Fourth Grade ela/ss winter Packet Thursday, December 22



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Fourth Grade ELA/SS Winter Packet

Thursday, December 22

  • Simile worksheet

  • Mae C. Jemison

  • Grammar worksheets

Friday, December 23

  • Alliteration worksheet

  • The Peanut Man

Monday, December 26

  • Onomatopoeia worksheet

  • Immigrants of the Northeast

  • Grammar worksheets

Tuesday, December 27

  • Complete the simile, alliteration and onomatopoeia worksheets

  • Duke Ellington’s Early Years

  • Grammar worksheet

Wednesday, December 28

  • Opinion Response: Why There Should Be a Longer School Day

  • Adjective worksheet

  • Grammar worksheet

Thursday, December 29

  • Opinion Letter: Why Students Should Have Longer Recess

  • Adjective worksheet

  • Grammar worksheets

Friday, December 30

  • Hovercraft Source

  • Grammar worksheets

Bonus

Students with the highest usage rate for Lexia, Studies Weekly and Achieve3000 will be treated to a pancake breakfast on Tuesday, January 3, 2017.

Lexia www.clever.com/in/dcpsk12 Studies Weekly www.studiesweekly.com

Achieve 3000 www.achieve3000.com




Mae C. Jemison By Wade Hudson

What is the paragraph telling you?

What is going on? Who is it happening to? Where is it happening? When is it happening?


At the Kennedy Space Center in Florida, scientists got ready for an exciting launch. The space shuttle Endeavour was on the launch pad. Its nose pointed straight up toward the clouds. Inside, seven astronauts sat very still in their seats. Each waited for Endeavour to blast off into space. One of the astronauts was Mae C. Jemison.



Mae was born in Decatur, Georgia. Her family moved to Chicago when she was very young. Her parents told her to study hard and learn as much as she could. Mae loved to learn. She spent many hours in the library reading books about science and science fiction.



Mae grew up in the 1960s. The whole country was excited about space travel and space exploration. Like many other girls and boys, Mae wanted to be an astronaut. But there were no women astronauts in America then. There were no black astronauts, either. So what were her chances? Mae just kept on dreaming about exploring in space. Nothing was going to stop her.



When she was sixteen, Mae graduated from high school. Her grades were very good. Stanford University gave her a scholarship and she went there. Mae wanted to be a doctor, so she went to medical school. Later Mae joined the Peace Corps to help needy people in other countries. She went to Sierra Leone and Liberia in West Africa. She used what she had learned in medical school to help the people there.



But Mae still dreamed of becoming an astronaut. She returned to the United States in 1985. She applied to the astronaut program at the National Aeronautics and Space Administration (NASA).



One day, in August 1987, a man from NASA called Jemison with great news. Jemison had been chosen for the astronaut program. She was very happy. Nearly two thousand people had applied to the program. Only fifteen had been selected. Mae Jemison felt really special.



The training program was hard. Astronauts must be strong and fit, so they exercise. They study mathematics, earth resources, meteorology, guidance and navigation, astronomy, physics, and computers. There is much to learn to get ready for space travel.



After training for a year, Mae C. Jemison was officially an astronaut. She was eager to travel into space, but she had to wait her turn. Finally, in 1991, she was selected for the space flight on the Endeavour.



Now Mae had to train for the trip. She was chosen to be the science mission specialist. She had experiments to do while in space. The day finally arrived. As Endeavour sped away from Earth, Mae C. Jemison became the first black woman to explore space. It was a great day for this proud American. She was very happy. Her dream had come true.






  1. What made Mae Jemison wonder whether she had any chance of becoming an astronaut?

(A) Mae had to study very hard.

(B) Space travel was very popular.

(C) There were no women astronauts.

(D) Mae had been born in Georgia.




  1. Which detail from the selection did the author use to support the fact that it was difficult to be chosen for the astronaut program?

(A) Fifteen people were chosen from the 2,000 who applied to the space program.

(B) NASA's training program was a year long.

(C) The astronauts had to study astronomy, mathematics and earth resources.

(D) The astronauts had to exercise to be strong.





  1. "She was eager to travel into space, but she had to wait her turn." Which word is a synonym for eager?

