Benchmark Education - Yonkers Public Schools

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Grades 2–5 Dear Parent/Guardian,As our communities navigate today’s uncharted waters, we’ve createdthis resource to support you and your student(s) for continuedlearning at home. On the back of this letter you will find a 3-weekdaily calendar of routines to keep your student(s) engaged andinteracting with their student books – Texts for Close Reading.Once the 3-week unit is complete, student(s) should repeat the sameroutines for the next unit’s Texts for Close Reading book.Wishing you safety and good health.Benchmark EducationEstimado Padre/Tutor:Mientras nuestras comunidades navegan hoy en aguas desconocidas,hemos creado este recurso para apoyarlo a usted y a sus estudiantespara continuar aprendiendo en el hogar. En el otro lado de estapágina encontrará un calendario con 3 semanas de rutinas diariaspara mantener a su estudiante(s) involucrado e interactuando con suslibros de Textos para lectura atenta. Una vez las 3 semanas han sidocompletadas, los estudiantes pueden repetir las mismas rutinas para lapróxima unidad de los Textos para lectura atenta.Deseándoles buena salud y seguridad,Benchmark Education

Annotate while you read, makesure you gather information youwill use in answering theEssential QuestionReread Extended Read 2 Annotate while you read,make sure you gather informationyou will use in answering theEssential QuestionRead Extended Read 2 Read Extended Read2 (do not need toan notate —just read) Go to page 31 and beginthe “Writing to Sources” or“Research and Writing” task Complete the section on page 33using the words used in this text Go to page 33 and findvocabulary words in this textLocate important vocabularywords Go to page 21 and beginthe “Writing to Sources” or“Research and Writing” task Complete the section on page 33using the words used in this text Go to page 33 and findvocabulary words in this textLocate important vocabularywordsRead Word Study Read Continue to complete your“Writing to Sources” or“Research and Writing” task Find any information thatwill helpin answering the EssentialQuestion.Read Word Study Read Continue to complete your“Writing to sources” or“Research and Writing” task Find any information thatwill helpin answering the EssentialQuestion. Benchmark Education company, LLC. All rights reserved. The classroom teacher or family member/caregiver may reproduce this resource for student use only.Resale by any individual or organization in whole or in part in any form or by any means, electronic or mechanical, without permission in writing from the publisher is strictly prohibited.Reread Extended Read 1 Read Extended Read1 (do not need toannotate —just read)You will need this information whenyou complete the Read, Reflect,and Write Tasks each week.You will continue to add to yourlist of information after each textyou read in this unit. Answer Text EvidenceQuestions Annotate and add to yourEssential Question list ofinformation youare collecting Read the Word Study text Add to your Essential Questionlist information you arecollecting What information will help youadd to your answer of theEssential Question? Start alist of information you findthat helps answer the EssentialQuestion. Complete Graphic Organizerto build knowledge onpage 11 Annotate: Underline importantinformation that relates to theEssential QuestionReread Short Read 2Read and annotate Short Read 2Day 4 Answer Text Evidence QuestionsDay 3Reread Short Read 1Day 2Read Extended Read 1 Underline importantinformation that willhelp you answer theEssential QuestionRead and an notateShort Read 1Write the EssentialQuestion on a sheetof paper and answerit based on what youknow before readingthe texts.Day 1While working at home, complete the tasks for each of the texts. Just like in the classroom,write annotations in your book or packet and complete the additional writing tasks on separate sheets of paper.Remember to look on the inside of the front cover for Text Annotation Tips.Follow this routine each week as you work in your Texts for Close Reading book.Texts for Close Reading – Take Home RoutineWeek 1Week 2Week 3 Complete Writing to Sourcesor Research and Writing task Complete “Reflect” Task (building k nowledgearou nd essential question) Complete “Build Knowledge”graphic organizer taskComplete sections Build, Reflectand Write, page 31 Complete Writing to Sourcesor Research and Writing task Complete “Reflect” Task (building k nowledgearou nd essential question) Complete “Build Knowledge”graphic organizer taskComplete sections Build, Reflectand Write, page 21If so,go back and find the word(s) in the textyou read. Use the text to help write a definitionand sentence using the word in the spaceprovided on page 33. Check to see if any words were used in thepages read on page 33 Keep your Essential Question information soyou can add information next week. Use the information you gatheredto “Write to Sources.” Use text evidence from all the sections youhave read this week and answer the “Reflect”question on page 11.Complete Build, Reflect and Write page 11Day 5Grades 2–5

