2nd grade - norfolk public schools · 2020. 4. 3. · “enemy pie,” he said satisfied. you may...
TRANSCRIPT
2nd Grade
Phase II April 6 to April 24, 2020
Name:
School:
Grade Level: Teacher:
NPS Curriculum & Instruction
No
rfo
lk P
ub
lic S
cho
ols
Lea
rnin
g in
Pla
ce P
acke
t 2
020
Socia
l Stu
die
s L
earn
ing i
n P
lace P
lan
s
Seco
nd
Gra
de
: A
pri
l 6-1
0
Lear
nin
g Ex
per
ien
ce 1
Le
arn
ing
Exp
eri
en
ce 2
Le
arn
ing
Exp
erie
nce
3
● c
om
mu
nit
y: A
pla
ce w
her
e p
eop
le li
ve, w
ork
, an
d p
lay
● p
op
ula
tio
n: T
he
nu
mb
er o
f p
eop
le li
vin
g in
a
com
mu
nit
y Th
ink
abo
ut
thes
e vo
cab
ula
ry w
ord
s. R
ead
th
e p
arag
rap
h o
n t
he
pag
e ti
tled
Co
mm
un
itie
s.
An
swe
r th
e fo
llow
ing
qu
esti
on
s o
n a
sh
eet
of
pap
er.
1.
Acc
ord
ing
to t
he
par
agra
ph
, ho
w c
an
com
mu
nit
ies
be
dif
fere
nt?
2
. D
raw
a p
ictu
re o
f yo
ur
com
mu
nit
y. L
abel
yo
ur
ho
me
and
oth
er b
uild
ings
or
pla
ces.
R
emem
ber
a c
om
mu
nit
y is
wh
ere
peo
ple
liv
e, w
ork
, an
d p
lay.
Yo
ur
dra
win
g sh
ou
ld
sho
w a
ll th
ose
pla
ces.
The
auth
or
of
the
Co
mm
un
itie
s p
age
use
s an
oth
er t
ext
fea
ture
to
hel
p y
ou
lear
n a
bo
ut
com
mu
nit
ies.
Sym
bo
ls o
f ca
mer
as a
re p
lace
d o
n
the
map
to
sh
ow
yo
u w
her
e th
e im
ages
aro
un
d
the
map
bel
on
g. T
he
auth
or
use
s ca
pti
on
s to
ex
pla
in t
he
imag
es. S
tud
y ea
ch im
age
and
ca
pti
on
. A
nsw
er
the
follo
win
g q
ues
tio
ns
on
a
shee
t o
f p
aper
.
1)
Loo
k at
Cam
era
3 u
nd
er t
he
par
agra
ph
. Fi
nd
Cam
era
3 o
n t
he
map
. R
ead
th
e ca
pti
on
. D
escr
ibe
the
po
pu
lati
on
of
an u
rban
co
mm
un
ity.
2
) Fi
nd
Cam
era
5 o
n t
he
pag
e an
d o
n t
he
map
. Rea
d t
he
cap
tio
n.
Ho
w is
a r
ura
l co
mm
un
ity
dif
fere
nt
fro
m a
n u
rban
co
mm
un
ity?
U
se t
he
wo
rd p
op
ula
tio
n in
yo
ur
resp
on
se.
Thin
gs c
han
ge o
ver
tim
e su
ch a
s th
e w
ay b
uild
ings
lo
ok,
th
ey t
ype
of
tran
spo
rtat
ion
we
use
, an
d e
ven
jo
bs.
So
met
imes
an
inn
ova
tio
n c
han
ges
ho
w w
e liv
e.
● in
no
vati
on
: So
met
hin
g n
ew o
r d
iffe
ren
t Lo
ok
at t
hes
e p
ictu
res
of
an o
ld r
efri
gera
tor.
Th
ink
abo
ut
ho
w t
his
inn
ova
tio
n h
as c
han
ged
peo
ple
’s li
ves.
W
rite
a p
arag
rap
h e
xpla
inin
g h
ow
th
is in
no
vati
on
has
ch
ange
d f
rom
th
e p
ast
and
ho
w it
has
hel
ped
peo
ple
.
Socia
l Stu
die
s L
earn
ing i
n P
lace P
lan
s
Seco
nd
Gra
de
: A
pri
l 20
-24
Le
arn
ing
Exp
erie
nce
1
Lear
nin
g Ex
pe
rie
nce
2
Lear
nin
g Ex
per
ien
ce 3
The
way
peo
ple
hav
e co
mm
un
icat
ed h
as
chan
ged
fro
m t
he
pas
t. T
od
ay w
e ca
n k
eep
in
tou
ch w
ith
oth
ers
man
y d
iffe
ren
t w
ays.
In
th
e p
ast
peo
ple
wai
ted
wee
ks a
nd
so
me
tim
es
mo
nth
s fo
r le
tte
rs t
o a
rriv
e.
Rea
d H
ow
We
Ke
pt
in T
ou
ch a
nd
th
en c
om
ple
te
the
Mo
rse
Co
de
shee
t (R
epro
du
cib
le 3
0)
to le
arn
h
ow
peo
ple
co
mm
un
icat
ed in
th
e p
ast.
The
tele
ph
on
e is
an
oth
er in
no
vati
on
th
at h
as
chan
ged
th
e w
ay p
eop
le li
ve.
Lo
ok
at t
he
pag
e ti
tled
Th
e Te
lep
ho
ne
(pg
31
).
Rea
d t
he
pag
e an
d t
he
n c
om
ple
te t
he
Tele
ph
on
e Ti
mel
ine
(Rep
rod
uci
ble
29
). T
he
bo
nu
s se
nte
nce
s sh
ou
ld b
e co
mp
lete
d o
n a
no
ther
sh
eet
of
pap
er.
Did
yo
u u
se a
ph
on
e, w
atch
TV
, or
use
a g
amin
g sy
stem
or
com
pu
ter
tod
ay?
Thin
k ab
ou
t h
ow
yo
ur
life
wo
uld
be
dif
fere
nt
if t
ho
se t
hin
gs d
id n
ot
exis
t. R
ead
th
e p
age
titl
ed A
maz
ing
Inte
rnet
. A
nsw
er
the
follo
win
g q
ues
tio
ns
on
a s
hee
t o
f p
aper
.
1)
Ho
w h
ave
com
pu
ters
ch
ange
d s
ince
th
ey w
ere
fir
st
inve
nte
d?
Des
crib
e th
e w
ay t
hey
loo
ked
an
d h
ow
th
ey
we
re u
sed
.
2)
Wh
at d
o y
ou
th
ink
com
pu
ters
of
the
futu
re w
ill b
e ab
le t
o d
o?
Wri
te a
nd
illu
stra
te y
ou
r an
swe
r.
No
rfo
lk P
ub
lic S
cho
ols
Lea
rnin
g in
Pla
ce P
acke
t 2
020
No
rfolk P
ub
lic Scho
ols Learn
ing in
Place P
acket 2
02
0
No
rfolk P
ub
lic Scho
ols Learn
ing in
Place P
acket 2
02
0
No
rfolk P
ub
lic Scho
ols Learn
ing in
Place P
acket 2
02
0
No
rfo
lk P
ub
lic S
cho
ols
Lea
rnin
g in
Pla
ce P
acke
t 2
020
No
rfolk P
ub
lic Scho
ols Learn
ing in
Place P
acket 2
02
0
NP
S L
ea
rnin
g i
n P
lac
e E
ng
lis
h
Gra
de
: S
ec
on
d G
rad
e
Mo
nd
ay
Tue
sday
W
ed
ne
sday
Th
urs
day
Fr
iday
We
ek
4
Rea
d E
nem
y P
ie
Co
mp
lete
th
e “
Do
od
le”
A
Sto
ry g
rap
hic
org
aniz
er.
Wri
te a
bo
ut
a t
ime
wh
en
you
ma
de
a n
ew f
rien
d.
Ho
w d
id y
ou
bec
om
e fr
ien
ds?
Des
crib
e th
e fi
rst
tim
e yo
u m
et.
Org
an
ize
you
r w
riti
ng
to
incl
ud
e a
b
egin
nin
g, m
idd
le, a
nd
en
din
g.
Rer
ead
En
emy
Pie
C
om
ple
te t
he
Tex
t D
epen
de
nt
Qu
esti
on
s at
th
e en
d o
f th
e te
xt.
