Paired Passages Level D1 SAMPLE by RALLY! Education

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Responding to Open-Ended Questions, Themed Reading, & Paired Passages ………….. Paired Passages Grade Levels 3–8 • Designed to prepare students to answer questions about paired passages • Four sets of passages per book • Each set of passages includes one informational and one literary passage, with a shared theme. • Includes multiple-choice, short-response, & extended-response questions Level C D E F G H

Grade Level 3 4 5 6 7 8

25-Pack 4139-0 4142-0 4145-1 4148-2 4151-2 4154-3

100-Pack 4140-6 4143-7 4146-8 4149-9 4152-9 4155-0

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PAIRED PASSAGES – LEVEL D

Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Part 1: Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Part 2: Applied Instructional Practice . . . . . . . . . . . . . . . . . . . . . . 2 How to Use Paired Passages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Part 1: Practice with Shorter Passages. . . . . . . . . . . . . . . . . . . . 3 Practice Set 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Practice Set 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

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Part 2: Practice with Full-Length Passages . . . . . . . . . . . . . . . 11 Passage Set 1 Passage Set 2 Passage Set 3 Passage Set 4

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Acknowledgments Executive Editor: Amy Collins Editor: Caren Churchbuilder Design Director: Jean-Paul Vest ISBN 978-1-4204-4165-9 R 4165-9 Copyright ©2009 RALLY! EDUCATION. All rights reserved. No part of the material protected by this copyright may be reproduced in any form by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Printed in the U.S.A. 0811.MAQ RALLY! EDUCATION, 22 Railroad Avenue, Glen Head, NY 11545, (888) 99-RALLY

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PAIRED PASSAGES – LEVEL D

To the Teacher Paired Passages is designed to prepare students to read and answer questions on paired passages. A paired passage is one literary and one informational passage that share a common theme.

Part 1: Practice with Shorter Passages Part 1 of Paired Passages provides practice on how to read and answer questions about paired passages. Students will read two short, paired passages and answer two short-response questions and one extendedresponse question. To answer the extended-response question, students must use their knowledge of both passages.

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Part 2: Practice with Full-Length Passages

Part 2 of Paired Passages provides practice using the reading comprehension skills students practiced in Part 1 with full-length passages. Part 2 of this book provides four different sets of paired passages R. and questions for students to practice their reading skills. MASTE

AY. LINE W K C Y A L N OT A B DUCED IN A N S I T How to Use Paired Passages TED. I O BE REPRO H G I R T COPY IS Band OOKinformal Paired Passages can be usedK as instruction practice for your S I O H O T B R E O L students. You can administer each of the four sets of paired passages as if F EN AMP V S I G S I T H O it were anT actual test. in the teacher key are the directions for IS NIncluded N O I S administering ERMIS each set of paired passages. The format of Paired Passages P allows you to use the “instruct-practice-instruct-practice model.” Scoring To score short-response questions, use the 4-point holistic rubric for Reading Comprehension. To score extended-response questions, use the 4-point holistic rubric for Reading Comprehension and the 3-point holistic Writing Mechanics rubric. Each short-response question is worth a total of 4 points and each extended-response question is worth a total of 7 points.

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PAIRED PASSAGES – LEVEL D

Part 1: Practice with shorter passages Practice Set 1 In 1777, the Continental Congress adopted the first American flag. Since then, the flag has changed many times. Throughout its many changes, the flag has always been a sign of hope and freedom for Americans. Many Americans feel that the flag should be respected. There are rules about how to care for the American flag. These rules tell Americans how to handle the flag, when to fly the flag, and so on. One of the most important rules is that the American flag should never touch the ground. It should not be flown in the rain, snow, or other bad weather. The flag should fly only during the day unless it is lit up at night. The flags of cities and states should not be raised above the American flag. American flags should also be cleaned and repaired when needed. People should never throw away an American flag. American flags stand for our country and we should try our best to treat them with respect. ER.

