caleb story grading chart - splashpublications.com · autumn. bride’s bonnet bride’s bonnet is...
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Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
ANNA’S GUIDE TO PLANTS GRADING CHART
Criteria Points Possible Points Earned
Correctly coloring 17 plants
Two interesting facts about each plant
Book pages in ABC order
Neatness of finished book
Total
ANSWERS TO WHICH POINT OF VIEW?1. third person limited 2. first person3. third person limited 4. third person objective5. third person omniscient 6. first person
10
51(three pts. each)
34(two pts. each)
5
100
Criteria Points Possible Points Earned
Answered each of the six statements in first person point of view
Spelling/Grammar 15
Punctuation/Captalization 15
Neatness of Final Draft 10
Total 100
(10 points each)60
CALEB’S STORY GRADING CHART
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Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
DEAR TEACHER,
The enclosed Literature Study was designed by teachers with you and yourstudents in mind. We believe it is the most comprehensive and practical LiteratureStudy you will ever use. We feel it’s important to review the special features of thisLiterature Study and help to familiarize you with it.
1. The Literature Study has been divided into four parts. Part I will focus on chapters 1-2, Part II will focus on chapters 3-5, Part III will deal with chapter 6-7 and Part IV will focus on chapters 8-9.
2. Each chapter is followed by “Let’s Talk About It” discussion questions. These questions deal with issues raised in the chapters. A suggestion for the use of these questions is to have students first answer them independently, then get together with a partner or small group to share their thoughts and feelings. Finally, if time permits, selected students could share with the whole class.
3. Students will complete Vocabulary Cards for each chapter, complete a context clues activity and take quiz at the end of each of the four parts over those vocabulary words. As teachers, we know the frustration of having students look up words in the dictionary, only to find multiple meanings. If a child doesn’t know the meaning of the word, it’s unfair to expect him or her to be able to pick out and write down the correct definition for the word as it is used in the context of the passage in the book. Therefore, we have created a Glossary of words with their definitions. This Glossary is located on pages 83-85. We
suggest that you make copies for each student. The vocabulary quizzes and the context clues activities will utilize these definitions. You might want to copy the Vocabulary Cards onto tag board and encourage students to bring in a
box for storing the cards on their desks.
4. Comprehension questions will be answered after students have read each chapter. We have designed two formats for you to use at your own discretion: short answer and multiple choice. As a suggestion, you might try having students complete the short answer questions after reading each chapter, and then use the multiple choice questions as a quiz the next day. If students have been diligent to read the chapters and answer the short answer questions correctly, they will be successful on the multiple choice quizzes.
5. Answers to all of the activities can be found on pages 86-94.
6. Bookmarks and a certificate for successfully completing the Literature Study can be found on pages 81-82.
ANSWERS TO ANNA’S GUIDE TO PLANTS
PART IASTERThe name Aster means star.In North America, Aster is awildflower that grows alongroadsides and in meadows.Most varieties of Aster bloom fromearly summer until the first frost inautumn.
BRIDE’S BONNETBride’s Bonnet is a wildflower thatcan be found in forests in moist soilunderneath the shade of a tree.Bride’s Bonnet blooms in spring andearly summer. The color of theblossoms are white.
CLOVERClover is a weed that can be foundgrowing along roadsides, in lawns,meadows, and golf courses.Children use Clover for makingchains and bracelets. Clover bloomsduring the summer months.
FLAXFlax has been grown since ancienttimes when it was used to makeclothing and relieve stomach aches.In 1617, Flax seeds were brought toAmerica. By 1875, Flax was plantedacross the prairies. Flax bloomsfrom early spring to late summer.
GOLDENRODGoldenrod is the state flower ofKentucky and Nebraska. Goldenrodblooms with small yellow flowersfrom early summer until autumn’sfirst frost. The nectar of theGoldenrod is important to bees,wasps, butterflies, moths, flies, andbeetles.
INDIAN PAINTBRUSHIndian Paintbrush is a wildflowerthat is parasitic. This means that itrelies on the nourishment from theroots of other plants to grow.Indian Paintbrush blooms fromspring to early summer and suppliesnectar to hummingbirds.
RAGWORTRagwort is a weed that is poisonousto cattle, horses, and other grazinglivestock. If eaten, it can causeweakness, blindness, and death inanimals, and can make humans verysick as well. Ragwort bloomsduring the autumn and springmonths of the year.
ROSEThe Rose is so popular, it is the stateflower of New York, Iowa, andGeorgia. There are more than 20,000kinds of Roses in the Rose family,and more than 60 million Roseplants are grown each year. Rosesbloom from early spring to latesummer.
RUSSIAN OLIVEPeople think of the Russian Olive asa weed because it grows wild insome areas and drinks up all of thewater, choking out other plants.Russian Olive trees bloom duringthe summer months.
VIOLETSViolets are the state flowers ofIllinois, New Jersey, Rhode Island,and Wisconsin. Most true Violetsbloom in autumn and spring andtake a break from blooming in thesummer.
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Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
LESSONS AT A GLANCE
PART I(Chapters 1-2)
1. Before reading Chapter 1, students will:• complete Vocabulary Cards for dusk, feisty, hearthstones, hollow, homely, horrid, insult,
prairie, wretched. (pg. 1)
After reading Chapter 1, students will:• answer Comprehension Questions. (pps. 2-3)• complete “Let’s Talk About It” Discussion Questions. (pg. 4)• use a grid system to locate state parks on a Great Plains map. (pps. 5-7)
2. Before reading Chapter 2, students will:• complete Vocabulary Cards for bonnet, braid, enclosing, flounder, pesky, stalls. (pg. 1)
After reading Chapter 2, students will:• answer Comprehension Questions. (pps. 8-9)• complete “Let’s Talk About It” Discussion Questions. (pg. 10)• make a Character Web for Caleb. (pg. 11)• identify point of view in “Which Point of View?” activity. (pps. 12-13)• use first person point of view to write “Caleb’s Story.” (pg. 14)• complete Part I Context Clues activity. (pps. 15-16)• take a Vocabulary Quiz for Part I. (pg. 17)
ANSWERS TO CLASSIFICATION
PART I
Plants withsmooth leavesAsterBride’s BonnetCloverFlaxGoldenrodIndian PaintbrushNasturtiumRussian OliveZinnias
Plants withjagged leavesColumbineDahliaFeverfewMarigoldsRagwortRoseTansyViolets
PART II
Plants that bloomduring summerCloverColumbineFeverfewRussian OliveTansy
Plants that bloomfrom early summerto the first frostin autumnAsterDahliaGoldenrodMarigoldsNasturtiumZinnias
Plants that bloomduring autumnand springRagwortViolets
Plants that bloomfrom early springto late summerFlaxRoses
Plants that bloomfrom spring toearly summerBride’s BonnetIndian Paintbrush
PART III
Plants grownon the prairieBride’s BonnetCloverFeverfewFlaxIndian PaintbrushMarigoldsRosesRussian OliveTansyVioletsZinnias
Plants grownin MaineAsterColumbineDahliaGoldenrodNasturtiumRagwort
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Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
PART II(Chapters 3-5)
Before beginning Part II, students will:• read about Maine and use reference points and intermediate directions to plot Maine’s
points of interest on a map. (pps. 18-22)
1. Before reading Chapter 3, students will:• complete Vocabulary Cards for clattered, fetch, flax, hitched, preacher, suspenders,
windbreak. (pg. 1)
After reading Chapter 3, students will:• answer Comprehension Questions. (pps. 23-24)• complete “Let’s Talk About It” Discussion Questions. (pg. 25)
2. Before reading Chapter 4, students will:• complete Vocabulary Cards for asters, conch, meadowlark, paddock, ragwort, rustle,
scallop. (pg. 1)
After reading Chapter 4, students will:• answer Comprehension Questions. (pps. 26-27)• complete “Let’s Talk About It” Discussion Questions. (pg. 28)• follow written directions to make a log cabin. (pps. 29-31)• complete “Anna’s Guide to Plants” Part I. (pps. 32-40)
3. Before reading Chapter 5, students will:• complete Vocabulary Cards for canvas, coarse, dune, mica. (pg. 1)
After reading Chapter 5, students will:• answer Comprehension Questions. (pps. 41-42)• complete “Let’s Talk About It” Discussion Questions. (pg. 43)• complete Part II Context Clues activity. (pps. 44-45)• take a Vocabulary Quiz for Part II. (pps. 46-47)
ANSWERS TO CHARACTER WEBS
CALEB
what Anna thought of himwhen he was born•wasn’t wearing any clothes•looked like bread dough•homely and plain•wretched•terrible holler•horrid smell
SARAH
items that she brought from Maine•her cat Seal•a moon snail•a sea stone•her collection of shells
names of her relatives in Maine•William•Aunt Harriet•Aunt Mattie•Aunt Lou
things that Sarah did in Maine•touched seals•slid down a sand dune•swam in the sea•grew flowers in a garden•walked to town
new things that Sarah learned on the prairie•touched sheep•slid down a hay dune•learned how to plow a field•planted new flowers
questions he asks Sarah•What is the name of your cat?•Do you like small rooms?•Can you keep a fire going?•Do you snore?
questions he asks Anna•Did Mama sing everyday?•Did Papa sing, too?•What did I look like when I was
born?•Can you remember her songs?•Do you think Sarah will come?•Will Sarah stay?•What if she thinks we are loud and
pesky?•What if she doesn’t like our house?