Wh
at
ing
red
ien
ts w
ou
ld
you
incl
ud
e in
an
“En
emy
Pie
?” W
rite
yo
ur
ow
n
reci
pe
for
“En
emy
Pie
.”
Org
an
ize
you
r w
riti
ng
to
in
clu
de
ing
red
ien
ts a
nd
d
eta
iled
dir
ecti
on
s o
n h
ow
to
ma
ke it
.
Rer
ead
En
emy
Pie
U
se y
ou
r “D
oo
dle
” A
Sto
ry
grap
hic
org
aniz
er t
o w
rite
a
sum
mar
y o
f th
e s
tory
. W
rite
1-2
sen
ten
ces
to g
o
wit
h e
ach
pic
ture
.
Cre
ate
a b
oo
k co
ver
for
the
sto
ry E
nem
y P
ie.
Incl
ud
e th
e ti
tle,
au
tho
r,
an
d a
n il
lust
rati
on
.
Rea
d J
enn
y’s
Mo
ve
Dra
w a
pic
ture
an
d w
rite
o
ne
sen
ten
ce t
hat
te
lls
wh
at h
app
ened
in t
he
beg
inn
ing
, mid
dle
, an
d
end
of
the
sto
ry.
Wh
o is
a b
ette
r fr
ien
d,
Jen
ny
or
Sara
h?
Wri
te a
p
ara
gra
ph
to
exp
lain
yo
ur
op
inio
n. U
se e
vid
ence
fr
om
th
e te
xt t
o s
up
po
rt
you
r o
pin
ion
. In
clu
de
at
lea
st t
wo
rea
son
s.
Rer
ead
Jen
ny’
s M
ove
C
om
ple
te t
he
Text
D
epen
de
nt
Qu
esti
on
s at
th
e en
d o
f th
e te
xt.
If t
he
sto
ry, J
enn
y’s
Mo
ve
con
tin
ued
, wh
at
do
yo
u
thin
k w
ou
ld h
ap
pen
nex
t?
Wri
te a
new
en
din
g to
th
e st
ory
. Sh
are
yo
ur
end
ing
wit
h s
om
eon
e in
yo
ur
ho
me.
Re
ad 1
4.2
Rea
d a
bo
ok
of
cho
ice
an
d r
eco
rd it
on
th
e re
ad
ing
log
ea
ch d
ay.
We
ek
5
Spri
ng
Bre
ak
Ap
ril 1
3-1
7
We
ek
6
Rea
d S
wee
t T
oo
th
Co
mp
lete
th
e “
Do
od
le”
A
Sto
ry g
rap
hic
org
aniz
er.
Wri
te a
bo
ut
a t
ime
wh
en
you
ha
d a
loo
se t
oo
th.
Ho
w d
id y
ou
get
it o
ut?
O
rga
niz
e yo
ur
wri
tin
g t
o
incl
ud
e a
beg
inn
ing
, m
idd
le, a
nd
en
din
g.
Rer
ead
Sw
eet
Too
th
Co
mp
lete
th
e T
ext
Dep
end
en
t Q
ues
tio
ns
at
the
end
of
the
text
.
Do
yo
u li
ke s
wee
ts?
Wh
at
is y
ou
r fa
vori
te f
oo
d t
o e
at
as
a s
na
ck?
Wri
te a
p
ara
gra
ph
ab
ou
t yo
ur
favo
rite
sn
ack
. Giv
e a
t le
ast
tw
o r
easo
ns
wh
y it
is
you
r fa
vori
te.
Rer
ead
Sw
eet
Too
th
Use
yo
ur
“Do
od
le”
A S
tory
gr
aph
ic o
rgan
izer
to
wri
te
a su
mm
ary
of
the
sto
ry.
Wri
te 1
-2 s
ente
nce
s to
go
w
ith
eac
h p
ictu
re.
Cre
ate
a b
oo
k co
ver
for
the
sto
ry S
wee
t To
oth
. In
clu
de
the
titl
e, a
uth
or,
a
nd
an
illu
stra
tio
n.
Rea
d K
eep
Yo
ur
Teet
h
Hea
lth
y D
raw
a p
ictu
re in
eac
h b
ox
to g
o w
ith
th
e te
xt.
Wh
at
are
so
me
wa
ys t
ha
t yo
u k
eep
yo
ur
teet
h
hea
lth
y? W
rite
a
pa
rag
rap
h t
ha
t ex
pla
ins
at
lea
st t
wo
wa
ys y
ou
kee
p
you
r te
eth
hea
lth
y. B
e su
re t
o in
clu
de
des
crip
tive
d
eta
ils.
Rer
ead
Kee
p Y
ou
r Te
eth
H
ealt
hy
Co
mp
lete
th
e T
ext
Dep
end
en
t Q
ues
tio
ns
at
the
end
of
the
text
.
Cre
ate
a p
ost
er t
ha
t sh
ow
s th
e im
po
rta
nce
of
cari
ng
fo
r yo
ur
teet
h.
Pre
sen
t yo
ur
po
ster
to
an
oth
er
per
son
in y
ou
r h
om
e.
Re
ad 1
4.2
Rea
d a
bo
ok
of
cho
ice
an
d r
eco
rd it
on
th
e re
ad
ing
log
ea
ch d
ay.
READ
14.
2 RE
ADIN
G L
OG
Dat
e N
umbe
r of
Page
s Rea
d Ti
tle
#sum
mar
y
3-12
-20
10
Cind
erel
la
#mist
reat
edgi
rlmee
tspr
ince
lose
ssho
eand
lives
happ
ilyev
eraf
ter
ENEM
Y PI
E by
: D
erek
Mun
son
It
shou
ld h
ave
been
a p
erfe
ct su
mm
er.
My
dad
he
lped
me
build
a tr
ee h
ouse
in o
ur b
acky
ard
. M
y sis
ter w
as
at c
amp
for t
hree
who
le w
eeks
. A
nd I
was
on
the
best
ba
seba
ll tea
m in
tow
n. I
t sho
uld
hav
e be
en a
per
fect
su
mm
er.
But i
t was
n’t.
It
was
all g
ood
unt
il Jer
emy
Ross
mov
ed in
to th
e ne
ighb
orho
od, r
ight
nex
t doo
r to
my
best
frie
nd S
tanl
ey.
I did
no
t lik
e Je
rem
y Ro
ss.
He la
ughe
d a
t me
whe
n he
stru
ck m
e ou
t in
a ba
seba
ll gam
e. H
e ha
d a
par
ty o
n hi
s tra
mpo
line,
an
d I
was
n’t e
ven
invi
ted
. Bu
t my
best
frie
nd S
tane
ly w
as.
Je
rem
y Ro
ss w
as th
e on
e an
d o
nly
pers
on o
n m
y en
emy
list.
I ne
ver e
ven
had
an
enem
y lis
t unt
il he
mov
ed
into
the
neig
hbor
hood
. Bu
t as s
oon
as h
e ca
me
alon
g, I
need
ed o
ne.
I hun
g it
up in
my
treeh
ouse
, whe
re J
erem
y Ro
ss w
as n
ot a
llow
ed to
go.
D
ad u
nder
stoo
d st
uff l
ike
enem
ies.
He
told
me
that
w
hen
he w
as m
y ag
e, h
e ha
d e
nem
ies,
too.
But
he
knew
of
a w
ay to
get
rid
of t
hem
. I a
sked
him
to te
ll me
how
.
“T
ell y
ou h
ow?
I’ll s
how
you
how
!” h
e sa
id.
He p
ulle
d
a re
ally
old
reci
pe b
ook
off t
he k
itche
n sh
elf.
Insid
e, th
ere
was
a w
orn-
out s
crap
of p
aper
with
fad
ed w
ritin
g. D
ad h
eld
it
up a
nd sq
uint
ed a
t it.
“Ene
my
Pie,
” he
said
satis
fied
.
Yo
u m
ay b
e w
ond
erin
g w
hat e
xact
ly is
in E
nem
y Pi
e. I
w
as w
ond
erin
g, to
o. B
ut D
ad sa
id th
e re
cipe
was
so se
cret
,
he c
ould
n’t e
ven
tell m
e. I
dec
ided
it m
ust b
e m
agic
. I
begg
ed h
im to
tell m
e so
met
hing
– a
nyth
ing.
