Quick Daily Common Core Reading Grade 4 Weeks 21-25...Mar 16, 2020 · Grade 4 Day 5 RI.2 Summarize...

Literacy and Math Ideas

Quick Daily Common Core Reading Grade 4

Weeks 21-25 Use As Daily Morning Practice

Use As Daily Homework Use As A Quick Daily Review

Revision 3

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How to Use The daily Common Core ELA practice in this document is a great resource to implement into your daily schedule. Use it as a daily bell ringer as students enter into the classroom. Or, use it as a quick review during guided reading. Or, send it home as a daily Common Core aligned homework review. These short passages provide an excellent snapshot of student comprehension and take just a few minutes each day to complete. They are thematic for ease of use.

Week Twenty-One: Literature (Realistic Fiction)

Standards Covered Include: RL.1 Inference RL.2 Theme RL.3 Character Analysis RL.3 Relationship Between Ideas (Part of the

Standard)

Week Twenty-Two: Informational Text (Rocks and the Rock Cycle) Standards Covered Include: RI.1 Details RI.1 Inference (Part of the Standard) RI.3 Relationship Between Ideas RI.5 Text Organization RI.10 Text Complexity

Week Twenty-Three: Informational Text (Ancient Egypt) Standards Covered Include: RI.1 Details RI.1 Inference (Part of the Standard) RI.2 Summarize (Part of the Standard) RI.3 Interactions Between Ideas RI.5 Text Structure RI.7 Interpret Illustrations

Week Twenty-Four Literature & Informational Text (Historical Fiction & A Biography about Harriet Tubman) Standards Covered Include: RL.1 Inference RL.2 Summarize RL.3 Character Analysis RL.4 Figurative Language -and- RI.1 Inference RI.2 Summarize

Week Twenty-Five Informational Text (Wetlands: Rivers, Lakes, and Animal Adaptations in Wetlands) Standards Covered Include: RI.1 Details RI.1 Inference (Part of the Standard) RI.2 Summarize RI.3 Interactions Between Ideas RI.4 Vocabulary RI.9 Integrate Information

TABLE OF CONTENTS

Name____________________________________ Week Twenty-One

Daily Common Core ELA Practice Grade 4

Day 1

Common Core Standard RL.3 Character Analysis 1. Which detail proves that Daisy wants to be friends with Olga and Marcella? a. Daisy continued to jump rope with Olga. b. Daisy went to get Marcella when she saw her leaving. c. Marcella saw Daisy playing jump rope in the yard.

Common Core Standard RL.1 Inference 2. In the beginning of the story, why did Marcella decide to leave? a. She didn’t feel welcome. b. She thought Daisy was busy. c. She was tired.

Common Core Standard RL.2 Theme 1. What did Bridget learn from Katya? a. There is nothing in the woods. b. It is not okay to be afraid of the dark. c. Sometimes things aren’t as bad as they seem.

Common Core Standard RL.3 Character Analysis 2. What character trait best describes Katya? a. brave b. scared c. angry

© Literacy and Math Ideas

Daisy and Marcella were best friends and did everything together. After school, the two girls usually played at Daisy’s house. One day when Marcella went by to visit her friend, she saw Daisy playing jump rope in the backyard with another girl. Marcella frowned and turned to go home. Daisy stopped skipping rope to go after her friend so that she wouldn’t be left out. The other girl went too. “This is Olga,” Daisy said to Marcella, “She just moved in next door.” “Yes,” said Olga, “Please don’t leave.” Marcella knew that it was hard to play jump rope with only two people, so she stayed and all three girls became friends.

Day 2 All of the trees looked the same, and the two girls had gotten lost. Bridget had always been afraid of the woods at night, but her older cousin Katya was not afraid of anything. It had been her idea to hike out to the lighthouse. A snapped twig made Bridget scream and grab her cousin even though it was Katya who had caused the noise. When Katya explained that the best thing to do when you get lost is to stay put, Bridget felt like crying. “Bridget,” Katya said, hugging her cousin, “It’s not raining or cold and we just ate. We’ll be okay because someone will find us eventually.” They ended up spending the night under a large oak tree. In the morning, a jogger found them and helped them get home.



