Chapter 12: Huge Bones

Read the passage. Then answer questions about the passage below.

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Questions   1) Which word in the article helps the reader know what dispute means?    A. argument    B. member    C. judge    D. dollars   2) Why are the museum visitors not allowed to touch the real dinosaur bones?    A. The bones might get damaged.    B. The bones do not belong to the museum.    C. The bones can be dangerous to people.    D. The bones are still being cleaned and repaired.   3) From the article, what can the reader tell about the Badlands of South Dakota?    A. It is a very cold area.    B. It was once home to many T. Rex dinosaurs.    C. It has many science museums.    D. It is the only place where T. Rex bones are found.   4) In the newspaper article, the word colossal means-    A. huge    B. difficult    C. lifelike    D. missing   5) The newspaper article is mainly about-    A. the skeleton that Hendrickson found    B. the bones that the T. Rex was missing    C. other skeletons that have been found    D. the cliff where Hendrickson spotted the bones   6) How were experts able to learn more about Dinosaur Sue?    A. They read the article in the newspaper.    B. They studied the dinosaur's bones.    C. They asked the judge many questions.    D. They made a plaster copy of the skull.   7) Which word in the article helps the reader know what assemble means?    A. ground    B. stands    C. connected    D. price

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My Visit with Dinosaur Sue     Today our class visited the Field Museum of Natural History. We went to see the new dinosaur exhibit. At first I wasn’t interested in seeing an old pile of bones. Why would anyone want to learn about something that’s not around anymore? First we walked into a big room. I looked up – and up and up.      I was staring at the bones of a giant beast! It almost filled the room. Two huge, dark holes in its bony head stared back at me. It was Dinosaur Sue, the museum’s Tyrannosaurus Rex skeleton. Our guide told us all about Sue. He said that when she was living, Sue weighed more than 150 fourth graders put together! He told us to look at her teeth. She had 60 of them!      They were long and sharp. One tooth looked as long as my school ruler. The guide said the T. Rex’s teeth show that she was a meat eater. I’m glad I wasn’t around when the dinosaurs were alive. I might have been lunch! As I looked at it, I imagined what the dinosaur had looked like when it was alive.      No one knows what colors dinosaurs were, but I pictured it as brownish-gray. I could see it crashing through the grass and trees searching for food. Suddenly I realized that these bones had once belonged to a living creature here on Earth. It made me wonder about other creatures that had once lived here.      Now I understand why people want to learn about these creatures. Perhaps I will hunt for dinosaur bones someday. It would be very exciting to find a dinosaur skeleton.   Questions   1) How does Lisa feel when she first gets to the museum?    A. She is anxious to see Dinosaur Sue.    B. She wants to see how long a T. Rex tooth is.    C. She is sad that dinosaurs are no longer alive.    D. She doesn't want to learn about dinosaurs.   2) What happens when Lisa sees the dinosaur?    A. surprised by the size of the skeleton    B. afraid Dinosaur Sue will fall apart    C. glad that Dinosaur Sue has a room of her own    D. confused because the skeleton stares at her

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	3) How do Lisa's thoughts about dinosaurs change after she sees Dinosaur Sue?    A. She thinks dinosaurs are not important.    B. She believes dinosaurs were not real.    C. She wants to touch the dinosaur.    D. She becomes interested in dinosaurs.   4) What is the purpose of Lisa's report?    A. To tell what the museum looked like    B. To describe her experience at the museum    C. To tell what she wants to be when she grows up    D. To describe the students in her class   5) In Lisa's report, what is paragraph 3 mainly about?    A. The way a T. Rex ate meat    B. The number of teeth Dinosaur Sue had    C. The information Lisa learns about Sue from the guide    D. The guide who gives tours of the museum to students   Use  "Huge Bones" and "My Visit with Dinosaur Sue" to answer questions.   1) The newspaper article and Lisa's report both tell about-    A. the price the museum paid for the skeleton    B. where Dinosaur Sue was found    C. the museum showing Dinosaur Sue's skeleton    D. what Dinosaur Sue used to eat   2) Lisa's mother could not have seen the Dinosaur Sue exhibit when she was in fourth grade because-    A. she could not afford to go to the museum    B. the exhibit was too dangerous for the public    C. the Dinosaur Sue skeleton had not yet been discovered    D. scientists were still trying to put the Dinosaur Sue skeleton together   3) The diagram below shows events from these selections. Use the diagram to answer the next question. | V | V | V | V | V Hendrickson finds some dinosaur bones. The bones are dug up, cleaned, and prepared.     Lisa’s class visits the museum. Lisa writes a report about Dinosaur Sue Which of these belongs in the empty box?    A. Lisa hunts for dinosaur bones.    B. Hendrickson goes to the Cheyenne River Indian Reservation.    C. Another T. Rex skeleton is found.    D. Dinosaur Sue is put together at a museum.
