Reading strand mastery c sample

Level C

READING STRAND MASTERY

Applying the Common Core State Standards

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Reading Strand Instruction with Assessment

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Reading Strand Mastery: Applying the Common Core State Standards Reading Levels 3–8 •

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Reading Strand Mastery is divided into 2 Parts Part 1: Instruction Part 2: Assessment Multiple-choice & open ended questions Modeled instruction, guided and independent practice Nonfiction and fiction passages

Level C D E F G H

Grade Level 3 4 5 6 7 8

25-Pack Item #___ 6057-5 6058-2 6059-9 6060-5 6061-2 6062-9

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Level C

Applying the Common Core State Standards

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Contents

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Modeled Instruction, Guided & Independent Practice Strand C . . . . . . . . . . . . . . . . . . . . . .75

Common Core State Standards . . . . . .2

Making Reader/Text Connections

Reading Comprehension

Objective 1 . . . . . . . . . . . . . . . . . . . . .76

Strands and Objectives . . . . . . . . . . . . .3

Make Connections (CCSS 7)

Objective 2 . . . . . . . . . . . . . . . . . . . . .85

Introduction . . . . . . . . . . . . . . . . . . . . .5

Write a Personal Response to the Text (CCSS 3)

Strand C: All Together . . . . . . . . . . . .95 Strand A . . . . . . . . . . . . . . . . . . . . . . .7 Forming a General Understanding

Strand D . . . . . . . . . . . . . . . . . . . . .101

Objective 1 . . . . . . . . . . . . . . . . . . . . . .8 Main Idea (CCSS 2)

Examining the Content and Structure

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Objective 1 . . . . . . . . . . . . . . . . . . . .102

Objective 2 . . . . . . . . . . . . . . . . . . . . .15 Inference (CCSS 3)

Analyze Author’s Use of Literary Devices (CCSS 6, 8)

Objective 2 . . . . . . . . . . . . . . . . . . . .109

Objective 3 . . . . . . . . . . . . . . . . . . . . .22 Summarize (CCSS 2)

Synthesize Information to Evaluate Texts (CCSS 1)

Objective 3 . . . . . . . . . . . . . . . . . . . .117

Objective 4 . . . . . . . . . . . . . . . . . . . . .31 Make Predictions (CCSS 2, 3)

Analyze Author’s Purpose (CCSS 9)

Strand D: All Together . . . . . . . . . . .125

Objective 5 . . . . . . . . . . . . . . . . . . . . .38

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A M E AY LIN Assessments A. .B.L.A.CK . . . . . . .N. A. N. Y. .W.131 Strand A: All Together . . . . . . . . . . . .45 I S N.O. T. . . .P.R.O. D. U. C. E. D. . . . . . . . .132 I T I Strand A .

GHTED TO BE RE I R Y P Strand CO Strand B . . . . . . . . . . . . . . . . . . . . K. .53 OOK B . . . . . . . . . . . . . . . . . . . . . .141 S I B S I O H Developing Interpretation PLE BO IVEN FOR T Strand C . . . . . . . . . . . . . . . . . . . . . .146 M A S Objective 1 . . . . .T.H.IS. . . . . . .S. N . .O.T. G. .54 I Strand D . . . . . . . . . . . . . . . . . . . . . .152 N IO 5) Identify Structure/Organization ISS(CCSS M R E P Objective 3 . . . . . . . . . . . . . . . . . . . . .62 Use Context Clues (CCSS 4)

Support Conclusions (CCSS 8)

Strand B: All Together . . . . . . . . . . . . .70

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f Common Core State Standards f College and Career Readiness Anchor Standards for Reading These standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, . connotative, and figurative meanings, and analyze how specific word choices STERshape A M E meaning or tone.

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A BLA

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D IN and larger OT E 5. Analyze the structure of texts, including how specific sentences, paragraphs, N C U S I D T RO to each other and ED. I or stanza) Tscene, portions of the text (e.g., a section, chapter, REPrelate H E G B I R O PY KT the whole.

K IS CO S BOO

BOO THIS NOT G S I N ISSIO and Ideas Integration of EKnowledge P RM

THI

OR PLE or purpose 6. Assess how pointSAofMview IVEN F shapes the content and style of a text.

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

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Correlations

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Reading Comprehension Strands and Objectives Correlated to the Common Core State Standards Reading Comprehension Strand A: Forming a General Understanding The reader will demonstrate understanding of the text’s general content.

Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

Correlates to Common Core State Standard: 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Objective 2: Identify or infer important characters, settings, problems, events, relationships and details.

Correlates to Common Core State Standard: 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

Correlates to Common Core State Standard: 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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Objective 4: Use information from the text to make a prediction based on what is read.

Correlates to Common Core State Standards:TER. AS and Y. 2. Determine central ideas or themesIN ofE aMtext L WA K C Y A L N analyze their development; summarize the key A B A N OT ideas. DUCED I supporting details S Nand I T I .

D and why 3. Analyze individuals, TEhow REPRO events, and ideas H E G B I R O K T over the course of a text.

COPYdevelop andOinteract

K IS S BO I O H O T B R FO MPLE ENCorrelates V I to Common Core State Standard: G Objective 5: THIS SA T NO S I 4.

Interpret words and phrases as they are used in a Use context clues to determine N SIO text, including determining technical, connotative, meanings of P unknown ERMIS or and figurative meanings, and analyze how specific multiple-meaning words or figurative language.

word choices shape meaning or tone.

Reading Comprehension Strand B: Developing Interpretation The reader will interpret and/or explain the text.

Objective 1: Identify or infer the author’s use of structure/organizational patterns.

Correlates to Common Core State Standard: 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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Reading Comprehension Strands and Objectives

Objective 2: Correlates to Common Core State Standards: Draw conclusions about the author’s 1. Read closely to determine what the text says purpose for choosing a genre or for explicitly and to make logical inferences from it; cite including or omitting specific details specific textual evidence when writing or speaking in the text. to support conclusions drawn from the text.

6. Assess how point of view or purpose shapes the content and style of a text.

Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

Correlates to Common Core State Standard: 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Reading Comprehension Strand C: Making Reader/Text Connections The reader will connect or associate the text with one’s own life.

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Objective 1: Make connections between the text and outside experiences and knowledge.

Correlates to Common Core State Standard: 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Objective 2: Correlates to Common Core State Standard: Select, synthesize and/or use relevant 3. Analyze how and why individuals, events, and ideas information within the text to write develop and interact over the course of a text. a personal response to the text.

STER.

E MA N I AY. L W K C Y A L N AB D IN A OTStructure E N C U S I D Reading Comprehension Strand D: Examining the Content & T I PRO REtext’s HTED. about E G B I The reader will elaborate on the text and makeYR judgments the quality and themes.

O P KT O O C O S I B BOOK Correlates Objective 1: R THIS to Common Core State Standards: E O L F P N M E A how point of view or purpose shapes the Analyze and evaluate OT GIV 6. Assess THIS S theofISauthor’s N content and style of a text. craft, including the use literary N O I S S I 8.

Delineate and evaluate the argument and specific devices and textual elements.

PERM

claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Correlates to Common Core State Standard: Objective 2: Select, synthesize and/or use relevant 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite information within the text(s) to specific textual evidence when writing or speaking extend or evaluate the text(s). to support conclusions drawn from the text.

Objective 3: Demonstrate an awareness of an author’s or character’s customs and beliefs included in the text.

Correlates to Common Core State Standard: 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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Introduction

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Reading Strand Mastery: Applying the Common Core State Standards is divided into two parts, Instruction and Assessment. Both parts have four sections, each focused on one reading comprehension strand.

The four strands are: Strand A: Forming a General Understanding Strand B: Developing Interpretation Strand C: Making Reader/Text Connections Strand D: Examining the Content and Structure Each strand is correlated to the Common Core State Standards.

Part A: Instruction

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Each strand contains several objectives that describe what reading comprehension skills students are expected to know. Each objective includes modeled instruction, guided practice, and independent practice.

At the end of each strand, all the objectives for the strand are assessed together. TER.

MAS AY. W Y L N OT A B DUCED IN A N S I T TED. I O BE REPRO Part B: Assessment H G I R COPYwith Iits OOK T objectives. The S I B Part B assesses each of the reading strands respective K S O H OR T LE BOeach Vone Ffocused Ptests, N M E A assessment contains four on one strand with fiction and/or S I OT G THIS N S I nonfiction passages.ISSION PERM NE Students read full-length passages and answer the questions that follow ACKLIthem.

The book contains multiple-choice questions and open-ended questions.

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H Strand A

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Forming a General Understanding The reader will demonstrate understanding of the text’s general content.

Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

Correlates to Common Core State Standard: 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

TER.

Objective 4: Use information from the text to make a prediction based on what is read.

Correlates to Common Core State Standards: 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

Correlates to Common Core State Standard: 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

E MAS WAY. N I L K C LA Standard: Objective 2: Correlates to Common Core A BState IN ANY T D O E N C U IS why individuals, Identify or infer important D events, and ideas 3. Analyze how Tand . Iinteract PROcourse D E E T R H characters, settings, problems, E develop and over the of a text.

G RI TO B K events, relationships and details. IS COPY O O OK HIS B O T B R E O L F P Objective 3: THIS SAM GIVENCorrelates to Common Core State Standard: T O N 2. Determine central ideas or themes of a text and Select and use relevantIOinformation N IS S S I analyze their development; summarize the key from the text in M to summarize ERorder P supporting details and ideas. events and/or ideas in the text.

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Strand A

H

Objective 1

Determine the main idea (nonfiction) or theme (fiction) within the text.

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Modeled Instruction

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Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

Farming Along the Nile River

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The Nile River is a large river in Africa. A long time ago, people living by the Nile learned how to use the river to help them. Each year, it rained just enough for the Nile River to flood. The land near the river was covered with water. When the flooding stopped, the water level went down. It left behind a rich, dark soil. The soil was perfect for growing plants and food. After farmers planted crops in the soil, they watered the plants with water from the Nile.

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A M E WAY CKLIN Y A L N A B A N I What is this paragraph mainly about?

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The correct answer is the answer that describes RE paragraph is GHTED whatTOthe BE whole I R Y P K mainly about.

K IS CO R THIS BOO O O B LE is VEN FO ?

A Where the Nile AMPRiver S S I T GI H O T N S I This answer is because it describes a detail given in the N SSIOincorrect I M R E paragraph, but it is not the main idea of the paragraph.

P ?

B How the Nile River floods each year This answer is incorrect because it describes an important detail related to the main idea, but it does not state the main idea of the paragraph.

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C What type of soil is best for farming This answer is incorrect because the passage mentions soil, but the passage does not describe the best type of soil for farming.

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D How people use the Nile River to farm This answer is correct because the whole passage describes how people use the Nile River to farm.

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Strand A, Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

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Guided Practice

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Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Trees People and animals love trees for many reasons. One of the most important reasons that people and animals need trees is that they make food. Many kinds of fruit grow on trees.

If you’ve ever eaten a big red apple, you ate fruit that grew on a tree. Cherries, oranges, and bananas all grow on trees. Many people eat those foods each day. Nuts also grow on

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trees. Chestnuts, acorns, and walnuts are some types of nuts that grow on trees.

2 Which sentence best states the main idea of the paragraph?

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F People and animals need food to live. ?

G Red apples grow on trees.

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A M E ?

H Trees provide people and animals with food.

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J There are different types of nuts.

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GHTED TO BE RE I R Y P CO OOK S I B K S I HINT O H LE BO paragraph FORis Tdescribing. Read each answer and think Pwhole N M E A Think about what the V S I OT Gwhole paragraph. Remember that an answer might THIS Nthe S I about whether it describes N SSIO the paragraph, but the correct answer describes the main idea describe a P detail ERMIfrom of the whole paragraph.

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Strand A, Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

Which Pet? Rob had been good all year, and his father wanted to give him a special gift. He said he would take Rob to the pet store that day to pick out an animal. But the most important question was: What kind of pet? Rob wasn’t quite sure what kind of animal he wanted for a pet. He wanted to be careful and make sure that he picked the right one. As he sat thinking, all kinds of animals went running through his head. He could have a dog, a cat, a fish, a mouse, a hamster, or even a snake. Rob had no idea how he was going to choose.

3 What is this story mainly about?

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A A boy who has been good all year ?

B A boy who cannot decide which pet to get

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C Where to get a pet from

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D How to pick out the right pet

HINT Focus on what happens in the paragraph. What is Rob doing in the paragraph? The correct answer describes what the whole paragraph is about. Remember that R the .

E T S A M answer choices might describe ideas related to the topic of the paragraph.

Focus on E AY. LIN W K C Y A L N finding the answer that describes what the whole paragraph T A Bis about. IN A

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Strand A, Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

The Lost Axe The old man walked through the wood looking for a thick tree to cut down. He was going to make a canoe from the wood. He came across a very tall tree right on the edge of a lake. He was so excited that he didn’t stop to plan cutting down the tree. He just picked up his axe and swung it as hard as he could. Before the axe even hit the tree, the man slipped in the mud. He slid this way and that, and dropped the axe in the lake. The axe was so heavy that it fell straight down to the bottom of the lake. The old man fell onto his knees and looked into the deep water, but he could not see his axe. The man reached his hands into the water, but he could not feel the axe in the muddy lakebed.

The man knew he could not get his axe back, and wished that he had taken his time.

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4 What important lesson does the old man learn in this story? Use examples from the story in your answer.

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HINT Think about what happens in the story. The man loses his axe because he does not stop to plan his actions. At the end of the story, it says that the man knew he should have taken his time. What does this tell you about the lesson the man learns? In your answer, explain what the man learns in your own words. Be sure to use details from the paragraph in your answer.

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Strand A, Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

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Independent Practice

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Directions: Read each passage. Then answer the question that follows it.

Zippers A man named Whitcomb L. Judson made the first zipper. He called it the “clasp locker.”

Judson made the clasp locker to help a friend. The friend had such a stiff back that he couldn’t bend to fasten his shoes. Judson made him a pair of shoes that had a clasp locker. These shoes were easy to put on, and many people wanted some. Clasp lockers were later named zippers because of the zipping sound they make.

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1 What is this article mainly about?

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A What zippers are used for ?

B Judson’s friend

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C The sound that zippers make

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GHTED TO BE RE I R Y P CO OOK S I B K S I O H FOR Tto catch food. They sharpen their beaks on PLE BOhooked Roadrunners use their sharp, beaks N M E A V S I THIS NOInT aG split second, they can grab small animals right off the S I rocks or on the hard Iground.

N O RMISS eat snakes, spiders, mice, small birds, and lizards. Many of these PEmainly ground. They ?

D Other names for zippers

animals are known to be fast, but the roadrunner is much faster. Though roadrunners eat much more meat than anything else, they also eat fruit, seeds, and cactus plants.

2 What is this paragraph mainly about?

?

F Where roadrunners live ?

G What roadrunners look like ?

H What roadrunners eat ?

J How roadrunners move

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Strand A, Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

The Science Project Billy came home from school one day looking quite sad. When Dad saw Billy, he asked what was the matter. “I was given a class project today,” Billy said. “I have to make a model of a volcano for science class.” His dad said that making a volcano sounded like fun, but Billy didn’t look any happier. Billy told his dad that all of the kids would have to make the volcano themselves. “I don’t know how to make a volcano,” Billy said.

“And I’m not good at making things.”

3 Which sentence best states the main idea of the paragraph?

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A Billy’s father sees that Billy is upset and asks him what is wrong. ?

B Billy is upset because his teacher gave him extra science homework.

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C Billy worries about a class project because he does not think he can do it. ?

D Billy’s father learns that Billy does not know much about volcanoes.

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Strand A, Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

Chores on Sunday “The first chore today is the dishes,” said Dirk’s father. “When you’re finished, you can wash the towels in the bathroom hamper.” Dirk glared and turned on the water in the sink. He hated Sundays more than any other day of the week. His parents thought that he should spend time doing chores, while Dirk’s friends were riding bikes in the sunshine or watching movies. He wished that he could be having fun with them.

“It’s not fair,” he grumbled as he washed each plate.

4 What is the main idea presented in the paragraph? Use information from the paragraph to support your answer.

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Strand A

H

Objective 2

Identify or infer important characters, problems, settings, events, relationships and details.

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Modeled Instruction

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Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

Jump In

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Beth was scared because today was her first swimming lesson and she did not know how to swim. She walked to the pool with her mother, and Beth joined the other kids at the edge of the pool. A lot of the other kids looked a bit scared, too. “Today you will not swim,” the teacher told them. “Today you will just get wet. Now, I’d like you all to go into the water as far as you can. The person who gets the wettest will be the winner.”

Beth thought that getting wet sounded like a lot of fun. She forgot all about being afraid,

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What is Beth’s main problem in the story?GHTED BE RE I R O Y T P K O problem.

The correct answer describes Beth’s K IS Cmain S BOO I O H O T B R LE EN FO AMPher V S ?

A She does not like teacher.

I G S I T H T IS NObecause the story does not say that Beth does N This answer SisSIincorrect O MI swimming teacher.

PERher not like

jumped into the water, and went in as far as she could.

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B She is scared to swim.

This answer is correct because Beth is at her first swimming lesson and she is scared to swim.

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C She knows how to swim.

This answer is incorrect because the story says that Beth does not know how to swim. That is why she is scared to swim.

?

D She only has to get wet.

This answer is incorrect because this describes how the main problem is solved.

15 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 2: Identify or infer important characters, problems, settings, events, relationships and details.

f

Guided Practice

f

Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Picnic Day Cora jumped up and down and clapped her hands when she saw Janell and her father outside. Janell was going to spend the night. The following day, they were going to have a picnic at the park with Cora’s mother. The two girls had spent the whole summer planning the picnic. It was hard to believe that the big day was almost there.

