Dear Families,...Keep Your Smile Bright! Take good care of your teeth by following these steps: 1....

Dear Families, The following packet is filled with a variety of 5th and 6th grade skill activities in a variety of subject areas. There are some activities in here that might feel quite easy, and there are also some activities that might prove to be a bit challenging. Just do the best you can, and work through as much of the packet as you are able. Remember that these activities are for practice and engagement and will not be graded. There are answer keys to worksheet questions in the back of the packet, but you will first want your child to check math problems with a calculator to practice their self-checking and correcting skills. In addition to these packets, please try to have your child spend some time journaling each day(1-2 pgs.). They can focus on describing their thoughts, feelings, and community experiences every day. If they want to write even more, they can try writing a short story and/or an informational essay. These writings could be shared with their class later. Warm Regards, Mr. Dow Mr. Hinzman Mr. Powers Mrs. Dunavin Ms. Finnell Ms. Graves Ms. Keller

The Double Agent Who Helped America Win the Revolution

On October 19, 1781, the American colonists won the battle of Yorktown, Virginia. The British surrendered. The long war was over, and the United States would become its own nation. The major players in the Yorktown battle are well known: General Cornwallis for the British and General Marquis de Lafayette for the Americans. Yet a man whom many Americans have never even heard of worked as a double agent for both sides and is one of the biggest reasons that the Americans won.

James, an enslaved black man, had heard that he could be freed from slavery by fighting for the colonists. When James decided to help the American cause, he was introduced to General Lafayette.

Lafayette decided to have James act as a spy. James dressed in torn, old clothing and walked into Cornwallis’s camp. He stated that he was a runaway slave and said that if the British would hide him, he would help the British troops find their way around and gather food. Cornwallis agreed but paid almost no attention to James in the days that followed. He discussed battle plans in front of James and left maps lying around where James could see them. Cornwallis completely underestimated James. When James would go out to search for food, he would secretly meet with Lafayette and pass information.

One day, Cornwallis thought of a new task for James: spying for the British! James agreed. What really happened was that James took true information to the American general and brought back confusing and misleading information to the British general. This was extremely dangerous. If American troops had caught James carrying information to the British, they would have killed him. If the British had found out what James was doing, they also would have killed him. James risked his life as a double agent for a year.

Before the battle of Yorktown, James gave the British incorrect information about the Americans’ plans and the number of soldiers they had. Meanwhile, the Americans had accurate information about the British and their plans. This helped the Americans to trap the British and force them to surrender.

Some time after the war, James was released from slavery. He took the last name Lafayette, bought a farm, and lived there until his death in 1830.

This painting portrays the surrender of British General Cornwallis to the Americans in October 1781. The information gained by James Lafayette helped lead to this victory for America.

Nonfiction Text

Main Idea and Details

© Evan-Moor Corp. • EMC 2425 • Reading Comprehension Fundamentals 9

Name

The Double Agent Who HelpedAmerica Win the Revolution

The main idea is the most important idea in a text. Supporting details give more information about the main idea.

It is important for you to be able to identify the main idea and supporting details in an informational text. Ask these questions as you read:

Does the title provide a clue about what the main idea is?

What details tell more about the main idea?

Does the author provide facts or examples that demonstrate the main idea?

Answer the items about the text you read.

1. Explain how the title confi rms the text’s main idea.

2. Explain James’s role in the Revolution.

3. Write two supporting details from the text.

4. Based on information in the text, explain what a double agent is.

Nonfiction


3

Reading Comprehension Fundamentals • EMC 2425 • © Evan-Moor Corp.10

Name

Answer the items.

1. Explain what a main idea is.

2. Why is it important for an author to support the main idea with details and examples?

3. How does a text’s title confi rm the main idea or relate to it?

Read the paragraph. Then answer the items.

Chess is one of the oldest games in history, and playing it can be a great way to learn to practice patience. It is a board game played between two people. The players take turns moving their pieces, and players can take a number of minutes to think about which piece they want to move and how they want to move it. This means that chess is not usually a fast-paced game, although it is possible for a game to be played quickly. In addition to waiting on your opponent to make a move, you must be patient when it’s your turn. Chess is a game that you win with strategy and thoughtful management of your pieces. Each player has 16 pieces to manage, which can get complicated. You must keep all of your pieces in the game while eliminating your opponent’s. If you want to play a game that requires patience, try chess!

4. What is the text’s main idea?

5. Write one detail the author provides in the text that supports the main idea.

Nonfiction


Review


Name

Text features can be part of a text, a sign, a chart, and other informational sources. Text features tell more about the text or the topic and can help an author emphasize a particular part of the text. These are a few kinds of text features:

the title of the text numbers in a list and bullet points

bold words and headings pictures and captions

Read the text and answer the questions.