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MAST E N I AY. L W K C Y A L N OT A B DUCED IN A N S I T Complete the chart with three rules fromEDthe about T . I article REPROrespecting the H E G B I R American flag. O COPY IS BOOK T S I K O BO R TH E O L F P N M A the American Flag GIVE OTRespecting THIS SRulesISfor N ISSION M R E P 1)

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PAIRED PASSAGES – LEVEL D Cora and her family went to the Flag Day parade every year. Cora enjoyed watching the dancers, floats, and bands. At the parade, Cora saw one of the bands walking down the street. The first person in the band carried an American flag. Cora said she liked the American flag. She asked her parents if they could get a flag for their house. Cora’s parents thought she had a great idea. They explained to her that the flag was special and it had to be respected. Cora’s father said he would put a flag-pole in their yard. He and Cora could raise and lower the flag every day. Mother told Cora that the flag had to be put up and taken down every day because it should not stay up at night. Father told Cora that the flag should not be flown in bad weather, such as rain. Cora thought that taking care of an American flag would take some work, but she thought it would be worth it to show respect to her country. She couldn’t wait to put up an American flag of her own!

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Cora feels that taking care of an American flag will be worth the hard work. Why does Cora think it will be hard work? Why does she think it will still be worth the effort? Use details from the story to support . your answer. ASTER

LINE M NY WAY. K C A L OT A B DUCED IN A N S I T TED. I O BE REPRO H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E A THIS S IS NOT GIV ISSION M R E P

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PAIRED PASSAGES – LEVEL D

Think about how the article and the story both describe how people take care of and respect the American flag. Why might someone respect and want to fly an American flag after reading these passages? Use details from both the article and the story to support your answer. In your answer, be sure to • tell why someone would respect an American flag after reading the passages • tell why someone might want to fly an American flag after reading the passages • use details from both the article and the story to support your answer

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Check your writing for correct spelling, grammar, capitalization, and punctuation.

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PAIRED PASSAGES – LEVEL D

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PAIRED PASSAGES – LEVEL D

Practice Set 2 Martin wrote the final line of his story and put down his pen. It had taken him all day, but he had finally finished it. Martin wrote his story for a story-writing contest. The library in Martin’s town had a contest every year to find the best new story writer. Although he had never written a story before, Martin wanted to try this year. He saw a poster for the contest a few weeks earlier. This year, the library asked people to write about a topic that mattered to them. As soon as Martin saw the poster, he knew that he would write about caring for Earth. He had always wanted to show others how much he cared about keeping the world clean. Martin wrote about what the world would be like if all the trees were cut down. He used some facts in his story, and he also used his imagination. Martin couldn’t wait to enter his story into the contest. Maybe he would win. Maybe he would make others care about Earth, too.

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Below are two words that describe Martin. Circle the one word that best describes him.

STER. . A M E caring eager ACKLIN WAY Y L N A B A N I S NOT PRODUCED I T I . Give two examples from the story toIGsupport HTED your E RE Bchoice. R O Y T P K K IS CO R THIS BOO O O B AMPLE T GIVEN FO S 1. S I H T IS NO N O I S IS PERM

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PAIRED PASSAGES – LEVEL D During the 1950s and 1960s, few Americans worried about the health of our planet. But the author Rachel Carson was different. She worked for most of her life to fight for clean air, land, and water. Rachel Carson worked as a scientist during the 1950s. She became well-known when she wrote books about the ocean. Many people enjoyed reading her informational writings. She became even more famous when she printed a book in 1962 called Silent Spring. In the book, she talked about how some materials harmed Earth. She talked about how some of these materials were harming birds. Rachel was very interested in making sure people took care of Earth. Her book made people think more about the world around them. The U.S. government even changed laws because of the book. Years after Silent Spring’s first printing, Americans still read the book. It is a reminder of the duty everyone has to keep the world clean.

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How do you think Rachel Carson felt when her book was printed? Why do you think she felt that way? Use details from the article to support your answer.

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PAIRED PASSAGES – LEVEL D

The story and the article both describe how writing can affect how other people feel. Why might reading these passages make someone want to write about something he or she believes in? Use details from both the story and the article to support your answer. In your answer, be sure to • tell how reading the passages might make a reader want to write about a topic he or she cares about • use details from both the story and the article to support your answer Check your writing for correct spelling, grammar, capitalization, and punctuation.

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PAIRED PASSAGES – LEVEL D

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Part 2: Practice with full-length passages In this part of the book, you will practice the reading and writing skills you have learned. There are four paired passages and sets of questions for you to use as practice. Read each set of paired passages and answer the questions.

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TIPS FOR TAKING THE TEST Here are some suggestions to help you do your best on the section of the test that has paired passages: • Be sure to read carefully all the directions. • Plan your time. • Read each question carefully and think about the answer before writing your response.

