Reading strand mastery d sample by RALLY! Education

E L P M SA N O I T A C U D E ! Y L RAL 99.RALLY 888 .

TER. S A M KLINE ANY WAY. C A L B NOT A ODUCED IN S I T I EPR ED. T R H E G B I COPYR IS BOOK TO S I K O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO PERM

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Reading Strand Instruction with Assessment

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

• • •

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

Level C D E F G H

Grade Level 3 4 5 6 7 8

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

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Level D

Applying the Common Core State Standards

E L P SAM ATION C U D E ! Y L L Y L L RA A R . 9 9 888 .

TER. S A M KLINE ANY WAY. C A L B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S S OT G THI N S I ION RMISS

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Contents

Modeled Instruction, Guided & Independent Practice Common Core State Standards . . . . . .2

Strand C . . . . . . . . . . . . . . . . . . . . . .79 Making Reader/Text Connections

Reading Comprehension

Objective 1 . . . . . . . . . . . . . . . . . . . . .80

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

Make Connections (CCSS 7)

Objective 2 . . . . . . . . . . . . . . . . . . . . .90

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

Write a Personal Response to the Text (CCSS 3)

Strand C: All Together . . . . . . . . . . . .99 Strand A . . . . . . . . . . . . . . . . . . . . . . .7 Forming a General Understanding

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

Strand D . . . . . . . . . . . . . . . . . . . . .105

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

Examining the Content and Structure

Objective 1 . . . . . . . . . . . . . . . . . . . .106

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

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

Objective 2 . . . . . . . . . . . . . . . . . . . .115

Objective 3 . . . . . . . . . . . . . . . . . . . . .21 Summarize (CCSS 2)

Synthesize Information to Evaluate Texts (CCSS 1)

Objective 3 . . . . . . . . . . . . . . . . . . . .123

TER. S A M . CKLINE . . . .A.N. Y. .W. A.Y.132 Strand D: All Together A L B A IN Objective 5 . . . . . . . . . . . . . . . . . . . . .35 S NOT PRODUCED I T I Use Context Clues (CCSS 4) . E RE . . . . . . . . . . . . . . . . . .139 GHTEDAssessments B I R O Y T P Strand A: All Together . . . . . . . . . .IS. .43 OOK K CO R THIS BStrand O O B A . . . . . . . . . . . . . . . . . . . . . .140 N FO MPLE E A V S I G S I T H Strand B . . . . . . . . . . . . . . . . . . . . . .148 Strand B . . . . T. . . . . . .N. .IS. .N.O. . . . . .51 O I S S Developing Interpretation I Strand C . . . . . . . . . . . . . . . . . . . . . .154 PERM Objective 4 . . . . . . . . . . . . . . . . . . . . .29 Make Predictions (CCSS 2, 3)

Analyze Author’s Purpose (CCSS 9)

Objective 1 . . . . . . . . . . . . . . . . . . . . .52

Strand D . . . . . . . . . . . . . . . . . . . . . .160

Identify Structure/Organization (CCSS 5)

Objective 2 . . . . . . . . . . . . . . . . . . . . .59 Draw Conclusions (CCSS 1, 6)

Objective 3 . . . . . . . . . . . . . . . . . . . . .66 Support Conclusions (CCSS 8)

Strand B: All Together . . . . . . . . . . . . .73

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f Common Core State Standards f College and Career Readiness Anchor Standards for Reading These standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

TER. S A M LINE WAY. Interpret words and phrases as they are used in a text, including technical, Y ACKdetermining L N A B A IN NOTspecificODword connotative, and figurative meanings, and analyze shape UCEDchoices Show I T I R . P D E E T R meaning or tone. YRIGH OOK TO BE P O C S Analyze the structure of texts, IS B specific sentences, paragraphs, and larger OK Iincluding Hhow O T B R E O L portions of the S AMP(e.g., aTsection, IVEN Fchapter, scene, or stanza) relate to each other and G S text I H O T the whole. N IS N O I S S I M of view or purpose shapes the content and style of a text. Assess how PERpoint

Craft and Structure 4.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

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Correlations

Reading Comprehension Strands and Objectives Correlated to the Common Core State Standards Reading Comprehension Strand A: Forming a General Understanding The reader will demonstrate understanding of the text’s general content. Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

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

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

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

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

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

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

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

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

E . ACKLIN IN ANY WAY L B A ED Objective 4: Correlates to Common State S NOT Core I DUCStandards: T O I R . P D Use information from the text to 2. Determine central ideas or themes of a text and E E ER B IGHT their O make a prediction based on what COPYRanalyze T development; summarize the key OKdetails and ideas. O S I B K S is read. I supporting O TH PLE BO IVEN F3.OR Analyze how and why individuals, events, and ideas M A S G T O THIS develop and interact over the course of a text. SN I N O I ISS PERM Correlates to Common Core State Standard:

Reading Comprehension Strand B: Developing Interpretation The reader will interpret and/or explain the text. Objective 1: Identify or infer the author’s use of structure/organizational patterns.

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

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Reading Comprehension Strands and Objectives

Objective 2: Correlates to Common Core State Standards: Draw conclusions about the author’s 1. Read closely to determine what the text says purpose for choosing a genre or for explicitly and to make logical inferences from it; cite including or omitting specific details specific textual evidence when writing or speaking in the text. to support conclusions drawn from the text. 6. Assess how point of view or purpose shapes the content and style of a text.

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

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

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

Reading Comprehension Strand C: Making Reader/Text Connections The reader will connect or associate the text with one’s own life. Objective 1: Make connections between the text and outside experiences and knowledge.

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

Objective 2: Correlates to Common Core State Standard: TER. S A M Select, synthesize and/or use relevant 3. Analyze how and why individuals, Y. INE events,NYand WAideas CKLcourse Athe L information within the text to write develop and interact Aover of a text. A B IN OT a personal response to the text. DUCED T IS N

TED. I O BE REPRO H G I R COPY IS BOOK T S I K O H Reading Comprehension Strand LE BOD: Examining FOR T the Content & Structure P N M E A V S I The reader will elaborate OT Gand make judgments about the text’s quality and themes. THIS on the Ntext S I N O Correlates to Common Core State Standards: Objective 1:ERMISSI P Analyze and evaluate the author’s craft, including the use of literary devices and textual elements.

6. Assess how point of view or purpose shapes the content and style of a text. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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

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

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

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Introduction

Reading Strand Mastery: Applying the Common Core State Standards is divided into two parts, Instruction and Assessment. Both parts have four sections, each focused on one reading comprehension strand. The four strands are: Strand A: Forming a General Understanding Strand B: Developing Interpretation Strand C: Making Reader/Text Connections

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

Strand D: Examining the Content and Structure

Each strand is correlated to the Common Core State Standards. Part A: Instruction

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

TER. S A M E . ACKLIN IN ANY WAY L B A T assessed ED At the end of each strand, all the objectives for the strand S NOare I DUCtogether. T O I R . P D E E T Students read full-length passages and answer O BE Rthat follow them. YRIGH theOquestions T P K O O C OK IS OR THIS B O B E L Part B: Assessment EN F AMP THIS S IS NOT GIV Part B assesses each IONthe reading strands with its respective objectives. The Sof S I M R E assessment P contains four tests, each one focused on one strand with fiction and/or guided practice, and independent practice.

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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H Strand A

E L P M A S N O I Forming a General Understanding T A C U D E ! Y L L Y L A L R A R . 9 9 . 888

The reader will demonstrate understanding of the textâ&#x20AC;&#x2122;s general content. Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text.

