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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Evaluation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Skill Descriptions and Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . .5Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Rubric for Open-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Reproducible Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

CreditsFront cover: Bald eagle, saguaro cactus, giraffes: www.photos.com; clownfish:www.istockphoto.com/redtwiggy; Mt. Rushmore: www.istockphoto.com/megasquib; open book: www.istockphoto.com/mstay

ISBN 978-0-8454-K1680-8

Copyright © 2007 The Continental Press, Inc.

Excepting the designated reproducible blackline masters, no part of this publi-cation may be reproduced in any form or by any means, electronic, mechani-cal, photocopying, recording, or otherwise, without the prior written permissionof the publisher. All rights reserved. Printed in the United States of America.

To the TeacherThis edition of Reading for Comprehension introduces a

new, open format, as well as new high-interest selections, toenhance the reading experience for students. Photos and artsupport the text throughout.

Each passage is followed by five multiple-choice questionsthat address the standards for reading identified by all states.The questions focus on the following skills: recalling details,using context clues, recognizing the main idea of a passage,determining the sequence of events, identifying cause-and-effectrelationships, and making valid inferences and drawing conclu-sions. Each question has four possible choices to give studentsexperience with the format they will see on state and nationaltests.

The sixth item in every lesson invites students to interactwith the text by providing a written response. Students areexpected to write their responses on a separate sheet of paper.

This Teacher’s Guide includes a reproducible evaluationchart, skill descriptions, instructional strategies, an answer keyfor questions in the student book, a rubric for scoring open-response questions, and reproducible graphic organizers.

The Reading for Comprehension series may be used indi-vidually, cooperatively by partners, or in a group setting. Thenarrative style of the passages promotes literacy by appealing toolder remedial and special-needs students as well as to youngerstudents reading at the designated level.

Reading for Comprehension—Level A 3

RFC—Level A Copyright © 2007 The Continental Press, Inc. Duplication permitted.

EVALUATION CHART

Student Name ________________________________________________________________________

Circle the number of each question that the student missed.

Page 5: 1 2 3 4 5Page 7: 1 2 3 4 5Page 9: 1 2 3 4 5Page 11: 1 2 3 4 5Page 13: 1 2 3 4 5Page 15: 1 2 3 4 5Page 17: 1 2 3 4 5Page 19: 1 2 3 4 5Page 21: 1 2 3 4 5Page 23: 1 2 3 4 5Page 25: 1 2 3 4 5Page 27: 1 2 3 4 5Page 29: 1 2 3 4 5Page 31: 1 2 3 4 5Page 33: 1 2 3 4 5

Page 35: 1 2 3 4 5Page 37: 1 2 3 4 5Page 39: 1 2 3 4 51: 1 2 3 4 5Page 43: 1 2 3 4 5Page 45: 1 2 3 4 5Page 47: 1 2 3 4 5Page 49: 1 2 3 4 5Page 51: 1 2 3 4 5Page 53: 1 2 3 4 5Page 55: 1 2 3 4 5Page 57: 1 2 3 4 5Page 59: 1 2 3 4 5Page 61: 1 2 3 4 5Page 63: 1 2 3 4 5

Page 65: 1 2 3 4 5Page 67: 1 2 3 4 5Page 69: 1 2 3 4 5Page 71: 1 2 3 4 5Page 73: 1 2 3 4 5Page 75: 1 2 3 4 5Page 77: 1 2 3 4 5Page 79: 1 2 3 4 5Page 81: 1 2 3 4 5Page 83: 1 2 3 4 5Page 85: 1 2 3 4 5Page 87: 1 2 3 4 5Page 89: 1 2 3 4 5Page 91: 1 2 3 4 5Page 93: 1 2 3 4 5Page 95: 1 2 3 4 5

Skills Times Missed

Question 1: Recalling Details _____________

Question 2: Using Context Clues _____________

Question 3: Recognizing the Main Idea of a Passage _____________

Question 4: Determining the Sequence of Events _____________

Identifying Cause-and-Effect Relationships _____________

Recalling Details _____________

Question 5: Making Valid Inferences and Drawing Conclusions _____________

Summary

This student has mastered question types _______________________________________________________

This student is having difficulty with question types _____________________________________________

SKILL DESCRIPTIONS ANDINSTRUCTIONAL STRATEGIES

The reproducible evaluation chart on the facing page will allowyou to maintain performance records for each student. Use the infor-mation about problem areas to determine which students need extrainstruction and practice in the reading skills detailed below. The cor-responding question numbers are noted before each skill description.

