CARS and STARS - Hawker Brownlow Education

LEVEL PLACEMENT BOOKLET

CARS Comprehensive Assessment of Reading Strategies

STARS Strategies to Achieve Reading Success

CARS II Comprehensive Assessment of Reading Strategies

SAMPLE LESSONS BOOKLET

USES READING STRATEGIES TO INCREASE COMPREHENSION

IDENTIFIES LEVEL OF MASTERY FOR 12 READING STRATEGIES

PROVIDES PRACTICE WITH SELF-ASSESSMENT AND GOAL-SETTING

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Originally published in 2006 by Curriculum Associates, Inc.

© 2006 Curriculum Associates, Inc.

SAMPLER BOOKLETSAMPLER BOOKLET FOR SELECTION OF LEVELS FOR CARS, STARS AND CARS II SERIES.

What is CARS?Comprehensive Assessment of Reading Strategies (CARS series) is designed as an eff ective measure of students’ ability to understand and apply the main strategies necessary for reading comprehension. Th e twelve strategies - which appear on the following pages - are all necessary for a detailed understanding of most of the kinds of written texts which are likely to be encountered in everyday life.

Why is it necessary?Once students have completed the assessment process (CARS) and areas of strength and weakness identifi ed, the Strategies to Achieve Reading Success (STARS) series assists teachers and students to target individual learning needs. Th e CARS II series (implemented after STARS) then provides a further assessment to determine the success of each individual student’s learning.

How do teachers choose the appropriate level to begin?Th e CARS series is arranged alphabetically in increasing levels of diffi culty as follows:

◆ CARS Series P and AA: Th e two new levels are geared toward fostering pre-reading skills, assessing student’ knowledge of six key reading areas – Finding the Main Idea, Finding Details, Putting Th ings in Order, Understanding What Happens and Why, Making a Guess and Figuring Th ings Out. Each level features the acclaimed format of CARS and STAR, levels A–H, and its step-by-step approach to ensuring reading success.

◆ CARS Series P and AA: P is designed for teachers to “read aloud” and AA for more advanced students to “read along”.

◆ CARS Series A: Approximately Years One to Two

◆ CARS Series B: Approximately Years Two to Th ree

◆ CARS Series C: Approximately Years Th ree to Four

◆ CARS Series D: Approximately Years Four to Five

◆ CARS Series E: Approximately Years Five to Six

◆ CARS Series F: Approximately Years Six to Seven

◆ CARS Series G: Approximately Years Seven to Eight

◆ CARS Series H: Approximately years Eight to Nine

Because each classroom may contain students whose reading skills and level of understanding is less or greater than other students in the same level, it is likely that more than one CARS level booklet will be appropriate for any class.

In order to help teachers decide which level in the CARS series is best for any given group of students, this sample booklet provides ONE assessment Lesson Example from each of the ten levels of the CARS Series.

Since each series presents a collection of written pieces of varying genres, a number of diff erent styles of writing have been included here as an indication of the range of pieces found within the series.

You are invited to photocopy the appropriate levels for your class to use as a guide for more eff ective selection of booklets in the series.

© 2010 Hawker Brownlow Education • HBC077 CARS, STARS and CARS II Sample Lesson Booklet | 3

UNDERSTANDING THE STRATEGIES FINDING MAIN IDEA Th e main idea of a reading passage is a sentence that tells what the passage is mostly about. Questions about main idea might ask you to fi nd what a passage is mostly about or mainly about. Th e questions might also ask you to choose the best title for a passage. When answering a question about main idea, ask yourself, What is the passage mostly about? Th en choose your answer.

RECALLING FACTS AND DETAILS Every reading passage contains facts and details. Th e facts and details tell more about the main idea. Questions about facts and details ask you about something that was stated in the passage. To answer a question about a fact or detail, look back to the passage to fi nd the answer.

UNDERSTANDING SEQUENCE Sometimes, a passage is told in order or sequence. Diff erent things happen at the beginning, middle and ending of a passage. Questions about sequence ask you to remember and put events or details in order. Questions about sequence often contain key words such as fi rst, then, last, after or before.

RECOGNISING CAUSE AND EFFECT A cause is something that happens. An eff ect is something that happens because of the cause. Read this sentence: ‘I forgot to set my alarm clock, so I was late for school.’ Th e cause of being late for school was forgetting to set the alarm clock. Th e eff ect of forgetting to set the alarm clock is being late for school. Questions about cause and eff ect usually begin with the key words why, what

happened or because.

COMPARING AND CONTRASTING Some questions ask you to fi nd how two things are alike or diff erent. Th is is called compare and contrast or fi nding likenesses and diff erences. Questions that ask you to compare or contrast usually contain key words such as most like, diff erent, alike or similar.

4 | CARS, STARS and CARS II Sample Lesson Booklet © 2010 Hawker Brownlow Education • HBC077

UNDERSTANDING THE STRATEGIES MAKING PREDICTIONS A prediction is something you think will happen in the future. Questions about predictions ask what will probably or most likely happen next. You will not fi nd the answer to these questions in the passage. But there are clues you can use from the passage to make a good guess about what might happen next.

FINDING WORD MEANING IN CONTEXT Sometimes when you read, you fi nd a word whose meaning you do not know. Often you can tell the meaning of the word by the way the word is used in the sentence. Th is is called understanding word meaning in context. Questions about meaning in context ask you to fi nd the meaning of a word that may not be familiar to you. If you have trouble choosing an answer for a question like this, try each answer choice in the sentence where the word appears in the passage. See which answer choice makes the most sense.

DRAWING CONCLUSIONS AND MAKING INFERENCES When you read, many times you must fi gure out things on your own. Th e author doesn’t always tell you everything. For example, you might read these sentences: ‘Th e moon cast an eerie glow in Jake’s room. Suddenly, he saw a shadow by the window. Jake sat up in bed, frozen with fear.’ From what the author has written, you can tell that it is probably night-time, because the moon is out and Jake is in bed. Questions about drawing conclusions often contain the key words you can tell or probably.

DISTINGUISHING BETWEEN FACT AND OPINION Questions about facts and opinions ask you to fi nd which statements are fact statements and which statements are opinion statements. Remember, a fact is something that is true. An opinion tells how a person feels about something. Facts can be proven. Opinions cannot. Statements that are opinions often contain key words such as most, best, nicest and greatest.

