4th Grade

Summer Reading Packet

Parents and Guardians: All texts mentioned are available at the Kent

Island public library.

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This is designed as one book per week in the summer (a total of 8 weeks).

This packet was created using lessons on achievethecore.org.

These questions were authored, edited, and reviewed by a team of teachers to ensure alignment to the Common Core.

There are a variety of readers in each grade level; if these are too easy for your child, try the next grade; if it’s too hard, then try the grade below. The most important thing is just to get your child reading and thinking about their reading!

The questions are just an idea of how to have a conversation about the text. Feel free to ask other questions and have other discussions outside of the recommendations in the packet.

If you have any questions or concerns over the summer, please feel free to contact me at Jennifer.osborne@qacps.org.

TABLE OF CONTENTSFire!.........................................………………

pgs 4-7o by Joy Masoff

Mimicry and Camoufage………………..… pgs 8-12

o by Mary King Hoff2

The Last Dragon….............………..………pgs 13-16

o by Susan Miho Nunes

Seeker of Knowledge.………………….… pgs 17-20

o by James Rumford

Skylark…………………………………..………… pgs 21-24

o by Patricia MacLachlan

The Emperor and the Kite……………………….pgs 25-28

o by Jane Yolen

Encyclopedia Brown……………………………… pgs 29-33o by Donald J. Sobol

Mountains…………………………………...pgs 34-37

o by Seymour Simon

Fire!By Joy Masoff

Nonfiction

1. Using the main text and captions, identify and list some of the differences the author mentions between firefighting in big cities and small towns.

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2. What evidence explains why a firefighter has to be “always ready” and what do they have to do to make sure they are?

3. The author states that the station house is a second home to firefighters. What evidence can you cite to support that claim?

4. Each truck has a team. Using the text, describe the three assignments on each truck team.

5. The selection is titled “OUT OF CONTROL”, what are three things firefighters do to “control” the flames?

6. Use evidence from the text to explain why “if you lived in the 1600’s you would have been a part of the firefighting force.”

7. A Bucket Brigade consisted of two lines stretched from the town’s water source, everyone armed with a bucket. The men would fill the buckets and pass them toward the fire; the women and children would send the empty ones back to be filled. Was this an effective way to put out a fire?

8. Houses were built close together as cities grew. Some houses were built out of flammable materials, why was this dangerous?

9. Using the text, explain the importance of the Rattle Watch. Why did these men wander the streets at night to watch for fires and what did they do when they spotted a fire?

10. What did Ben Franklin mean when he wrote his famous phrase, “An ounce of prevention is worth a pound of cure” and why did he write it? Pull details from the text to support your answer.

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ANSWER KEY1. In big cities firefighters can answer a dozen calls a day, they stay

at the fire station. In small towns many firefighters are volunteers.

2. “People count on you to come the moment they call. But you never know when that call will happen, so you are always ready. You check your equipment. You check your equipment again. You might sleep at the fire station a few nights each month or you might sleep in your house with a beeper at your bedside.”

3. “The people you work with are more than just your co-workers. They are the people you trust with your life. They have become like family- brothers and sisters you love fiercely, even if sometimes you get on one another’s nerves.”

4. The driver takes care of the rig, an officer is in charge of the crew, and the firefighters tackle the flames or mount the rescues.

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5. Possible answers: Cool the flames with attack hoses, set bigger discharge lines, ventilate the building by breaking windows or cutting holes in the roof, shovel up cinders and toss outside anything that might still burn, soak it until you can touch it with your bare hands so it won’t rekindle.

6. It took the whole town to stop a blaze. Children would send the empty buckets back to be filled in a bucket brigade.

7. No, it was not an effective way to put out fires. Most times it was too little water, too late.

8. If houses were built out of flammable materials such as thatch, they caught on fire easily. Because they were close together, “when one caught on fire, dozens ended up burning.”

9. Men were appointed to wander the streets at night to watch for fires. “In the quickly growing cities, more and more houses were built, all packed in close together. When one caught on fire, dozens ended up burning”. The men “carried big wooden rattles that made an alarming sound when twirled”.

10. Ben Franklin “frequently printed articles urging people to be more careful.” He didn’t want people to carry hot coals on a shovel from room to room. The coals could drop on the floor and start a fire. If people are careful and keep from starting fires, there won’t be a need to put them out.