(A) excited

(B) scared

(C) curious

(D) proud



  1. Why did Mae Jemison go to Sierra Leone and Liberia?

(A) She wanted to become an astronaut.

(B) She wanted to go to another country.

(C) She wanted to attend school there.

(D) She wanted to help the people there.



  1. What is the main idea of this selection?

(A) Mae Jemison worked hard and became the first black woman in space.

(B) Mae Jemison was the first black woman doctor to graduate from Stanford.

(C) Mae Jemison was the first woman to join the Peace Corps.

(D) Mae Jemison was the first woman doctor to go to Sierra Leone.




  1. Astronauts must be strong and fit, so they exercise." 

Which definition of fit is used in this sentence?  

1) n. the right size. 2) v. to agree with. 3) v. to insert or adjust. 4) adj. healthy.

(A) definition 1

(B) definition 2

(C) definition 3

(D) definition 4



The Peanut Man

George Washington Carver was always interested in plants. When he was a child, he was known as the “plant doctor.” He had a secret garden where he grew all kinds of plants. People would ask him for advice when they had sick plants. Sometimes he’d take their plants to his garden and nurse them back to health.

Later, when he was teaching at Tuskegee Institute, he put his plant skills to good use. Many people in the South had been growing only cotton on their land. Cotton plants use most of the nutrients in the soil. (Nutrients provide nourishment to plants.) So the soil becomes “worn out” after a few years. Eventually, cotton will no longer grow on this land.

This was especially bad for poor African American farmers, who relied on selling cotton to support themselves. Carver was dedicated to helping those farmers, so he came up with a plan.

Carver knew that certain plants put nutrients back into the soil. One of those plants is the peanut! Peanuts are also a source of protein.

Carver thought that if those farmers planted peanuts, the plants would help restore their soil, provide food for their animals, and provide protein for their families—quite a plant! In 1896 peanuts were not even recognized as a crop in the United States, but Carver would help change that.

Carver told farmers to rotate their crops: plant cotton one year, then the next year plant peanuts and other soil-restoring plants, like peas and sweet potatoes. It worked! The peanut plants grew and produced lots of peanuts. The plants added enough nutrients to the soil so cotton grew the next year. Now the farmers had lots of peanuts—too many for their families and animals—and no place to sell the extras. Again, Carver had a plan. Do you know what he did?

Carver invented all kinds of things made out of peanuts. He wrote down more than 300 uses for peanuts, including peanut milk, peanut paper, and peanut soap. Carver thought that if farmers started making things out of peanuts, they’d have to buy fewer things and would be more self-sufficient. And if other people started making things out of peanuts, they would want to buy the extra peanuts, so the farmers would make more money. Although not many of Carver’s peanut products were ever mass-produced, he did help spread the word about peanuts.

Peanuts became more and more popular. By 1920 there were enough peanut farmers to form the United Peanut Association of America (UPAA). In 1921 the UPAA asked Carver to speak to the U.S. Congress about the many uses for peanuts. Soon the whole country had heard of George Washington Carver, the Peanut Man! And by 1940 peanuts had become one of the top six crops in the U.S.


  1. The following question has two parts. Answer Part A and then answer Part B.

Part A

What does dedicated mean as it is used in paragraph 3?

(A) being very committed to a purpose or mission

(B) thinking something is unlikely or impossible

(C) showing disappointment in the current situation

(D) expressing appreciation for hard work done by others



Part B

Which two details from the article provide evidence that Carver was dedicated to his work?

(A) “People would ask him for advice when they had sick plants.” (paragraph 1)

(B) “This was especially bad for poor African American farmers, who relied on selling cotton to support themselves.” (paragraph 3)

(C) “In 1896 peanuts were not even recognized as a crop in the United States, but Carver would help change that.” (paragraph 5)

(D) “Now the farmers had lots of peanuts—too many for their families and animals—and no place to sell the extras.” (paragraph 6)

(E) “He wrote down more than 300 uses for peanuts, including peanut milk, peanut paper, and peanut soap.” (paragraph 7)

(F) “By 1920 there were enough peanut farmers to form the United Peanut Association of America (UPAA).” (paragraph 8)

2. The following question has two parts. Answer Part A and then answer Part B.

Part A

What is a main idea of the article?