Question 6 asks students to write a response. Answers to theseopen-response questions will vary greatly. Accept all reasonableresponses and encourage students to explain and justify them.

You may extend any of these writing questions to a topic for awriting assignment. These questions encourage students to drawfrom their own prior knowledge and organize their thoughts intomeaningful responses. For this reason, you might want to collect theseparate pieces of paper on which students have written theirresponses and then score them holistically. Holistic evaluation con-sists of reading a piece quickly and ranking it according to how wellit communicates information. (See the rubric on page 20, whichmay serve as a model scoring guide.)

Reading Comprehension Skills1, 4. Recalling Details

In grades 1 and 2, when children are still working at masteringletter–sound correspondences and decoding, their minds may be sooccupied with the challenge of word recognition that comprehensiontakes a back seat. However, if children are to develop into proficientreaders, they must understand from the beginning that the purposeof reading is getting meaning from text and remembering what isread. Remembering details is basic to comprehension, whether achild is reading a story or a nonfiction text. Without a grasp of the details, readers cannot recognize or infer the main idea, under-stand sequence, recognize cause and effect, make inferences, or draw conclusions.

To recall details, children need to have noted details in a mean-ingful way in the first place. Teaching children the strategy of askingquestions as they read is an important way to help children attendto details. When children ask questions of the text, both before andduring reading, the act of reading becomes a search for the answersto their questions. Asking questions not only gives children a pur-pose for reading, it also helps them monitor their comprehension. Ifthey are not finding the answers they seek, they should questionwhether it is because the answers are not there or because they arenot understanding what they are reading. Asking questions encour-ages children to be active and engaged readers who read purposeful-ly and retain what they read.


6 Reading for Comprehension—Level A

Teacher Strategies

Asking Questions

The simple practice of asking questions of children as they read isan easy way to help children understand that comprehension is thegoal of reading. It is particularly useful to draw attention to impor-tant details in the text. Questioning should take place at naturalpauses in the reading. Ask questions that can be answered by detailsin the text or by making connections between details and the child’sprior knowledge.

Modeling

Teaching children the strategy of asking their own questions ofthe text is an important way to help them note and rememberimportant details. Good readers ask questions before, during, andafter reading to focus their attention and clarify meaning. Model thisprocess as a way to help children develop their own questioningstrategy while reading.

Read a passage aloud. Think aloud by asking the questions thatoccur to you as you read. Your modeling should focus on questionsthat can be answered by or inferred from details in the text. Alsoinclude questions that are “wonderings”—for example, “I wonderwhy the author included this detail?” or “I wonder if this is going tobe important to the story?” Your modeling should demonstrate how a good reader’s mind is always thinking and questioning while reading.

Student Strategies

Partner Reading

Have children engage in partner reading, taking turns readingpassages. After each child reads, the two children should discusstogether what was read. Encourage them to talk about what theylearned and ask questions about why the author included certaindetails and what will be important for them to remember. The act oftalking about what was read not only clarifies understanding butalso helps secure facts and information in the memory.

Question Chart

You can help children note and remember details and encouragethem to get into the habit of asking questions while reading by hav-ing them make a question chart as they read. (See graphic organizeron page 21.) In the left column, they should write the questions andthe “wonderings” that occur to them while reading. In the right col-umn, they can record the details from the text that helped themanswer the questions.

2. Using Context CluesIn grades 1 and 2, when children are still mastering word

recognition and letter–sound correspondences, the books they read in a classroom context are typically made up of words that are inthe children’s listening and speaking vocabularies, so they are rarelyrequired to use context to help them determine word meaning. Thisdoes not mean, however, that using context clues is an unimportantstrategy for children to develop in the early grades. Most of the wordschildren know were learned from oral context—from listening to theconversation of adults, their siblings, and peers and from being readto aloud. Figuring out the meaning of words from oral context is astrategy that children develop naturally, and it is one that should beencouraged as they develop as readers.