ANNA
responsibilities on the prairie•takes care of Caleb•cooks•cleans the horse stalls•feeds the sheep•carries wood•fetches water
questions she asks Sarah•Can you sing?•Can you braid hair?•Can you bake bread?•Can you make stew?•What are your favorite colors?
things that Anna thinks but never saysoutloud•Caleb was not beautiful when he was born•Sarah’s hands were large and rough•Sarah was already lonely•She wished they had a sea of their own•Sarah was happy•She looked like Sarah’s daughter•She loved winter•She wished everything was perfect•Summer was when the wedding might be•The chickens would not be eaten•Sarah might leave and never come back•She was afraid of the storm•The hail was white and gleaming like the sea
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Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
PART III(Chapters 6-7)
1. Before reading Chapter 6, students will:• complete Vocabulary Cards for collapsed, gullies, killdeer, petticoat, sputtering,
startled, treaded, tumbleweeds, waded. (pg. 1)
After reading Chapter 6, students will:• answer Comprehension Questions. (pps. 48-49)• complete “Let’s Talk About It” Discussion Questions. (pg. 50)
2. Before reading Chapter 7, students will:• complete Vocabulary Cards for columbine, dahlias, feverfew, nasturtiums, primly,
tansy, whickering, zinnias. (pg. 1)
After reading Chapter 7, students will:• answer Comprehension Questions. (pps. 51-52)• complete “Let’s Talk About It” Discussion Questions. (pg. 53)• create a Character Web for Sarah. (pg. 54)• complete “Anna’s Guide to Plants” Part II. (pps. 55-62)• complete Part III Context Clues activity. (pps. 63-64)• take a Vocabulary Quiz for Part III. (pps. 65-66)
PART IV(Chapters 8-9)
1. Before reading Chapter 8, students will:• complete Vocabulary Cards for eerie, milled, overalls, portion, pungent, sly, squall,
weary, wisps. (pg. 1)
After reading Chapter 8, students will:• answer Comprehension Questions. (pps. 67-68)• complete “Let’s Talk About It” Discussion Questions. (pg. 69)• use plant information to complete Classification activity. (pps. 70-73)
2. Before reading Chapter 9, students will:• complete Vocabulary Cards for groom, murmured, nudged, scuttling, squinted, stern, wailed.
After reading Chapter 9, students will:• answer Comprehension Questions. (pps. 74-75)• complete “Let’s Talk About It” Discussion Questions. (pg. 76)• create a Character Web for Anna. (pg. 77)• complete Part IV Context Clues activity. (pps. 78-79)• take a Vocabulary Quiz for Part IV. (pg. 80)
ANSWERS TO CONTEXT CLUES
CHAPTER 1-21. hollow2. homely3. bonnet4. insult5. prairie6. enclosing7. dusk8. wretched9. feisty10. pesky11. flounder12. hearthstones13. horrid14. braid15. stall
CHAPTERS 3-51. ragwort2. meadowlark3. rustle4. paddock5. windbreak6. suspenders7. scallop8. asters9. coarse10. flax11. dune12. conch13. mica14. fetch15. clattered16. preacher17. hitched18. canvas
CHAPTERS 6-71. nasturtiums2. killdeer3. feverfew4. primly5. zinnias6. whickering7. columbine8. treaded9. tansy10. gullies11. dahlias12. startled13. tumbleweeds14. petticoat15. waded16. collapsed17. sputtering
CHAPTERS 8-91. murmured2. squinted3. weary4. squall5. pungent6. eerie7. wisps8. nudged9. scuttling10. wailed11. sly12. milled13. portion14. overalls15. stern16. groom
ANSWERS TO VOCABULARY QUIZZES
CHAPTERS 1-21. G2. N3. J4. A5. M6. K7. O8. L9. D10. I11. C12. F13. H14. B15. E
CHAPTERS 3-51. R2. C3. G4. L5. H6. P7. J8. F9. D10. K11. E12. M13. O14. N15. B16. A17. Q18. I
CHAPTERS 6-71. O2. H3. Q4. I5. A6. D7. K8. M9. J10. B11. E12. N13. G14. L15. C16. P17. F
CHAPTERS 8-91. F2. O3. G4. H5. N6. I7. J8. A9. L10. K11. P12. D13. M14. C15. E16. B
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Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com
Sarah, Plain and Tall © 2003-Splash! Publicationswww.splashpublications.com 1
ANSWERS TO COMPREHENSION QUESTIONS
(FILL-IN)
CHAPTER 11. Mama sang everyday.2. Her mother died after giving birth to Caleb.3. He was looking for a wife.4. She was a hard worker but not mild mannered.5. If she could sing.
CHAPTER 21. Can you braid hair? Can you make stew? Can you bake bread? What are your favorite colors?2. Sarah prefers building bookshelves and painting.3. Her cat’s paw print.4. Tell them I can sing.
CHAPTER 31. He was afraid that Sarah wouldn’t be nice.2. Sarah brought a moon snail for Anna and a sea stone for Caleb.3. Sarah wasn’t smiling.4. A sea of their own would make Sarah happy.
CHAPTER 41. Sarah kept her collection of shells on her windowsill.2. Sarah said they would have flowers all winter long.3. They say Ayuh.4. The birds could use the curls to build their nests.5. Sarah had never touched sheep.
CHAPTER 51. She named them after her favorite aunts.2. Sarah cried because one of the lambs had died.3. Caleb’s first word was windmill; Anna’s first word was flower; Sarah’s first word was dune.4. Papa made a dune out of hay.
CHAPTER 61. It is three miles to Caleb and Anna’s school.2. The barn was connected to the house sometimes.3. Papa ties a rope from the house to the barn.4. Sarah learned how to plow a field; she taught the children how to float in water.
CHAPTER 71. Matthew and Maggie brought a sack of chickens for Sarah.2. Sarah was supposed to eat the gift.3. Sarah missed the sea, her brother, and her aunts.4. Everyone except Sarah could drive a wagon.
CHAPTER 81. Sarah and Jack were both sly.2. Papa was afraid that a storm was coming.3. Anna and Caleb were afraid that Sarah would never come back.4. Sarah left the barn to save her chickens.
CHAPTER 91. Caleb wanted to get sick and tie Sarah up to keep her from leaving.2. Mama never came back.3. The colors of the sea were missing from Sarah’s drawing.4. Sarah brought back three colored pencils to complete her drawing.
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Sara
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and
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info
rmat
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3.W
hy d
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wsp
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4.B
esid
es b
eing
str
ong
and
will
ing
to tr
avel
, wha
t oth
er tw
o w
ays
did
Sara
h us
e to
des
crib
e he
rsel
f in
her
lett
er?
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5.W
hat o
ne q
uest
ion
did
Ann
a w
ant P
apa
to a
sk S
arah
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Dir
ecti
ons:
(Cha
pter
1)
Use
the
info
rmat
ion
from
Cha
pter
1 o
f Sar
ah, P
lain
and
Tal
lto
ans
wer
the
ques
tion
s be
low
. R
emem
ber
to w
rite
you
ran
swer
s us
ing
com
plet
e se
nten
ces.
Nam
e__
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Sara
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QU
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TIO
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1.A
ccor
din
g to
the
info
rmat
ion
in C
hapt
er 1
, how
oft
en d
id M
ama
sing
?
a)M
ama
neve
r sa
ng.
b)M
ama
sang
eve
ryd
ay.
c)M
ama
sang
onl
y on
Wed
nesd
ay m
orni
ngs.