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Mimicry and CamouflageBy Mary King Hoff

Nonfiction

1. Adaptations are traits or characteristics that help living things, such as animals, insects, and plants survive. Some characteristics help living things camouflage themselves. What does it mean to be camouflaged? How do chameleons use camouflage?

2. When an insect or animal is being hunted, they are known as prey. When they are the ones doing the hunting, then they are the predator. Explain one kind of camouflage some prey use to avoid their predators.

3. How do predators play the hiding game with cryptic coloration?

4. What does the author mean when he says that some animals have “disguises that make them look like other … things”?

5. Some creatures use mimicry to deceive predators or prey by resembling or mimicking another creature. What is a ‘Batesian’ mimic? How do hornet moths, wasp beetles, and hoverflies use this kind of mimicry to their advantage?

6. What is a ‘Mullerian’ mimic? How do certain butterflies use this type of mimicry and how it is advantageous for them?

7. How do the animals use foolery to lure their prey? Explain whether this is an adaptation of camouflage or mimicry.

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8. When you deceive something, you trick it. How does the female bolas spider deceive the male moth into thinking it is flying toward a female moth? How are the female bolas spider and skunk cabbage alike?

9. How can a firefly’s flash attract a mate or a meal?

10. The author states, “The world is full of creatures that are not what they seem to be.” Explain what the author means by this statement. Use specific details and at least 3 examples from the text in order to support your ideas.

ANSWER KEY

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1. Camouflage means they blend in with their surroundings; they are disguised. Chameleons camouflage and blend in with their surroundings by changing color to hide by matching whatever is around them.

2. Some creatures use camouflage called cryptic coloration to avoid becoming a meal. Cryptic coloration allows something to blend in with its environment. For example, many bird’s eggs are speckled and spotted because a white egg would be easier for a predator to see. A second example of cryptic coloration is the coloring of a white-tailed deer fawn. These fawns have dapples on their backs that allow them to blend into the pattern of sunlight filtering through the forest.

3. Predators can also hide using the color of the environment. The stripes of a tiger help it to blend into tall grass so it can hide from prey. Polar bears are white to blend with the snow and ice, to also hide from prey.

4. The grasshopper looks like a leaf, and the pebble plant looks like stones.

5. A Batesian mimic is a creature that is not dangerous but wards off predators by looking like something that is dangerous. For example, the Wasp beetles and hoverfly look like wasps and the larva of a hawk moth has large spots that make it look like a dangerous snake with scary eyes. These creatures are safer by being more obvious because they resemble dangerous creatures and that will ward off potential predators.

6. A Mullerian mimic imitates a creature that is harmful or desirable AND is also harmful or undesirable itself. Viceroy butterflies and Monarch butterflies look alike. Both are orange with black stripes Both contain chemicals that make birds sick if birds eat them. Birds learn to avoid them more quickly than if only one had the chemical (because there are more of them).

7. The alligator snapping turtle fools prey with part of its tongue that looks like a worm. Fish are attracted to the worm and when a fish goes to eat the worm, the turtle will eat the fish. Certain types of anglerfish have one fin that looks like a worm. When another fish comes near the anglerfish to eat the worm, the anglerfish will suck the other fish into its mouth. The African flower mantis tricks its prey by looking like a bright flower. Insects will fly up to the mantis, thinking it’s a flower, to get nectar. Then, the mantis will catch the insect and eat it. These creatures are using mimicry and not camouflage because they

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are imitating another creature or plant. They are not hiding; rather these adaptations attract prey by making something about their appearance more obvious.

8. The female bolus spider gives off a scent that resembles that of a female moth, thus attracted male moths. When the male moth comes close, smelling what he thinks is the scent of a female moth; the spider catches the male mouth on a ball of sticky string and eats him. The female bolus spider and the skunk cabbage are alike because they both mimic smells or scents. The skunk cabbage gives off heat and a stinky smell, like rotting meat. Flies and other insects are attracted to the stinky smell, thinking to lay their eggs in the rotting meat. When the insect goes to lay its eggs, it gets trapped and drowns in a little pool of water at the base of the cabbage.

9. Female Photinus fireflies attract males by flashing a pattern of lights off their backs. Female Photuris fireflies are larger, and they mimic these flashing light patterns, also to attract the male Photinus fireflies; but instead of the Photinus male finding a mate, the larger Photuris female eats him.

