Read. Think. Explain. - Scholastic

“Mice” 

February/March 2010 

activity 

Critical Thinking 

Name:____________________________________ Date:_____________ 

Read. Think. Explain. 

In trying to understand a poem, it’s important to read it carefully and thoughtfully 

by focusing on the words the poet chose and by thinking about what the images in the poem 

represent. In this activity, you’ll answer a series of questions about Rose Fyleman’s “Mice” 

to help you grasp the poem’s full meaning. 

Directions: Answer the questions below, using information and details from the poem to back up your ideas. 

1. How does this poem describe mice? 

2. Listen to the poem’s rhyming pattern. How do the first two and last two lines fit 

into the poem? 

3. Now look at the artwork accompanying the poem. Do you like the collage format? 

Why or why not? 

4. Why do you think the author wrote this poem? 

© 2010 Scholastic Inc. Teachers may make copies of this page to distribute to their students.

“Mice” 


activity 

Name:____________________________________ Date:_____________ 

Fill-in-the-Blank Poetry 

Poetry Writing 

In her fun rhyming poem, Rose Fyleman uses simple language to describe a 

not-so-likable animal: a mouse. Can you think of other animals a lot of people dislike? 

Are there any unpopular animals that you “think are nice”? In this activity, we will help you 

write your own poem about an unpopular animal that you like. 

Directions: Read “Mice” again. Then fill in the blanks below with your own ideas, using Rose Fyleman’s poem as 

your guide. For an extra challenge, try following the rhyming pattern. Copy your finished poem 

onto a separate piece of paper. Feel free to make an artistic collage to illustrate your animal too! 

I think ____________________ 

Name your animal. 

Are rather ____________________. 

____________________ by __________________ 

Write a word that describes how you feel about your animal. 

Their ____________________ are ____________________, 

Their faces ____________________, 

They haven’t any 

____________________ at all. 

Their ____________________ are ____________________, 

Their ____________________ are ____________________, 

But I think ____________________ 

Are ______________. 

Write the same word you used above. 

Name your animal. 

Your animal here 

Name a body part. 

They ____________________ about 

The ____________________ at night. 

They ____________________ things 

They shouldn’t touch. 

And no one seems 

To like them much. 

Your name here 

Describe the size or shape of your animal’s face. 

What physical characteristic does your animal seem to be missing? 

Name another body part. Describe what they look like. 

Name a third body part. 

verb 

Where do they live? 

verb 

Describe what they look like. 

Describe what they look like. 


“The Dark” 


activity 


Name:____________________________________ Date:_____________ 


In trying to understand a poem, it’s important to read it carefully and thoughtfully 

by focusing on the words the poet chose and by thinking about what the images in the poem 

represent. In this activity, you’ll answer a series of questions about Myra Cohn Livingston’s 

“The Dark” to help you grasp the poem’s full meaning. 

Directions: Answer the questions below, using information and details from the poem to back up your ideas. 

1. What do you notice about the poem’s rhythm? Why do you think the lines from 

“call” to “hide” are short? 

2. Look at the artwork accompanying the poem. Do you think the artist did a good job in 

capturing the mood? Why or why not? 

3. Why do you think darkness can seem scary? 

4. How does the narrator reassure herself that things are all right? 


“The Dark” 


activity 

Poetry Writing 

Name:____________________________________ Date:_____________ 

Poet’s Craft 

Who hasn’t been afraid of scary creaks and pops in the night? In her poem “The Dark,” 

Myra Cohn Livingston uses a lot of simple words and phrases to make the feelings of night- 

time, being scared, and being in the dark come alive. In this activity, you’ll think about why the 

language Myra uses is so powerful. You’ll also practice coming up with words on your own. 

Directions: In the poem on the left, circle all the words and phrases that you associate with nighttime, 

being in the dark, or being scared of the dark. Then write them in the word bank to the right. 

It’s always 

dark 

around my bed 

and darkest 

where I put my head; 

and there are nights 

when strange sounds 

call 

inside 

the hollow 

of the wall 

and creaking noises 

from inside 

the closet 

where 

the 

nightmares 

hide; 

so after I have said 

my prayers 

and hear them 

talking from 

downstairs, 

I look around 

so I can see 

where everything 

I know should be— 

especially 

along the floor, 

the crack of light 

beneath the door. 

