Maya packed her backpack before school. She put in her notebook, pencils, and lunch. When she finished, she felt ready for the day. Maya was very ________.

The class was noisy before the test began. As soon as the teacher handed out the papers, everyone became quiet and focused. The students were ________ during the test.

Jared saw dark clouds outside. He opened his umbrella before leaving home. Jared was being ________.

The library was a peaceful place. Students whispered, turned pages softly, and studied at their tables. The library was ________.

Lina forgot to water her plant for several days. The leaves began to droop, and the soil turned dry. The plant looked ________.

After practicing every evening, Andre finally made the team. His hard work helped him improve. Andre showed ________.

The class chose one student to collect papers and keep track of the group’s work. That student had an important ________.

Although the directions seemed difficult at first, Priya read them again and solved the problem step by step. She showed ________ when she did not give up.

The author described the forest as having tall trees, cool shade, and birds singing overhead. These details helped the reader imagine the setting clearly. The author used ________ to make the scene vivid.

During the debate, Carlos supported his opinion with facts from the article and examples from history. His ideas were strong because he used ________.

The storm grew stronger, but the rescue team kept working until everyone was safe. Their calm and brave actions showed great ________.

Nina compared the noisy hallway to a rushing river, saying it seemed to flow in every direction at once. Her comparison is an example of a ________.

The poem says the sun smiled down on the town and the wind whispered through the trees. These human actions given to nonhuman things are examples of ________.

Although the experiment did not work the first time, the scientist revised the steps, checked the materials, and tried again. Her careful choices helped her ________ the problem.

After reading the article about saving water, the students discussed ways to help at home. The passage encouraged them to think about their own actions and make better choices. The main purpose of the article was to ________ the readers.