Faska-Works

BUILDING SCHEMA, MAKING CONNECTIONS,
AND CREATIVE WRITING

The Powerful
Haiku

The Effects of Animal Friendships
Global Warming and Relationships

Hugo and the Seal

By Nora Nickum, Cricket Media on 07.08.21
Word Count 1,274
Level MAX

Illustration 1. "The seal watched him with big wet eyes and shifted in the sand." Illustrations: Becca Santo/Cricket Media

Hugo landed on the floor outside the cafeteria with a hard thud, his backpack heavy on top of him.
"Oh, my deepest apologies, Hugo," said Marcus, retracting his foot. "I didn't see you, as usual."
Marcus's friends Ned and Oliver laughed. Hugo brushed off his jeans and gave a crooked smile. He
tried to pretend he thought it was funny, too. But it wasn't.
His best friend Jasper used to have some good comebacks when Marcus and his friends hassled
them like that. But Jasper had moved away last month. Now Hugo was on his own.
The next morning was Saturday, a welcome reprieve. Hugo ran to the beach like he used to do with
Jasper.
He went past all the picnickers, around the kids digging moats in the wet sand and looked for a
place to be alone.
At the far end of the beach, by the rocks, he spotted a baby seal.

"Are you hiding from everyone, too?" Hugo asked. "Where is your mom?" The seal watched him
with big wet eyes and shifted in the sand.

"I'm sure she'll be back soon."

He backed far away until the seal pup put its head back down.

Hugo scanned the waves. There was no mother seal in sight. He sat down on a piece of driftwood
and tried to think of things that would be fun to do without Jasper. The pup looked like it was
asleep. Hugo wondered what seals dreamed about. Loud panting and clattering pebbles broke the
silence. An enormous dog ran down the beach, right toward the baby seal.

That dog could tear the seal to pieces!

"Stop!" Hugo shouted.

The dog came to a halt, panting and drooling, and
looked at him expectantly. Hugo was not sure what to
do next.

The dog turned away and trotted toward the seal.
Hugo looked around frantically. He grabbed a stick.
"Here! Play with this!" Hugo threw the stick as far
from the seal as he could. The dog bounded after it.
Hugo let out his breath. The dog started to bring the
stick back for another throw, but then a voice down
the beach called. The dog disappeared.

Hugo looked back at the seal pup. It stretched out in
the sun. I should probably make sure the dog doesn't
come back, Hugo thought.

He built a driftwood fort to wait in. He could not lift
the boards for a roof without Jasper, but there was
still some shade. Maybe I can stay here and never go
back to school, he thought.

An eagle landed on a branch close to the seal. Too
close. Hugo came out and waved his arms. "Go away!"
he shouted.

The eagle looked startled. Then it flew off, up to the
top of a fir tree at the other end of the beach.

"Don't worry," Hugo told the seal. "I'm looking out for you, even if nobody else is." He settled back
into the fort. It was almost lunchtime. He wished he had a friend who could watch the seal for him,
so he could go get a sandwich. Turkey and cheese. Or maybe peanut butter and banana.

Some tiny figures emerged from the crowds down the beach. As they approached, they grew bigger
and louder. Hugo made out the shapes of Marcus, Ned and Oliver. They were yelling and laughing
and throwing big rocks in the water

Hugo wanted to hide. He shrank back further into his fort. But he couldn't let them see the seal.
What if they hurt it?

When they came close, he leapt out, trying to look
confident.

"Hey guys, check out my fort!"

"Looks weak," Ned said.

Marcus laughed. "Forts are for little kids," he said,
and gave Ned a fist bump. Hugo jammed his hands in
his pockets and tried to keep his face from turning
red. "Why hang around here, then?"

"We have something important we have to do," said
Marcus, nudging Ned. They lunged over and shoved
the driftwood. The fort crashed down.

A falling log landed on Hugo's toe. His eyes stung but
he kept quiet. Oliver was watching him closely, and Hugo didn't want him to see that he was
hurting. He would never hear the end of it.

