-Thinking “Think About It!” 1. Examples include kiss, sing a lullaby, and play a little

sleep song. (personification) 2. Lines 1-4 describe the way rain feels. Lines 5-6 and

11-13 describe the way rain sounds. (sensory details) 3. The poem creates a calm and joyful mood. Words

might include kiss you, sing you a lullaby, plays a little sleep song, and I love the rain. (mood)


Infographic: “Avocado Bubble Gum?,” p. 32Main Idea and Supporting Details“The Great Avocado”Answers will vary but should be similar to: 1. I will explain why I think it would be a great idea to

make avocado bubble gum. Opening sentence: I think people would really like chewing avocado-

flavored bubble gum. 2. Sentence 1: Food flavored with avocado is becoming more

popular, like avocado-flavored Doritos in Japan. Sentence 2: Avocados are nutritious and have more protein than

fruits such as apples and bananas.

Sentence 3: Avocados are green, and that color helps people feel

relaxed. Sentence 4: People already love fruit-flavored gum. 3. Because so many people like avocados, I think our

avocado bubble gum would be very popular. 4. Answers will vary.

hello, dear teachers!

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