You will be writing about texts that you will be reading. Your writing will be scored on:

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• how clearly you organize your writing and express what you have learned • how accurately and completely you answer the questions being asked • how well you support your responses with examples or details from the texts • how correctly you use grammar, spelling, punctuation, capitalization, and paragraphing

STER. . A M E ACKLIN IN ANY WAY L B A NOTcheck your C ED Uwriting. ISand D T O Whenever you see this symbol, be sure EtoD.plan I R P GHT BE RE I R O Y T P K K IS CO R THIS BOO O O B AMPLE T GIVEN FO S S I H T IS NO N O I S IS PERM

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Passage Set 1 Reading and Writing

irections You are going to read an article called “My Life at the Movies” and a story called “The Movie Mess.” You will answer questions 1 through 4 and write about what you have read. You may look back at the passages as often as you like.

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by Jane Whitfield

If you’re like most people, you probably enjoy going to the movies with your friends and family. Imagine being able to watch movies all day long for your job. Believe it or not, that’s what I get to do for a living. As a movie reviewer for a magazine, it’s my job to watch movies and then write articles that give people my opinion. Although going to the movies every day might seem like a dream job, it’s sometimes harder than it looks.

Sometimes they are put on television. Writing and English classes taught me how to give my opinions to readers. These classes also helped me find my voice as a writer. Reviewers who are funny, clever, and have a clear view about what they like will keep readers coming back for more. I worked on these skills while writing articles for the school newspaper. I also learned how important it was to write TER. articles on time! E MAS .

To be a true expert, you must understand all of the pieces that make up a movie. This includes the action of the movie, the people you see on screen, and everyone behind the scenes. The person who directed the movie is as important as the stars. I learned how all of these pieces work together so I would know how to examine a movie.

with my friends on a Friday night. Mystery movies aren’t my favorite, but I have to watch them for my job. I also have to remember to be fair with my opinion. When you write an article, you have to think about people who do enjoy mystery movies. What do I need to tell them about the movie? Was this movie special, or was it not as good as I hoped it would be? I use my imagination to tell readers about the movie’s story without giving too much away. This is sometimes very difficult! Besides

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ACKLIN IN ANY WAY L B A First, movie reviewers must go to school After finishing usually try ED UCstudents S NOT Pschool, I D T O I R . D a job Bwith for several years. As a student, I took many E REa local newspaper or TV GHtoTEfind I R O Y T P K different classes. Many of my classes Ktaught IS CO THchannel. S BOO I was lucky enough to start working I O O B R E me how to write a newspaper I also EN FO for a magazine soon after I finished classes. AMPLarticle. V S I G S I T H took classes about Tmovies. I watched I quickly learned that I would often have to IS NO many N O I S IS movies and learned PERMabout how they are made. watch many movies I wouldn’t choose to see

People hoping to review movies also need to be able to write well. The articles we write are printed in newspapers and magazines. PAGE 14

explaining whether I liked the movie, I also talk about the actors, the music that played in the background, and the overall look of the picture. Going to the movies is one of the best jobs in the world, but it is also a lot of work!

Sometimes, I see several shows in one day and then immediately write my article so it can be printed in the magazine before the movie opens. Like every other job, it has its ups and downs, but I couldn’t imagine doing anything else!

Complete the chart below with three details from the article that show why being a movie reviewer is sometimes difficult.

Why Being a Movie Reviewer Is Sometimes Difficult

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How does Jane Whitfield feel about her job at the end of the article? Why does she feel this way? Use details from the article to support your answer.

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The Movie Mess by Eric Malloy

Chris felt weary as he watched his little sister dance around the living room floor. This wasn’t what she was supposed to be doing! This wasn’t what he wanted! He had told Laney to ask Robert where she could find the book of mysteries while he shot the scene with his camera. Instead, Laney had decided to add a dance number to his movie.

As she stormed out of the room, Robert took off his knight’s costume and said that he had to hurry home. His mother wanted him to practice his trumpet before dinner.

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Christian turned off the camera to argue with Laney. He said that her dancing had ruined the shot and that they would have to redo the scene. His sister’s face told him what she thought about that. She was tired of listening to her brother complain.

Once everyone was gone, Chris looked at the typed pages of his movie. He had worked so hard to write it and no one was listening to him. Why couldn’t they see how important it was to him?

