Summer Reading Packet Parents and Guardians


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3rd Grade

Summer Reading Packet

Parents and Guardians:

  • All texts mentioned are available at the Kent Island public library.

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

  • This packet was created using lessons on

  • 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


  • Aero and Officer Mike.......……………… pgs 4-7

    • by Joan Plummer and P. Russell

  • The Garden of Abdul Gasazi………………… pgs 8-11

    • by Chris Van Allsburg

  • Pepita Talks Twice............………..……… pgs 12-15

    • by Ofelia Dumas Lachtman

  • Turtle Bay ……………………………………….… pgs 16-18

    • by Saviour Pirotta

  • Spiders and Their Web Sites…………… pgs 19-23

    • by Margery Facklam

  • Two Bad Ants ……………………………………………. pgs 24-28

    • by Chris Van Allsburg

  • Picasso……………………………………………. pgs 29-32

    • by Mike Venezia

  • Penguin Chick…………………………………. pgs 33-36

    • by Betty Tatham

Aero and Officer Mike

By Joan Plummer and P. Russell


  1. How does Aero react when Officer Mike puts on his uniform with the silver badge on his chest? Why does Aero do this?

  1. What are two things that Aero can do that Officer Mike cannot do?

  1. To patrol is to go through an area and guard it or keep it safe. Using evidence from the text, explain Officer Mike and Aero’s patrol schedule.

  1. What does the author tell us about how Aero behaves when being on duty versus taking a break? Use details from the text in your answer.

  1. How does Officer Mike know when Aero needs a break? What does Officer Mike mean when he tells Aero to “Go be a dog!”

  1. Using evidence from the text, describe two ways Officer Mike can talk to Aero.

  1. Based on the text, what is an obstacle course?

  1. What evidence does the author provide to show that Aero struggles with walking on the grating during his training with Officer Mike? How was Aero feeling at this point in the story and what in the story helps you to know this? How did Officer Mike encourage Aero?

  1. What does the author tell us about how Aero’s sense of smell helps the police force? How is this talent helpful?

  1. Why does Aero go to the veterinarian’s office? How does this help you to understand Aero and Officer Mike’s relationship? Support your answer with evidence.

  1. How does Aero’s behavior when visiting a school or hospital help to show his gentler side?

  1. What is the rule about petting a strange dog? What is the safe way to approach a police dog?

  1. How does Aero feel about Officer Mike at the end of the work shift and when they go home? How does this make them good partners?


  1. Aero jumps up, ready to have his wide black leather collar with the police badge on it slipped over his head. Aero knows it is going to be a work day.

  1. Aero has a powerful nose and can sniff and find lost children or things. Aero can run faster than any human being.

  1. Officer Mike and Aero do not have a regular schedule. Some weeks they patrol from morning to evening and some weeks they sleep during the day and patrol at night.

  1. When Aero is on duty, he’s not allowed to play. Aero protects the police car and will not let anyone sit in the car without Officer Mike’s permission. Aero will jump out of the police car and help Officer Mike if he needs Aero’s help. When Aero takes a break, he acts differently. Aero pushes his head against Officer Mike when he needs a break. Aero leaves the car to go explore and may chase a tennis ball. Aero is ready to play when he is on a break.

  1. Aero pushes his head against his partner’s (Officer Mike) head to let him know. Officer Mike is encouraging Aero to play during the break by exploring and maybe playing with a ball.

  1. One way is to use hand and arm signals; for example, when Officer Mike’s hand is raised, it means ‘sit’. Another way is Aero can understand some short verbal commands, such as ‘find him’ and ‘stop him’.

  1. Aero is practicing going through difficult spots, like going up and down stairs, crawling through a tunnel, jumping over a fence, and walking over grating.

  2. The author writes, “His legs began to quiver, and he whined a frightened cry.” The fact that Aero’s legs are shaking and he is whining and cry shows that he is scared about being on the grate. It is not something he is used to, and it scares him. Officer Mike encourages Aero by saying, “Good boy, you can do it.”