“I
will
tell y
ou th
is,”
he sa
id.
“Ene
my
Pie
is th
e fa
stes
t kn
own
way
to g
et ri
d o
f ene
mie
s.
N
ow, o
f cou
rse,
this
got m
y m
ind
wor
king
. W
hat k
ind
s of
thin
gs –
disg
ustin
g th
ings
– w
ould
I pu
t I p
ut in
to a
pie
for
an e
nem
y? I
bro
ught
Dad
som
e w
eed
s fro
m th
e ga
rden
, but
he
just
shoo
k hi
s hea
d.
I bro
ught
him
som
e ea
rthw
orm
s and
ro
cks,
but h
e d
idn’
t thi
nk h
e ne
eded
thos
e. I
gav
e hi
m th
e gu
m I’
d b
een
chew
ing
all m
orni
ng.
He g
ave
it rig
ht b
ack
to
me.
I w
ent o
ut to
pla
y, a
lone
. I s
hot b
aske
ts u
ntil t
he b
all
got s
tuck
on
the
roof
. I t
hrew
a b
oom
eran
g th
at n
ever
cam
e ba
ck to
me.
And
all t
he w
hile
, I lis
tene
d to
the
soun
d of
my
dad
cho
ppin
g an
d st
irrin
g an
d b
lend
ing
the
ingr
edie
nts o
f En
emy
Pie.
Thi
s cou
ld b
e th
e gr
eate
st su
mm
er a
fter a
ll.
En
emy
Pie
was
goi
ng to
be
awfu
l. I
tried
to im
agin
e ho
w h
orrib
le it
mus
t sm
ell,
or w
orse
, wha
t it w
ould
look
like.
Bu
t whe
n I w
as in
the
back
yard
look
ing
for l
adyb
ugs,
I sm
elle
d so
met
hing
real
ly, r
eally
, rea
lly g
ood
. A
nd a
s far
as I
co
uld
tell,
it w
as c
omin
g fro
m o
ur k
itche
n.
I w
ent i
n to
ask
Dad
wha
t was
wro
ng.
Enem
y Pi
e sh
ould
n’t s
mel
l thi
s goo
d.
But D
ad w
as sm
art.
“If
Enem
y Pi
e sm
elle
d b
ad, y
our e
nem
y w
ould
nev
er e
at it
,” h
e sa
id.
I co
uld
tell h
e’d
mad
e En
emy
Pie
befo
re.
Th
e bu
zzer
rang
, and
Dad
put
on
the
oven
mitt
s and
pu
lled
the
pie
out o
f the
ove
n. I
t loo
ked
like
plai
n, o
ld p
ie.
It lo
oked
goo
d e
noug
h to
eat
! I w
as c
atch
ing
on.
1
2
page
1
Bu
t stil
l, I w
asn’
t rea
lly su
re h
ow th
is En
emy
Pie
wor
ked
. W
hat e
xact
ly d
id it
do
to e
nem
ies?
May
be it
mad
e th
eir h
air
fall o
ut, o
r the
ir br
eath
stin
ky.
May
be it
mad
e bu
llies c
ry.
I as
ked
Dad
, but
he
was
no
help
. He
wou
ldn’
t tel
l me
a th
ing.
Bu
t whi
le th
e pi
e co
oled
, he
fille
d m
e in
on
my
job.
He
talk
ed q
uiet
ly.
“The
re is
one
par
t of E
nem
y Pi
e th
at
I can
’t d
o. I
n or
der
for i
t to
wor
k, y
ou n
eed
to sp
end
a d
ay
with
you
r ene
my.
Eve
n w
orse
, you
hav
e to
be
nice
to h
im.
It’s n
ot e
asy.
But
that
’s th
e on
ly w
ay th
at E
nem
y Pi
e ca
n w
ork.
Are
you
sure
you
wan
t to
go th
roug
h th
is?”
O
f cou
rse
I was
.
It
soun
ded
hor
rible
. It
was
scar
y. B
ut it
was
wor
th a
try.
A
ll I h
ad to
do
was
spen
d o
ne d
ay w
ith J
erem
y Ro
ss, t
hen
he’d
be
out o
f my
hair
for t
he re
st o
f my
life.
I ro
de
my
bike
to
his
hous
e an
d k
nock
ed o
n th
e d
oor.
W
hen
Jere
my
open
ed th
e d
oor,
he se
emed
surp
rised
. He
stoo
d o
n th
e ot
her s
ide
of th
e sc
reen
doo
r and
look
ed a
t m
e, w
aitin
g fo
r me
to sa
y so
met
hing
. I w
as n
ervo
us.
“C
an y
ou p
lay?
” I a
sked
.
He
look
ed c
onfu
sed
. “I
’ll g
o as
k m
y m
om,”
he
said
. He
cam
e ba
ck w
ith h
is sh
oes i
n hi
s han
d.
His m
om w
alke
d
arou
nd th
e co
rner
to sa
y he
llo.
“Y
ou b
oys s
tay
out o
f tro
uble
,” sh
e sa
id sm
iling.
W
e ro
de
bike
s for
a w
hile
and
pla
yed
on
the
tram
polin
e. T
hen
we
mad
e so
me
wat
er b
allo
ons a
nd th
rew
th
em a
t the
nei
ghbo
rhoo
d g
irls,
but w
e m
issed
. Je
rem
y’s
mom
mad
e us
lunc
h. A
fter l
unch
we
wen
t ove
r to
my
hous
e.
It
seem
ed st
rang
e, b
ut I
was
kin
d o
f hav
ing
fun
with
my
enem
y. H
e al
mos
t see
med
nic
e. B
ut o
f cou
rse
I cou
ldn’
t tel
l D
ad th
at, s
ince
he
had
wor
ked
so h
ard
to m
ake
this
Enem
y Pi
e.
Je
rem
y Ro
ss lik
ed m
y ba
sket
ball h
oop.
He
said
he
wish
ed h
e ha
d a
bas
ketb
all h
oop,
but
they
did
n’t h
ave
room
fo
r one
. I l
et h
im w
in a
gam
e, ju
st to
be
nice
.
Je
rem
y Ro
ss k
new
how
to th
row
a b
oom
eran
g. H
e th
rew
it a
nd it
cam
e rig
ht b
ack
to h
im.
I thr
ew it
and
it w
ent
over
my
hous
e an
d in
to th
e ba
ckya
rd.
Whe
n w
e cl
imbe
d
over
the
fenc
e to
find
it, t
he fi
rst t
hing
Jer
emy
notic
ed w
as
my
tree
hous
e.
M
y tre
e ho
use
was
my
tree
hous
e. I
was
the
boss
. If
my
siste
r wan
ted
in, I
did
n’t h
ave
to le
t her
. If
my
dad
w
ante
d in
, I d
idn’
t hav
e to
let h
im.
And
if J
erem
y w
ante
d
in…
.
“Can
we
go in
it?”
he
aske
d.
I k
new
he
was
goi
ng to
ask
me
that
! Bu
t he
was
the
top
pers
on, t
he O
NLY
per
son,
on
my
enem
y lis
t. A
nd
enem
ies a
ren’
t allo
wed
in m
y tre
e ho
use.
Bu
t he
did
teac
h m
e to
thro
w a
boo
mer
ang.
And
he
did
have
me
over
for l
unch
. A
nd h
e di
d le
t me
play
on
his
tram
polin
e. H
e w
asn’
t bei
ng a
ver
y go
od e
nem
y.
“Oka
y,”
I sai
d, “
but h
old
on.”
I clim
bed
up a
head
of h
im a
nd to
re th
e en
emy
list o
ff th
e w
all.
I h
ad a
che
cker
boar
d an
d so
me
card
s in
the
tree
hous
e,
and
we
play
ed g
ames
unt
il my
dad
calle
d us
dow
n fo
r din
ner.
3
4
page
2
We
pret
end
ed w
e d
idn’
t hea
r him
and
whe
n he
cam
e ou
t to
get u
s, w
e tri
ed to
hid
e fro
m h
im.
But s
omeh
ow h
e fo
und
us.
D
ad m
ade
us so
me
mac
aron
i and
che
ese
for d
inne
r –
my
favo
rite.
It w
as J
erem
y’s f
avor
ite, t
oo!