. Correlates to Common Core State Standard: TERand S A M 2. Determine central ideas or themes of a text WAY. KLINE the Y ACsummarize L N analyze their development; key A B A T ideas. UCED IN supporting details IS NOand D

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

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

TED. IT O BE REPRO H G I R Y KT Objective 2: OCommon COPCorrelates to Core State Standard: O S I B K S I O H O T Identify or infer important B 3. Analyze how and why individuals, events, and ideas FOR develop and interact over PLE N M E A characters, settings, problems, V S the course of a text. I OT G THIS andISdetails. N events, relationships SION S I M R PE Correlates to Common Core State Standard:

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

Correlates to Common Core State Standards: 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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

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

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Strand A

Objective 1

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

Modeled Instruction

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

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 The Ancient Game of Golf

People have been playing the game of golf for thousands of years. The first golfers used simple equipment like tree branches and round rocks. They also made up their own rules, which made the game a little different in each country. Golf as we know it today started in Scotland, which has broad green fields full of rabbit holes. There, shepherds

. E . ACKLIN IN ANY WAY holes. The rabbits probably werenâ&#x20AC;&#x2122;t pleased, though! L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P CO 1 What is this paragraph mainly BOOK K ISabout? S I O H O T B E answerENthat The correct answer FORdescribes what the whole paragraph is MisPLthe A V S I G S I TH mainly about. S NOT I N O I ISS ? A Where golf was first played PERM

ER rabbit found out that golf was a lot more fun when they tried to hit the stones into MASTthe

This answer is incorrect because it describes a detail given in the paragraph, but it is not the main idea of the paragraph.

? B Why golf is a popular game This answer is incorrect because it is related to the topic, but the paragraph does not describe why golf is popular.

? C What the rules of golf are This answer is incorrect because the passage mentions rules, but the passage does not describe the rules of golf.

? D How the game of golf started This answer is correct because the whole passage describes how the game of golf first started.

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

Guided Practice

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

The Attic Freddie was afraid of the attic in his house. He had only been there once, on the day he and his father had moved into the old farmhouse. They had carried some boxes up to

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

the attic. The attic was dark, cold, and covered in dust. Freddie hated the attic from the first moment he peeked into the darkened room. He had never been in the attic again, and he hoped he never would.

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

TER. S A M CKLINE ANY WAY. A L B A IN ? G The attic in Freddie’s house scares him. S NOT PRODUCED I T I . D E RE ? H Freddie will have to go in the attic one GHTEday. B I R O Y T P BOOK K IS CisOdark S I O H O T B ? J The attic in Freddie’s house and cold. N FOR MPLE E A V S I G S I TH S NOT I N O HINT I ISS PERMwhat the whole paragraph is describing. Read each answer and think Think about ? F Freddie lives in an old farmhouse.

about whether it describes the whole paragraph. Remember that an answer might describe a detail from the paragraph, but the correct answer describes the main idea of the whole paragraph.

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

A New Best Friend When I got to the shelter, I looked around for a long time. Most of the people at the shelter were looking for puppies, so I decided to adopt an older dog. I didn’t spot Charlotte right away because she was lying quietly in her cage. As I approached her, she stood up and walked to the front of the cage. The man at the shelter opened Charlotte’s cage and let me pet her for a while. She licked my hands and nuzzled my neck. I knew that Charlotte was the dog for me, and that afternoon, I took home my new best friend.

3 What is this story mainly about?

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

? A Why a girl wants a dog

? B How a girl chooses her dog ? C What adult dogs are like ? D Why dogs are good pets

HINT TER. S A M E . Focus on what happens in the paragraph. What is the girl doing Y WAY ACKLinINtheINparagraph? L N A B A The correct answer describes what happens in the whole that D UCERemember S NOT paragraph. I D T O I R . the answer choices might describe ideas related topic HTED to Tthe E REPof the paragraph. Focus G B I R O Y P on finding the answer that describes OK paragraph is about. S CO what theOwhole

OK I HIS B O T B R E O L EN F AMP THIS S IS NOT GIV SION S I M R PE

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

Armadillos An armadillo is about the size of a cat, but it has a hard shell like a turtle. This shell covers the armadillo’s head, neck, back, tail, and legs. These shells are soft when armadillos are born. However, their shells become hard like armor when the animals are grown. Armadillos’ shells protect them from other animals and from thorny plants and bushes. They are like little tanks!

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT Think about what the main topic of the paragraph is. What is the paragraph teaching you about armadillos? In your answer, describe the main idea of the paragraph. Then explain how you know that this is the main idea of the paragraph. Be sure to use details from the paragraph in your answer.

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

Independent Practice

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

Hot Air Balloons Have you ever seen a hot-air balloon floating through the air? The first successful hot-air balloon was built by the Montgolfier brothers of France in 1783. The two brothers attached a balloon filled with hot-air to a basket. They placed a sheep, a duck, and a rooster in the basket. Then they allowed the balloon to float away. It sailed for several

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

miles before gently landing on the ground. Since then, improvements have been made to hot-air balloons. Today, many people take balloon rides and enjoy the view as they fly high above the rest of the world.

1 What is this paragraph mainly about?

? A Why people enjoy hot-air balloon rides

TER. S A M E . ? B How a hot-air balloon is able to fly ACKLIN IN ANY WAY L B A S NOT PRODUCED I T ? C The first successful hot-air balloon flight I . GHTED TO BE RE I R Y P ? D What it is like to fly in aK hot-air IS CO balloon BOOK S I O H O T B N FOR MPLE E A V S I G S I TH S NOT I N Bones O I S S I M R PE The human body has more than 200 bones of different shapes and sizes. The main purpose of our bones is to support the rest of the body, but bones have other important roles as well. They protect our organs, help us move, and help us hear. Our teeth are bones as well. This means that bones also help us grind our food into small pieces that we are able to swallow. Bones are also important because they make blood cells. 2 What is this paragraph mainly about?

? F The purpose of bones ? G How many bones humans have ? H Why teeth are important ? J What bones look like 12 ÂŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

Fussy Fran When Fran turned five, she suddenly became very fussy about food. She only wanted to eat a few things, like chips, watermelon, and pizza. Fran’s mother tried to get Fran to eat different foods, but Fran wouldn’t try anything. She turned up her nose at vegetables because they were too green. She groaned about soups, which she said were too wet. She moaned about breads, which she said were too dry. She made a fuss about noodles because they looked too much like worms.

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

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

? A Fran complains about everything. ? B Fran makes her mother worry. ? C Fran dislikes most foods.

? D Fran’s favorite food is pizza.

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

The Time Machine Nick eyed the time machine curiously. His friend Martin claimed that it really worked and that he had traveled into the future. Nick wasn’t so sure that he believed Martin. His stories about robot people, lightning-fast cars, and rockets that could fly to Pluto sounded like something out of a cartoon or a storybook. Nick decided to play along anyway. “All right,” he said. “Take me back to the time of the dinosaurs.”

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

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

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Strand A

Objective 2

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

Modeled Instruction

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

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

I sat on the dirt floor watching Momma weave a basket. One of the village elders came to our door and told my mother we would be moving soon. “There is not enough food here, so we must move closer to the bison,” he said. Momma nodded and kept weaving her basket. Momma didn’t seem very upset, but I felt terrible about moving away from

. E WAY. Y ACKLIN I asked hated the thought of not seeing her every day. “Do we have AtoBmove?” Momma. L N A IN T NOtoo, UCEDthat Ssad I D T O Momma just nodded slowly. I realized she was feeling but knew it was I R . EP TED R H E G B I R something we had to do. COPY IS BOOK TO S I K O H PLE BO IVEN FOR T M A S THIS NOT Gproblem in the story? S I 1 What is the narrator’s main N ISSIO describes the narrator’s main problem. The correct answer PERM

TER day. I Calya. Calya and I had become great friends, and we played together almost MASevery

? A He is fighting with Calya. This answer is incorrect because the story does not say that the narrator is fighting with Calya.

? B He has to move away from his friend. This answer is correct because the narrator has just found out that he has to move away from his friend. This is his main problem in the story.

? C He does not have enough food. This answer is incorrect because it describes the reason the narrator’s family has to move, but it is not the narrator’s main problem.

? D He dislikes weaving baskets. This answer is incorrect because although it is related to a detail in the story, the story does not say that the narrator dislikes weaving baskets.