  1. The author writes that one of Aero’s most helpful talents is to find things by smell. Aero can find lost things or lost children by using his sense of smell. This talent is helpful because a K-9’s nose is hundreds of times more powerful than human noses.

  1. Aero goes to the veterinarian’s office for regular checkups. Officer Mike is looking at Aero and has his hand either petting or supporting Aero’s head while Aero is being examined by the veterinarian. This shows that Officer Mike cares a lot about Aero and is taking care of Aero by getting Aero to the doctor for his checkups.

  1. Aero is always gentle with children. He lies down, staying very still and quiet so the child won’t be afraid of him.

  1. Always ask permission from the owner before petting a strange dog. Never come up behind a police dog. Walk up to a police dog slowly from the front so he can see you. Let the dog sniff your hand. Pet his head and ears gently. Talk to the dog softly.

  1. Officer Mike is Aero’s best friend. Aero trusts and loves Officer Mike. This makes them good partners because they care for each other, so it’s easier for them to spend so much time together and work together.

The Garden of Abdul Gasazi

By Chris Van Allsburg


  1. What evidence from the text can you cite to defend the idea that Alan takes pet-sitting Fritz seriously?

  1. When Alan hides his hat under his shirt, this is an example of foreshadowing. Where in the story does Alan’s hat reoccur?’

  1. How can you tell that Alan has no control over Fritz?

  1. The author uses all capital letters on the sign. Why do you think the author did this? How would the mood be different if the author did not do this?

  1. How is the author using the illustrations and word choice to create suspense in this story?

  1. Why is Alan concerned that Mr. Gasazi might have captured Fritz?

  1. What details does that author use to make Mr. Gasazi seem frightening and mysterious?

  1. How does the author make sure that the reader knows that Gasazi really does not like dogs?

  1. At the beginning of the story we learn that Alan takes pet sitting seriously. What other evidence from the story portrays Alan as a responsible person. Cite evidence from the text to support your answer.

  1. What textual clues are there that lead you to believe that Alan really believes Fritz turns into a duck?

  1. Is Ms. Hester angry at Alan? Use clues from the text and illustrations to support your position.

  1. Why do you think that Chris Van Allsburg choose to end the story with Fritz having Alan’s hat?


  1. He won’t let Fritz out of his sight. He keeps Fritz from chewing furniture

  1. The duck steals Alan’s hat. Fritz has the hat when he is waiting for Alan on the porch.

  1. Fritz bites Alan. Fritz drags him out of the house. Fritz leads him across the bridge

  1. Capital letters often denote yelling or intense feelings or emotions.

  1. Gasazi’s house is dark and castle-like. Lots of shadows used. Capital letters used. The pages all end on a cliffhanger or leading sentence

  1. The threatening sign; Alan’s knowledge of Fritz’s misbehavior. The knowledge that Fritz had gone into the forbidden area.

  1. The house is dark and large. The door opens before Alan knocks. Mr. Gasazi stands in the shadows.

  1. Gasazi’s voice sounds like a growl. The author writes Gasazi saying “I turn them into ducks!” in capital letters. He states that he “detests dogs” the threatening sign.

  1. He is polite. He follows Fritz into the garden although he is scared. He admits to Ms Hester that he lost Fritz.

  1. Alan begs Gasazi to turn Fritz back into a dog. Alan tells the duck that he “hasn’t changed much” after the duck bites him. The duck steals Alan’s hat- a favorite thing of Fritz’s.

  1. Ms Hester tries to hide a smile. She reassures Alan that Gasazi was just playing tricks. The illustrations depict Ms Hester as comforting Alan.

  1. To add to the mystery of the story; ties into the beginning of the story and the foreshadowing of the hat.

Pepita Talks Twice

By Ofelia Dumas Lachtman


  1. What do people often ask Pepita to do?

  1. What does the statement “And she did what they asked without a grumble.” mean?

  1. How does she feel about it today?

  1. Pepita stops to help others even though she doesn’t want to. What does this say about Pepita’s character?

  1. How does Pepita respond when she finally gets home? What does the statement “the grumble grew so big that it exploded” mean?