(A) George Washington Carver was a bright young man and an excellent teacher.

(B) George Washington Carver taught farmers how to improve crop production.

(C) George Washington Carver learned about caring for plants as a young boy.

(D) George Washington Carver was recognized by Congress for his accomplishment.



Part B

Which detail from the article supports the answer to Part A?

(A) “When he was a child, he was known as the ‘plant doctor.’” (paragraph 1)

(B) “Later, when he was teaching at Tuskegee Institute, he put his plant skills to good use.” (paragraph 2)

(C) “Carver knew that certain plants put nutrients back into the soil.” (paragraph 4)

(D) “In 1921 the UPAA asked Carver to speak to the U.S. Congress about the many uses for peanuts.” (paragraph 8)


3. The following question has two parts. Answer Part A and then answer Part B.



Part A

How does the author of the article use key details to support the main idea?

(A) by telling how farmers became self-sufficient

(B) by showing Carver’s attention to plants since childhood

(C) by describing the farming conditions in the South

(D) by explaining how Carver studied nutrients in the soil



Part B

Which detail from the article supports the answer to Part A?

(A) “. . . was always interested in plants.” (paragraph 1)

(B) “Cotton plants use most of the nutrients . . . .” (paragraph 2)

(C) “. . . cotton will no longer grow on this land . . . .” (paragraph 2)

(D) “. . . plant cotton one year, then the next year plant peanuts . . . .” (paragraph 6)


4. Rewrite the ​five sentences below in the correct order to create a summary of “The Peanut Man.”


  • He worked as a teacher

  • He spoke before Congress

  • He introduced crop rotation

  • He created new uses for peanuts

  • He was curious about plants

1. _____________________________________________________


2. _____________________________________________________


3. _____________________________________________________


4. _____________________________________________________


5. _____________________________________________________

5. The following question has two parts. Answer Part A and then answer Part B.

Part A

Which option best summarizes the article?

(A) Because George Washington Carver wanted to help farmers, he taught them how to replace cotton plants with peanut plants.

(B) Because George Washington Carver was interested in plants, he became a teacher who taught his students how to grow different types of crops.

(C) Because George Washington Carver invented many uses for peanuts, they became a major crop in the United States.

(D) Because George Washington Carver used his interest in plants to help farmers become self-sufficient, peanuts became an important crop.



Part B

Which two sentences from the article are important to include in a summary of “The Peanut Man”?

(A) “He had a secret garden where he grew all kinds of plants.” (paragraph 1)

(B) “People would ask him for advice when they had sick plants.” (paragraph 1)

(C) “Sometimes he’d take their plants to his garden and nurse them back to health.” (paragraph 1)

(D) “Carver was dedicated to helping those farmers, so he came up with a plan.” (paragraph 3)

(E) “Peanuts are also a source of protein.” (paragraph 4)

(F) “Peanuts became more and more popular.” (paragraph 8)

6. The following question has two parts. Answer Part A and then answer Part B.

Part A

How does the author use evidence to support the idea that peanuts had become one of the major crops in the United States?

(A) by explaining why growing cotton was harming struggling farmers

(B) by providing examples of products made from peanuts

(C) by describing the creation of a national group of peanut farmers

(D) by explaining why crop rotation is good for the soil



Part B

Which evidence from the article supports the answer to Part A?

(A) “Eventually, cotton will no longer grow on this land.” (paragraph 2)

(B) “Carter knew that certain plants put nutrients back into the soil.” (paragraph 4)

(C) “He wrote down more than 300 uses for peanuts, including peanut milk, peanut paper, and peanut soap.” (paragraph 7)

(D) “By 1920 there were enough peanut farmers to form the United Peanut Association of America (UPAA).” (paragraph 8)


7. The following question has two parts. Answer Part A and then answer Part B.



Part A

The author of “The Peanut Man” describes the events in George Washington Carver’s life in the order that they happened. Which additional organizational structure does the author use in the article?

(A) The author compares and contrasts the many uses of peanuts.

(B) The author uses descriptive detail when explaining how Carver took care of sick plants.

(C) The author describes a step-by-step process to determine the nutrients in the soil.