Word Bank 

Continued8 


activity 

Poet’s Craft page 2 


1. Now pick something you are afraid of and write it below. (It can be a noun—like spiders or snakes—or a 

feeling, like freaking out about being in a crowded room full of noisy people.) 

2. Then brainstorm a list of words or phrases that describe your fear and write them in the word bank 

below. Ask yourself these questions if you need help: What does it feel like when I’m afraid? Are there 

sounds associated with the fear? Sights? Smells? A specific place? 

Word Bank 

Extra Credit! 

Now try writing a short poem about your fear, using the words and phrases you picked above. 

You can use Myra Cohn Livingston’s “The Dark” for inspiration. 


activity 


“The Volcano at the End of the Earth” 


Name:____________________________________ Date:_____________ 


In this activity, you’ll answer a series of questions about “The Volcano at the End of the Earth,” 

which will help you think more deeply about the author’s treacherous voyage to Antarctica to 

photograph Mount Erebus. You’ll also think about Barbara Johns and her personal reasons for 

visiting Antarctica to honor her father. 

Directions: Answer the questions below, using information and details from the article to back up your ideas. 

Use a separate piece of paper if you need more room for your answers. 

1. Why did Donna O’Meara travel to Antarctica? Would you like a job similar to hers? 


2. Why was Barbara Johns on her way to Antarctica? When and why did her father go there? 

3. What metaphor does the author use to describe Mount Erebus? What simile does she use 

to describe the ice crystals in the air? Do these literary devices help you envision what she 

saw? 

4. How do you think Donna O’Meara felt in Scott’s hut? How do you think Barbara Johns 

would have felt? 

5. What do you think were Donna O’Meara’s overall impressions of Antarctica? 


Sentence 1: 

Sentence 2: 

Sentence 3: 

Sentence 4: 

activity 

Vocabulary 



Name:____________________________________ Date:_____________ 

Lava Language 

This issue’s nonfiction article “The Volcano at the End of the Earth” includes some cool 

(both chilly and fun!) words. Don’t let the words freeze you up! In this activity, you will use a 

dictionary to match the words below to their definitions. 

Directions: Match each word on the left to its definition on the right. 

Then choose four of the words and write a sentence using each one. 

aptly made to feel peaceful, safe, or sleepy 

frigid extremely cold 

itinerary walked unsteadily 

lulled dangerous 

pitched suitably 

staggered the highest point 

summit plunged forward 

treacherous schedule for a journey 


© 2010 Scholastic Inc. Teachers may make copies of this page to distribute to their students. 

activity 

Fact/Opinion 



Name:____________________________________ Date:_____________ 

A-MAZING Facts & Opinions 

A fact is a statement that can be proved correct. An opinion is a statement that expresses 

what somebody thinks or feels about a topic. “The Volcano at the End of the Earth” is full of facts 

and opinions. In this activity, you will try to tell the difference between facts and opinions. 

Directions: Read each bubble below and decide which are facts and which are opinions. Then, circle all the 

bubbles that contain facts. Draw a line through the maze, connecting 

Donna was lucky 

to find a berth on 

Spirit of 

Enderby. 

Robert Falcon 

Scott's expedition 

was tragic. 

Donna O'Meara is 

a volcano 

photographer and 

explorer. 

The voyage to 

Antarctica was 

terrifying. 

Robert Falcon 

Scott's hut still 

stands to this 

day. 

Barbara Johns 

died on the trip to 

Antarctica. 

Donna's cabin 

smelled like burned 

motor oil. 

Barbara would 

have wanted 

Donna to continue 

the journey. 

% 

each bubble that contains a fact. You’ll know you’ve done the 

activity correctly when you reach the camera! 

Barbara 

Johns's son 

thought she 

was brave. 

Donna has 

photographed 

75 volcanoes. 

Antarctica is 

the fifth-largest 

continent. 

Mount Erebus was 

a giant, sparkling 

castle. 

Barbara Johns 

shouldn't have taken 

such a risky trip. 

Donna took great 

photos of Mount 

Erebus. 

Few 

commercial 

jets fly to 

Antarctica. 

Scott's 

famous hut 

was rustic. 