  1. What does Pepita tell her mother and brother? What does Pepita mean when she says “I’m tired of talking twice?” What is the reason for her decision?

  1. Why does Pepita want to “run away and hide”?

  1. Several times in the story the author uses the phrase “She (Pepita) hadn’t thought about that before.” Use details from the story to explain what the author meant by this phrase each time.

  1. What details in the story suggest that Pepita is getting more upset?

  1. What terrible thing almost happens? Why?

  1. Why does Pepita say, “It’s great to speak two languages” at the end of the story?


  1. People ask Pepita to translate from Spanish to English or English to Spanish.

  1. Pepita is happy to do it on most days.

  1. She doesn’t want to stop to translate for people; she wants to get home.

  1. Mr. Hobbs, Aunt Rosa and Miguel all ask Pepita to translate for someone. Because she has to stop, Pepita is late getting home. This shows that she is usually obedient, unselfish and willing to help others.

  1. Pepita is angry because she is late and her brother Juan has already taught Lobo to fetch. She was so angry that she “burst out” and yelled at her brother.

  1. Pepita has decided to not speak Spanish anymore because she is tired of talking twice. When she says “talking twice,” she means speaking in both Spanish and English to people. This keeps her from doing things she wants to do.

  1. Because her teacher asks her to help a new girl who speaks only Spanish and Pepita isn’t speaking Spanish anymore.

  1. Her dog won’t understand her, she won’t be able to sing Spanish songs and she won’t be able to talk to her Abuelita. She must also find a new name, because Pepita is a Spanish name. She will not be able to help the people she usually assisted. It will also prevent her from doing many of the things she enjoys.

  1. Pepita mumbles to herself, she frowns, she has a long, sad sigh, she made a stubborn face.

  1. Lobo runs in front of a car and almost gets hits because he does not understand Pepita speaking English.

  1. Because Pepita was able to call Lobo in Spanish and he understood her.

Turtle Bay

By Saviour Pirotta


  1. What is Jiro-San like as a person, and why does Taro like to spend time with him? Say the pages where you got your answers.

  1. What details from the story tell the reader how Jaro feels when he sees Jiro-San with the brooms? Why does Jiro-San sweep the beach? Does his explanation make Taro feel any better?

  1. How many nights does Taro wait before Jiro-San’s Old Friends finally come? What else does he encounter along the way?

  1. Look at the picture and describe what the author means by the “school of dolphins riding the waves.”

  1. Taro said, “Don’t be sad.” What events in the story make Taro think that Jiro-San is sad?

  1. How does the author describe Jiro-San’s old friends when they finally come?

  1. What event changed Yoko’s mind about sweeping the sand?

  1. Friendships can be formed in unlikely ways. How did Jiro-San, Taro and Yuko show their friendship to the turtles?

  1. What kind of person is Jiro-San?


  1. Jiro-San is an old man who knows a lot of things. He tells his sister that Jiro San is wise and full of wonderful secrets. Jiro-San showed Taro how to feed crabs with pieces of rotten fish. He taught him how to dive for sponges. When the sea was too rough for swimming, he trained him to sit very still and watch the sea horses swim around the seaweed in the deeper rock pools. (From early pictures and from text on pp. 158-162).

  1. He feels sad and disappointed. The story says Taro’s “heart sank” and that he begins to think that Yuko was right about Jiro-San being weird. But then Jiro-San explains he is making the beach safe so his friends will come and he does this by sweeping up all the garbage from the beach.

  1. Two nights. He sees a school of dolphins riding the waves and a huge whale with a calf swimming beside her.

  1. The expression “riding the waves” refers to how the dolphins are swimming in the waves and “riding,” or being pushed by them, as they break.

  1. Jiro-San and Taro keep looking for his old friends and they do not come. Jiro-San says, “They seem to be late this year. Perhaps they are not coming.”