Chris’s mom noticed that Chris looked upset and asked him what the problem R. was. Y. E T S A A He explained that he wasLIdisappointed that NE M Y Wno N K A C A N L I one was taking A Bmovie Oseriously. UCED They just OTthe D N S R I P T did theyBEwanted RE without listening to .I TEDwhatever O H T G I K R Laney told Chris that he was being difficult COPY him. S BOO and Robert enjoyed the story, but ILaney S H I T K R O and that the movie wasn’t any BOanymore! VEN FO they were always adding their own lines and PLEfun I M G A T S O N Then she said she would movements. He didn’t understand why they IS brother THIS quitSIOifNher S I didn’t start behavingPbetter. couldn’t just do what he wanted. Everything ERM about this movie was a mess! Mom thought about what Chris said. Suddenly, a huge smile crossed her face. “Do you remember our vacation last summer?” Chris remembered; they all had a wonderful time. “That play you kids put on was so funny,” Mom reminded him. Chris thought about the play. All of the kids had worked together to put on a special play for their parents on the last night of vacation. Laney had used sheets for stage

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curtains, Robert had played his trumpet for background music, and Chris had directed. They didn’t really prepare before performing; they just had a good time. As he remembered the play, Chris realized that it wasn’t necessary for everything to be perfect this time around, either. He immediately felt bad, so he decided to figure out a way to make his movie fun again. The next day, he talked to Laney and Robert. He promised not to shout and get angry if they would agree to work on the movie again. This time he let them add their

own lines and actions throughout the picture. Chris was very happy with the results! Everyone was finally having fun again. When the movie was finished, the kids showed the tape to their families. There were mistakes throughout the movie. Laney had missed some lines, Robert walked in the wrong direction, and Chris even made the camera shake sometimes. But none of it really mattered. They all had a blast making the movie and their families had a great time watching it. They roared with laughter and cheered when the final scene ended. The movie mess was finally a success!

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Below are two words that describe Chris. Circle the one word that best describes him.

difficult

satisfied

Give two examples from the story to support your choice.

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Planning Page You may PLAN your writing for question 4 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on Pages 21 and 22.

Answer

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Think about Jane Whitfield from “My Life at the Movies” and Chris from “The Movie Mess.” How are they alike? What happens to them that is the same? How are they different? How is what happens to them different? Use details from both passages to support your answer. In your answer, be sure to • tell how Jane Whitfield and Chris are alike • explain how what happens to them is the same • tell how Jane Whitfield and Chris are different • explain how what happens to them is different • use details from both passages to support your answer Check your writing for correct spelling, grammar, capitalization, and punctuation.

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Passage Set 2 Reading and Writing

irections You are going to read a story called “Pearls for Pearl” and an article called “Jewels of the Sea.” You will answer questions 1 through 4 and write about what you have read. You may look back at the passages as often as you like.

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Pearls for Pearl by Anna Lita

uby had been born in July. Ruby’s mother named her after her birthstone, which was a family custom. Ruby’s mother was named Pearl because she was born in June. Many other women in the family were named after their birthstones. Ruby’s mother loved the family custom and was proud of her name. Ruby, however, felt differently. She did not like her name, and she refused to wear any of the birthstone jewelry her family members had given her over the years. She thought that one day when she got older, she would change her name and break the silly custom. Pearl’s birthday was coming up, and Ruby was trying to think of the perfect gift for her mother. Ruby had been doing odd jobs to earn money for a new bike, but she decided that she would buy her mother a special present instead. The idea excited her, but she didn’t know what to get. As she got on the school bus after school, she spotted her friend Stacey and took a seat next to her. . ASTIER Y. M “Stacey, my mom’s birthday is coming up. What do youINthink E WA Y A CK L L N A B A N should get her?” Ruby asked. I S NOT PRODUCED I T I . Stacey smiled and replied, “You should pearls.” E GHTED getTOPearl BE Rsome I R Y P K O a moment Ruby thought aboutK IitS Cfor S BOO and then laughed. Ruby I O H O T B R LE knew that Sshe not N FO to receive another birthstone gift, Ewant AMPwould V I G S I T H T also knew IS NOthat her mother would love it. “That’s a great but she N O I S MIS think she has any pearls.” idea. PEIRdon’t Stacey looked shocked. “You should get her some earrings,” she suggested. “Your mother would probably love a pair of earrings that reflects her name.” That night after dinner, Ruby waited until her mother left the room. Then Ruby crept over to her father and told him about the pearl earrings. “Mom really deserves a nice gift, don’t you think?” she asked. Ruby’s father grabbed her in a bear hug and messed her hair, making her giggle. “I think it’s a wonderful idea, honey. Are you sure that’s how you want to spend your hard-earned money?”