2.W
hat d
id A
nna
thin
k w
as th
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orst
thin
g ab
out h
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aleb
?
a)H
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he w
as.
b)H
e w
as a
bea
utif
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aby
whe
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was
bor
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d A
nna
was
not.
c)H
er m
othe
r d
ied
sho
rtly
aft
er g
ivin
g bi
rth
to C
aleb
.
3.W
hy d
id P
apa
plac
e an
ad
vert
isem
ent i
n th
e ne
wsp
aper
?
a)H
e w
ante
d to
buy
ano
ther
hor
se.
b)H
e w
ante
d to
sel
l the
farm
so
he a
nd h
is c
hild
ren
coul
dm
ove
to M
aine
.c)
He
was
look
ing
for
a w
ife.
4.B
esid
es b
eing
str
ong
and
will
ing
to tr
avel
, wha
t oth
er tw
o w
ays
did
Sara
h us
e to
des
crib
e he
rsel
f in
her
lett
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as a
har
d w
orke
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mild
man
nere
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e co
uld
run
a fa
rm a
nd r
aise
chi
ldre
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She
coul
d r
ide
hors
es a
nd b
ake
brea
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5.W
hat o
ne q
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did
Ann
a w
ant P
apa
to a
sk S
arah
?
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nna
wan
ted
Pap
a to
ask
Sar
ah if
she
cou
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ook.
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nna
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ted
Pap
a to
ask
Sar
ah if
she
like
d c
hild
ren.
c)A
nna
wan
ted
Pap
a to
ask
Sar
ah if
she
cou
ld s
ing.
(Cha
pter
1)
Use
the
info
rmat
ion
from
Cha
pter
1 o
f Sar
ah, P
lain
and
Tal
lto
ans
wer
the
ques
tion
s be
low
. C
ircl
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rrec
t ans
wer
from
the
choi
ces
give
n.
Dir
ecti
ons:
Nam
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T(C
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In th
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hapt
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ah, P
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u w
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intr
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Ann
a,he
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wri
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own
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ts o
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rovi
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se th
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ou n
eed
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Be
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you
r an
swer
s.
•In
the
firs
t par
t of C
hapt
er 1
, Ann
a an
d C
aleb
are
hav
ing
a d
iscu
ssio
n ab
out
wha
t Cal
eb lo
oked
like
whe
n he
was
bor
n. A
nna
tells
Cal
eb th
at h
e w
as a
beau
tifu
l bab
y, b
ut s
he s
ecre
tly
thou
ght h
e w
as “
hom
ely
and
plai
n, a
nd h
eha
d a
terr
ible
hol
ler
and
a ho
rrid
sm
ell.”
Why
do
you
thin
k th
at A
nna
chos
e no
t to
be c
ompl
etel
y ho
nest
wit
h C
aleb
?
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Put y
ours
elf i
n A
nna’
s pl
ace.
Wha
t wou
ld y
ou h
ave
said
to C
aleb
? E
xpla
inw
hy.
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•A
nna’
s m
othe
r d
ied
the
mor
ning
aft
er C
aleb
was
bor
n. A
nna
adm
its
that
she
neve
r sa
id g
ood
-bye
to h
er m
othe
r. “
I had
gon
e to
bed
thin
king
how
wre
tche
d he
look
ed.
And
I fo
rgot
to s
ay g
oodn
ight
. M
ama
died
the
next
mor
ning
.”
Des
crib
e ho
w y
ou th
ink
Ann
a fe
lt w
hen
she
wok
e up
the
next
mor
ning
and
foun
d o
ut th
at h
er m
othe
r ha
d p
asse
d a
way
.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Nam
e__
____
____
____
____
____
____
___
4Sa
rah,
Pla
in a
nd T
all ©
200
3-Sp
lash
! Pub
licat
ions
ww
w.s
plas
hpub
licat
ions
.com
MAPPING:
GR
EA
T P
LA
INS
STA
TE
S
SO
UT
HD
AK
OTA
NE
BR
ASK
A
KA
NSA
S
IOW
A
MIS
SOU
RI
NO
RT
HD
AK
OTA
Ann
a, C
aleb
, and
Jaco
b W
hitt
ing
live
on th
e pr
airi
e. D
urin
g th
e 18
00s,
fam
ilies
like
the
Whi
ttin
gs tr
avel
ed to
the
prai
ries
in th
e W
est i
n se
arch
of
open
spa
ces,
che
ap la
nd, a
nd c
lean
air
. It
was
not
unus
ual f
or fa
mili
es to
live
on
larg
e pl
ots
of la
nd w
ith
the
near
est n
eigh
bor
five
mile
s aw
ay.
Tod
ay, t
he la
ndth
at w
as o
nce
an o
pen
prai
rie
is n
ow th
e G
reat
Pla
ins
stat
es o
f Iow
a, K
ansa
s, M
isso
uri,
Neb
rask
a, N
orth
Dak
ota,
and
Sou
th D
akot
a. T
hing
s ha
ve c
hang
ed!
In th
is a
ctiv
ity,
you
will
use
a g
rid
sys
tem
to lo
cate
the
larg
est s
tate
par
ks o
f the
six
Gre
at P
lain
s st
ates
. A
gri
dsy
stem
is m
ade
up o
f lin
es th
at c
ome
toge
ther
to fo
rmsq
uare
s. T
he s
quar
es d
ivid
e a
map
into
sm
alle
r pi
eces
,m
akin
g it
eas
ier
to fi
nd im
port
ant p
lace
s. L
earn
ing
how
tous
e a
grid
sys
tem
is e
asy
and
will
teac
h yo
u an
impo
rtan
tlo
cati
on s
kill.
Exa
mp
le:
The
sta
te o
f Iow
a ha
s m
any
inte
rest
ing
plac
es to
vis
it.
Led
ges
Stat
e Pa
rk, l
ocat
ed a
t ( 3
,3 ),
is a
pop
ular
win
ter
spor
ts a
rea.
To lo
cate
Led
ges
Stat
e Pa
rk a
t( 3
,3 ),
put
you
r fi
nger
on
the
num
ber
1 at
the
bott
om o
f the
grid
. Sl
ide
your
fing
er o
ver
to 3
and
up
to 3
. L
edge
s St
ate
Park
is lo
cate
d in
the
squa
re c
reat
edw
hen
thes
e tw
o nu
mbe
rs c
ome
toge
ther
.
5
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ew
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h, P
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atio
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ashp
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atio
ns.c
om
CA
LE
BY
ou h
ave
been
rea
din
g ab
out C
aleb
from
Sar
ah, P
lain
and
Tal
l. In
this
act
ivit
y yo
u w
illcr
eate
a C
hara
cter
Web
abo
ut C
aleb
. In
a C
hara
cter
Web
, the
mai
n ch
arac
ter
is in
the
mid
dle
and
info
rmat
ion
abou
t the
cha
ract
er fo
rms
a “w
eb”
arou
nd h
im o
r he
r. U
sew
hat y
ou h
ave
read
abo
ut C
aleb
to fi
ll in
the
circ
les
wit
h th
e in
form
atio
n re
ques
ted
.Yo
u ca
n fi
nd in
form
atio
n fo
r C
aleb
’s C
hara
cter
Web
in c
hapt
ers
one
and
two.
wh
at A
nn
a th
ough
t of
him
wh
en h
e w
as b
orn
Now
use
the
info
rmat
ion
you
have
gat
here
d in
the
Cha
ract
er W
eb to
wri
te a
thre
ese
nten
ce d
escr
ipti
on a
bout
Cal
eb o
n th
e ba
ck o
f thi
s pa
per.
qu
esti
ons
he
ask
ed A
nn
a
qu
esti
ons
he
ask
ed S
arah
Nam
e__
____
____
____
____
____
____
___
11Sa
rah,
Pla
in a
nd T
all ©
200
3-Sp
lash
! Pub
licat
ions
ww
w.s
plas
hpub
licat
ions
.com
Whe
n an
aut
hor
wri
tes
a st
ory,
he
or s
he m
ust d
ecid
e fr
om w
hich
poi
nt o
f vi
ew th
e st
ory
will
be to
ld.
The
poi
nt o
f vi
ew le
ts th
e re
ader
kno
w w
ho is
telli
ng th
e st
ory
and
how
muc
hin
form
atio
n ab
out t
he c
hara
cter
s’ th
ough
ts a
nd fe
elin
gs w
ill b
e re
veal
ed.
The
re a
re fo
ur m
ajor
type
s of
poi
nt o
f vi
ew.
Rea
d th
e d
escr
ipti
on o
f eac
h an
d s
ee if
you
can
tell
from
whi
ch p
oint
of v
iew
the
book
Sar
ah, P
lain
and
Tal
l is
bein
g to
ld.