  1. The author says the first turtle was “huge and bobbed up and down on the water like an enormous cork.”

  1. Now she understands that Jiro-San swept the beach so the beach would be safe for the turtles.

  1. Jiro-San and Taro swept the beach to remove rubbish and broken glass. They swept the beach from one end to the other. They made the beach cleaner than it had been all summer. They all waited patiently for Jiro-San’s friends to come. They sat on the rocks and watched the ground, waiting for the eggs to hatch. They didn’t do anything to hurt the eggs or the baby turtles, or to try to keep them on the beach when they hatched.

  1. Jiro-San is wise, patient, caring. He teaches Taro all about the sea and he sweeps the beach so the sea turtles will be safe.

Spiders and their Web Sites

By Margery Facklam


  1. In the introduction, the author states that spider webs can be found just about everywhere you look. According to the entire text, list the 4 places the author states spider webs can be found.

  1. What are spider webs made of and how does the author describe them?

  1. "Deserve our respect" means we should think highly of something or someone because it is very important to us. The passage states that spiders deserve our respect. From this passage, what are the reasons spiders deserve our respect?

  1. According to the author, when you see a spider, it is best to look but don't touch. Do you agree with the author? Use details from the text to support your answer.

  1. Using the text and text features, how did the Hawaiian Happy-Faced Spider get its name?

  1. The author says that the Water Spider lives under water but needs air to breathe. Use the text to describe what the Water Spider does to breathe underwater.

  1. Compare and Contrast the Social Spider and the Ray Spider. Use details from the text to support your answer.

  1. What does the word "social" mean? Use details from the passage to explain your answer.

  1. The Spider facts in the passage listed the foods that the different spiders eat. What are the different food sources that the author includes?

  1. What does each spider use their web for and how does that web design benefit that specific spider?

  1. Using the key details from the text, what is the main idea the author wants the reader to learn from the text?

  1. In the text, the author states that spiders deserve to be respected. Using evidence from the text, write one paragraph about your opinion regarding whether spiders deserve or do not deserve respect. Include details about at least three spiders from the text in your paragraph.


  1. According to the passage, 4 places that spiders can be found are forests, desserts, gardens, and even under water.

  1. Spider webs are made of silk. It is stronger than a thread of steel the same thickness, some silk is stretchy like a rubber band, and some is sticky.

  1. Spiders deserve our respect because they help the world. They control insect populations and in turn, become food for birds and many other animals. This helps maintain the food chain, which ensures survival of many species.

  1. While most spiders aren't harmful, some deliver a bite that can be painful or even deadly.

  1. The spider in the photograph looks like it has a big grin/smile on its abdomen. The text also states that the spider looks like it has a big grin on its abdomen.

  1. To solve this problem, it builds an air-bubble house. First, it attaches strands of silk to the leaves and stems of water plants. Then it fills the space with a netlike web. The spider makes several trips to the surface. Each time a bubble of air sticks to its hairy abdomen. The spider carries the air bubbles back to its web and brushes them off.

  1. Compare- They both live in damp habitats. They both are very small. They both eat insects. Contrast- The Social Spider lives in groups and its web has a sheet of silk across the bottom. They work together to catch food. The Ray Spider makes an orb web that it uses like a slingshot. The spider runs across the web to grab its prey.

  1. Some spiders live together in groups. Thousands of these spiders work together to build a web as big as a garbage truck.

  1. Golden Orb Weaver: flying insects but has been known to eat small birds and frogs, Ray: small flying insects, Cobweb: crawling and flying insects. Note: The Hawaiian Spider eats fruit flies.

  1. Golden Orb Weaver uses different colored silk based upon their location. She uses gold for sunny places, white in shady places. This is for camouflage. Hawaiian Happy Faced Spider wraps her meal in silk. The Water Spider uses its silk to create an air bubble house. The Social Spider makes gigantic webs for catching flying insects. The Ray Spider uses its web like a sling shot to catch its prey. The Cobweb Spider traps its prey in its web and then covers it with silk to make sure it doesn't get away.

  1. Spiders are found in many places and they are amazing insects. They range in size from 2mm to 40mm. They can use their webs in many ways and the webs can be different colors. For example, the Golden Orb weaver camouflages her web. Spiders are found in many different climates and continents. All of these traits about spiders help us understand that they deserve our respect and they are small in size but important to our world.