In the early grades, children use context clues for more than justdetermining word meaning. They often rely on context for help withword recognition. Context helps children distinguish between wordsthat have very similar spellings—for example, context helps thereader recognize that the word is house and not horse in this sen-tence: They lived in a big white house. Context also helps the readerdeal with homographs, helping the reader decide, for instance, howto pronounce close and know what the word means in each of thesesentences: Sit close to me. Help me close the window.

Context also helps the reader recognize that bark in this sentence means “tree covering” and not “the sound a dog makes”:An oak tree’s bark is rough. Instruction in using context clues shouldgive attention to all the ways children use context to understandwhat they read.



Teacher Strategies

Present the Strategy

It is important to emphasize with children that what they readmust make sense. If they encounter a word that is confusing, theyneed to stop and figure out what the problem is. The context—all thewords around the problem word—can be very helpful in solving theproblem. Present these strategies.

When you come to a word that’s confusing or a word you don’tknow, ask yourself:

• Did I read the word right?

Sometimes the problem is a simple one. You read moose insteadof mouse or band instead of bend. When that happens, the con-text—the words around the word—lets you know that youmade a mistake. The context can also help you figure out whatthe right word is.

• Does the word have more than one meaning?

Some words have more than one meaning. For example, thecontext of this sentence tells you if fan is something that movesair around or someone who really likes someone or something:Jen is a great tennis fan. There are some words that look exactlyalike but are really different words, with different meaningsand different pronunciations. With these words, too, contexthelps you know what the word means and how to pronounceit. Think about this sentence: The man had a shock of red hair.Does shock mean “unpleasant surprise” or “thick mass”? Howcan you tell?

• Is this a word I don’t know?

Very often you can figure out what an unfamiliar word meansby thinking about what words could take its place to make thesentence make sense. Consider this sentence: After winning thegame, the team felt merry. If you didn’t know what merry meant,you could figure it out by thinking about the other words inthe sentence. Then ask yourself, How would a team who wonthe game feel? What word or words could take the place ofmerry? What does merry mean?

Modeling

After presenting the three questions and strategies, model howyou would use these strategies while reading. Select a text thatallows you to demonstrate how context clues can help you do one ormore of these things: (1) correct a misreading, (2) recognize the cor-rect meaning of a homograph, or (3) figure out the meaning of anunfamiliar word. Read the text aloud, stopping to model how to usecontext clues to help you deal with particular words.

Student Strategies

Use the Strategies

Create a chart that lists the three questions children should askwhen they encounter a confusing or unfamiliar word (see graphicorganizer on page 22):




Encourage children to ask themselves these questions wheneverthey encounter a word that doesn’t seem to make sense or a wordthey don’t know.

Cloze Sentences

Cloze sentences can help children develop an awareness of con-text and how it can provide clues to words and their meanings.Select sentences from books you are planning to have children readand write the sentences on the board, omitting one of the importantwords. Ask children to guess the missing word. Follow up by talkingabout the clues they used to guess the missing word.

3. Recognizing the Main Idea of a Passage Recognizing the main idea is most important when children are

reading informational texts. Recognizing the big ideas gives childrena way to organize the facts they are learning and to focus on thefacts that are most important. This is critical to both comprehensionand retention. If children are not able to pick out the main ideas andto see how all the other information in the text relates to those mainideas, informational texts are just a sea of facts—difficult to makeyour way through and impossible to remember.

In informational texts written for children in grades 1 and 2, themain idea of a passage is very often explicitly stated in the first orlast sentence. Teaching children the strategy of looking for the mainidea in either of these two places is a very effective way of introduc-ing them to the concept of main idea. They will regularly be success-ful at finding the main idea, and this success will help themunderstand the relationship between main idea and supportingdetails and will prepare them to infer the main idea when it is notexplicitly stated.

Teacher Strategies

Modeling

Read aloud an informational passage. After reading the passage,think aloud to identify the main idea. If the main idea is explicitlystated, tell students how you knew which sentence stated the mainidea. If the main idea is not explicitly stated, think aloud to showchildren how you used the information in the passage to infer themain idea.



As you read and identify the main idea in each passage, make alist of the main ideas. Then think aloud to model how you usedinformation in the sentences to determine the main idea of thewhole selection.

Mapping

Help children recognize the relationships among the ideas bymodeling how the main idea and supporting details in a passagecan be mapped. (See graphic organizer on page 23.)