Keep Your Smile Bright!

Take good care of your teeth by following these steps:

1. Floss your teeth. You can use fl oss that’s like a long thread or a fl osser pick. Move the dental fl oss between each tooth and on the far side of the last molars, too. Do all the top and bottom teeth. This gets rid of food that’s stuck where your toothbrush can’t reach.

2. Brush twice a day. Always brush after breakfast and before bedtime.

3. Use a soft-bristle toothbrush. Get a new one every 3 to 4 months.

4. Brush for 2 minutes. That’s about as long as it takes to count to 100. (Think “1-one thousand, 2-one thousand, 3-one thousand,” and so on.)

5. Rinse your mouth with mouthwash. Do not swallow it! Spit it out when you’re done.

1. How does the title relate to the subject of the text?

2. Why does the author make some sentences bold?

3. What do the numbers in the text tell you?

1

Nonfiction

Text Features and Visual Information


Name

The Effects of LandslidesThere is nothing funny about a

landslide. It is a serious occurrence that can result in dangerous conditions, including damage to roadways. Understanding what causes landslides may help people avoid them.

A landslide is a huge landmass that slides or rolls down a steep slope. The landslide may consist of thousands of pounds (kilograms) of fast-moving rocks, water, dirt, and debris. The force of a landslide can be powerful enough to demolish a house or break apart a concrete highway. Landslides are extremely dangerous because they can block roadways, which can cause drivers to swerve abruptly to avoid the rocks and chunks of land. Sometimes landslides cause roads to literally break apart.

Thick, wet landslides with a lot of fluid can cause hazardous floods.

A landslide occurs when dirt and rock in the ground become unstable at the top of a scarp, or a steep slope. The following things can cause the ground to become unstable:

• lots of moisture from heavy rain• an earthquake• erosion• volcanic activity

After the ground becomes unstable, gravity makes the landmass flow downward, toward the toe of the slope, which is the lowest point.

As the landslide continues moving, it may pick up speed or gather debris, which adds to the weight and power (and danger) of the landslide.

Perhaps one day, scientists will be able to predict when and where landslides are likely to happen.

Toe

Debris

Scarp

Nonfiction Text



Name

The Effects of Landslides

Text features can help an author convey an important message in few words or help an author emphasize important parts of a text. These are some types of text features: a text’s title, headings, bold or italicized words, numbers in a list, and bullet points.

Visual information shows details about a text’s subject. Visual information is any kind of picture or image and includes the following: illustrations, photos, diagrams, graphs, maps, and captions.

Pay attention to text features and visual information as you read.


1. What does the title tell you about the text?

2. What do the photographs from the text show you about landslides?

3. How could a fl ood caused by a landslide affect a car? Explain how you know.

4. Why are there bullets in the list?

5. Explain how the diagram supports the details provided in the text.

Nonfiction


2


Name

Answer the items.

1. Explain what text features are and what they do in a text.

2. Explain what visual information is.

3. Write four kinds of text features or visual information.

Read the text. Then answer the item.

4. The brown recluse is an easily recognized spider, and that’s a good thing because it has a venomous bite that can be harmful to humans. Here are some tips that can help you identify a brown recluse:

• The color of a recluse is a sandy brown with a darker mark at the center.

• The shape of the recluse’s body is similar to that of a violin.

• The number of eyes of the recluse is six, which is unique to this spider.

• The size of a recluse is a half inch (1.3 cm) in width.

Explain how the text features and visual information help to emphasize important information within the text.

Nonfiction


Review


Name

1

________

2

________

________

Name __________________

Figurative Language:

Adding Music to our Language with SimilesPart 1: Underline the simile in each set. If a set does not contain a simile, write “no simile” on the line that follows.

1. I would really like a bed like the one in that hotel. Sleeping on that bed was like sleeping on a cloud. __________________

2. I like Mom’s chocolate chip cookies better than the oatmeal raisin cookies she makes. Which do you like better? __________________

3. Grandma’s brownie a la mode is like a gift from heaven. She serves it fresh out of the oven, and then tops it with fudge sauce, whipped topping, and nuts. I can’t think of any dessert that I like more! It’s delicious. __________________

4. Most of the time, Jonah’s mom is pretty friendly. However, there were a few times when I spent the night at his house that she was as cranky as a mama bird trying to protect her nest.

__________________

5. When Mrs. Turner announced that Paxton was awarded the lead in the play, Paxton was as thrilledas a person who just found out they won the lottery. __________________

Part 2: Read the passage. Underline each simile you find in the passage.