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

Guided Practice

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

Donna’s Day Donna often felt like she never had any time to rest. On Saturday, she had pulled weeds from her grandfather’s garden. Then she had taught her sister how to tie her shoelaces

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

and taken her dog for a long walk. Then her mother had asked her to sweep the livingroom floor. Just when she thought she could sit down, her aunt had asked her if she wanted to go shopping. Donna ended the day feeling tired. But as she went to sleep, she wondered who she would get to spend time with the next day, and she started looking forward to the next day.

TER. S A M E . Which word best describes Donna? ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I ? F Bored . GHTED TO BE RE I R Y P K ? G Annoyed K IS CO R THIS BOO O O B PLE N FO E V I ? H Busy THIS SAM G S NOT I N O I ? J QuietERMISS P HINT Focus on what you can tell about Donna from the story. The correct answer is something you can tell about Donna from what the story tells you about her day. Read each answer choice and decide which one describes Donna and her day.

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

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

Home Time Soon Maree gave her younger sister a big push on the swing, and Jenny giggled as the swing went back and forth. “More,” said Jenny as the swing slowed. Maree pushed the swing again, and Jenny giggled again. Maree knew that Jenny would be happy to swing back and forth all day long. She looked around at all the other kids. A little boy slid down the slide, then ran back to the bottom of the ladder, climbed the ladder, and slid down again. “One more push,” said Maree, “but it will be home time soon.” But as Jenny giggled again, Maree knew she would keep on pushing as long as Jenny kept on laughing. “Just one more time,” she said again, “but it will be home time soon.”

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

3 Where does this story probably take place?

? A In a house ? B At a park ? C At a school

TER. S A M E . ACKLIN IN ANY WAY L B A HINT S NOT PRODUCED I T I . D E HTEsetting This question is asking you to work out of the which is where the E Rstory, Gthe B I R O Y T P K O O C O setting of the story. You have to story takes place. The storyOdoes K IS not tell IS Bthe Hyou O T B R E O L work out where the SAMPstoryOisT taking IVEN Fplace based on what happens. In the story, Maree G S I H T is pushing her sister on N IS Na swing and watching other kids play. Where would this O I S S I take place? PERM

? D In a shop

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

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

Calcium and Your Bones Calcium is a mineral found in many foods and one of the minerals that humans need. Calcium is important to your health because it helps keep your bones strong. Weak bones are not healthy, and they break easily. To make sure that your bones stay strong, it is important that your diet includes enough calcium. One of the best ways to do this is to make sure that you eat or drink three servings of calcium every day. You can find calcium in dairy foods such as cheese, milk, and yogurt.

4 The first sentence is mostly a description of

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

? F what happens to weak bones.

? G which foods contain calcium. ? H what the mineral calcium is.

? J why strong bones are important.

HINT TER. S A M E Remember that this question is asking only about the first sentence. AY. YtoWfocus ACKLIN BeINsure L N A B A only on the first sentence and not on the whole paragraph. explains D UCEanswer S NOT PWhich I D T O I R . what the first sentence of the paragraph is ED RE HTdescribing?

O BE YRIG T P K O O C OK IS OR THIS BO O B E L EN F AMP THIS S IS NOT GIV ION RMISS

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

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

Independent Practice

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

The Class Trip When the school bus pulled into the parking lot of the Scoville Memorial Library, Anna was sitting on the edge of her seat. The building looked just as she had imagined it. Anna had seen more modern libraries before, but this one looked more special. This one was more than 100 years old. Anna’s teacher stood at the front of the bus and told

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

everyone the rules for the day. Anna was hardly listening. She could hardly wait to get off the bus and finally walk inside the stone walls. 1 Which word best describes Anna?

? A Scared

TER. S A M E . ACKLIN IN ANY WAY L B ? C Surprised A S NOT PRODUCED I T I . ? D Excited GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A Camping Out V S I G S I T O TH N S ON I into her sleeping bag. She zipped it all the way up so that only SIdeep S I Jade snuggledRdown M PE ? B Worried

the top of her head was poking out. She lay quietly in her tent listening to the sounds outside. She thought she could hear birds chirping and frogs croaking. She wondered if she would be able to hear a spider slithering through the grass. She wondered if she would hear a spider dropping down out of a tree onto the roof of her tent. She looked at the zippers of her tent, and felt better knowing she was safe inside her tent. 2 Where does this story probably take place?

? F In a house ? G In a forest ? H At a school ? J On a beach 19 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

Quiet Time Sunday morning is my favorite time of the week. Every Sunday, I sprawl out on the long couch in the living room and read a book. I get lost in the world of the book and travel to new and exciting places in my mind. This Sunday, I was looking forward to a journey underground through some underground caves. Then my two young cousins decided to join me in the living room. While I opened the book and started to read about walking through a long dark cave, my cousins started shouting. “Stop the bus right now,” one yelled. “You missed my stop and I want to get off.” My long couch was a bus in the imaginations of my young cousins. I tried to explain that it was quiet time, but they both shrugged and continued their game. I put away my book, knowing that there

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

would be no quiet time this Sunday.

3 What is the narrator’s main problem in the story?

? A His book is not exciting enough. ? B His cousins are being noisy.

TER. S A M E . ACKLIN IN ANY WAY L B A ? D He wants to travel underground. S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FOComposting MPLE Good E A V S I G S I TH S NOTbin in their yard, but not all people know what they I N O I Many people have a compost ISS PERM ? C He has missed his bus stop.

should add to the bin and what they should leave out. Not all garbage is good for

composting. Things that should not be added include sick plants, greasy or oily foods, dairy products, animal wastes, and meat or fish scraps. The things that should be added can be thought of as browns and greens. The greens include grass and plant clippings, fruit and vegetable waste, egg shells, and tea bags. Browns include woods, leaves, paper towels, and tissues. 4 The paragraph is mostly a description of

? F what can and cannot be used as compost. ? G why people should have a compost bin. ? H what a pile of compost looks like. ? J why some things should not be composted. 20 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand A

Objective 3

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

Modeled Instruction

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

Washing the Dishes

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

It was Mike’s turn to wash the dishes. He shuffled slowly toward the sink, grumbling to himself with each step. He started washing the dishes slowly at first, lightly brushing each plate with a sponge. But he knew that if they weren’t really clean, his father would make him wash them again. The faster I get this done, the faster I’ll be free, he thought to himself. He picked up speed and started scrubbing harder. Before he knew it, all the dirty dishes were sparkling in the dish rack. 1

TER. S A M NE How does Mike change in the story? Use details from the storyCto yourWanswer. AY. Y A KLIexplain L N A B A Think about what Mike is like at the start of the story. T is notUhappy NOMike CED IN about S I D T O I R . doing the dishes and does not want to wash REP Mike makes a HTEDthe dishes. E Then G B I R O Y T P decision. He decides to do the S dishes OK them done quickly. In your CO well Iand BOget K I about S O H O T answer, explain how LMike feels doing the dishes and how this changes. B FOR PE N M E A V S I THIS NOT G S I N ISSIO PERM

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

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

Guided Practice

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

A Special Sandwich Rose sat down with her tuna sandwich. She disliked it from the first bite. Maybe it just needs some salt, she thought to herself. Rose reached across the table and picked up a shaker. Without paying much attention, she shook the shaker over her sandwich. When she bit again, her sandwich tasted very different. She realized that she’d grabbed the

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

cinnamon instead of the salt! The idea of a tuna sandwich with cinnamon was gross at first. But she took another bite and decided that it wasn’t so bad after all. She took another bite and decided that she loved the taste.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT This question is asking you to write a summary of what happens in the story. Start by describing the first important event in your own words. Then describe the next important event that occurs. Then describe what happens at the end of the story. Remember to describe the events in your own words. 22 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

How a Moose Eats Moose eat many different types of plant life, including the buds, leaves, twigs, bark, and nuts of trees. They also eat plants that grow in and around water, such as water lilies. Sometimes moose eat plants that grow on the bottoms of lakes and ponds. When the water is deep enough, it will completely cover a moose as it bends to eat. This has led some people to wrongly believe that moose dive for their food.