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2 Which word best describes Cora?

?

F Bored ?

G Excited

STER. .

A M E ACKLIN IN ANY WAY ?

J Worried L B A S NOT PRODUCED I T I .

GHTED TO BE RE HINT I R Y P K Think about how Cora jumps O fromS the OOstory.

IS CCora B Focus on what you can tellOO about K I H T B hands. The FOR story PLE her up and down and claps also says that Cora cannot believe the N M E A V S I G S I T H O T N big day is here. What S this tell you about her?

N Idoes O I S S I PERM ?

H Busy

16 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 2: Identify or infer important characters, problems, settings, events, relationships and details.

The Blame Game Donald looked at all the items on his desk. He had his spelling book and some paper, but he couldn’t see his pencil anywhere. He looked angrily at Sam, the boy who sat next to him. I bet Sam stole my pencil, thought Donald. Donald sat there thinking about Sam stealing his pencil. He peeked over at Sam’s desk, looking for the pencil. He couldn’t see it, so he decided Sam must be hiding it. That made him feel even angrier. He was still feeling angry when the bell rang. As he got up, he noticed his pencil sitting right under his desk. He realized that Sam had not taken his pencil, and he felt bad about blaming him for it.

3 Where does this story probably take place?

?

A In a classroom ?

B On a bus ?

C In a bedroom

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?

D On a playground

HINT STER. .

A M E This question is asking you to work out the setting of the story, Awhich the WAY CKLIN is where Y L N A B A N story takes place. The story does not tell you the settingNO ED Ihave to UCYou S ofT thePstory.

I D T O I R .

D what happens. work out where the story is taking place based GHTEon BE RE In the story, Donald I R O Y T P K is sitting at a desk with a spellingISbook some paper, and the bell rings. Where K CO and IS BOO H T would this happen? PLE BOO R FO

EN AM THIS S IS NOT GIV ISSION M R E P

17 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 2: Identify or infer important characters, problems, settings, events, relationships and details.

Grizzly Bears One of the biggest types of bears in the world is the brown bear. Brown bears can weigh more than 2,000 pounds. One kind of brown bear is called the grizzly bear. These bears usually weigh about 1,000 pounds.

Grizzly bears will eat just about anything. They eat leaves, berries, insects, small animals, fish, and meat. They have huge claws, which they use to dig for food such as insects and worms. They also use their claws to take leaves and berries from trees and to hold their food. They can also use their claws to fight other animals.

4 The second paragraph is mostly a description of

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?

F how large grizzly bears are. ?

G what grizzly bears eat.

?

H how grizzly bears fight.

?

J where grizzly bears live.

HINT R. SBeTEsure A M E Remember that this question is asking only about the second paragraph.

AtoY. LIN W K C Y A L N focus only on the second paragraph, and not on the whole Which D IN A answer OT A Bpassage.

E N C U S I D T explains what the second paragraph tells youEDabout T . I bears? EPRO

GH BE R I R O Y T P K K IS CO R THIS BOO O O B AMPLE T GIVEN FO S S I H T IS NO N O I S IS PERM

18 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 2: Identify or infer important characters, problems, settings, events, relationships and details.

f

Independent Practice

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Directions: Read each passage. Then answer the question that follows it.

Movie Star Norma had spent years acting on stage. She was the star of more plays than she could remember. She had played many different parts, ranging from spies to clowns to mermaids. Each part required special skills. Norma had all those skills and played every part well. Then one day in 1925 she was asked to act in a movie. She would be starring as a queen. At the time, movies were made without sound. Norma had no idea how she

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would be able to act without speaking. How would she show she was happy, sad, tired, or angry if she couldn’t say it? She wanted to be in the movie, but she was worried she would do a bad job.

1 What is Norma’s main problem in the story?

STER. .

A M E ACKLIN IN ANY WAY L B ?

B She does not know how to act without words.

A S NOT PRODUCED I T I . ?

C She wants to be a movie star.

GHTED TO BE RE I R Y P CO OOK B K IS before.

S I O H ?

D She has never playedE B a Oqueen FOR T PL N M E A V S I THIS NOT G S I N ISSIO PERM ?

A She is tired of acting in plays.

19 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 2: Identify or infer important characters, problems, settings, events, relationships and details.

Grandma The person I most admire is Grandma. She would do anything to help a person in need.

For example, sometimes my mom has to stay late at work. My grandmother watches my brother and me until she gets home. She knows that my mom has worked all day and is tired. So she often cooks dinner for all of us. She sometimes stays late and reads a book to me before I fall asleep. Grandma does a lot for everyone in my family.

2 Which word best describes Grandma?

?

F Smart ?

G Funny ?

H Kind ?

J Tired

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Gemma was helping her mother make sandwiches for a picnic. Gemma folded pieces of

R. AY. LIN W K C Y A L N mother added mustard. Then she cut the sandwiches into little Their A D IN picnic OT A Bsquares.

E N C U S I D T lunch was beginning to look tasty.

TED. I O BE REPRO H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M 3 Where does this story probably take place?

E A THIS S IS NOT GIV ?

A In a kitchen ISSION M R E P

ham and put them on the bread. Then she put cheese on top of the ham.E Next, MASTEGemma’s

?

B In a park ?

C At a school ?

D At a shop

20 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 2: Identify or infer important characters, problems, settings, events, relationships and details.

The Spelling Test Grandma picked Alana up from school. Alana climbed into the back seat of Grandma’s car and buckled her seatbelt into place. Alana frowned and let out a little sigh. “What’s the matter?” Grandma asked.

“I got a bad grade on my spelling test,” Alana explained. “Mom and I studied the words for a long time last night, but I just couldn’t remember them when it was time to take the test. She’s going to be angry.”

Grandma patted Alana on the knee. She promised her that Alana would do well on the next test and that her mother would understand. “We always know you do your best,” Grandma said.

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4 The second paragraph is mostly a description of

?

F why Alana is feeling upset.

?

G how Grandma makes Alana feel better. ?

H how to best study for a test.

STER. .

A M E ?

J why Grandma picked Alana up.

ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

21 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A

H

Objective 3

Select and use relevant information from the text in order to summarize events and/or ideas in the text.

f

Modeled Instruction

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Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

Lost

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Ryan kicked the football high into the air. It sailed past the short grass, past a tall tree, and landed in the lake. Ryan raced over to the lake to grab the football, but it was already floating too far out. Ryan sat sadly by the lake watching the football float away.

It was the only ball he had, and he was very upset about losing it. A man walking through the woods saw Ryan sitting by the lake. “Is something wrong?” asked the man.

STER. .

A M E “I’ve just lost my football in the water,” said Ryan. “It’s the only Lone WAY ACKLIINhave,INsoANIYwon’t B A be able to play anymore.”

S NOT PRODUCED I T I .

GHTED TO BE RE I R Y P OK out into the lake and bring your CO“I couldISjust Oswim S I B “I’m a great swimmer,” the man said.

K O H LE BO VEN FOR T Plike.”

M A ball back for you Iif you S OT GI TH S N S I SSION I M R E “That wouldPbe wonderful,” Ryan said with excitement. “Thank you so much for helping me.”

22 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

1 How does Ryan change in the story? Use details from the story to explain your answer.

Think about what Ryan is like at the start of the story. Ryan is upset because he has kicked his ball into the water and cannot get it back. Then a man offers to help Ryan. How does this change how Ryan feels? In your answer, explain how Ryan feels at the start of the story and how this changes. Include in your answer details from the passage that show how he changed.

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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23 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

f

Guided Practice

f

Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

The Longest Night I toss and turn again and again, I can hardly sleep.

I close my eyes and count to ten, I even start counting sheep.

I watch the clock, as another minute ticks by, I want to scream, “Hurry up time, fly!”

I’ve waited for weeks and my birthday’s so near, but tonight it feels like it might never get here.

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2 Briefly summarize the main events of the poem in the order that they occur.

STER. .

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HINT This question is asking you to write a summary of the poem. Start by describing how the girl cannot sleep. Use details from the poem to describe what she does.

Then describe why she cannot sleep.

24 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

Beach Day Carla opened her eyes on Saturday morning, excited about going to the beach. It seemed darker in her room than usual. She went to her window and looked outside. She quickly became unhappy with what she saw. The sky was as dark as night and the sun was hidden behind clouds. Huge, black clouds poured down rain. Puddles covered the sidewalk, and her front yard looked like a lake. Water rushed down the street, making her street look more like a river. Carla knew she would not be going to the beach after all.

3 Explain why Carla is not able to go to the beach. Use information from the story to support your answer.

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

HINT This question is asking you to explain why something that is described in the passage happens. At the end of the story, it says that Carla knew she would not be going to the beach. How does Carla know this? What does the passage show that explains why Carla cannot go to the beach? To answer this question, explain why Carla cannot go to the beach in your own words.

25 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

Sun Bears The smallest bears in the world are called sun bears. They have a white or yellow mark in the black fur on their chests, which is what gives the sun bear its name. Sun bears are around three or four feet long and they weigh about one hundred pounds. Some people think that they are just like teddy bears because they are so small. Even though they may look cute, sun bears are actually very fierce.

4 What important facts about sun bears have you learned from this passage? Use details from the passage to explain why those facts are important.

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM HINT This question is asking you to summarize what you have learned about sun bears.

First, identify the important facts about sun bears that you have learned. For example, one fact is that sun bears are the smallest bears in the world. In your answer, describe the facts you have learned and explain why they are important.

26 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

f

Independent Practice

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Directions: Read each passage. Then answer the question that follows it.

Stage Fright Peter had been looking forward to the play for weeks. He was excited about having the main part. He had practiced for weeks and was sure he was ready. Just before the play started, Peter wandered toward the stage and pulled the curtain aside just enough to see the crowd. He peeked through the opening, amazed to see hundreds of people sitting there. He felt his heart start to beat faster, and he tried to take a deep breath. His face

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went pale and his hands started trembling. As he stood there shaking, the only thing he could think about was finding a way to escape. “I can’t do it,” he mumbled. “I can’t act in front of all these people.”

1 How does Peter change in the story? Use details from the story to explain your answer.

STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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27 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

The Snowman Holly and Billy made three small snowballs and rolled them around their front yard.

Soon the snowballs were massive, and they stacked them on top of each other. The smallest one was on the top. Holly tied her scarf around the snowman, and Billy used sticks to make arms for the snowman. Then, Holly stuck small stones in the top snowball to make eyes and a mouth. “It’s missing something,” said Billy. “I know! A carrot,” said Holly. She dashed into the house and returned with a carrot. Billy looked puzzled. “Snowmen always have carrots for noses,” said Holly.

2 Briefly summarize the main events of the story in the order that they occur.

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STER. .

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28 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

Dr. Seuss Dr. Seuss wrote children’s books. Two of Dr. Seuss’s most famous books are The Cat in the Hat and Green Eggs and Ham. Dr. Seuss wrote sixty children’s books during his life. People all over the world love to read Dr. Seuss’s books. Many of his stories rhyme. Rhymes are words that sound the same, like “fox” and “box.” Dr. Seuss used a lot of rhymes in his books and also repeated many words. This made the books fun for parents to read and fun for children to listen to. Dr. Seuss’s books are also filled with silly pictures in bright colors. Many children love looking at the bright silly pictures as much as listening to the story. These are some of the reasons that children all over the world still love reading Dr. Seuss’s books.

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3 Explain why Dr. Seuss’s books are fun to read. Use information from the passage to support your answer.

STER. .

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29 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

Honeybees Honeybees make the honey that people love to eat. But honeybees do something that is even more important. Honeybees go from flower to flower collecting nectar. This is what they use to make honey. When the bees do this, they take a yellow powder with them.

This powder is what helps flowers make seeds. New flowers grow from the seeds. By spreading the powder, honeybees are helping to make more flowers.

4 What important facts about honeybees have you learned from this passage?

Use details from the passage to explain why those facts are important.

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STER. .

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30 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A

H

Objective 4

Use information from the text to make a prediction based on what is read.

f

Modeled Instruction

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Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

A Trip to the Store

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Carla’s mother asked her to go to the store to pick up some milk, and gave her the money for the milk. Carla was happy to go for a walk to the store because she always liked chatting with the shopkeeper. His name was Mr. Williams, and he was always kind and funny. Carla took the money and was about to leave, but then she decided to change her shoes first. With her walking shoes on, she walked to the store. She found the milk and took it up to the counter. “Just for you, that’ll be two dollars,” Mr. Williams

.

E AY. LIN W K C Y A L N her other pocket, but the money was not there either.

OT A B DUCED IN A N S I T EPRO TED. II changed Rmy H E G B I R O “I must have put the money down somewhere when shoes,” Carla said.

PY KT O O C O S I B BOOK R THIS E O L F P N M E “That’s all right, Tdear,” HIS SAMr. IWilliams OT GIVsaid. “You can just pay me the next time you come N S for milk.”

ISSION M R E P said. Carla reached into her pocket, but the money was not there. Then sheMlooked ASTER in

Carla wasn’t sure if she should agree. “Are you sure that’s all right, Mr. Williams?” Carla asked.

Mr. Williams nodded and smiled. “I know I can trust you,” he said.

31 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 4: Use information from the text to make a prediction based on what is read.

1 If the author added another paragraph to the end of the story, it would most likely describe For this question, you have to guess what will happen next based on the story.

You can use what the story tells you about Carla and Mr. Williams to guess what will happen next.

?

A how Carla does not return to the shop to pay Mr. Williams.

This answer is incorrect because Carla worries about taking the milk and asks Mr. Williams if he is sure. It is not likely that Carla would take the milk and not pay him back.

?

B how Carla takes the milk and pays Mr. Williams back later.

This answer is correct because it seems like Carla is kind, and Mr. Williams says that he trusts Carla. It is likely that Carla would take the milk and pay Mr. Williams back later.

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?

C how Mr. Williams tells Carla she cannot take the milk.

This answer is incorrect because Mr. Williams tells Carla to pay him back later and says that he trusts Carla. It is not likely that Mr. Williams would change his mind and not let Carla take the milk.

?

D how Carla decided to get eggs, bread, and a cake as well.

This answer is incorrect because Carla seems unsure about taking the ER. ST MAwell.

E milk, so it is not likely that she would decide to take other things as N I L WAY. K

BLAC A IN ANY T D O E N C U . IT IS E REPROD D E T H G PYRI K TO B O O C O S I B BOOK R THIS E O L F P N M E A THIS S IS NOT GIV ISSION M R E P

32 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 4: Use information from the text to make a prediction based on what is read.

f

Guided Practice

f

Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Rain Today “Hi, Nicole,” said Shirley. “What are you doing today?”

“I was just about to go for a walk to the playground,” replied Nicole.

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Shirley looked up at the sky and frowned. “I heard the weather report say that it was going to rain all day, and I think they’re right,” she said.

“Oh, that’s too bad, but I bet we can come up with something else to do indoors,” suggested Nicole.

“Let’s go to my place,” Shirley said with a broad smile. “I know you like to paint, R. I STEand

E MA OT A B DUCED IN A N all afternoon.”

S I T TED. I O BE REPRO H G I R COPY IS BOOK T S I K O 2 What will Nicole probably BOdo next? FOR TH E L P M SA IVEN G S I T H O T N ?

F Go to the playground N IS alone O I S S I RM inside ?

G Read aPEbook

Y. just got a wonderful new paint set for my birthday. We can do some KLIN together LACpainting NY WA

?

H Find someone else to play with ?

J Go to Shirley’s house to paint HINT This question is asking you to predict what will happen next. The story says that it is going to rain, and then Nicole suggests doing something indoors. Her friend Shirley suggests painting and says that Nicole likes to paint. Based on this, what would Nicole be most likely to do next?

33 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 4: Use information from the text to make a prediction based on what is read.

Leonardo da Vinci Leonardo da Vinci was born more than five hundred years ago. When he was young, he studied art in the city of Florence. He worked with a well-known painter. This painter tried to teach Leonardo to paint in the way that was well-liked at the time. Leonardo had his own ideas. He didn’t want his paintings to look like everyone else’s. He used his own style of painting. He quickly proved that he was a better painter than his teacher!

3 If the author added another paragraph to the end of the passage, it would most likely describe

?

A Leonardo’s painting style. ?

B common painting styles of today.

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?

C how to learn to paint.

?

D Leonardo’s family life.

HINT The passage is describing how Leonardo da Vinci learned to paint. The correct answer describes a topic that will continue the main ideas of the passage. Each of the answer STER. a.

A choices relates to a detail in the passage. Only one of the answer choices describes M E WAY KLIN Y N detail that would continue the passage.

A A BLAC N I

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34 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 4: Use information from the text to make a prediction based on what is read.

Armadillo Races Have you ever been to an armadillo race? These races are fun to watch because armadillos move very slowly. The only time an armadillo will run is if it is very scared.

Even then, it doesn’t run very fast. People watching races like to see the way armadillos walk. Armadillos walk with their back feet flat on the ground. Their front feet are raised because of their sharp claws. This makes an armadillo look like it is walking tiptoed, but only on its front feet! This is a funny sight to see.

4 According to the article, “Armadillo Races,” which of these is most likely to happen?

?

F People will laugh at the racing armadillos. ?

G People will be surprised by how fast armadillos run.

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?

H People will be scared of the armadillos. ?

J People will race against the armadillos.

HINT This question is asking you to make a prediction based on the information in the article. Read each answer choice and think about whether it is likely. The correct TER. Sabout A M answer is something that is likely to happen based on what the article says E AY. LIN W K C Y A L N armadillo races.

IN A TAB

S NO PRODUCED I T I .

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35 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 4: Use information from the text to make a prediction based on what is read.

f

Independent Practice

f

Directions: Read each passage. Then answer the question that follows it.