Living with a two year old brother can be like riding a roller coaster. Sometimes he is an angel, like when he gives me kisses and hugs, and wants to hold my hand when we walk in a store. Other times, he is a complete monster. He gets into my things and turns my room upside-down. He also throws these huge tantrums at least three times a day. For instance, yesterday he was being a turtle when he was trying to zip up his coat. I was afraid I’d be late for school, so I tried to help him by grabbing his zipper and yanking it up to his chin for him. Oh my goodness- was that ever a mistake! His face turned as red as a tomato and he started stomping around the kitchen like an ogre. Mom tells me that I used to be the same way, but I don’t believe her. I would have never acted like that!

Part 3: Write your own similes.

1. The car goes as fast as _______________________________________________________.

2. School is like ________________________________________________________________.

3. My _________ is as ________________ as a ______________________________________.(family member)

4. My friend, _________, is as ________________ as a ________________________________.(name)

5. Any simile using “like” __________________________________________________________

6. Any simile using “as” __________________________________________________________

Name __________________


Adding Music to our Language with MetaphorsPart 1: Underline the metaphor in each set. If a set does not contain a metaphor, write “no metaphor” on the line that follows.

1. My cousin told me that Mr. Jones, our new science teacher, is a drill sergeant. He used to teach at her school. He barks commands at everyone, and he NEVER smiles. ____________________

2. My aunt’s apartment in New York City is a closet. My mom says that if she had to live in that small space, she would go nuts! ____________________

3. Yesterday was one of those days where I just could not get moving. I was a sloth all day long.

________________________

4. My sister should be a mermaid. I think she would live in the water if my mom would let her!

________________________

5. The two fourth grade classrooms couldn’t be more different even though they sit side by side! Mr. Keen’s classroom is an active circus, while Mrs. Tadlock’s classroom is a calm, relaxing spa.

________________________

Part 2: Read the passage. Underline each metaphor you find in the passage.


Part 3: Write your own metaphors.

1. In my opinion, homework is _______________________________________________________.

2. __________ is a ______________________________________________________________.

3. My _________ is a ____________________________________________________________.(family member)

4. My friend, _________, is a ______________________________________________________.(name)

5. ____________________________________________________________________________.

6. ____________________________________________________________________________.

Name __________________


Adding Music to our Language with OnomatopoeiasPart 1: Underline the onomatopoeia in each set. If a set does not contain an onomatopoeia, write “no onomatopoeia” on the line that follows.

1. “I’m afraid to see what the bill from the plumber will be,” Sheila said to her husband. “He clinked and clanked under the sink for over an hour!” ____________________

2. When Mr. Porter informed his class that they had earned the class pizza party for collecting the most food for the Food Bank, the students screeched so loudly that Mr. Porter had to cover his ears. ____________________

3. When my dad snores, it sounds like a train chugging down a railroad track. ___________________

4. I often leave the house when my older sister decides to practice her flute. She’s not very good, and when she hits the wrong note, it sounds awful. ____________________

5. Everyone was in the van, ready to head to school except Josie. Like usual, she was running late because she couldn’t get out of bed that morning. “Try honking the horn,” Mom told Dad. That sometimes gets her moving. ____________________

Part 2: Read the passage. Underline each onomatopoeia you find in the passage.

Sam just couldn’t seem to get his homework done. It should have only taken him about twenty minutes to read the social studies assignment and answer the questions, but here he was working on it nearly two hours after he began. The phone kept ringing off the hook. His mom tried to talk quietly, but hearing the partial conversations only made it harder for Sam to concentrate. The outdoor sounds distracted him, as well. The wail of a passing ambulance, the chirping of birds, the bouncing of the neighbor’s basketball… every tiny sound seemed to beckon him.

“Here, put these headphones on to try to drown out the noise,” Dad suggested.“Good idea,” replied Sam. Within ten minutes, his homework was done.

Part 3: Write your own sentences with onomatopoeias.

1. Use an animal sound. ____________________________________________________________

2. Use a type of transportation. _______________________________________________________

3. A sound from your favorite activity _________________________________________________

______________________________________________________________________________

4. ______________________________________________________________________________

5. ______________________________________________________________________________

Limerick Limerick is a rhymed humorous or nonsense poem of five lines. The Limerick has a set rhyme scheme of: a-a-b-b-a with a syllable structure of: 9-9-6-6-9. Follow the directions for each line below: Line 1: 9 syllables, ending syllable rhymes with ending of line 2 & 5. Line 2: 9 syllables, ending syllable rhymes with ending of line 1 & 5. Line 3: 6 syllables, ending syllable rhymes with line 4. Line 4: 6 syllables, ending syllable rhymes with line 3. Line 5: 9 syllables, ending syllable rhymes with line 1 & 2.

Example #1:

The Test Pilot

A Plane builder needed a pilot, So Bob told the guy, he would try it.

When Bob took to the air, Plane parts fell everywhere.

Bob radioed “where shall I pile it?”