Page 4     A Special Christmas Present     David wants to buy a Christmas present for a very special person, his mother. David's father gives him $5.00 a week pocket money and David puts $2.00 a week into his bank account.      After three months David takes $20.00 out of his bank account and goes to the shopping mall. He looks and looks for a perfect gift.    Suddenly he sees a beautiful brooch in the shape of his favorite pet. He says to himself, "My mother loves jewelry, and the brooch costs only $17.00." He buys the brooch and takes it home.      He wraps the present in Christmas paper and places it under the tree. He is very excited and he is looking forward to Christmas morning to see the joy on his mother's face. But when his mother opens the present she screams with fright because she sees a spider.   Questions   1) What does David want to buy his Mother?    A. a special birthday present    B. a Christmas present    C. a spider ring   2) Who does David get his money from?    A. his pet    B. his mother    C. his father   3) How much money does David take to the mall?    A. $20.00    B. $5.00    C. $17.00   Page 5
	4) What does David buy his mother?    A. a ring    B. a brooch    C. a spider   5) What does David do with the present when he takes it home?    A. he gives it to his mother    B. he wraps it in Christmas paper    C. he is very excited   6) Why does David's mother scream?    A. because the present is beautiful    B. because she doesn't like Christmas presents    C. because she thinks she sees a real spider   7. Why does David buy a spider brooch?    A. spiders are his favorite pet    B. he loves Christmas    C. to scare his mother   8. Where does David put the present on Christmas Eve?    A. under his pillow    B. under a spider    C. under the Christmas tree   Literature: The Resolution of a Story The ending, or conclusion, of a story is called the resolution. This is the point of the story in which the problem is solved, the characters have changed, or the action in the story stops. Check the sentences that could correspond to the resolution of a story.    __ 1. The rain stopped, the clouds evaporated, and the sun shone for a long time over the island while the people                 celebrated the end of the hurricane.    __ 2. The little boy found the source of the mysterious sounds when he opened the closet door and found Peppy with six              puppies next to her.    __ 3. The men stopped fighting when the entire neighborhood got together and pulled them apart, demanding for them              to stop the violence and embrace peace.    __ 4. Everyone thought that the mystery was solved, when suddenly they received a letter with another clue.    __ 5. Long ago, two young brothers lived in a farm with their grandmother.    __ 6. The best friends fought because they did not want to share the tape of their favorite singer.
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	Sometimes, the resolution of a story may disappoint or affect us negatively. Story ending may or may not fulfill our expectations of the main characters or of how the conflict should be solved. At other times, the resolution of a story may simply leave questions unanswered, waiting for us to fill in the blanks with our imagination.    Explain whether or not you liked the resolution of the story "A Special Christmas Present".    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________ Write another ending for the story "A Special Christmas Present".    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________   Vocabulary: Compound Words A compound word is a word made up of two other words. Often, the meaning of a compound word can be figured out from the meaning of the two words that form it.    Examples: necklace (neck + lace), moonlight (moon + light)   Connect the words to form compound words.    __   1. air    __   2. star    __   3. no    __   4. what    __   5. base    __   6. birth    __   7. bed    __   8. butter    __   9. chalk    __ 10. note A. place B. body C. book D. day E. fly F. ever G. board H. ball I. room J. fish To divide a compound word into syllables, divide the syllables between the two words that form it.    Examples: no/thing, neck/lace   Change the underlined word to create a new compound word and divide it into syllables.    1. snowball       _____________________    2. headphone  _____________________    3. homemade  _____________________    4. seafood        _____________________    5. backyard      _____________________   6. earring      _____________________   7. moonlight  _____________________   8. bedroom   _____________________   9. starfish      _____________________ 10. airplane    _____________________ Use the word bank to make silly compound words. Next, divide them into syllables.       hair       pin       neck       hand       ring       finger       mouth       lace       comb    1. _________________    2. _________________   3. _________________ 4. _________________ 5. _________________ 6. _________________