May
be J
erem
y Ro
ss w
asn’
t so
bad
afte
r all.
I w
as b
egin
ning
to th
ink
may
be
we
shou
ld ju
st fo
rget
abo
ut E
nem
y Pi
e.
Bu
t sur
e en
ough
, afte
r din
ner,
Dad
bro
ught
out
the
pie.
I w
atch
ed a
s he
cut t
he p
ie in
to e
ight
thic
k sli
ces.
“D
ad,”
I sa
id, “
it su
re is
nic
e ha
ving
a n
ew fr
iend
in th
e ne
ighb
orho
od.”
I w
as tr
ying
to g
et h
is at
tent
ion
and
tryi
ng to
te
ll him
that
Jer
emy
Ross
was
no
long
er m
y en
emy.
But
Dad
on
ly sm
iled
and
nod
ded
. I t
hink
he
thou
ght I
was
just
pr
eten
din
g.
D
ad d
ished
up
thre
e pl
ates
, sid
e by
sid
e, w
ith b
ig
piec
es o
f pie
and
gia
nt sc
oops
of i
ce c
ream
. He
pas
sed
one
to
me
and
one
to J
erem
y.
“W
ow!”
Jer
emy
said
look
ing
at th
e pi
e, “
my
dad
nev
er
mak
es p
ie lik
e th
is.”
It
was
at t
his p
oint
that
I pa
nick
ed.
I did
n’t w
ant
Jere
my
to e
at E
nem
y Pi
e! H
was
my
frien
d!
I cou
ldn’
t let
him
ea
t it!
“J
erem
y, d
on’t
eat
it!
It’s b
ad p
ie!
I thi
nk it
’s p
oiso
nous
or
som
ethi
ng!”
Je
rem
y’s f
ork
stop
ped
bef
ore
reac
hing
his
mou
th.
He
crum
pled
his
eyeb
row
s and
look
ed a
t me
funn
y. I
felt
relie
ved
. I h
ad sa
ved
his
life.
I w
as a
her
o.
“I
f it’
s so
bad
,” J
erem
y as
ked
, “th
en w
hy h
as y
our d
ad
alre
ady
eate
n ha
lf of
it?”
I tu
rned
to lo
ok a
nd su
re e
noug
h,
he w
as e
atin
g En
emy
Pie!
“G
ood
stuf
f,” h
e m
umbl
ed th
roug
h a
mou
thfu
l. A
nd
that
was
all h
e sa
id.
Is at
ther
e w
atch
ing
them
eat
Ene
my
Pie
for a
few
seco
nds.
Dad
was
laug
hing
. Je
rem
y w
as
happ
ily e
atin
g. A
nd n
eith
er o
f the
m w
as lo
sing
any
hair!
It
seem
ed sa
fe e
noug
h, so
I to
ok a
tiny
tast
e. E
nem
y Pi
e w
as
del
icio
us!
A
fter d
eser
t, Je
rem
y ro
de
his b
ike
hom
e, b
ut n
ot
befo
re in
vitin
g m
e ov
er to
pla
y on
his
tram
polin
e in
the
mor
ning
. He
said
he’
d te
ach
me
how
to fl
ip.
A
s for
Ene
my
Pie,
I st
ill d
on’t
kno
w h
ow to
mak
e it.
I st
ill w
ond
er if
ene
mie
s rea
lly d
o ha
te it
or i
f the
ir ha
ir fa
lls o
ut o
r th
eir b
reat
h tu
rns b
ad.
But I
don
’t k
now
if I’
ll eve
r get
an
answ
er, b
ecau
se I
just
lost
my
best
ene
my.
5 3
6
Text
Dep
ende
nt Q
uest
ions
Dire
ctio
ns: U
se th
e te
xt to
ans
wer
eac
h qu
estio
n. W
rite
the
answ
er
on a
sepa
rate
pie
ce o
f pap
er. B
e su
re to
writ
e yo
ur a
nsw
ers i
n co
mpl
ete
sent
ence
s.
1.
Des
crib
e th
e m
ain
char
acte
r’s c
onfli
ct.
2.
Desc
ribe
at le
ast t
wo
thin
gs th
e m
ain
char
acte
r did
to tr
y an
d re
solv
e th
e co
nflic
t. 3.
W
hy d
idn’
t Dad
use
the
ingr
edie
nts t
he b
oy su
gges
ted?
4.
Ho
w d
id th
e m
ain
char
acte
r cha
nge
from
the
begi
nnin
g of
th
e st
ory
to th
e en
d?
5.
Wha
t les
son
did
this
stor
y te
ach
you?
Use
evi
denc
e fr
om
the
text
to su
ppor
t you
r ans
wer
.
page
3
“Doo
dle”
A S
tory
for _
____
____
____
____
_
(Titl
e of
the
Stor
y)
Dire
ctio
ns: W
hile
read
ing
a te
xt, s
top
at
sele
cted
stop
ping
poi
nts.
“Do
odle
,” w
hich
m
eans
to d
raw
, wha
t you
“se
e” h
appe
ning
in
your
min
d. W
hat i
s the
mos
t im
port
ant e
vent
th
at to
ok p
lace
at t
his p
oint
in th
e st
ory?
W
hat w
ords
did
the
auth
or u
se to
hel
p yo
u to
vi
sual
ize?
Whe
n yo
u ar
e fin
ished
, use
you
r do
odle
s to
sum
mar
ize th
e st
ory.
1
2
3
4 5
6
Jenn
y’s
Mov
e
Sara
h w
as m
ad. H
er b
est f
riend
Jen
ny w
as m
ovin
g.
She
knew
she
wou
ld n
ever
see
her
aga
in. J
enny
had
pr
omis
ed to
writ
e, b
ut s
he k
new
how
that
wen
t. La
st
year
Mar
y ha
d m
oved
, and
she
wro
te th
ree
lette
rs.
But s
he n
ever
hea
rd b
ack
from
her
. She
mus
t hav
e m
ade
new
frie
nds.
Sar
ah k
new
the
sam
e th
ing
wou
ld
happ
en w
ith J
enny
. So
she
was
get
ting
back
at h
er.
She
was
n't g
oing
to s
peak
to h
er a
t sch
ool.
That
w
ould
sho
w h
er.
On
Mon
day,
Jen
ny a
sked
Sar
ah if
she
wan
ted
to
play
jum
p ro
pe a
t rec
ess.
Sar
ah s
aid
she
coul
dn't
beca
use
she
had
to p
lay
with
Mag
da, a
real
frie
nd
who
wou
ldn'
t mov
e on
her
.
"Fin
e," s
aid
Jenn
y, "b
e th
at w
ay."
On
Tues
day
Jenn
y as
ked
Sara
h if
she
wan
ted
to s
plit
her b
ag o
f M&M
's. S
arah
wan
ted
to b
ut s
aid,
"No
than
ks, I
'm g
oing
to s
plit
Anna
's C
heet
os. I
'm g
oing
to
get u
sed
to s
omeo
ne e
lse'
s sn
acks
sin
ce y
ou w
on't
be
here
." Th
e on
ly p
robl
em w
as th
at S
arah
did
n't l
ike
Che
etos
; she
like
d M
&M's.
"Fin
e," J
enny
sai
d, a
nd
sigh
ed. S
he d
idn'
t kno
w w
hat t
o do
.
On
Wed
nesd
ay J
enny
ask
ed if
Sar
ah w
ante
d to
sit
next
to h
er a
t the
sch
ool p
lay.
Sar
ah s
aid
no. J
enny
sa
t by
hers
elf a
nd lo
oked
sad
.
Thur
sday
was
Sar
ah's
birth
day.
Her
mom
had
n't h
ad
time
to g
et h
er th
e sp
ecia
l out
fit s
he w
ante
d. H
er d
ad
had
to le
ave
early
for a
mee
ting.
It s
eem
ed li
ke n
o-on
e ca
red
it w
as h
er b
irthd
ay. B
ut w
hen
Sara
h go
t to
scho
ol, J
enny
was
sitt
ing
outs
ide
with
a b
ox w
rapp
ed
in th
e pr
ettie
st s
ilver
pap
er w
ith a
big
bow
. Jen
ny
gave
Sar
ah th
e pr
esen
t and
Sar
ah o
pene
d it
sile
ntly
, th
inki
ng a
bout
how
mea
n sh
e ha
d be
en. I
t was
a
stat
ione
ry s
et, s
hiny
pen
, and
a b
ook
of s
tam
ps.