Will’s Pet The pet store was filled with animals from dogs and cats to snakes and birds. Will was excited to be able to pick one for his own pet. Will thought about getting a dog or a cat, but his father didn’t think that having a cat or a dog would be a good idea. The people who owned Will’s house didn’t like dogs and cats. Will decided he would get either a fish or a bird. He asked the pet store owner which pet she thought would be best.

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1 If the author added another paragraph to the end of the story, it would most likely describe

?

A what pet Will decided to get. ?

B why Will wanted a pet.

?

C Will choosing to get a dog. ?

D how to care for a pet cat.

STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

GHTED TO BE RE I R Y P COthe cupboard.

OOKRini cracked the eggs and stirred the Rini’s grandma found a brownie mix in S I B K S I O H O FOR T stirring, she poured it into the baking pan.

PLE Bshe batter for a long time.

When was finished N M E A V S I G THIS NOTthought S I Rini’s mouth watered Iwhen she of eating the brownies. Rini’s grandma took the N ISS O M R E brownies outPof the oven when the timer beeped. After they cooled, she cut the brownies into twelve squares and asked Rini which one she wanted. “A corner, please,” said Rini.

“Corner brownies are the best! And these brownies look great.”

2 What will Rini probably do next?

?

F Eat a brownie. ?

G Bake a cake. ?

H Clean the kitchen. ?

J Drink some milk.

36 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 4: Use information from the text to make a prediction based on what is read.

The Roles of Bees Honeybees live together in what is called a colony. In colonies, animals live and work together. Thousands of honeybees make up a colony. The members of honeybee colonies live in nests called hives. Inside a hive, each honeybee has a special job. The biggest bee is the queen. The queen’s job is to lay eggs. These eggs will grow up to be honeybees.

3 If the author added a section on worker bees, it would most likely describe

?

A what worker bees look like. ?

B the jobs of worker bees. ?

C if worker bees sting.

E L P M A S Feeding the Birds ION T A C U D E !

Y L L Y L A L R A R .

9 9 .

8 8 8

?

D where worker bees live.

One way to see more birds is to attract them to your home. You can do this by putting a bird feeder nearby. Some feeders are quite fancy with many perches for the birds to stand

R. AY. LIN W K C Y A L N suction cup so that you can watch the birds closely when they Tcome It isINimportant D A O A B to Deat.

E N C U S I T O the feeder often. to add the right type of food. If you add food thatTbirds EPRvisit ED. I like, they Rwill H E G B I R O COPY IS BOOK T S I K O BO R TH which of these is most likely to happen?

E O L F P N M 4 According to theS article, “Feeding the Birds,” E A THI S IS NOT GIV ION if you put the feeder too close to your house. ?

F Birds will M not ISScome R E P TE on while they eat. Others can be quite simple. Some can be attached to a window E MAS with a

?

G Many birds will come if you put out the right food. ?

H Birds will build their nests in the bird feeder. ?

J Birds will get sick if you put out too much food.

37 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A

H

Objective 5

Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

f

Modeled Instruction

f

Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

Picnic Lunch

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By lunchtime, the girls were hungry and ready to eat. Cora’s mother brought in an

enormous picnic basket filled with food, plates, napkins, and juice boxes. She set it on the tablecloth. She handed each of the girls a plate and started handing them some food. The girls ate their ham and cheese sandwiches and fruit, and drank their juice boxes. They talked and laughed the whole time.

1

STER. .

A M E ACKLIN IN ANY WAY L B Enormous is probably another way of saying A OT ED UCcan S Nenormous.

I D T O I The correct answer is a word that means theTEsame as You work out R .

D R EP H E G B I R O what the word enormous means by at how PY COlooking OOK itT is used in the passage.

S I B K S I O H PLE BO IVEN FOR T ?

A large.

M A S TG THIS is correct NObecause This answer the word large means the same as the S I N O I S S I word RM PEenormous. ?

B full.

This answer is incorrect because the picnic basket could be described as full, but this is not what the word enormous means.

?

C tiny.

This answer is incorrect because the word tiny means the opposite of enormous.

?

D striped.

This answer is incorrect because the picnic basket could be striped, but this is not what the word enormous means.

38 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

f

Guided Practice

f

Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Practicing for the Play Marcus was eager to get to practice. His teacher had chosen him to be Rumpelstiltskin in the third-grade class play. The play was based on a fairy tale about an elf-like man who spins straw into gold. Marcus would be playing the elf-like man. For weeks, Marcus had been practicing his lines. That evening was the last practice. He felt ready but he was

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glad there was one more practice.

2 Read this sentence from the story.

Marcus was eager to get to practice.

STER. .

A M E ACKLIN IN ANY WAY ?

F Surprised L B A S NOT PRODUCED I T I . ?

G Rushing GHTED TO BE RE I R Y P CO OOK S I B ?

H Keen K S I O H PLE BO IVEN FOR T M A S ?

J Sad THIS NOT G S I N MISSIO R E P HINT Which word means about the same as eager in the sentence above?

This question is asking you to find another word that means the same as the word eager. Read the sentence and focus on what the word eager means in the sentence.

Then look for the answer that has a word that means about the same thing.

39 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

Wonderful Trees Many people see trees every day, but how many people stop to think about trees? There are lots of great things about trees. Trees help people and animals find food, stay safe, and make homes. They can live for many years, far longer than even the oldest people can. And they are beautiful to look at, too. Trees are wonderful plants. Trees help all living things stay safe and happy. There are stories, songs, and poems that show how much people like trees.

3 Read this sentence from the passage.

Trees help all living things stay safe and happy.

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In this sentence, safe means

?

A a locked container. ?

B free from harm. ?

C not dangerous.

?

D likely to be true.

STER. .

A M E HINT ACKLIN IN ANY WAY L B A Some words have more than one meaning. This question CED a word Uabout S NOT is asking I D T O I R . that can mean different things. Each answer REP for the word safe.

GHTEisD a correct BEmeaning I R O Y T P K O To answer the question, work out meaning K IS Cwhich S BOO of the word safe is used in I O H O T B the sentence.

R AMPLE T GIVEN FO S S I H T IS NO N O I S IS PERM

40 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

Bats Bats can frighten people because of the way they fly around in dark places like caves. But a bat won’t hurt you. Bats are important because they eat bugs. These bugs could bother people, and they would damage our food. Bats are also important because they help flowers grow. And bats are really interesting! They are the only mammals that can fly.

4 Read this sentence from the article.

Bats can frighten people because of the way they fly around in dark places like caves.

What does the underlined part of the sentence mean?

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?

F Make people scared ?

G Hide from

?

H Amuse or make laugh ?

J Create interest

HINT R. STEcan A M This question is asking about the meaning of a word used in the passage.

You E AY. LIN W K C Y A L N B work out what the word means by the way it is used in the What D IN isA the OT Asentence.

E N C U S I D T author saying about bats in the sentence? Which TED. IwordOdescribes REPROthe meaning of the H E G B I R word frighten?

KT OPY

K IS C R THIS BOO O O B AMPLE T GIVEN FO S S I H T IS NO N O I S IS PERM

41 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

f

Independent Practice

f

Directions: Read each passage. Then answer the question that follows it.

Making a Costume Dad and Billy were excited about making a Halloween costume together. Dad said that they would need some cardboard, some tape, and a lot of colored pencils. For the next few days, Billy and Dad worked on the costume. They didn’t let Billy’s mom see the costume at all. They wanted her to wait until after it was finished. Dad and Billy had a lot of fun making the costume. They both made some mistakes, but it didn’t really

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matter. The main thing was that they were having fun.

1 Mistakes is probably another way of saying

?

A changes. ?

B errors.

TER. S A M E ?

C drawings.

AY. LIN W K C Y A L N OT A B DUCED IN A N ?

D outfits.

S I T TED. I O BE REPRO H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E A THIS S IS NOT GIV ISSION M R E P

42 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

Water is Everywhere People, plants, and animals need water to survive. We use water to cook, clean, and bathe. We also need to drink water. Living things cannot live without water. Without water, the earth would be like one giant desert. There would be no grasslands or forests without water. Luckily, water is found all over the earth. It is found in oceans, rivers, lakes, and streams.

2 Read this sentence from the passage.

Without water, the earth would be like one giant desert.

Which word means about the same as giant in the sentence above?

?

F Dry ?

G Awful ?

H Huge ?

J Strange

E L P SAM ATION C U D E !

Y L Y L L RAL Teddy9Bears A R .

9 .

8 8 8

STER. .

A M E ACKLIN IN ANY WAY L B A ED in all UCcome IS NOT toys.

D Teddy bears have become one of the bestselling andDmost-loved They T O I R .

EP HTE button Gwith BE Rand I R O Y T bears eyes a cute bow. Others shapes, sizes, and colors. Some are simple P K CO OO S I B K S I O H wear clothes and have arms E BOlegs that OR T Children treat their teddy bears as toys and Fmove.

PLand N M E A V S I S friends. Even some OT Gteddy bears. They have large teddy bear collections.

THIgrown-ups Nlove S I N ISSIO PERM 3 Read this sentence from the passage.

Some are simple bears with button eyes and a cute bow.

In this sentence, simple means

?

A poor. ?

B basic. ?

C silly. ?

D easy.

43 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A, Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

The Beaver Miss Franklin said that they might see some beaver homes when they reached the stream. When they got to the water, Beth saw a large pile of sticks in the stream. It looked like a person might have put them there. Miss Franklin told them that beavers had made the dam. Beth thought that it was amazing that beavers knew how to do this.

A few moments later, one of the boys spotted a furry brown animal with a long tail. This had to be a beaver! The kids were very excited to see the beaver. After they watched the beaver for a while, Miss Franklin told them it was time to go.

4 Read this sentence from the story.

A few moments later, one of the boys spotted a furry brown animal with a long tail.

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What does the underlined part of the sentence mean?

?

F A place ?

G Hide from ?

H To move

STER. .

A M E ?

J Saw something ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

44 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

D

Strand A: All Together

Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

Objective 2: Identify or infer important characters, problems, settings, events, relationships and details.

Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text.

Objective 4: Use information from the text to make a prediction based on what is read.

Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

E L P SAM ATION C U D E !

Y L L Y L L RAMargaret A R .

9 and Herbie 9 .

8 8 8

Directions: Read each passage. Then answer the questions that follow it.

Aaron’s sister gives her dog a bath every weekend. When Aaron found this story about a girl trying to wash her dog, he thought his sister would find it funny.

STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

Before Margaret could stop him, Herbie ran into ED mud puddle.

GHTthe BE RE Margaret decided to sit I R O Y T P K on the cool stone steps outside herK house IS CO andTHwatch.

S BOOHerbie rolled in the puddle until I O O B R PLE mud.IVEN FO his golden fur was caked AMwith S S I H T NOT G S I N SIO dog,” said Margaret. “You need a bath.” Herbie tilted his head MISdirty “Herbie, you are PERone to one side and looked at Margaret as if he understood the word “bath.” He stood up, walked over to Margaret, and licked her face.

Margaret took hold of Herbie’s collar and led him to the back yard. Margaret’s mother had just finished hanging clothes and sheets on the clothesline.

“Mom, can I give Herbie a bath?” she asked. “It’s so hot that I don’t think he will mind the cold water from the hose.”

“I don’t know, Margaret. Giving Herbie a bath is a big job. Maybe you should wait until your father gets home from work,” replied Margaret’s mother.

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Strand A: All Together

Margaret argued a bit. Finally her mother agreed that she could give Herbie a bath.

Margaret carried a large plastic tub and set it near the hose. She used buckets of warm water to fill the tub and then called Herbie. He ran over and bounded into the water.

Margaret poured some dog shampoo into the palm of her hand and started washing Herbie’s long fur. Herbie tried to lick the shampoo out of Margaret’s hand. Margaret giggled as Herbie wagged his tail and splashed her with water.

As Margaret reached for the hose to rinse Herbie’s fur, he jumped out of the tub and raced toward the clean washing on the clothesline. Before Margaret could stop him, Herbie had the sheets wrapped around his soapy body. He rolled on the ground, struggling to break free. Within moments, the sheets were a muddy mess.

Margaret had just managed to pull the sheets off Herbie when she saw her mother come

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out of the house. Margaret was surprised to see that she had a smile on her face.

“Now you know why I told you to wait for your father,” she laughed. “I’ll take care of the sheets while you get all that soap off Herbie.”

STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

46 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A: All Together

1 Which word best describes Margaret?

?

A Lazy ?

B Eager ?

C Smart ?

D Careless 2 What will Margaret probably do next?

?

F Have a shower ?

G Finish washing Herbie ?

H Wash the sheets

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?

J Take Herbie for a walk

3 Read this sentence from the story.

He ran over and bounded into the water.

The underlined part of the sentence means the same as

STER. .

A M E ?

B swam.

ACKLIN IN ANY WAY L B A NOT UCED S I D T O I R . ?

C jumped.

GHTED TO BE REP I R Y P CO OOK S I B ?

D fell.

K S I O H PLE BO IVEN FOR T M A S T G in this story?

HIS NOlearn What lesson Tdoes Margaret S I N MISSIO R E P ?

F That fathers know best ?

A walked.

4

?

G That washing a dog is hard work ?

H That dogs can run very fast ?

J That taking care of a dog is fun

47 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A: All Together

5 Briefly summarize the main events of the story in the order that they occur.

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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48 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A: All Together

Juan and his classmates were learning about government. Juan’s teacher started the lesson by reading this article to the class.

Laws of the Land 1.

As a person living in the United States, you must obey the rules made by the United States government. These rules are called laws. The people who make the laws are called lawmakers. Lawmakers are members of Congress. Congress is divided into two parts, called houses. These parts are the House of Representatives and the Senate. These two parts work together to make the laws for the country.

2.

Lawmakers in Congress cannot make laws whenever they feel like it. First, they

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must introduce a new law as a bill. Anyone in Congress can introduce a bill. The bill must be approved by both the House of Representatives and the Senate before it becomes a law.

3.

When a bill is introduced, a group of people called a committee reads the bill. This committee decides what should be done with the bill. If the committee thinks the

. it bill is a bad idea, it will be set aside. If the committee thinks the bill is a good STERidea,

MA A B IN gets T A bill.

Dbill Othe E N C good and bad parts of the bill. Lawmakers then vote on If the U S I D T O EPRlawmakers TEDof. ICongress.

RThe H E G B I enough votes, it moves on to the other house in that R O PY KT O O C O S I B S it. If the other house also votes for the house will also talk aboutBthe vote OOKbill and R THIon E O L F P N M E SA president. bill, it is sent IS the OT GIV THto N S I N ISSIOspecial M R The president has powers. If he likes the bill, he will sign it and it becomes a E P INE discuss will be presented to the rest of the lawmakers. The lawmakersLwill WAY. ACKLthen NY the

4.

law. If he does not like it, he can veto it. This means that he decides not to sign the bill. When this happens, the bill is sent back to Congress. The members vote on it again. This time, two out of every three lawmakers must vote in favor of the bill. If the bill does not pass, it does not become a law. If the bill passes, it becomes a law even though the president vetoed it.

Photo courtesy of The Library of Congress

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Strand A: All Together

6 What is this article mainly about?

?

F Why America needs laws ?

G A group of people who read bills ?

H How a bill becomes a law ?

J The difference between a bill and a law 7 The fourth paragraph is mostly a description of

?

A what the word veto means. ?

B how Congress helps make laws. ?

C why laws are made.

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?

D the president’s role in making laws.

8 If the author added another paragraph to the end of the article, it would most likely describe

?

F how laws can be changed.

?

G how members of Congress get elected.

STER. .

A M E ACKLIN IN ANY WAY L B A ?

J the other roles of the president.

S NOT PRODUCED I T I .

GHTED TO BE RE I R Y P CO Read this sentence from the article.

OOK S I B K S I O H PLE BO IVEN FOR T M A S G As a person the States, you must obey the rules made by THISliving in NOTUnited S I N the United States ISSIO government.

PERM ?

H how other countries make laws.

9

Which word means about the same as obey in the sentence above?

?

A Follow ?

B Understand ?

C Remember ?

D Create

50 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A: All Together

10 What important facts about laws have you learned from this article? Use details from the article to explain why those facts are important.

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STER. .

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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52 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

H Strand B

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8 8 8 Developing Interpretation

The reader will interpret and/or explain the text.

Objective 1: Identify or infer the author’s use of structure/organizational patterns.

Correlates to Common Core State Standard: 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or R. STEstanza) A M relate to each other and the whole.

E AY. LIN

BLACK D IN ANY W A T O UCE Objective 2: Correlates to Common State ODStandards: IT IS N Core R .

P D E E T R Draw conclusions about the author’s 1. Read what the text says RIGHcloselyOtoKdetermine O BE logical Yexplicitly T P O C purpose for choosing a genre or for and to make inferences from it; cite O B K IS Stextual I O H O T B including or omitting specific details specific evidence when writing or speaking R FOto support conclusions drawn from PLE N M E A V S in the text.

I the text.

OT G THIS N S I 6. Assess how point of view or purpose shapes the ISSION M R content and style of a text.

E P Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

Correlates to Common Core State Standard: 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

53 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand B

H

Objective 1

Identify or infer the author’s use of structure/organizational patterns.

f

Modeled Instruction

f

Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

Trees Trees are important because they give people and animals shelter, or places to go to stay

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safe. If it’s raining outside, a tree can keep you dry. If you stand under a tree’s big, leafy branches, the rain won’t fall onto you. On summer days when the sun is very hot, you can also stay safe under a tree. The tree’s leaves will shade you from the hot sun. Some animals live on or even inside trees. You may have seen squirrels in a yard or park. These animals live in the branches of tall trees. Birds also make their nests in tree branches.