Firs
t Per
son
: T
he n
arra
tor
is a
cha
ract
er in
the
book
who
is a
lso
telli
ng th
e st
ory.
Thi
s pe
rson
refe
rs to
him
or
hers
elf a
s “I
” th
roug
hout
the
stor
y. I
n fi
rst p
erso
n po
int o
f vie
w, t
he n
arra
tor
can
only
des
crib
e w
hat h
e or
she
is th
inki
ng o
r fe
elin
g. A
s I w
alke
d to
war
d th
e fr
ont g
ates
of t
heca
rniv
al, I
cou
ld a
lrea
dy fe
el m
y st
omac
h m
ovin
g up
and
dow
n. S
eein
g m
y be
st fr
iend
Jona
thon
mad
em
e fe
el m
uch
bett
er.
Th
ird
Per
son
Ob
ject
ive:
The
nar
rato
r is
out
sid
e th
e st
ory
and
can
onl
y re
port
wha
t he
or s
hese
es a
nd h
ears
. M
olly
wal
ked
tow
ard
the
fron
t gat
es o
f the
car
niva
l hol
ding
her
sto
mac
h. S
he lo
oked
up a
s Jo
nath
on w
as w
alki
ng to
war
d he
r.
Th
ird
Per
son
Lim
ited
: T
he n
arra
tor
is o
utsi
de
the
stor
y, b
ut is
abl
e to
see
into
the
min
d o
f one
of th
e ch
arac
ters
. M
olly
was
alr
eady
feel
ing
sick
as
she
wal
ked
tow
ard
the
fron
t gat
es o
f the
car
niva
l.Sh
e fe
lt m
uch
bett
er w
hen
she
saw
her
bes
t fri
end
Jona
thon
wal
king
tow
ard
her.
Th
ird
Per
son
Om
nis
cien
t (ah
m•
NIH
•sh
ent)
: T
he w
ord
om
nisc
ient
is a
fanc
y w
ord
that
mea
ns “
all k
now
ing.
” In
thir
d p
erso
n om
nisc
ient
, the
nar
rato
r is
out
sid
e th
e st
ory,
but
is a
ble
to s
ee in
to th
e m
ind
s of
all
the
char
acte
rs.
Mol
ly w
as a
lrea
dy fe
elin
g si
ck a
s sh
e w
alke
d to
war
d th
efr
ont g
ates
of t
he c
arni
val.
As
Jona
thon
wal
ked
tow
ard
her,
he w
onde
red
why
his
bes
t fri
end
was
act
ing
so s
tran
gely
.
The
sam
e sc
ene
play
s ou
t in
each
of t
he e
xam
ples
abo
ve.
Bas
ed o
n th
e p
oin
t of
view
, the
auth
or is
abl
e to
tell
the
read
er s
ome,
all,
or
none
of t
he c
hara
cter
s’ th
ough
ts a
nd fe
elin
gs.
Poi
nt o
f vi
ew g
ives
an
auth
or a
lot o
f con
trol
ove
r th
e st
ory!
You
have
pro
babl
y al
read
y fi
gure
d o
ut th
at S
arah
, Pla
in a
nd T
all i
s to
ld in
firs
t per
son.
Ann
a is
the
narr
ator
and
you
kno
w w
hat o
nly
she
is th
inki
ng a
nd fe
elin
g th
roug
hout
the
stor
y.
12
Sara
h, P
lain
and
Tal
l © 2
003-
Spla
sh! P
ublic
atio
nsw
ww
.spl
ashp
ublic
atio
ns.c
om13
In th
is a
ctiv
ity,
you
will
use
wha
t you
hav
e le
arne
d to
dec
ide
from
whi
ch p
oin
t of
view
a st
ory
is b
eing
told
.
Dir
ecti
ons:
Rea
d e
ach
of th
e se
lect
ions
bel
ow a
nd d
ecid
e w
heth
er it
is b
eing
told
from
fir
st p
erso
n (t
he n
arra
tor
is te
lling
the
stor
y), t
hir
d p
erso
n o
bje
ctiv
e (t
hena
rrat
or is
out
sid
e th
e st
ory
and
can
onl
y re
port
wha
t he
or s
he h
ears
or
sees
), th
ird
per
son
lim
ited
(the
nar
rato
r is
out
sid
e th
e st
ory,
but
is a
ble
to s
eein
to th
e m
ind
of o
ne o
f the
cha
ract
ers)
, or
thir
d p
erso
n o
mn
isci
ent (
the
narr
ator
is “
all k
now
ing”
and
is a
ble
to s
ee in
to th
e m
ind
s of
all
the
char
acte
rs).
Wri
te y
our
answ
ers
on th
e lin
es p
rovi
ded
. Sp
ellin
g co
unts
!
1.M
aria
sti
ll co
uld
n’t f
igur
e ou
t why
Luk
e d
idn’
t tel
l her
abo
ut th
e ac
cid
ent.
As
hew
alke
d to
war
d h
er, s
he w
as fi
nally
goi
ng to
ask
why
he
kept
the
secr
et fr
om h
er.
____
____
____
____
____
____
____
____
____
____
____
__
2.It
doe
sn’t
seem
to m
atte
r w
hat I
thin
k. E
very
bod
y is
alw
ays
telli
ng m
e w
hat t
o d
oan
yway
.
____
____
____
____
____
____
____
____
____
____
____
__
3.A
s A
aron
pul
led
his
sw
eate
r ov
er h
is h
ead
he
felt
ano
ther
bur
st o
f col
d w
ind
. A
aron
thou
ght t
hat C
ody
wou
ld b
e co
ld to
o, b
ut h
is tw
in b
roth
er’s
sw
eate
r w
as s
till
in h
isba
ckpa
ck.
____
____
____
____
____
____
____
____
____
____
____
__
4.L
ance
pla
ys fo
otba
ll on
the
seve
nth
grad
e te
am.
His
bes
t fri
end
Will
iam
did
n’t m
ake
the
team
this
yea
r. L
ance
’s s
iste
r, E
mily
is a
che
erle
ader
for
the
eigh
th g
rad
e te
am.
____
____
____
____
____
____
____
____
____
____
____
__
5.Je
nnif
er w
as w
atch
ing
anxi
ousl
y as
the
cloc
k ti
cked
. Sh
e co
uld
n’t w
ait u
ntil
the
end
of
the
scho
ol d
ay s
o sh
e co
uld
spe
nd th
e ev
enin
g at
her
dad
’s h
ouse
. H
er fa
ther
wai
ted
pati
entl
y by
the
curb
, loo
king
forw
ard
to s
eein
g hi
s d
augh
ter
for
the
firs
t tim
e in
two
wee
ks.
____
____
____
____
____
____
____
____
____
____
____
__
6.L
isa
met
me
afte
r sc
hool
and
told
me
that
she
cou
ldn’
t sta
y ov
er to
mor
row
nig
htbe
caus
e sh
e fa
iled
her
Sci
ence
test
. It
mak
es m
e an
gry
that
she
did
n’t s
tud
y.
____
____
____
____
____
____
____
____
____
____
____
__
Nam
e__
____
____
____
____
____
____
___
Sara
h, P
lain
and
Tal
l © 2
003-
Spla
sh! P
ublic
atio
nsw
ww
.spl
ashp
ublic
atio
ns.c
om
Con
text
Clu
es a
re a
ctua
l “cl
ues”
that
are
giv
en in
sen
tenc
es to
hel
p yo
u fi
gure
out t
he m
eani
ng o
f a w
ord
. A
goo
d s
ente
nce
will
incl
ude
a d
efin
itio
n of
the
unkn
own
wor
d to
giv
e th
e re
ader
a h
int a
t the
wor
d’s
mea
ning
.
Dir
ecti
ons:
The
sen
tenc
es b
elow
con
tain
Con
text
Clu
es.
Aft
er r
ead
ing
the
sent
ence
, fill
in th
e bl
ank
wit
h th
e co
rrec
t voc
abul
ary
wor
d.
(You
will
bas
e yo
ur d
ecis
ion
on th
e d
efin
itio
n, o
r cl
ue, g
iven
in th
e se
nten
ce.)
The
voc
abul
ary
wor
ds
are
liste
d in
the
Wor
d B
ank.
All
of th
e w
ord
s w
ill b
e us
ed w
hen
you
are
fini
shed
, and
you
will
not
use
any
of t
he w
ord
s tw
ice.