Copyright © 2005 Jim Dupy

Example #2: The Man From Aruba

There once was a man from Aruba, Whose favorite hobby was scuba.

Every day he would wish, He could spear a big fish.

But settled instead for canned tuna. Copyright © 2005 Jim Dupy

Name________________ Grade_____ Homeroom teacher_______________

_________________

___________________________________________________________________________________________________________________________________________________________________________________________________

_________________

________________________________________________________________________________________________________________________________________________________________________

___________________________

_________________

________________________________________________________________________________________________________________________________________________________________________

___________________________

Art Concepts and Skills G�@>0�070809?>�:1�,=?��7490��>3,;0��;,??0=9��?0C?@=0 G�@>0�/=,B492�?::7>�,;;=:;=4,?07D G�/=,B�,�>48;70��>?D74E0/�7,9/>.,;0�@>492�.:9?:@=�7490> G�@>0�>4E0�,9/�?0C?@=0�?:�>3:B�/0;?3� G�@>0�,=?�A:.abulary to discuss personal art work Materials: white construction paper, 9x12; pencils, fine-tipped and ultra-fine tipped black permanent markers; assorted photographs of different landscapes, some in black and white; black construction paper for mounting. Suggested Art Works Ansel Adams landscape photographs. Vincent Van Gogh - Olive Trees in a Mountain Landscape Vocabulary: landscape contour abstract cross-hatching Introduction

G�(,76�,-:@?�?30�8,?308,?4.,7�/01494?4:9>�:1�7ines and line segments. Quickly review and demonstrate different types of straight and contour lines, including parallel, perpendicular, and diagonal lines, thick and thin lines, and closed and open contour lines.

G��,A0�>?@/09?>�/:�,�>8,77�>,8;7492�:1�line drawing techniques, including cross-hatching and scumbling.

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G��1�D:@�,=0�@>492��9>07��/,8>�;3:?:2=,;3>��?,76�,-:@?�?30�/=,8,�created by lighter and darker areas and the crisp lines that define shapes. If using the Van Gogh drawing, ask students to describe the different kinds of lines used in the drawing.

G��C;7,49�?30�,.?4A4?D�-D�8:/07492�,�>48;70�.:9?:@=�/=,B492�:1�,�landscape, using pencil first then tracing over the pencil lines. Add different line treatments to fill in some spaces; use thin and thick lines, parallal lines, and cross-hatched lines. Show how putting lines closer together will create an area of darker value, creating contrast and giving the drawing more interest.

Line Landscape Use contour lines and line patterns to draw a detailed, abstract landscape.

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Line Landscape © Renee Goularte www.teacherspayteachers.com/Store/Renee-Goularte-Share2Learn

Math Connection This activity loosely connects to geometry in its use of various types of lines. Use this activity along with any geometry lessons that use lines to reinforce the difference between lines and line segments.

Art Making G�)>492�;09.47��7423?7D�/=,B�?30�-,>4.�.:9?:@=�7490>�:1�,�7,ndscape. Include tree shapes and

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lines. Erase any visible pencil lines. G��477�>:80�:1�?30�=0>@7?492�>3,pes with lines. Use a combination

of thin and thick lines. Include some crosshatching to create darker areas with more dense texture.

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and leave some of the spaces white. G��?�70,>?�:90�>;,.0�>3:@7/�-0�14770/�B4?3�;,=,7707�7490>� When the drawings are finished, mount on black construction paper and display. Variations If you have the supplies, consider using one other color instead of black; ie., make the drawing all red, all blue, or any dark color. Use colored pencil to shade in just a few shapes or spaces. Discussion: Aesthetic Valuing �,A0�>?@/09?>�7::6�,?�0A0=D:90L>�,=?�B:=6��04?30=�B4?3�,�JB,76�,=:@9/K�:=�-D�/4>;7,D492�?308�,77�together on the B,77��,A0�>?@/09?>�,-:@?�?30�/4110=09?�?0.394<@0>�@>0��?30�A,=40?D�:1�7490>��,9/�invite them to make other observations. �,A0�49/4A4/@,7�>?@/09?>�4/09?41D�B3,?�?30D�?3496�B:=6>�well in their drawing, and what they might change. During the discussion, introduce the term abstract and point out any areas that show distance, either through :A0=7,;;492�:=�B4?3�.3,920�49�A,7@0��,A0�>?@/09?>�149/�other examples of perspective in their own or other students’ art work. Art Reflection Extension �,A0 students use the included Thoughts About My Art worksheet to help them reflect on what is successful about their art work, and what they might have done differently.