Sara
h re
aliz
ed th
at e
ven
thou
gh J
enny
was
mov
ing
they
wou
ld k
eep
in to
uch
and
be fr
iend
s fo
reve
r.
.
Text
Dep
ende
nt Q
uest
ions
D
irect
ions
: Use
the
text
to a
nsw
er e
ach
ques
tion.
Writ
e th
e an
swer
on
a se
para
te p
iece
of p
aper
. Be
sure
to w
rite
your
an
swer
s in
com
plet
e se
nten
ces.
1.
Why
is S
arah
mad
at J
enny
?
2. W
hat e
vent
cau
sed
Jenn
y’s f
eelin
gs to
cha
nge?
Ho
w d
id th
ey c
hang
e?
3. W
hat m
ade
Jenn
y's g
ift to
Sar
ah so
spec
ial?
4. W
hat i
s thi
s pas
sage
mos
tly a
bout
?
5. B
ased
on
para
grap
h 1,
why
did
Sar
ah th
ink
Jenn
y w
ould
nev
er w
rite
to h
er.
SWEE
T TO
OTH
By
: Mar
gie
Pala
tini
This
is St
ewa
rt. Y
our t
ypic
al,
ave
rage
, eve
ryd
ay
kid
. Ex
cept
---fo
r one
thin
g.
“
Iii o
o-er
ere
.”
A
hh, y
es.
Ther
e it
is a
ll rig
ht.
The
mol
ar i
n th
e ba
ck.
You’
re p
roba
bly
sayi
ng, “
A to
oth?
Wha
t’s t
he b
ig d
eal
abo
ut a
toot
h?”
A
nd o
rdin
aril
y yo
u w
ould
be
corre
ct…
But t
hat –
is n
o or
din
ary
toot
h. U
h-uh
. Thi
s is S
tew
art’
s sw
eet t
ooth
. One
na
ggin
g, a
nnoy
ing,
dem
and
ing—
“BL
AH.
BLA
H. B
LAH.
EN
OUG
H W
ITH TH
E YA
KKIN
’. I N
EED
A
CA
NDY
BA
R. N
OW
-OW
!”
-ver
y lo
ud, s
wee
t too
th.
“
DOES
IT H
AVE
THA
T GO
OEY
STU
FF IN
THE
MID
DLE?
‘C
AUS
E IT’
S G
OT T
O H
AVE
THA
T GO
OEY
STU
FF IN
THE
MID
-DL
E!”
“
Ther
e,”
said
Ste
wa
rt th
roug
h a
schm
eare
d k
isser
and
a
gulp
. “S
atis
fied
?”
“
AHH
HHH…
S-W
EET!”
Yes
, a to
oth
that
wan
ts w
hat i
t wan
ts, w
hen
it w
ants
it…
and
lets
eve
rybo
dy
know
it.
Take
, for
exa
mpl
e, tw
o ye
ars
ago
at c
ousin
C
harlo
tte’s
wed
din
g….S
tew
art
wa
s on
his b
est b
eha
vior
. H
is sh
oes w
ere
shin
ed.
Bow
tie st
raig
ht.
Ha
nds w
ere
spot
less
. G
rand
fath
er h
ad
just
lifte
d h
is gl
ass
to to
ast
the
brid
e a
nd g
room
whe
n…
“
I’m fa
llin’
asle
ep h
ere!
Com
e on
. M
ove
it al
ong,
G
RAM
PS.
Cut
the
cake
. Tim
e to
cut
the
cake
. I w
ant t
he
end
hunk
with
all
that
iiiii
i-ici
ng.”
I d
on’t
kno
w h
im,”
utte
red
Mot
her t
hrou
gh a
grit
ted
sm
ile.
“H
e d
oesn
’t b
elon
g to
me,
” sa
id D
ad
und
er h
is br
eath
.
“W
ho is
tha
t boy
?” m
utte
red
Gra
ndm
othe
r.
Stew
art
wip
ed th
e pi
nk ro
se fr
om h
is lip
s. “
It’s T
he S
wee
t To
oth.
”
It w
as n
ot a
pre
tty p
ictu
re.
Th
e To
oth
wa
s no
bette
r beh
ave
d in
scho
ol.
Stew
art
had
eno
ugh
det
entio
n sli
ps to
wa
llpa
per h
is ro
om.
Why
, jus
t tw
o w
eeks
ago
…
“
Who
ca
n te
ll me
the
capi
tal o
f Nor
th D
ako
ta?”
ask
ed
Mrs
. Fin
nega
n in
geo
gra
phy
cla
ss.
“
Jelly
bea
ns,”
sai
d a
muf
fled
voic
e fro
m th
e ba
ck o
f the
ro
om.
“
Did
you
say
som
ethi
ng, S
tew
art?
Ask
ed M
rs. F
inne
gan.
“
Licor
ice.
”
“St
ewa
rt, I’
m a
fraid
I ca
n’t h
ear y
our a
nsw
er,”
said
Mrs
. Fi
nnag
an.
“
Lolli
pops
.”
“
You’
re g
oing
to h
ave
to sp
eak
up, S
tew
art.
”
“He
y! I’
m d
ying
her
e fo
r a c
oupl
e of
CHO
CO
LATE
PE
AN
UT B
UTTE
R C
UPS,
OKA
Y?!”
Det
entio
n sli
p nu
mbe
r 432
.
“Bu
t, I’m
tellin
g yo
u, it
’s n
ot m
e,”
said
Ste
wa
rt a
s he
wa
s le
d a
wa
y to
the
prin
cipa
l’s o
ffice
. “I
t’s T
he T
ooth
!”
Th
e m
ovie
s?
Y
ou d
on’t
real
ly w
ant t
o go
ther
e, d
o yo
u?...
Not
with
St
ewa
rt, a
nyw
ay.
“W
ould
som
ebod
y pa
ss th
e yu
mm
y gu
mm
y’s
alre
ady?
!”
“
SHH
HH
HH
HH
HH
HH
H!”
“D
on’t
look
at m
e,”
chew
ed S
tew
art.
“it’
s The
Too
th.”
A
nd o
f cou
rse,
ther
e w
as t
he u
nfor
getta
ble
“Ea
ster
ba
sket
mish
ap.
”
Now
that
was
real
ly u
gly.
Tha
t Sun
da
y A
.M. t
he fa
mily
a
wok
e to
find
jelly
bea
ns lit
terin
g th
e liv
ing
room
.
page
1
1
2
Ma
rshm
allo
w c
hick
s wer
e m
issin
g. T
he tr
ail o
f cru
mpl
ed
yello
w fo
il wra
pper
s led
to o
ne p
erso
n, a
nd o
ne p
erso
n on
ly.
“
Ooo
oh, S
tew
art,
” cr
ied
a d
isapp
oint
ed M
othe
r and
D
ad
.
“I c
an’
t loo
k,”
whi
mpe
red
his
siste
r, A
llison
, clo
sing
her
eyes
.
“Th
ose
choc
ola
te b
unni
es n
ever
ha
d a
cha
nce,
” m
oane
d S
tew
art,
rubb
ing
his b
elly
-ach
ing
stom
ach
. “It
wa
s The
Too
th.”
“HE
Y! C
AN
WE
STO
P G
OIN
G D
OW
N M
EMO
RY L
AN
E HE
RE
AN
D O
PEN
UP
THA
T BA
G O
F C
OO
KIES
?”
“Tha
t’s i
t. I’
ve h
ad
eno
ugh!
” cr
ied
Ste
wa
rt.
“
ENO
UGH?
I HA
VEN
’T EV
EN H
AD
ON
E.”
“
No
mor
e co
okie
s!”
shou
ted
Ste
wa
rt. “
No
mor
e ca
ndy.
N
o m
ore
cake
. N
o m
ore
noth
ing!
”
“Th
at’s
no
mor
e an
ythi
ng,”
sai
d Th
e To
oth.
“A
nd…
WHO
DO
YO
U TH
INK
YOU’
RE K
IDDI
NG
, KID
? Br
ing
on
thos
e ch
ocol
ate
chip
s!”
S
tew
art
sighe
d.
Wha
t cho
ice
did
he
have
? H
e w
as a
boy
with
one
big
Sw
eet T
ooth
. H
e to
re o
pen
the
bag.