"That was easy," Marcus said. "Maybe when you grow up, you'll be strong enough to lift something
bigger than these little sticks." Ned snickered.

"Let's get out of here," said Oliver. He turned toward the parking lot. "I want to see if the vending
machine is working. I'm starving."

Their shouts finally disappeared into the wind.

Hugo picked up a big rock and watched three tiny crabs scuttle away. He went to throw the rock in
the water but then remembered the seal pup. He figured it deserved some peace and quiet.

He sat down. "Still waiting, huh?" he said. "Your mom is taking her time. Maybe she's finding you
some good food. Are you hungry, too?"

He picked up a stick and started making pictures in the sand. He drew stick figures — Ned and
Marcus and Oliver — and put them in a prison at the top of a mountain, surrounded by a tornado.
The tornado whirled them off to another planet, leaving just a pile of sand.

He and the seal pup waited and waited.

Then, far out in the water, a slick head bobbed. Hugo held his breath. The mother seal flopped up
on the sand.

"I knew it would be OK," he whispered.

He turned to head home.

There was Oliver, not far away. He crunched a potato chip.

"Hey," said Oliver.

"Hey," said Hugo, cautiously.

It was quiet, except for Oliver's crunching.

They watched the seals swim away.

Oliver offered Hugo the chips. Hugo felt like he could eat 10 bags of chips, but he took just one and
gave the bag back.

"Did you know the seal was there?" asked Hugo.

"Yeah," said Oliver. "I was worried Marcus and Ned
would mess with it if they saw it. My dad told me seals
need to be able to warm up in the sun, and if they are
moved their mothers might not be able to find them."

Hugo nodded. "That makes sense, I guess."

"You were trying to protect it, too?"

"Yeah. Since this morning," said Hugo. He did not
mention the dog or the eagle. Maybe Oliver wouldn't
believe him. Maybe he'd make fun of him.

"We should give the seal a name," said Oliver. "Like
Tubby. Or Rocky."

"Jasper," Hugo whispered.

Oliver shrugged. "OK. Hey, that was a pretty cool fort,
actually."

"Oh," Hugo said. "Thanks."

"Want to build it again?"

"Sure." Hugo forgot he was hungry.

"Even bigger this time?"

Hugo grinned. "I know where we can get some great pieces for a roof."

Author's Note: Seals and their pups spend hours on shore resting and warming up in the sun.
Baby harbor seals that are alone on the beach are just waiting for their mothers to come back to
feed them. The mother seal will not return if people or dogs are too close. Hugo did a good job
giving the baby seal space and making sure that other people and the unleashed dog also stayed
away.

If you see a seal on the shore, stay at least 100 yards away (the length of a football field). You
can call the Marine Mammal Stranding Network if you are concerned that a seal or other
marine mammal is in fact injured or stranded.

Quiz Which sentence from the story helps the reader to understand that Hugo thinks he and the seal
1 are alike?
2 (A) "Are you hiding from everyone, too?" Hugo asked.
(B) Hugo wondered what seals dreamed about.
3 (C) He wished he had a friend who could watch the seal for him, so

he could go get a sandwich

(D) "I knew it would be OK," he whispered.
What causes Hugo to build a fort out of driftwood?
(A) He is trying to hide from Oliver,

Marcus and Ned.

(B) He wants to protect the seal from a
dog on the beach.

(C) He hopes that Jasper will come to
visit him in the fort.

(D) He needs a place to wait as he
watches after the seal.

Oliver offered Hugo the chips. Hugo felt like he could eat 10 bags of chips, but he took just one
and gave the bag back.

"Did you know the seal was there?" asked Hugo.

"Yeah," said Oliver. "I was worried Marcus and Ned would mess with it if they saw it. My dad told
me seals need to be able to warm up in the sun, and if they are moved their mothers might not
be able to find them."

How do the selections help the reader to understand a basic message about life shown in the
story?

(A) It shows that those who are patient with others
usually win in the end.

(B) It shows that even rivals can have unexpected
things in common.
Read the selections below

(C) It shows that the best way to protect yourself is from the story.

to make friends.