10. The author writes about mimicry and camouflage, both are adaptations or traits that creatures use to disguise themselves to help them survive. Mimicry is an adaptation that creatures have that makes them mimic other living things. Camouflage is an adaptation that creatures use to hide themselves from other creatures by blending into their environment. These kinds of disguises make insects and animals look like something that they’re not. For example, the tiger uses camouflage to hide from prey. Tigers have stripes that help it blend into tall grass, so it can sneak up on its prey. Polar bears are white. Their color camouflages them in the ice and snow, so their prey does not see them. Hornet moths, wasp beetles, and hoverflies are Batesian mimics and repel predators by looking like wasps. The alligator snapping turtle has a tongue extension that mimics a wriggling worm. This lures fish into the turtle’s mouth.

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The Last DragonBy Susan Miho Nunes

Fiction

1. On page 455, the dragon is described as blind and speechless. What details from the text support this description?

2. What do Peter’s mother’s words tell you about her opinion of family?

3. At the beginning, Peter has a negative attitude. What evidence from the story supports this statement?

4. What phrases from the story tell you that Great Aunt was doubtful about the dragon?

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5. Throughout the story, the characters state that “there’s something about” this dragon. Explain what the characters mean by this using the text to support your answer.

6. What clues tell you that Peter’s visit with Great Aunt is helping him learn about Chinese life?

7. How does the author indicate that Dr. Fong takes Peter’s request seriously?

8. Which statements at the end of the story show you that the celebration is in homage, or respect, to the dragon?

9. Based on the story, explain the features of the dragon’s eyes. What information tells you that the dragon’s eyes are important?

10. On page 456, Peter’s mother describes Great Aunt as her “oldest, wisest aunt.” Is Peter’s Great Aunt wise? What text supports your answer?

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ANSWER KEY

1. The dragon is speechless because “his jaws had been wired tightly shut”. The dragon is blind because he has “no eyes at all”.

2. The mother thinks family is important. She states, “She’s my oldest, wisest aunt. You must get to know her.”

3. Peter did not agree. “He didn’t want to spend his summer in a small apartment above a noodle factory. He missed his parents. He missed his friends. Everything in Chinatown seemed old and alien and strange.”

4. “A very sad dragon if you ask me. She grumbled about how the dragons of her childhood were royal in appearance and received the homage of every living thing. This was no such creature. Full of holes. Tail in bad shape. A very sorry dragon, if you ask me.This sorry creature has robbed us of our afternoon.” These phrases show the reader that she does not believe this dragon is as good as the dragons from her past and memory.

5. The characters mean that even though the dragon is tattered and old there is still something special about the dragon that makes people want to improve it. For example, even with bug skeletons and dust on the dragon, Peter still strokes the dragon’s whiskers. Mr. Pang also recognizes how special the dragon is when he rubs the dragon’s body and feels the warm silk. He then decides to help improve the dragon for free. Miss Rose Chiao agrees that there is something about the dragon and also

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agrees to help without pay. At the end of the story, after the celebration of the dragon, everyone agrees that “there’s something about that dragon”.

6. She reinforces respectful behavior by reminding him of his manners. She sends him on dragon-related errands throughout the Chinatown community. She describes the role of dragons in Chinese culture.

7. The author says that Dr. Fong reacts “thoughtfully” to Peter’s question. Dr. Fong also gives useful information about dragon eyes.

8. “Everyone stopped eating and turned to the door. There stood the Last Dragon, filling the moongate of the Golden Palace. Everyone stared at the dragon. Everyone cheered” as the dragon danced. “Peter stood up and bowed at the dragon. Everyone clapped, Peter loudest of all. Indeed, like the dragons of old, he was royal in appearance and received the homage he so richly deserved.”

9. In the beginning, the dragon had “no eyes”. The dragon’s eyes are “milky white balls”. The priest “puts a dot in each of the dragon’s eyes”. Dr. Fong specifically states the importance of the eyes. “He said, ‘Dragon eyes are very special. Any old eyes will not do. They must be blessed by a priest, or the dragon will never see”.

10. Great Aunt is wise, because she helps Peter learn about Chinese culture. She lets him choose the dragon project and helps him complete it. She reinforces respectful behavior by reminding him of his manners. She sends him on dragon-related errands throughout the Chinatown community. She describes the role of dragons in Chinese culture.