IDENTIFYING AUTHOR’S PURPOSE Questions about author’s purpose ask you why the author wrote the passage. Most authors write for one of these reasons: to persuade (make someone want to do something), to give information, to describe or to entertain. You can remember these four reasons by remembering P.I.D.E. – P for persuade, I for information, D for description and E for entertain.


UNDERSTANDING THE STRATEGIES INTERPRETING FIGURATIVE LANGUAGE Sometimes, writers use words in such a way that their meaning is diff erent from their usual meaning. For example, someone who has told a secret might say, ‘I spilled the beans.’ Th is is an example of fi gurative language. Th ese words do not mean that the person actually spilled some beans. Th ese words mean ‘I didn’t mean to tell the secret.’

SUMMARISING Questions about the best summary of a passage ask you about the main points of the passage. When you answer questions about summary, fi rst ask yourself, What is the main idea of the passage? A good summary is closer to the main idea than to any single detail found in the passage.

12 STRATEGIES FOR READING SUCCESSREADING THE TEXT READING BETWEEN THE LINES READING BEYOND THE TEXT

Finding the Main Idea Comparing and ContrastingDistinguishing Fact from

Opinion

Recalling Facts and Details Making Predictions Identifying Author’s Purpose

Understanding SequenceFinding Word Meaning in

Context

Interpreting Figurative

Language

Recognising Cause and

Effect

Drawing Conclusions and

Making Inferences

Distinguishing Real from

Make-believe


SAY: Open your book to page 18. (Pause to make sure all students are on page 18.) The fi rst question is about fi nding the main or big idea. Put your fi nger on the number 1. The directions say: Listen. Circle the big idea. Look carefully at picture A and picture B. Listen carefully as I read aloud the following story:

The night sky was filled with bright colours. Loud booms filled the air. Ethan and the people around him cheered as the fireworks thundered again and again. Boom! Boom! The explosions shook the ground under Ethan’s feet.

Circle the letter of the picture that shows what the story is mostly about.

Pause as the students respond.

SAY: The second question is about fi nding details. Put your fi nger on the number 2. The directions say: Look. Circle. Look carefully at the three pictures across the page. One of the pictures has a detail that does not appear in picture 1A above. Circle the letter of the picture with a detail that does not appear in picture 1A.


SAY: The third question is about putting things in order. Put your fi nger on the number 3. The directions say: Look. Listen. Circle. Look carefully at the three pictures across the page. Listen carefully as I read aloud the following nursery rhyme:

Hey diddle, diddle, the cat and the fi ddle, The cow jumped over the moon;

The little dog laughed to see such fun, And the dish ran away with the spoon.

Circle the letter of the picture that shows what happened fi rst.

Pause as the students respond. Then discuss and correct responses 1–3.

For number 1, the answer is B (fi reworks). For number 2, the answer is C (hat). For number 3, the answer is B (cat playing the fi ddle).

SAY: Turn to page 19. The fourth question is about understanding what happens and why. Put your fi nger on the number 4. The directions say: Look. Listen. Circle. Look carefully at the picture in the square. Then listen as I read aloud the question and answer choices next to the picture:

The woman is most likely goingA on a trip.B to the shops.C into the house.

Circle the letter of the correct answer.


SAY: The fi fth question is about making a guess. Put your fi nger on the number 5. The directions say: Look. Circle. Look carefully at the picture in the square. Then look at the two pictures across the page. Circle the letter of the picture that shows what most likely happened next.


SAY: The sixth question is about fi guring things out. Put your fi nger on the number 6. The directions say: Look. Circle. Look carefully at the picture in the square. Then look at the two pictures across the page. Circle the letter of the picture that shows the person who looked at the night sky.

Pause as the students respond. Then discuss and correct responses 4–6. For number 4, the answer is C (on a trip). For number 5, the answer is A (basketball going through hoop). For number 6, the answer is A (woman and telescope). When the discussion is completed, ask the students to close their book.

LESSON 1LEVEL P

Teacher’s dialogue.


1. Listen. Circle the big idea.

Finding Details

2. Look. Circle.

Putting Things in Order

3. Look. Listen. Circle.

A B

A B C

A B C


Understanding What Happens and Why

4. Look. Listen. Circle.What? What?

The woman is most likely goingA on a trip.B to the shops.C into the house.

Making a Guess

5. Look. Circle.

Figuring Things Out

6. Look. Circle.

A B

A B


Look at this picture of Liz.Then answer questions about the picture.Choose the best answer for Numbers 1 to 6.

LESSON 2LEVEL AA

Follow on the page while your teacher reads aloud the questions and answers.


Finding Main Idea

1. What is the picturemostly about?

� a girl packing a suitcase

� a girl playing with her toys

� a girl getting ready to read

Understanding What Happens and Why

4. Which of these will not fit in Liz’s suitcase?

� the books

� the swimming goggles

� the swimming toy

Finding Details

2. Which of these is already in Liz’s suitcase?

� toys

� clothes

� books

Making a Guess

5. You can guess that Liz is� going camping.

� going on a trip.

� getting ready for bed.

Putting Ideas in Order

3. What will Liz pack next?� a doll

� a hat

� a bear

Figuring Things Out

6. Liz is going to a place where she will probably

� skate.

� ski.

� swim.


LEVEL ALESSON 3

24 October 2005Dear Mya,How do you like your new school? Your sister told me that it’s hard making new friends. She also told me that you don’t like being the tallest girl in your class. Did you know that when I was your age I was tall, too? Lots of people told me that I should join a basketball team. I got tired of hearing that all the time. Besides, I didn’t like any sports. I liked reading books or playing with my dolls. One day my brother was playing basketball in our driveway. He asked me to play with him. I was a really good player. My brother said I was even better than him. He signed me up for a team without telling me. I wasn’t happy at first, but I gave it a try. And guess what? I was glad I did. I made lots of new friends. I liked playing, but I liked being with my friends the best. Maybe you should join a basketball team, too. I’m sure you will make lots of friends. Sometimes the things we don’t like turn out to be more fun than we think. So try something new, even if it’s not a sport.

Your cousin,

Ann

Read this letter that a girl wrote to her cousin. Then answer questions about the letter. Choose the best answer for Numbers 1 to 8.