(D) It shows that forgiving others can help people
learn important lessons.

4 Which event would be necessary to include in a summary of this story?
(A) Hugo feels lonely because his friend
Jasper moved away.
(B) Hugo watches three tiny crabs scuttle
off near the water.
(C) Hugo holds his breath as the mother
seal rejoins her pup.
(D) Hugo and Oliver decide they will build
a new fort together.

Elements of Fiction

Activity Library/Core Skills Workout

Thinking About Fiction

Writing about the basic elements of a story can help you remember and understand it.
Use this organizer to help you understand any fiction story in Storyworks.

TITLE

AUTHOR
CHARACTER
1. The main character’s name is _______________________________________________________.

Some words to describe the main character are:
_______________________ _______________________ _______________________
An example that shows what the main character is like is _________________________________
________________________________________________________________________________
_______________________________________________________________________________.

2. Another character’s name is ________________________________________________________.
This character’s relationship to the main character is ____________________________________.
Some words to describe this character are:
_______________________ _______________________ _______________________
An example that shows what this character is like is _____________________________________
________________________________________________________________________________
_______________________________________________________________________________.

3. Another character’s name is ________________________________________________________.
This character’s relationship to the main character is ____________________________________.
Some words to describe this character are:
_______________________ _______________________ _______________________
An example that shows what this character is like is _____________________________________
________________________________________________________________________________
_______________________________________________________________________________.

Continued on next page >

Elements of Fiction

Thinking About Fiction, p. 2

SETTING
This story takes place in (tell where it happens) ________________________________________
_____________________________________________________________________________.
The time period of this story is (tell when it happens)___________________________________.
Does the setting affect what happens in the story? (Circle one) Yes No
If yes, explain: _________________________________________________________________
_____________________________________________________________________________.

PLOT
These are the main events that happen in the story:
At the beginning: ______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
In the middle: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
At the end: ___________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
The main conflict of the story is ___________________________________________________
_____________________________________________________________________________.
The climax, or point at which the conflict comes to a peak, is___________________________
_____________________________________________________________________________.
The conflict is resolved when_____________________________________________________
_____________________________________________________________________________.

Continued on next page >

Elements of Fiction

Thinking About Fiction, p. 3

AUTHOR’S CRAFT
The story is told by _________________________ (a narrator, the main character, someone else).
The tone of the story is ____________________ (for example: serious, humorous, heartwarming).
One example of figurative language in the story is ____________________________________
_____________________________________________________________________________
_____________________________________________________________________________.
(Look for a simile, a metaphor, or another creative way the author describes something or someone to
help you form a picture in your mind.)

THEME
What are one or two big ideas you think the author wants you to get from the story?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

RESPONDING TO LITERATURE
Would you recommend this story to a friend? Why or why not?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Seals with high-tech hats are collecting climate
data in the Antarctic

By Smithsonian, adapted by Newsela staff on 12.18.19
Word Count 664
Level 690L

Image 1. An elephant seal outfitted with specialized sensors that helped researchers track how heat moves through ocean currents. Photo
by: Etienne Pauthenet/Sorbonne University

Elephant seals are wearing funny-looking hats. It's no laughing matter, though. They're helping
out scientists. The seals' deep dives are helping NASA. That is America's space agency.
NASA is studying climate change. Most scientists agree that climate change has been caused by
humans. It has resulted in dangers to the Earth. This includes warmer temperatures and rising
seas.

Special Hats Tell How Warm The Water Is

The seals have been wearing special sensors. The sensors look similar to lumpy metal caps. The
caps have antennae on top. The seals are collecting data about oceans. A team of climate scientists
is being led by oceanographer Lia Siegelman, who studies oceans closely. The team is studying
how heat moves through ocean currents.

The scientists came up with this clever use of the seals. The animals can track changes in
temperature. The seals swim deep into the icy waters of the Antarctic. The scientists printed their
study based on the seals' findings in Nature Geosciences in early December.

The seals helped scientists better understand the heat stored at the ocean's depths. Scientists knew
certain facts about the ocean's currents. They knew currents send heat downward into the oceans.