Some kinds of birds even poke holes in the side of a tree and live inside.

STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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54 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand B, Objective 1: Identify or infer the author’s use of structure/organizational patterns.

1 Which of these graphics below best shows how this passage is organized?

The correct answer is the answer that describes how the information in the passage is organized.

?

A

Compare/contrast This answer is incorrect because the passage is not comparing or contrasting two things.

?

B

Main idea/support This answer is correct because the passage starts by stating the main idea, which is that trees are important because they give people and animals shelter. The passage then includes details to support this main idea.

?

C

?

D

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Problem/solution This answer is incorrect because the passage does not describe a problem and its solution.

Sequence of events This answer is incorrect because the passage does notSTER. MA . describe events in the order they occur. ACKLINE Y WAY

A BL IN AN T D O E N C U . IT IS E REPROD D E T H G PYRI K TO B O O C O S I B BOOK R THIS E O L F P N M E A THIS S IS NOT GIV ISSION M R E P

55 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand B, Objective 1: Identify or infer the author’s use of structure/organizational patterns.

f

Guided Practice

f

Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Walking Tall on Stilts Stilts are long, thin pieces of wood that people walk on. People tie the stilts to their legs and put their feet on footholds on the sides of the stilts. Then they stand up on the stilts and walk around. It looks like they have very long wooden legs! Stilt walking is very difficult, so people must work hard to learn how to walk on stilts. Some people spend

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years learning and become excellent stilt walkers.

2 The first sentence contains

?

F a comparison. ?

G a description.

STER. .

A M E ?

H a question.

ACKLIN IN ANY WAY L B A S NOT PRODUCED I ?

J an opinion.

T I .

GHTED TO BE RE I R Y P CO OOK S I B K S I HINT O H BO RT FOfirst PLEyou N M E A This question Iis asking about the sentence of the article. Remember to V S I TG HS O T N S I focus only on the Ifirst S ON sentence when answering the question. Is the first sentence ISthings, M R comparing two describing something, asking a question, or stating an opinion?

E P

56 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand B, Objective 1: Identify or infer the author’s use of structure/organizational patterns.

The Right Tool for the Job It is difficult to eat soup with noodles in it. You can’t use a spoon because it won’t pick up the noodles, and you can’t use a fork because it won’t pick up the soup. But a tool that is perfect for eating noodle soup is a spork. A spork is a little bit like a spoon and a little bit like a fork. It has the points of a fork and the bowl of a spoon. A spork is the perfect tool for eating noodle soup because it can pick up the noodles and the soup!

3 In this paragraph, the author

?

A asks a question and answers it. ?

B describes a series of events.

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?

C describes a problem and its solution. ?

D explains a cause and its effect.

HINT This question is asking how the information in the paragraph is organized. Think about how the author gives the information. What are the first two sentences describing? Do they ask a question, describe an event, describe a problem, or explain TER. a cause? Find the answer that describes how the paragraph is organized.

E MAS .

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57 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand B, Objective 1: Identify or infer the author’s use of structure/organizational patterns.

A Day in Bed Jasmine had been planning to spend the day at her friend Karen’s house. But Jasmine woke up feeling sick, and her mother told her she would have to stay in bed all day.

Jasmine called Karen and told her she wouldn’t be able to come over. Jasmine felt sad that she was missing out on a fun day. Then Karen turned up at her house.

“I bought you some soup and some movies to watch,” Karen said. “I can just stay here and watch movies with you if you like.”

“It might be a boring day,” said Jasmine. “Are you sure you want to just hang out here?”

Karen told Jasmine it would be good to spend a quiet day together and put a movie on.

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Jasmine felt better about missing out on a fun day.

4 Use the story map below to answer the question.

Jasmine cannot go to Karen’s house because she is sick.

Karen arrives at Jasmine’s house with movies and soup.

Jasmine feels better about not being able to go STER.house.

A M E to Karen’s AY. LIN

BLACK D IN ANY W A T O E IT IS3N REPRODUC .

1 2 4 D E T GH BE I R O Y T P K S CO IS BOO OK Iin H O T Which of these eventsLEbelongs box 3?

B R EN FO AMP V S I G S I T H T motherISsays NOthat she will have to stay in bed. ?

F Jasmine’s N O I S IS PERMeats the soup that Karen bought her. ?

G Jasmine ?

H Karen offers to watch movies with Jasmine. ?

J Jasmine calls Karen to tell her she is sick.

HINT The story map shows the important events in the story. The events are shown in the order they occur. To answer this question, find the event that is missing from the story map. Make sure the event you choose happened in the story and happened in the right order. Remember that the event happens after Karen arrives at Jasmine’s house, but before Jasmine feels better.

58 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand B, Objective 1: Identify or infer the author’s use of structure/organizational patterns.

f

Independent Practice

f

Directions: Read each passage. Then answer the question that follows it.

Fruit Salad Jody and Ann were helping Jody’s mother make fruit salad. Jody washed some grapes in the sink and then dropped them into a big bowl. When she was finished, Ann cleaned some blueberries. Jody’s mother cut a watermelon and some peaches into squares and added them. Then, Jody stirred the fruit with a big spoon.

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1 Which of these graphics below best shows how this story is organized?

?

A

?

B

?

C

?

D

Compare/contrast

STER. .

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GHTED TO BE RE I R Y P CO OOK S I B Problem/solution K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO Sequence of events PERM Main idea/support

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Strand B, Objective 1: Identify or infer the author’s use of structure/organizational patterns.

Spoons The history of spoons is very interesting. At first, people mainly used shells for spoons because the shell was shaped like a bowl. Then people started making spoons out of wood. Later, people started making spoons out of metal. Workers shaped the end of metal spoons to make the bowl shape. Kings had spoons made of gold, and other rich people had spoons made of silver. Today, spoons can be made out of metals like steel, plastic, or wood.

2 Sentence 1 contains

?

F a fact. ?

G a description. ?

H a question. ?

J an opinion.

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Y L L Y L L RA A R .

9 9 .

8 8 8

R. AY. LIN W K C Y A L N and then they watched a movie. When the movie ended, they out the D IN Aclothes OT A Bpicked E N C U S I D T I that they wanted to wear to the park the next day. also found TED. They REPRO some games to take H E G B I R O K Ta baseball bat, while Jin found a with them to the park. Sandy pulled OPYa baseball Cout OOand S I B K S I O H R T a while, the girls grew tired, and they both toy boat to put in the M pond FOAfter PLE BatOtheIVpark.

N E A S THIS NOT G fell asleep.

S I N ISSIO PERM

Sandy and Jin had a great time at their sleepover. First, they played someE games MASTE together,

3 In this paragraph, the author

?

A asks a question and answers it. ?

B describes a series of events. ?

C describes a problem and its solution. ?

D explains a cause and its effect.

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Strand B, Objective 1: Identify or infer the author’s use of structure/organizational patterns.

A Change of Plan All morning, Paola and Matt talked about going to the park. Paola’s father had promised to drive them there in the afternoon, and they could hardly wait. Paola’s father went outside to pack the car, and then came back inside with a frown on his face. He told Paola and Matt that his car had a flat tire. He couldn’t drive them to the park. All of their excitement quickly went away. Paola and Matt knew the park was too far away to walk to. They realized they would not get to go to the park that day. They decided to play football in the backyard instead.

4 Use the story map below to answer the question.

Paola and Matt are excited about going to the park.

1

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8 8 8 Matt and Paola learn that they cannot go to the park.

2

Matt and Paola decide to play football in the backyard.

3

STER. .

A M E Matt and Paola decide to walk to the park.

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Paola’s father sees that the car has a flat T tire.

GH ED TO BE RE I R Y P COand upset.

OOK S I B Matt and Paola begin to feel sad K S I O H PLE BO IVEN FOR T M A S Paola’s father THIS is tooISbusy NOTtoG drive to the park.

N ISSIO PERM

Which of these events belongs in box 2?

?

F ?

G ?

H ?

J

4

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Strand B

H

Objective 3

Use stated or implied evidence from the text to draw and/or support a conclusion.

f

Modeled Instruction

f

Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

First Day

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Eric walked onto his front sidewalk with a big smile on his face. He pulled his book bag onto his shoulder and smiled as his mother took his picture. It was his first day in the third grade. Eric knew that this school year would be great. He had heard wonderful things about his teacher, and he was going to be in class with some of his best friends. Eric waited on the sidewalk for his friend James. They were going to walk to school together.

TER.

1 Which sentence can be supported with information in the story? LINE MAS AY. W K C Y A L N A in To answer this question, you have to work out which answer has D INdetails OT A B choice E N C U S I D T the story that support it.

TED. I REPRO

YRIGH OOK TO BE P O C ?

A James is Eric’s only friend.

OK IS OR THIS B O B E L P This answerSis because EN F the story says that Eric will be in AMincorrect V I G S I T H T some ofIShis NObest friends. This shows that James is not Eric’s class with N O I S onlyPfriend.

ERMIS ?

B Eric felt scared about the first day.

This answer is incorrect because the story does not include any details to show that Eric is scared about the first day.

?

C Eric did not enjoy second grade.

This answer is incorrect because there are no details to show that Eric did not enjoy second grade.

?

D Eric was looking forward to school.

This answer is correct because the story describes Eric as having a big smile and says that he knew this school year would be great. These details show that Eric is looking forward to school.

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Strand B, Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

f

Guided Practice

f

Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

The Faces of Mount Rushmore The faces of Mount Rushmore were carved between 1927 and 1941. A man named John Gutzon Borglum thought of the idea for Mount Rushmore. He did not complete the carvings by himself. A team of skilled stone workers helped him. The workers sat on swings, high above the ground. They used hammers, chisels, and other tools. It took a

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lot of work to create each face. Borglum chose to carve the faces of four presidents. He chose Washington, Jefferson, Lincoln, and Roosevelt. He chose these because they each stood for an important part of American history.

2 With which statement would the author probably agree?

STER. .

A M E ACKLIN IN ANY WAY L B A ?

G It was quick and easy to do the carvings.

S NOT PRODUCED I T I .

TED GHadded.

BE RE ?

H The faces of more presidents should be I R O Y T P K IS CO THIS BOO Kpresidents O O B ?

J Borglum chose the wrong FOR to carve.

PLE N M E A V S I THIS NOT G S I N HINT ISSIO PERM ?

F It took a lot of effort to carve the faces.

This question is asking you to draw a conclusion based on the information in the passage. Focus on what the author says about Mount Rushmore. Read each answer choice and think about whether the author would be likely to agree with it. The correct answer has details in the passage that show that the author would probably agree with it.

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Strand B, Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

My Friend Maria Maria is a good friend. She always listens to me if I want to talk about something. I called her yesterday and told her that I was worried about an art project that was due in a few days. I couldn’t think of anything that would be fun to do. Right away, she suggested that we go to the new craft store in town. She even helped me with my project. Maria is always willing to help in any way she can.

3 What type of person do you think Maria is? Use details from the passage to support your answer.

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STER. .

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GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM HINT This question is asking you to draw a conclusion about what Maria is like. You have to decide what type of person Maria is based on what the passage tells you about her.

You might decide that Maria is kind, thoughtful, or giving. Once you have decided what type of person Maria is, explain why you think this. Be sure to use details from the passage to support your answer.

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Strand B, Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

Sun Bears Sun bears are small bears that live in Asia. Sun bears are small bears, but they are very good fighters. They bark like dogs when they face an enemy. They have sharp teeth and claws that they can use to scratch and bite their enemies. They also have very loose skin.

If an enemy grabs a sun bear, it can twist itself in its loose skin and can turn around and bite its enemy.

4 Do you think sun bears can be described as scary? Use details from the passage to explain why you do or do not think so.

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STER. .

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GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM HINT To answer this question, you have to decide whether or not you think sun bears are scary. The passage describes details about sun bears. Focus on the details about how the sun bear fights. You can use these details to decide whether or not sun bears are scary.

To answer the question, first write a sentence stating whether or not you think sun bears are scary. Then explain why you think this by using details from the passage.

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Strand B, Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

f

Independent Practice

f

Directions: Read each passage. Then answer the question that follows it.

Is It a Dolphin or a Porpoise?

When people hear the words “dolphin” and “porpoise,” they often think of the same animal. This is because the animals are alike in many ways. Both dolphins and porpoises live underwater. They breathe through small holes on the top of their heads. They are gray and use flippers to help them swim. They are also both part of the whale family, but dolphins and porpoises are different in many ways. Dolphins are longer and thinner

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than porpoises. The fin on a dolphin’s back is curved. A porpoise’s fin is straighter and looks like a triangle. Dolphins have long, pointed noses, or beaks. Porpoises have rounded faces.

1 Which sentence can be supported with information in the passage?

STER. .

A M E ACKLIN IN ANY WAY L B ?

B Dolphins and porpoises look different.

A S NOT PRODUCED I T I . ?

C Dolphins are smaller than porpoises.

GHTED TO BE RE I R Y P CO OOK S I B K S I O H ?

D Dolphins are betterE B swimmers than porpoises.

PL O IVEN FOR T M A S THIS NOT G S I N ISSIO PERM ?

A Dolphins and porpoises eat different foods.

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Strand B, Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

Zippers Zippers are everywhere. They are on tents, sleeping bags, pants, and shoes. They are also on many book bags and travel bags, too. Zippers are a great way to keep things closed. It is quicker to pull up a zipper than to fasten buttons. Zippers also help keep out the cold, which makes them great for jackets. When you hear the zipping sound, you know your jacket will keep out the wind. Sometimes people don’t even notice zippers. But they are really amazing.

2 With which statement would the author probably agree?

?

F Zippers have many different uses. ?

G Zippers are not as good as shoelaces.

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?

H Zippers should only be used on jackets.

?

J Zippers would be better if they were quiet.

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67 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand B, Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

Aunt Celia Aunt Celia always knows how to make me feel special. When I am sick, she makes me homemade chicken noodle soup. She stays with me and reads me stories, too. Even if she stays all day, she never looks bored. She never forgets birthdays, and she always picks out neat gifts. I also admire Aunt Celia for her cooking. Her food always tastes good. She remembers everyone’s favorite dish and makes it on special days.

3 What type of person do you think Aunt Celia is? Use details from the passage to support your answer.

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STER. .

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Strand B, Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

Knives and Forks It seems normal today to eat food with a fork, but people in the United States did not like forks at first. Before forks became common, people only used knives. The knives got less sharp over time, and it became harder to eat with them. It is much easier to pick up food with a fork than with a knife. It is also easier to cut food using a knife and a fork. Could you eat food without a fork? You could easily eat a sandwich with your hands. But try eating steak or noodles without a fork! Meals today would be a mess without forks.

4 Do you think forks can be described as useful? Use details from the passage to explain why you do or do not think so.

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D

Strand B: All Together

Objective 1: Identify or infer the author’s use of structure/organizational patterns.

Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

Directions: Read each passage. Then answer the questions that follow it.

Erin loves going to the beach. When Erin’s mother found this story about making sandcastles, she gave it to her daughter to read.

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1.

Grandma said it was a great day to build a sandcastle. The sun was warm, and there wasn’t a cloud in the sky. It had rained during the night, so the sand was a little bit wet. My sister Lori and I were excited. We had never built a sandcastle with Grandma before, but Mom had told us that Grandma was great at building sandcastles.

TER.

E MAS WAY. N I L K C A BLA CED IN ANY T O N ODU IT IS R .

P D E E T R YRIGH OOK TO BE P O C OK IS OR THIS B O B E L EN F AMP V S I G S I T H T IS NO N O I S IS PERM

photo © copyright iStockphoto/Entienou

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Strand B: All Together

2.

We carried some buckets, shovels, and a spray bottle down to the beach. Grandma picked a place that was near the water, but not too close. She did not want the waves to wash away our sandcastle.

3.

First, we drew a big square in the sand. We would build our sandcastle in the center of the square. Grandma told Lori to dig a hole in the sand. Lori dug this hole next to the square, and Lori and I scooped out sand. Grandma told us to build the towers first. We flattened out pieces of sand with our hands. We had to work fast so that the sand would not dry out. We kept adding sand to our towers until they got taller, and then they got taller still.

4.

Then we built walls in between each tower. We made the walls look like they were made of bricks. When we finished, we sprayed water on our sandcastle. Then we

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dug a moat around our sandcastle. Grandma said that the moat was important because it would keep our sandcastle safe from waves, dogs, and people.

1

STER. .

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GHTED TO BE RE I R Y P Which of these graphics below best shows how O paragraph 3 is organized?

OK CO S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G ?

A Compare/contrast S I N ISSIO PERM ?

B

Main idea/support

?

C

Problem/solution

?

D

Sequence of events

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Strand B: All Together

2 Do you think building a sandcastle can be described as hard? Use details from the story to explain why you do or do not think so.

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72 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand B: All Together

Doreen’s class is learning about deserts. Doreen’s teacher started the lesson by reading this article about the Sonoran Desert to the class.

Living the Desert Life 1.

Most people think that deserts are very hot all of the time, but this is not always true. Deserts can get very cold at night. Some deserts even stay cold during the winter. But many deserts are hot, including the Sonoran Desert. It is one of the most amazing deserts in the world.

2.

The Sonoran Desert stretches over parts of Arizona, California, and Mexico. These

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areas are all known for their hot weather. The Sonoran is the hottest desert in North America. It is also one of the wettest deserts in the world. It only gets about ten inches of rain every year. That is not a lot of rain, but it is more than other deserts get.

3.

How can plants and animals live in such a hot place? Every plant and animal that lives in the desert has special skills that allow them to live in the desert. For example, the Saguaro cactus has long roots. These roots suck water from deepR.under

ASTE D IN BLA E C U D Saguaro can live off that water until it rains again. S NOT A REPRO IT I .