  1. Spiders deserve our respect for many reasons. Spiders help control insect populations; they can also be food themselves for other animals, and some spiders can be dangerous due to their poisonous bite. In the passage “Spiders and Their Webs”, the author gives details about several spiders and how most of them eat insects by catching them in their different webs. For example, the Golden Orb spider helps control the flying insect population, like flies by catching them in its large, sometimes three feet wide or larger, web. The Golden Orb spider also spins webs that are different colors, golden for sunny locations and white for shady locations to help catch insects. Spiders also deserve respect for the ingenious ways they build and use their webs. The Hawaiian Happy Face spider is tiny and makes a tiny web on the underside of leaves to catch small, crawling insects. One more spider that deserves our respect for helping control insects is the cobweb spider. The cobweb spider is the easiest to find and maybe found in garages. This spider catches and consumes flying insects, like pesky flies. So the next time you see a spider, instead of killing it, think about it as a natural fly catcher!

Two Bad Ants

By Chris Van Allsburg


  1. Describe the “ant world.”

  1. The ants’ journey was described as long and dangerous. What other words, does the author use to reinforce for the reader the idea of a shared journey at the queen’s request?

  1. The time of is noted: “Dusk turned to twilight, twilight to night.” Dusk and twilight occur when the sun is below the horizon but it’s not dark. The author gave this and other descriptions that reinforce the notion that the ants are beginning a dangerous journey. What are the other descriptions that hint at danger?

  1. The challenge of the journey continues, a “mountain’s face” is a steep side of a mountain. Use the description of the mountain on this page; visualize the view of the mountain through the eyes of the ant strictly using the text. Now, compare your drawing to the illustrations. What do you notice? This is called point of view—the point of view of the ant.

  1. The crystals are housed in an “unnatural place” from the point of view of the ants. The prefix un-, meaning “not”, when applied to the root word “natural,” the word means “not natural.” Consider the point of view of the ant. Using the text, explain why the place is unnatural for the ant.

  1. The author uses a nonliteral description of the ants falling into a drink that is a “boiling brown lake.” What evidence in the text helps the reader build understanding about the literal meaning?

  2. The point of view of the ants, is that they had been caught in a “whirling storm.” Using evidence from the text, where were they from the reader’s (human) perspective?

  1. The ants were “stunned senseless,” stunned means they were knocked into a semi-conscious state. They were only somewhat/partly alert. Senseless means without sensation—related to your senses of touch, sight, hearing, smelling, tasting. Because they were stunned senseless, what was the effect?

  1. “Night had returned when the battered ants awoke to a familiar sound…” Battered means being knocked around or physically exhausted. Cite two or three examples from the story that caused them to feel battered and why.

  1. The last line of the story states, “This was where they were meant to be.” In the beginning of the story the ants thought being near the crystals, the “tasty treasure” was where they should be. What evidence do you find that they had discovered a more valuable reason to return home? What was of greater value to them now? Why?

  1. What is the central message or moral of this text?


  1. In the ant world the queen is the mother of all the ants. They live in a nest under the ground and surrounded by grass. The ants work for the queen, including bringing her food because her happiness made the whole nest a better place.

  1. The author called one ant as a scout that had returned with a remarkable discovery. The scout presented the crystal to the ant queen. Sometimes queens are worshiped and given gifts like the scout did. The author hints at danger by describing the time of day as late with long shadows stretched over the entrance. The scout and ants were on a dangerous journey for their leader, the queen.

  1. Note to parents: There is a scientific error in the text. Technically, twilight occurs before dusk. If readers ask about this, allow them to discover the differences, and then discuss why an author might do that. You might note that this is a work of fiction. Pose the question, does it change the story? The author makes it seem dangerous by saying the path twisted and turned and every bend led them deeper into the dark forest. When it gets dark everything seems to be scary. The ants were listening for sounds of hungry spiders. Thunder storms are scary. The ants had no warning that huge cold drops of rain were going to fall, along with flashing lightning.