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Seeker of Knowledge:The Man Who Deciphered Egyptian Hieroglyphs

By James RumfordNonfiction

1. The first hieroglyph is a picture of a jumping goat. What does this image mean? Why do you think this image was chosen?

2. What does the image of sandals mean and why was it chosen? What does it mean in relation to Jean-Francois?

3. The title hints that Jean-François will be the one to decipher hieroglyphics. What evidence also supports this prediction?

4. Could Jean-François have been able to help the scholars decipher the Rosetta Stone? Cite evidence (which means to find examples in the text) to support your answer.

5. How does the symbol, or hieroglyph, for “glory” support the text on that page? How could you compare the dreams of Napoleon and those of Jean-Francois?

6. Why were the people angry with Jean-Francois? Use evidence from the text to support your answer.

7. The author writes: “Everyone said that the Englishman would be the first to unlock the door to Egypt’s past – everyone except Jean-François. “ Use evidence from the text to explain why the author compares Egypt’s past to a locked door.

8. Using the text and illustrations, describe the importance of September 1822.

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9. What happened right after Jean Francois first made his discovery?

10. How did this discovery change his life later? Did Jean-François continue to seek knowledge? Cite evidence to support your answer.

ANSWER KEY1. The first hieroglyph is the picture that means “imagine” and the author writes that Jean-François was imagining traveling to Egypt. The goat looks free, like we feel when we imagine and dream.

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2. The image of sandals shows them firmly planted on the ground. It means, “never give up.” I think it was chosen because a person cannot be moved if they are standing firmly in place.

3. Jean-Francois tells his brother, “Someday I will go to Egypt!” He stays up late reading all the books they have about Egypt. He says that one day he will become the first person to decipher Egyptian hieroglyphs.

4. The text says that Jean-François already knew all the ancient languages, that he was a “seeker of knowledge,” and that he would not give up. He was searching for the same information they were looking for. He could have helped the scholars because even though he was young, he knew a lot about hieroglyphs.

5. The two leopards are holding their heads up high with power and strength. Napoleon wanted to be famous and rule the world (“glory”), while Jean-Francois wanted to learn something completely new, which no one else knew about (“discovery”).

6. The author writes that when Napoleon was defeated, France’s enemies poured in and “people were angry with Napoleon and anyone who knew him.” Jean Francois knew Napoleon so the people blamed him too.

7. The author writes, “Scholars everywhere were racing to solve the mystery of Egyptian writing. “ He also writes that “No one had the answer.” If no one can read the writing of the past, then modern scholars will not know what ancient Egyptians wrote about. It was like the information was stored behind a locked door and no one had the key to unlock the door.

8. During September of 1822, Jean-Francois received a small package from a friend in Egypt. The package contained the names of pharaohs copied from a temple wall. Jean-François studied the names and discovered a link. The pictures were sounds, not single letters, but syllables, even whole words. Jean- François deciphered the meaning of “an old, silent friend perched on a sacred staff.” Jean-François figured out that this was a picture of the god of writing, Thoth. Jean-François exclaims, “I have the key!”

9. After Jean-François told his brother about his breakthrough, he collapsed, very ill, because he had not eaten or slept for five days. People all over France celebrated his discovery.

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10. Jean-Francois was sent to Egypt o an expedition to discover more secrets. His dream of actually seeing the ancient ruins came true. He was able to visit the temples and touch the hieroglyphics be had studied for so many years. He continued to learn and discover.

SkylarkBy Patricia MacLachlan

Fiction

1. Who is telling the story and how do you know? How is the narrator related to the other main characters?

2. “Sarah slumped to the ground…” Why does the author use "slumped" instead of "fell" or "knelt"? What other evidence shows how the characters are feeling during this scene?

3. What is Sarah talking about when she asks, “What is this?” What is “this” referring to?

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4. How does the author show that Sarah loves music?

5. How does Anna feel about Sarah? How do you know?

6. Anna writes, “She tries, but she can’t help remembering what she knew first.” What does Anna mean by this?

7. What is the meaning of Anna’s dream? What is the purpose of describing it in the story?

8. What details does the author use to describe the fire scene? How does the illustration support the text in creating drama?