(D) The author explains the problem of worn-out soil and presents a solution through the use of soil-restoring plants.



Part B

Which two sentences from the article support the answer to Part A?

(A) “Sometimes he’d take their plants to his garden and nurse them back to health.” (paragraph 1)

(B) “Eventually, cotton will no longer grow on this land.” (paragraph 2)

(C) “Peanuts are also a source of protein.” (paragraph 4)

(D) “Carver told farmers to rotate their crops . . . .” (paragraph 6)

(E) “Now the farmers had lots of peanuts—too many for their families and animals—and no place to sell the extras.” (paragraph 6)

(F) “. . . not many of Carver’s peanut products were ever mass-produced . . . .” (paragraph 7)





Immigrants of the Northeast


Many people from other countries have moved to the United States over the years. These people are called immigrants. Most of them entered the United States through a station called Ellis Island, off the coast of New York. For many immigrants, this was a very scary, yet exciting event. Read the article to learn about people moving to the Northeast area of the United States. Then answer the questions that follow.

The Big Picture

Between 1890 and 1914, what had been a steady stream of immigrants turned into a flood.  More than 12 million people arrived on America's shores.  That's about as many people as live in the state of Pennsylvania today!  Many of these immigrants came from countries in Europe such as Poland, Russia, Italy, and Greece.  Others came from China, Japan, and Mexico.


Most immigrants traveled by boat and arrived on the Pacific or Atlantic coasts. They settled all across our country, but millions stayed where they had landed, such as in New York City.  The arrival of these immigrants transformed the Northeast into an exciting region1 made up of many different ethnic2 groups.
                        
The Ellis Island Museum
Pretend that your class is visiting the Ellis Island Immigration Museum.  Before going inside, you learn from your guide that it usually took a ship about three weeks to cross the Atlantic Ocean.  Few immigrants enjoyed the voyage because it was long and overcrowded.3  No wonder passengers rejoiced when they saw the city in the distance.
The immigrants’ first stop, however, was Ellis Island, which stood a mile off the coast.  Beginning in 1892, this island welcomed 17 million people to the United States.  After closing in 1954, Ellis Island reopened as a museum in 1990.     

Arriving at Ellis Island
“This is where the boats docked,” your guide explains.  “Sometimes 5,000 people a day walked through these doors.  Guards tied numbered tags to their coats.  Then they were shown to the Registry Room.”

Immigrants had to wait in long lines to be examined by doctors to make sure they were healthy enough to work.  Some people were sent back home, but most continued on to an immigration officer who asked them questions.  After answering the questions, most immigrants walked down a hallway to a door that said: PUSH TO NEW YORK.  Beyond that door were a ferry, New York City, the United States, and hope for new life.



  1. In the last paragraph of the passage, the author describes a sign on a door that states, “PUSH TO NEW YORK.” Predict how you think the immigrants felt after they walked through this door. What reasons helped you to make this prediction? Support your answer with important details from the passage.




  1. Read the sentence from paragraph 1 in the box below.

Between 1890 and 1914, what had been a steady stream of immigrants turned into a flood.

What does the phrase “turned into a flood” most likely suggest?

(A) Most immigrants came from China, Japan, and Mexico.

(B) Immigrants started coming to the United States.

(C) Great flows of water spread over the United States.

(D) More immigrants came to the United States than usual.

3. What is the most likely reason that "guards tied numbered tags" to the coats of the immigrants

at Ellis Island?

(A) to keep track of the immigrants

(B) to match jackets to the immigrants

(C) to prevent escape by the immigrants

(D) to identify the age of the immigrants

4. Which statement best describes the main idea of the last paragraph?

(A) Some immigrants were sent back home from Ellis Island.

(B) It took a long time for immigrants to be examined by doctors.

(C) Immigrants had to answer lots of questions asked by officials.

(D) After being examined, most immigrants were able to start a new life in New York City.

5. This passage is an example of nonfiction because

(A) it tells a story.

(B) it is about immigration.

(C) it is written in paragraphs.

(D) it gives facts and information.

6. Before immigrants could meet with the immigration officer, they

(A) were sent back home.

(B) were checked by doctors.

(C) settled all across our country.