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Ruby nodded. “Okay,” her father said. “Let’s sneak off tomorrow and you can pick out a nice present for your mom.” That night, while she was lying in bed, Ruby thought about her mom and how much Pearl loved sharing her name with her birthstone. She pictured her smiling mother wearing loads of pearls; the image made Ruby smile too. As she drifted off to sleep, Ruby thought that maybe her own name wasn’t so bad after all. “Let’s get those.” Ruby didn’t hesitate as she pointed at a set of small, perfectly round pearl earrings behind the glass case. They were pale and delicate and shiny, and they reminded Ruby of her mother. She knew that Pearl would love them. The morning of her mother’s birthday, Ruby woke, put on her ruby earrings, grabbed her mother’s present, and headed for her parents’ room. “Happy birthday, Mom,” she shrieked, bursting through the door and diving onto her mother. Ruby pressed the present into STER. . A M E LIN WAY her mother’s hand and held her breath while she opened Y ACKit. L N A B A N OT CED I at Ugazing S Nwhispered, “Oh, Ruby—they’re beautiful,” her mother I D T O I R . GHTED TO BE REP I R the tiny pink pearls in the box. Y P CO OOK S I B K S I O H O “Put them on!” demanded, FOR T clapping her hands. “Look— PLE BRuby N M E A V S I IS on too!” I’ve got THmine NOT G S I N SIO you get together for a picture?” Ruby’s father “Why ISdon’t PERM suggested. Ruby wrapped her arms around her mother’s neck and smiled for the camera.

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Complete the chart below with three details from the story that show Ruby has changed her mind about the family custom.

How Ruby Has Changed Her Mind about the Family Custom

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Think about whether Pearl and Ruby get what they want in the story “Pearls for Pearl.” Now choose one of the characters:

Pearl

Ruby

Explain how the character you chose gets what she wants. Use details from the story to support your answer.

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Jewels of the Sea by Margot Reese

If you have ever seen pearls up close, you have probably seen how pretty they are. Many people incorrectly believe that pearls are gemstones. This is because, like many gemstones, pearls represent a birthstone. Gemstones must be mined from the earth. Pearls, however, are very interesting because they form inside of living creatures called mollusks. These soft-bodied mollusks = animals live in hard shells and MOL-usks can be found in both freshwater and saltwater. Clams, oysters, and mussels are all mollusks.

People have been hunting for pearls since before 206 BCE. At this time, finding pearls was much more difficult than it is today. Divers had to swim to the bottom of an ocean or river and open clams and oysters to look for pearls. This took a long time, and it was not an easy job. Today, people get pearls in a very different way. Pearl farms are places where people raise oysters and clams. Pearl farmers place tiny objects inside of the mollusks to help them make pearls.

E L P SAM ION T A C U D E ! Y L L Y L A L R A R . 9 9 . 8 8 8

Many people believe that pearls are always round, but they can also be shaped like STERa. . A M E Pearls begin as a piece of sand, rock, shell, teardrop, a pear, an oval,Aor CKLaINbutton.ANThough Y WAY L B A N I T pearlsUCcan or food that accidentally becomes trapped many pearlsISareNOwhite, ED also be silver, D T O I . R D or black. P inside of the soft, folded part of a mollusk’s pink, IGHTEgold, BE RESome pearls are a mixture R O Y T P K O body, which is called the mantle. The trapped of colors. BOOBecause of their beauty, it is easy to K IS C S I O H O T B R object rubs the mantle and bothers AMPLE theT GIVEN FO understand why some people call pearls the S S I H T the mollusk mollusk. To protect itself, IS NO makes a “jewels of the sea.” N O I S materialER MIS nacre. It coats the nacre = P called trapped object with many layers NAY-ker of nacre, turning the object over and over until it is smooth. This action results in a pearl.

©iStockphoto.com/Momoko Takeda

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The article explains how oysters make pearls. Complete the chart below to show how oysters make pearls.

Steps

First Step

How a Pearl Is Made

A tiny object gets trapped in the oyster’s mantle.