Finding Main Idea

1. The letter is mostly about� a girl who likes sport.

� a girl who does not want to play basketball.

� a girl who made friends playing basketball.

Recalling Facts and Details

2. Who wrote the letter?� Mya’s mother

� Mya’s cousin

� Mya’s sister


Understanding Sequence

3. What happened after Ann played basketball with her brother?

� He told her she didn’t play well.

� He signed her up for a basketball team.

� He helped her make friends.

Finding Word Meaning in Context

6. You can tell that a team is� a group of people who play a sport

together.

� a person who plays a sport.

� a place where people play sport.

Recognising Cause and Effect

4. What happened when Ann played on a basketball team?

� She won games.

� She stopped playing.

� She made friends.

Drawing Conclusions and Making Inferences

7. You can tell that Mya� does not like sport.

� is in a new school.

� has no friends.

Making Predictions

5. What will Mya probably do after she reads the letter?

� Try something new.

� Read a new book.

� Play basketball with her brother.

Reading Pictures

8. Which of these shows a basketball player?

� � �


LESSON 4LEVEL B

Read this story about a different kind of bird. Then answer questions about the story. Choose the best answer for Numbers 1 to 12.

Penguins are small birds with short legs. Penguins are not like most birds. They have feathers and wings, but they cannot fly. Penguins use their wings to swim. Their wings are like paddles.

When it comes to walking, penguins are all thumbs. Their short legs make it hard for them to walk. Penguins prefer sliding down a hill of snow on their stomach. A penguin’s body is like a built-in sled.

Penguins live together in large groups. Penguins live in a nest called a rookery. They lay their eggs in the nest and keep them warm till they hatch. After the female lays an egg, she gives it to the male to keep warm. The female then leaves the nest for about two months. The male takes care of the egg while she is gone. He does not eat during this whole time. The female returns just as the egg is ready to hatch.

Most penguins like to live in cold places. They also like to live near the ocean. Penguins have a thick layer of fat under their skin. The fat keeps them warm when it is cold. Penguins spend most of their time on land. They go into the water when it is time to eat. They look for fish and dive under water to catch them.


Finding Main Idea

1. A good name for this story is� ‘Life in a Rookery’.

� ‘Birds That Can Swim’.

� ‘All About Penguins’.

� ‘How Penguins Eat’.


4. It is hard for penguins to walk because

� they have no wings.

� their legs are short.

� they have to walk on snow.

� their feathers are short.


2. Penguins use their wings to� fly.

� swim.

� walk.

� slide.

Comparing and Contrasting

5. How are penguins different from most birds?

� They cannot fly.

� They cannot walk.

� They do not have feathers.

� They do not know how to swim.


3. The boxes tell about some things in the story.

The female leaves for about two months.

The female returns when the egg is ready to hatch.

1 2 3

Which of these belongs in box 2?

� The egg hatches.

� The female lays an egg.

� The male does not eat.

� The female gives the egg to the male.

Making Predictions

6. What would happen if a penguin did not have fat under its skin?

� It would be able to fly.

� It would get too cold.

� It would not be able to swim.

� It would not be able to eat.



7. In this story, layer means� ‘skin’.

� ‘shell’.

� ‘fur’.

� ‘covering’.

Understanding Author’s Purpose

10. Why did the author probably write the story?

� to describe how penguins walk

� to tell all about penguins

� to get readers to like penguins

� to tell readers a funny story about penguins


8. A penguin that is hungry would probably

� build a nest.

� go for a walk.

� go for a swim.

� lay an egg.

Interpreting Figurative Language

11. The story says, ‘When it comes to walking, penguins are all thumbs.’ This means that

� penguins are afraid to walk.

� penguins do not like to walk.

� penguins are not able to walk.

� penguins have a hard time walking.

Distinguishing Between Fact and Opinion

9. Which of these tells something that can be proved?

� Penguins cannot fly.

� Penguins are fun to watch.

� Penguins are everyone’s favourite bird.

� Penguins are the silliest looking birds.

Distinguishing Between Real and Make-believe

12. Which of these could not really happen?

� A penguin lives in a cool place.

� A penguin flies to a new home.

� A penguin swims in the ocean.

� A penguin slides down a hill of snow.


LESSON 5LEVEL C

One day, a bird sat quietly in her nest. She was hungry, but she didn’t know what she wanted to eat.

‘A juicy caterpillar would be tasty,’ said the bird. So she went to look for a caterpillar. She found one resting on the underside of an oak leaf. The bird got ready to take a big bite.

‘Please let me go,’ said the caterpillar. ‘If you eat me, you will not have a friend,’ said the caterpillar.

‘I don’t need a friend,’ said the bird. ‘I need a meal.’‘If you had a friend, you would have someone to help you if you ever got in trouble,’

pleaded the caterpillar. The bird thought about what the caterpillar said. She didn’t have any friends. She didn’t

even know if she wanted a friend. But she decided to let the caterpillar go, just in case. Maybe she would need a friend someday. ‘You won’t be sorry,’ said the caterpillar as the bird flew off.

Winter was long and harsh. There was very little food. The bird was often hungry. She thought about the caterpillar from time to time. ‘I could use a friend now,’ thought the bird. ‘A friend would help me find food.’

When spring arrived, the bird was weak with hunger. She couldn’t get any food. The bird thought she might die.

One day a beautiful butterfly flew by the bird’s nest. The butterfly could see that the bird was not well.

‘What do you want?’ asked the curious bird.‘I’ve come to help you,’ said the butterfly. ‘I am your friend.’‘But I have no friends,’ said the bird. ‘Only a caterpillar that seems to have forgotten all

about me.’‘No, he hasn’t,’ said the butterfly. ‘I was once that caterpillar crawling about the earth.

Now I have wings and am a beautiful butterfly. I am still your friend.’‘And how can you help me now?’ asked the bird.‘I can fly about and find some food. Then I can bring it quickly to your nest. I will help

you until you are well again.’The bird could not believe her ears. ‘You have saved the day!’ she said.‘That’s what friends are for,’ said the butterfly, as she flew away to find some food.

Read this fable about a bird and a caterpillar. Then answer questions about the fable. Choose the best answer for Numbers 1 to 12.