•T
he fi
rst o
ne h
as b
een
don
e fo
r yo
u, a
nd th
e d
efin
itio
n, o
r cl
ue,
give
n fo
r th
e vo
cabu
lary
wor
d h
as b
een
und
erlin
ed.
It m
ayhe
lp y
ou to
und
erlin
e th
e cl
ues
give
n in
the
rest
of t
he s
ente
nces
.
hear
thst
ones
hollo
wpr
airi
efl
ound
er
bonn
etbr
aid
wre
tche
den
clos
ing
feis
type
sky
insu
ltho
mel
y
dus
kst
alls
horr
id
W
ord
Ban
k
1.W
e w
alke
d in
to th
e ho
llow
hal
lway
and
we
coul
d h
ear
our
voic
es e
choi
ng in
the
empt
ysp
aces
.
2.T
he__
____
____
____
____
____
cat w
ould
def
init
ely
not w
in a
ny b
eaut
y co
ntes
ts b
ecau
sesh
e is
not
ver
y pr
etty
to lo
ok a
t.
3.T
he y
oung
mot
her
tied
the
ribb
ons
of th
e bl
ue__
____
____
____
____
____
und
erne
ath
her
littl
e gi
rl’s
chi
n.
4.It
is r
ude
to__
____
____
____
____
__a
pers
on b
y sa
ying
mea
n th
ings
or
beha
ving
bad
lyto
war
d th
em.
Nam
e__
____
____
____
____
____
____
___
PA
RT I
(Cha
pter
s 1-
2)
15
Previ
ew
Copy
Sara
h, P
lain
and
Tal
l © 2
003-
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sh! P
ublic
atio
nsw
ww
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ashp
ublic
atio
ns.c
om
VO
CA
BU
LA
RY Q
UIZ
PA
RT I
(Cha
pter
s 1-
2)
Dir
ecti
ons:
Mat
ch th
e vo
cabu
lary
wor
d o
n th
e le
ft w
ith
its
def
init
ion
on th
e
righ
t. P
ut th
e le
tter
for
the
def
init
ion
on th
e bl
ank
next
to th
e
voca
bula
ry w
ord
it m
atch
es.
1.__
____
__ho
llow
2.__
____
__in
sult
3.__
____
__bo
nnet
4.__
____
__he
arth
ston
es
5.__
____
__fl
ound
er
6.__
____
__w
retc
hed
7.__
____
__fe
isty
8.__
____
__en
clos
ing
9.__
____
__ho
rrid
10._
____
___
prai
rie
11._
____
___
pesk
y
12__
____
__ho
mel
y
13__
____
__d
usk
14._
____
___
brai
d
15._
____
___
stal
ls
○○
○○
○○
○○
○○
○○
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A.
ston
es u
sed
to b
uild
the
floo
r of
a fi
repl
ace.
B.
to w
eave
thre
e or
mor
epi
eces
of h
air,
ribb
on, o
rco
rd to
geth
er.
C.
anno
ying
; bot
hers
ome.
D.
dre
adfu
l; ho
rrib
le.
E.
smal
l roo
ms
in a
bar
n w
here
larg
e fa
rm a
nim
als
like
hors
es a
nd c
ows
are
kept
.
F.no
t pre
tty
or h
and
som
e.
G.
a so
und
that
ech
oes.
H.
the
dar
ker
stag
e of
twili
ght,
espe
cial
ly in
the
even
ing.
I.a
larg
e ar
ea o
f lev
el o
rro
lling
gra
ssla
nd.
J.a
clot
h ha
t tha
t is
fast
ened
ben
eath
the
chin
wit
h ri
bbon
s.
K.
awfu
l; m
iser
able
.
L.
incl
udin
g w
ith
a le
tter
or
a pa
ckag
e.
M.
a ty
pe o
f fla
tfis
h th
at is
used
for
food
.
N.
a m
ean
acti
on o
r re
mar
k.
O.
full
of s
piri
t and
spu
nk.
Nam
e__
____
____
____
____
____
____
___
17Sa
rah,
Pla
in a
nd T
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ions
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18
Mai
ne, t
he P
ine
Tree
Sta
te, i
s th
e la
rges
t of s
ix N
ew E
ngla
nd s
tate
s in
the
Nor
thea
stre
gion
of t
he U
nite
d S
tate
s. M
aine
’s n
ickn
ame
com
es fr
om it
s st
ate
tree
, the
Whi
te P
ine.
Aug
usta
is th
e ca
pita
l of M
aine
. A
ugus
ta is
loca
ted
in th
eso
uth-
cent
ral p
art o
f the
sta
te.
In 1
628,
set
tler
s fr
om th
e Pl
ymou
thC
olon
y in
Mas
sach
uset
ts s
ettl
ed in
Aug
usta
. T
he s
ettl
ers
chos
eA
ugus
ta b
ecau
se o
f its
loca
tion
on
the
Ken
nebe
cR
iver
, nea
r a
thic
k fo
rest
.T
he s
tate
bir
d o
f Mai
ne is
the
Chi
ckad
ee.
The
stat
e fl
ower
s ar
e th
e W
hite
Pin
e C
one
and
Tas
sel,
and
the
stat
e tr
ee is
the
Whi
te P
ine.
Mai
ne’s
mot
to is
“I
Dir
ect.”
MA
INE’S
FIR
ST P
EO
PL
ET
he fi
rst e
xplo
rers
in M
aine
foun
dth
e A
bnak
i (ab
•N
AH
•ke
e) p
eopl
e liv
ing
in th
e ar
ea.
The
Abn
aki
lived
alo
ng th
e ri
ver
valle
ys o
f Mai
ne.
The
yw
ere
farm
ers
who
fer
tili
zed
thei
rcr
ops
of m
aize
by
plac
ing
one
or tw
od
ead
fish
in th
e so
il.A
bnak
i vill
ages
wer
e su
rrou
nded
by
fenc
es w
ith
shar
ppo
ints
at t
he to
p. I
nsid
e th
ese
fenc
es w
ere
dom
e-sh
aped
hous
es m
ade
of p
oles
and
cov
ered
wit
h ba
rk o
r w
oven
mat
s.T
he E
urop
eans
cal
led
thes
e ho
uses
wig
wam
s.
AT
LA
NT
ICO
CE
AN
NE
WH
AM
PS
HIR
E
MA
SS
AC
HU
SE
TT
S
RI
VE
RM
ON
T
CO
NN
EC
TIC
UT
Abn
aki w
igw
am
Sara
h, P
lain
and
Tal
l © 2
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atio
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atio
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You
hav
e ju
st fi
nish
ed r
ead
ing
abou
t Mai
ne, t
he s
tate
feat
ured
in th
e bo
ok S
arah
, Pla
inan
d Ta
ll. I
n th
is a
ctiv
ity,
you
will
plo
t som
e of
Mai
ne’s
poi
nts
of in
tere
st o
n a
map
.
To p
lot M
aine
’s p
oint
s of
inte
rest
on
a m
ap, y
ou w
ill n
eed
to u
se th
e fo
ur m
ain,
or c
ard
inal
dir
ecti
ons.
Nor
th, s
outh
, eas
t, an
d w
est a
re th
e ca
rdin
ald
irec
tion
s. O
n a
map
thes
e d
irec
tion
s ar
e la
bele
d N
, S, E
, and
W.
Bet
wee
n th
e fo
ur m
ain
dir
ecti
ons
are
the
inte
rmed
iate
dir
ecti
ons.
Nor
thea
st,
or N
E, i
s th
e d
irec
tion
bet
wee
n no
rth
and
eas
t. S
outh
east
, or
SE, i
s th
ed
irec
tion
bet
wee
n so
uth
and
eas
t. S
outh
wes
t, or
SW
, is
the
dir
ecti
on b
etw
een
sout
h an
d w
est.
Nor
thw
est,
or N
W, i
s th
e d
irec
tion
bet
wee
n no
rth
and
wes
t.
A r
efer
ence
poi
nt i
s al
so im
port
ant i
n d
eter
min
ing
your
loca
tion
. A
ref
eren
cep
oin
t is
sim
ply
a st
arti
ng p
oint
. It
’s d
iffi
cult
to tr
avel
nor
thw
est i
f you
don
’tha
ve a
sta
rtin
g po
int.
EX
AM
PL
E:
Aug
usta
, the
cap
ital
of M
aine
, was
est
ablis
hed
in 1
628
by s
ettl
ers
from
the
Plym
outh
Col
ony
in M
assa
chus
etts
. A
ugus
ta is
loca
ted
nor
thea
st o
f Lew
isto
n.