Main Idea

Detail Detail Detail Detail

Student Strategies

Partner Reading

Have children read informational texts with a partner, takingturns reading passages aloud. Encourage them to make a list of thesignificant ideas in the passage and use the list to decide what is themain idea of the whole selection.

Highlighting

Whenever it is possible, let children use highlighters to mark themain idea in a passage. Remind them that there can be only onemain idea in a passage, so they can highlight only one sentence ineach. If they can find no single sentence in the passage that statesthe main idea, have them write what they think the main idea is ona sticky note and place it in the margin next to what they believe tobe the main idea.

4. Determining the Sequence of EventsSequence of events is important in many of the texts children

read at this level. Sequence is obviously important in stories. Storyevents happen in a certain order, and when recalling story events,children need to recall them in the order in which they happened.Sequence is also a major organizational element in many otherkinds of texts children read. Texts that explain how to do something,texts that tell about something that happened in history, and textsthat explain things that happen in nature all have sequence as theirorganizational structure.

An important part of determining the sequence of events is recog-nizing the connections between events. In many instances, it is causeand effect that accounts for a pattern of events. Sometimes, however,sequence of events is simply related to the passage of time or to thespatial movement of characters—for example, characters taking awalk and taking a trip. When exploring sequence with children, helpthem see how the events are connected and why they follow oneanother in the order they do.

Teacher Strategies

Signal Words

An important tool for determining the sequence of events is theability to recognize words and phrases that signal sequence and timerelationships. Begin by introducing ordinal numbers, which providethe most obvious clues to time sequence: first, second, third, and soon. Then present the adverbs that clarify time order and time rela-tionships: next, then, last, finally, soon, now, before, after. Also, discussother words and phrases that place actions and events in time: yes-terday, last year, in the beginning, a week later, and so on. Create aclassroom chart of all the time signal words and phrases childrenencounter in their reading. Group them into ordinal numbers, singlewords, and phrases.

Picture Cards

Picture cards that depict events in familiar stories can be veryuseful tools for developing children’s awareness of sequence. Beginby showing the picture cards in order and having children retell thestory. Then scramble the order of the pictures and have childrenrearrange them in the correct order. Discuss the connections betweenevents and explore with children the reasons why the pictures belongin a particular order.

Student Strategies

Sequence of Events Chart

Teach children how to create a simple flow chart to mapsequence of events. (See graphic organizer on page 24.)

A chart like this can be used with narrative and informationaltexts that present information in chronological order. Impress onchildren that the chart takes the form of what they are reading. Itcan be as long or as short as it needs to be to accommodate theevents in the story or the steps in a process.

Time Words

Build the children’s awareness of the words and phrases that sig-nal time and time relationships by encouraging them to keep a listof the words and phrases that they find in their own reading. Addtheir examples to the signal-word chart that was started when youintroduced the concept of signal words. (See Teacher Strategies.)


# # #


4. Identifying Cause-and-Effect RelationshipsIdentifying cause-and-effect relationships is important when

reading both stories and informational text. When reading stories,the reader needs an awareness of cause and effect to understand whyevents happen and why characters do the things they do. Whenreading informational text, the reader needs to recognize cause andeffect for similar reasons—to understand such things as natural phe-nomena (What causes rain?), historic events (Why do we celebrate theFourth of July?), and steps in a process (How does a tadpole become afrog?).

The skill of identifying cause and effect is related both tosequence of events and to making inferences and drawing conclu-sions. Very often, time relationships are also causal relationships.The first event in a sequence causes the next to happen, and thatevent causes the next, and so on. Causal relationships are notalways explained explicitly in the text. Often the reader is requiredto draw a conclusion about what factors brought about an outcome.For this reason, identifying cause and effect often involves inferenc-ing. The reader must combine information provided in the text withprior knowledge and personal experience to arrive at an understand-ing of cause and effect.

Teacher Strategies

Make Connections

Identifying cause and effect is often made more difficult for read-ers in the early grades because of the absence of signal words. Themost common signal word is the conjunction because, which is oftenomitted in the interest of limiting sentence length. It is very commonfor two sentences that are causally connected to appear as independ-ent sentences: The cat stood at the door and meowed. No one was hometo play with her or feed her. Linking the two sentences with becausewould clarify the causal relationship, but the result would be aninappropriately long compound sentence.