Day 3

Common Core Standard RL.1 Inference 1. What is the real reason why Miguel went to get his dad? a. He did not know if he could help the person in the cave. b. He was unable to pull the hiker up to safety by himself. c. His friends urged him to inform his father about everything.

Common Core Standard RL.3 Character Analysis 2. Which character trait best describes Miguel? a. friendly b. cautious c. adventurous

Common Core Standard RL.1 Inference 1. What term best describes how Dylan feels about what he saw? a. concerned b. frustrated c. shy

Common Core Standard RL.1 Inference 2. Why do you think Robert can’t finish his lunch? a. There isn’t enough detail b. He feels guilty. c. He ate enough.


The cave was where the boys in the town hung out after school. One day, Miguel arrived at the cave to find a message written on the wall. It said ‘Help me’ and had an arrow pointing to the left of the main cave. “Hello?” Miguel said a few times, but no one answered. Should he investigate, or should go get his dad? Miguel did not know what to do, but he did know that a hiker had gotten lost near the cave a week ago. Maybe this was him but it could also be a bandit. They were known to sometimes hang out in the less visited portions of the cave. If it was the hiker and he was hurt, how could Miguel help him? The boy decided to go get his dad.

Day 4 Dylan could tell that his friend Robert was copying the test answers on Sarah’s paper, but their teacher didn’t notice. Everyone turned in their papers and went to lunch. Dylan couldn’t eat because he kept thinking about the test. “What’s the matter with you?” Robert asked his friend. “I saw you copying Sarah’s answers.” Dylan said. “I’m not going to tell the teacher because I think that you should tell her yourself.” Robert frowned and put down his sandwich. “I can’t get any more bad grades or my parents will be angry.” He said. The guilt nagged at Robert. He had cheated, and he knew that he needed to go to the teacher to tell the truth about the test.



Day 5

Common Core Standard RL.3 Relationship Between Ideas (Part of the Standard) 1. Why did some of the students get angry? a. She gets in trouble frequently in class. b. She passed the test and everyone failed. c. She reminded the teacher about the quiz

Common Core Standard RL.3 Character Analysis 2. Stephanie began to doubt her decision to remind the teacher about the quiz because- a. she had not studied for the quiz b. she got a low score c. students were mad at her


Standards Covered This Week

RL.1 Inference

RL.2 Theme

RL.3 Character Analysis

RL.3 Relationship Between Ideas (Part of the Standard)

Overall Friday Review Progress

____/2 Correct

Stephanie had reminded Mr. Matthews, the teacher, about a quiz that he had almost forgotten to give the students. Word problems were one of her favorite types of problems to do, and Stephanie knew she would make a good grade. The other kids weren’t happy about her reminder. Her friend Connie glared at her from across the room. It became worse when many of the students failed the pop quiz, and their teacher refused to let them retake the test. Stephanie did well on the quiz. The students complained. The entire class turned their heads to look at Stephanie when they saw their low grades. “That is enough,” remarked Mr. Matthews. “Everyone has the responsibility to study. You cannot blame anyone for your grades. You must take responsibility for yourselves.” Stephanie knew that she had not done anything wrong. Hearing Mr. Matthews words assured her.

Week Twenty-One Answer Key Day 1 1. B 2. A Day 2 1. C 2. A Day 3 1. A 2. B Day 4 1. A 2. B Day 5 1. C 2. A

Name____________________________________ Week Twenty-Two


Day 1

Common Core Standard RI.3 Interactions Between Ideas 1. How are rocks formed?

Common Core Standard RI.1 Details Based on the text, rocks mostly contain- a. minerals b. soil debris c. sand and stone

Common Core Standard RI.3 Interactions Between Ideas 1. How are sedimentary rocks formed?

Common Core Standard RI.1 Inference (Part of the Standard) Which of the following does not belong to the classification of rocks? a. Igneous rocks b. Sedimentary rocks c. Rocks formed from magma


Earth consists of a variety of rocks. Rocks vary in the origin of their formation. They form in different ways. Some are formed when a volcano spews hot lava. Others are made when years of pressure cause some rocks to change shape. A combination of weathering and compaction causes even more rocks to form. All stones are made of combinations of minerals. Minerals are crystals that are packed together .