Reading CloselyUnit 6: Up Against the WildDirections: Use evidence from the text to support your answers.1. Androcles puts the lion’s well-being before his need forsurvival. In return, the lion puts Androcles’s well-beingbefore its need for survival. What do these events suggestabout the need to survive?Short Read 1:Androcles andthe Lion2. What causes the emperor to pardon Androcles and freethe lion?3. Consider Ed’s and Meg’s feelings. What do they have incommon? How do they differ?Short Read 2:Brushfire!4. Ed tells Meg, “Oh, please. You’re such a drama queen.”What does Ed mean? What can you infer about his tonefrom this line of dialogue?5. From whose point of view is this story told?6. The narrator states, “So that was the way. No fair play.Once down, that was the end of you.” How does thisstatement reveal what was at stake in the fight betweenCurly and the husky dog?Extended Read 1:The Law of Cluband Fang7. Reread paragraph 10. What does the word“ignominiously” mean? Use context clues to figure outthe meaning of this word.8. Why does Julie consider her needles, ulo, and boots to be“more wonderful than airplanes, ocean liners, and greatwhite bridges”?9. What did Julie learn about survival from the wolves andthe old Eskimos?Extended Read 2:Julie Fights forSurvival10. Reread “The Law of Club and Fang.” How do Buck andJulie experience the cold, frigid climate in which theyfind themselves?Grade 5 Unit 6 Text Evidence Questions for Texts for Close Reading Benchmark Education Company, LLC

Androcles and the Lion Revisit the fable. Ask: What is the moral of this story?(One good deed deserves another/Gratitude is noble.)Androcles and the Lion Invite your child to read aloud the fable. Point out the word ravenous inparagraph 3. Read aloud the next two pages of theexcerpt together, alternating paragraphs. Then ask your child to describe thesetting and how the character is feeling. Read aloud the first two pages of theexcerpt together, alternating paragraphs. Ask: Who is Jello? What elements inthe text help us to understand who thischaracter is?pp. 24–25Julie Fights for Survivalpp. 22–23Julie Fights for Survival Then ask your child to find clues to whatthe word means and take turns using theword in a sentence. Ask your child to explain how thefootnotes and illustrations help supporthis or her understanding of the story. Continue reading the story together. Read aloud the first two pages of theexcerpt together, alternating paragraphs. Point out the word vicarious inparagraph 2.The Law of Club andFang pp. 14–15The Law of Club andFang pp. 12–13 Then ask your child to find clues to whatthe word means and take turns using theword in a sentence.pp. 4–5Tuesdaypp. 4–5pp. 6–7pp. 8–9 Then ask your child to compare andcontrast Julie with Buck from last week’sselection: “The Law of Club and Fang.” Ask your child to find evidence that showsthat Julie is determined to survive. Ask: How are they similar? How are theydifferent? Finish reading the excerpt together.pp. 28–29Julie Fights for Survival If your child is interested in reading moreof The Call of the Wild, go to your locallibrary. Write a checklist for what you mightneed to survive in that climate. Then think of another wild habitat ina different climate that you would liketo visit. Invite your child to read aloud theselection.p. 30Survival in the Arctic Then ask your child to describe thesetting or draw a picture to illustratethe story. Invite your child to read aloud theselection. Finish reading the excerpt together. Ask your child to explain how Buck learnsto adapt to his new surroundings.Gold Rush! p. 20 Work together to decide what happensnext and then write an ending to theplay “Brushfire!” Ask: Will Ed leave? Or stay behind?pp. 8–9FridayThe Law of Club andFang pp. 18–19 Do a dramatic reading assuming the rolesof Ed, Meg, Jack, and Mike. Finish reading the play together.Brushfire!Thursday Continue reading the excerpt.pp. 26–27Julie Fights for Survival Find clues and use a print or onlinedictionary to understand the meaning ofthe term in this instance. Point out the word tuition in paragraph 9. Continue reading the story together.The Law of Club andFang pp. 16–17 Do a dramatic reading of the first twopages of the play together, assuming theroles of Ed, Meg, and Jack.Brushfire!WednesdayBrushfire!Check off each activity as you complete it.Activity CalendarMondayDaily Take-HomeUnit 6: Up Against the WildName:Week 1Week 2Week 3

