06 Pathways Gr2 LivingThings AppendixB
Transcript of 06 Pathways Gr2 LivingThings AppendixB
B-2 | Cactus Hotel Unit 3, Week 1, Day 1
Nam
e:
D
ate:
KW
L
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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
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B-4 | Cactus Hotel Unit 3, Week 1, Day 1
Draw the Life Cycle of the
Saguaro Cactus
Name: Date:
Age:
Age: Age:
Age: Age:
Age: Age: ©
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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
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B-6 | Cactus Hotel Unit 3, Week 1, Day 1
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
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Unit 3, Week 1, Day 1 Cactus Hotel | B-7
Descriptive Paragraph Frame: BI can write about nonfiction topics to
explain or inform.
Name: Date:
For example,
That means
Finally,
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B-8 | Cactus Hotel Unit 3, Week 1, Day 2
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.
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Unit 3, Week 1, Day 4 Cactus Hotel | B-9
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
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B-10 | Cactus Hotel Unit 3, Week 1, Day 5
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.
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Unit 3, Week 2, Day 1 Cactus Hotel | B-11
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
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B-12 | Cactus Hotel Unit 3, Week 2, Day 2
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.
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Unit 3, Week 2, Day 3 Cactus Hotel | B-13
My QuestionsI can ask and answer clarifying questions about a presentation.
Name: Date:
Answered by the speaker: yes no
Answered by the speaker: yes no
Answered by the speaker: yes no
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B-14 | Cactus Hotel Unit 3, Week 2, Day 3
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.
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Unit 3, Week 2, Day 3 Cactus Hotel | B-15
Procedural Paragraph: Graphic Organizer
I can write an instructional paragraph.
Name: Date:
Title:
Materials:
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B-16 | Cactus Hotel Unit 3, Week 2, Day 4
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
!! ?..
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Unit 3, Week 2, Day 4 Cactus Hotel | B-17
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
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B-18 | Cactus Hotel Unit 3, Week 2, Day 5
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
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Unit 3, Week 3, Day 1 Cactus Hotel | B-19
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:
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B-20 | Cactus Hotel Unit 3, Week 3, Day 2
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?
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Unit 3, Week 3, Day 2 Cactus Hotel | B-21
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?
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B-22 | Cactus Hotel Unit 3, Week 3, Day 2
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
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Unit 3, Week 3, Day 2 Cactus Hotel | B-23
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!
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B-24 | Cactus Hotel Unit 3, Week 3, Day 2
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
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Unit 3, Week 3, Day 2 Cactus Hotel | B-25
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
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B-26 | Cactus Hotel Unit 3, Week 3, Day 3
Procedural Paragraph Frame I can write an informational
procedural paragraph.
Name: Date:
You will need
First,
Second,
Third,
Fourth,
Last,
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Unit 3, Week 3, Day 4 Cactus Hotel | B-27
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)
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B-28 | Cactus Hotel Unit 3, Week 4, Day 1
“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!
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Unit 3, Week 4, Day 1 Cactus Hotel | B-29
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.
All: Let every living thing praise the Lord!
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.
All: Let every living thing praise the Lord!
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B-30 | Cactus Hotel Unit 3, Week 4, Day 1
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.
All: Let every living thing praise the Lord!
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!
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.
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Unit 3, Week 4, Day 1 Cactus Hotel | B-31
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!
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B-32 | Cactus Hotel Unit 3, Week 3, Day 5
Similarities and Differences I can identify similarities and differences between
two texts on the same topic.
Name: Date:
Title:Both
Title:
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Unit 3, Week 4, Day 1 Cactus Hotel | B-33
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
Main idea of paragraph 2:
• Gila woodpeckers are pretty
• Gila woodpeckers weight the same as 17 quarters
• Gila woodpeckers are very distinctive-looking birds
Main idea of paragraph 3:
• 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.
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B-34 | Cactus Hotel Unit 3, Week 4, Day 1
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
?
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Unit 3, Week 4, Day 1 Cactus Hotel | B-35
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!
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B-36 | Cactus Hotel Unit 3, Week 4, Day 2
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.©
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Unit 3, Week 4, Day 3 Cactus Hotel | B-37
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.
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B-38 | Cactus Hotel Unit 3, Week 4, Day 4
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.
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