He
gra
bbed
one
, th
en tw
o-th
ree-
four
coo
kies
. H
e op
ened
his
mou
th.
“
CO
ME
TO P
APA
!” s
hout
ed Th
e To
oth.
Ste
wa
rt st
oppe
d.
Wha
t are
you
wai
ting
for,
kid?
Com
e on
. C
ooki
e. C
ooki
e.
Coo
kie.
Coo
kie.
”
Ste
wa
rt d
ropp
ed th
e co
okie
s.
B
ut…
not i
n hi
s mou
th.
“
It’s o
ver,
Toot
h.”
Said
a su
dd
enly
det
erm
ined
Ste
wa
rt.
“I’m
cut
ting
you
off.
Sta
rting
righ
t now
. It’
s col
d tu
rkey
.”
“
Col
d tu
rkey
? Y
ee-e
ch! I
hat
e co
ld tu
rkey
…un
less
you
ad
d a
little
cra
nber
ry s
auce
.”
“
Did
n’t y
ou h
ear m
e, T
ooth
?” c
ried
Ste
wa
rt. “
I sa
id it
’s
over
. Fr
om n
ow o
n th
ere’
s not
hing
for y
ou b
ut a
…a
…a
…”
Stew
art
gulp
ed.
“Hea
lthy
die
t.”
“
Heal
thy?
Kid
, say
you
don
’t m
ean
it,”
wai
led
The
Toot
h.
But S
tew
art
mea
nt it
, all r
ight
. H
e m
eant
eve
ry w
ord
. Ye
s, it
wa
s try
ing.
Yes
, it w
as d
iffic
ult.
Oka
y, it
wa
s da
rn n
ear
impo
ssib
le.
But S
tew
art
sta
yed
stro
ng. F
or T
he T
ooth
it w
as
a d
iffer
ent s
tory
.
“PE
AS?
YO
U’RE
GIV
ING
ME
PEA
S? L
ITTLE
DRY
GRE
EN
VEG
GIE
MA
RBLE
S? B
rocc
oli?
You
’re fe
edin
g m
e a
shru
b?
THA
T’S N
OT G
OIN
G TO
DO
IT.
DESS
ERT!
WHE
RE’S
DES
SERT
! W
HERE
’S D
ESSE
RT?
I’m b
eggi
ng y
ou.
WHE
N D
O W
E G
ET TO
TH
E G
OO
D ST
UFF?
”
“I c
an’
t hea
r you
,” sa
id S
tew
art,
put
ting
dow
n hi
s for
k a
nd p
laci
ng h
is ha
nds o
ver h
is ea
rs.
Stro
ng.
He
sta
yed
st
rong
.
“Jus
t one
een
sy-t
eens
y C
HOC
OLA
TE-C
OVE
RED
PEA
NUT
be
fore
hitt
ing
the
sack
. Ho
w a
bout
it?.
..a n
osh.
A n
ibbl
e.
A b
reat
h m
int.
Som
ethi
ng’!”
For
get i
t, sa
id S
tew
art,
turn
ing
off t
he lig
ht.
Ston
g.
“C
OM
E O
N.
WHA
DDA
YA S
AY?
ON
E SP
OO
NFU
L O
F SU
GA
R,”
urge
d Th
e To
oth
as S
tew
art a
te h
is ce
real
. St
ewa
rt sh
ook
his h
ead
.
The
Too
th w
as l
osin
g its
grip
and
it k
new
it. “
A D
ROP
OF
CHO
CO
LATE
MIL
K. O
ne m
easly
littl
e cr
umb-
bun
crum
b.”
“
No
wa
y,”
said
Ste
wa
rt. V
ery
stro
ng.
“HE
Y, W
ATC
H TH
AT T
OO
THBR
USH,
” sh
oute
d Th
e To
oth.
“A
ND
KEEP
THA
T TO
NG
UE O
F YO
URS
ON
THE
OTH
ER S
IDE
OF
YOUR
MO
UTH.
TRY
IN’ T
O W
IGG
LE M
E O
UT O
F HE
RE, H
UH?
Wel
l, I’m
not
goi
ng, k
id.
I’m n
ot g
oing
any
whe
re! D
o yo
u he
ar m
e?...
Do y
ou h
ear m
e?”
S
tew
art
brus
hed
. Flo
ssed
. Ga
rgle
d.
“
U-u-
ugh,
” m
oane
d Th
e To
oth,
wea
kly.
“He
’s n
ot
hear
ing
me…
I’ll g
et y
ou fo
r thi
s, k
id.”
Ste
wa
rt sm
iled
. H
e w
as w
inni
ng.
Oh
yes,
he w
as
win
ning
.
page
2
3
4
Thr
ee d
ays p
asse
d.
The
Toot
h w
as q
uiet
. V
ery
quie
t.
Alm
ost t
oo q
uiet
. But
Ste
wa
rt w
asn
’t th
inki
ng “
toot
h.”
He
wa
s thi
nkin
g ba
seba
ll. It
wa
s the
big
gest
ga
me
of th
e se
aso
n. B
otto
m o
f the
nin
th.
Stew
art
wa
s at t
he p
late
. Ru
nner
s wer
e on
seco
nd a
nd th
ird.
Two
outs
. Tw
o st
rikes
.
The
cro
wd
wa
s on
thei
r fee
t. T
he g
am
e w
as o
n th
e lin
e.
Stew
art’
s tea
m w
as d
own
by o
ne ru
n. T
he p
itche
r wen
t in
to h
is w
ind
up.
Ther
e w
as a
hus
h fro
m th
e st
and
s. A
big
fa
t ba
seba
ll wa
s hea
din
g fo
r the
pla
te.
It w
as a
ll up
to
Stew
art.
And
then
…
“
BOY,
CO
ULD
I GO
FO
R A
HUN
K O
F BU
BBLE
GUM
RIG
HT
NO
W!”
Sw
ing!
Sw
ish!
“Heh
-heh
-heh
.”
“Stri
ke th
ree!
Yel
led
the
umpi
re. “
Y’er
out
!”
“
Got
cha!
” sa
id Th
e To
oth.
“N
ow g
o ge
t me
som
e go
odie
s!”
“
I’ll g
et y
ou g
ood
ies,”
mum
bled
Ste
wa
rt, d
ropp
ing
the
bat.
H
ome
he m
arc
hed
. In
to th
e ki
tche
n. S
traig
ht fo
r th
e re
frige
rato
r. H
e ya
nked
ope
n th
e d
oor.
Rus
tled
th
roug
h th
e ve
geta
ble
bin.
He
flung
lettu
ce.
He
toss
ed
tom
ato
es.
He
hurle
d a
hea
d o
f ca
ulifl
ower
. A
nd th
en h
e pu
lled
out
-a c
arro
t. T
hat’
s rig
ht.
A c
arro
t.
“It’
s ove
r for
you
, Too
th,”
ann
ounc
ed S
tew
art
def
iant
ly,
liftin
g th
e ca
rrot a
bove
his
hea
d.
“W
hat a
re y
ou g
oing
to d
o w
ith th
at?”
ask
ed h
is w
ide-
eyed
sist
er.
S
tew
art
grin
ned
. H
e op
ened
his
mou
th w
ide.
Ver
y w
ide.
“KI
D! N
O! N
O TH
E C
ARR
OT!
NO
T THE
CA
RRO
T!”
“Yes
. Th
e ca
rrot!”
shou
ted
Ste
wa
rt.
“
No,
kid
, no!
”
Allis
on c
over
ed h
er e
yes.
“A
m I
too
youn
g to
be
wa
tchi
ng th
is?”
C
lose
r. C
lose
r. C
lose
r. A
nd th
en- C
R-C
R-C
RUN
CH
.
“Ahh
h-ah
h-ah
hhhh
…So
long
, sw
eet w
orld
!...W
hat a
way
to
go…
Done
in b
y an
ora
nge
vegg
ie.”
Ste
wa
rt ru
bbed
his
jaw
. H
e st
are
d a
t the
ca
rrot…
and
Th
e To
oth.
It
was
ove
r. “
Wha
t’s g
oing
to h
app
en to
it?”
ask
ed A
llison
as s
he
follo
wed
her
bro
ther
ups
tairs
to th
e be
dro
om.