The
se d
irec
tion
s gi
ve y
ou s
ome
very
impo
rtan
t inf
orm
atio
n. T
hey
tell
you
that
you
r re
fere
nce
poi
nt,
or s
tart
ing
poin
t will
be
the
city
of L
ewis
ton.
Loc
ate
Lew
isto
n on
you
r M
aine
map
.
The
se d
irec
tion
s al
so te
ll yo
u in
whi
ch in
term
edia
te d
irec
tion
you
will
be
trav
elin
g. P
ut y
our
fing
er o
n L
ewis
ton
and
slid
e it
nor
thea
st.
You
shou
ld s
ee th
e sy
mbo
l for
Aug
usta
alr
ead
y pl
aced
ther
e fo
r yo
u.
Dir
ecti
ons:
1.U
se y
our
scis
sors
to c
aref
ully
cut
out
the
poin
t of i
nter
est s
ymbo
ls a
t the
bott
om o
f the
nex
t pag
e.2.
On
the
map
of M
aine
, lab
el th
e ca
rdin
al a
nd in
term
edia
te d
irec
tion
s on
the
com
pass
ros
e.3.
Use
the
Mai
ne m
ap a
nd th
e w
ritt
en d
irec
tion
s to
loca
te th
e po
ints
of
inte
rest
in M
aine
.4.
Glu
e th
e po
int o
f int
eres
t sym
bols
ont
o th
e m
ap w
here
thos
e pl
aces
wou
ldbe
foun
d.
Glu
e th
e sy
mbo
ls r
ight
ove
r th
e d
ots.
5.U
se c
olor
ing
penc
ils to
ad
d c
olor
to y
our
map
.
MAPPING:
MAINE
Com
pas
s R
oseE
�N S
W
NE
SE
SW
NW
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h, P
lain
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l © 2
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Aug
usta
MA
INE M
AP
PIN
G
Com
pas
s R
ose
�
Nam
e__
____
____
____
____
____
____
___
22
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ew
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atio
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ublic
atio
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om29
1. C
olor
the
log
cabi
n.
In th
is a
ctiv
ity
you
will
mak
e a
min
iatu
re lo
g ca
bin
just
like
the
one
that
Ann
a an
dC
aleb
pro
babl
y liv
ed in
on
the
prai
rie.
2.C
ut o
ut th
e lo
g ca
bin
alon
g th
e bo
ld b
lack
lines
. It
is v
ery
impo
rtan
t tha
t you
do
not c
ut o
ff th
e bo
ldbl
ack
lines
.
Sci
ssor
s, g
lue,
col
orin
g p
enci
ls, a
nd
log
cab
in p
atte
rn.
Mat
eria
ls:
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h, P
lain
and
Tal
l © 2
003-
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atio
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atio
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om30
3. M
ake
fold
s al
ong
all o
f the
dot
ted
bla
ck li
nes.
4.Pu
ll in
terl
ocki
ng ta
bs to
con
nect
eac
h co
rner
.
5.G
lue
all o
f the
tabs
mar
ked
A to
the
insi
de
ofth
e ro
of .
6.Tu
ck ta
b B
into
the
oppo
site
sid
e.
7.G
lue
tab
B to
the
sid
e w
here
it is
tuck
ed.
Sara
h, P
lain
and
Tal
l © 2
003-
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sh! P
ublic
atio
nsw
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ashp
ublic
atio
ns.c
om
Ann
a w
ants
to m
ake
a pl
ant g
uid
e as
a g
ift f
or S
arah
. In
her
pla
nt g
uid
e, s
he p
lans
tod
raw
all
of th
e ne
w p
lant
s th
at S
arah
has
see
n on
the
prai
rie
and
all
of th
e pl
ants
that
Sara
h m
isse
s in
Mai
ne.
She
also
wan
ts to
des
crib
e ea
ch p
lant
so
Sara
h w
ill h
ave
valu
able
info
rmat
ion
abou
t eac
h pl
ant.
Ann
a ha
s st
arte
d a
boo
k ti
tled
Ann
a’s
Gui
de to
Pla
nts
and
she
has
dra
wn
a pi
ctur
e of
each
pla
nt.
Ann
a ha
s ev
en w
ritt
en d
escr
ipti
ons
for
each
pla
nt.
Now
she
is to
o bu
syw
ith
her
chor
es o
n th
e pr
airi
e. S
he n
eed
s yo
ur h
elp
to fi
nish
.
It’s
a b
ig jo
b, s
o sh
e ha
s d
ivid
ed th
e ta
sk in
to tw
o pa
rts.
Par
t I w
ill in
volv
e th
epl
ants
foun
d in
Cha
pter
s 3
and
4.
In P
art I
I, y
ou w
ill fo
cus
on p
lant
s fo
und
inC
hapt
er 7
. Yo
u w
ill a
lso
put t
he fi
nish
ed b
ook
toge
ther
in P
art I
I.
To fi
nish
Par
t I o
f Ann
a’s
Gui
de to
Pla
nts,
you
will
nee
d:
•d
escr
ipti
ons
of th
e 10
pla
nts
foun
d in
Cha
pter
s 3
and
4.
•A
nna’
s un
fini
shed
pag
es w
ith
the
pict
ures
alr
ead
y on
them
.•
colo
ring
pen
cils
.•
scis
sors
.
Dir
ecti
ons:
1.C
ut o
ut th
e 10
pag
es fo
r P
art I
of A
nna’
s G
uide
to P
lant
s. (
Cut
on
the
dot
ted
line
s.)
2.U
se th
e 10
pag
es th
at y
ou ju
st c
ut o
ut a
nd d
escr
ipti
ons
that
Ann
a w
rote
of t
he 1
0pl
ants
to c
orre
ctly
col
or e
ach
plan
t. (S
ome
of th
e pl
ants
blo
om in
mor
e th
an o
neco
lor,
so y
ou c
an c
hoos
e th
e co
lor
for
thos
e pl
ants
from
the
info
rmat
ion
give
n.)
3.U
se th
e d
escr
ipti
ons
that
Ann
a w
rote
and
the
lines
pro
vid
ed o
n ea
ch o
f the
10
page
s to
fill
in A
nna’
s re
quir
ed in
form
atio
n ab
out e
ach
plan
t.
4.W
hen
you
are
fini
shed
wit
h al
l 10
page
s, p
ut th
em in
a v
ery
safe
pla
ce.
You
will
need
to g
et th
em o
ut a
gain
for
Par
t II.
NO
TE:
Som
e of
the
plan
ts y
ou w
ill r
ead
abo
ut h
ave
been
eat
en o
r us
ed a
s m
edic
ine
to tr
eat
illne
sses
. A
nna
is n
ot s
ugge
stin
g th
at y
ou e
at p
lant
s. I
n fa
ct, s
he w
ants
to w
arn
you
that
eat
ing
thes
e pl
ants
can
be
very
dan
gero
us.
32Sa
rah,
Pla
in a
nd T
all ©
200
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lash
! Pub
licat
ions
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ions
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The
nam
e A
ster
mea
ns “
star
.” T
he A
ster
is a
mem
ber
of th
e d
aisy
fam
ily.
In E
urop
e, th
e A
ster
is p
lant
ed in
gar
den
s, b
ut in
Nor
thA
mer
ica
the
Ast
er is
a w
ildfl
ower
that
gro
ws
alon
g ro
adsi
des
and
inm
ead
ows.
Ast
ers
have
sm
all,
dai
sy-l
ike
flow
ers
wit
h ye
llow
or
oran
gece
nter
s th
at a
re s
urro
und
ed b
y d
eep
purp
le, l
aven
der
, blu
e, p
ink,
ros
e,or
whi
te p
etal
s. M
ost v
arie
ties
of t
he A
ster
blo
om fr
om e
arly
sum
mer
unti
l the
firs
t fro
st in
aut
umn.
Som
e ty
pes
of A
ster
s ar
e ea
ten
insa
lad
s.
Bri
de’
s B
onne
t is
a w
ildfl
ower
that
gro
ws
in fo
rest
s w
here
the
soil
ism
oist
. It
will
usu
ally
be
foun
d g
row
ing
bene
ath
the
shad
e of
a tr
ee.
Bri
de’
s B
onne
t blo
oms
wit
h w
hite
blo
ssom
s in
spr
ing
and
ear
lysu
mm
er.
The
flow
ers
prov
ide
nect
ar fo
r in
sect
s, b
ut th
ey a
re to
obi
tter
to b
e ea
ten
by h
uman
s.