The oyster Second Step

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 Finally, the oyster

STER. . A M E Third Step ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

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Answer

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Think about the descriptions of pearls in “Pearls for Pearl” and “Jewels of the Sea.” How do these passages explain reasons why some people might like pearls? What ideas are expressed in both passages? What details appear in only one passage? Use details from both passages to support your answer. In your answer, be sure to • explain reasons why some people might like pearls • tell which details are common to both passages • tell which details appear in only one passage • use details from both passages to support your answer Check your writing for correct spelling, grammar, capitalization, and punctuation.

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Passage Set 3 Reading and Writing

irections You are going to read a story called “The Lesson of the Chopsticks” and an article called “The Helping Hive.” You will answer questions 1 through 4 and write about what you have read. You may look back at the passages as often as you like.

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The Lesson of the Chopsticks A retelling of a Vietnamese folktale

Long ago, a couple lived in a village with their three children. They loved their children, but they were worried about their future. It seemed that the children were always arguing.

The father and mother looked at each other and smiled. “We hope you have learned the lesson of the chopsticks.” The children nodded and ran outside to play.

One day, the two parents called the children together and gave them each one chopstick.

One day, the youngest son was taking a ball to his friend’s house. A bully came up and took the ball away. The youngest son begged for the ball, but the bully kept it. The little boy ran home and told his brother and sister what had happened.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

The father then asked his oldest son to break his chopstick in half. The son snapped his chopstick in two. “That was easy, Father.”

The mother asked the daughter to break her chopstick in two. “Yes, Mother,” answered the girl, and she snapped her chopstick in two.

They listened and looked at each other. R. “Chopsticks?” MASTE

AY. LINE W K C Y A L N A they B the bully. They wentOTtoAfind D INWhen E N C U S I D T . Ihim, they found EPRO “What are you doing Rasked, Then the parents asked their youngest YRIGHTED E B O T brother’s ball?” withOour OK little COP S I B child, “Son, can you break your chopstick?” K S I O H PLE BO IVEN FOR T The bully looked at the three sibling = M A S S tall. As The youngest son T Gstruggled siblings. “I just borrowed it,” he THIstood NOhe S I brother or N O to break his chopstick,ISheSIremembered how his M said, and he gave back the ball R E sister P for the fire. He raised his father broke wood knee and brought the chopstick down with both hands. It snapped in two. The father and mother nodded to each other. Then they handed the children three more chopsticks. “If you hold the chopsticks together, can you break them?” the father asked. First, the youngest son tried to break the three chopsticks. Even using his knee, he couldn’t break them. The daughter tried next, but she also failed to break the sticks. The oldest son took the chopsticks from his sister. “I’ll break them,” he said. He put much effort into trying to break the sticks, but they did not snap.

and ran home.

Later that season, the sister became sick and had to stay in bed for many days. “My sons,” said the mother. “Your sister is very bored with nothing to do and no one to play with. Can you think of a way to make it better for her?” “Chopsticks,” said the brothers, and they took a game to play with their sister. Years went by and the children grew up to have families of their own. One year there was a very rainy season and the paddy = youngest brother’s rice wet land for paddy was flooded.

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growing rice

His brother and sister lived on high ground. They sat together above the flooded land and discussed their brother’s loss. “Chopsticks,” they said and smiled. They put a bag of rice on his doorstep every week so that he and his family were never hungry. When their parents heard about this, they turned to each other, smiled, and said, “Chopsticks!”

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The three siblings use “the lesson of the chopsticks” at different times in the story. Complete the chart below to show how the lesson is used each time.

Event in the Story

How the Siblings Use the Lesson of the Chopsticks

A bully steals the youngest brother’s ball.

The three siblings all go together to get the ball from the bully.

Her brothers

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The sister gets sick and has to stay in bed for days.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I The youngest T I . GHTED TO BE RE I R brother’s rice Y P CO OOK S I B K S I O H paddy becomes LE BO FOR T P N M E A V S I flooded. THIS NOT G S I N ISSIO PERM His brother and sister

How do the father and mother feel at the end of the story? Why do they feel this way? Use details from the story to support your answer.