(D) boarded a ferry to New York City.

7. Where is Ellis Island?

(A) in Europe

(B) on the Pacific coast

(C) in Pennsylvania

(D) off the coast of New York City

8. What is the most likely reason that few immigrants enjoyed the voyage?

(A) Passengers rejoiced.

(B) Many people were seasick.

(C) Their first stop was Ellis Island.

(D) It took too long and the boats had too many people on them.

 9. Read the sentence from paragraph 2 in the box below.



They settled all across our country.

What does the word settled mean as it is used in this sentence?

(A) sailed in boats

(B) steadied the stream

(C) transformed the idea

(D) made permanent homes

 10. The journey to the United States was very difficult for immigrants because

(A) Ellis Island was a mile off the coast of the United States.

(B) the immigrants had to wait in long lines once they arrived at Ellis Island.

(C) as many as 5,000 people walked through the doors of Ellis Island each day.

(D) it took a long time to travel to Ellis Island, and once there, it wasn't guaranteed that they could stay.

11. What is Ellis Island used for today?

(A) a museum 

(B) a dock for boats

(C) a visitors center

(D) an immigration center

 12. What was the first thing that immigrants had to do when they arrived at Ellis Island?

(A) travel by boat to New York

(B) wait in line to see a doctor

(C) speak to an immigration officer

(D) go through a hallway to New York

13. Which detail from the article is not a proven historical fact?

(A) “Most immigrants traveled by boat and arrived on the Pacific or Atlantic coasts.”

(B) “Few immigrants enjoyed the voyage because it was long and overcrowded.”

(C) “Many of these immigrants came from countries in Europe such as Poland, Russia, Italy, and Greece.”

(D) “Some people were sent back home, but most continued on to an immigration officer who asked them questions.”


















Duke Ellington's Early Years


Duke Ellington was born in Washington D.C., and from an early age he loved music. When he was four years old, he listened to his mother play a popular piano tune called "The Rosary" and he cried, saying, "It was so pretty. So pretty." Not long after that, at the age of seven, he began to play piano himself. It seems that he knew he was going to go places. He told his next-door neighbor, Mr. Pinn, "One of these days I'm going to be famous." How old do you think Duke Ellington was when he started writing music? 

At age 15, Ellington worked at a soda fountain and wrote his first song, "Soda Fountain Rag." By his late teens, he was making enough money to help his parents move into a better house. He earned 75 cents. "It was the most money I had ever seen," he said. "I rushed all the way home to my mother with it.” What do you think was Ellington's next move? 

Ellington studied music during the ragtime era. Ragtime was a kind of popular American music consisting of off-beat dance rhythms that began with the honky-tonk pianists along the Mississippi and Missouri rivers. By the time he was 20, he and his friends formed a band that would be the foundation for his life's work. From 1923 to 1927, he and his band lived in New York City and made about 60 recordings. Their first big break came on December 4, 1927, at the opening night of what would turn out to be a long engagement at the Cotton Club in New York City's Harlem neighborhood. The Ellington Orchestra often broadcast live on radio from the Cotton Club, so their unique style of jazz became familiar to people across the country.

Explain the author’s most likely purpose for writing about Duke Ellington as a child and young man. Use examples from the passage to support your response and the guide provided to structure your response.

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Why There Should Be a Longer School Day

The following is a rough draft of a paragraph that a student is writing for the school newspaper about why there should be a longer school day. The draft needs more details to support the student’s reasons for having a longer school day.



Why There Should Be a Longer School Day

      Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year!



 Now look at the following daily schedule for a school that has switched to a longer school day.

8:00 Morning Announcements

 

8:20 Reading Language Arts

 

9:30 Foreign Language

 

10:30 Morning Recess

 

10:45 Mathematics

 

11:45 Lunch

 

12:45 History

 

1:45 Art or Music

 

2:15 Afternoon Recess

 

2:45 Science

 

3:30 Homework Preparation

 

3:45 After-School Tutoring or Sports

 


Directions:

Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day.

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A student has written the draft of an opinion letter to his principal about the school’s short recess periods. The student wants to revise the draft to add more support for his opinion. Read the draft of the letter and complete the task that follows.