Clo
ver
is a
wee
d th
at g
row
s al
ong
road
sid
es a
nd in
law
ns, m
ead
ows,
and
gol
f cou
rses
. C
love
r bl
oom
s d
urin
g th
e su
mm
er m
onth
s in
whi
te,
pink
, red
, and
yel
low
flow
ers.
Chi
ldre
n fi
nd C
love
r us
eful
for
mak
ing
chai
ns a
nd b
race
lets
and
are
alw
ays
look
ing
out f
or th
e lu
cky
four
-lea
fC
love
r. R
aw C
love
r co
ntai
ns p
rote
in a
nd c
an b
e ea
ten,
but
in la
rge
amou
nts
it c
an g
ive
anim
als
and
hum
ans
a st
omac
h ac
he.
A te
a ca
nal
so b
e m
ade
from
the
dri
ed fl
ower
hea
ds
and
dri
ed C
love
r ca
n be
grou
nd in
to fl
our.
The
red
Clo
ver
is V
erm
ont’s
sta
te fl
ower
. So
me
peop
le h
ave
boile
d r
ed C
love
r in
wat
er a
nd u
sed
it to
trea
t bre
athi
ngpr
oble
ms
and
cou
ghs.
AS
TE
R
BR
IDE’S
BO
NN
ET
CL
OV
ER
33
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atio
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om
ROSE
The Rose is so popular, it is thestate flower in these three states:
______________________________
______________________________
There are more than________________kinds of Roses
in the Rose family, and more than______________Rose
plants are grown each year. Roses bloom from_______
________________________________________________
Two interesting facts about Roses are________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
FLAX
Flax has been grown since ancienttimes when it was used
______________________________
______________________________
In________, Flax seeds were brought to America.
By________, Flax was planted across the prairies.
Flax blooms from_________________________________
________________________________________________
Two interesting facts about Flax are_________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
36Sa
rah,
Pla
in a
nd T
all ©
200
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lash
! Pub
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ions
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ions
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CLOVER
Clover is a weed that can befound in these places:
______________________________
______________________________
Children use Clover for making____________________
________________________________________________
Clover blooms___________________________________
Two interesting facts about Clover are_______________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
ASTER
The name Aster means_________In Europe, Aster is planted in
gardens, but in North America,Aster is________________________
______________________________
______________________________
Most varieties of Aster bloom______________________
________________________________________________
Two interesting facts about Aster are________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
37
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SA
RA
HY
ou h
ave
been
rea
din
g ab
out S
arah
from
Sar
ah, P
lain
and
Tal
l. In
this
act
ivit
y yo
u w
ill c
reat
e a
Cha
ract
er W
eb a
bout
Sar
ah.
In a
Cha
ract
er W
eb, t
he m
ain
char
acte
r is
in th
e m
idd
le a
ndin
form
atio
n ab
out t
he c
hara
cter
form
s a
“web
” ar
ound
him
or
her.
Use
wha
t you
hav
e re
ad a
bout
Sara
h to
fill
in th
e ci
rcle
s w
ith
the
info
rmat
ion
requ
este
d.
You
can
find
info
rmat
ion
for
Sara
h’s
Cha
ract
er W
eb in
cha
pter
s th
ree
thro
ugh
seve
n.
Nam
e__
____
____
____
____
____
____
___
item
s th
at s
he
bro
ugh
t fro
m M
ain
e
Now
use
the
info
rmat
ion
you
have
gat
here
d in
the
Cha
ract
er W
eb to
wri
tea
thre
e se
nten
ce d
escr
ipti
on a
bout
Sar
ah o
n th
e ba
ck o
f thi
s pa
per.
thin
gs th
atS
arah
did
in M
ain
en
ew th
ings
that
Sar
ah d
id o
n th
e p
rair
ie
nam
es o
f h
erre
lati
ves
in M
ain
e
54Sa
rah,
Pla
in a
nd T
all ©
200
3-Sp
lash
! Pub
licat
ions
ww
w.s
plas
hpub
licat
ions
.com
Cla
ssif
icat
ion
is th
e pr
oces
s of
put
ting
obj
ects
or
peop
le in
to g
roup
s ba
sed
on
char
acte
rist
ics
that
mak
e th
em s
imila
r to
eac
h ot
her.
Sci
enti
sts
have
cre
ated
clas
sifi
cati
on s
yste
ms
to p
ut e
very
livi
ng c
reat
ure
into
gro
ups.
A c
lass
ific
atio
nsy
stem
can
be
as e
asy
as p
utti
ng b
oys
into
one
gro
up a
nd g
irls
into
ano
ther
grou
p. O
r, it
cou
ld in
volv
e pu
ttin
g pe
ople
wit
h th
e sa
me
hair
or
eye
colo
r in
togr
oups
.
You
coul
d c
lass
ify
obje
cts
usin
g th
is s
yste
m a
s w
ell.
Nex
t tim
e yo
u go
out
sid
e,lo
ok a
roun
d a
t all
the
dif
fere
nt ty
pes
of r
ocks
on
the
grou
nd.
You
coul
d u
se a
clas
sifi
cati
on s
yste
m to
put
sm
ooth
roc
ks in
one
gro
up, r
ocks
wit
h ja
gged
ed
ges
in a
noth
er g
roup
, roc
ks w
ith
one
smoo
th e
dge
and
one
jagg
ed e
dge
in s
till
anot
her
grou
p, a
nd s
o on
.
You
have
bee
n st
udyi
ng a
bout
man
y d
iffer
ent t
ypes
of f
low
ers,
wee
ds,
her
bs,
and
tree
s in
Sar
ah, P
lain
and
Tal
l. In
this
act
ivit
y, y
ou w
ill u
se th
e bo
ok y
oucr
eate
d, A
nna’
s G
uide
to P
lant
s to
cla
ssif
y th
e pl
ants
you
hav
e be
en s
tud
ying
.
PA
RT I
Dir
ecti
ons:
Use
you
r fi
nish
ed A
nna’
s G
uide
to P
lant
s an
d th
e ch
art b
elow
to c
lass
ify
orgr
oup
the
17 p
lant
s yo
u ha
ve b
een
stud
ying
acc
ord
ing
to th
eir
leaf
patt
erns
. T
he fi
rst o
ne in
eac
h gr
oup
has
been
don
e as
an
exam
ple.
AAC
LLASSSIIFIIC
TIIONN
PL
AN
TS W
ITH
SM
OO
TH
LE
AV
ES
Aster
PL
AN
TS W
ITH
JA
GG
ED
LE
AV
ES
RoseNam
e__
____
____
____
____
____
____
___
70
Previ
ew
Copy
Sara
h, P
lain
and
Tal
l © 2
003-
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sh! P
ublic
atio
nsw
ww
.spl
ashp
ublic
atio
ns.c
om
PA
RT I
IIIn
Par
t III
, yo
u w
ill c
lass
ify
the
17 p
lant
s yo
u ha
ve b
een
stud
ying
acc
ord
ing
toth
ose
grow
n on
the
prai
rie
and
thos
e gr
own
in M
aine
.
Dir
ecti
ons:
1.U
se y
our
Ann
a’s
Gui
de to
Pla
nts
to id
enti
fy e
ach
plan
t at t
he b
otto
m o
f the
pag
e.
2.W
rite
the
nam
e of
eac
h pl
ant i
n th
e sp
ace
prov
ided
in e
ach
box.
3.U
se c
olor
ing
penc
ils to
cor
rect
ly c
olor
eac
h pl
ant.
4.U
se y
our
scis
sors
to c
ut a
roun
d e
ach
box
wit
h a
plan
t in
it.
5.U
se C
hapt
ers
3, 4
, and
7 o
f you
r Sa
rah,
Pla
in a
nd T
all b
ook
to fi
nd o
ut w
hich
plan
ts a
re g
row
n on
the
prai
rie
and
whi
ch p
lant
s ar
e gr
own
in M
aine
.
6.G
lue
each
pla
nt in
to it
s pr
oper
pla
ce o
n th
e ch
art.
The
firs
t one
in e
ach
grou
pha
s be
en d
one
as a
n ex
ampl
e.
72Sa
rah,
Pla
in a
nd T
all ©
200
3-Sp
lash
! Pub
licat
ions
ww
w.s
plas
hpub
licat
ions
.com
AN
NA
You
hav
e be
en r
ead
ing
abou
t Ann
a fr
om S
arah
, Pla
in a
nd T
all.
In th
is a
ctiv
ity
you
will
cre
ate
aC
hara
cter
Web
abo
ut A
nna.