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The Helping Hive by Gerald I. Pierce

Humans can often complete more work if shelter, honey bees work together. They all live they combine forces to tackle projects in together in a beehive, which is similar to a big groups. Human beings have learned to help apartment house for thousands of bees. each other cook and build homes. Imagine Working with the other bees helps them split trying to make all of your own food and build up the jobs that must be done. your house from scratch without help from A queen bee rules the hive; most of the anyone else. It would take a very long time! other bees are worker bees. Workers take turns Also, if you had never tried cooking or doing different jobs. When these bees are building before, the food you make might not young, they spend most of the time in their taste very good, or the house might easily hive. They build more places to make and store R. the break. You would have a much easier time if STEallows A honey. Their hard work at Nthe hive M E AY. you had a chef teach you a recipe or a builder LI the entire W K C Y A L N older worker bees to spend day out AB NA I T D O show you how to use tools. Other animals also E N C U When they bring of the T IS looking RODfood. . Ihive, Pfor D E E use teamwork to collect food and build T R H E G TO B they feed it to the other bees PYRI theBfood K back, O O C homes. Honey bees are one type of insect that O S I IS turn the rest into honey. This gives each BOOKreasonsFOR THand LEsame works together for some AofMthe P N E bee a chance to have good food and a place to SS OT GIV N that humans do. THI S I live. Because the bees work together to create a ISSION M R E P very small. It would take a Honey bees are strong house filled with food, they can all rest long time for one bee to search an entire field there at night, safely hiding and protecting for good flowers. If the bee could not find their food from other bugs. many flowers with good nectar to eat, the bee would go hungry. Also, it would take a long time for a bee to build a home for itself. Then, if the bee’s house fell apart in a storm, the lonely bee would have to work steadily to fix it, without stopping to find food. So, instead of fighting with each other for food and

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Below are two words that describe worker bees. Circle the one word that best describes them.

helpful

protective

Give two examples from the story to support your choice.

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Answer

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Think about the siblings from “The Lesson of the Chopsticks” and the worker bees from “The Helping Hive.” How are they alike? What happens to them that is the same? How are they different? How is what happens to them different? Use details from both passages to support your answer. In your answer, be sure to • tell how the siblings and the worker bees are alike • explain how what happens to them is the same • tell how the siblings and the worker bees are different • explain how what happens to them is different • use details from both passages to support your answer Check your writing for correct spelling, grammar, capitalization, and punctuation.

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Passage Set 4 Reading and Writing

irections You are going to read an article called “The Unicorn Myth” and a story called “Erica’s Magic.” You will answer questions 1 through 4 and write about what you have read. You may look back at the passages as often as you like.

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The Unicorn Myth by Cameron Henry

A unicorn is a make-believe creature that looks like a horse with a horn growing out of its head. This is what you and I picture a unicorn to look like. The earliest unicorns were thought to be made up of all sorts of different animals. They had the hooves of goats, the heads of deer, and the feet of elephants. Early on, these magical animals were thought to be mean. Throughout time, people started describing them as kind and gentle.

unicorns come across a person they trust, they lay their heads in the person’s lap. Early stories were written about a unicorn who comes across a very sad young girl named Elly, who is traveling the wild forest alone. In the story, the unicorn cries on Elly’s lap, and the animal’s tears cure the wounds of Elly’s heart.

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Unicorns appear in the histories of many different countries, but their descriptions are Many people have even written about their different from place to place. Some groups own experiences with unicorns. Most people describe a black horn rising out of the believe that humans could not tame a.unicorn. animal’s head, though most people believe TER only Swould A People also believe that unicorns M E AY. that a unicorn’s horn is white. People in some LIN if theyNwanted W K C Y A L show themselves to humans to, AB NA I T D places believe that unicorns are as small as O E N C S they are DUoften seen. One whichIis T Iwhy PROnot E donkeys, while people in other places believe IGHTED. R E B after he saw a unicorn, he was said YR writer K TOthat O that unicorns are bigger than horses.K IS COP O B IS that the animals were so smart and strong BOO R THsure E O L F P N M E A The horn of a unicorn that they could never be captured alive. OTanGIV THIS S is called N S I N “alicorn.” Long ago, some believed that ISSIOpeople People who do not believe in unicorns M R E P a person who had eaten the horn could cure have tried to guess why people began to write poison. People wanted to drink out of alicorns about these creatures. Some people think that when they were ill. Many writers have created it goes back to an early cave painting of a stories in which people hunted unicorns for horned animal. The animal is drawn with two their horns. Some people have even sold what horns so close together that they seem to be they said were alicorns, but these were really one horn. Many paintings show the unicorn in horns from other animals. a bright forest. The animals appear in scenes Unicorns often appear in stories. The with rainbows and colorful plants that look unicorn is usually alone and only shows itself like a beautiful dream. Even if you don’t to people who have good hearts. They are believe in unicorns, you can agree that the drawn to innocent, beautiful people. When idea of a unicorn is interesting and fun.