Mount Erebus is 

located on Ross 

Island. 

Mount Erebus is one of the most 

active volcanoes on the globe. 

Diamond dust 

is aptly named. 

Edward Nelson 

traveled to 

Antarctica in 

1910.

activity 

The Volcano at the End of the Earth 


Sequencing 

Name:____________________________________ Date:_____________ 

A Long Journey 

Donna O’Meara’s article about visiting Antarctica is jam-packed with great facts and stories. She 

even includes history about exploring the continent. To help you keep track of all the information, 

try creating a timeline of events. In this activity, you will put events from the story in order. 

Directions: Read “The Volcano at the End of the Earth.” Then look at the events listed in the box below. Write 

the events in order from earlier to latest, starting on the lower left. We did the first one for you. 

B 

A. Donna O’Meara begins photographing Mount Erebus. F. Donna O’Meara flies to New Zealand. 

B. Robert Scott begins an expedition to Antarctica. G. Edward Nelson is rescued from Antarctica. 

C. The Spirit of Enderby encounters a terrible storm. H. Donna O’Meara meets Barbara Johns. 

D. Robert Scott and four of his men die in Antarctica. I. Roald Amundsen reaches the South Pole. 

E. Donna O’Meara books a berth on the J. Donna O’Meara visits Robert Scott’s hut. 

Spirit of Enderby. 


Micro-Mystery 


activity 

1. THE ACCUSATION 

In the last paragraph, I say, “I assure you the thief is not a member of our class . . . or our species!” Why? 

2. YOUR SUSPICIONS ABOUT THE SETTING 

What is unusual about the temperature of the classroom on that February morning? Why is this detail 

important? 

What sound do my classmates hear as they work on their fractions? Why is this important? 

Are there leaves on the trees? What conclusion can you draw from this fact? 

Reading for Detail 

Name:____________________________________ Date:_____________ 

Detective’s Notebook 

Imagine that you are a detective-in-training, learning from the great Owen Watts. 

Sure, he’s a snoop, but he’s a pro at solving mysteries. Owen keeps his thoughts organized 

in his head, but many detectives record their observations in a notebook to get themselves 

in the habit of paying attention to detail. Doing this also helps them keep track of little things 

that might turn out to be important later. To help you see how he solves his cases, Owen has 

provided the prompts below for your own “detective’s notebook.” 

Try this 

with a 

partner! 

Directions: Read “Owen Watts and the Fishy Prankster” one time. Then go back and read it again, 

filling in as much as you can below. You don’t need to write in complete sentences—just get the information 

down clearly. Finally, review your notes. Can you crack the case? 

Continued8 


Micro-Mystery 


activity 

Reading for Detail 

Name:____________________________________ Date:_____________ 

Detective’s My Ride, Notebook, Your Ride page 2 

3. OTHER CLUES 

What are some things I am allergic to? Why is this list important? 

My friend Claire’s eraser disappeared from her desk. Is there something specific about this eraser that 

makes it different from other erasers? What do you think happened to it? 

Mrs. Washington’s sandwich is on her desk, but something is wrong with it. What? 

What do you think might have happened to Mrs. Washington’s sandwich? 

4. YOUR DEDUCTIONS 

Write down the FIVE clues that point to the thief. 

5. YOUR SOLUTION 

Who (or what) is the thief? 

DETECTIVE’S GLOSSARY 

deduction [di-DUHK-shuhn]: something that is figured out from clues 

accusation [ak-yoo-ZEY-shun]: saying that someone has done something wrong 

suspicion [suh-SPISH-uhn]: a thought that something is wrong or bad 


“Yesterday & Today” 


activity 


Name:____________________________________ Date:_____________ 


In trying to understand an article, it’s important to read it carefully and thoughtfully, focusing 

on the words the author chose and thinking about the article’s big ideas. In this activity, you’ll 

answer a series of questions about airplane travel in its first decades and today. Then you’ll 

discuss how flying has changed and how it has stayed the same. 

Directions: Answer the questions below, using information and details from the article to back up your ideas. 

1. What were some disadvantages of early air travel? 

2. What changes to air travel came about as a result of World War II? Why do you think these 

changes were made? 

3. Do you think it is more of a positive or a negative that the government gave up its control of 

air travel? Explain. 