Day 2 Earth’s crust consists of three types of rocks. When molten material from Earth’s interior solidifies, it forms igneous rock. When fragments of sand, silt, or rubble are laid down, compressed, and cemented into a solid mass, the result is a sedimentary rock. When pre-existing rocks are crushed and “cooked” deep under the soil, their mineral content changes. The resulting rocks are called metamorphic rocks. Sedimentary rocks are most common at the Earth’s surface, and by studying them we can find out much about what happened in the past.



Day 3

Common Core Standard RI.1 Details 1. What is the process in which rocks are consistently destroyed and recreated? a. the geographic cycle b. the rock cycle c. the mineral transformation cycle

Common Core Standard RI.5 Text Organization 2. Sequence text structure was likely used by the author in order to- a. describe the similarities and differences between rocks b. explain why statigraphy is important c. make it easier to understand the rock cycle

Common Core Standard RI.3 Interactions Between Ideas 1. The difference between intrusive and extrusive rocks is primarily caused by- a. the type of lava flow that occurs b. the location of the rock formation c. the distance of the surface of rock cooling

Common Core Standard RI.10 Text Complexity 2. Summarize what you have read.


The analysis of rock layers is historical geology and is also called stratigraphy. Rocks are constantly being destroyed and recreated in a process known as the rock cycle. Many stages are involved. Deposits of eroded stones form sedimentary rock which may later be crushed and reformed under layers of bedrock to produce metamorphic rock. The sedimentary rock may even melt with the heat and later solidify into igneous rock. All types of rocks crumble when exposed, and their debris forms new sediments.

Day 4 Perhaps the simplest type of rock and the most easily understood is igneous. Its formation is different from the way that other rock types are formed. Molten material from inside Earth cools and becomes a solid mass. There are two main types of igneous rock—intrusive and extrusive. Intrusive rocks form when a mass of molten material develops within the rock layers under Earth’s crust and solidifies there without reaching the surface. Intrusive igneous rocks are visible after erosion has occurred. Extrusive rocks form when the molten material cools on Earth’s surface which is something that occurs during a lava flow.



Day 5

Common Core Standard RI.3 Relationship Between Ideas 1. Based on the text, why are several methods better than using just one when trying to identify rocks?

Common Core Standard RI.1 Details 2. How are metamorphic rocks formed? a. Minerals changing on Earth’s surface cause this type of rock to form. b. Rocks touching minerals cause this rock type to form. c. Pressure and heat cause this rock type to form.



RI.1 Details

RI.1 Inference (Part of the Standard)

RI.3 Relationship Between Ideas

RI.5 Text Organization

RI.10 Text Complexity


____/2 Correct

Pressure on Rocks When the drifting continents grind into each other, the immense pressure involved crumbles mountains and alters rocks deep inside the crust. The constant pressure that compresses on deeper layers of rock within Earth’s crust also causes rocks to change. When a rock is subjected to so much force and heat, its minerals change. The rock becomes a metamorphic rock.

Identifying Rocks Since there are different types of rocks, how can they be identified? Looking at them alone is not the best technique. Examining rock color exclusively is not a good guide because any mineral can contain traces of an impurity that changes the color completely. A useful test is hardness. Some minerals within rocks are harder than others and can be tested by scratching a sample against others of known hardness. A mineral can scratch only a mineral that is softer than it is.

Week Twenty-Two Answer Key Day 1 1. Rocks are formed in many different ways. Some are created through weathering and compacting.

Others are formed through pressure or heat and pressure. 2. A Day 2 1. When fragments of sand, silt, or rubble are pressed together, sedimentary rocks are formed. 2. C Day 3 1. B 2. A Day 4 1. B 2. There are different types of igneous rocks. Intrusive igneous rocks form beneath Earth’s surface. Extrusive rocks form above Earth’s surface. Day 5 1. One method might be unreliable. As a result, using several methods is better. 2. C

Name____________________________________ Week Twenty-Three


Day 1

Common Core Standard RI.1 Details 1. Do a close reading of the text. Underline or highlight important details. What are the reasons in which ancient Egypt is celebrated today?

Common Core Standard RI.7 Interpret Illustrations 2. The illustration was included in order to- a. illustrate how the Nile affected the ancient Egyptians b. reveal the daily life in ancient Egypt c. show an artifact from ancient Egypt

Common Core Standard RI.3 Interactions Between Ideas 1. What led to interest in King Tut? a. the discovery of his tomb b. the creation of the New Kingdom c. the preservation of new mummies

Common Core Standard RI.2 Summarize (Part of the Standard) 2. Summarize what you have just read.