Finding Main Idea

1. The fable tells mainly about� how a bird helps a caterpillar.

� why friends are good to have.

� what birds like to eat.

� how caterpillars change into butterflies.


4. The bird was weak because� she didn’t have any food.

� she didn’t eat the caterpillar.

� she didn’t have a friend.

� she couldn’t fly.


2. Where did the bird find the caterpillar?

� in a garden

� on a tree

� under a leaf

� near a nest


5. How are the bird and the butterfly alike?

� They both live in nests.

� They both have wings.

� They both need a friend.

� They both are hungry.


3. Which of these happened first?� The bird thought that it might be

good to have a friend.

� The caterpillar asked the bird to let him go.

� The butterfly flew by the bird’s nest.

� The bird went to look for dinner.

Making Predictions

6. What will probably happen the next time the bird finds a caterpillar?

� She will eat it.

� She will help it find food.

� She will try to be its friend.

� She will help it become a butterfly.



7. In the fable, the word curious means

� ‘odd’.

� ‘interested’.

� ‘famous’.

� ‘stubborn’.

Identifying Author’s Purpose

10. The author probably wrote the fable to

� explain how a caterpillar changes into a butterfly.

� show how to make a new friend.

� describe how birds find food.

� teach a lesson about friendship.


8. There was probably no food in winter because

� the sun never came out.

� it was eaten by other birds.

� few plants grow in winter.

� animals don’t need food in winter.


11. The words saved the day mean that the butterfly

� made the day seem longer than it was.

� came to help the bird just in time.

� spent all of his time helping the bird.

� asked the sun to stay in the sky all day and night.


9. Which of these is a fact?� The butterfly was more beautiful

than other butterflies.

� The bird was nice to let the caterpillar go.

� The winter was long and harsh.

� The caterpillar was a better friend than the bird.

Distinguishing Between Real and Make-believe

12. Which of these could not really happen?

� A bird finds a caterpillar.

� A bird has trouble finding food.

� A bird and a caterpillar decide to become friends.

� A caterpillar becomes a beautiful butterfly.


LESSON 6LEVEL D

Rainforests

Tropical rainforests are forests in warm, moist regions. There are four layers to a rainforest. Each one of these layers is home to the widest range of plants and animals found anywhere in the world. The first layer is the emergent layer. This layer contains the tops of enormous trees that seem to go on forever. The next and most populated layer is the canopy. Here the leaves and branches of the trees shelter the animals from the rain. Small trees and plants make up the next layer, called the understorey. The final layer is the ground floor, where all is dark and quiet.

One of the most unique plants of the rainforest are epiphytes, or air plants. These include moss, ferns and orchids. Leaves on these plants collect water that animals can drink. The other plants in the rainforest also have amazing uses. Scientists have discovered cures in the rainforest for many illnesses and diseases. The animal life is just as amazing as the plant life. Birds, amphibians, reptiles and insects that are found nowhere else are found in the rainforests. Many of these animals never touch the ground in their whole life. They dwell in the canopies and eat food from the trees.

Not only plants and animals live in the rainforests. Small tribes of native people live there and have done so for thousands of years. These people have their own culture and language. They were one of the first people to learn how plants could be used to cure illnesses. But now their very lives are threatened by the destruction of the rainforests. Kilometres of forest are being cut down every day for wood or for land to grow crops. It has been reported that by the year 2050, most rainforests will no longer exist due to destruction caused by humans. In the not-too-distant future, all life that is unique to the rainforest could go the way of the dinosaurs.

Here is a geography article about one of the most unique places in the world. Read the article. Then do Questions 1 to 12.


Finding Main Idea

1. The article mainly tells about� general information about rainforests� how to save the rainforests� the many layers of a rainforest� the plants and animals found in the

rainforest


4. Some animals don’t leave the trees because

� the trees offer large amounts of space.� the leaves and branches supply plenty

of food.� the leaves and branches provide safety

from other animals.� the trees are so close together that

travel is easy among the treetops.


2. Which of these is not a fact from the article?

� Plants from the rainforest are used for medicine.

� People have lived in rainforests for thousands of years.

� The most populated layer of the rainforest is the canopy.

� Rainforests are found only along the equator.


5. What is one major difference between the emergent layer and the ground floor?

� The ground floor has more animals than the emergent layer.

� The ground floor is darker than the emergent layer.

� The ground floor and the emergent layer are several kilometres apart.

� More insects are found in the emergent layer than on the ground floor.


3. Which of these did the author last write about in the article?

� layers of the rainforest� plants of the rainforest� people of the rainforest� animals of the rainforest

Making Predictions

6. Predict what will happen if destruction of the rainforests suddenly stops.

� Most of the rainforest will be lost before the year 2050.

� The animals of the rainforest will seek shelter in other rainforests.

� The rainforests will survive and possibly thrive for another hundred years or more.

� Rainforests will begin to appear in other regions of the world.



7. Which of these sentences uses the word shelter the same way it is used in paragraph one?

� The soldiers hid in the bomb shelter during the raid.

� We adopted our pet from an animal shelter.

� They found a small shelter in the mountains.

� Our house will shelter us during the storm.


10. The main purpose of the last paragraph is to tell how

� native people have been able to survive in the rainforest for thousands of years.

� the many layers of the rainforest serve a particular purpose.

� the destruction of the rainforest affects native people, as well as plants and animals.

� to best halt the further destruction of the rainforest.


8. From the article, you can tell that

� the animals of the rainforest are found in most regions of the world.

� most of the world receives its medicine from the plants found in the rainforest.

� if rainforests are destroyed, future cures for many illnesses might also be destroyed.

� the animals of the rainforest destroy more plants than humans do.


11. The words go the way of the dinosaurs mean

� ‘depend on reptiles’.� ‘live on forever’.� ‘increase in size’.� ‘become extinct’.


9. Which of these is a fact?� The people of the rainforest have a

fascinating culture.� Rainforests are found in warm, moist

regions of the world.� The air plants are the most amazing

plants in the rainforest.� Humans should have stopped

destroying the rainforest long ago.

Summarising

12. Which of these is a good summary of the article?

� There are four layers of the rainforest where plants and animals are found.

� The plants and animals found in the layers of the rainforest, as well as its people, are in danger of destruction.

� The rainforest is home to many unique animals as well as plants that are used to treat illnesses.