Many different countries have beliefs about unicorns, but these beliefs are often very different. Give two ways that beliefs about unicorns are different around the world. Use details from the article in your answer.

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Below are two words that describe unicorns. Circle the one word that best describes unicorns.

mysterious

kind

Give two examples from the article to support your choice.

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Erica’s Magic by Gloria Hamburg

hen my parents told me that we were moving to the country, I was heartbroken. I was a city kid who was used to the sounds that cars made as they raced around at night. I had no idea what the sounds would be at the farm, but I imagined a lot of boring silence. My parents had already made up their minds. They had always dreamed of moving out of the city to a farm where my father could have some time to write books. This was his dream, but my sadness made my dad try to make the move better for me. “It’ll be fun living on a farm,” he told me. “You’re going to be able to eat the freshest vegetables and play with your own animals.” “Can I have my own horse?” I said almost jokingly. Dad had watched me pet the faces of the horses that policemen rode through the city. He knew that I loved them and that my dream was to ride horses, but I never expected to have my own horse. “Actually, a horse already lives there,” he told me. “The family STER. . A M E IN herNY WAY who is selling the farm does not want to move the Bhorse ACKLfrom L A IN A DThey OT of her Dlife. E N C U S I home. She was born there and lived .there all T TED I O BE REPRO H G I R agreed to let us have her, so Oyes, you can O have PY K T a horse!” C O S I B K IS own horse! I immediately ran I was thrilled.LIEwas to get BOOgoing R THmy O F P N M SA and Opulled T GIVEout my books. I wrote down names that I up to my THISroom N S I SIONa notebook of all of the things that I would need to ISkept likedEand M R P remember—how often horses needed to be brushed, and fed, and cleaned up after. I started going through the names, but then I wondered if the horse already had a name. I asked my mom, and she said, “The horse’s name is Magic, and she is almost all white.” When we got to the farm, I saw the stable behind the house and instantly ran to it. But I did not see a horse inside. I searched every stall and did not see Magic anywhere. My parents had gone inside the house, so I was alone with thoughts rushing through my head. Did the horse run away? Did the people take the horse with them? What had happened to Magic?

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I slumped down on the ground and leaned against one of the stalls. The name “Magic” was written on this particular stall. I had not realized how sad I was all this time—not until this very moment—and I began to cry. I cried because I missed my friends, and the city noise, and the feeling that I belonged, but mostly I cried because there was no horse after all. I put my face in my hands to hide the tears, and after a few seconds, I felt something in my lap. I opened my eyes and saw Magic. A white horse had laid its head in my lap and was staring up into my eyes. A dark red spot, the color of rubies, was in the center of its forehead. In all of my books, I had never seen anything like it. The horse blinked, and a tear ran down its face and into my lap. I suddenly felt my worries vanish; I had made a friend. My parents stood outside the stable watching me. “Magic,” the three of us said together.

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How does Erica feel at the end of the story? Why does she feel this way? Use details from the story to support your answer.

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Answer

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Think about the horse from “Erica’s Magic” and the unicorns described in “The Unicorn Myth.” How are they alike? What do they do that is the same? How are they different? How is what happens to them different? Use details from both passages to support your answer. In your answer, be sure to • tell how Magic and unicorns are alike • explain how what they do is the same • tell how Magic and unicorns are different • explain how what happens to them is different • use details from both passages to support your answer Check your writing for correct spelling, grammar, capitalization, and punctuation.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

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E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO OOK S I B K S I O H PLE BO IVEN FOR T M A S THIS NOT G S I N SIO Paired Passages is designed ERMIS to prepare students to read and P answer questions on paired passages. A paired passage is one literary and one informational passage that share a common theme. Open-ended comprehension questions are then asked about both passages combined. Part 1: Practice with Shorter Passages Part 2: Practice with Full-Length Passages Reading comprehension practice using the reading skills students used in Part 1 with full-length passages. Paired Passages can be used as instruction and practice with your students.