S
tew
art
pla
ced
the
mol
ar u
nder
his
pillo
w, t
hen
look
ed
at h
is sis
ter.
“Who
kno
ws?
” he
said
with
a b
ig sm
ile.
“Tha
t’s t
he
toot
h fa
iry’s
pro
blem
now
.”
“WA
H. W
AH
. WA
H!”
crie
d th
e ba
by te
eth.
“W
OO
F!”
yapp
ed th
e ca
nine
.
“Pl
ease
be
quie
t,” sa
id th
e w
isdom
toot
h, “
I’m tr
ying
to
read
.”
“
Pipe
dow
n, w
ise g
uy! W
hat d
oes
a sw
eet t
ooth
hav
e to
do
to g
et a
n ic
e-cr
eam
sun
dae
arou
nd h
ere?
With
hot
fu
dge!
And
thro
w s
ome
sprin
kles
on
it w
hile
you
’re a
t it.”
The
toot
h fa
iry si
ghed
. “R
OTT
EN T
EETH
!”
page
3
5 6
Text
Dep
ende
nt Q
uest
ions
Di
rect
ions
: Use
the
text
to a
nsw
er e
ach
ques
tion.
Writ
e th
e an
swer
on
a se
para
te p
iece
of p
aper
. Be
sure
to w
rite
your
ans
wer
s in
com
plet
e se
nten
ces.
1.
De
scrib
e St
ewar
t’s m
ain
conf
lict.
2.
Desc
ribe
at le
ast t
wo
thin
gs S
tew
art
did
to tr
y an
d re
solv
e th
e co
nflic
t. 3.
W
hy w
ere
Stew
art’s
par
ents
disa
ppoi
nted
with
him
on
East
er?
4.
Ho
w d
id th
e m
ain
char
acte
r cha
nge
from
the
begi
nnin
g of
th
e st
ory
to th
e en
d?
5.
Wha
t les
son
did
this
stor
y te
ach
you?
Use
evi
denc
e fr
om
the
text
to su
ppor
t you
r ans
wer
.
“Doo
dle”
A S
tory
for _
____
____
____
____
_
(Titl
e of
the
Stor
y)
Dire
ctio
ns: W
hile
read
ing
a te
xt, s
top
at
sele
cted
stop
ping
poi
nts.
“Do
odle
,” w
hich
m
eans
to d
raw
, wha
t you
“se
e” h
appe
ning
in
your
min
d. W
hat i
s the
mos
t im
port
ant e
vent
th
at to
ok p
lace
at t
his p
oint
in th
e st
ory?
W
hat w
ords
did
the
auth
or u
se to
hel
p yo
u to
vi
sual
ize?
Whe
n yo
u ar
e fin
ished
, use
you
r do
odle
s to
sum
mar
ize th
e st
ory.
1
2
3
4 5
6
Keep
You
r Tee
th H
ealth
y Fo
ur ti
ps fo
r a b
right
er b
ite.
Smile
! Hea
lthy
teet
h m
ake
you
look
gre
at a
nd fe
el h
appy
. M
unch
. Cru
nch.
With
out y
our "
chom
pers
," yo
u w
ould
hav
e tro
uble
che
win
g fo
od. Y
our t
eeth
als
o he
lp y
ou s
peak
and
sin
g cl
early
. Fa,
la, l
a, la
! Now
say
the
wor
d th
anks
. Not
ice
that
you
ne
ed y
our t
eeth
to s
ay th
e th
sou
nd.
Keep
ing
your
teet
h in
tip-
top
shap
e is
impo
rtant
. Tak
ing
care
of y
our t
eeth
kee
ps p
laqu
e (P
LAK)
from
bui
ldin
g up
. Pl
aque
is a
stic
ky fi
lm th
at c
an c
ause
gum
dis
ease
and
ca
vitie
s. A
cav
ity is
a h
ole
in a
toot
h. D
entis
ts re
com
men
d th
ese
help
ful t
ips
to re
mov
e pl
aque
and
kee
p yo
ur te
eth
heal
thy.
1 Br
ush
twic
e a
day
with
a
soft-
bris
tle to
othb
rush
. Mak
e su
re y
ou b
rush
for t
wo
to th
ree
min
utes
. Hum
a s
ong
or ti
me
your
self
to m
ake
sure
you
br
ush
long
eno
ugh.
Bru
shin
g yo
ur to
ngue
will
help
fres
hen
your
bre
ath.
Rep
lace
you
r too
thbr
ush
ever
y th
ree
mon
ths.
2 Fl
oss
gent
ly o
nce
a da
y.
Flos
sing
cle
ans
betw
een
your
te
eth.
Don
't fo
rget
to fl
oss
behi
nd
the
last
toot
h in
eac
h ro
w.
3 Vi
sit a
den
tist t
wic
e a
year
. You
r den
tist w
ill cl
ean
your
teet
h an
d m
ake
sure
they
are
he
alth
y.
4 Ea
t foo
ds th
at a
re g
ood
for
you.
Tho
se fo
ods
incl
ude
fresh
fru
its, r
aw v
eget
able
s, a
nd
chee
se.
Text
Dep
ende
nt Q
uest
ions
D
irect
ions
: Use
the
text
to a
nsw
er e
ach
ques
tion.
Writ
e th
e an
swer
on
a se
para
te p
iece
of p
aper
. Be
sure
to w
rite
your
an
swer
s in
com
plet
e se
nten
ces.
1.
Wha
t do
teet
h he
lp p
eopl
e do
? 2.
By
taki
ng ca
re o
f you
r tee
th, w
hat d
o yo
u pr
even
t?
3. A
ccor
ding
to th
e pa
ssag
e, w
hat a
re s
ome
tips
that
den
tists
reco
mm
end
to k
eep
your
te
eth
heal
thy?
4.
Wha
t is t
his p
assa
ge m
ostly
abo
ut?
5. In
whi
ch p
umpk
in d
o yo
u se
e a
cavi
ty?
Expl
ain.
NPS Learning in Place
MATH Grade 2
Week 1 Time & Money
Week 2 Calendar, Plane & Solid
Day 1 Money
Sentence:
Explain your thinking:
Explain your thinking:
Day 2 Money
Find the value of the set of money. Then
explain how you did it. Use words like: first,
then, and next.
Justify your thinking!
How can you make $1.34 in two ways? Draw it!
Day 3 Word Problems with Money
Explain your thinking.
Explain your thinking.
Day 4 Time
Explain your thinking.
How would you explain how to read this watch to a friend?
On a separate sheet of paper, answer the following questions.
Day 5 Time
Day 6 Calendar
Day 7 Calendar
Day 8 Calendar
On a separate sheet of paper, answer the following questions.
Day 9 Plane & Solid
Day 10 Plane & Solid
Write a paragraph to compare one
of the pairs on another sheet of
paper.
No
rfo
lk P
ub
lic
Sch
oo
ls
Sci
en
ce L
ear
nin
g in
Pla
ce P
lan
: Gra
de
2 L
ess
on
s W
ee
k 4
: Ap
ril 6
– 1
0, 2
020
Mo
nd
ay
Tu
esd
ay
We
dn
esd
ay
Th
urs
day
Fr
iday
Ho
w D
o W
e U
se In
qu
iry
Sk
ills
?
Stu
de
nts
will
: ▪
rere
ad L
ess
on
1 “
Ho
w
Do
We
Use
Inq
uir
y S
kills
?” o
n p
age
s 3
- 9.
▪
en
sure
all
acti
ve
read
ing
act
ivit
ies
and
q
ue
stio
ns
are
an
swe
red
. ▪
just
ify
the
ir t
hin
kin
g t
o
answ
ere
d q
ue
stio
ns
to
the
ir p
are
nts
usi
ng
e
vid
ence
fro
m t
ext
.
Ho
w D
o W
e U
se In
qu
iry
Sk
ills
?
Stu
de
nts
will
re
view
th
e
less
on
an
d a
nsw
er t
he
fo
llow
ing
qu
esti
on
s in
th
eir
sc
ien
ce n
ote
bo
oks
: 1.
Wh
at a
re t
wo
th
ing
inq
uir
y sk
ills
can
he
lp y
ou
do
? 2.
Wh
at c
an y
ou
do
wit
h y
ou
r fi
ve s
en
ses?
Wh
at a
re y
ou
r fi
ve s
en
ses?