California Visual Arts Standards: Line Landscapes © Renee Goularte Gr 2: 1.1, 1.3, 2.3, 4.1, 4.2, 4.3, 4.4 Gr 3: 1.3, 1.5, 2.3, 2.4, 3.3, 4.2 Gr 4: 1.1, 1.2, 2.6, 2.7 Gr 5: 1.2, 1.3, 2.2, 2.4, 2.6, 4.4

Language Arts Integration �,A0�>?@/09?>�@>0�?30>0�7490�drawing techniques to illustrate poetry or stories that they write in class, or to illustrate interesting settings described in books they read.

Super Teacher Worksheets - www.superteacherworksheets.com

The Blue Elephant

What should you do if you find a blue elephant?

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Name: 5-Digit Addition and Subtraction Mix

Add to find the sums or subtract to find the differences. Then, solve the riddle by matching the letters to the blank lines below.

Name: ____________________________________ Multiplication: 2-Digit by 2-Digit

Multiplication

Find the product.

a. 4 7 b. 8 6

x 6 3 x 2 5

c. 9 5 d. 7 8 e. 6 3 f. 5 9

x 7 0 x 3 9 x 4 8 x 9 6

g. 2 4 h. 9 6 i. 8 5 j. 9 8

x 5 7 x 8 6 x 6 2 x 7 4

k. How many seconds are there in 35 minutes?

answer: ________________


http://www.superteacherworksheets.com/

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Sudoku (Level 1)

Fill the grid with the numbers 1 to 9 in such that each number appears only once in each row, column and region (3 by 3 block). Never guess the place of a number and only fill it in when you are sure.

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Answer Key

Wolverines

An author may use a description text structure to write a nonfiction text. In a text with a description structure, the author uses descriptive details, examples, and reasons to support the main idea.

Visual information can demonstrate the descriptive details from the text.


1. What kinds of descriptive details does the text provide about wolverines?

The text describes wolverines’ diet, appearance, habits, behavior, and population.

2. What examples does the author provide to support the idea that wolverines are omnivores? Include an example from the text in your response.

The text provides examples of meats and plantfoods that they eat, such as caribou and berries.

3. What is the reason that wolverines have an important role in their ecosystems?

The text states that wolverines help to lower other animals’ numbers and are a food source, too.

4. How does the visual information support the descriptive details from the text?

The photo shows that wolverines have jaggedteeth and that they look like small bears.

5. Write three descriptive words or phrases from the text that describe wolverines.

humble size aggressive omnivores 6. Do you think that the nickname “skunk-bear” is appropriate to describe wolverines?

Explain why or why not.

Answers will vary.

*

*

*

*

*

*

Nonfiction

Description

2


Name

When an author writes a text with a description structure, the author uses descriptive details, examples, and reasons to support the main idea.


Each year, millions of wildebeests and thousands of zebras leave the Serengeti Plain. They trudge 300 miles (483 km) north to Maasai Mara National Reserve, where there is a wealth of grass. The wildebeest and zebra migration is spectacular to see. Clouds of dust arise from a stampede of bodies zooming forward in unison. From a distance, the migration looks like a carpet made of moving black, white, and brown fibers. The thunderous sound of powerful hooves galloping in harmony is overwhelming. No matter what happens, the herds never slow down or stop. The journey is tiring because the animals have to cross rivers with crocodiles, and at times they must outrun lions and cheetahs that target weak members of the herds. When the wildebeests and zebras reach their destination, they are tired, hot, thirsty, and hungry. They stand and graze together in lush green fields. The adults stay on the outside of the large group, keeping the young near the center for protection.

1. What details does the author provide to support the idea that the journey is challenging?

The animals are tired and hot when the journeyis over. They avoid predators on the journey.

2. Write two descriptive words or phrases from the text that describe the migration.

spectacular to seethunderous sound of powerful hooves

3. What is the reason that the animals do this migration? Use descriptive details from the text.

They want to find a wealth of lush green grass to graze on.

*

*

*

1

Nonfiction

Description


Name

Answer the items.

1. Explain what text features are and what they do in a text.

They are parts of a text that make certain words stand out. They help an author share a messagein few words.

2. Explain what visual information is.

It is an illustration, a photo, or an image that shows details about a text’s subject.

3. Write four kinds of text features or visual information.

bullet points diagrams

photos headings

Read the text. Then answer the item.

4. The brown recluse is an easily recognized spider, and that’s a good thing because it has a venomous bite that can be harmful to humans. Here are some tips that can help you identify a brown recluse:

• The color of a recluse is a sandy brown with a darker mark at the center.

• The shape of the recluse’s body is similar to that of a violin.

• The number of eyes of the recluse is six, which is unique to this spider.

• The size of a recluse is a half inch (1.3 cm) in width.

Explain how the text features and visual information help to emphasize important information within the text.

The picture shows what a recluse looks like. The bulleted list and bold words make the informationeasy to find and to quickly read.