When ancient Egypt is thought of, mostly images of majestic pyramids and mummies come to mind. Ancient Egypt is even more. It is the nation that once blossomed with mathematical and scientific knowledge. It is the nation that was ruled by both adult and childhood royalty. Ancient Egypt was a thriving nation located in the northern portion of Africa along the Nile River. Yearly overflowing of the Nile brought nutrient rich soil into the outlying areas to feed the crops. The Egyptians dined on fresh fish, onions, lettuce, dates, and also cabbage.

Day 2 One of the greatest discoveries in history was that of the tomb of King Tutankhamen. Known as King Tut for short, he was one of the most famous kings in Egypt. One of the reasons is because of the discovery of his tomb in 1922. Many preserved objects were still intact including a solid gold tomb that held the mummy of King Tut as well as his jewelry that was buried with him. Tut lived during a part of the Egyptian history that scholars call the New Kingdom. The New Kingdom began in about 1550 B.C. nearly 3,564 years ago. This period existed until the 11th century BC. This was a period of great expansion and wealth in which Egypt’s territories extended into the Near East and into Nubia. Conquering Nubia had its economic advantages. Nubia’s abundant gold mines added to Egypt’s increased wealth.



Day 3

Common Core Standard RI.3 Interactions Between Ideas 1. The pyramids were covered in limestone in order to- a. make the area like a desert b. represent light c. prevent the erosion of the pyramids

Common Core Standard RI.5 Text Structure 2. Description text structure is mostly used in order to- a. explain why pyramids are no longer built today b. provide information about the pyramids c. tell about the period in which fewer pyramids were built

Common Core Standard RI.2 Summarize 1. Do a close reading of the text. Underline or highlight important details. On separate paper, explain the mummification process.

Common Core Standard RI.1 Inference 2. Based on what you have read, explain what would have likely happened to a well loved pet upon the death of a pharaoh?


Thousands of years ago, structures called pyramids were built in Egypt. They were used for tombs for the country’s kings. Some of the best ones were constructed during the Old Kingdom time period also known as the Pyramid Age. The biggest pyramids are in Giza. The Giza pyramids were built more than 4,600 years ago. In ancient times, white limestone was used to cover the pyramids. This made the buildings shine bright in the hot desert. The pyramids were also symbols of light. But today, most of that limestone is gone. Erosion and earthquakes have long since caused this limestone covering to disappear.

Day 4 Tombs were the location where ancient Egyptians stored some of their dead. Sacred animals such as cats and even crocodiles were also mummified. To create a mummy, the body was first washed. Internal organs were placed inside of clay vessels called canopic jars. Next, the body was rubbed with salt and allowed to dry for several weeks. To complete the mummification process, the body was tightly wrapped in cloth. The cloth was dipped in wet plaster before it was used to wrap the body. The entire process took two months. Items of importance to the person were also placed in the burial chamber with the mummy. This process was mostly done for important leaders in a community such as the pharaohs.



Day 5

Common Core Standard RI.2 Summarize (Part of the Standard) 1. Do a close reading of the text. Ancient engineers went through great measures to prevent tombs from being robbed. Explain what was done to prevent theft from occurring. Use separate paper.

Common Core Standard RI.3 Interactions Between Ideas 2. What are some of the reasons why the pyramids look different today than when they were first built?



RI.1 Details


RI.2 Summarize (Part of the Standard)

RI.3 Interactions Between Ideas

RI.5 Text Structure

RI.7 Interpret Illustrations


____/2 Correct

The pyramids have stood in ancient Egypt for thousands of years. But some of the them have collapsed or have been buried under sand. The outer layers of some of the pyramids were removed for use on other structures. The constant drifting of African sand and water has caused many of the structures to erode over time. Still, a great deal of the damage to the tombs has been because of tomb raiders. Citizens were well aware that the pharaohs were buried with their wealth. Solid gold bracelets, gem studded earrings, and sparkling necklaces were too tempting for some thieves to ignore. As tomb robberies became more common, rulers set to find ways to thwart the thieves. False passageways leading to nowhere were purposefully made within the tombs. A thief that got lost inside of one of these mazes risked being trapped in the tomb forever. Toxic powers were also used as a thief deterrent. Specific metals were ground into a fine powder and dusted inside of the chamber with the mummy. This caused serious harm to anyone in the chamber.