  1. The illustration should include a forest near the mountain. The mountain is so large the top is not visible—it reaches “right to the heavens.” The mountain should have cracks in it with the wind whistling down. The text describes a literal mountain but the illustrations reveal it is the wall of what appears to be a house.

  1. The ant lives in a nest with hundreds of other ants. This nest is located in the ground, surrounded by a forest of grass, and other insects, such as spiders and crickets. The ant smells things from nature, such as dirt, grass, and rotting plants. The house, where the crystals are found, is surrounded by walls (mountains), smooth, shiny surfaces, and has glassy, curved walls.

  1. The author used the following words and phrases: crushing waves, paddled, heads above water, whirlpool that sucked the ants deeper, held their breath, bobbed to the surface, gasping for air, spitting mouthfuls of…water, swam to shore. The words and phrases help the reader understand that the ants are struggling to survive inside a cup of coffee.

  1. The ants were in a sugar bowl found in a kitchen. After their attempts to survive the hot coffee, the person’s mouth, the hot toaster, and the sink faucet, they had fallen into the drain of the sink and the food or garbage disposal.

  1. Because the ants were stunned senseless, they were too exhausted to go on. They crawled into a dark corner and fell fast asleep.

  1. The original journey for the crystal because they had to trek “into the woods”, through the “dark forest”, they “climbed higher and higher,” their “legs grew weak.” ETC. The giant scoop/spoon in the coffee meant that “crushing waves fell over the ants”, etc. Hid in a huge round disk with holes /toast and “became so unbearably hot they thought they would be cooked,” etc. Fountain/faucet in which “the force of the water was much too strong.” Whirling storm in the wet, dark chamber caused them to be “bruised and dizzy.” Dark openings/electrical sockets caused them to be “stunned senseless,” etc.

  1. The ants heard joyful sounds coming from their ant hole. They knew “their mother queen” would be grateful for the crystals. They knew their home and family made them “happier than they’d ever felt before.” After their long ordeal they finally understood that things/situations aren’t always as wonderful as they seem.

  1. The moral of this text is that the grass isn’t always greener on the other side. This means that things sometimes look better somewhere else, but that isn’t always true. In the story, the two ants think that the new home with the crystals is better, but they learn through all of their challenges that they would rather be at home.


By Mike Venezia


  1. What role did Picasso’s father play in his life?

  1. How did Picasso’s paintings change from when he was 15 years old to 56 years old? What’s similar? What’s different?

  1. Style is a way of doing or creating something. Why did Picasso’s painting style change?

  1. Picasso’s painting styles differ during his “Blue Period,” “Rose Period,” and “period of Cubism.” What does “period” mean?

  1. Why is Picasso’s Blue Period called a “blue” period? How did his work change during his Rose Period?

  1. Look at the painting titled Family of Saltimbanques. What connection can you make regarding what Picasso chose to paint and his style during this period?

  1. Why was cubism “one of the most important periods in the history of modern art?”

  1. Look at the 3 pieces of art. How did Picasso’s style of cubism change over time?

  1. The artist discusses Picasso’s great imagination. How was Picasso imaginative throughout his career?

  2. Compare and contrast the paintings of Picasso’s best friend, Jaime Sabartés. What similarities and differences do you notice?

  1. The author states, “He was a great painter, but he was great at other things, too.” Other than his paintings, what else did Picasso make?

  1. You just read about Pablo Picasso’s different painting styles throughout the twentieth century. Use text evidence to explain why the works of Picasso were exciting and different. What role did imagination play in his art?


  1. Pablo Picasso’s father was an art teacher and encouraged his son to paint and draw. This helped Pablo Picasso to become one of the greatest artists of the twentieth century.

  1. When he was 15, he painted more realistically using lighter, softer colors, but when he was 56, he was more imaginative, abstract in his style and used sharper, darker colors.

  1. He was always trying new and different things over different periods of his life.

  1. A period refers to the span, or amount, of time. A period has a beginning and end, and it differs in some way from the time before it and after it. Picasso’s life is divided into these periods to explain when he painted in a particular style, using specific colors, shapes, or subjects.