9. How did Anna know they would have to go away? How does each of the characters feel about the decision?

10. Four times in the story, the author writes about Caleb’s glass – in the introduction on page 690, at the bottom of page 692, the bottom of page 696, and finally in Anna’s dream on page 699. Re-read these sections. Write a paragraph to explain the significance of the glass. In your paragraph, identify what the glass represents and use details from the story to support your reasoning.

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ANSWER KEY1. Sarah, Jacob, and Caleb are all named, leaving Anna as the first

person narrator. Anna is the daughter of Jacob and the stepdaughter of Sarah. Caleb is Anna’s younger brother.

2. "Slumped" is a better word choice because it better shows the despair Sarah is feeling. She is also crying. Anna says, “I knew nothing was all right,” and she saw fear in Papa’s eyes. This is evidence that they are all scared and worried about the drought.

3. Sarah notices that everyone is dressed up and sees the wagons coming. She hears Caleb and Anna talking about making her happy.

4. The first clue is at the beginning of the story when Anna asks Sarah about remembering singing. In this section, Sarah “stared” as if surprised, then smiled when the phonograph began to play. As she danced, she was happy.

5. Anna has come to love Sarah. In the book she wrote for Sarah, Anna refers to her as “mother,” and writes about how the family loves her. Anna also shows empathy when she understands that Sarah is not happy on the prairie.

6. Anna means that because Sarah comes from Maine, it is hard for her to get used to or love the prairie. The introduction describes the prairie as a “sea of grass” and says it is very different from Maine.

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7. Anna is remembering how times were before the drought. It means that she misses those times terribly and wishes the drought were over so they can be happy again. The purpose is to show how the drought has changed their lives, and to show again her strong desire to see Sarah happy again.

8. Everyone is shouting and running. Sarah and Papa are beating the flames. Caleb is trembling. Sarah screams when the barn catches fire. This is all in stark contrast to the quiet whispers and calmness of the story prior to this. The illustration shows the bright orange flames against the darkness as the barn is being destroyed. The postures of the characters suggest they are devastated.

9. Anna sees the results of the fire and notices the animals “looking for green grass” that is not there, both a result of the drought. She sees Papa and Sarah disagreeing about something. Sarah appears to be very unhappy about the decision. Papa hugs her, apparently to comfort her. Anna knows there is no more water and the family cannot continue living on the farm.

10. The glass represents hope. In the Introduction, the author states the glass is placed on the fencepost to wait for the rain that does not come. The next sentence says all the family can do is hope. The glass is next mentioned when Anna notices it is missing from the fencepost. This is after Sarah breaks down when Papa threatens to shoot the coyote. The family is in despair - Anna knowing “nothing was all right,” and Papa having fear in his eyes. Because of this despair, the family appears to have lost hope - thus the missing glass. After the party, when the family is feeling happy and again hopeful, Sarah asks Papa to replace the glass, as “It should be there when it rains.” Finally, the glass is mentioned in Anna’s dream where she is remembering happy times and wishing they would return.

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The Emperor and the KiteBy Jane Yolen

Fiction

1. Djeow Seow is considered insignificant by her family. Based on clues from the text, what does insignificant mean? Cite at least two examples from the text that reflect her family’s feelings about her.

2. What evidence from the story suggests that the monk does not think that Djeow Seow is insignificant?

3. What does the word “trouble” mean? “For the wind can trouble the waters of a stillpond.” How might this relate to the emperor’s kingdom?

4. The plotters kidnapped the emperor and put him in a tower sealed with bricks and mortar so that he could not escape. Why did they say he was dead?

5. Explain what Djeow Seow did to help her father survive in the tower.

6. The monk writes two haiku poems. The second haiku poem ends with the words. “My emperor goes on wings.” What does Djeow Seow do after reading the second poem?

7. How do Djeow Seow’s actions prove that even though she is small she is not insignificant?

8. How does the emperor’s opinion of his youngest daughter change from the beginning of the story to the end of the story?

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9. At the end of the story, Djeow Seow’s brothers and sisters were surprised to find her sitting on a throne next to their father. Why were they surprised?

10. This story belongs to the genre called Folktale. Folktales are written to teach a lesson. What lesson does this story teach? Include details from the story to support your answer.