Sentences to Support Opinion in a Letter
Dear Principal Phillips, 

I am writing to ask you to make our recess period longer. Twenty-five minutes is just not long enough for students to play. By the time we get outside, we have already lost about ten minutes of our time. What time if left does not allow us to play any active games, and we have to hurry back to class. Also, recess is the only time during the day that we can spend with our friends. Having a longer recess would make us better and happier students. 

Sincerely, 

Blake Hudson  



Directions:

Choose two sentences that would add the best support to the underlined opinion about recess.

(A) Most students like to play games such as softball and volleyball. 

(B) If we had a longer recess, we would get more exercise and be healthier. 

(C) If we has a longer recess, some students could spend some of it studying. 

(D) In my brother’s high school, the physical education periods are one hour long. 

(E) Another problem is that the sports fields are not large enough for baseball and softball. 

(F) Students who have more time to be active will be able to think better when they are back in class. 




Using the letter as an example and the guide provided write a letter to Mr. Samuels expressing why you believe your recess should be longer.

Sentences to Support Opinion in a Letter


October 1, 2016

Dear Principal Phillips, 

I am writing to ask you to make our recess period longer. Twenty-five minutes is just not long enough for students to play. By the time we get outside, we have already lost about ten minutes of our time. What time if left does not allow us to play any active games, and we have to hurry back to class. Also, recess is the only time during the day that we can spend with our friends. Having a longer recess would make us better and happier students. 

Sincerely, 

Blake Hudson  

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Who are you writing your letter to?

I am writing my opinion letter to the principal of Brown Education Campus, Mr. ___________________.

Why are you writing the letter?

I am writing this letter because ___________________________________________________________

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Why should students have longer recess time?

I believe that students should have longer recess time because

Reason #1:

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Reason #2

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Reason #3

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What is one reason why students shouldn’t get more recess time?

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Now write your letter…

__________________ (Date)

Dear Principal ____________________________, (Principal’s name)

I believe that students should have more recess time because __________________________________

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Sincerely,

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A student is writing a research report about hovercraft. She found a source. Read Source 1 and the directions that follow. 
Supporting Author's Opinion from Hovercraft Source
Source 1: Hovercraft by James Thomas 

In 1955, a British man put some cans and tubes together and made the first tiny hovercraft. Hovercraft look like a ship and can float over water, land, or even swamps. They work really well in places where the land is rocky, swampy, or icy because they can float as little as six inches or as much as seven feet into the air. Hovercraft float because they have big fans that are on the bottom of the craft. The big fans lift them off the ground. This makes hovercraft very useful in places that do not have many roads. In fact, hovercraft are the best way to travel when there are no roads to follow. They are even used the save people when they need help, like during a flood. 



  1. The student took notes about hovercraft. Select two notes that support the author’s opinion in Source 1.

(A) Hovercraft are used in many countries in the world. 

(B) Hovercraft are now being used to give tours in many cities. 

(C) People who love hovercraft can join clubs and take part in races. 

(D) Some hovercraft are so small that only one person can ride in them. 

(E) Hovercraft can help rescue teams get safely to areas where cars cannot travel. 

(F) By floating above rocks and waves, hovercraft offer a smooth ride for passengers. 



THURSDAY

FRIDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY
Directory: ourpages -> auto -> 2016
2016 -> Typhoon (the Northwest Pacific Ocean west of the dateline)
2016 -> A kq2a: What is the pattern of air movement in the troposphere? Variations in global insolation
2016 -> District 26 family night at citi field september 20, 2016 New York Mets vs. Atlanta Braves
2016 -> C/Linux Programming Syllabus – Fall 2016 Instructor: Carol Yarbrough, asfa computer Science Email
2016 -> Mid-term exam schedule january 2017 Mon., Jan. 23 – 8: 30am
2016 -> Science Skills Center High School Dr. Dahlia McGregor, Principal ap computer Science A
2016 -> Short Essay Response to Emily Dickinson's Poetry (1 page minimum, 1 ½ page maximum) Due Date: Tuesday, March 8th
2016 -> Program: University of Illinois Chicago Chance & stem academy University Name
2016 -> Chapter Questions
2016 -> American Football Conference (afc) afc east

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