3 Explain why some people think that moose dive for their food. Use information from the passage to support your answer.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT This question is asking you to explain why something that is described in the passage happens. The passage describes how some people wrongly think that moose dive for their food. What makes people think this? The answer is given in the passage. To answer this question, explain in your own words why people think this.

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

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

Privateers During the Revolutionary War, the new country of America had a problem. It had no navy at all. It could not protect its coasts. America’s enemy, Britain, had a strong navy. The British Navy was feared all around the world. The Americans needed a way to protect their waters. They decided to start a fleet of ships manned by privateers. Privateers were regular sailors who were not in the navy. They sailed in ships that were built to carry goods. They acted just like a navy. They helped America protect itself.

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT This question is asking you to summarize what you have learned about privateers. First identify the important facts about privateers that you have learned. For example, one fact is that privateers were regular sailors who were not in the navy. In your answer, describe the facts you have learned and explain why they are important.

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

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

Independent Practice

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

A Memory Box David and Roger had been best friends since they were kids. They had grown up together, gone to school together, and seen each other nearly every day since they were

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

five. After school, they both went off to college. Before they left for college, they spent the day together. They knew they were going away to different places. They hoped they would see each other again, but knew that things would never be quite the same again. They decided to spend the day putting together a box of memories. David found an old metal box. David and Roger put a picture of themselves in the box. They also put in a broken watch that always made them late for dinner and a baseball. They buried the box in the backyard, right near the cubby house they had played in since they were . TERkids.

MAS A BL N AN I T D O E N C . IT IS E REPRODU D E T H IG story inK Tthe O Border that they occur. Briefly summarize the main events PofYRthe O O C O S I B BOOK R THIS E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

. INEyears’ time. Then they promised that they would meet back in the same spotAin CKL20 Y WAY 1

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

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

A New Neighbor Yesterday I thought that my summer would be the most boring one ever. Now it seems that summer vacation won’t be as bad as I first thought. Today was the last day of school, and when I got home, a moving truck was parked on the street in front of the house next door. We’re getting new neighbors! Jake, the oldest boy in the family, is 10, just like me. I introduced myself to him and even helped him carry some boxes. After he organized his bedroom, we tossed a ball around and talked. Jake and I have a lot in common. We both love playing football and baseball. Also, we both enjoy riding bikes and reading mystery books. Tomorrow Jake and I are going to go for a ride so I can show him around.

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

2 Explain why the narrator decides that summer vacation will not be as boring as he thought. Use information from the story to support your answer.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

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

The Food Chain All people need energy to live. Energy is the force that allows living things to move or change. The food chain allows energy to move between living things. Every living thing on the planet has a place in a food chain, and none of us could live without being part of a food chain. The bottom of the food chain begins with plant life. These living things are very important because they support the entire chain by creating their own food. These plants are called producers. The next level of the food chain includes the living things that eat the plants. This includes humans.

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

3 What important facts about food chains have you learned from this passage? Use details from the passage to explain why those facts are important.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

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

City Life When I first moved to the city, I was excited about the idea of going to a new school. At my old school, there had only been 30 other kids. I knew every one of them and liked every one of them. My new school has more than 300 kids in my year alone. At first, I loved the idea of having that many friends. But things haven’t quite turned out as I had hoped. There are so many people that I can’t keep track of them all. I don’t know anyone, and I can’t even remember whom I might have said hello to. One girl introduced herself, but I can’t remember her name, and I haven’t seen her again. At my old school, I could sit anywhere at lunch and be sitting with a friend. It’s not like that here because everyone sits in groups, and I don’t know which group I should sit in. My

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

new goal is to make just one new friend, and I think even that is going to be tough.

4 Explain how the narrator’s life has changed. Use information from the story to support your answer.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

Strand A

Objective 4

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

Modeled Instruction

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

Promises

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

Once upon a time, there were two brothers. One was quite rich, and the other was quite poor. When the holidays came, the poor brother had not a bite to eat in his house and no money to buy any food. He went to his rich brother and begged him to give him something for the holidays. It was not the first time that the rich brother had given something to the poor one. In fact, he gave his brother food almost every week. He was no better pleased at being asked now than he generally was, but he was a kind man, . so

STER CK YW LAfood Nholidays. A B A N I rolled off his cart. When he got home, he realized he still had no for the T IS NO PRODUCED T I . D E E RE GHT B I R O Y T P K K IS CO RdoTHnext? S BOO I O 1 What will the poor brother probably O B PLEhave toIVguess N FOwhat will happen next based on the story. You can Myou E A For this question, S G S I OT about the poor brother to guess what he will do next. TH S Nyou I use what the story tells N O I ISS PERM MAhome, itAY. he gave his brother a ham. The poor brother took the ham, but on the LINEway

? A He will go out and buy a ham.

This answer is incorrect because the poor brother does not have any money, so he would not buy a ham.

? B He will decide not to eat for the holidays. This answer is incorrect because the poor brother often asks for food, so he would be more likely to ask for food again than to go without food.

? C He will ask his rich brother for food again. This answer is correct because the passage describes how the poor brother often asks his rich brother for food. If he has no food for the holidays, he will probably ask for food again.

? D He will find the ham and give it back to his rich brother. This answer is incorrect because the poor brother might find the ham, but he would probably keep it for himself rather than give it back to his brother.

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

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

Guided Practice

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

The Little Workshop One day, Rafi was working with his father in his father’s workshop. He was helping his father build a large timber cabinet. Then Rafi’s younger brother Ari walked in, and they

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

had to stop work to watch him. “Every time Ari walks into the shop, it’s a total disaster,” said Rafi. “He picks up tools and always wants to touch the machines. It’s not safe for him, and we can’t work.” Rafi’s father said he had an idea. The next day, Rafi and his father built a tiny workbench for Ari. It had a little pile of wood, glue, and paint. Now Ari would have a place to play where he wouldn’t get hurt and he couldn’t damage anything.

TER. S A M E . ACKLIN IN ANY WAY L B A OT story, itDwould If the author added another paragraph to the end of UCED most S Nthe I T O I R . P D E E T R likely describe YRIGH OOK TO BE P O C OK IS OR THIS B O B ? F Ari working at his workbench. E L F P IS SAM NOT GIVEN H T ? G Ari’s father working N IS alone. O I S S I ERM a table. ? H Ari Pmaking ? J Ari hurting himself. HINT This question is asking you to make a prediction about what would be likely to come next in the story. The story starts by describing a problem with Ari. Then it describes how Rafi and his father solve the problem. What would be most likely to come after this? Remember that the correct answer should complete the story.

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

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

Early Maps Making maps is an ancient art form. At first, maps were simple drawings that showed important places. These places might be lakes, rivers, or mountains. Groups like Native Americans made maps to keep track of paths and the best places to hunt or fish. Early pioneers in America needed maps to find the places where they could settle. As people learned more about math, they were able to make better maps. The Egyptians used geometry to make maps of the land. The word geometry means “to measure the earth.”

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

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

? A what else geometry can be used for. ? B the meanings of other words.

? C how the ancient Greeks made maps. ? D what maps are used for today.

TER. S A M E . HINT ACKLIN IN ANY WAY L B A T correctUanswer The passage is describing how early maps were made. CED describes a S NOThe I D T O I R . topic that will continue the main ideas ofHthe Each E REPof the answer choices G TED passage. B I R O Y T P relates to a detail in the passage. O oneSofBthe OOKanswer choices describes a detail IS COnly K I O H O T B that would continuePLthe passage. Remember that all the ideas in the passage are OR N FWhich M Ewere E A V S I G S I about howTearly maps made. answer choice continues with this topic? H NOT S I N ISSIO PERM

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

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

Student Learning Center Opens Milford Public Library opened their new learning center yesterday. The center offers the free use of computers. Students can use the computers to search the Internet. The center also has magazines and newspapers. There are also hundreds of textbooks. Students will be able to find articles on any topic. If students need any help, trained staff will be ready to help.