� The people of the rainforest have survived for thousands of years.


LESSON 7LEVEL E

Tim Olsen took a deep breath as he stepped off the boat. He had just arrived in Apia, Western Samoa. The small resort town was filled with summer tourists. This was no holiday for Tim, however. His computers and seismometers had shown earthquake activity near Apia. As a precaution, his company had sent him from his home in Sydney to Apia to monitor any new activity.

Carrying his suitcase and several bags of equipment, Tim trudged over to the nearest hotel and checked in. As he walked to his room, Tim looked up at Mount Fito, a volcano that had been dormant for several hundred years. Once inside his room, he set up his equipment and switched on the seismometer. A slight spike began to grow along the line of waves. Tim then felt a tremor, one so small that only people indoors would notice. The windows in his room chattered like teeth, and his keys began to move across the table. Tim grabbed his notepad and quickly scribbled, ‘Time: 9.15 p.m., Reading: 1.3.’ He lay on the bed awaiting the next tremor. After a long day of travelling, Tim was soon asleep.

Beep! Beep! blared Tim’s alarm clock the following morning. He hopped out of bed to check the overnight readings. ‘Nothing,’ muttered Tim, rubbing his eyes awake. He quickly dressed and went to the hotel restaurant to enjoy his favourite breakfast – pancakes. Just as he was finishing the last bite, he felt a tremor under his feet. The table began to shake and curious patrons wondered aloud what was happening. Tim threw a ten-dollar note on the table and half-ran to his room to check the latest recordings. On his notepad he wrote, ‘Time: 8.12 a.m., Reading: 2.2.’ He turned on the radio and heard the report about the earthquake. The epicentre was only half a kilometre from the hotel and was situated right under the volcano. Tim picked up the phone to call his employer.

Tim briefed his boss, Rick Peters, on the situation. ‘I’m going to need some more people down here as soon as possible.’

But Tim’s boss wasn’t convinced. ‘Olsen, it’s too soon. Don’t jump the gun.’Through gritted teeth, Tim replied, ‘Mr Peters, you don’t understand. There hasn’t been an

earthquake epicentred under this mountain for over 400 years. I’ve never seen activity like this before. I need some backup and I need it now!’

He slammed down the phone, hanging up on his boss. With a sigh, Rick Peters muttered aloud, ‘That man is going to have to learn to be more

patient.’

Here is a short story about a seismologist. Read the short story. Then do Questions 1 to 12.


Finding Main Idea

1. A good title for this story is� ‘Dormant Volcanoes’.

� ‘Disaster Strikes’.

� ‘On Shaky Ground’.

� ‘Volcanoes and Earthquakes’.


4. Why was Tim sent to Apia?� His boss believed Mount Fito

was going to erupt soon.

� Rick Peters is concerned whenever small earthquakes take place.

� Tim’s computers and seismometers had shown earthquake activity in Apia.

� Several earthquakes had already been epicentered near Mount Fito.


2. Where was Tim when he felt the second quake?

� in his room

� in the hotel restaurant

� on the boat

� in the hotel lobby


5. Which of these is a simile? � like teeth chattering

� as a precaution

� as soon as possible

� activity like this


3. The boxes tell some things that happened in the story.

Tim felt a small tremor that caused the windows to rattle.

Tim wrote to his notepad, ‘Time: 8.12 a.m., Read-ing 2.2.’

Tim tried to convince Mr Peters to send more help to Apia.

1 2 3 4

Which of these belongs in box two?

� Tim heard a report on the radio about the earthquake.

� Tim checked into his hotel room.

� Tim explained that he had never seen activity like this before.

� Tim hopped out of bed to check the overnight readings.

Making Predictions

6. What will probably happen next?

� A major earthquake will cause Mount Fito to erupt.

� Earthquake activity will cease to occur in the area.

� Rick Peters will send the necessary people and equipment to help Tim.

� Tim’s equipment will continue to register stronger quakes.



7. In the first paragraph, precaution means

� ‘a determination in advance’.

� ‘an action taken to avoid danger’.

� ‘lacking in protection’.

� ‘occurring at a later time’.


10. The story was written mainly to

� teach readers how to determine the strength of an earthquake.

� describe the dangers of living near an inactive volcano.

� entertain readers with a tale of science and suspense.

� inform others about the life of a seismologist.


8. From the story, you can tell that� Tim does not take his work

seriously enough.

� Tim does not live in Western Samoa.

� Tim has been monitoring earthquakes for over 15 years.

� Tim and Rick Peters often disagree about the subject of earthquakes.


11. The words jump the gun mean to

� ‘fail at something’.

� ‘attract unnecessary attention’.

� ‘annoy or bother someone’.

� ‘act sooner than necessary’.


9. Which of these is a fact?� Tim was more knowledgeable than

most seismologists.

� Tim should have been more patient with his boss.

� Tim arrived in Apia during the summer.

� Tim’s boss is considered to be a stubborn man.

Summarising

12. The best summary of the short story is

� a seismologist cannot decide how to handle a serious situation.

� a seismologist gives up his holiday to learn more about a volcano.

� a seismologist is sent to a small island to monitor earthquake activity.

� a seismologist panics when earthquakes are reported on a small island.


LESSON 8LEVEL F

Astronomy Corner By Carol Sagen

Read this article from the science section of a newspaper. Then answer questions about the article. Choose the best answer for Numbers 1 to 12.

What is the Sun?The Sun is an amazing ball of energy. This ball of energy is really just a star, like the ones you see on a clear night. The Sun, however, is much closer to Earth than other stars. That is why we can feel the heat of the Sun. That is also why the Sun looks much bigger and brighter than other stars.

What is the Sun made of?The Sun is made of hot gases that contain many of the same elements found on Earth. These elements are hydrogen, helium, calcium, sodium, magnesium and iron.

How large is the Sun?Although the Sun may look small from Earth, it is actually quite large. It only looks small because it is about 150 million kilometres away. The Sun has a diameter of 1.4 million kilometres. It is so large that more than one million planets the size of Earth could fit inside it.

Compared to other stars, however, the Sun is average in size. There are many stars that appear small in the night sky but are actually bigger than the Sun.