4. In earlier decades, flying on an airlplane was a special event. Do you think it still is? 


5. If your family wanted to make a long-distance trip from your home, what do you think 

would be the most convenient mode of transportation to take? Why? 


“Yesterday & Today” 


In this activity, you will compare and contrast the early days of commercial air travel 

and the crowded planes we take today, using this month’s “Yesterday & Today” feature. 

Directions: In the left box, write five facts about early airplane travel from the “Yesterday & Today” article. 

In the box on the right, write five facts about what flying is like in 2009. 

1. 

2. 

3. 

4. 

5. 

activity 

Facts 

Early Air Travel Plane Flights in 2009 


Use your list to write a well-organized paragraph that explains how commercial air travel has changed 

from the early twentieth century to today. (Use a separate piece of paper.) 

1. 

2. 

3. 

4. 

5. 

Compare & Contrast 

Name:____________________________________ Date:_____________ 

Five & Five 


“A Week in Texas” 


activity 


Name:____________________________________ Date:_____________ 


An active reader always looks for deeper meaning in a story. 

In this activity, you’ll answer questions about Tom, the main character in Watt Key’s adventurous tale 

“A Week in Texas.” You’ll also think about how Tom’s feelings about his cousins—and spending a 

week with them at their ranch doing wild and crazy things—change throughout the story. 

Directions: Answer the questions below, using information and details from the story 

to back up your ideas. Use a separate piece of paper if you need more room. 

1. Why does Tom object when his father tells him he will be going to Texas for a week? 

2. How does Tom feel as he rides with Uncle Bob in his truck? When they arrive at the ranch? 

What is the same or different from what he expected? 

3. What do you think goes through Tom’s head when Frank says they can “ride in the 

football”? How does he feel when he finds out what it means? 

4. Why does Tom agree to ride in the football and on the calf? How does watching his cousins 

do these things change his opinion of them? 

5. Tom expected his week in Texas to be boring. How do you think he would describe the visit 

after his first day there? 




activity 

Vocabulary 

Name:____________________________________ Date:_____________ 

Thesaurus Rex 

Great writers fill their stories with words that fit just right. But you won’t want to 

use the same vocabulary every time. Sometimes, a flashier word works perfectly; 

other times, a commonly used word does the trick. In this activity, you’ll use a 

thesaurus or a dictionary to find synonyms for words from the story. 

Directions: Using a thesaurus or a dictionary, find and write a common synonym 

above each word and a less common one below it. 

bucking 

escorted 

lumbering 

lush 

pudgy 

stunted 


On a separate piece of paper, write two short letters from Tom, describing his trip. Write one to a young friend 

in Crystal Bay, using the common words you listed above. Write the other letter to Tom’s parents, using the 

tougher words. In each letter, make sure you use at least four of the synonyms you recorded above. 


activity 

Critical Thinking/Reader Response 


February/March 2010 Name: ____________________________________ Date: _____________ 

What Did You Think of 

“A Week in Texas”? 

Directions: Read the fiction story “A Week in Texas” in the February/March 2010 issue of Storyworks. 

Then on a separate piece of paper, rewrite these paragraphs, filling in the blanks with details from the story and 

with your own ideas. When you are finished, you will have a well-crafted review of Watt Key’s story. 

I just read “A Week in Texas” by Watt Key. The _______________ story is about a boy named 

_______________ who is forced to spend a week in Texas instead of staying in _______________, 

Name the main character. Name the town and state. 

where he lives. At first, he feels _______________ about having to go. He’d rather _______________ 

and _______________ at home than _______________ on his cousins’ Texas ranch. That experience 

List another activity. 

sounded like it would be _______________. But when he gets there, Tom is pleasantly surprised. 

Summarize what Tom thinks 

the experience will be like. 

The minute Tom sees his cousins, _______________ and _______________, they invite him to 

do something _______________. Instead of watching TV, they _______________! Tom describes 

Choose an adjective that 

describes the activity. 

the experience this way: _______________. As if things couldn’t get any crazier, the kids then decide 

to _______________. At the end of his turn, Tom’s face lands in _______________. Gross! But he 

Describe what happens next. 

Choose an adjective to 

describe how he feels. 