4 According to the article “Student Learning Center Opens,” which of these is most likely to happen?

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

? F The center will close down.

? G The center will employ more staff.

? H Students will visit the center to do research.

? J Students will buy more books and magazines.

HINT TER. S A M This question is asking you to make a prediction based on the information the AY. CKLINE ANinY W A L B A N correct article. Read each answer choice and think about whether The NOT it isOlikely. UCED Isays about the Son I D T I R answer is something that is likely to happen based what the article . GHTED TO BE REP I R Y learning center. P OK CO

OK IS OR THIS BO O B E L EN F AMP THIS S IS NOT GIV SION S I M R PE

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

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

Independent Practice

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

A Bad Start Jay’s father finished securing the suitcases on top of the car and climbed into the driver’s seat. His mother unfolded a map and gazed at it for a few minutes before giving Jay’s father a few directions. Jay was glad the vacation was finally underway. The car had barely moved when suddenly, Jay heard thumping sounds. He looked out the back

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

window. All the suitcases that had been on top of the car were lying in the street. Jay’s father slammed on the brakes and then put the car in reverse. 1 What will Jay’s father probably do next?

? A Get a new map

? B Pick up the suitcases

TER. S A M E . ? C Drive to work ACKLIN IN ANY WAY L B A S NOT PRODUCED I ? D Call off the vacation T I . GHTED TO BE RE I R Y P S CO BOOK K IA S I O H O T Special Day B FOR PLE N M E A V S I T GSaturday morning, she was surprised to see how late THIS her Ieyes NOon When Jessie opened S N SIO Jessie heard a knock on her bedroom door. Mama entered MISsleep. Mama had P let ERher her room carrying a tray loaded with pancakes, fresh fruit, and a tall glass of milk. Behind Mama, Carlita stood holding a bouquet of daisies. They were Jessie’s favorite flowers. Jessie’s eyes drifted from the tray of food to the flowers and back again. “Today is your birthday,” said Mama. “We have a great day planned for you filled with all your favorite things.” 2 If the author added another paragraph to the end of the story, it would most likely describe

? F where the flowers came from. ? G why Jessie likes daisies. ? H what Jessie does on Sunday. ? J what Mama has planned for the rest of the day. 33 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

Leonardo da Vinci Leonardo da Vinci is one of the most popular painters in history. Many people think of da Vinci as a painter and know of his famous works like the Mona Lisa. One thing that many people do not realize is that da Vinci had many other talents as well. He was also a scientist, musician, and math whiz. But one of his greatest talents was inventing. He filled notebook after notebook with amazing new ideas.

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

E L P SAM ATION C U D E ! Y L Y L L RAL New99Baby A R . . 888

? A other famous painters.

? B one of da Vinci’s inventions.

? C what the Mona Lisa looks like. ? D where da Vinci was born.

TER. S A M E . ACKLIN IN ANY WAY L B A ED S NOTschool, I DUCstopping Latisha was so excited that she ran all the way home from not to chat T O I R . P D E E T R H E G B I R O that her mother was bringing Y with anyone she passed along the way. was O the K Tday COPToday O S I B K S I O H her new baby brother, Marcus, from FOR Tthe hospital. Latisha could not wait to spend PLE BO home N M E A V S I IS motherNhad time with him. OT Gwarned that he was just a baby and was much too THHer S I N IO young to play. had never had a brother or sister before. She planned to hold MISSLatisha PERBut him and rock him to sleep. She would be the best big sister ever.

4 According to the story “New Baby,” which of these is most likely to happen?

? F Latisha will get in trouble for missing school. ? G Latisha will get woken up by Marcus a lot. ? H Latisha will enjoy spending time with Marcus. ? J Latisha will become bored with Marcus.

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

Strand A

Objective 5

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

Modeled Instruction

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

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

Dora finished her vase and put it against the wall next to the other finished vases. She traced the picture she had carved into the pot. It was not as good as her sister’s work. Her sister’s carving was perfectly neat with all straight lines. Dora thought hers looked messy

compared to her sister’s work. She reminded herself that her sister was older TER.had ASand

LINE M NY WAY. K C A L OT A B DUCED IN A N S I TED. IT O BE REPRO H G I R PY of Messy is probably another way OK T COsaying O S I B K S I O H BO that means The correct answer is FOR T the same as messy. You can work out PLaE word N M E A V S I what the word THIS messy Imeans NOT Gby looking at how it is used in the passage. S N ISSIO ? A untidy. PERM

been making pots for a lot longer.

This answer is correct because the word messy means the same as the word untidy.

? B neat. This answer is incorrect because the word neat means the opposite of messy.

? C small. This answer is incorrect because the carving could be described as small, but this is not what the word messy means and not what the passage is describing about Dora’s carving.

? D nice. This answer is incorrect because the word nice does not mean the same as the word messy, and the passage is not describing the carving as nice.

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

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

Guided Practice

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

Hanging the Corn My father called me, and I ran from the cornstalks to his side. He handed me two ears of corn tied together with a long string. I ran back to our home and carefully hung them

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

inside. We hung the finest ears of corn in our home so they would be ready to plant next year. Even as we went without food, those beautiful ears hung as a promise of what would come.

2 Read this sentence from the story.

TER.

MAS to plant ready We hung the finest ears of corn in our home so they would be E N I L WAY. K Y AC L N A B next year. A IN T

IS NO PRODUCED T I . D E Which word means about the same asRfinest E RE above? GHT in theTsentence B I O Y P K K IS CO R THIS BOO O ? F Last O B N FO MPLE E A V S I G S I ? G Best TH S NOT I N O I ISS PERM ? H Small ? J Worst

HINT This question is asking you to find another word that means the same as the word finest. Read the sentence and focus on what the word finest means in the sentence. Then look for the answer that has a word that means about the same thing.

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

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

Learning Judo Jodie was excited about the idea of learning judo. She had imagined leaping high into the air, doing flying kicks, and breaking tiles and planks with only her hands. She turned up to class ready to learn all the amazing moves she had seen in movies. Instead, all she got to do was learn how to stand very still and take slow deep breaths. The teacher explained that everyone would have to train hard to be good at judo. “We will learn many things,” she told the class, “but we will start small.”

3 Read this sentence from the story.

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

The teacher explained that everyone would have to train hard to be good at judo. In this sentence, train means

? A to learn skills.

? B part of a dress.

TER. S A M E . ? C a vehicle on rails. ACKLIN IN ANY WAY L B A ? D a line of people. S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K HINT K IS CO R THIS BOO O O B FO Some words have more This question is asking about a word that Nmeaning. MPLEthan Gone E A V S I S I T H O T can mean different N things. IS N Each answer is a correct meaning for the word train. To O I S S I answer the work out which meaning of the word train is used in the sentence. M PERquestion,

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

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

Butter Today, cooking and baking might seem like difficult tasks. But back in the early days of America, cooking was a lot harder. Before people could use butter, they had to make the butter. Making butter from scratch is a long and difficult task. The next time you’re ready to bake, be happy that the butter is in the fridge ready to go.

4 Read this sentence from the article. Making butter from scratch is a long and difficult task.

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

What does the underlined part of the sentence mean?

? F In a hurry

? G From the beginning ? H With a cut

? J The quick way

TER. S A M E . HINT ACKLIN IN ANY WAY L B A T in theUpassage. This question is asking about the meaning of a phrase Remember CED S NOused I D T O I R . P the words in the to focus on the meaning of the whole phrase just HTEDand not E REon G B I R O Y T P phrase. The way the phrase is used in the sentence K can be used to work out what it K IS CO ofRthe S BOO makes sense in the sentence. I O H O T B means. Think about what meaning phrase N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

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

Independent Practice

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

Climbing the Mountain The first person to reach the top of Mount Everest was Sir Edmund Hillary. He achieved his goal on May 29, 1953. He did what had once seemed impossible. Since then, many

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

people have climbed to the top of Mount Everest. It is still a very difficult climb. Reaching the top of the mountain is still an amazing thing.