E D B E O T T RIGH OOKdesert.

Ythem B P O S I C H Desert animals also have skills that let live in the The gila monster is a K IS RT O O F O B N PLE claws.

GIVEits claws to dig deep into the hard soil. It desert lizard. It has ItT uses AMsharp O S N S I S I H T IONto avoid the sun. At night, when it is cooler, it comes out Sday stays undergroundMall S I R PE

AY.

M theANY W the ground. It stores the water in its thick trunk. If it doesn’t rain INEweeks, CKLfor

4.

to hunt and eat. A desert animal called the kangaroo rat also stays out of the sun during the day. This animal can live for years without drinking water! It gets all its water from the seeds it eats. As you can see, it is easy to live in the desert. You just need to have the right skills!

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Strand B: All Together

3 In paragraph 3, the author

?

A asks a question and answers it. ?

B describes a series of events. ?

C states the opposite of what he or she believes. ?

D explains a cause and its effect.

4 With which statement would the author probably agree?

?

F Deserts are always very hot. ?

G Deserts are too dry for any plants to grow. ?

H Not all plants and animals can live in deserts.

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?

J Animals that live in deserts do not need water.

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H Strand C

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Making Reader/Text Connections The reader will connect or associate the text with one’s own life.

Objective 1: Make connections between the text and outside experiences and knowledge.

Correlates to Common Core State Standard: 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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E MAS WAY. N I L K C LA Standard: Objective 2: Correlates to Common Core A BState IN ANY T D O E N C U IS why individuals, Select, synthesize and/or use relevant 3. Analyze how D events, and ideas Tand . Iinteract PROcourse D E E T R H information within the text to write E develop and over the of a text.

G OB YRI T P K O a personal response to the text.

O C O OK IS OR THIS B O B E L EN F AMP V S I G S I T H T IS NO N O I S IS PERM

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Strand C

H

Objective 1

Make connections between the text and outside experiences and knowledge.

f

Modeled Instruction

f

Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

A New Friend

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“Who is that girl standing over there?” Stacey asked her friend Tara. It was the first day of school, and the girl was standing by her locker, not talking to anyone.

“She must have just started here,” said Tara. “Maybe we should go over and say hello.”

“We don’t even know her,” Stacey said. “Let’s go and catch up with the rest of our

STER. .

A M E ACKLIN IN ANY WAY L B A Tara thought for a minute. It would be easy just to walk away find ED friends, but UCher S NOT and I D T O I R .

P D at school.

Tara remembered what it was like to be the Inew GHTEgirl BE REShe remembered how R O Y T P K IS CO she Twas BOO and how lonely she had felt. hard it had been to make friends Kwhen S new, I O H O B R AMPLE T GIVEN FO S S I H NO as she walked over to the girl.

“Hi, my name Tis Tara,” she IS said, N O I S IS PERM friends instead.”

“My name is Jackie,” the girl said with a shy smile. “I just moved here from Norwalk.”

“That’s where I used to live!” said Tara. “Do you want to come over and meet my friends?”

Jackie nodded happily, and Tara hoped she had found a new friend.

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Strand C, Objective 1: Make connections between the text and outside experiences and knowledge.

1 Think about someone who did something kind. Tell how that kind act was like the kind act of Tara in the story.

This question is asking you to relate someone in the story to someone you know in your own life. The story describes a girl who is kind. She thinks about how someone else feels, and she decides to do something kind. Think about someone you know who has done something to help someone else. Then describe the kind act the person did and explain why it is similar to the kind act that Tara did.

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Strand C, Objective 1: Make connections between the text and outside experiences and knowledge.

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Guided Practice

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Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Alan Shepard In 1961, Alan Shepard went into outer space. He was the first person from America to do this. He was only the second person in the world to travel into space. The flight took around sixteen minutes. It probably seemed a lot longer to Alan. In 1971, Alan Shepard became the fifth person to walk on the moon. Standing on the moon in his spacesuit, he hit two golf balls. He became the first person to play golf on the moon.

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2 If Alan Shepard were alive today, what would you most like to ask him?

Use information from the article to support your answer.

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HINT Think about what was interesting about the article. Maybe you would like to know more about what it was like to travel into space, or how it feels to stand on the moon. Maybe you would like to know if Alan Shepard felt scared. You can choose any question you like, but be sure to use details from the article in your answer.

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Strand C, Objective 1: Make connections between the text and outside experiences and knowledge.

Funny Little Monsters Years ago, many people had strange ideas. They thought monsters lived among them.

Some of these monsters were scary, while others were funny. The funniest kind of monster was the elf. Many people believed in elves. Elves were tiny people who wore big hats. They were friendly little men and women. Elves lived with human families and worked when the families were asleep. Sometimes the elves did tasks for the family.

They might fix shoes or plant a garden. Other times, the elves played jokes on humans!

Today we know elves aren’t real, but the stories are still fun to hear.

3 Think about what this article says about people in general. In what ways does it remind you of people you have read about? Support your answer with evidence from the article.

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HINT The article describes how people used to believe in elves. The elves were not real, but people believed they were. Have you read about other groups of people who believed in things that were not real? In your answer, describe how other people you have read about are similar to the people who believed in elves.

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Strand C, Objective 1: Make connections between the text and outside experiences and knowledge.

Theodor Geisel Theodor Geisel was a famous writer. You might not have heard of Theodor Geisel, but you have probably read one of his books. Geisel went by a different name when he wrote. He called himself Dr. Seuss. As a boy, he loved to write and draw cartoons. He used these hobbies later in his life, too. First he wrote and drew ads for newspapers and magazines. Then he wrote children’s books. He became famous for writing funny children’s books. His books were different than most books at the time. They were less serious and used lots of rhymes. Children today still love his books because they are easy to read and funny to read.

4 If Theodor Geisel were alive today, what would you most like to ask him? Use information from the article to support your answer.

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HINT Think about what interested you the most about Theodor Geisel. Is there one thing you would like to know more about? What question would you ask Theodor Geisel if you could? You can choose any question you like. In your answer, explain what you would like to ask Geisel about and explain why. Be sure to include details from the article in your answer.

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Strand C, Objective 1: Make connections between the text and outside experiences and knowledge.

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Independent Practice

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Directions: Read each passage. Then answer the question that follows it.

Wilma Rudolph Wilma Rudolph got sick when she was a young girl. She had a disease that made her left leg twisted. She had to wear a brace to walk, and a lot of people said that she would never be able to run. But Wilma didn’t let her problems stop her. She worked hard and she learned to walk without her brace. Then she took up running. Wilma was a great runner, and she trained hard for many years. In 1960, she went to the Olympic Games

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and won three gold medals in track and field events.

1 Think about someone who had to overcome problems to reach their goals. Tell how that experience was like the experience of Wilma in the passage.

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Strand C, Objective 1: Make connections between the text and outside experiences and knowledge.

Eddie Rickenbacker Eddie Rickenbacker was a man who loved to move very fast. He was born more than one hundred years ago. Back then, cars and airplanes were new. Eddie was not afraid of how fast they could go. Eddie became one of the world’s first race car drivers. He won many prizes for his great driving. In 1917, America went to war against Germany. Eddie joined the United States Air Force. He got to fly fighter planes. Eddie was one of America’s bravest pilots. He was honored all over the world. He was called the “American Ace of Aces.”

2 If Eddie Rickenbacker were here today, what would you most like to ask him? Use information from the article to support your answer.

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Strand C, Objective 1: Make connections between the text and outside experiences and knowledge.

Jane Goodall Jane Goodall was a scientist who dreamed of being able to learn all about chimpanzees, or chimps. When she went to Africa to study chimps, people thought it was a silly idea.

But Jane knew what she wanted to do. At first, she studied chimps from far away. Then she got closer and closer to them. Over time, the chimps acted as if Jane was one of them.

They let her stay near them and live with them, and Jane was able to learn a lot about them. Jane spent many years living with the chimps. Jane was able to learn many things that people never would have been able to. She changed what is known about chimps.

3 Think about what this passage says about people in general. In what ways does it remind you of people you have read about? Support your answer with evidence from the passage.

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Strand C, Objective 1: Make connections between the text and outside experiences and knowledge.

Hi-Jack Stilts are long poles that people walk on. Stilt walkers are often seen at fairs and circuses, but some people just enjoy walking on stilts. Years ago, France “Hi-Jack” Redmond was a stilt walker. For twenty-seven years, Hi-Jack walked all across the country on his stilts. He walked thousands of miles on his stilts. People loved to see him come through their town. Children and adults would often wave to Hi-Jack as he walked by. He looked like he was almost twelve feet tall.

4 If Hi-Jack were alive today, what would you most like to ask him? Use information from the article to support your answer.

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Strand C

H

Objective 2

Select, synthesize and/or use relevant information within the text to write a personal response to the text.

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Modeled Instruction

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Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

A Tough Start

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Leonardo da Vinci is a famous painter. Today, his paintings are loved by many. However, it wasn’t always like that. When he first started, most people did not like his paintings.

They looked different from most paintings at the time. Leonardo found it hard to sell his paintings. He decided he would have to find another job. He took a job as a court artist for a duke. The duke gave Leonardo many tasks, and he was good at them all. He used his

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drawing skills to design and draw bridges, waterways, cranes, and machines.

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

1 Which part of the passage was most interesting? Use information from the passage to support your response.

This question is asking for your opinion on the text. You have to decide what you learned from the passage that was interesting. There is no right or wrong answer to this question. You can choose anything you learned from the passage that you think is interesting. However, be sure to explain why you found it interesting in your answer.

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

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Guided Practice

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Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Faster, Faster Brian was the fastest runner in his school. He won every running race he entered, and loved the feeling of being faster than everyone else. Then a new boy named Leo started at Brian’s school. At the next race, Brian lined up at the starting blocks as usual. The starting gun fired and Brian ran as fast as he could. But there was something different this time.

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For the first time ever, Brian was not in the lead. Leo was ahead of him, and Brian could not catch him. Brian was shocked to find he had come in second place. That night, he told his parents he was going to give up running. “I’m not the fastest anymore,” he told his mother, “and I don’t like being in second place.” Brian’s mother shook her head. “If you want to be the best, you still can be,” she said. “You’ll just have to train harder and run faster.” Brian thought about it all night. He had never really had to train to beER good .

AST BLA Leo. D IN ANY A than T O decided he would start training, with his goal being to run faster N ODUCE IT IS R .

P D E E T R YRIGH OOK TO BE P O C OK IS OR THIS B O B E L EN F AMP V S I G S I T H T IS NO N O I S IS PERM

M at running. He wondered how much faster he could run if he really worked CKLINE hard. HeWAY.

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

2 Which part of the story do you think was most important? Use information from the story and your own life to explain why you chose that part.

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STER.

HINT E MA N I AY. L W K C Y A L N A This question is asking for your opinion on the story. Think allDthe that IN things OT A Babout E N C U S I D T I fastestRrunner. happened in the story. Brian was used to being EPRO Then a new boy TED. the H E G B I R O named Leo beat Brian in a race. Brian decided to give up running because he was not PY KT O O C O S I B IS train harder and become faster.

OKdecidedORheTHcould the fastest anymore. Then BOhe E L F P N M Which of these VE was most important? You can choose any part SA do Oyou T GIthink HIS events T N S I you like, but be sure IONto explain why you think that part was most important.

ISS PERM

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

Caves Our houses have rooms and our schools have rooms, but did you know that the earth has rooms too? They are called caves. You might think of caves as being small and dark, and you might even think they are a little scary. Some caves are really big, though. They have many rooms, and the rooms are all connected. Many caves have tours, so people can walk through and explore the caves. A guide often takes people through the caves and tells everyone all about the caves. On these tours, people walk far underground and use flashlights to explore the caves. Sometimes people can see things like underground streams or animals that live underground.

3 Using information from the article, write a brief paragraph telling why you would or would not like to go on a tour of a cave. Use information from the article to support your answer.

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HINT To answer this question, you have to decide whether or not you would like to go on a tour of a cave. First, write a sentence stating whether you would or would not like to go on a tour of a cave. Then write a few sentences explaining your decision. Use details from the article to explain your decision.

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

Teddy Bears The first teddy bear in America was named after President Theodore Roosevelt. He was known as “Teddy” for short. Teddy loved the outdoors, and he loved animals. Once while he was looking for bears, he saw a baby bear. A man drew a picture of Teddy with this bear. The picture was printed in the newspaper. People all around the country saw the picture. Two of these people were Morris and Rose Michtom. They made a stuffed bear that looked like the picture. They called the toy “Teddy’s bear” after Teddy Roosevelt. The toy bear quickly became a hit in America.

4 Which part of the passage was most surprising? Use information from the passage to support your response.

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HINT This question is asking for your opinion on the text. You have to decide what you learned from the passage that was surprising. There is no right or wrong answer to this question. You can choose any part of the passage that you think was surprising.

However, be sure to explain why you found it surprising.

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

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Independent Practice

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Directions: Read each passage. Then answer the question that follows it.

Trail Trees Native Americans invented ways to turn trees into signs. They would find young trees and bend them into unusual shapes. Sometimes they would tie the tree down. This made it grow sideways. Other times, they would bend tree branches to face in different directions. As the tree grew larger, it would stay in that shape. Travelers on the paths understood what the shaped trees meant. By following the pointing branches of the tree,

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they could always find what they were looking for.

1 Which part of the article was most interesting? Use information from the article to support your response.

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

The Beach Coral was so excited about seeing the beach that she raced straight into the water. Her younger sister Stacey stayed closer to the edge. Coral jumped over waves and splashed water everywhere. She was having a great time. Then she looked back at the beach. Her sister Stacey was standing right on the water’s edge. Her eyes were wide, and she looked scared. Coral remembered that her sister had never been to a beach before. She could swim in a pool, but she had never seen real waves. Coral stopped playing and joined her sister on the sand. She knew Stacey would love the water once she got in. “We’ll go in together,” she said, as she took her sister’s hand. “And we’ll just go one little step at a time.” Stacey smiled and took a step forward.

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2 Which part of the story do you think was most important? Use information from the story and your own life to explain why you chose that part.

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

The Sandcastle Making Contest Last weekend, I went to a sandcastle making contest. When we got there, we spent a long time looking at the sand figures. The best one this year was of two dragons fighting.

They had huge, sharp teeth made of sand and their wings were made of sand, too! The dragons won first prize. There were some others that won prizes as well. One was a sand forest with all the trees made of sand. There was even a sand bear behind a tree! Another was of a family, and each member of the family looked so real. The people who make the figures work hard at it and do a great job. It is amazing that they can make so many things using only sand and water.

3 Using information from the story, write a brief paragraph telling why you would or would not have enjoyed visiting the sandcastle making contest. Use information from the story to support your answer.

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Strand C, Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

Grizzly Bears Have you ever seen a grizzly bear? Grizzly bears are large animals that live in parts of the United States and Canada. Grizzly bears may be light-colored, brown, or black, and some of their fur has gray or white tips. Newborn grizzly bears are very small, and they can weigh as little as one pound! Grizzly bears grow to be much bigger than that. Some grizzly bears weigh more than a thousand pounds. Don’t let their appearance fool you, though! They may look slow, but grizzly bears can run fast for short amounts of time.

4 Which part of the passage was most surprising? Use information from the passage to support your response.

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D

Strand C: All Together

Objective 1: Make connections between the text and outside experiences and knowledge.

Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

Directions: Read each passage. Then answer the questions that follow it.

Sara loves indoor projects, but does not like camping or hiking. When Sara’s mother saw this story about hiking, she gave it to her daughter to read.

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Sylvia walked along behind the rest of the girls from her cabin. They were hiking through the mountains near Camp Blue Lake. Hiking was not on Sylvia’s list of favorite .

TER CKL A L ANY W B A N but she hated hiking.

I T D O E IT IS N REPRODUC .

D E T BE OSylvia YRIGH Rebecca.

T P K “Come on, Sylvia, you’re falling behind,” called walked a little faster to O O C O K IS SB I O H O T B R LE catch up. Soon, the group a split EN FOin the path. One half was mostly flat with a AMPreached V S I G S I T H O T half went few hills. The other up the mountain.

IS Nstraight N O I S S I PERM

S MAcampfire, camp activities. She enjoyed arts and crafts class and loved stories around INEthe AY.

“Those of you who want a challenge, follow me,” said Rebecca to the girls. “Those of you who prefer to head back to camp, follow Cindy.”

Sylvia was about to join Cindy’s group. Then she suddenly changed her mind. Sylvia had always taken the easier, flatter path. She had never made it to the top of the mountain and seen the beautiful view the other girls talked about.

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Strand C: All Together

Sylvia joined Rebecca’s group and began the steep climb to the top of the mountain.

Sylvia huffed and puffed. Her face was red, and she was sweating a lot. Bugs buzzed around the top of her head. Her feet hurt, and her legs were tired. She began to think she had made the wrong decision. Just as Sylvia sat down on a stump to rest, Rebecca grabbed her hand.

“Don’t stop now,” said Rebecca. “We’re here.”

Sylvia followed the other girls out of the forest to the peak of the mountain. She gazed across the wide-open space. From where she stood, Camp Blue Lake looked like a toy village.

“Wow,” breathed Sylvia. “This is amazing.”

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“Was it worth the hard work it took to get here?” asked Rebecca.

“It was worth every step,” said Sylvia.

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Strand C: All Together

1 Think about someone who did something for the first time. Tell how that experience was like the experience of Sylvia in the story.

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MAwould orAY. 2 Using information from the story, write a brief paragraph telling why Eyou N I L K C LA NY W would not like to go hiking. Use information from the story IN Aanswer.

OT AtoB supportEDyour IT IS N REPRODUC .

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Strand C: All Together

Tory’s class is learning about animals that live in deserts. The teacher gave her class this article to read.