3.
Wh
y d
o D
ann
y an
d S
op
hia
p
lan
an
inve
stig
atio
n?
Ho
w D
o W
e U
se In
qu
iry
Sk
ills
?
Stu
de
nts
will
re
view
th
e
less
on
an
d a
nsw
er t
he
fo
llow
ing
qu
esti
on
s in
th
eir
sc
ien
ce n
ote
bo
oks
: 1.
Wh
at a
re y
ou
do
ing
wh
en
yo
u m
ake
a g
oo
d g
ue
ss
abo
ut
wh
at w
ill h
app
en
? 2.
Re
call
wh
at in
qu
iry
skill
s ar
e. N
ame
on
e o
f th
em
. 3.
Wh
at t
asks
are
Dan
ny
and
S
op
hia
try
ing
to
co
mp
lete
?
Ho
w D
o W
e U
se In
qu
iry
Sk
ills
?
Stu
de
nts
will
re
view
th
e
less
on
an
d a
nsw
er
the
fo
llow
ing
qu
est
ion
s in
th
eir
sc
ien
ce n
ote
bo
oks
: 1.
W
hat
do
es
Dan
ny
me
asu
re t
he
bir
dh
ou
se
wit
h?
2.
Wh
at a
re s
om
e w
ays
leav
es
mig
ht
be
alik
e?
3.
Ho
w d
o y
ou
use
co
mp
arin
g a
nd
cla
ssif
yin
g
eve
ry d
ay?
Ho
w D
o W
e U
se In
qu
iry
Sk
ills
?
Stu
de
nts
will
re
view
th
e
less
on
an
d a
nsw
er
the
fo
llow
ing
qu
est
ion
s in
th
eir
sc
ien
ce n
ote
bo
oks
: 1.
W
hy
do
Dan
ny
and
S
op
hie
dra
w a
map
? 2.
Ho
w c
an m
akin
g a
mo
de
l h
elp
yo
u le
arn
? 3.
Ho
w c
an D
ann
y an
d
So
ph
ia in
fer
that
th
e
bac
kyar
d is
ho
me
to
m
any
pla
nts
an
d a
nim
als?
We
ek
5: A
pri
l 13 –
17,
20
20
Mo
nd
ay
Tu
esd
ay
We
dn
esd
ay
Th
urs
day
Fr
iday
Sp
ri
ng
B
re
ak
We
ek
6: A
pri
l 20
– 2
4, 2
020
Mo
nd
ay
Tu
esd
ay
We
dn
esd
ay
Th
urs
day
Fr
iday
Ho
w D
o P
lan
ts a
nd
An
imal
s N
ee
d O
ne
An
oth
er?
p
g. 1
81
▪
En
gag
e Y
ou
r B
rain
! ▪
Act
ive
Re
adin
g
In Y
ou
r P
lace
p
g. 1
82
- 18
3 ▪
Act
ive
Re
adin
g
▪
Qu
est
ion
Ge
ttin
g H
elp
p
g. 1
84
- 18
5 ▪
Act
ive
Re
adin
g
▪
Qu
est
ion
Giv
ing
He
lp
pg
. 18
6 -
187
▪
Act
ive
Re
adin
g
▪
Qu
est
ion
Eat
Up
! p
g. 1
88
- 18
9
▪
Qu
est
ion
Su
m It
Up
! p
g. 1
90
Ap
ply
Co
nce
pts
P
g. 1
92
▪
4
.
4.
Elementary Art-Learning in Place Packet
Grades 2-3 April 6- April 24, 2020
Grades 2-3
April 6 .... Go outside and find leaves. Place the leaves under your paper. Turn your crayon horizontal and create a leaf rubbing. Complete multiple leaf rubbings on your paper in different colors. If you have watercolors, wash them over the leaf rubbing for a wax resist technique.
Horizontal Background Foreground Resist Texture
April 20... Draw the first letter of your first name to fill the entire sheet of paper. Use crayons, markers, colored pencils or watercolors to fill the (positive space) of your letter with color and pattern. If you choose to color your background (negative space), choose one solid color.
Pattern Color Line Positive Space Negative Space
MUSIC
Learning in Place
2nd Grade Learning in Place April 6-10
Name___________________________________ Teacher________________________
Write the instrument name in the box it’s correct below picture using the words provided below.
MUSIC
Learning in Place
2nd Grade Learning in Place April 20-24
Name___________________________________ Teacher________________________
Grade 2: Gifted Opportunities
Gifted Education & Academic Rigor April 6 – April 24
Communication Skills
Spring is such a beautiful time of year! Complete an activity each week. Please write responses on
your own paper, and be ready to share with your Gifted Resource Teachers when you see them.
Week 1
April 6 - 10
Acrostic Poem –Using the first letters in the word SPRING or a word or your
choice, write a description of your word.
S -
P
R
I
N
G
Week 2
April 13 - 17
SPRING BREAK –Have FUN with your family, play a new game, draw a picture of
your favorite animal and give him/her a name, write a journal about what activities
you are doing over break.
Week 3
April 20-24
Sense Poems: Pick a subject you find interesting & describe it through the senses:
Spring looks like
Spring smells like
Spring tastes like
Spring sounds like
Spring feels like
Spring makes me want to
Don’t forget to read everyday!!
Mathematics
Complete one activity for each week. Please write responses on your own paper, and be ready to
share with your Gifted Resource Teachers when you see them.
Week 1
April 6 – 10
Buying Gumballs. Mercedes likes to buy gumballs from the machine at the food
store. Each time Mercedes puts fifteen cents in the machine she gets one gumball.
Mercedes has enough pennies and nickels to buy a gumball. What are two different
combinations of pennies and nickels Mercedes can use to buy a gumball? Show all
your mathematical thinking.
Week 2
April 13 - 17
SPRING BREAK –Have FUN with your family, learn how to play chess, count the
coins in your piggy bank! How much money do you have?
Week 3
April 20-24
How Much Money? Wilson and Millie pick up some coins that are on the table.
Wilson has 2 quarters in one hand and 3 dimes in his other hand. Millie has 3
quarters in one hand and 1 nickel in the other hand. Wilson says they have the same
amount of money. Is Wilson correct? Show and tell how you know.
NPS ESL Learning in Place Plan, Grade K-2, April 6-24, 2020
Grade K-2
Topic On the Job Can you name the jobs that people do?
April 6-7Use a piece of paper
or a notebook to complete all assignments.
Point to the picture. Read or repeat the words. Write the words.
Read or repeat the sentence. Write the sentence using the sentence frame.
I see a ________________ Example: I see a banker.
Banker Cashier Doctor Nurse Teacher Waiter
April 8-9Use a piece of paper
or a notebook to complete all assignments.
New Vocabulary: goes to Point to the picture.
Read or repeat the words. Write the words. Read or repeat the sentence.
Write the sentence using the sentence frame.
This is a _____________. He/She goes to a ___________. Example: This a banker. She goes to a bank.
Bank Shopping Center
Hospital Office Building School Restaurant
April 10 Use a piece of paper
or a notebook to complete all assignments.
Family Connection: What do people do in your family for a job? Draw a picture and color it.
Write the name of the job or write a sentence under the picture. My (mom, dad, uncle, aunt) is a ______________.
Example: My uncle is a mechanic.
NPS ESL Learning in Place Plan, Grade K-2, April 6-24, 2020
April 20-21Use a piece of paper
or a notebook to complete all assignments.
New Vocabulary: want, be Point to the picture.
Read or repeat the words. Write the words. Read or repeat the sentence.
Write the sentence using the sentence frame.
I like to help. I want to be a ____________. Example: I like to help. I want to be a doctor.
Banker Cashier Doctor Nurse Teacher Waiter
April 22-23 Use a piece of paper
or a notebook to complete all assignments.
New Vocabulary: will be Point to the picture.
Read or repeat the words. Write the words. Read or repeat the sentence. Write the sentence.
I will be a ____________. I will work in a ____________. Example: I will be a nurse. I will work in an office building.
Bank Shopping Center Hospital Office Building School Restaurant
April 24 Use a piece of paper
or a notebook to complete all assignments.
Personal Connection: What is your favorite job? Draw yourself doing that job. Don’t forget to include the
background! Write a sentence about I am a (an) ____________. I work in (a) __________.
Example: I am an astronaut and I work in space.