1 Amazing is probably another way of saying

? A surprising. ? B wonderful.

TER. S A M E . ? C unlikely. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I ? D common. . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

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

Roadrunners Roadrunners can be very friendly birds. Some roadrunners live right by people’s houses and like their human neighbors. They often walk right up to people. They sometimes follow people around if they trust them. When they are curious, they tilt their heads and make a “coo-coo” sound. The odd ways in which they move and the strange noises they make can be very amusing. Sometimes they act like small, feathered clowns. Some roadrunners are so friendly that they will care for the babies of other animals. They have been known to try to feed snakes and spiders to stray animals like kittens. Keep in mind that not all roadrunners want to be your friend. As with all wild animals, you should be careful if a roadrunner is near.

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

2 Read this sentence from the article.

The odd ways in which they move and the strange noises they make can be very amusing.

TER. S A M E . Funny ACKLIN IN ANY WAY L B A NOT S I DUCED T O I R . Weird P D E E T R YRIGH OOK TO BE P O C Scary OK IS OR THIS B O B E L EN F AMP Serious THIS S IS NOT GIV SION S I M R PE

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

? F ? G ? H ? J

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

Winning and Losing Cindy was used to playing games with her older sisters. It was harder for Cindy to win, but that only pushed her to try harder. Cindy had sometimes wished that she was the oldest, but now that she was trying to play a game with her younger cousin Iris, she was starting to think that being the youngest was easier. Cindy took an early lead in the game and kept the lead the whole time. Then, just before the game ended, Iris started to cry. “It’s not fair,” she sobbed. “I want to be the winner.” Cindy tried to explain that she was the winner, but Iris wouldn’t listen. “I’m the winner,” Iris stated. “I want to be the winner, and so I am the winner.” Cindy didn’t know how to argue with someone who was four years old. “All right, you’re the winner,” Cindy said.

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

3 Read this sentence from the story.

“It’s not fair,” she sobbed. “I want to be the winner.” In this sentence, fair means

TER. S A M CKLINE ANY WAY. A L B A ? B about average. IN S NOT PRODUCED I T I . ? C an outdoor event. GHTED TO BE RE I R Y P IS CO THIS BOOK ? D light in color. PLE BOOK N FOR M E A V S I G S I TH S NOT I N O I ISS PERM ? A just or right.

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

Looking Forward to Tomorrow Lee stared out the window of the classroom. The teacher was talking about history, but he hardly heard a word that was being said. No matter how hard he tried, he couldn’t focus on the lesson. His thoughts kept drifting to the next day. His cousins were coming to visit from Hartford, and he could hardly wait. Every time he saw them, they spent the whole day together, and they always had a wonderful time. Lee looked at the clock and wished that time would go faster.

4 Read this sentence from the article.

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

His thoughts kept drifting to the next day. What does this sentence mean?

? F He was unable to think about anything. ? G He was moving slowly through the air.

TER. S A M E . ? J He wished that the day would end. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM ? H He kept thinking about the next day.

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Strand A: All Together

Objective 1: Determine the main idea (nonfiction) or theme (fiction) within the text. Objective 2: Identify or infer important characters, problems, settings, events, relationships and details. Objective 3: Select and use relevant information from the text in order to summarize events and/or ideas in the text. Objective 4: Use information from the text to make a prediction based on what is read. Objective 5: Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

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

Directions: Read each passage. Then answer the questions that follow it. Liam’s sister enjoys playing all kinds of sports. When Liam found this story about a girl playing football, he gave it to his sister to read. TER.

MAS E N I L WAY. K Y AC L N A B A IN S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B LE see if any Autumn looked around NofFOher friends were around. To her right, she saw MPto E A V S I G S I H Ana teaching TLi how to make S NOTnecklaces by making chains of flowers. To her left, she saw I N O I ISS playing football together on the grass. Jacob, Dan,Pand ERMMarcus She sat down with Ana and Li and watched Ana make a necklace, but she was more interested in watching the boys play football. Playing football looks much more entertaining than making flower-chain necklaces, thought Autumn. “I’ll see you later on,” she said to Ana and Li. “I think I feel like playing some football with the boys today.” “Do you know how to play football?” Ana asked. “It’s just throwing a ball back and forth,” said Autumn. “Actually, I think I’ll be pretty good at it.” Autumn jogged toward the boys, thinking about the best throwing action as she jogged. “Hey, can I join you guys?” she called out hopefully.

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Strand A: All Together

The boys looked at each other for a few seconds, and then they started laughing. “You want to play football?” asked Marcus. “Aren’t you worried that you might break a fingernail?” The other boys kept laughing, and Autumn knew that it had been a mistake to ask. They would never let a girl play football with them. As Autumn wandered back toward Ana and Li, she heard a thump as the football landed behind her. Turning around, she saw

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

that Marcus had overthrown the football, and she bent down to pick it up. Gripping the football tightly in her right hand, Autumn stepped back to throw the ball to Marcus. “Go long!” she yelled, as she motioned for Marcus to move backwards. He laughed and moved a few steps closer to her instead.

R. . Y WAY ACKLIN heINyelled. L N A B grinned and shrugged his shoulders. “I think this is about far enough,” A D S NOT perfectly I DUCEthrough T O I R Autumn pulled her arm back and released theTball. It spiraled the air . P D E E R H E G B I R Y OPstumbled and hit Marcus with such force that backward OK TO and landed on the ground. Che O S I B K S I O H throw, and started to walk away. E BO pleased OR Ther Autumn turned around, Fwith PLfairly N M E A V S I THIS NOT G S I N ISSIO Marcus racedEover P RM and caught up with Autumn. “That’s some throwing arm you have “You’d better move a bit farther back than that,” yelled Autumn again. EMarcus MASTE just

there,” Marcus said. “I guess if you want to play with us, that will be just fine with me.” Autumn smiled and took the ball from Marcus. “Go long,” she said. This time Marcus walked as far back as Autumn told him to.

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Strand A: All Together

1 Where does this story probably take place?

? A A park ? B A beach ? C A backyard ? D A street 2 If the author added another paragraph to the end of the story, it would most likely describe

? F Autumn getting home late.

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

? G Autumn enjoying playing football.

? H Autumn deciding to make necklaces. ? J Autumn making fun of the boys. 3 Read this sentence from the story.

The other boys kept laughing, and Autumn knew that it had beenAa TER. S M Y. NE mistake to ask. LACKLI NY WA

OT A B DUCED IN A N S I IT the sentence Which word means about the same as mistake EPROabove? TED. in R H E G B I R COPY IS BOOK TO ? A Brave S I K O LE BO VEN FOR TH P M A S ? B Problem GI T O THIS N S ON I ? C Task ERMISSI P ? D Error

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Strand A: All Together

4 What important lesson does Marcus learn in this story? Use examples from the story to support your answer.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . TED in the Briefly summarize the main events ofRthe order E RE that they occur. GHstory B I O Y T P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

Strand A: All Together

Danny and his classmates were asked to find some interesting facts about animals. Danny found this article about salmon.

A Salmon Run Each year, something amazing happens in the rivers and streams of the United States. Salmon, fish that spend much of their lives in salty ocean water, travel to freshwater rivers and streams. Once there, they swim through fast-moving rapids and rushing waterfalls. They do all this to return to the places where they were born. Why do they

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

do this? To continue the circle of life, of course.