ANSWER KEY1. Insignificant means to be too small or unimportant to consider or

think about. “And, because she was so tiny, she was not thought very much of – when she was thought of at all. She was not even

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allowed to bring a grain of rice to the meal..…the emperor often forgot he had a fourth daughter at all.”

2. The monk writes two poems for Djeow Seow. If he thought she was insignificant, he would not have done that.

3. The wind “troubles” the water in that it makes it rippled, rough, or not smooth. It disturbs it. It disrupts its smoothness. This is a symbol or prediction that something troubling will be happening in the emperor’s kingdom. Trouble means that the water can become dangerous just like the evil men became dangerous to the emperor.

4. The plotters wanted to rule the kingdom and knew that the people would not resist if they thought the Emperor were dead.

5. She filled a basket with food and used her kite to send the basket of food up the tower to her father.

6. Djeow Seow understands that the monk was telling her something important. She makes a plan to rescue her father from the tower

7. Djeow Seow is the only one of her brothers and sisters to be able to save her father. She proves she is resourceful by using her kite to save her father.

8. At the beginning of the story the emperor barely notices his daughter. At the end of the story he recognizes the worth of his tiniest daughter.

9. They were surprised because they considered Djeow Seow to be unimportant.

10. The lessons suggested below should be supported by details from the story. A small person can make a big difference. No person should be considered insignificant. A person of power can learn lessons from less powerful people.

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Encyclopedia Brown and the Case of the Slippery Salamander

By Donald J. SobolFiction

1. Idaville is not a real place, but the author includes details to make it seem real. Find at least three details that the author uses to make Idaville, the setting of the story, seem real.

2. Use at least two pieces of evidence to infer which character will likely solve the problem in the story.

3. What was the crime that the chief could not solve?

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4. The author writes about the Den of Darkness and what animals are exhibited there. What does “exhibited” mean here? Are salamanders and reptiles the same or different? Use the text to support your answer.

5. Using details from the text, which characters had access to the stolen salamander, and what did they claim to be doing when the salamander went missing?

6. How does the Chief’s view of Mrs. King change as he moves through the investigation? Cite evidence in the text to support your answer.

7. Encyclopedia asked one question that solved the problem in the story. What was the question and how did it help in solving the problem? Cite evidence from the text to support your answer.

8. According to the text what happens to Sam after he is caught?

9. How did Encyclopedia Brown solve the case of the missing salamander? Write a well-crafted paragraph and cite evidence from the text. Please make sure to use proper capitalization, punctuation and grammar within your writing.

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ANSWER KEY1. The text states that, “Idaville looked like an ordinary seaside

town.” The author writes that it is a seaside town with churches, car washes, movie theaters, bike paths, beaches, a synagogue, and great fishing spots. These locations and businesses are all part of a “real” place in which the illustrator drew it to match yet the town Idaville is not real.

2. It can be inferred that the main character Leroy Brown, or otherwise known as Encyclopedia will be the person to solve the crime. People call him Encyclopedia because he knows so many facts, which could be beneficial in solving crimes. The author states that he has “amazing talent as a crime-solver,” and his dad doesn’t solve the crimes even though he is the Chief, “the brains behind it all was his ten-year-old son.” These statements in the text can help the reader confirm the inference that Encyclopedia will solve the crime.

3. “There was a theft at the aquarium today.” Fred, a tiger salamander, had been stolen from the aquarium. The Chief couldn’t figure out who stole the salamander.

4. Exhibited means to be shown or put on display. The author writes: “Encyclopedia especially liked visiting the frogs and salamanders in the amphibian section.” This piece of information shows that salamanders are amphibians, not reptiles. There are two different sections in the den, one for amphibians and one for reptiles. The statement above can help the reader infer that the salamander is an amphibian and therefore, must be different.

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5. Mrs. King, Sam Maine, and Dr. O’Donnell all had access to the salamander that morning. Dr. O’Donnell was “examining a new crocodile,” and Sam Maine was “cleaning out exhibits and feeding some of the lizards.” Mrs. King was with a group of school children and then went on a coffee break.

6. At first the Chief seems suspicious of Mrs. King. Sam suggested to the Chief that he was suspicious of her, which made the Chief more suspicious as well. Then when the Chief talked with her, she mentioned that she was very interested in salamanders, which made him even more suspicious. The text even states that she is “fascinated with salamanders.” It is also reported that the missing animal “is the first tiger salamander that she’s ever seen.” This detail could be considered a motivation for her to steal the salamander along with the detail that she has “dozens of them at home as pets.” When the chief interviews the cashier and they claim to have seen her, plus she was with school children, it seems unlikely that she had a real opportunity to steal the salamander.