*

*

*

*

Nonfiction


Review


Name

The Effects of Landslides

Text features can help an author convey an important message in few words or help an author emphasize important parts of a text. These are some types of text features: a text’s title, headings, bold or italicized words, numbers in a list, and bullet points.

Visual information shows details about a text’s subject. Visual information is any kind of picture or image and includes the following: illustrations, photos, diagrams, graphs, maps, and captions.

Pay attention to text features and visual information as you read.


1. What does the title tell you about the text?

It tells that the focus of the text is landslides andhow they affect us and our environment.

2. What do the photographs from the text show you about landslides?

They show effects of landslides. They show theeffects that the text describes.

3. How could a flood caused by a landslide affect a car? Explain how you know.

The flood can cause the car to get stuck in the thick, wet mud. A photo shows this happening.

4. Why are there bullets in the list?

Each bullet indicates a different cause for a landslide. The bullets help you read quickly.

5. Explain how the diagram supports the details provided in the text.

The diagram shows the scarp, toe, and debris. It supports the text’s description of a landslide.

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Name

Text features can be part of a text, a sign, a chart, and other informational sources. Text features tell more about the text or the topic and can help an author emphasize a particular part of the text. These are a few kinds of text features:

the title of the text numbers in a list and bullet points

bold words and headings pictures and captions

Read the text and answer the questions.

Keep Your Smile Bright!

Take good care of your teeth by following these steps:

1. Floss your teeth. You can use floss that’s like a long thread or a flosser pick. Move the dental floss between each tooth and on the far side of the last molars, too. Do all the top and bottom teeth. This gets rid of food that’s stuck where your toothbrush can’t reach.

2. Brush twice a day. Always brush after breakfast and before bedtime.

3. Use a soft-bristle toothbrush. Get a new one every 3 to 4 months.

4. Brush for 2 minutes. That’s about as long as it takes to count to 100. (Think “1-one thousand, 2-one thousand, 3-one thousand,” and so on.)

5. Rinse your mouth with mouthwash. Do not swallow it! Spit it out when you’re done.

1. How does the title relate to the subject of the text?

It suggests that you will have a bright smile if you keep your teeth clean because they’ll be whiter.

2. Why does the author make some sentences bold?

The author wants these sentences to stand out because they state important ideas.

3. What do the numbers in the text tell you?

They tell how many steps to follow.

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Answer the items.

1. Explain what a main idea is.

It’s what the text is mostly about or the mostimportant idea in a text.

2. Why is it important for an author to support the main idea with details and examples?

Details and examples help to explain the mainidea further so the reader understands it.

3. How does a text’s title confirm the main idea or relate to it?

The title tells what the text will focus on. It emphasizes or supports the main idea.


Chess is one of the oldest games in history, and playing it can be a great way to learn to practice patience. It is a board game played between two people. The players take turns moving their pieces, and players can take a number of minutes to think about which piece they want to move and how they want to move it. This means that chess is not usually a fast-paced game, although it is possible for a game to be played quickly. In addition to waiting on your opponent to make a move, you must be patient when it’s your turn. Chess is a game that you win with strategy and thoughtful management of your pieces. Each player has 16 pieces to manage, which can get complicated. You must keep all of your pieces in the game while eliminating your opponent’s. If you want to play a game that requires patience, try chess!

4. What is the text’s main idea?

The main idea is that playing chess can help you practice patience.

5. Write one detail the author provides in the text that supports the main idea.

You have to wait for a long time while youropponent takes his or her turn.

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The Double Agent Who Helped America Win the Revolution

The main idea is the most important idea in a text. Supporting details give more information about the main idea.

It is important for you to be able to identify the main idea and supporting details in an informational text. Ask these questions as you read:

Does the title provide a clue about what the main idea is?

What details tell more about the main idea?

Does the author provide facts or examples that demonstrate the main idea?


1. Explain how the title confirms the text’s main idea.

The main idea is that James’s work as a doubleagent is one of the biggest reasons that Americawon the Revolution, and the title states this clearly.

2. Explain James’s role in the Revolution.

He gave America an advantage and helped America win by lying to the British and giving valuable information to the Americans.

3. Write two supporting details from the text.

James saw British maps and heard their plans and met secretly with Lafayette. James told the British false information that they believed.

4. Based on information in the text, explain what a double agent is.

This is a spy who works for two opposing sides.

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The main idea is the most important idea the author wants you to remember from a text. Supporting details give more information about the main idea. Each paragraph within a text has its own main idea.

It is important for you to be able to identify the main idea and supporting details in an informational text.

You are writing about beavers. You want to sort the facts into two paragraphs. Read each paragraph’s main idea. Then, read each supporting detail. Write an X next to each detail to show the paragraph in which it should be included.

Supporting Detail Main Idea for

Paragraph 1:Beavers are great builders.