To help children become accustomed to making the causal linksbetween sentences in the absence of signal words, create sentencestrips that show pairs of sentences. Select pairs of sentences fromactual books. Some of the pairs should have a cause-and-effect rela-tionship. Other pairs should not. Invite children to discuss each pairof sentences and determine which pairs state cause and effect andwhich pairs have a different relationship to one another.

Modeling

Read a text aloud to the children. Select one that has plenty ofopportunities to talk about cause-and-effect relationships. As youread, model identifying cause-and-effect relationships. Think aloudabout the clues—in the text and from your own experience—thathelped you make the causal connections. Also point out any signalwords or language patterns—for example, because, since, so, for, that,so that—that are used in statements of cause and effect.

Student Strategies

Cause-and-Effect Map

Encourage children to map cause and effect as they read. Theyshould write the cause in a box at the left and the effect in a box atthe right, with an arrow in between showing the connection. (Seegraphic organizer on page 25.)

Tell the children that the map can take different forms to fit thecause-and-effect relationship they encounter in their reading. Forexample, if several things came together to cause something, themap might look like this:

If one cause brought about several consequences, the map mightlook like this:


#

#

#

#

#

#


Why Chart

Identifying cause and effect, particularly in stories, usuallyrequires a certain amount of inferencing and thinking about whatcaused story events to happen. A Why chart can help children ana-lyze cause and effect. In the left column of the chart, have childrenrecord important story events. In the right column, have themexplain why each event happened.

5. Making Valid Inferences and Drawing ConclusionsMaking inferences and drawing conclusions both involve going

beyond the text to arrive at an understanding that is not explicitlystated in the text. When readers make inferences and draw conclu-sions, they are making connections between what is stated in thetext and their own knowledge and experience. Often when childrenhave difficulty making valid inferences and drawing conclusions, itis because they lack the necessary background knowledge about atopic or they fail to apply that knowledge as they are reading.

Helping children expand their background knowledge is criticalto helping them become active and engaged readers. This cannot beachieved simply by trying to “build background” just prior to read-ing a selection. It requires extensive reading aloud from books thatare of interest to children and are at the level of listening compre-hension but beyond their ability to read on their own. It also requiresthe careful selection of books that tap into what they already knowbut moves beyond it to expand their knowledge.

Although developing children’s background knowledge requiresmore than simply providing relevant facts and information beforereading, there are strategies that you can implement that will helpthem think about what they already know about a topic before read-ing and to access their prior knowledge as they read.

Teacher Strategies

Prior Knowledge Chart

Before children read a text, engage in a brainstorming session inwhich they tell you what they already know about a topic. This strat-egy can be used both for informational texts and stories. For infor-mational texts, use the main topic of a selection. Ask the children toshare all the facts and information they know about the topic. For astory, preview the story and identify a spot where children will needto make an important inference or draw a conclusion. Ask yourselfwhat background knowledge children will need to use to do this. Forexample, if familiarity with cat behavior is required to make aninference or draw a conclusion, ask children to share their knowl-edge about cats and what they do.

What Happened Why It Happened

As children share information, record it on the board or on chartpaper to create a list of information about the topic. (See graphicorganizer on page 26.) Then, once you have finished reading thepassage, make a list of new information that the children havelearned. The new information paired with the prior knowledge willhelp the students have a more complete picture of the subject matterat hand.

Thinking Aloud

Modeling your thoughts as you make inferences and draw conclu-sions is an effective way to show children how to work on these skills.Select a passage that provides opportunities for inferencing. Read italoud to the children, pausing to think aloud—putting together thefacts from the text and from your own knowledge and experiencethat allow to you to make an inference or draw a conclusion.

Encourage children to share the ideas that occur to them as theyread aloud or as you read to them. At points in the text where it ispossible and natural to make inferences, ask questions that promptthe children to think beyond the text and to figure out things thatare not explicitly stated. Such questions might include What does thismake you think of? What do you think the author means? What is thischaracter like? Encourage children also to make inferences using theinformation they find in the pictures.

Student Strategies

Partner Reading

After you have modeled the thought processes involved in mak-ing inferences and drawing conclusions, have children read with apartner. Ask them to take turns reading aloud passages from a textand sharing the thoughts they had as they read. Encourage both thereader and the listener to tell the inferences they made and the con-clusions they drew.