Week Twenty-Three Answer Key Day 1 1. It is remembered because of pyramids, mummies, and knowledge about the sciences. 2. C Day 2 1. A 2. King Tut was a king in ancient Egypt in 1550 BC. This was a period f great wealth known as the

New Kingdom period. Day 3 1. B 2. B Day 4 1. Mummies were first washed. Then salt was rubbed on them. They were then covered with strips

of cloth that had been dipped in plaster. 2. According to the text, well-loved objects were mummified and placed in the tombs with the 3. pharaohs upon their death. This would be the reason why a well-loved pet would be buried too. Day 5 1. To prevent tomb robberies, false passageways were placed in the tombs. Toxic powers were

placed inside of them as well. 2. This is because the outer layering eroded over time. Plus, pieces of the pyramids were removed

for use on other buildings. Additionally, thieves stole objects from the pyramids. This also changed what they originally looked like.

Name____________________________________ Week Twenty-Four


Day 1

Common Core Standard RL.3 Character Analysis 1. Do a close reading of the text. What character trait best describes Harriet? Use separate paper to full explain and support your ideas.

Common Core Standard RL.4 Figurative Language 2. Harriet resolved that she “had died long ago” means- a. slavery was about to end in a few years and Harriet knew this b. slavery had destroyed a part of her c. slavery lasted a long time

Common Core Standard RL.4 Figurative Language 1. Closely read to underline or highlight details. The metaphor about hunger was used by the author to- a. explain how hungry Harriet was b. show how lonely the journey had been c. tell the names of people that traveled with Harriet

Common Core Standard RL.1 Inference 2. Do a close reading. Circle the text clues. Based on the text,

one can infer- a. several other people were also inside of the house b. it was early morning c. the woman had been expecting a guest


Night was the period in which Harriet grew worried. It was at this time that the coyotes were hungriest and would send blood curdling howls into the crisp air. It was also the time of the slave hunters. Sometimes she would submerge herself down to her neck, chalk white eyes peering into the darkness, and hope that none of the hunter’s dogs would catch her scent. Other times, she would climb up a tree and perch herself like a bird upon its branches while trying to calm her breath into the soft rhythm of nearby croaking frogs. Her journey to freedom could cost her death, but Harriet resolved that she had died long ago on the first day of her being a slave.

Day 2 The knock was soft at first and grew in strength with the second and third rap on the door. The door slowly opened, and a white women wearing spectacles at the tip of her nose looked first left and then right before bidding Harriet to quickly come inside of the house. Within minutes, the woman had a new cotton dress for Harriet to wear and a bowl of stew with vegetables floating on top of a pond of tomato broth for her to eat. Hunger, like an unwanted companion, had traveled alongside Harriet the entire journey north. Harriet lapped away at the bowl of stew emptying one spoonful into her mouth before bringing another to replace it. The woman looked at Harriet and smiled. “I don’t think I would have the courage to do what you have done,” the woman said.

Historical Fiction: Harriet Escapes Part 1 of 4




Day 3

Common Core Standard RL.3 Character Analysis 1. The woman that is helping Harriet is best characterized as being- a. compassionate b. forgiving c. determined

Common Core Standard RL.3 Character Analysis 2. In the first sentence, Harriet is flustered because- a. she thought she had been caught escaping b. she was afraid to answer questions c. she is trying to both eat and be polite

Common Core Standard RL.2 Summarize 1. Summarize what you have just read.

Common Core Standard RL.1 Inference 2. Do a close reading. Based on the text, one can infer- a. the woman is going to tell others Harriet has escaped b. the woman is going to continue to help Harriet c. the woman is going to travel with Harriet


“Yes, I means no ma’am,” said Harriet as she tried to answer and eat at the same time. “What’s your name?” asked the woman. She tilted her head a little as she waited for a response. “My name is Harriet. Harriet Tubman,” said Harriet. “I know all about the evils of slavery which is why I am here to help. It is not only bondage of a man’s body. It is also a bondage of a man’s mind,” said the woman.