Main Idea for Paragraph 2:The world’s largest beaver dam is in Wood Buffalo National Park in Alberta, Canada.

Nobody knew about the dam until 2010. XBeavers make dams out of trees and mud. XThe dam is deep in the wilderness. XBeavers chew thin trees until they fall down. XThey drag the logs to the stream or water. XIt was discovered on a satellite photo. XExperts say it took at least 20 years to build. XThey use mud to “glue” the logs together. XBeavers in a single family work together to build and maintain dams. X

Nonfiction


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The main idea is the most important idea in a text. Supporting details give more information about the main idea. Supporting details can be examples, facts, reasons, or pictures. The text’s title can provide a clue about what the main idea is.

Read the paragraphs. Then answer the items.

Secret City

In 1963, a man digging in central Turkey made a surprising discovery. He uncovered part of an underground city known as Derinkuyu. Unlike many other underground cities, Derinkuyu was not buried by an earthquake or avalanche or overwhelmed by lava. Derinkuyu was deliberately built belowground. Archaeologists believe that the people who built the city intended for it to stay hidden. No one knows how or when Derinkuyu was built. A few archaeologists think that it may have been used by people during an ice age and was likely a place where people hid during war. The entrances to the city are hidden inside caves. Each entrance has a massive round stone door. Derinkuyu has 11 levels and could house 20,000 people. People kept animals and supplies there. Because the city has an underground river and access to fresh air, people could live there for months without going above ground.

1. Explain how the title confirms the text’s main idea.

The main idea is that people wanted Derinkuyuto stay hidden. The word “secret” supports this.

2. Write two details from the text that support the main idea.

The city was probably used to hide in wartime.The entrances are hidden inside caves.

3. Why does the author claim that the man’s discovery in 1963 was “surprising”?

It was surprising because nobody knows when exactly the city was built. It has been kept hidden.

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Name

Page 7

Page 15

Page 8

Page 16

Page 10

Page 11 Page 12 Page 14

Page 18

These answers will vary. Examples are given.*


1

________

2

________

________

Name __________________


Adding Music to our Language with SimilesPart 1: Underline the simile in each set. If a set does not contain a simile, write “no simile” on the line that follows.

1. I would really like a bed like the one in that hotel. Sleeping on that bed was like sleeping on a cloud. __________________

2. I like Mom’s chocolate chip cookies better than the oatmeal raisin cookies she makes. Which do you like better? __no simile_______

3. Grandma’s brownie a la mode is like a gift from heaven. She serves it fresh out of the oven, and then tops it with fudge sauce, whipped topping, and nuts. I can’t think of any dessert that I like more! It’s delicious. __________________

4. Most of the time, Jonah’s mom is pretty friendly. However, there were a few times when I spent the night at his house that she was as cranky as a mama bird trying to protect her nest.

__________________

5. When Mrs. Turner announced that Paxton was awarded the lead in the play, Paxton was as thrilledas a person who just found out they won the lottery. __________________

Part 2: Read the passage. Underline each simile you find in the passage.


Part 3: Write your own similes. ANSWERS WILL VARY!

1. The car goes as fast as _______________________________________________________.

2. School is like ________________________________________________________________.

3. My _________ is as ________________ as a ______________________________________.(family member)

4. My friend, _________, is as ________________ as a ________________________________.(name)

5. Any simile using “like” __________________________________________________________

6. Any simile using “as” __________________________________________________________

Name __________________


Adding Music to our Language with MetaphorsPart 1: Underline the metaphor in each set. If a set does not contain a metaphor, write “no metaphor” on the line that follows.

1. My cousin told me that Mr. Jones, our new science teacher, is a drill sergeant. He used to teach at her school. He barks commands at everyone, and he NEVER smiles. ____________________

2. My aunt’s apartment in New York City is a closet. My mom says that if she had to live in that small space, she would go nuts! _______________

3. Yesterday was one of those days where I just could not get moving. I was a sloth all day long. _______________

4. My sister should be a mermaid. I think she would live in the water if my mom would let her!_no metaphor____

5. The two fourth grade classrooms couldn’t be more different even though they sit side by side! Mr. Keen’s classroom is an active circus, while Mrs. Tadlock’s classroom is a calm, relaxing spa._______________

Part 2: Read the passage. Underline each metaphor you find in the passage.


Part 3: Write your own metaphors. ANSWERS WILL VARY!

1. In my opinion, homework is _______________________________________________________.

2. __________ is a ______________________________________________________________.

3. My _________ is a ____________________________________________________________.(family member)

4. My friend, _________, is a ______________________________________________________.(name)

5. ____________________________________________________________________________.

6. ____________________________________________________________________________.