Currents Sometimes Push Heat Up

However, the new findings suggest the opposite is true as well. Deeply moving currents sometimes
push heat up. This can warm the upper parts of the ocean, too.

This might sound unimportant. However, Siegelman thinks it's important to include this new
information into existing climate knowledge. Scientists know the Earth's rising temperatures are
melting glaciers. This causes the rise in sea levels.

Oceans serve as a sink for heat in the Earth's air. They take in the heat. If the oceans' surfaces are
cooler, they can take in more heat.

Now, scientists know heat is rising from below, too.
The oceans might be less prepared than scientists
once thought, Siegelman said. They might not be able
to take in more heat.

What this means for the future is unclear. In 2014,
Sarah Zielinski reported for Smithsonian.com about
how climate change affects oceans. It is reshuffling
how ocean waters in the Antarctic move and mix. The
water in the Antarctic doesn't stay in the Antarctic.
These changes in the water cycle at our planet's South
Pole have effects on climate and weather across the world.

Scientists had a pretty limited understanding of the Southern Ocean. They knew little about what
went on beneath the surface. Here, temperatures can drop below 30 degrees Fahrenheit. That is
below freezing. Thick sheets of sea ice block instruments from collecting data. It is a difficult
environment for scientists to study underwater.

"Even When They Sleep, They Dive"

None of that troubles southern elephant seals. The seals spend nine to 10 months at sea each year.
They swim thousands of miles. They dive up to half a mile beneath the ocean's surface, usually
about 80 times a day. "Even when they sleep, they dive," Siegelman said. "They float down like a
leaf."

Siegelman and her team made the most of the seals' wanderlust. They tagged a brave elephant seal
on the Kerguelen Islands in the ocean. They glued a sensor to her head. Do not be alarmed. The
scientists take off the tags on the seals' next visit to land. It's either that or the seals lose the cap
when they shed dead skin.

In October 2014, the seal started her swim. She wore the high-tech hat atop her head. For the next
three months, the scientists followed her 3,000-mile journey. During this journey, she dived 6,333

times, Meghan Bartels reported for Space.com.

Siegelman's team now has a much clearer understanding of the oceans. It's safe to say the seals
didn't recognize the big deal, though.

Quiz How is Lia Siegelman involved with the seal study?
(A) She lives on the continent where the study is taking place.
1 (B) She is reporting about the study for Smithsonian.com.
2 (C) She is posting the study's results on Space.com.
3 (D) She is leading the scientists who are doing the study.

4 How do the seals help scientists learn about the ocean?
(A) They have hats on their heads that give off heat when they swim through the ocean.
(B) They have devices on their heads that measure how shallow or deep the ocean is.
(C) They have sensors on their heads that track temperature changes in the ocean.
(D) They have cameras on their heads that take pictures of currents in the ocean.

Which selection from the article helps the reader to understand what scientists found out from the seal study?
(A) Most scientists agree that climate change has been caused by humans. It has resulted in dangers to the

Earth.
(B) The seals swim deep into the icy waters of the Antarctic. The scientists printed their study based on the

seals' findings in Nature Geosciences in early December.
(C) Now, scientists know heat is rising from below, too. The oceans might be less prepared than scientists

once thought, Siegelman said.
(D) Scientists had a pretty limited understanding of the Southern Ocean. They knew little about what went

on beneath the surface.

Which detail supports the idea that seals spend a lot of time underwater?
(A) The seals are collecting data about oceans.
(B) They dive up to half a mile beneath the ocean's surface, usually about 80 times a day.
(C) They tagged a brave elephant seal on the Kerguelen Islands in the ocean.
(D) For the next three months, the scientists followed her 3,000-mile journey.

Text—to—Self Connections

Make a connection between your reading and your own life. Use the
thinking stems below to help you get started.

This reminds me of...
Remember when...
I have a connection with...

The book says... My connection is...

Text—to—Text Connections

Making a connection between your book and other books you have read.

Thinking Stems...