Mark the Spot

Give children a supply of small sticky notes and invite them touse the notes to mark the places in the text where they figured outsomething that was not actually stated in the text. Encourage themto write something on the notes that will help them remember theinference they made or the conclusion they reached. When childrenhave completed their reading, work with them one-on-one to reviewthe spots where they placed their sticky notes. Have them tell you theinference they made or the conclusion they drew at that point andwhat information helped them make that inference or reach thatconclusion.



4–5 How do people taste things?1. D (Recalling Details)2. A (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. C (Identifying Cause-and-Effect Relationships)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

6–7 What is the “People’s House”?1. B (Recalling Details)2. B (Using Context Clues)3. D (Recognizing the Main Idea of a Passage)4. C (Recalling Details)5. A (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

8–9 What is a flower?1. B (Recalling Details)2. D (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. A (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

10–11 How do people make music?1. A (Recalling Details)2. D (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. A (Recalling Details)5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

12–13 What is a katydid?1. C (Recalling Details)2. D (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. C (Identifying Cause-and-Effect Relationships)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

14–15 How do dogs help people?1. B (Recalling Details)2. B (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. D (Identifying Cause-and-Effect Relationships)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

16–17 Do rabbits change color?1. B (Recalling Details)2. B (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. B (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

18–19 What were covered wagons?1. C (Recalling Details)2. A (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. D (Recalling Details)5. A (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

20–21 What does the sun do?1. D (Recalling Details)2. A (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. C (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

22–23 What did Dr. Seuss do?1. D (Recalling Details)2. C (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. C (Determining the Sequence of Events)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

24–25 Can bees talk?1. A (Recalling Details)2. A (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. C (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

26–27 What is Chinese New Year?1. D (Recalling Details)2. B (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. A (Recalling Details)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

ANSWER KEY

28–29 What does wind do?1. A (Recalling Details)2. B (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. B (Identifying Cause-and-Effect Relationships)5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

30–31 What is a family tree?1. B (Recalling Details)2. A (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. B (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

32–33 What is hail?1. C (Recalling Details)2. C (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. B (Identifying Cause-and-Effect Relationships)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

34–35 Who was Dr. Jonas Salk?1. D (Recalling Details)2. B (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. B (Identifying Cause-and-Effect Relationships)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

36–37 How are elephants like cats?1. B (Recalling Details)2. B (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. C (Identifying Cause-and-Effect Relationships)5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

38–39 What is Mother’s Day?1. C (Recalling Details)2. B (Using Context Clues)3. D (Recognizing the Main Idea of a Passage)4. A (Identifying Cause-and-Effect Relationships)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

40–41 Where do the stars go?1. C (Recalling Details)2. B (Using Context Clues)3. D (Recognizing the Main Idea of a Passage)4. C (Identifying Cause-and-Effect Relationships)

5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

42–43 Who was Aesop?1. B (Recalling Details)2. C (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. D (Recalling Details)5. A (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

44–45 Why do baby teeth fall out?1. D (Recalling Details)2. A (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. C (Recalling Details)5. A (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

46–47 How old is painting?1. D (Recalling Details)2. A (Using Context Clues)3. D (Recognizing the Main Idea of a Passage)4. B (Determining the Sequence of Events)5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

48–49 What is a sweet pea?1. D (Recalling Details)2. C (Using Context Clues)3. D (Recognizing the Main Idea of a Passage)4. C (Recalling Details)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

50–51 Who is Raffi?1. D (Recalling Details)2. A (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. D (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

52–53 Why do clouds change their shape?1. D (Recalling Details)2. B (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. A (Identifying Cause-and-Effect Relationships)5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

54–55 Who was Nat Love?1. C (Recalling Details)2. B (Using Context Clues)



3. D (Recognizing the Main Idea of a Passage)4. A (Determining the Sequence of Events)5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

56–57 Are all goldfish gold?1. C (Recalling Details)2. A (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. C (Recalling Details)5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

58–59 Who are school helpers?1. A (Recalling Details)2. C (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. A (Recalling Details)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

60–61 What makes jet airplanes go?1. D (Recalling Details)2. A (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. D (Identifying Cause-and-Effect Relationships)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

62–63 Who were the Wright brothers?1. C (Recalling Details)2. D (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. C (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

64–65 How do frogs catch food?1. C (Recalling Details)2. D (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. C (Identifying Cause-and-Effect Relationships)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