  1. In his Blue Period, Picasso was poor and starving to death, and his best friend died, so he was sad and lonely. He used lots of blue because he thought it was a sad color. However, when he fell in love, he painted with more red, rosy, happier colors and this became known as his Rose Period.

  1. In this piece of art, the use of softer, brighter colors are used. Also, based on the clothing it seems that this family belongs to a circus because I was able to connect the information about Picasso’s Rose Period, and his use of circus people in his paintings.

  1. Artists painted people and things to look real for hundreds of years before Picasso shocked people and painted people and things that didn’t look the way people and things were supposed to look.

  1. It became much more colorful and flat looking, which allowed people to identify the subject Picasso was painting more easily.

  2. Picasso used his imagination to create paintings that always showed his originality. He tried new and different things that changed his painting style through his entire life.

  1. Both paintings show an older man with glasses and a hat, however, Picasso’s painting is in the style of cubism with the nose painted by the ear, while Dobson’s painting is realistic and looks like a photograph.

  1. He not only painted, but he made sculptures, prints, drawings, beautifully colored dishes and bowls, and made costumes and scenery for plays.

  1. During his “Blue Period,” Picasso painted in blue paint to represent a sad, lonely time in his life. Because he fell in love with a girl named Fernande, his “Rose Period” marked a happier time for him, and he painted happier things in rosy colors. In the period of cubism, Picasso used shapes and colors to represent people and objects in ways that were not realistic. Though some people thought his changing styles were exciting and new, others thought they were too different and strange so his works were controversial.

Penguin Chick

By Betty Tatham


  1. The author uses the word fierce to describe the wind and the word whip to describe how the snow moved. What do these two words mean? What do these 2 sentences tell us about the environment in which this story takes place?

  1. A female penguin lays an egg on the ice in Antarctica. The father tucks the egg into a special place called a brood patch. Why does the author compare the brood patch to a sleeping bag?

  1. Why does the father stay with the egg instead of the mother?

  1. The penguins lay their eggs on the ice where there is no food. In your own words, describe where the mother goes for food and the kind of food she hunts for once she gets there.

  1. What are some details that show how the father penguin takes care of the egg?

  1. To what is the father’s voice compared? Based on what you know about this object, what does this tell you about how he talks to his penguin chick?

  1. How is a penguin chick’s life different as he grows older? What remains the same?

  1. What does it means to “toboggan down fast”?

  2. What does the timeline show us about the growth of a penguin chick?

  1. After five months, the penguin has grown into a junior penguin. What is he able to do now that he is older? What changes in his body allow him to be able to do this?


1. Fierce - Extremely severe or violent

Whip - To strike with repeated strokes

The environment is harsh, extreme, dangerous

  1. The brood patch is snug and warm and keeps the egg safe. Thick cover; type of shelter.

  1. The mother has to travel to sea to find food. The penguin father is bigger and fatter than the mother and can also live longer without food.

  1. To get food, the mother has to travel to the end of the ice. Because it is winter, the ice stretches for a very long distance. It takes the mother 3 days to reach the open water. She dives into the water to hunt for fish.

  1. The father penguin keeps the egg on his feet for 2 months. He shuffles when walks so the egg doesn’t roll away. He sleeps standing up. He has no food to eat.

  1. The father’s call is loud and can reach the mother across the ice.

  1. The penguin chick’s life different because he no longer needs to stay on his parents’ feet; instead, spends most of his time in the crèche or nursery. He digs his beak into the ice to help him walk up a slippery hill. He toboggans on his belly. What remains the same is that he is still dependent on his mother and father for food.

  1. The picture shows the way in which the penguins climb the hill and then jump on their bellies and slide or toboggan down the hill. They don’t need sleds because their stomachs are their sleds.

  1. Physical and behavioral changes over a 6 month period; Change is size, feather changes, change in color, dependent to independent, when he leaves the brood patch.

  1. He is able to travel to the ocean, where he can swim in the water. His new coat of feathers keeps him dry and warm, where his fluffy down could not do this. He uses his webbed feet to steer him wherever he wants to go. He catches fish with his beak and takes care of himself.


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