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teach@homeDaily Lessons & Activities

for K-5 Students

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teach@homeDaily Lessons & Activities

for K-5 Students

Use este paquete de actividades para ayudar a los niños a practicar sus habilidades de lenguaje en inglés.

Para lecciones en video y recursos adicionales, visite hand2mindathome.com

Día Tema Páginas

Día 1 Antónimos 2–3

Día 2 Antónimos 4–5

Día 3 Resumir una Historia 6–8

Día 4 Resumir una Historia 9–11

Día 5 Orden Adjetivo/Adjectivo 12–13

Actividades de Lenguaje en Inglés

Grado 4, Semana 4Antónimos, Resumir una Historia & Adjetivos

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© hand2mind, Inc. hand2mind.comGrade 4 Literacy, Week 4,

Día 1Encuentra el antónimo de la palabra en negrita.

Cada antónimo en la banco de antónimos se usará una vez.

Oración Antónimo

“Ew!” Marie yelled after taking a bite of pizza. “That pizza is terrible!”

Jonah is about to begin the test. He takes out his pencil and his eraser to get ready.

The lion’s mother watched over the young cub.

“That mountain is humongous!” I said as we drove past the national park. “It is bigger than anything I’ve ever seen.”

My mom is feeling ill. She has a fever, a cough, and is very tired.

My dog, Ruff, was so joyous when I gave him a treat. He wagged his tail and barked.

It is important to be silent during the movies.

Our kitten was tiny when we first got her. She was only 8 pounds.

Banco de antónimos

finish unhappy healthy fantastic noisy old tiny giant


Día 1 (continuación)Lee las oraciones. Luego, escribe un antónimo

para las palabras en negrita.

1. Sammi is the speediest runner on the team. She always finishes first in her races.

Antonym:

2. The mall opens every morning at 8am.

Antonym:

3. It is so chilly during the winter.

Antonym:

4. I like to study for tests alone. I sit in my bedroom, close the door, and turn on my music.

Antonym:

5. The ancient diner down the street has been in business for over 300 years.

Antonym:

6. The bell rings 5 minutes before the school day starts.

Antonym:

7. Tim is very kind. He always shares his lunch with me.

Antonym:

8. “That test was so simple,” I told my sister after school. “I knew all of the answers!”

Antonym:

9. When Juan is on the other side of the playground, I need to shout very loudly for him to hear me.

Antonym:

10. I spent 3 hours this morning putting away my clothes and toys. Now, my room is very tidy.

Antonym:


Día 2Escribe una nueva oración que use un antónimo

de la palabra en negrita.

1. My mom keeps the cookies on the highest shelf in the kitchen so that my younger brother can’t reach them.

2. I cry and cry after our team loses the soccer game because I am miserable.

3. Liam’s house is at the end of the street.

4. It is my job to take out the garbage every morning.

5. I enjoy leaping over the puddles when it rains.


Día 2 (continuación)Escribe un antónimo para cada palabra.

Luego, escribe una oración usando el antónimo.

1. large

Antónimo:

Oración:

2. begin

Antónimo:

Oración:

3. buy

Antónimo:

Oración:

4. noisy

Antónimo:

Oración:

5. awake

Antónimo:

Oración:


Día 3 Lee la historia. Luego, responde las preguntas

de la página siguiente.

Mika loved Saturdays because it was her family’s traditional weekend activity to make sushi together. She pulled the nori sheets out of the cupboard and then opened the fridge to gather the rest of the ingredients. She found a bowl of sticky rice but couldn’t find the other ingredients.

“Mom!” Mika called. “Where’s the fish for the sushi?”

Mika’s dad suddenly started frowning and looked very guilty. “I’m sorry, I ate it last night,” he said softly. Mika groaned.

“We don’t have enough time to go shopping for more ingredients before Grandma and Aunt Aiko get here,” Mika said, frustrated.

“Our only option is to be creative and think outside the box,” Mom suggested.

Mika flipped through a sushi recipe book for inspiration. After about the fourth or fifth page, she saw it. “Eggs and cream cheese, Mom,” she said, surprised. “We can use those in the sushi—see, it shows it right here—and we have both in the fridge!”

Mika quickly grabbed the ingredients out of the fridge, cooked the eggs into thin omelets, and sliced up the cream cheese. Then, they all began assembling the sushi.

“We’re here!” Grandma and Aunt Aiko called out as they entered the house.

Mika breathed a sigh of relief as she looked over their perfect sushi. Sushi Saturday was going to be even better than ever. After all, who didn’t love eggs, cream cheese, rice, and seaweed?


Día 3 (continuación)

1. Who are the characters in the story?

2. Where does the story take place?

3. What does Mika want to do?

4. What problem does Mika have?

5. What does Mika do to solve the problem?

6. How does the story end?


Día 3 (continuación)Crea un esquema de una historia respondiendo las preguntas de

abajo. ¡Guarda este papel!—¡Vas a escribir la historia en la página 11!



3. What do the characters want to do?

4. What problem do the characters have?

5. What do the characters do to solve the problem?



Día 4Lee la historia. Luego, responde las preguntas

de la página siguiente. Gabby examined the plans for her car for the thousandth time. “Edison did say it took him a thousand tries to make a light bulb, so 1,000 must be the lucky number,” she thought, laughing. But when Gabby flipped the switch, the car didn’t budge.

When Dad pulled in to the garage, Gabby felt like just turning over the project to him. After all, he was the real engineer in the family.

“How did it go today?” Dad asked. “Any success?”

Gabby grumbled, “No.”

Dad patted her on the shoulder and said, “Why don’t you step away from it for a little while and come back when your mind is fresh?”

Gabby agreed to Dad’s suggestion since, after all, the car wasn’t moving anywhere with her just staring at it. That evening, as she flipped through TV stations after dinner, she suddenly had a burst of revelation, as if a light bulb had illuminated in her head.

“Dad!” she exclaimed, dashing back to the work table. “The wires are just in the wrong place!” She quickly made a few changes and flipped the switch, and the car sped across the counter at full speed.

“Looks like this car didn’t take 1,000 tries,” she said, laughing. “It took 1,001!”


Día 4 (continuación)



3. What does Gabby want to do?

4. What problem does Gabby have?

5. What does Gabby do to solve the problem?



Día 4 (continuación)Escribe una historia basada en tus respuestas

a las preguntas de la página 8.


Día 5Escribe una oración usando cada adjetivo de abajo.

1. favorite

Oración

2. calm

Oración:

3. brilliant

Oración:

4. wonderful

Oración:

5. shiny

Oración:

6. fresh

Oración:


Día 5 (continuación)Encierra los adjetivos que están en el orden

correcto para cada oración.

1. My dad drives _______________ car. a. a humongous, old b. an old, humongous

2. I live in the ________________ building down the street. a. French, steel b. steel, French

3. Mark is eating all the________________ strawberries. a. juicy, red b. red, juicy

4. Francie is writing ________________ tale about lions. a. an exciting, new b. a new, exciting

5. ________________ sister will graduate from college by May. a. My brilliant, adventuring b. My adventuring, brilliant

Completa cada oración con el orden correcto del adjetivo.

1. My____________________________ (Italian, favorite) place sold me a delicious cheese pizza yesterday.

2. During pottery class, I made a ________________________ (clay, round) bowl.

3. The _______________________ (three, young) raccoons climbed into the trash can.

4. My dad carefully paints the ______________________ (wooden, old) house.

5. Zeke ate the ________________________ (delicious, entire) dessert before I got home from soccer practice.

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