66–67 Who was Clara Barton?1. C (Recalling Details)2. A (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. A (Identifying Cause-and-Effect Relationships)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

68–69 What is a sun bear?1. A (Recalling Details)2. B (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. D (Recalling Details)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

70–71 Who was Grandma Moses?1. C (Recalling Details)2. B (Using Context Clues)3. A (Recognizing the Main Idea of a Passage)4. D (Determining the Sequence of Events)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

72–73 What are blue sheep?1. C (Recalling Details)2. B (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. A (Recalling Details)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

74–75 What is Cinco de Mayo?1. B (Recalling Details)2. B (Using Context Clues)3. D (Recognizing the Main Idea of a Passage)4. B (Recalling Details)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

76–77 Do hermit crabs have homes?1. A (Recalling Details)2. C (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. D (Identifying Cause-and-Effect Relationships)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

78–79 What do farmers do?1. B (Recalling Details)2. A (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. D (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

80–81 How can you help birds?1. B (Recalling Details)2. C (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. D (Determining the Sequence of Events)

5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

82–83 What was Emily Dickinson’s secret?1. A (Recalling Details)2. D (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. B (Determining the Sequence of Events)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

84–85 How can you make a kite?1. D (Recalling Details)2. D (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. B (Recalling Details)5. A (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

86–87 What did Billy Mills do?1. D (Recalling Details)2. A (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. A (Recalling Details)5. B (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

88–89 What is a rainbow?1. D (Recalling Details)2. A (Using Context Clues)3. B (Recognizing the Main Idea of a Passage)4. D (Identifying Cause-and-Effect Relationships)5. A (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

90–91 What is America’s bird?1. B (Recalling Details)2. A (Using Context Clues)3. D (Recognizing the Main Idea of a Passage)4. A (Determining the Sequence of Events)5. D (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

92–93 Do giraffes make any sounds?1. A (Recalling Details)2. D (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. A (Identifying Cause-and-Effect Relationships)5. C (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.

94–95 What is Arbor Day?1. C (Recalling Details)2. A (Using Context Clues)3. C (Recognizing the Main Idea of a Passage)4. B (Recalling Details)5. A (Making Valid Inferences and Drawing Conclusions)6. Answers will vary.



Rubric for Open-Response QuestionsThis rubric may be used for scoring the open-response (writing) questions.

1 — Not Competent• Student made no attempt to write.

• Writing is illegible.

• Content is incomprehensible.

2 — Marginally Competent• Student did not write on topic.

• Student wrote partially in another language.

• Language skills are grossly lacking.

• Student may write only a single sentence.

3 — Acceptable• Student wrote on topic.

• Sentence structure may be weak.

• Vocabulary may be limited.

• Sequence may be illogical.

• The piece may contain extraneous information.

4 — Well Written• Student wrote on the topic, using basic skills taught at

this level.

• Writing shows use of organizational strategy.

• Vocabulary and sentence structure are good.

5 — Highly Successful• Writing is consistent, well organized, and well elaborated.

• Writing contains rich detail and varied word choices.

• Writing shows creativity.

• Writing shows excellent basic skills appropriate for grade.


Question ChartIn the left column, write the questions and the “wonderings” that occur to you while you read. In the right column, write the details from the text that helped you answer the questions.

Question Details I Used to Answer It

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.


Words in Context ChartWrite down the word you might not know in the left column and ask yourself the questions below. Then write down what you think the word means in the right column.




Word You Are Not Sure You Know What You Think It Means


Main Idea Map

Name:________________________________________________________ Date:__________________

Title:_________________________________________________________________________________

Detail Detail Detail

Main Idea


Main Idea


Main Idea


Sequence of Events Chart

Name:________________________________________________________ Date:__________________

Title:_________________________________________________________________________________

As you read a passage, write down what happens in the order theevents occur.

##

##

#


Cause-and-Effect Map

Name:________________________________________________________ Date:__________________

Title:_________________________________________________________________________________

Cause(Why It Happens)

Effect(What Happens)

#

#

#

#


Prior Knowledge Chart

Name:________________________________________________________ Date:__________________

Subject:______________________________________________________________________________

Prior Knowledge About New Knowledge About(fill in after reading a passage)

97808454K16808

ISBN 0-8454-K1680-4

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