7. Encyclopedia’s one question was “Has Sam Maine been working at the aquarium long, Dad?” This question led the Chief to state the most important detail in solving the crime. Sam said in the text that, “he’s been taking care of salamanders and other lizards for more than nineteen years.” Encyclopedia knew that salamanders are not lizards and if Sam had been working with these animals for that long, he’d know it too. That meant that Sam was lying.

8. Upon further investigation or questioning, Sam “admitted to stealing the valuable new tiger salamander.” The text states that Sam admitted stealing the salamander, returned the salamander to the aquarium and was fired from his job as caretaker.

9. Encyclopedia Brown focuses on a key detail when solving the mystery. He is able to solve the salamander mystery very quickly as he listened to his parents’ conversation over dinner. The Chief had the final detail but Encyclopedia makes sense of it. When Encyclopedia identifies the most important detail, the author writes: “That was all Encyclopedia needed to hear. ‘Oh no, he hasn’t!’ Encyclopedia declared with a satisfied smile. ‘If he’s a lizard expert, then I’m the Queen of England! Sam Maine is lying, and I can prove it!’” This quote shows that Encyclopedia Brown

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only needed one detail, or missing piece in the puzzle, to solve the mystery. He knew that, “anyone who’d taken care of salamanders for that long would know that salamanders are not lizards.” Encyclopedia’s precision in listening for details helped him to solve the mystery of the missing Salamander.

MountainsBy Seymour Simon

Nonfiction

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1. The author makes this statement about mountains: “They seem to be solid and unchanging, but they are not everlasting.” Based on the information in that paragraph, what does “everlasting” mean?

2. Why are the peaks of many tall mountains covered in snow?

3. The author states “mountains like this would be called foothills.” Explain the meaning of foothill. Can you break down the word to help you determine its meaning?

4. Look at the circular graphic, how does this graphic support the information in the text?

5. The author writes, “It takes many thousands of years to bring about changes in the rocks of the earth’s crust.” How do time and pressure change rocks?

6. How can you identify the type of a mountain?

7. The author says, “These constant temperature changes begin to crack the rock.” What does constant mean in this sentence?

8. Describe one way that mountains affect weather and climate.

9. “Not many people live on mountains, but mountains are important to all of us.” What does the author say to support this statement?

10. Seymour Simon, the author, wrote “Mountains” to describe the different kinds of mountains and how they were formed. Using evidence from the text, list the four kinds of mountains and explain how they were formed.

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ANSWER KEY1. Something that is everlasting would be unchanging. However,

the mountains are born, grow tall over the years, change their shapes, and are finally worn down to disappear into the earth.

2. The temperature drops about three degrees F for every 1000 feet, so the tops of tall mountains are in very cold air.

3. A foothill is a hill at the base of a mountain (just like the foot is at the “base” of a person’s body). Whether the land is called a mountain or a foothill depends upon how high the surroundings are.

4. The graphic shows that islands are actually the tips of volcanic mountains in the ocean.

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5. In the earth’s crust, pressure pushes sideways against the rocks. Over thousands of years the rocks twist and bend, producing great folded mountain chains.

6. The shape of the top of a mountain indicates how it was formed. You can also find identifying characteristics in the layers of rocks.

7. The sun heats the rocks during the day but the temperatures are

cold at night. Constant means the temperatures are warm every day and cold every night.

8. Mountains break up the flow of winds and the movement of weather fronts. When air containing water vapor is forced to rise over a mountain the air becomes colder, causing clouds, mist, fog, and rain.

9. Mountains create rain forests and deserts. They store water on snowy peaks and release it in rivers that make valleys green and fertile. The flowing water can be harnessed to manufacture electricity. People climb mountains for recreation.

10. There are four kinds of mountains, and they were formed in different ways. Folded mountains were formed by pressure pushing against rocks on the earth’s surface over time. Fault-block mountains were formed when rocks broke as plates moved apart. Volcanic mountains were formed as lava and cinders cooled after a volcanic eruption. Dome mountains were formed when the magma pushed up the earth’s surface, but there was no eruption of hot lava.

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