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	Grammar: Adverbs Adverbs are words that modify verbs, adjectives, or other adverbs. They are often formed by adding -ly to an adjective. They answer the questions how, where, when, or to what extent.    Examples: hard, yesterday, often, always, angrily This chart shows kinds of adverbs and examples for each.    When - after, always, before, during, early, lately, long ago, never, often, sometimes, soon, tomorrow, yesterday.    Where - away, down, far, here, there, everywhere, near, out, under.    How - badly, carefully, fast, happily, quickly, quietly, slowly, well.    To what extent - too, very, really, terribly, extremely, quite, not. Read the following sentences, write the adverbs and underline the verbs.    ________________   1. The sky was close to the earth.    ________________   2. The students walked slowly.    ________________   3. The people moved carefully.    ________________   4. The children played happily.    ________________   5. The brother asked for forgiveness bitterly.    ________________   6. "Richard, come here!"    ________________   7. Samuel pushed the sky high.    ________________   8. The princess runs quickly.    ________________   9. The girl sang beautifully.    ________________ 10. Princess Leann urgently called for her brother. Comparative and Superlative Adverbs Circle the adverbs in the following sentences.    1. I bumped my head hard against the ground yesterday!    2. I often bump my head harder than that.    3. You always bump your head the hardest!   Like adjectives, adverbs also have comparative and superlative forms. Comparative adverbs are used to compare two actions. Superlative adverbs are used to indicate the highest quality or degree of two or more actions.    Examples: I often bump my head harder than that. You always bump your head the hardest. Some adverbs, such as the following, do not follow the usual rules to form their comparatives and superlatives. badly  > far       > little     > well     > worse  > farther  > less      > better   > worst farthest least best Write the comparative and superlative form of each adverb. Adverb   Comparative Form   Superlative Form      1. fast    2. soon    3. near    4. late    5. well    6. high    7. far    8. little
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	Adverbs that Use More and Most Adverbs that have two or more syllables use more and most to form their comparatives and superlatives.    Examples: quickly, more quickly, the most quickly Write the comparative and superlative forms of the adverbs.    1. happily    2. intelligently    3. gladly    4. loudly    5. softly    6. smartly    7. terribly    8. beautifully    9. brightly  10. mysteriously  11. smoothly  12. patiently   _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________   _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________   Write CA next to the sentences that have comparative adverbs and SA next to the ones that have superlative adverbs.    ___ 1. The small lion roared more fiercely than the large one.    ___ 2. The fourth grade students worked more energetically than the fifth graders.    ___ 3. Of all the kids in the neighborhood, you sing the most loudly of all.    ___ 4. He waited for the news more anxiously than ever.    ___ 5. The girl swam the most hurriedly of all.    ___ 6. The black dog barked more softly than the others.    ___ 7. The kids sang the most beautifully of all. Circle the adverbs. Write BF if the adverb is in its base form, CF if it is in its comparative form, or SF if it is in its superlative form    ___   1. The girl woke up early.    ___   2. The students waited restlessly for the test.    ___   3. Sean lifted the box the highest of all.    ___   4. My sister goes to sleep later than I do.    ___   5. Those trees grow the tallest of all.    ___   6. Louis draws and paints beautifully.    ___   7. Princess Leann embroiders the fastest of all.    ___   8. Of all the teams, ours worked the hardest.    ___   9. Jim walked more carefully than Sam did.    ___ 10. Belle sings softly. Write a paragraph describing something you can do very well. Use adverbs to describe it.    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________
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	Writing: Literary Critique    A literary critique is a written report stating the analysis, evaluation, and interpretation of a literary text. It usually answers the questions who, what, when, where, how, and why. In a critique, it is important to explain why a text was evaluated in a certain way. Use the following questions to prepare a literary critique. - What is the main idea of the literary text? - Who is it about? What happens to him or her? - Is the text based on real or imaginary events? - Who is the author? - Where is he or she from? - Is it well written? - Would I recommend others to read it? Why, or why not?   Writing a Literary Critique Drafting Answer the following questions about the story "My Visit with Dinosaur Sue"    1. What is the story about?    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________    2. What did you enjoy the most about the story, the plot, characters, setting, or theme? Explain.    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________    3. Would you recommend it to others? Explain.    __________________________________________________________________________________________    __________________________________________________________________________________________    __________________________________________________________________________________________ Editing Read your draft carefully and organize your ideas. Make sure that they are written clearly and correctly.   Proofreading Exchange critiques with a classmate. Ask him or her to revise your work for grammatical or spelling errors. Invite the classmate to share with you his or her point of view on your critique. Copy your literary critique on a blank sheet of paper. Read it to a family member and, if you recommend the story, encourage him or her to read it, too.
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