Explain how Tom feels 

about the experience. 

Name an activity he might 

take part in on the ranch. 

Name one cousin. 

Choose an adjective 

to describe the story. 

Explain what they 

decide to do. 

Tell what his face lands in. 

doesn’t care. He realizes that _______________. And he learns a valuable lesson: _______________. 

Tell what he realizes 

about his cousins. 

Overall, I thought this story was _______________ because _______________. The situation 

Give your opinion. Back up your opinion. 

reminded me of something that happened to me: _______________. If I had to choose whether 

Connect Tom’s situation to 

something in your life. 

Name the other cousin. 

to recommend this story to my friends, I _______________ because _______________. 

would/would not Back up your opinion. 

List one activity he 

likes to do at home. 

Explain the lesson he learns. 




activity 

Understanding Setting 

Name:______________________________ Date:_____________ 

A Week Where? 

In Watt Key’s short story “A Week in Texas,” Tom does not want to leave Crystal Bay, Alabama, 

for a vacation in Texas. But the setting of the story, the ranch in Texas, is so important to the tale 

that it becomes like a character itself. In this activity, you will think about how the setting in 

“A Week in Texas” affects the story. 

Directions: Answer the questions below to explore the setting in “A Week in Texas.” 

1. What does Texas look like in the story? How does Tom describe his surroundings when he arrives? 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

2. How does the setting affect Tom’s cousins, who grew up on the ranch? List three details that 

describe their life there. (Hint: How do Frank and Caroline have fun? What do they know how to do?) 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

3. How does the setting affect Tom? How is his life different in Texas than in Alabama? ___________ 

_____________________________________________________________________________________ 

___________________________________________________________________________________ 

4. After reading this story, what do you think Texas is like? Have you ever been there? If so, did the 

story describe it accurately? _____________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

On Your Own 

Imagine you’re spending a week in Texas. Write a 

postcard describing how your life is different there 

than it is at home. Draw a picture on the front. 

With a Partner 

Pick one partner to stand for Texas and the other 

for Alabama. Make a list of activities for each state 

and have a debate about who has the most fun. 




activity 

Writers’ Workshop: Descriptive 

Details 

Name:____________________________________ Date:_____________ 

Secrets From Great Writers! 

THIS ISSUE’S SECRET: USE THE FIVE SENSES 

In the story “A Week in Texas,” Watt Key uses the five senses to write amazing descriptions and 

action sequences. You would swear that you are right there with Tom and his cousins, horsing 

around at the dusty ranch. In this activity, you will think about how Watt Key writes such lively 

descriptions. You will then write your own using his technique. 

Directions: Read the passage below, from “A Week in Texas,” by Watt Key. 

Then follow the prompts. 

In “A Week in Texas,” Watt Key describes what it’s like to spend a week goofing around and having a 

good time on a dusty ranch in Texas. Instead of just writing, “We chased farm animals in the backyard and it 

was a lot of fun,” he creates an amazingly vivid scene that comes alive in readers’ minds. 

Watt Key writes: 

I started running. I leapt onto the back of the closest calf and clutched it like a wet cat. For a few seconds, 

everything was a bucking blur, with the wind roaring in my face. Suddenly, I knew the calf was no longer 

under me. When I hit the ground, it felt like I’d been slapped on the rear with a board. My face rolled through 

something soft and slimy. Finally, I came to rest, staring up at the clear Texas sky. 

Mr. Key’s Trick: Notice that he mentions three of the five senses—what Tom sees, hears, and touches— 

to describe the scene. (And I bet you can infer what Tom smelled at the time!) He also uses similes to make 

the action stand out even more. 

NOW, YOU TRY IT! 

1. I dove into the lake. (Hint: What did the lake look like? Was the splash loud? What did it feel like?) 

Continued 




2. I ate a peach for lunch. (Hint: What did it taste like? Was it sticky? Did it make a sucking sound? 

Did it drip on your shirt?) 