Day 4 Harriet put down her empty bowl and looked straight at the woman. “This is why I need your help. I need to help others get to freedom as well. I can show other slaves the route, but I will need stopping points along the way like yours for them to travel and hide during part of the day,” said Harriet. “I know several individuals in other states that could be of some sort of assistance. We can mark out a way from here to Canada,” said the woman. “All of this must be done in secret,” said Harriet. Her eyes were serious and affirming. “It’s almost like an underground mission. It is like an underground railroad,” said the woman.





Day 5

Shackles like these were used during slavery.

Common Core Standard RI.1 Inference 1. Based on the text, one can infer- a. Harriet did not agree with the decision to return home b. Harriet’s parents told others how to escape to freedom c. Harriet was returned home during her second escape

Common Core Standard RI.2 Summarize 2. Summarize what you just read.



RL.1 Inference and RI.1 Inference

RL.2 Summarize and RI.2 Summarize

RL.3 Character Analysis

RL.4 Figurative Language


____/2 Correct

Born Araminta Ross in 1822, Harriet Tubman, spent her entire life seeking to free others from the bondage of slavery. The most well-known of the Underground Railroad leaders, Harriet Tubman made numerous trips to the slave states to rescue slaves and take them through a hidden pathway to free territories. Using the North Star as her guide and the help of abolitionists, Quaker families, and unspoken others, Harriet Tubman brought hundreds of slaves to freedom and as she once stated, “ I never lost a passenger”. After escaping with her brothers and being encouraged to return home with them, Harriet Tubman decided to attempt to escape again, this time alone. Songs were a strategy that many slaves used to secretly relay messages to each another. Harriet notified her parents about her decision to escape to freedom by singing a coded melody. A short while later, taking nothing but her courage and ambition with her, Harriet set off into the woods to make her dream of freedom a reality. Along her journey, she stopped at a house where she was given the names of others that would help her along part of the way. After weeks of traveling, Harriet made it to freedom.

Biography: Harriet Tubman

Week Twenty-Four Answer Key Day 1 1. She is brave. She was willing to risk getting caught in order to become free. 2. B Day 2 1. A 2. C Day 3 1. A 2. C Day 4 1. Harriet and the woman decided to develop a plan to help other slaves escape to freedom. They

thought their plan seemed like an underground railroad. 2. B Day 5 1. A 2. Harriet Tubman was once a slave. She first attempted to escape with her brothers. They convinced her to return back home with them. She later escaped but told her parents first through a coded song. She eventually made it to freedom.

Name____________________________________ Week Twenty-Five


Day 1

Common Core Standard RI.3 Interactions Between Ideas 1. Do a close reading of the text. Why are temporary wetlands important? Use separate paper to full explain and support your ideas.

Common Core Standard RI.2 Summarize 2. Summarize what you have just read. Use separate paper to explain your ideas.

Common Core Standard RI.1 Inference 1. Carnivorous plants eat insects because- a. very little sunlight enters a bog b. there is not any soil in a bog c. insects have the extra nutrients that are needed for plants

Common Core Standard RI.1 Details 2. Based on the text, what is true about bogs? a. Sticky liquid can be found floating in the water. b. They are smaller than ponds. c. It is a wetland that has soil that lacks nutrients.


Wetlands are places that have water all or part of the year. They include swamps, marshes, rivers, lakes, streams, bogs, and oceans. Different animals depend on the plants that live in wetlands as well as the water there in order to survive. Birds eat marsh plants such as wild rice, cattails, and duck potato. Small ponds that form after heavy rainfall do not last long enough for some animals to make them their permanent homes. But, they are an impor-tant place for migrating birds to rest, eat plants, and get water to drink.

Day 2 A bog is just one type of wetland. It is an area that has moss and other spongy plants. Bogs occur in areas where rainwater collects. The ground in a bog usually has nutrient poor clay soil. This dense soil holds water. Bogs are also the home of meat eating plants. Carnivorous plants, as they are called, are not like typical plants. Most plants get all they need to survive from sunlight and nutrients in the soil. Bogs usually have poor soil. Carnivorous plants depend on eating insects and sunlight in order to survive. Venus flytraps and pitcher plants are a few examples of meat eating plants. Prey is captured with the help of a sticky fluid or motion sensitive leaves. The fluid works like a gooey trap. As the insect wriggles to free itself, it becomes even more stuck.