I read a similar thing in another book...
I have a connection with...
This part is like...

Book 1: Book 2:

This part in book 1... Has something in common with a part of book 2.

Text—to—Text Connections
Comparing the Setting Between Books

The setting in this book...

is similar to

The setting from the book...

In this way

This helps me understand the book better because:

Character 1: Text—to– Text Connections

Character Comparison
Character 2:

Book: Book:

© 2012 by Angie Campanello

Text—to—World Connections
Making a connection between your book to an idea in the world.

Thinking Stems...

I heard something like this...
This reminds me of the real world because...
How did that part relate to the world around me?

The book says... My connection is...

Seattle scientist crafts haiku and artwork
about climate change

By Seattle Times, adapted by Newsela staff on 01.21.14
Word Count 662
Level 700L

NOAA oceanographer Gregory Johnson holds an original image of his watercolor haiku book at his home in the Ravenna neighborhood of
Seattle, Jan. 2, 2014. Lindsey Wasson/ Seattle Times/MCT

SEATTLE — The language of the United Nation's latest report on climate change is not what you'd
call poetic. The report is crammed with complicated details about greenhouse gases, rising sea
levels and our atmosphere. And it's not only hard to understand. It's also very, very long: some
2,200 pages.
Seattle ocean scientist Gregory Johnson helped write one of the chapters. But even he was having
a hard time taking in the whole thing. So Johnson decided to simplify the report down to its most
important points.
Johnson did this by turning to a centuries-old Japanese art form: haiku. Then, he added his own
watercolor paintings.
With a bit of encouragement, Johnson decided to post his finished booklet on the Web. It is now
getting a lot of attention.

“I was surprised that as many people responded as positively as they did,” said Johnson. “It’s been
tweeted a thousand times, or something.”

Report's 19 Main Points ...

Online commenters have written verses to go along with it. Several teachers plan to use the
booklet in their classrooms. And fans want to translate Johnson’s work into all sorts of languages:
Hindi, Italian, German, French and Luxembourgish. The last language is spoken in the tiny
country of Luxembourg.

Blogger Chris Mooney praised the way Johnson summed up climate change. He did it, Mooney
said, in an “understandable, and even moving, way.”

The original U.N. report has 19 main points. For each of these, Johnson wrote a haiku.

Take global warming’s effects on ice and snow. Some scientists say that when we burn things like
gas it heats up the earth. And that is causing ice in the Arctic to melt. The report spends more than
100 pages on that subject. But Johnson boils it down to 17 syllables:

Glaciers and ice sheets
melt worldwide, speed increasing
Sea ice, snow retreat

Johnson also illustrates the poems with simple watercolors. One, for example, shows a sunlit
iceberg. Another shows smokestacks and a swing set on a grassy hill. The second goes with the
verse:

Forty years from now
children will live in a world
shaped by our choices

Haiku is a traditional Japanese poem with three lines. It uses 5- and 7-syllable lines in a familiar 5-
7-5 pattern. Haiku might seem like an odd choice for a scientist. But Johnson was already well
acquainted with it. For the past few years, he’s been composing Facebook posts in haiku. He sees
this as a way to keep his messages short and positive.

... In 17-Syllable Poems

Like most scientists Johnson’s work life is all about complexity. That’s part of what made the haiku
exercise appealing.

He never intended anyone except family and friends to see the finished product. But they were
impressed with what he'd done. They urged him to let the public see it too.

Johnson was unsure, and a little nervous.

“It took me a little while to get up the courage to put this out there,” he said.

Eventually, he let the Seattle environmental group Sightline post the booklet on its website. It
went up last month. Within two weeks, the post had received nearly 40,000 hits.

"Greg got the facts in there," said Sightline's Anna Fahey. But at the same time, she said, his post
was moving. He "made this beautifully elegant and emotional case for why it matters.”

The Sightline post has already attracted comments from those who don't believe in global
warming. But, Johnson prefers not to argue about it. In any case, his own mind is made up. His
work has made him convinced: Some changes caused by global warming can be observed now.
And more are certain in the future.