Camels in America When most Americans think of camels, they think of faraway deserts. Not many people know that camels were brought to America more than one hundred and fifty years ago.

Around 1850, many people wanted to move to the West. Gold had been discovered in the West. People moved to the hot, dry lands to search for gold. These settlers needed food and water. There were no railroads that far west. The people needed a way to carry

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food and water to the area. Some people decided that the problem could be solved by using camels. Camels were used to carry goods across deserts in other parts of the world.

Maybe they would be useful in the American West.

Major H. C. Wayne was in charge of the camel program. He traveled around the world to learn all about camels. Then, he headed to the Middle East. He bought thirty-four camels. He shipped them to an army

base in Texas. Soldiers had been specially trained to work with the camels, but the

camels were not easy to work with. They

D. IT

TE kicked, bit, and spat on the soldiers!

YRIGH An

COP A PLE onCKaLIlong NE Mtrip.

Manimals A S to take the Beale S A I L B TH A T NO but the trip did not go did all heIScould,

IS officer named Edward ER .

BOOK Beale wasSTordered

well for him or the camels. The camels were grumpy animals. They also had a hard time walking on rocky ground.

The project was canceled. A few camels escaped and lived for many years in the wild. Most of them, though, were sold to a small zoo.

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Strand C: All Together

3 If Major H. C. Wayne were alive today, what would you most like to ask him? Use information from the article to support your answer.

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MAarticle toAY. 4 Which part of the article was most interesting? Use information from Ethe N I L K C LA ANY W support your response.

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D E T YRIGH OOK TO BE P O C OK IS OR THIS B O B E L EN F AMP V S I G S I T H T IS NO N O I S IS PERM

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H Strand D

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Examining the Content and Structure The reader will elaborate on the text and make judgments about the text’s quality and themes.

Objective 1: Analyze and evaluate the author’s craft, including the use of literary devices and textual elements.

Correlates to Common Core State Standards: 6. Assess how point of view or purpose shapes the content and style of a text.

STER. .

A M E 8. Delineate and evaluate the argument WAY CKLIN and specific Y A L N A B A N I the claims in a text, including of T the validity CED sufficiency Uand IS asNOthe D T O reasoningDas well relevance of I R .

TE R EP H E G B I the evidence.

R O Y T

COP OOK S I B K S I O H FOR T to Common Core State Standard: Objective 2: PLE BO IVENCorrelates M A S S Select, synthesize use N relevant OT G 1. Read closely to determine what the text says THIand/or S I N explicitly and to make logical inferences from it; cite information withinSthe text(s) to SIO Ithe M R specific textual evidence when writing or speaking extend or evaluate text(s).

E P to support conclusions drawn from the text.

Objective 3: Demonstrate an awareness of an author’s or character’s customs and beliefs included in the text.

Correlates to Common Core State Standard: 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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Strand D

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Objective 1

Analyze and evaluate the author’s craft, including use of literary devices and textual elements.

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Modeled Instruction

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Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

Lazy Sundays

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Peta loved Sunday afternoons in summer. She liked to lie in her backyard on the cool grass. She took a book with her, but she often didn’t read it. She just lay looking up at the clouds and thinking of faraway places. She let the gentle breeze pass by and watched the clouds drifting in the sky. She felt relaxed and peaceful and like nothing could bother her.

1

STER. .

A M E WAY to KLIN some Y ACinclude L N A B Authors choose the words they use for different reasons. Authors words A N UCEDa Ifeeling of calm?

S NOTusePtoROcreate I D T I create feelings in the reader. Which words does the author .

E TED GHword BEToRanswer I R O Y T This question is asking about the Cauthor’s choice. this question, P K O OO S I B K S I O H O think about which setLof is used FORtoT create a feeling of calm.

P E Bwords N M E A V S I IS NOT G ?

A SundayTHafternoons S I N SIO ThisPanswer ERMIS is incorrect because these words give details about when the story takes place, but they do not create a feeling of calm.

?

B her backyard This answer is incorrect because these words give details about where the story takes place, but they do not create a feeling of calm.

?

C looking up This answer is incorrect because these words describe what Peta is doing, but they do not create a feeling of calm.

?

D gentle breeze This answer is correct because the words “gentle breeze” are used to create a feeling of calm.

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Strand D, Objective 1: Analyze and evaluate the author’s craft, including use of literary devices and textual elements.

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Guided Practice

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Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Hummingbirds You can attract hummingbirds to your yard by planting flowers that they like. You can also hang feeders. Most feeders are red, because hummingbirds are attracted to flowers that are red. You can even tie red ribbons on the feeder to attract hummingbirds. You need to keep the feeder clean and use the right food. If you sit near the feeder for a while, the

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hummingbirds will get used to you being there. They will fly close to you. Hummingbirds don’t hurt humans, so don’t be afraid when they zoom around your head.

2 Authors choose the words they use for different reasons. Authors include some words to show how things move. What does the word zoom show about hummingbirds?

STER. .

A M E ACKLIN IN ANY WAY L B A ?

G They can fly.

S NOT PRODUCED I T I . ?

H They move slowly.

GHTED TO BE RE I R Y P CO OOK S I B K S I O H ?

J They hop around. LE BO FOR T P N M E A V S I THIS NOT G S I N HINT IO MISSthe PERwhat Think about word zoom means. The author describes how hummingbirds ?

F They move quickly.

may “zoom around your head.” What is the word zoom showing about how the hummingbirds are moving?

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Strand D, Objective 1: Analyze and evaluate the author’s craft, including use of literary devices and textual elements.

First Flight Kate and Tim were excited about flying in an airplane for the very first time. They took their seats and put on their seatbelts. They stared out the window as the plane moved slowly along the runway. As the plane was about to take off, Kate and Tim grinned at each other. They both sat quietly, waiting for the plane to take off. The engine roared to life and the plane started moving along the runway. It went faster and faster, until Kate and Tim could hardly believe how fast it was going. Then they felt the plane lifting off the ground. Before they knew it, the ground was a long way below them. They were now far up in the air for the first time in their lives.

3 Authors choose the words they use for different reasons. Authors include some words to show how things sound. Which words does the author use to show that the plane was loud?

?

A Sat quietly

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?

B Roared to life

?

C Faster and faster

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ED This question is asking about the words Ithe uses.

RE author includes some GHTauthor BEThe R O Y T P K O Which set of words shows that words that help show what theISplane K CO Rsounded S BOlike.

I O H O T B the plane was loud?

AMPLE T GIVEN FO S S I H T IS NO N O I S IS PERM

?

D Lifting off

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Strand D, Objective 1: Analyze and evaluate the author’s craft, including use of literary devices and textual elements.

The Missing Book Joe marched over to Leah’s side and stood over her, looking down at her with an angry look on his face. “Where is my book?” Joe demanded, “I left it sitting on the table, and now it is gone.” Leah shrugged her shoulders and told Joe she hadn’t seen it. Joe looked at her closely, not believing her at all. “I can tell that you’ve hidden it,” Joe said. “So tell me where you’ve hidden it right now.” Leah told Joe again that she hadn’t seen it. Joe turned around and stomped back into the kitchen. That’s when he saw the book sitting under the table and realized that he must have knocked it off. He walked back over to Leah and told her he was sorry for blaming her.

4 Authors choose the words they use for different reasons. Authors include some words to show what a character does or how a character feels. What does the word stomped show about Joe?

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?

F He walked a long way. ?

G He walked slowly. ?

H He feels annoyed.

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A M E ACKLIN IN ANY WAY L B A HINT S NOT PRODUCED I T I .

In this story, the author describes how JoeIG“stomped RE the kitchen.” What HTED Tback BEinto R O Y P K does the word stomped suggest about If a person K IS COJoe? S BOO stomped from one place to I O H O T B R another, what could M O person?

PLEguess about EN Fthe A you V S I G S I T H T IS NO N O I S IS PERM

?

J He has lost his book.

105 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D, Objective 1: Analyze and evaluate the author’s craft, including use of literary devices and textual elements.

f

Independent Practice

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Directions: Read each passage. Then answer the question that follows it.

Teddy Bears Each night, many children hop into their beds. They pull their blankets up to their chins. Then, they wrap their arms around soft, fuzzy teddy bears. It might seem like teddy bears have been around forever, but they are actually quite new. Toy makers did not make the first teddy bear until 1902. That is more than one hundred years ago.

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1 Authors choose the words they use for different reasons. Authors include some words to create feelings in the reader. Which words does the author use to create cozy feelings?

?

A Hop into

?

B Wrap their arms around

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D Might seem like S NOT PRODUCED I T I .

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C Teddy bears

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Strand D, Objective 1: Analyze and evaluate the author’s craft, including use of literary devices and textual elements.

Time Travel I grabbed the handle of the time machine and pulled it toward me. The engine roared to life, and suddenly I was speeding through time. I watched the counter on the dashboard as it rolled backward. 1980, 1973, 1951... The time machine came to a screeching halt when the counter reached 1935. When it was totally still, I stepped slowly out of the time machine. I appeared to be on the playground of a small school. Kids about my age played on swings and slides. “Excuse me, what is today’s date?” I asked a little girl with curly blond hair. “June 3, 1935,” she replied. I opened my eyes wide. “It worked!” I cried.

2 Authors choose the words they use for different reasons. Authors include some words to show how things move. Which words does the author use to show that the time machine stopped suddenly?

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F Screeching halt

?

G Counter reached ?

H Totally still

?

J Stepped slowly

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D HTEbeach, E RErain had ruined that.

Gthe Bthe I R O Sammy had been looking forward to a day at but Y T P K BOO K IS COaround Sthe I O H O T wandering house. He tried to think of some Feeling glum, Sammy began B R FO PLE N M E A V S I IS things to do, butTH nothing seemed NOT Ginteresting. He’d had his heart set on going to the S I N ISSIO beach. Now everything PERM else seemed boring.

3 Authors choose the words they use for different reasons. Authors include some words to show what a character does or how a character feels. What does the word wandering show about Sammy?

?

A He walked slowly. ?

B He walked with a purpose. ?

C He walked quickly. ?

D He walked a long way.

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Strand D, Objective 1: Analyze and evaluate the author’s craft, including use of literary devices and textual elements.

Breakfast When Miguel got downstairs, there was a pile of pancakes in the middle of the table. He couldn’t wait to take a few. The butter melted into the soft cakes as he dribbled warm syrup over them. He took a bite, and the smooth, sweet pancakes seemed to melt in his mouth. The blueberries added an extra zing of flavor. If the rest of his day was going to be this good, he couldn’t wait!

4 Authors choose the words they use for different reasons. Authors include some words to show how things look. Which words does the author use to show that the pancakes looked tasty?

?

F Middle of the table ?

G Take a few

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?

H Dribbled warm syrup ?

J Took a bite

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108 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D

H

Objective 2

Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

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Modeled Instruction

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Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

Past Presidents America has had many presidents. Each one has had to lead the country. Each one has faced different problems. Each one is remembered for something different. Washington

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was a founding father. He helped form the United States. He was the first president.

Lincoln was president during the Civil War. This was a difficult time. The country needed a strong leader. He helped bring the country back together. He helped bring peace. That is how he is remembered.

1 If the author had added a paragraph about President Bill Clinton to the end of the STER. . passage, it would most likely describe A M E IN added NtoY WAY ACKLbe This question is asking you to think about what information could L B A D IN A OtoT the main E N C U S I D the passage. The information that is added should relate idea.

T RO .I

GHTED TO BE REP I R Y P ?

A when Clinton became president.

CO OOK S I B K S I O H OR isT a detail about Clinton that could be This answer is incorrect Fthis PLE BObecause N M E A V S I HISan article OT G him, but this detail is not related to the subject includedTin Nabout S I N ISSIO of the passage.

PERM ?

B what Clinton thinks about the Civil War. This answer is incorrect because the passage is mainly about what presidents are remembered for, not about the Civil War.

?

C what Clinton is mainly remembered for.

This answer is correct because the passage is explaining what each president is mainly remembered for. If a detail about Clinton was added, it would make the most sense for it to describe what Clinton is remembered for.

?

D which president Clinton thinks was important.

This answer is incorrect because this statement is related to the different presidents, but it would not make sense for the passage to include this detail.

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Strand D, Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

f

Guided Practice

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Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Rainy Day Rini woke up to the sound of rain on the roof. She did not like it when it rained on the weekend. She liked to play outside, riding her bike and climbing trees. She spent the whole morning feeling upset about not being able to play outside.

“Grandma, what am I going to do today?” Rini moaned. “It’s raining outside, so I can’t do anything.”

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“You could play a board game or watch a movie,” said Rini‘s grandma.

Rini just shrugged. She was too unhappy to feel like doing anything.

“Feeling sad about it isn’t going to change the weather,” said Rini’s grandmother.

“Remember that you can’t change the weather but you can change yourself. You .

ERjust

MAST E N I AY. L W K C Y A L N OT A B DUCED IN A N S I T Rini realized that her grandmother was right. She . I making PROday bad by feeling sad.

TEDwas REthe H E G B I R O PY indoors.

Rini decided to make the most of herCO day OK T we do some painting O“Could S I B K S I O H T a lot of fun.” together?” Rini asked. “IPthink LE BO thatVEwould FORbe N M A S I THIS NOT G S I N ISSIO 2 If you wanted PERM to describe how Rini changed in the story, which event would you have to decide to be happy and find something fun to do.”

write about?

?

F How Rini wanted to play outside ?

G How Rini complained to her grandmother ?

H How Rini decided to do some painting ?

J How Rini went for a ride on her bike HINT At the start of the story, Rini is upset because she cannot play outside. Rini changes in the story because she decides to make the most of her day. Which event would you write about to show how Rini changed? Focus on what Rini did that showed that she has changed.

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Strand D, Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

Exploring the Attic When Jodie got to her grandmother’s house, her grandmother asked if she wanted to explore the attic. Jodie liked that idea. There were many old things in the attic. Jodie looked at old paintings, lamps, and books. Then Jodie’s grandmother told her to look in an old chest. Jodie found that the chest was full of old clothes that her grandmother used to wear. Jodie had a lot of fun trying on the clothes. It felt funny to be wearing clothes that were so different. She sat in a chair wearing her grandmother’s old green dress. She tried to imagine what it would have been like long ago.

3 Using the information in the story, write a paragraph that could have appeared in Jodie’s journal.

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HINT This question is asking you to write a journal or diary entry based on what happened in the story. Imagine that you are Jodie and you are writing a journal entry. You could write about how you explored the attic or how you tried on your grandmother’s old clothes. You can include details from the passage. You should also include other details, such as how you felt. For this question, you should use the events in the story, but you can also be creative.

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Strand D, Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

The Nile River The Nile River is one of the largest rivers in the world. It runs through a country in Africa called Egypt. Egypt is actually part of the Sahara Desert. It is very hot and very dry in Egypt. Plants will not grow well in the dry sandy soil. That is why the Nile River is an important part of life in Egypt. Without the Nile River, there would not be enough water for farming.

4 Imagine that you were going to give a talk to your class about the Nile River. Using information from the passage, write two important ideas that you would use in your speech.

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HINT The passage includes many details about the Nile River. This question is asking you to choose two ideas from the passage that you think are important. In your answer, describe two ideas from the passage that you would include in a speech about the Nile River. Describe these facts from the passage, but be sure to use your own words.

112 ŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D, Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

f

Independent Practice

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Directions: Read each passage. Then answer the question that follows it.

Chopsticks You are probably used to eating food with a knife and fork. But not all people use knives and forks to eat. There are other tools used for eating in other parts of the world. Many people use chopsticks to eat. They are two long sticks. They are often made of wood, but can be made of plastic, metal, bamboo, or even glass. People in Japan, China, and Korea often use chopsticks. If you have not used chopsticks before, it can be tricky to use them.

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But if you use them properly, it is easy to eat. It is easy to learn how to use chopsticks.

1 If the author had added another paragraph to the end of the passage, it would most likely

?

A describe how knives and forks are used.

STER. .

A M E WAY CKLIN Y A L N A B A N I ?

C explain how to use chopsticks.

S NOT PRODUCED I T I .

ED ?

D list other things chopsticks can beYmade GHTfrom.

BE RE I R O T P K K IS CO R THIS BOO O O B AMPLE T GIVEN FO S S I H T IS NO N O I S IS PERM ?

B show what foods are eaten in China.

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Strand D, Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

The Zoo Annie had loved tigers ever since she could remember. She had books about tigers, had toy tigers, and had even put up posters of tigers on her wall. When she heard that her class was going to the zoo, all she could think about was seeing the tigers. Annie didn’t listen as a tour guide named Dan told her class about the animals in the zoo because she only cared about seeing the tigers. First, Dan took the class to see the giraffes and the camels. Annie didn’t look at them at all. Then Dan took them to see the monkeys and the zebras. Annie asked Dan when they would get to see the tigers. Dan told her they would see the tigers and lions last. “I can’t wait that long,” Annie grumbled. “I’m bored.” Annie’s friend Kym overheard her. “How can you be bored?” Kym asked. “Look at this monkey swinging through the trees.” Annie watched the monkey, and decided

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that it did look interesting. She decided that it might be worth learning about all the animals. As Dan told the class about the monkeys, Annie listened. “Are we seeing the bears next?” Annie asked. “I’d like to see the bears.”

2 If you wanted to describe how Annie changed in the story, which event would you write about?

STER. .

A M E ACKLIN IN ANY WAY L B A ?

G How Annie said she wanted to see the bears S NOT PRODUCED I T I .

GHTED TO BE RE I ?

H How Annie said that she was bored R Y P CO OOK S I B K S I O H O to Dan ?

J How Annie did P not LE Blisten FOR T N M E A V S I THIS NOT G S I N ISSIO PERM ?