Salmon begin their lives as tiny pink eggs buried beneath beds of small stones in rivers and streams. There they are hidden from the view of other animals or fish. Some of these beds are as far as 900 miles from the ocean. The eggs are usually laid in the fall and begin to hatch in the winter. When salmon first hatch, they have a small orange sac

. attached to their bodies. These sacs are filled with the food that salmon need Tto ERstart

MAS AN A BL are Ccalled N fry, I T D O E N look like small fish with spots all over them. These young salmon and they IS DU T O I R . P D E E T are ready to leave their beds. Some fry swim O BtoE Rthe Pacific Ocean. Others YRIGHdownstream T P K O O C O begin this journey. When the IS spend a year or more eatingBand before OK growing HIS Bthey O T R E O L F MP ocean, Gthey IVENswim young salmonTH reach far and wide. IS SAthe T O N S I N ISSIO PERM LINEsalmonYbegin growing. After a few months, salmon use up all of this stored food. WAY. to ACKThe

It takes salmon between two and seven years to fully grow. During this time, they swim

through the open ocean, eating foods such as shrimp and small fish. Once salmon have become fully grown fish, they are ready to migrate. When animals migrate, they move from one place to another. In this case, salmon move from the ocean back to the places where they were born. Salmon begin their difficult trip in the summer, swimming from salty ocean water into the fresh water found in rivers and streams. When salmon finally reach the places where they were born, they lay thousands of eggs. The eggs are covered with small stones. Then new salmon wait to begin their life.

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Strand A: All Together

6 What is this article mainly about?

? F How salmon migrate each year ? G What young salmon are like ? H How long it takes salmon to grow ? J Why salmon are good swimmers 7 The second paragraph is mostly a description of

? A how salmon grow over time. ? B why salmon swim to the ocean.

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

? C what salmon eggs look like. ? D where salmon eggs are laid.

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

TER. S A M E . ? G where people can see salmon. ACKLIN IN ANY WAY L B A NOT S I DUCED T O I R . ? H how the cycle repeats itself. P D E E T R YRIGH OOK TO BE P O C ? J other animals that migrate. OK IS OR THIS B O B E L EN F AMP THIS S IS NOT GIV SION S I M R PE ? F how to fish for salmon.

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Strand A: All Together

9 Read this sentence from the article. Salmon begin their difficult trip in the summer, swimming from salty ocean water into the fresh water found in rivers and streams. In this sentence, trip means

? A fall. ? B journey. ? C holiday. ? D growth.

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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H Strand B

E L P M A S N O Developing Interpretation I T A C U D E ! Y L L Y L A L R A R . 9 9 . 888

The reader will interpret and/or explain the text. Objective 1: Identify or infer the author’s use of structure/organizational patterns.

Correlates to Common Core State Standard: ER . Thow S A M 5. Analyze the structure of texts, including NE larger portions WAY. Y ACKLIand specific sentences, paragraphs, L N A B A IN or stanza) T of the text (e.g., chapter, UCEDscene, S NaOsection, I D T O I R . relate REPthe whole. HTEtoD each other and

O BE YRIG T P K O O C O OK IS Correlates HIS Bto O T Objective 2: Common Core State Standards: B R E O L F1. Read closely P the author’s N M E A Draw conclusions about to determine what the text says V S I G T O THIS a genre N purpose for choosing or for explicitly and to make logical inferences from it; cite S I Nspecific O I S S including or R omitting details specific textual evidence when writing or speaking I PE M in the text. to support conclusions drawn from the text. 6. Assess how point of view or purpose shapes the content and style of a text.

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

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Strand B

Objective 1

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

Modeled Instruction

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

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

Today Jordan and I were playing outside in his backyard. We decided to dig a hole in the corner of the yard. We were digging when our shovels hit something solid. We dug a little bit deeper and found an old wooden box with a metal lock. We tried to pry the box open, but the lid wouldn’t budge. Then Jordan’s mother called him in for his dinner. We

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . Which of these graphics below best shows ED this story E RisE organized? GHThow B I R O Y T P K the information in the O describes The correct answer is the answer IS Cthat BOOhow K S I O H O T B passage is organized.PLE N FOR M E A V S I G S I TH NOT SCompare/contrast I ? A N O I ISS This answer is incorrect because the story is not PERM

decided to hide the box and try to open it again tomorrow.

comparing and contrasting two things.

? B

Main idea/support This answer is incorrect because the story does not include a main idea and details that support it.

? C

Cause/effect This answer is incorrect because the story does not describe an event and what caused it.

? D

Sequence of events This answer is correct because the story describes a series of events in the order they occurred.

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

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

Guided Practice

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

Visiting a Planetarium I think a planetarium is a good place to see the stars. When you go to a planetarium, you sit in a chair in a darkened room. A picture of the night sky is shown on the rounded

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

ceiling. Because the earth is always moving, the stars seem to move across the sky. The picture in the planetarium moves to show how the stars change position in the night sky.

2 The first sentence contains

? F a comparison.

TER. S A M E . ACKLIN IN ANY WAY L B A ? H a fact. S NOT PRODUCED I T I . GHTED TO BE RE I R Y ? J an opinion. P K K IS CO R THIS BOO O O B N FO MPLE E A V S I HINT G S I TH NOT about the first sentence of the article. Remember to focus IS you This question isSasking N O I IS sentence when answering the question. Is the first sentence ERMfirst only onPthe ? G a definition.

something that is known to be true or something that somebody thinks?

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

Busy Ben Ben was a hard worker. He worked hard at school and did his best on every task he was given. He trained hard at both football and baseball. After school each day, he did all his chores well and often did even more chores than his mother asked him to. On Sundays, he often went to his grandmother’s house and helped her vacuum the house or mow the lawn.

3 In this paragraph, the author

? A asks a question and answers it.

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

? B states the main idea and gives examples of it. ? C describes a problem and its solution. ? D explains a cause and its effect.

HINT This question is asking how the information in the paragraph is organized.EThink T R. S A M about how the author gives the information. What does the paragraph E start with? WAY. Y ACKLIN how L N A B How do the sentences work together? Find the answerOthat describes the A IN S N T PRODUCED I T I paragraph is organized. . E ED

T R YRIGH OOK TO BE P O C OK IS OR THIS B O B E L EN F AMP THIS S IS NOT GIV ION RMISS

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

Myra and Tina Even though they were twin sisters, Myra and Tina thought that they were completely different. They both had brown hair, green eyes, and freckles, and they were both the same age, of course. But that was all they had in common. Myra liked playing tennis, while Tina liked playing softball. Myra loved seafood, while Tina hated even the smell of it. Myra played the flute, while Tina played the drums. Then one day, their mother brought home a fluffy white kitten. “I love kittens,” cried Myra. “I love kittens more,” replied Tina.

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

4 The chart below shows some facts about Myra and Tina. What is another difference between Myra and Tina?

Different

Alike

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . D TinaBE RE Myra RIGHTE Y P OK TO CO O S I B K S I O H PLE BO IVEN FOR T M A S HIS kittens, ? F Myra Tlikes OT G Tina likes puppies. Nwhile S I N IO MISStennis, ? G Myra while Tina plays softball. PERplays Likes seafood Plays the flute

Brown hair Green eyes Freckles

Dislikes seafood Plays the drums

? H Myra is younger, while Tina is older. ? J Myra enjoys hiking, while Tina does not. HINT This question is asking you to compare two people described in the story. The diagram lists ways that Myra and Tina are alike in the area where the circles overlap. The ways that Myra and Tina are different are listed in the areas where the circles do not overlap. Find the answer choice that describes another difference between Myra and Tina described in the story.

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

Independent Practice

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

Mount Everest The weather on Mount Everest is terrible. The temperature at the peak hardly ever climbs above zero. Winds at the top of the mountain blow at high speeds. The wind

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

speed is sometimes more than 150 miles per hour. Storms develop quickly. A storm can sometimes drop several inches of snow without warning.

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

? A

? B

? C ? D

Compare/contrast

TER. S A M E . ACKLIN IN ANY WAY L B Main idea/support A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH NOT SCause/effect I N O I ISS PERM Sequence of events

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

Moose Moose are some of the largest animals in North America. These beasts stand about six feet tall from foot to shoulder, which is a few inches taller than an average person. Moose are members of the deer family. Moose do not like warm weather. In North America, they live in areas that get a lot of snow. These areas include Alaska, Canada, and the northern part of the United States. 2 Sentence 2 contains

? F a comparison. ? G a definition. ? H a question. ? J an opinion.