Haiku and watercolors won’t change that. Nor are they likely to change the minds of those who
don’t believe in global warming. But, Johnson said, perhaps his booklet will make a few people
take a look at the U.N. report. That, he said, would make him happy.

Quiz Read the section "... In 17-Syllable Poems." Choose the answer choice that puts the following events in the correct order:

1 1. Johnson's post received 40,000 hits.
2. Johnson intended to show only his family his finished product.
2 3. He allowed an environmental group to post his booklet.
3 4. Family and friends convinced him to let the public see his poems.

4 (A) 4, 1, 3, 2
(B) 2, 4, 3, 1
(C) 3, 4, 1, 2
(D) 1, 3, 2, 4

Which sentence is NOT a reason why Johnson wrote a booklet of haiku?
(A) He believed their size helps him to focus.
(B) He was home sick one weekend.
(C) He has written haiku before and knew how to do it.
(D) He wanted to write a book about climate change.

Read the paragraph from the article.

"Greg got the facts in there," said Sightline's Anna Fahey. But at the same time, she said, his post
was moving. "made this beautifully elegant and emotional case for why it matters.”

How does this sentence connect to the article's introduction [paragraphs 1-5]?
(A) It supports the idea that haiku could explain a complex idea.
(B) It questions whether the haiku could change people's minds.
(C) It presents a different point of view about climate change.
(D) It explains how Johnson wrote his collection of haiku.

What is the purpose of the final section "... In 17-Syllable Poems"?
(A) to convince the reader that climate change is a problem
(B) to explain that the haiku could make a difference
(C) to share some of the haiku in the collection
(D) to suggest other ways to convince people that climate change is real

What is a

Haiku Poem?

A three-lined poem typically about
nature
Usually does not rhyme

It follows a 5-7-5 syllable pattern

© Inspired Elementary®

Haiku Poem

The Ocean
Beautiful ocean
Roaring waves crash down on me
Floating in the foam

© Inspired Elementary®

Haiku Poem Three lines

Checklist About nature

The Ocean Foll ows 5-7-5
syllable pattern

Beautiful ocean 5 syllables

Roaring waves crash down on me 77ssyylllalabbleless

Floating in the foam 55 ssyyllllaabblleess

© Inspired Elementary®

Haiku

A Haiku is a Japanese poem that does not
rhyme. It is a poem that describes

something in nature. Haiku poems have
three lines, with a certain number of

syllables in each line.
Line 1 = 5 syllables
Line 2 = 7 syllables
Line 3 = 5 syllables

The Ocean
Beautiful ocean
Roaring waves crash down on me
Floating in the foam

© Inspired Elementary. All rights reserved.

Name:___________________________________

Haiku Planning Page

Fi rst, think of a topic about nature. Think about the things that
you have seen outside. Cl ose your eyes and picture a moment
outside and everything around you. Bel ow, write down what

you see and hear.

What i n nature are you describi ng? ____________________________

Write down what you ‘see’ and ‘hear’: ____________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Now, make that shorter choosi ng less words: _____________________
__________________________________________________________
__________________________________________________________

Fi nally, fit it i nto three li nes with the right number o f syllables:

ti tl e

____________________________________________________ 5 syllables

___________________________________________________ 7 syllables

____________________________________________________ 5 syllables

© Inspired Elementary. All rights reserved.

Haiku

By:

© Inspired Elementary

Haiku

By:

© Inspired Elementary

Haiku

By:

© Inspired Elementary

Haiku

By:

© Inspired Elementary

A flock of fleecy friends: Kids help care for
alpacas

By The Washington Post, adapted by Newsela staff on 05.25.17
Word Count 620
Level 660L

Sophia Lysantri with some of her recently shorn alpaca friends. Sophia's family runs an alpaca farm in Woodbine, Maryland. Alpacas are
cousins of camels and llamas. Photo by: Ann Cameron Siegal.