F How Annie put up posters of tigers

114 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D, Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

New in Town It’s been about four months since my family arrived in America and started our new life.

It is a lot different here than in England. Right now, I’m sitting in school and there are both girls and boys in my class. In England, I used to take a subway to school. Here, I take a bus to school instead. There are a lot of new things to learn here. I like soccer, but most of the people I have met like football, baseball, and basketball. My teacher, Miss Allan, just told us to write a letter to a friend. I decided to write to you to tell you what it is like here. Maybe you could come and visit me soon.

3 Using the information in the passage, write a paragraph that could have appeared in the narrator’s journal.

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115 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D, Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

Trees A tree is a type of plant, like grass or a bush. Like other types of plants, trees are usually green and have leaves, stems, and roots. Some trees also have flowers and produce either fruit or nuts. Trees need air, water, and sunlight to survive, and they grow in the soil. At the same time, trees are also different from other types of plants. To start with, they are much bigger and stronger than grass or bushes. Even the tallest trees start as tiny seeds.

Most seeds are so tiny you could hold hundreds of them in your hand. When a seed is placed into the soil and watered, it begins to grow into a tree. At first, the tree is a small tree called a sapling. After a long time, the seed becomes a tall tree. You couldn’t hold these trees in your hand!

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4 Imagine that you were going to give a talk to your class about trees. Using information from the passage, write two important ideas that you would use in your speech.

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116 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D

H

Objective 3

Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

f

Modeled Instruction

f

Directions: Read the passage. Then answer the question that follows it. The text in blue explains how to answer the question correctly.

The Iron Axe Long ago, an old man needed to find some wood for his fire. He took his axe and headed

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into the forest. He looked up, down, and all around him to find the best tree to cut down. As the man walked through the forest, he looked down at his heavy axe. The head of the axe was scratched, and the handle was bent. The axe was made of iron, which is a strong kind of metal. An axe made of iron could cut through wood easily.

When the man found the right tree, he knew he would have no problem cutting the tree down. The man felt lucky that he had a strong iron axe to use. He knew the axe was not

. worth much money, but he was happy with it because it had never let him down.

ASTER 1

LINE M NY WAY. K C A L B D IN A OT Aold E N C U How does the author show that the axe is important to the man?

S I D T I EPRO is asking you ED.man.

Told Rquestion H E G B I The axe in the story is very importantPto the This R O Y T OtoOKthe IS CisO important B Kaxe S how the author shows thatBO the old man.

I O H RT E O L F P N M VE let the man down IS SAthe axeNOhad T GInever ?

A By stating THthat S I ON because the story explains that the axe had never This answer ISisSIcorrect M R E P let the man down, which is why it is important to him. ?

B By describing how the axe’s handle was bent This answer is incorrect because the description of the bent handle describes what the axe looks like, but these details do not show that it is important to the old man.

?

C By stating that the axe was not worth much money This answer is incorrect because this detail from the story does not show that the axe is important to the old man.

?

D By explaining that the axe was made of iron This answer is incorrect because this detail explains what the axe is made of, but it does not show that the axe is important to the old man.

117 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D, Objective 3: Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

f

Guided Practice

f

Directions: Read each passage. Then answer the question that follows it. Each question is followed by a hint to help you focus on the response.

Beavers “Some people don’t like beavers very much,” Miss Franklin said. She told Beth that beaver dams can cause streams to flood. When that happens, the water can damage roads and people’s land. That was why some people tried to get beavers to leave. Miss Franklin said it was too bad because beavers did a lot to help other animals. Miss

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Franklin said that there were things that could be done to help beavers and people get along. Sometimes people put up fences so that beavers couldn’t build too many dams.

Fences could also be put around trees. This stopped beavers from cutting them down.

That way, beavers and people could both live happily in the same area.

STER. .

A M E ACKLIN IN ANY WAY L ?

F To show that beavers are a big problem B A S NOT PRODUCED I T I . ?

G To teach people about getting alongIGwith HTEDbeavers BE RE R O Y T P K CO K ISbeavers S BOO I O ?

H To explain why she dislikes H O T B R AMPLE T GIVEN FO S S I H T what IaS beaver ?

J To describe NO is N O I S ERMIS P HINT

2 Why did the author most likely choose to write about beavers?

To answer this question, you have to think about the author of the passage. The author describes a problem that some people have with beavers. The author also describes how the problem can be solved. Why do you think the author would write about this?

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Strand D, Objective 3: Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

Water Water is a wonderful thing. Water is unlike anything else on Earth. Water can be a solid, a liquid, or a gas. When you drink water out of a glass or go swimming in a pool, you are seeing water as a liquid. When water freezes, it turns to ice. Ice is water as a solid. When water boils, it turns to steam. Steam is water as a gas. Water changes from a solid to a liquid to a gas all the time. When an ice cube melts, water is changing from a solid to a liquid. When a kettle boils, water is changing from a liquid to a gas. Water is all around us, and we even need it to live.

3 Why do you think the author chose to write about water?

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HINT This question is asking you to think about why the author wrote about the topic. You can guess why based on how the passage is written. Think about whether it seems like the author finds water interesting. Focus on what this tells you about why the author wrote the passage.

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Strand D, Objective 3: Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

The Sandcastle This weekend, I entered a sandcastle contest. Everyone had to make a castle of their choice. I made a large castle like the old ones you see in England, and it took a long time to make it. I had to make sure it was strong and that all the walls were nice and smooth.

I put a lot of flags on the top. I had to make the flags out of seaweed and I spaced them out neatly. I made a moat that went around the castle and filled it with water. I searched the beach for some twigs that were the perfect size and shape, and I used them to make a castle door. Everyone liked my castle, and the judges told me it was very good. I was very proud of it, even though it did not win.

4 Using information from the passage, explain how the author showed that the sandcastle was important to the narrator.

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HINT In the passage, the narrator describes how he made a sandcastle for a contest. The narrator includes details about how he made the sandcastle. Think about how you can tell that the sandcastle was important to the narrator. Focus on how hard he worked to make a good sandcastle.

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Strand D, Objective 3: Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

f

Independent Practice

f

Directions: Read each passage. Then answer the question that follows it.

The Play When Pierre arrived at the school, he put on his costume and joined the other children on the stage. He had the main part in the play, and he had been practicing all weekend.

He had even practiced his lines in the car on the way there. Mr. Lee sat in the front row with a copy of the play in his hands just in case any of the children forgot their lines.

Pierre walked onto the stage and took a deep breath. His mother had told him to do that

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to help him stay calm. He said his first line perfectly. As the play went on, Pierre remembered every single line. At the end of the play, everyone stood up and clapped and cheered. Pierre stood on the stage with everyone else and bowed. He was glad that all his hard work had been worth it.

STER. .

A M E By describing how Pierre put on his costume ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

By describing how Pierre bowed to the crowd GHTED TO BE RE I R Y P CO PierreISdidBOOK S I By describing how muchOpractice K BO R TH E O L F P N M A By describing T GIVEdid OPierre THIS Show Iwell N S ISSION M R E P

1 How does the author show that the play is important to Pierre?

?

A ?

B ?

C ?

D

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Strand D, Objective 3: Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

Bee Stings Bees have a sharp pointed tip on the end of their bodies that they can use to sting. This pointed tip is called a stinger. Bee stings can hurt a lot, and many people are afraid of getting stung. But if you are careful and do the right thing, you shouldn’t get stung by a bee. People get stung because bees need to protect their hives from danger. The hive is their home, and it is very important to them. If you get too close to their hive, they will think that you are trying to hurt them. This is why you should leave any bees that you see alone. If you leave bees alone, they will leave you alone. As long as you leave bees alone and stay away from bee hives, you should not get stung.

2 Why did the author most likely choose to write about bee stings?

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?

F To show what it feels like to get stung ?

G To describe where bees live

?

H To explain what to do if you get stung

?

J To teach people how to avoid getting stung

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Strand D, Objective 3: Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

Healthy Bones Our bones begin to grow before we are born. They continue to grow when we are little children. Then each person enters a “growth spurt” between the ages of eleven and thirteen. Growth spurts usually do not stop until between fifteen and nineteen. Most of the bones you will have as an adult are grown during this time. It is important that people eat the right foods as they are growing. Growing people need calcium. Calcium is found in dairy foods like milk, cheese, and yogurt. If people eat the right foods, their bones will grow well and they will have strong, healthy bones.

3 Why do you think the author chose to write about bones?

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Strand D, Objective 3: Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

Steph and Soapie Steph and her cat Soapie were a little like best friends. Steph played with Soapie every day after school. If Steph just felt like watching a movie, Soapie would sit with her. Steph would pat Soapie during the whole movie. Steph also made sure that Soapie had food and water before she left for school each morning. And once every week, Steph would clean out the litter box and put down fresh litter. Steph even bought Soapie a present each birthday.

4 Using information from the passage, explain how the author showed that Soapie was important to Steph.

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D

Strand D: All Together

Objective 1: Analyze and evaluate the author’s craft, including the use of literary devices and textual elements.

Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s).

Objective 3: Demonstrate an awareness of an author’s or character’s customs and beliefs included in the text.

Directions: Read each passage. Then answer the questions that follow it.

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Y Morgan’s L Y L L RAL 9Sunflowers A R .

9 .

8 8 8

Ellen loves gardening. When Ellen’s sister saw this story about a girl growing sunflowers, she gave it to Ellen to read.

STER. .

A M E Morgan watered the little plants just as she had done every morningCfor The WAY A KLINweeks.

L A B A N I NY D OT They were plants were bright green but something was wrong withISthem. giant E N C U . ITlarger by PROInD fact, they should D E E T R H sunflowers and it was late July. They shouldRbe much now.

E G OB PY I K Tsaid.

O O C O S I B be huge. “My sunflowers are short and skinny,” Morgan BOOK R THIS E O L F P N M HIS SA IS NOT GIVE T “Maybe they’re not getting enough sun,” suggested ISSION M R E P brother. But Morgan shook her head.

Tyler, Morgan’s She knew that this wasn’t the problem. Last year she had planted sunflower seeds in a shaded area and they did not grow quickly enough to bloom in the fall.

This year she had planted them in a sunny spot.

Morgan sighed and said, “Maybe the soil just isn’t any good for sunflowers.”

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Strand D: All Together

The plants hadn’t improved much by the end of August. Morgan’s sunflowers had grown a lot, but they were only waist-high. They were not nearly as tall as the giant sunflowers on the seed packet. Her sunflowers looked healthy and had buds, but they were short.

Morgan’s family told her they were pretty, but that really didn’t help. Morgan wanted them to bloom so she could collect their seeds to feed to the birds in the wintertime.

This just wasn’t working out.

September was warmer than usual. Morgan continued to water her sunflowers daily, although she wasn’t happy with their slow growth. Then one day, her brother shouted when he saw them. “Morgan, look! Your sunflowers bloomed!” Morgan and her mother ran to see the plants. Sure enough, they had bloomed. Their flowers were much smaller than normal sunflowers and the plants were still short, but they were up to Morgan’s shoulders now. Morgan smiled as she gently touched one of the soft yellow petals. The

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petals shone in the sunlight. “They’re absolutely beautiful,” observed Morgan’s mother.

And Morgan knew she was right. It had worked out well after all. They could enjoy the lovely flowers now, and the birds would enjoy the seeds this winter.

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Strand D: All Together

1 Authors choose the words they use for different reasons. Authors include some words to show how things look. Which words does the author use to show that the sunflowers looked beautiful?

?

A Normal sunflowers ?

B Gently touched ?

C Shone in the sunlight ?

D Worked out well 2 How does the author show that the sunflowers are important to Morgan?

?

F By explaining that they were too short ?

G By describing how she cared for them

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?

H By stating that Morgan planted them in full sun

?

J By describing what they should have looked like

3 Using the information in the story, write a paragraph that could have appeared in Morgan’s journal.

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Strand D: All Together

Troy’s class is learning about ancient buildings. Troy’s teacher started the lesson by reading this article to the class.

The Lighthouse of Alexandria There were seven Wonders of the Ancient World. Each of the Wonders was large. Each of the Wonders was beautiful. However, only one had an important purpose. This Wonder is known as the Lighthouse of Alexandria.

The lighthouse was built over two thousand years ago. The idea came from a Greek leader named Ptolemy. He knew that the people of Alexandria needed a lighthouse.

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They lived near a dangerous sea where many ships were lost. Having a lighthouse would help sailors stay safe. Ptolemy decided that they would have the largest lighthouse in the world.

It took many years to build the lighthouse. It was built in three parts and was covered in beautiful white stone. The most important part of the lighthouse was at the top, where a mirror and a fireplace were built. During the day, sunlight bounced off the mirror. The mirror was so large that some people say the

light bouncing off it could set fire to ships! At

88

night, a fire gave out light. Sailors could see NOT ISthe

. IT D E T H G PYRI O C S I OK TER. O S B A E M L E towered When Sit Swas the AMPfinished, KLINlighthouse THI A BLAC

fire for many miles.

nearly 400 feet into the sky. That’s about as tall as twenty houses stacked one on top of another!

It quickly became one of the world’s most famous buildings. The lighthouse stood until about five hundred years ago. Around that time, it was damaged by two earthquakes. An Egyptian leader decided to knock it down. He used the rubble to build a fort that still stands today.

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Strand D: All Together

4 Authors choose the words they use for different reasons. Authors include some words to show how things look. What does the word towered show about the lighthouse?

?

F It was stable. ?

G It was white. ?

H It was very tall. ?

J It was made of stone.

5 Why did the author most likely choose to write about the lighthouse?

?

A To explain what a lighthouse is ?

B To show how amazing it was ?

C To show that lighthouses today are better

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?

D To suggest that people visit lighthouses

6 Imagine that you were going to give a talk to your class about the Lighthouse of Alexandria. Using information from the passage, write two important ideas that you would use in your speech.

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H Assessments

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8 Strand B 8 8 Forming a General Understanding

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Develping Interpretation GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G Strand C S I N ISSIO Making Reader/Text Connections PERM

Strand D Examining the Content and Structure

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Strand A: Assessment

Strand A

H

Assessment

Directions: Read each passage. Then read each multiple-choice question and determine the best answer. Mark the answer in the space on your answer sheet. Write the answers for the openended questions on the lines provided.

Ryan’s class is learning about fables. Ryan’s teacher told the class about a fable by Aesop called “Belling the Cat.” She then read this retelling of the fable to the class.

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1.

3.

Once upon a time, Mayor Bernard

“Something must be done to let us

Mouse called a meeting of the mice

know when Bob is coming,” said

in his town. They lived in the

Bernard.

STER. .

A M E cellar of a home on Maple Street.

ACKLIN IN ANY WAY L B A 4. The OT miceDUtossed For the most part, their home gave CED around S Nother I O T I R .

P them warmth and plenty of food YRIGHTED different BE REideas, but nothing seemed O T P K O K IS C R THIS BOO like it would work. Finally, one to eat. But they had oneBObig O N FO MPLEhousecat E A V S I young mouse named Clyde problem: aTlarge, gray G S I T H O N S I stood up. named Bob. MISSION P ER 2.

5.

Bob was clever and quiet, and he

“I have an idea,” he said. “We

had long, sharp claws. The mice

should put a bell around Bob’s

had no way of knowing when Bob

neck. Then we would hear the bell

was coming, so they had no time

ringing whenever he was nearby.”

to hide when he showed up. They 6.

feared running into Bob each time

The mice all turned to each other and nodded. It was a good plan.

they went to the kitchen to get a snack.

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Strand A: Assessment

7.

11. All the mice quieted down so they

“Excellent idea, Clyde,” said

could hear Gramps.

Bernard. “All in favor of belling the cat, raise your paws.”

12. “Clyde’s plan is a good one,” said 8.

All the mice raised their paws

Gramps, “but who is going to put

except for one—an older mouse

the bell around Bob’s neck?”

called Gramps.

13. Gramps looked around the room; 9.

“What’s the matter, Gramps? Don’t

not one mouse raised his paw.

you want to know when Bob is

Gramps nodded his head. “It’s just

coming?” Bernard asked.

as I thought,” he said. “Plans are always easier said than done.”

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10. “I do,” said Gramps, “but I just have one concern.”

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Strand A: Assessment

Answer questions 1 through 7.

1

What will Clyde probably do next?

3

?

A Think of a new plan

What is the mice’s main problem in the story?

?

A The kitchen where they get

?

B Put the bell on Bob

food is far away.

?

C Get food from the kitchen

?

B They cannot tell when the

?

D Ask to become the mayor

cat is near.

?

C The cellar where they live 2

Read this sentence from the story.

gets very cold.

?

D They do not want to leave

“I do,” said Gramps, “but I just have one concern.”

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their home.

Which word means about the same as concern in the sentence above?

?

F Idea ?

G Joy

TER. S A M E ?

H Worry WAY. KLIN C Y A N L A B OT A ED IN N C U ?

J Message S I D O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

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Strand A: Assessment

4

5

Explain why Mayor Bernard Mouse calls a meeting of the mice in his town. Use information from the story to support your answer.

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What important lesson does Clyde learn in this story? Use examples from ER. story STthe A M E . to support your answer.

Y WAY ACKLIN

A BL IN AN T D O E N C U . IT IS E REPROD D E T H G B OPYRI S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

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Strand A: Assessment

6

7

Briefly summarize the main events of the story in the order that they occur.

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Which word best describes Gramps?

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B Wise S NOT PRODUCED I T I .

GHTED BE RE I R O Y T P ?

C Brave K O K IS C R THIS BOO O O B ?

D Tired N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM ?

A Funny

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Strand A: Assessment

Danny sometimes gets “pins and needles” in his feet. His father saw this article in a magazine for young people. He thought Danny might like to read it.