How hot is the Sun?Very hot! The surface of the Sun is approximately 6000°C. Although the inside portion of the Sun has not been studied, the temperature inside the Sun is believed to be greater than 14 million

degrees C. The outer atmosphere of the Sun (which we cannot see with our eyes) gets extremely hot, about 800,000 to 1.1 million degrees. These temperature changes are of great interest to scientists.

How old is the Sun?The Sun is no spring chicken – it is about 4½ billion years old! Humans have been around for only a tiny fraction of this time. Scientists believe that the Sun will remain the way it is for about another 5 billion years. After that, the Sun will begin burning out. Eventually, the Sun will no longer give off heat.

Does the Sun move? The Sun spins on an axis. It moves at different rates because of the movement of gases. The equator of the Sun moves about once every 25 days, while the poles of the Sun rotate about once every 35 days.

Why do we study the Sun?We need the Sun for light, heat and energy. Without the Sun, life on Earth would not exist. Scientists know that the Sun changes over time. These changes affect our lives and our climate. They also affect our communication satellites. The more we know about the Sun, the more we can understand how its changes affect life on Earth.


Finding Main Idea

1. The article is mostly about� the universe.

� the Sun.

� stars.

� Earth.


4. The Sun looks brighter and bigger than other stars because

� it is closer to Earth than other stars.

� it is brighter and bigger than most stars.

� it has already begun to burn out.

� it is made of elements not foundin most stars.


2. Which of these is not an element found in the Sun?

� calcium

� magnesium

� potassium

� hydrogen


5. How does the outer atmosphere of the Sun differ from its surface?

� It can be seen.

� It is hotter.

� It is cooler.

� It is always changing.


3. What will happen in 5 billion years?

� The Sun will be harder to see in the sky.

� The Sun will become more like a planet.

� The Sun will move closer to Earth.

� The Sun will start to burn out.

Making Predictions

6. Who would probably be most affected by the Sun’s interference with communications systems?

� teachers

� bus drivers

� video game players

� mobile phone users



7. Which of these is the best meaning of axis?

� ‘a circle that divides a sphere into two equal parts’

� ‘an imaginary straight line around which an object rotates’

� ‘the path that one object follows around another object’

� ‘the power, strength or energy that something has’


10. The article was written mainly to

� describe what the Sun looks like.

� explain facts about the Sun.

� get readers to learn more about the Sun.

� entertain readers with unusual facts about the Sun.


8. From the article, you can conclude that

� the Sun is the largest star in the sky.

� the Sun is much smaller than Earth.

� the Earth is older than the Sun.

� not much is known about the inside of the Sun.


11. The article states that The Sun is no spring chicken. This means that the Sun is not

� old.

� young.

� alive.

� powerful.


9. Which statement from the article expresses an opinion?

� The Sun is an amazing ball of energy.

� We need the Sun for light, heat and energy.

� Eventually, the Sun will no longer give off heat.

� These temperature changes are of great interest to scientists.

Summarising

12. What is a good summary of the article?

� The Sun is a star that affects life on Earth.

� More must be learned about the Sun before we can understand how it affects our lives.

� The Sun is an old star made up of gases, giving off heat and providing life on Earth.

� The Sun is about 4½ billion years old and is about 150 million kilometres from Earth.


LESSON 9LEVEL G

Many customs and traditions surround modern-day weddings. It was no different in ancient Rome.

Wealthy families arranged marriages for their daughters when they were about 14 years old and considered to be women. Parents considered social status and mutual advantages when they set out to find a marriage partner for their daughter. Both sets of parents consulted together, and if both families agreed to all the terms, an engagement would take place.

The engagement was celebrated with a special party called a sponsalia. During this party the families determined the dowry, or property and wealth a woman would bring to her husband at marriage. The future husband then presented his new bride with gifts. One gift was usually a ring showing clasped hands, which went on the third finger of her left hand. This finger was believed to have a nerve that led straight to the heart. Finally, a contract was signed and sealed with a kiss.

Then it was time to choose a date for the wedding. Days were chosen carefully because some were regarded as unsuitable and unlucky. This was particularly true of festival days. Romans thought the best and luckiest time to be married was during the latter part of June.

The simplicity or elaborateness of a wedding depended upon social status and wealth. The most formal weddings, affordable by only the upper class, were called confarreatios and were held in the bride’s family home.

The traditional dress for a bride in ancient Rome was a pure white tunic with a bright orange veil. Over this was placed a yellow cloak. The bride’s hair was arranged in six braids, and a wreath of fresh flowers was placed around her head. She also wore a special sash woven from wool and tied in a ‘Hercules Knot’. Traditionally, only the bridegroom could untie this knot before the wedding night.

On the day of her wedding, the bride would dedicate all of her childhood toys and dresses to the gods of her father’s house. A sacrifice was made, usually a pig or sheep, whose entrails would be read for lucky signs or omens.

Here is a history essay on some of the customs and traditions of ancient Rome. Read the essay. Then do questions 1 to 12.


Finding Main Idea

1. The essay is mostly about� ancient Roman customs.

� weddings in ancient Rome.

� the social structure of ancient Rome.

� superstitions held by the ancient Romans.


4. What determined the simplicity or elaborateness of a wedding?

� the time of year

� the social status and wealth of the families

� the weather

� the age of the bride


2. When did the ancient Romans consider the best and luckiest time to get married?

� the latter part of June

� weekends

� festival days

� summer


5. According to the essay, how are modern weddings similar to those in ancient Rome?

� They both involve much superstition.

� They are both usually arranged.

� They both involve many customs and traditions.

� Brides and grooms wore the same clothes then as they do now.


3. What is mentioned first in the essay?

� Hercules knots

� wedding rings

� confarreatios

� sponsalias

Making Predictions

6. Predict which of the following would not have happened at an ancient Roman wedding.

� physical contests

� eating and drinking

� religious ceremonies

� singing and dancing



7. In the fourth paragraph the word particularly means

� ‘only’.

� ‘mostly’.

� ‘especially’.

� ‘usually’.


10. Why did the author probably write this essay?

� to describe the customs and traditions of ancient Rome

� to provide some general information on weddings in ancient Rome

� to convince readers that ancient Rome was an advanced civilisation

� to draw a comparison between ancient customs and those of today


8. From the essay, a reader can conclude that weddings in ancient Rome

� were always held in June.