After school, Sophia Lysantri hangs out with 50 long-necked, adorable friends. Sophia is a fifth-
grader who lives in Woodbine, Maryland. She helps her family raise and care for alpacas.
Alpacas are native to the Andes Mountains in South America. They are domesticated, which means
they are not wild. Alpacas are related to camels and llamas. Their fleece is a soft natural fiber. It is
usually lighter and less scratchy than sheep wool. So alpaca fleece is popular for clothing.

A Whole-Body Haircut

In the spring, alpacas get a whole-body haircut called a shearing. This helps them stay cool during
the summer.
One of Sophia's favorite jobs is carding (untangling) the cut fiber. Then her mother hand-spins it
into yarn. Alpaca fiber comes in many beautiful natural colors. Some can be pure white or black.

Others can be shades of brown, tan and gray. Sophia loves dying the fiber to make bright colors.

Her family sells yarn, natural fiber and homemade
alpaca products.

Not Aggressive At All

Alpacas are low-impact animals. They eat just the tops
of grass rather than pulling it up as cows do. Alpacas
have soft two-toed padded feet. These feet do less
damage to the ground than horses' hooves.

Sophia said that alpacas are not aggressive at all.
"They're very gentle," she said. "The more time you
spend with them, the friendlier they are." And they hum -- really! It's a sweet communication
sound, but it shows many feelings, such as being happy, cautious or worried.

Sophia often gives tours of her family's farm. Many people ask her whether alpacas spit.

"Only when they are stressed, and then usually they spit at each other," she said. She advises
visitors to "stand quietly and let the animals come to you." Sophia says that alpacas "don't like
having their heads touched. Stroke them gently on the neck or back."

"They're Very Social Animals"

"You can't have just one alpaca," said Brandon Tenney. Brandon is 16 years old. He helps his
family raise alpacas in Catlett, Virginia. "They're very social animals."

The Alpaca Owners Association agrees. This group says that alpacas have very strong herding
instincts. They need to be part of a herd to do well.

"There's a leader in each pasture," Brandon said.
Alpacas are very curious creatures. When something
new comes near, the whole bunch will follow the
leader to see what it is. Often they run together to get
a better view, whether it's of a person or another
animal.

Work Starts At 5:30 A.M.

Brandon is in high school. He and his sister Danielle,
who is 20 years old, have been helping raise their
family's alpacas for 11 years. The day starts at 5:30
a.m. They feed the 51 alpacas, clean their stalls and
make sure there is plenty of water and hay available.

Danielle jokes that she schedules her college classes
around alpaca feeding times. She is studying to be a
large-animal veterinarian. These vets take care of big
animals such as horses, cows, alpacas and sheep. She
especially loves newborn alpacas.

Pronking Shows Alpacas' Happy Feelings

Brandon notices each alpaca's personality.

"They're all different," he said. Alpacas display feelings much as humans do. Around dusk, his
family loves watching their alpacas take part in pronking. This is a playful, bouncing run that
shows their happy feelings.

Raising alpacas is a lot of work. Brandon said, "The payback is watching a baby alpaca being born
and running around. That's enough reward for me."

Quiz Which sentence from the article is MOST important to include in its summary?
(A) Her family sells yarn, natural fiber and homemade alpaca products.
1 (B) These feet do less damage to the ground than horses' hooves.
(C) Sophia often gives tours of her family's farm.
2 (D) This group says that alpacas have very strong herding instincts.

3 What is the MAIN idea of the section "Not Aggressive At All"?
(A) Alpacas are often stressed and will spit on people.
4 (B) People like to tour farms to see alpacas.
(C) Alpacas will calm down if you stroke their neck or back.
(D) Alpacas are sweet animals that do not ruin farmland.

Which section of the article explains HOW alpacas need to be kept on farms?
(A) "A Whole-Body Haircut"
(B) "Not Aggressive At All"
(C) "They're Very Social Animals"
(D) "Work Starts At 5:30 A.M."

Based on the section "Pronking Shows Alpacas' Happy Feelings," which of the following statements is TRUE?
(A) All alpacas act just alike.
(B) People treat alpacas like pets.
(C) Alpacas go to sleep at dusk.
(D) Baby alpacas are born every day.