In
a C
hara
cter
Web
, the
mai
n ch
arac
ter
is in
the
mid
dle
and
info
rmat
ion
abou
t the
cha
ract
er fo
rms
a “w
eb”
arou
nd h
im o
r he
r. U
se w
hat y
ou h
ave
read
abo
utA
nna
to fi
ll in
the
circ
les
wit
h th
e in
form
atio
n re
ques
ted
. Yo
u ca
n fi
nd in
form
atio
n fo
r A
nna’
sC
hara
cter
Web
thro
ugho
ut th
e en
tire
boo
k.
resp
onsi
bil
itie
son
the
pra
irie
Now
use
the
info
rmat
ion
you
have
gat
here
d in
the
Cha
ract
er W
eb to
wri
te a
thre
ese
nten
ce d
escr
ipti
on a
bout
Ann
a on
the
back
of t
his
pape
r.
thin
gs th
at A
nn
ath
ough
t bu
t nev
er s
aid
ou
tlou
d
qu
esti
ons
she
ask
ed S
arah
Nam
e__
____
____
____
____
____
____
___
77
Sara
h, P
lain
and
Tal
l © 2
003-
Spla
sh! P
ublic
atio
nsw
ww
.spl
ashp
ublic
atio
ns.c
om81
BO
OK
MA
RK
S
Sara
h, P
lain
and
Tal
l © 2
003-
Spla
sh! P
ublic
atio
nsw
ww
.spl
ashp
ublic
atio
ns.c
om82
Sar
ah, P
lain
and
Tal
l
Dat
e
Sign
atur
e ha
s su
cces
sful
ly c
ompl
eted
the
liter
atur
e st
udy
of
Previ
ew
Copy
Sara
h, P
lain
and
Tal
l © 2
003-
Spla
sh! P
ublic
atio
nsw
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.spl
ashp
ublic
atio
ns.c
om
as•
ters
n.
type
s of
pla
nts
wit
h na
rrow
whi
te, p
ink,
blu
e, o
r pu
rple
flow
ers
arou
nd a
yel
low
cen
ter.
“W
e ha
ve s
easi
dego
lden
rod
and
wild
ast
ers
and
woo
lyra
gwor
t.”
bon
•n
et n
. a
clot
h ha
t tha
t is
fast
ened
bene
ath
the
chin
wit
h ri
bbon
s. I
will
wea
ra
yello
w b
onne
t.
bra
id v
. to
wea
ve th
ree
or m
ore
piec
esof
hai
r, ri
bbon
, or
cord
toge
ther
. Ye
s, I
can
brai
d ha
ir a
nd I
can
mak
e st
ew a
nd b
ake
brea
d...
can
•va
s n
. a
stro
ng p
iece
of c
loth
use
das
a c
over
for
prot
ecti
on.
Nex
t to
the
barn
was
Pap
a’s
mou
nd o
f hay
for
bedd
ing,
nea
rly
half
as ta
ll as
the
barn
, cov
ered
wit
h ca
nvas
to k
eep
the
rain
from
rot
ting
it.
clat
•te
red
v.
Mad
e a
ratt
ling
soun
d.
Nic
k be
gan
to b
ark,
then
Lot
tie,
and
the
wag
on c
latt
ered
into
the
yard
and
sto
pped
by
the
step
s.
coar
se a
dj.
havi
ng a
rou
gh s
urfa
ce.
She
sank
her
fing
ers
into
thei
r th
ick,
coa
rse
woo
l.
col•
lap
sed
v.
fell
dow
n su
dd
enly
. H
eco
llaps
ed n
ext t
o Sa
rah,
and
the
lam
bspu
shed
thei
r w
et n
oses
into
us.
col•
um
•b
ine
n.
a pl
ant r
elat
ed to
the
butt
ercu
p th
at b
ears
diff
eren
t col
ored
flow
ers
wit
h fi
ve s
purr
ed p
etal
s. “
I had
aga
rden
in M
aine
wit
h da
hlia
s an
dco
lum
bine
.”
con
ch n
. a
sea
anim
al w
ith
a so
ft b
ody
and
a la
rge,
spi
ral s
hell.
“A
nd a
con
chsh
ell.”
dah
l•ia
s n
. ga
rden
pla
nts
wit
h la
rge
show
y fl
ower
s in
a v
arie
ty o
f col
ors.
“I
had
a ga
rden
in M
aine
wit
h da
hlia
s an
dco
lum
bine
.”
GL
OS
SA
RY
du
ne
n.
a hi
ll of
san
d p
iled
up
by th
ew
ind
. “...
But
Will
iam
and
I fo
und
a sa
nddu
ne a
ll ou
r ow
n.”
du
sk n
. th
e d
arke
r st
age
of tw
iligh
t,es
peci
ally
in th
e ev
enin
g. I
t was
dus
k, a
ndth
e do
gs la
y be
side
him
on
the
war
mhe
arth
ston
es.
ee•
rie
adj
. m
yste
riou
s an
d f
righ
teni
ng.
The
bar
n w
as e
erie
and
hal
f lig
hted
, lik
e du
skw
itho
ut a
lant
ern.
en•
clos
•in
g v
. in
clud
ing
wit
h a
lett
er o
ra
pack
age.
I a
m e
nclo
sing
a b
ook
of s
ea b
irds
so y
ou w
ill s
ee w
hat
Will
iam
and
I s
ee e
very
day.
fei•
sty
adj
. fu
ll of
spi
rit a
nd s
punk
.“C
old
in to
wn,
” sa
id P
apa.
“A
nd Ja
ck w
asfe
isty
.”
fetc
h v
. to
go
afte
r an
d b
ring
bac
k.
And
then
Pap
a dr
ove
off a
long
the
dirt
roa
d to
fetc
h Sa
rah.
fe•
ver•
few
n.
a pl
ant t
hat b
ears
clus
ters
of s
mal
l whi
te fl
ower
s w
ith
yello
w c
ente
rs th
at w
ere
once
use
d to
trea
t fev
ers.
“Z
inni
as a
nd m
arig
olds
and
wild
feve
rfew
,” s
aid
Mag
gie.
flax
n.
plan
ts w
ith
slen
der
ste
ms
that
bear
tiny
blu
e fl
ower
s. T
heir
see
ds
are
pres
sed
to p
rod
uce
linse
ed o
il. P
apa
took
Sara
h’s
bags
insi
de, w
here
her
roo
m w
asre
ady
wit
h a
quilt
on
the
bed
and
blue
flax
drie
d in
a v
ase
on th
e ni
ght t
able
.
flou
n•
der
n.
a ty
pe o
f fla
tfis
h th
at is
used
for
food
. H
e ca
tche
s flo
unde
r an
d se
aba
ss a
nd b
luef
ish.
groo
m v
. to
cle
an o
nese
lf.
Seal
ste
pped
arou
nd th
em a
nd le
aped
up
on th
e fe
nce
togr
oom
her
self.
83Sa
rah,
Pla
in a
nd T
all ©
200
3-Sp
lash
! Pub
licat
ions
ww
w.s
plas
hpub
licat
ions
.com
AN
NA
’S G
UID
E T
O P
LA
NT
S G
RA
DIN
G C
HA
RT
C
rite
ria
Poi
nts
Pos
sib
leP
oin
ts E
arn
ed
Cor
rect
ly c
olor
ing
17 p
lan
ts
T
wo
inte
rest
ing
fact
s
abou
t eac
h p
lan
t
B
ook
pag
es in
AB
C o
rder
Nea
tnes
s of
fin
ish
ed b
ook
T
otal
AN
SW
ER
S T
O W
HIC
H P
OIN
T O
F V
IEW
?1.
thi
rd p
erso
n lim
ited
2. f
irst
per
son
3. t
hird
per
son
limit
ed4.
thi
rd p
erso
n ob
ject
ive
5. t
hird
per
son
omni
scie
nt6.
fir
st p
erso
n
1051(t
hre
e p
ts. e
ach
)
34(t
wo
pts
. eac
h)
5
100
Cri
teri
a
P
oin
ts P
ossi
ble
P
oin
ts E
arn
ed
A
nsw
ered
eac
h o
f
the
six
stat
emen
ts
in f
irst
per
son
p
oin
t of
vie
w
Sp
elli
ng/
Gra
mm
ar
1
5
Pu
nct
uat
ion
/Cap
tali
zati
on
1
5
N
eatn
ess
of F
inal
Dra
ft
10
Tot
al
100
(10
poi
nts
eac
h)
60
CA
LE
B’S
ST
OR
Y G
RA
DIN
G C
HA
RT
94
Previ
ew
Copy