� were always elaborate occasions.

� were always held on a carefully chosen day.

� were always held in the bride’s family home.


11. The words set out in the second paragraph mean

� ‘began to attempt’.

� ‘went on a journey’.

� ‘arranged neatly’.

� ‘paid for’.


9. Which of these is an opinion?� The ancient Romans believed that

a nerve from the third finger led to the heart.

� The Romans’ belief in finding omens in animal entrails was misguided.

� Wealthy families arranged marriages for their daughters.

� The most formal type of wedding was called a confarreatio.

Summarising

12. Which of these is the best title for the essay?

� ‘The customs and traditions of ancient Rome’.

� ‘Married life in ancient Rome’.

� ‘Celebrations in ancient Rome’.

� ‘Weddings in ancient Rome’.


LESSON 10LEVEL H

Iceman – A Bridge to the Past

On the 19th September 1991, two German hikers were climbing in the Alps of Austria when they discovered a frozen body poking through the glacial snow. What they thought was the victim of a hiking accident was actually one of the most important archaeological finds of the century – the well-preserved body of a 5300-year-old man.

The iceman’s major organs and skin were remarkably preserved, as well as his leather shoes, grass cape and hat, metal axe, unfinished bow, finished and unfinished arrows, flint knife, bark quiver and samples of various grains, berries and mushrooms. The iceman soon became known as Ötzi, named after the Ötztal Valley where he was found.

Scientists had many questions about Ötzi, such as where he had come from and what his purpose was on the mountain. During the years since Ötzi’s discovery, archaeological teams have been able to use the discovery to shine a light on a time of historical darkness. The most informative tool that helped piece together the puzzle of Ötzi’s life was the copper axe found beside him. The artefact assisted in answering the question of what time period Ötzi came from. The metal used for the axe blade was from the Copper Age, which lasted from 4000 to 2200 b.c.

Scientists also learned about Ötzi’s life by studying everything from his fingernails and hair to moss and pollen grains found on his clothing. Ötzi was probably part of a small farming community that had begun growing wheat. An analysis of the pollen and moss trapped in his clothes revealed that he was from the southern valleys. From these clues, scientists determined that Ötzi was of Italian ancestry.

Scientists have come to the conclusion that Ötzi was a man going about his everyday business, equipped with all he needed for daily life. Everything about him confirms that he was a mountain man. He had lightweight items; warm, waterproof clothing; and even a repair kit he carried in his belt. His skeleton tells the same story. His bones were misshapen from regular, tough climbing. He had frostbite in his toes and signs of arthritis in his worn joints. Despite all this, Ötzi was a healthy man who was probably almost 50 years old when he died.

There are still many unanswered questions about Ötzi. These questions might remain unanswered due to Ötzi’s fragile state. He cannot be taken out of his protective environment for long, because his remains will dry out. Research has been suspended until other methods of preservation are discovered. One thing scientists are certain about, however, is that the discovery of Ötzi built a bridge to the past that joined our world with his.

Read this social studies article about one of the most important discoveries of the twentieth century. Then answer questions about the article. Choose the best answer for Numbers 1 to 12.

flint knife

metal axe


Finding Main Idea

1. What is the main topic of this article?

� the important discoveries of the twentieth century

� how scientists apply different research techniques to archaeological artefacts

� how much can be learned about the past by studying an archaeological find

� how an ancient civilisation lived over five thousand years ago


4. The axe found with Ötzi was an important artefact because it

� helped determine the years when Ötzi lived.

� proved conclusively that metal existed over five thousand years ago.

� revealed Ötzi’s occupation.� helped scientists determine where Ötzi

lived.


2. Which of these was the most useful in determining the region in which Ötzi lived?

� a metal axe blade� grains and berries� leather shoes� pollen and moss


5. The discovery of the iceman could be compared to the discovery of

� black holes in space.� vaccinations for disease.� dinosaur fossils in Mongolia.� the law of gravity.


3. The chart shows some of the information in the article. What belongs in the empty box?

Research on Ötzi is suspended until protective methods of preservation are found.

Two hikers discover a frozen body in the Alps of Austria.

Researchers begin studying Ötzi’s body and artefacts found nearby.

� Scientists ponder many questions about Ötzi and life during his time.

� Scientists are able to make several determinations about Ötzi.

� Scientists assign the name Ötzi to the iceman.

� Scientists decide Ötzi’s body is too fragile for further research.

Making Predictions

6. Predict what will most likely occur if research on Ötzi resumes in the future.

� Scientists will learn that the Copper Age was really longer than first believed.

� Scientists will gain additional knowledge about life during the Copper Age.

� Scientists will uncover more advanced theories about evolution.

� Scientists will learn more about the formation of the Alps.



7. The word ancestry means� ‘a single generation’.� ‘place of birth’.� ‘primary residence’.� ‘family descent’.


10. The author wrote the article mainly to

� describe discoveries that impact daily life.

� inform readers about a significant archaeological discovery.

� persuade others to pursue a career in archaeology.

� entertain readers with little-known facts about archaeological science.


8. Readers of this article could conclude that the reason Ötzi’s body was so well preserved was due to

� endurance and exposure.� longitude and direction.� altitude and temperature.� climate and duration.


11. The words shine a light on a time of historical darkness describe

� the way in which scientists recovered Ötzi’s body so that his remains could be examined.

� the many still-unanswered questions that remain since Ötzi was discovered.

� how the discovery of Ötzi helped researchers learn more about the time period in which he lived.

� the process by which scientists were able to determine that Ötzi was of Italian ancestry.


9. Which of these is an opinion?� Ötzi was discovered completely by

accident.� Ötzi was a healthy man who was

probably almost 50 years old when he died.

� Ötzi’s major organs were remarkably well preserved.

� The discovery of Ötzi was the most important archaeological find of all time.

Summarising

12. What is a good summary of the article?

� Archaeological discoveries are often found by people who are not scientists.

� Scientific research techniques are far from being perfected.

� The science of archaeology can reveal much about civilisations of yesterday.

� Civilisation during the Copper Age was more advanced than once believed.