How Can a Foot Fall Asleep?

1.

Imagine that you are lying on your bed and reading a book or sitting on the floor and coloring a picture. Everything is going well until you suddenly get a funny feeling in your arm or leg. What is this strange, sharp feeling? People explain this feeling in their bodies differently. Some say that they feel like they are on “pins

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and needles.” Others say that they have a loss of feeling in their arms or legs.

This feeling is commonly known as having a part of your body “fall asleep.” But does this feeling really mean that your arm or leg is having a nap?

2.

Your arms and legs cannot really fall asleep in the way that we do each night.

This feeling happens when we put too much force on a part of our bodies. Some

TER. people think that this stops our blood from flowing correctly through MASour

AY. LINE T ED UCnerves.

S NObody I D O T I has more to do with tiny threadlike bundles in your called Nerves R .

P RE TED H E G B I R O have a very important job. They OPY signals OK T different parts of your body Csend Ofrom S B I S K I O H to your brain. Your brain control FOR Tcenter of your body. When your arm or PLE BOis the N M E A V S I TG HIS weight NOpressing leg has too Tmuch down on it, the nerves can become squeezed.

S I N O I S S I RM flow of signals from your body to your brain.

This stopsPEthe

W bodies. While this can sometimes happen, the feeling of BLACKfoot falling A your IN ANYasleep

3.

Your brain sends out a message telling the other parts of your body to get moving again. The nerves start sending out signals again once you get up to stretch your arms or move your feet. This can be a little uncomfortable at first, but it does not last long. Having a part of your body fall asleep once in a while is nothing to worry about. Move around or stretch out often to keep your feet and arms from nodding off!

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Strand A: Assessment

Answer questions 8 through 15.

8

What is this article mainly about?

11

?

F How the nerves and the brain work

Based on information in the article, which of these is most likely to happen?

?

A If you sit down for too long, your

?

G Why parts of our bodies

blood will stop flowing.

fall asleep

?

B If you move around too much,

?

H How sleep can help keep

your nerves will stop sending signals.

us healthy

?

J Why it is important to stretch

?

C If you put too much weight on a body part, it will fall asleep.

9

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The first paragraph is mostly a description of

?

D If you lie down to read a book, you will fall asleep.

?

A how nerves send signals to the brain.

12

?

B how most people fall asleep

ER. CK L Aasleep.

L ANY W B foot falls ?

C how blood flows through A N I T D O IS N ODUCE your body parts.

IT? R .

P D E E R T G Your RIGH O BE brain is the most important Y T P K O O C O part of your body. ?

D how arms or legs feel when OK IS OR THIS B O B E L F they fall asleep.

EN AMP ?

H A body part falling asleep has a THIS S IS NOT GIV N lot to do with nerves.

ISSIO M R E P Control is probably another way at night.

10

What is the main idea presented in paragraph 2?

?

F You need more MAST if your INEexercise AY.

?

J Body parts need to rest at night

of saying

in the same way we do.

?

F power. ?

G light. ?

H noise. ?

J sense.

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Strand A: Assessment

13

If the author added a section on stretching to the article, it would most likely describe

14

Read the sentence from the article.

Move around or stretch out often to keep your feet and arms from nodding off!

?

A why you should stretch before playing sport.

The underlined part of the sentence means the same as

?

B how stretching is good for your muscles.

?

F falling asleep.

?

C how stretching can cause “pins

?

G moving around.

and needles.”

?

H getting exercise.

?

D some stretches you can do to stop your arms and legs falling asleep.

?

J taking breaks.

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Strand A: Assessment

15

What important facts about nerves have you learned from this article? Use details from the article to explain why those facts are important.

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STOP

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Strand B: Assessment

Strand B

H

Assessment

Directions: Read the passage. Then read each multiple-choice question and determine the best answer. Mark the answer in the space on your answer sheet. Write the answers for the open-ended questions on the lines provided.

Donna’s class is learning about weather. Donna’s teacher started the lesson by reading this article to the class.

Facts About Fog

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM ©iStockphoto/Geno Sajko

1.

Have you ever heard a friend say

in class. Many famous sayings use

that he is “on cloud nine”? This

clouds to explain how someone is

means that he is feeling very happy.

feeling or acting. What you might

Maybe your teacher has told you

not know is that even though most

that you have “got your head in

clouds seem far away, you have

the clouds.” This means that you

probably walked right through a

are daydreaming a little too often

few without even knowing it.

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Strand B: Assessment

2.

If you have ever looked out your

fog will form as this air is cooled

window in the morning and found

from below. After daybreak, the

it difficult to see into the distance,

heat from the sun often quickly

then you have seen fog. Believe it

clears the fog away. Heavy fog takes

or not, fog is just a cloud that

a little longer to disappear.

touches the ground or the top of a 4.

body of water. Just like clouds, fog

The foggiest part of the United

is made of tiny drops of water

States is Point Reyes, California.

floating in the air. Also, like clouds,

This area sometimes has as many

there are many different kinds of

as 200 days of fog each year.

fog that form for different reasons.

5.

3.

While fog can be quite beautiful, it

E L P SAM ATION C U D E !

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Most fog forms when there is a lot

can also be unsafe. Foggy weather

of water in the air. During cool

can make it very difficult to see,

autumn and winter nights, the air

so it is important for people to

close to the ground becomes quite

take extra care when they travel

cold. If the warmer air above the

through fog.

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ground is holding a lot of water, a

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Strand B: Assessment

Answer questions 1 through 8.

1

3

In paragraph 1, the author

?

A gives details and states the main

?

A a list of details.

idea later.

?

B describes a problem and a way

?

B how two things are alike.

to fix it.

?

C what the author thinks about fog.

?

C states the opposite of what he or

?

D the order in which things happen.

she believes.

?

D states the main idea and gives examples of it.

2

The ideas in paragraph 3 are arranged to show

4

Which sentence can be supported with information in the article?

E L P SAM ATION C U D E !

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?

F California has nice weather.

With which statement would the author probably agree?

?

G Fog can form when warm air cools.

?

F Fog only appears in the winter.

?

H Students should not daydream.

?

G The sun causes fog to appear.

ER.the sky. ?

J Fog can be found high ASTin

M WAY. KLINE C Y A N L A B OT A ED IN ?

J Most people have never seen fog.

N C U S I D O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E A THIS S IS NOT GIV SION S I M R PE ?

H Fog is really just a low cloud.

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Strand B: Assessment

5

Paragraph 2 contains

7

?

A an opinion.

Which of these graphics below best shows how paragraph 4 is organized?

?

B a question. ?

C an explanation. ?

D a list. ?

A Compare/contrast 6

From the information in the article, you can tell that fog and clouds

?

F are only seen in the morning. ?

G both form on the ground.

E L P SAM ATION C U D E !

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?

B Problem/solution

?

H make it hard to see.

?

J are both made of water.

STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH ?

D Sequence of events IS NO N O I S S I PERM ?

C Main idea/support

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Strand B: Assessment

8

Do you think fog can be described as unsafe? Use details from the article to explain why you do or do not think so.

E L P SAM ATION C U D E !

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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STOP

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Strand C: Assessment

Strand C

H

Assessment

Directions: Read the passage. Write the answers for the open-ended questions on the lines provided.

Maria and her classmates were asked to find examples of American heroes. Maria found this article about Prudence Crandall.

Prudence Crandall: A Connecticut Hero

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going away to school. She

1.

greatly loved learning and

Many people know the

did well in class. After

story of Nathan Hale,

school, she became. a

STER Y most famous heroes.

ANfor BLAC a school A N I T manage girls in D O UCE SN I D O T I They may not R .

P RE Connecticut.

GHTED BE Canterbury, I R O Y T P K O recognize the name of O C O OK IS OR THIS B O B E L another important person NF MP E A V S I G S I T TH history. from the state’s IS NO A School for All Girls N O I S S I M R PrudencePECrandall was a brave A askedYto teacher.

NE Mwas WA .

KLIShe

one of Connecticut’s

3.

woman who was named a

Most of the students were the

Connecticut hero in 1995, more

daughters of rich families. This all

than one hundred years after she

changed when Prudence invited

passed away.

2.

Prudence’s school did very well.

Sarah Harris to the school. Sarah was the daughter of a free African

Prudence was born in Rhode Island

American farmer. Sarah wanted to

and moved to Connecticut as a

become a teacher and give lessons

child. There, her family bought a

to other African American girls.

farm where Prudence lived before

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Strand C: Assessment

4.

6.

At this time, slavery was still a

The people of Canterbury were

problem in America. Many African

not happy about this and they

Americans had few rights and

passed a law that would shut

were forced to work for white

down the school. Prudence broke

families. Though Sarah’s family

this law and continued to keep the

was free, some people complained

school open. Though she was

about her going to the school.

taken to jail for a night, Prudence

The white families began taking

believed that her school was

their daughters out of school and

important. She fought against the

warned Prudence that they would

law in court and won. The state

not return unless Sarah left.

was forced to take back the law.

Because Prudence believed that all

E L A Brave Woman P M A S N O I T A C U D E !

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girls should have a chance to go

to school, she refused to ask Sarah to leave.

7.

Years later, people still remember Prudence for her important work.

An Unfair Law 5.

She stood up against an unfair law

R. because she knew that Aall STEgirls

INE M DI OT E N C U S I D O T one of take their daughters home, I R REPConnecticut’s TED. truly H E G B I R O Prudence invited more AfricanS COPY K T women.

OObravest B I S K I O H BOthe American girls to study FOR T PLE at N M E A V S I G THIS friends NOThelped school. Prudence’s S I N O ISSIschool RMthe bring girlsPEto from as

AY.

W KL school.AShe deserved AtoBgo LACto N NY is

As the white families continued to

far away as Philadelphia.

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Strand C: Assessment

Answer questions 1 through 6.

1

If Prudence Crandall were alive today, what would you most like to ask her?

Use information from the article to support your answer.

E L P SAM ATION C U D E !

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148 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand C: Assessment

2

3

Which part of the article do you think was most important? Use information from the article and your own life to explain why you chose that part.

E L P SAM ATION C U D E !

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Using information from the article, write a brief paragraph telling why you would R. or E T S A would not have done what Prudence did. Use information from theIN E M to support AY. L article W K C Y A N L A B your answer.

IN TA

S NO PRODUCED I T I .

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Strand C: Assessment

4

5

Think about someone who did something brave. Tell how that experience was like the experience of Prudence in the article.

E L P SAM ATION C U D E !

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Think about what this article says about people in general. In what waysSdoes TER. it A M E IN details remind you of people you have read about? Support your answer from WAY. KLwith C Y A N L A B A IN the article.

UCED S NOT

. IT I PROD D E E R T H E G B OPYRI S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

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Strand C: Assessment

6

Which part of the article was most interesting or surprising? Use information from the article to support your answer.

E L P SAM ATION C U D E !

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STOP 151 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D: Assessment

Strand D

H

Assessment

Directions: Read the passage. Then read each multiple-choice question and determine the best answer. Mark the answer in the space on your answer sheet. Write the answers for the openended questions on the lines provided.

Trevor’s great-grandfather told him about child miners. Trevor decided to share the story with others. Trevor wrote this article for the school newspaper.

Child Miners 1.

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Many children have had to sit

and listen to the stories of their grandparents and great-

STER. .

A M E my great-grandfather’s stories ACKLIN IN ANY WAY L B A about life as a coal miner. He S NOT PRODUCED I T I .

GHTED BE RE I grew up in the United States R O Y T P K O K IS C R THIS BOO O before the government made O B N FO MPLEworking.

E A V S I G S I laws against children T TH IS NO N O I S IS PERM Photo courtesy of The Library of Congress grandparents. I remember hearing

2.

Coal mining was a hard and

dangerous job, even for grown men. Miners worked underground

Boys working in a coal breaker at a mine in Pennsylvania.

in tunnels as dark as night. They

3.

Above ground, boys as young as

worked long hours, sometimes

eight or nine also worked long

fifteen or sixteen hours a day.

hours. They worked in large

The work was dirty and tiring.

buildings called “breakers.” Inside

All day, they breathed air filled

these buildings, the “breaker boys”

with coal dust.

sorted lumps of coal. Coal came up GO ON 152

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Strand D: Assessment

from the mines and entered the breakers. From there, it traveled down long chutes, which looked like sliding boards. Unlike sliding boards, however, these chutes were not fun. Breaker boys sat on or near them and watched the pieces of coal march by. As the coal passed, they picked out rocks and other stones that had mixed in with the coal.

4.

E L P SAM ATION C U D E !

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Working in the breakers was a

Photo courtesy of The Library of Congress

A view of Ewen Breaker of the Pennsylvania Coal Co. in South Pittston, Pennsylvania.

dirty job. A thick cloud of coal

dust often hung over the boys as

let air into the mine. They also

they worked. The boys left at the

allowed the mules and carts to

end of the day with their faces

. pass. Door boys often spent STERhours

E MA WAY. OT A ED IN N C U S I D breakers had no heat. In winter O T I REPR TED.Luckily, H E G B I R O 6. some people decided that months, the young boys’ hands COPY KT O O S B I OK BOstones nearly froze as they picked R THIS making children work such hard E O L F P N M S SA could T GIVE jobs and such long hours was not Onot THIThey from the coal.

N S I N O I S right. They pushed for laws that wear gloves RMIS gloves made it PEbecause covered in black coal dust. Many

N in the damp, ACKLItunnels.

ANY BLdark

hard for them to sort the coal.

would stop people from hiring children to work. When these laws

5.

As the boys got older, they took

finally passed, they gave children

on other jobs at the mine. Some

the chance to go to school instead

became mule boys, who fed and

of work. Thanks to these laws, I

cared for the mules that pulled

got to go to school and play with

carts full of coal from the mine.

friends instead of going to work

Others became door boys. They

each morning as my great-

opened and closed the doors that

grandfather had to do.

GO ON 153

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Strand D: Assessment

Answer questions 1 through 9.

1

If the author had added another paragraph to the end of the article, it most likely would have told

?

A what type of job Trevor would like to get one day. ?

B other stories Trevor’s great-grandfather told him. ?

C how laws today still protect children from having to work. ?

D what working as a breaker boy was like during summer.

2

Why do you think the author chose to write about coal mining?

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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154 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D: Assessment

3

A simile is a comparison of unlike things using “as” or “like.” The author used a simile by saying the mine tunnels were “as dark as night.” Explain why the author used that simile.

E L P SAM ATION C U D E !

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STER. .

A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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GO ON 155 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand D: Assessment

4

5

Personification is making ideas or objects appear to be human. In paragraph 3, the author makes the coal seem human by saying that the breaker boys “watched the pieces of coal march by.” The author used personification to show that the coal

6

Imagery is the use of words that make the reader imagine what the characters see, hear, taste, touch, or smell. Which phrase from paragraph 4 makes the reader imagine what Trevor’s great-grandfather saw while working in the breakers?

?

F was black.

?

F thick cloud of coal dust

?

G moved quickly.

?

G at the end of the day

?

H looked shiny.

?

H winter months

?

J was important.

?

J hands nearly froze

E L P SAM ATION C U D E !

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If the author had added another sentence to paragraph 4, which of these would best belong?

7

What was the most important thing to the writer of this article?

?

A How interesting early coal

?

A I can’t even imagine working at

mines were

such a young age.

?

B How lucky he is that things

STER. .

A M E IN the United States at the time.

Y WAY ACKLhe N L A B ?

C How proud is of his A N I OT UCED S Ngreat-grandfather I D O T ?

C It is not right that children had I R .

P GHTED BE RE I R O Y to work such long hours.

T P K O D How important it is to K IS C R THIS BOO? O O B LE was one work hard at school ?

D Being a breaker NofFO MPboy E A V S I G S I T TH jobsISthere NO was. the toughest N O I S IS PERM ?

B There were many coal mines in

have changed

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Strand D: Assessment

8

9

Imagine that you were going to give a talk to your class about coal mining.

Using information from the article, write two important ideas that you would use in your speech.

E L P SAM ATION C U D E !

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STER. .

A M E How did lawmakers’ beliefs guide their actions?

ACKLIN IN ANY WAY L B A D OT UCEwas S Nchildren I D O T I R . ?

A They made laws because they believed that making work not right.

P RE TED H E G B I R O COPY children OOKtoTspend more time playing.

B ISwanted ?

B They made laws becauseOO they S K I H PLE B IVEN FOR T M A S G thought adults would do a better job than children.

S because ?

C They made THIlaws NOTthey S I N ISSIO ?

D They made PERMlaws because they worried that the children would get ill.

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E L P SAM ATION C U D E !

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STER. .

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158 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

READING STRAND MASTERY

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Reading Strand Mastery: Applying the Common Core State Standards is divided into two parts, Instruction and Assessment. Both parts have four sections, each focused on one reading comprehension strand.

The four strands are: Strand Strand Strand Strand

A: Forming a General Understanding B: Developing Interpretation C: Making Reader/Text Connections D: Examining the Content and Structure

STER. .

A M E ACKLIN IN ANY WAY L B A Each strand is correlated to the Common Core State Standards.

S NOT PRODUCED I T I .

GHTED BE RE I R Part A: Instruction O Y T P K O BOO what reading S K IS C that I Each strand contains several objectives describe O H O T B PLE N FOR to know. Each objective includes Mstudents E comprehensionISskills are expected A V S I G T TH IS NO practice, and independent practice. modeled instruction, guided N O I S IS PEofRMeach strand, all the objectives for the strand are assessed together.

At the end Students read full-length passages and answer the questions that follow them.

Part B: Assessment Part B assesses each of the reading strands with its respective objectives. The assessment contains four tests, each one focused on one strand with fiction and/or nonfiction passages.

The book contains multiple-choice questions and open-ended questions.