Name __________________


Adding Music to our Language with OnomatopoeiasPart 1: Underline the onomatopoeia in each set. If a set does not contain an onomatopoeia, write “no onomatopoeia” on the line that follows.

1. “I’m afraid to see what the bill from the plumber will be,” Sheila said to her husband. “He clinkedand clanked under the sink for over an hour!” ____________________

2. When Mr. Porter informed his class that they had earned the class pizza party for collecting the most food for the Food Bank, the students screeched so loudly that Mr. Porter had to cover his ears. ____________________

3. When my dad snores, it sounds like a train chugging down a railroad track. ___________________

4. I often leave the house when my older sister decides to practice her flute. She’s not very good, and when she hits the wrong note, it sounds awful. ___no onomatopoeia___

5. Everyone was in the van, ready to head to school except Josie. Like usual, she was running late because she couldn’t get out of bed that morning. “Try honking the horn,” Mom told Dad. That sometimes gets her moving.” ____________________

Part 2: Read the passage. Underline each onomatopoeia you find in the passage.

Sam just couldn’t seem to get his homework done. It should have only taken him about twenty minutes to read the social studies assignment and answer the questions, but here he was working on it nearly two hours after he began. The phone kept ringing off the hook. His mom tried to talk quietly, but hearing the partial conversations only made it harder for Sam to concentrate. The outdoor sounds distracted him, as well. The wail of a passing ambulance, the chirping of birds, the bouncing of the neighbor’s basketball… every tiny sound seemed to beckon him.

“Here, put these headphones on to try to drown out the noise,” Dad suggested.“Good idea,” replied Sam. Within ten minutes, his homework was done.

Part 3: Write your own sentences with onomatopoeias. ANSWERS WILL VARY!

1. Use an animal sound. ____________________________________________________________

2. Use a type of transportation. _______________________________________________________

3. A sound from your favorite activity _________________________________________________

______________________________________________________________________________

4. ______________________________________________________________________________

5. ______________________________________________________________________________

Super Teacher Worksheets - www.superteacherworksheets.comMB

ANSWER KEY

The Blue Elephant

What should you do if you find a blue elephant?

45,678+ 91,234

136,912

P

18,042- 5,952

12,090

H

162,221C

12,090H

9,160E

59,933E

20,139R

55,230H

30,002E

106,885R

41,272U

136,912P !

56,12 7- 897

55,230

H

66,385+ 95,836162,2 21

C

77,889+ 28,996106,885

R

9+ 29,993

30,002

E

15,515+ 25,757

41,272

U 60,008- 7559,933

E

64,007- 43,868

20,13 9

R

38,647- 2 9,4 87

9,160

E

Add to find the sums or subtract to find the differences. Then, solve the riddle by matching the letters to the blank lines below.

5-Digit Addition and Subtraction Mix

ANSWER KEY

Multiplication

Find the product.

a. 4 7 b. 8 6

x 6 3 x 2 5

2, 9 6 1 2, 1 5 0

c. 9 5 d. 7 8 e. 6 3 f. 5 9

x 7 0 x 3 9 x 4 8 x 9 6

6, 6 5 0 3, 0 4 2 3, 0 2 4 5, 6 6 4

g. 2 4 h. 9 6 i. 8 5 j. 9 8

x 5 7 x 8 6 x 6 2 x 7 4

1, 3 6 8 8, 2 5 6 5, 2 7 0 7, 2 5 2

k. How many seconds are there in 35 minutes?

answer: 2,100 seconds


http://www.superteacherworksheets.com/

Multi-Digit Decimal MultiplicationName: Date:

Copyright ©2020 WorksheetWorks.com

( 1 ) .16032.5Ç

( 2 ) 6.8084.4Ç

( 3 ) 5.018.52Ç

( 4 ) 71.262.8Ç

( 5 ) 62.471.5Ç

( 6 ) .94562.2Ç

( 7 ) 4.4537.8Ç

( 8 ) 37.039.3Ç

( 9 ) 32.891.9Ç

(10) 9.9869.8Ç

(11) 8.6944.3Ç

(12) 8.1245.7Ç

(13) 94.681.4Ç

(14) 6.9622.7Ç

(15) 171.1.59Ç

(16) 4.712.79Ç

A N S W E R K E Y

80153 206.40075

27 232272 3229.9552

10 036250 902.60936

570 081425 2199.528

312 35624 793.705

1 891218 9122.08032

35 624311 7134.7334

111 093332 7344.379

296 01328 962.491

79 888898 7497.8628

26 082347 7637.3842

56 868406 2046.3068

378 72946 8

132.552

48 734139 2418.7974

1539 98555

100.949

42 408329 843.72248

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Hinzman, Gary S.

Hinzman, Gary S.

Dear Families,...Keep Your Smile Bright! Take good care of your teeth by following these steps: 1....

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