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Qty Title Code PriceLe

vel P

CARS Series P Student Book Set of 5 CA11023 $25.95

CARS Series P Teacher Book CA110239 $9.95

STARS Series P Student Book Set of 5 CA11026 $100.00

STARS Series P Teacher Book CA110269 $16.95

CARS II Series P Student Book Set of 5 CA11024 $25.95

CARS II Series P Teacher Book CA110249 $9.95

Leve

l AA

CARS Series AA Student Book Set of 5 CA11021 $25.95

CARS Series AA Teacher Book CA110219 $9.95

STARS Series AA Student Book Set of 5 CA11025 $100.00

STARS Series AA Teacher Book CA110259 $16.95

CARS II Series AA Student Book Set of 5 CA11022 $25.95

CARS II Series AA Teacher Book CA110229 $9.95

Leve

l A

CARS Series A Student Book Set of 5 CA0001 $25.95

CARS Series A Teacher Book CA0002 $9.95

STARS Series A Student Book Set of 5 CA1001 $100.00

STARS Series A Teacher Book CA1002 $16.95

CARS II - Series A Student Book Set of 5 CA0017 $25.95

CARS II - Series A Teacher Book CA0025 $9.95

Leve

l B

CARS Series B Student Book Set of 5 CA0003 $25.95

CARS Series B Teacher Book CA0004 $9.95

STARS Series B Student Book Set of 5 CA1003 $100.00

STARS Series B Teacher Book CA1004 $16.95

CARS II - Series B Student Book Set of 5 CA0018 $25.95

CARS II - Series B Teacher Book CA0026 $9.95

Leve

l C

CARS Series C Student Book Set of 5 CA0005 $25.95

CARS Series C Teacher Book CA0006 $9.95

STARS Series C Student Book Set of 5 CA1005 $100.00

STARS Series C Teacher Book CA1006 $16.95

CARS II - Series C Student Book Set of 5 CA0019 $25.95

CARS II - Series C Teacher Book CA0027 $9.95

Leve

l D

CARS Series D Student Book Set of 5 CA0007 $25.95

CARS Series D Teacher Book CA0008 $9.95

STARS Series D Student Book Set of 5 CA1007 $100.00

STARS Series D Teacher Book CA1008 $16.95

CARS II - Series D Student Book Set of 5 CA0020 $25.95

CARS II - Series D Teachers Book CA0028 $9.95

Leve

l E

CARS Series E Student Book Set of 5 CA0009 $25.95

CARS Series E Teacher Book CA0010 $9.95

STARS Series E Student Book Set of 5 CA1009 $100.00

STARS Series E Teacher Book CA1010 $16.95

CARS II - Series E Student Book Set of 5 CA0021 $25.95

CARS II - Series E Teacher Book CA0029 $9.95

Leve

l F

CARS Series F Student Book Set of 5 CA0011 $25.95

CARS Series F Teacher Book CA0012 $9.95

STARS Series F Student Book Set of 5 CA1011 $100.00

STARS Series F Teacher Book CA1012 $16.95

CARS II - Series F Student Book Set of 5 CA0022 $25.95

CARS II - Series F Teachers Book CA0030 $9.95

Leve

l G

CARS Series G Student Book Set of 5 CA0013 $25.95

CARS Series G Teacher Book CA0014 $9.95

STARS Series G Student Book Set of 5 CA1013 $100.00

STARS Series G Teacher Book CA1014 $16.95

CARS II - Series G Student Book Set of 5 CA0023 $25.95

CARS II - Series G Teacher Book CA0031 $9.95

Leve

l H

CARS Series H Student Book Set of 5 CA0015 $25.95

CARS Series H Teacher Book CA0016 $9.95

STARS Series H Student Book Set of 5 CA1015 $100.00

STARS Series H Teacher Book CA1016 $16.95

CARS II - Series H Teacher Book CA0032 $9.95

Qty Title Code PricePoster: Strategies for Reading (Set of 4) 12345P $72.00

Data Management Software CD Revised CA0000 $35.95

CARS Mixed Pack Student Books P–C CAP004 $25.95

CARS Mixed Pack Student Books A–E CAP001 $25.95

CARS Mixed Pack Student Books C–G CAP002 $25.95

CARS Mixed Pack Student Books D–H CAP003 $25.95

STARS Mixed Pack Student Books P–C CAP304 $100.00

STARS Mixed Pack Student Books A–E CAP301 $100.00

STARS Mixed Pack Student Books C–G CAP302 $100.00

STARS Mixed Pack Student Books D–H CAP303 $100.00

CARS II Mixed Pack Student Books P–C CAP204 $25.95

CARS II Mixed Pack Student Books A–E CAP201 $25.95

CARS II Mixed Pack Student Books C–G CAP202 $25.95

CARS II Mixed Pack Student Books D–H CAP203 $25.95

CARS, STARS, CARS II: Sample Lessons Booklet

HBC077 FOC

Total $

Order Form: CARS, STARS & CARS II

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future workshops, conferences and the latest publications.

Terms of Trade• Prices are quoted in Australian dollars ($AUD) and include GST• All prices are subject to change without notice.• For New Zealand customers, at the time of invoice, we will convert the amount into New

Zealand dollars ($NZD) so that you can pay by cheque or credit card in New Zealand dollars ($NZD).

• Full money-back guarantee.• We do realise it is diffi cult to order sight unseen. To assist you in your selection, please

visit our website <www.hbe.com.au>. Go to ‘Browse Books’ and most titles will give you the option to view the fi rst few pages of the book. Click ‘View Contents’ on your selected book page.

• We will supply our books on approval, and if they do not suit your requirements we will accept undamaged returns for full credit or refund. Posters are for fi rm sale only and will not be sent on approval. Please be aware that delivery and return postage is the responsibility of the customer.

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[email protected]

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0439 889 190 or [email protected]

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Phone: +61 3 8558 2444 • Fax: +61 3 8558 2400

Toll-Free Phone: 1800 334 603 • Fax: 1800 150 445

Website: http://www.hbe.com.au

Email: [email protected] ABN: 70 495 007 372

Attention ..................................................... Order Number .............

Name of School ...............................................................................

Address ...........................................................................................

............................................. State ....................P/Code .................

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Email: ..............................................................................................

Online ‘On Account’ ordering now available!

If you have a pre-existing account with

Hawker Brownlow Education, you can now

order online and pay using that account.

*HBC077*

HBC077

CARS and STARS - Hawker Brownlow Education

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