3. The clown sang for the birthday party. 

4. The volcano erupted. 

activity 

Writers’ Workshop: Descriptive 

Details 

Secrets From Great Writers! page 2 

5. Write a paragraph describing a time you and your cousins (or friends) did something that was wild and fun. 


March for Freedom 


activity 


Name:____________________________________ Date:_____________ 


Dr. Martin Luther King Jr.’s “I Have a Dream” speech is one of the most famous in history. And 

the March on Washington in 1963 was a day on which people of all races and backgrounds came 

together to fight for freedom. In this activity, you’ll answer questions about these subjects in 

March for Freedom, to better understand their significance in history. 

Directions: Answer the questions below, using information and details from the play to back up your ideas. 

1. Why is Dad upset at the beginning of the play? Why is James upset? 

2. James explains that Dr. King preaches nonviolence. What are some ways that people 

protest nonviolently? 

3. Why were organizers worried about the march at the beginning? What ended up 

happening? 

4. What do Clay’s and Erik’s journeys tell you about the march? 

5. Based on the text of the speech, what was Dr. Martin Luther King Jr.’s dream? 




activity 

Civil Rights Vocabulary 

Name:____________________________________ Date:_____________ 

Say It Loud 

This issue’s play takes readers to a major moment in the civil rights movement. It also uses words 

and phrases that are important to understanding the era and its events. In this activity, you will 

learn the definitions of civil rights vocabulary and use the words to complete protest signs. 

Directions: Read March for Freedom. Match the civil rights term on the left to its definition on the right. Then 

read the signs below and choose the correct term to fill in each blank. Write your own slogan on the last sign. 

Civil Rights Act public gatherings where people voice beliefs 

demonstrations open to people of all races 

Emancipation Proclamation having separate facilities for whites and non-whites 

integrated document signed in 1863 freeing slaves 

nonviolence 1964 law prohibiting racial discrimination 

segregation peaceful approach to making social changes 

WE BELIEVE IN 

__________________ 

NOT IN 

BACKING DOWN. 

The _________ _________ 

says everyone is free. 

So why aren’t we free to sit, 

eat, and learn together? 

OUR SCHOOLS SHOULD BE 

______________! 

END __________ NOW! 




Try this 

with a 

partner! 

activity 

Conflict/Resolution 

Name:____________________________________ Date:_____________ 

March for Resolutions 

In March for Freedom, Mack Lewis writes about many of the problems people faced 

during the civil rights era. He also writes about some of the steps people took to solve them. 

In this activity, you’ll practice your own conflict-resolving skills to better understand 

Mack Lewis’s powerful play about that historic time. 

Directions: As you read March for Freedom, write a list in the first column below of the conflicts 

characters face. In the next column, jot down how they resolved them. Then think about what 

you would’ve done if you were in their shoes. Record these ideas in the third column. 

We’ve done the first one for you. 

CONFLICT RESOLUTION MY RESOLUTION 

Mom wants Grandma to see 

a doctor. Grandma doesn’t 

want to. 

On Your Own 

Imagine you want to go to the march but can’t 

because of a conflict. Write a diary entry explaining 

your problem and how you might resolve it. 

Grandma makes a deal with 

Mom. She’ll go if her grandkids 

can go see Dr. King. 

Make the same deal. 

With a Partner 

Pretend you’re participants at the march. Decide 

which issue is the most important to you. Create a 

poster to show Dr. King, listing possible resolutions. 



aspect creed elated expedition gale 

hobbling lush pried reliable stunted 

1. long journey for a special purpose 

2. very strong wind 

3. trustworthy 

4. pulled apart using force 

5. guiding belief 

6. one feature of something 

7. very pleased 

8. walking with difficulty 

9. not growing properly 

activity 

10. growing thickly and healthily 

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ 

___ ___ ___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ 

Robert Falcon Scott led an expedition to Antarctica because 

he hoped to be the first person to reach 

ANSWER: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___. 

7. 10. 2. 6. 8. 9. 1. 10. 4. 8. 3. 5. 

Vocabulary 

Name:____________________________________ Date:_____________ 

Solve Vocab U. Larry’s Puzzle 

Larry found lots of great vocabulary words in the February/March 2010 issue 

of Storyworks. Use the words listed below to solve his puzzle. 

Directions: Choosing from the words in the bank below, find the synonym of each numbered word 

or phrase, and write it in the blanks next to it. One letter from each word will fall into the dotted oval. 

Use those letters to complete the sentence at the bottom of the page.

Read. Think. Explain. - Scholastic

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?