A Venus Flytrap



Day 3

Common Core Standard RI.9 Integrate Information 1. Do a close reading. Use information from both passages to explain the similarities and differences between swamps and marshes. Use separate paper to explain your ideas.

Common Core Standard RI.4 Vocabulary 2. Which context clues best help with determining the meaning of the word abundant in the passage called ‘Swamps’? a. vary from nutrient poor to b. contain standing water c. either all or part of the year

Common Core Standard RI.3 Interactions Between Ideas 1. Do a close reading of the text. On separate paper, explain how swamps and marshes reduce pollution.

Common Core Standard RI.2 Summarize 2. Which answer choice summarizes the main idea of the text? a. Wetlands are depended on by many animals. b. Wetlands are helpful in many ways. c. Wetlands are helpful in reducing pollution.


Swamps are wetlands that contain trees. They contain small shrubs as well. Swamps are often located near rivers or lakes in floodplain areas. The soil within this wetland can vary from nutrient poor to soil that is abundant in nutrients. Swamps contain standing water either all or just part of the year.

Day 4 Many amphibians such as salamanders and toads live in wetlands during part of their life cycles. Just like these animals, many others depend on the plants and insects that live within a wetland for the early part of their lives. Once some of these animals get older, they live the rest of their lives on land. Wetlands serve a larger role in the environment than what was once realized. Toxic pesticides from farms often drift down into local waterways. Swamps and marshes catch this polluted water before it can enter a local river or lake. Inside of a swamp, for example, the toxins get covered with soil. Over time, the chemicals get eaten by small microbes that are in the standing water. This makes the chemicals harmless.

Marshes are areas that contain small plants and grasses and not trees. They have water either all of part of the year. Usually this water accumulates after heavy rainfall or as the result of runoff from hills after winter snow begins to melt. Since the water levels there vary, plants and animals must be specially adapted to these conditions.

Swamps Marshes

Cattails grow in many marshes.



Day 5

Common Core Standard RL.1 Inference 1. Blue gills take in more oxygen because- a. this adaptation helps them survive b. marshes have more oxygen than rivers c. some wetlands are larger than others

Common Core Standard RI.9 Integrate Information 2. Think about what you have just read in both passages about wetlands. On separate paper, write a summary. Use information from both texts in your response.



RI.1 Details


RI.2 Summarize

RI.3 Interactions Between Ideas

RI.4 Vocabulary

RI.9 Integrate Information


____/2 Correct

Some animals have adaptations that help them live in water that has small amounts of oxygen. This is important because the amount of water within a wetland can change. Blue gill fish have special gills that help them take in more oxygen from water than other fish. Wetlands obtain their water in several ways. Sometimes, this is due to runoff from hills after a heavy rainstorm. Other times, a small body of water is fed by the overflow from a nearby river or steam. Water levels, as a result, do not remain the same. Plus, water that stands in the same location for a long period of time can lack oxygen.

Since wetlands have water and soil, they contain a diverse number of species of organisms. They contain small organisms such as bacteria and fungi. They also contain larger animals such as water bucks, alligators, frogs, and birds. A large number of fish species need wetlands to hide from predators as well as locate food. Nearly one-fourth of the all of the endangered plants are located in or near wetlands.

Adapting to Wetlands Wetland Plants and Animals

Animals that live near the coast are able to live in this

harsh environment.

Week Twenty-Five Answer Key Day 1 1. They are needed for migrating birds that often rest at wetlands during their migration. 2. There are different types of wetlands. Birds depend on the plants in the wetlands for food, and

they also depend on wetlands as a place to stop during migration. Day 2 1. C 2. C Day 3 1. Swamps and marshes are both wetlands. They are both needed by wildlife. Swamps contain

trees, and marshes contain green plants. 2. A Day 4 1. Microbes break down the pollutants when they flow into marshes and swamps. 2. B Day 5 1. A 2. The plants and animals that live in wetlands have special adaptations that help them live in their

environments. Since wetlands contain both soil and water, there are many varieties of animals that call wetlands their home. Since water levels do not remain the same all year, wetland

animals have to be ale to survive with different amounts of water.

Quick Daily Common Core Reading Grade 4 Weeks 21-25...Mar 16, 2020 · Grade 4 Day 5 RI.2 Summarize...

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