Reading CloselyUnit 7: Conflicts That Shaped a NationDirections: Use evidence from the text to support your answers.1. How does the raising of the American flag make JosephPlumb Martin feel?Short Read 1:Yankee DoodleBoy2. Describe the Americans’ surprise attack on the British.3. Why were the colonists angry with the Britishgovernment?Short Read 2:Road toRevolution4. Review the time line. What events occurred betweenthe time when Washington wrote his letter and the timewhen Henry made his speech? How might these eventshave influenced Henry’s speech?5. Reread the two letter excerpts on page 13. What is themain idea of both soldiers’ letters? What details in eachletter support the main idea?6. Reread “Road to Revolution.” Compare and contrast thecauses of the Revolutionary War and the Civil War.Extended Read 1:The Nation at War7. Look at Mathew Brady’s photographs on pages 16–17.How do these images support the idea that war hasdevastating effects?8. How do the youth’s feelings change as the enemy troopsget closer?9. Cite an example of figurative language, and explain whatit means.Extended Read 2:The Youth inBattle10. What does the word “querulous” mean? Cite evidencefrom the text to support your answer.Grade 5 Unit 7 Text Evidence Questions for Texts for Close Reading Benchmark Education Company, LLC

Read aloud the next two pages of theselection together. Do a dramatic reading of the GettysburgAddress.The Nation at War Read aloud the next two pages of theselection together. Search your local library or online tofind a map of the battles of the AmericanRevolution.The Nation at War Read aloud the first two pages ofthe selection together, alternatingparagraphs. Ask: What is being described in thisscene? Ask: How is it different from other usesof the word? How is it similar? Why doyou think the author chose this word forthis scene? Point to the word amputated on page26. Ask your child to find clues to whatthe word means in this instance. Review the text.pp. 22–26 Read aloud the first five pages of theexcerpt together, alternating paragraphs.pp. 22–26The Youth in Battle Learn more about battles near whereyou live or in places where you mightlike to visit.The Youth in Battle After reading the firsthand accountson page 13, write a short poemtogether, responding to these soldiers’experiences.pp. 12–13pp. 14–15 Then go online or to your local library tolook at a map of the Battle of Yorktown,1781.pp. 8–9Road to RevolutionThursdayDeborah Sampson,Revolutionary SoldierFriday Then encourage your child to draw apicture to illustrate the scene. Discuss the actions and mood of thescene. Finish reading the excerpt together,alternating paragraphs.pp. 27–29The Youth in Battle Ask: What was Lincoln saying in thishistoric speech?pp. 16–17The Nation at War Go online or to your local library to readThe Red Badge of Courage together. Learn more about the life and work ofStephen Crane. Ask: What imagery does the author use? Work together to find figures ofspeech such as similes and metaphors(comparisons) that enhance the imageryin the text.The Youth in Battlepp. 22–29 Then discuss the types of hardships thatare endured during war. Have you and your child each readaloud a letter from the selection.Two Letters fromBoston, Massachusetts—1775 p. 20The Youth in Battlepp. 22–29 Use a print or online newspaper to learnmore about current wars around the globe. Finish reading aloud the selection together.pp. 18–19The Nation at War Invite your child to read aloud the Read aloud the first two pages of the Finish reading the selection together.selection.selection together, alternating paragraphs. Do a dramatic reading of Washington’s and Then go online or to your local library to Encourage your child to draw illustrationsHenry’s speeches.learn more about women who serve inor find images online to illustrate items Ask: How were the speeches alike? Howthe U.S. military.on the time line.were they different? Ask your child to then use a print oronline dictionary to look up the meaningof any unknown vocabulary words.pp. 6–7Road to Revolution Invite your child to read aloud theselection.pp. 4–5 Read aloud the selection together,alternating paragraphs.pp. 4–5WednesdayYankee Doodle BoyTuesdayp. 10Check off each activity as you complete it.Activity CalendarYankee Doodle BoyMondayDaily Take-HomeUnit 7: Conflicts That Shaped a NationName:W