E L P SAM ATION C U D E ! Y L Y L L RAL Clouds A R . 9 9 . 888

TER. S A M AY. W CKLINEwaterANon Y AWhen There are often clouds in the sky, but how do these clouds form? Earth is L B A T ED INbegins to NOatmosphere UCand Sthe I D heated, it forms a vapor, or gas. Water vapor rises into T O I R . EP TED E Rwater GitHturns B I R O Y T cool. When the water vapor cools enough, back into droplets. The water P OK CO O S I B K S I O TH water droplets form as water vapor cools. BO a cloud. droplets group togetherPto LE form FORMore N M E A V S I T G way. The cloud continues THIS to build NOthis S I N ISSIO PERM 3 In this paragraph, the author

? A asks a question and answers it. ? B states the main idea and gives examples of it. ? C describes a problem and its solution. ? D states an opinion and explains it.

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

A Fox is a Fox Most people know what foxes look like. They are small furry animals with thin faces and pointy ears. But are all foxes similar? The way a fox looks actually depends a lot on where it lives. Red foxes usually live in warm regions. They have thin fur, so they remain cool in the warm weather. As its name suggests, the red fox has red fur, but it also has a white tip on the end of its bushy tail. Arctic foxes look a lot different than red foxes. They live in cold areas where there is a lot of snow. They have white fur that helps them blend in with their environment. They also have thick fur to help keep them warm in their cold environment, plus a thick layer of fat under their skin. Because of this layer of fat, arctic foxes do not look lean and slim like red foxes do.

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

4 The chart below shows some facts about red foxes and arctic foxes. What is another difference between red foxes and arctic foxes?

Different

TER. S A M E . ACKLIN IN ANY WAY L Thin fur Small Thick fur B A S NOTcolor Red color Thin faces IT IWhite DUCED O R . P D E E T R Pointy YRIGH earsOOK TO BE P O C OK IS OR THIS B O B E L EN F AMP Arctic Fox THIS S IS NOT GIVRed Fox ION RMISS Alike

? F Red foxes have fur, while arctic foxes do not. ? G Red foxes have a tail, while arctic foxes do not. ? H Red foxes are fast runners, while arctic foxes are not. ? J Red foxes look slim, while arctic foxes do not.

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Strand B

Objective 2

Draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in the text.

Modeled Instruction

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

Stormy Weather

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

It’s a hot summer day, and you are splashing in a friend’s swimming pool to cool off. Suddenly, you see dark gray clouds rolling in. It looks like you and your friends might be in for a thunderstorm. But how can you know for sure?

The clouds in the sky can tell us a lot about the weather. Cirrus clouds are thin and wispy, stratus clouds look like a flat gray ceiling, and cumulus clouds are big, puffy, and

ER . LI WA Y AisCKlikely. L N A B If you see large dark gray clouds in the sky, then a thunderstorm A IN S NOT PRODUCED I T I . GHTED TO BE RE I R Y P O paragraph? IS Cfirst BOOK 1 Why did the author include Kthe S I O H O T B N FORwhy the author included the first paragraph. MPLE you to This question isSasking decide E A V I G S I TH S NOT I N O I ? A To showMIthat swimming is fun R SS E P This answer is incorrect because the first paragraph mentions swimming,

ST clouds. white. The dark clouds you see during a thunderstorm are called cumulonimbus Y. NE MA

but the author does not mention swimming to show that it is fun.

? B To compare different clouds This answer is incorrect because the author compares different clouds in the second paragraph.

? C To introduce the topic This answer is correct because the first paragraph is used to introduce the topic of weather and clouds.

? D To teach the reader about clouds This answer is incorrect because the purpose of the whole passage is to teach the reader about clouds, but this is not the purpose of the first paragraph.

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Strand B, Objective 2: Draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in the text.

Guided Practice

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

Amazing Ants Did you know that ants have been living on Earth for more than 100 million years? More than 20,000 species of ants live all over the world. Some ants live in wood, but most ants

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

make their homes by digging tunnels in the ground. Some ants living in forests build mounds of soil that are mixed with sticks. Ants living in cold places hibernate in the winter. Some dig 15 feet under the ground to escape the cold! Ants are so good at living on Earth that they are often called Earth’s most successful species.

TER. S A M E . ACKLIN IN ANY WAY L get the reader interested in the article. B A S NOT PRODUCED I T I . describe some places where ants live. GHTED TO BE RE I R Y P S CO ants.HIS BOOK K Iabout show that he knowsBO aOlot FOR T PLE N M E A V S I IS ants are T G common. explain THwhy NOvery S I N ISSIO PERM

2 The author includes the first sentence in order to

? F ? G ? H ? J

HINT This question is asking you to decide why the author included the first sentence of the article. Remember to focus only on the first sentence of the article. In the first sentence, the author asks readers if they know an interesting fact about ants. Why would the author start the article this way?

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Strand B, Objective 2: Draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in the text.

Hidden Treasures It looked as though nobody had opened the door in years. The handle was covered in dust, and there was a thick spider web near the corner. Mary gently took hold of the knob, gave a quick tug, and opened the door. She peered into a tiny room filled from floor to ceiling with books. She stepped inside and took a closer look. A thick layer of dust covered the books, and Mary wondered how long it had been since anyone had read one. For some reason, the thought of so many unread books made her feel a little sad.

3 One of the author’s purposes in this passage is to

? A entertain. ? B instruct. ? C inform. ? D persuade.

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

HINT TER. S A M E You can This question is asking you to decide what the author’s main purpose WAY. Y ACKLIN is. L N A B A IN of passage work out what the author’s main purpose is by thinking what UCEDtype S NOT about I D T O I R . P it is. The passage is a story. What is the main HTEDpurpose of aREstory?

O BE YRIG T P K O O C OK IS OR THIS BO O B E L EN F AMP THIS S IS NOT GIV ION RMISS

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Strand B, Objective 2: Draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in the text.

Watching Birds Birds are all around us, and there are many different types of birds. The lovely sound of their songs may wake us up in the morning. They build their nests near our homes. They seem to use any small space they can find, either in the country or in the city. People love to see the beautiful colors of birds as they fly through the sky. Many people have made a hobby of watching birds. Bird watching is one of the most popular hobbies in America!

4 Write one fact and one opinion included in the paragraph.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT The passage includes both facts and opinions about birds and bird watching. To answer this question, identify a fact in the passage and describe the fact. Remember that a fact is something that is known to be true. Then identify an opinion in the passage and describe the opinion. Remember that an opinion is something that somebody thinks, but that cannot be proven to be true.

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Strand B, Objective 2: Draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in the text.

Independent Practice

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

Fear For as long as he could remember, Martin had wanted to become an astronaut. He often imagined himself on a mission to the moon or floating through space, his body completely weightless.

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

There was only one issue with Martin’s plan. Martin was afraid of heights. Not just a little tiny bit afraid of heights. He was terrified of heights. His legs started shaking at even the thought of climbing a ladder.

But Martin was determined that being afraid of heights would not stop him from

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I Why did the author include paragraph 2? T I . GHTED TO BE RE I R Y P K ? A To show that Martin is brave K IS CO R THIS BOO O O B N FO MPLE main E A ? B To describe Martin’s problem V S I G S I TH S NOT I N O I ? C To describe ISSthe career that Martin wants PERM

becoming an astronaut. He was going to find a way to get over his fear. 1

? D To show that Martin will not become an astronaut

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Strand B, Objective 2: Draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in the text.

Exercise Buddy We all know that we should work out. But sometimes regular exercise is hard. It’s easy to decide you’ll work out another day, and then another day, and never get around to it. One great way to keep exercising is to get an exercise buddy. This is a person who will work out with you. It is important to find someone who needs the same kind of workout that you do. Working out with a partner makes exercising more fun and will help you stick with it. So find an exercise buddy today, and you’ll soon be meeting all your fitness goals.

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

2 The author includes the last sentence in order to

? F describe what an exercise buddy is. ? G explain why working out is hard. ? H show the benefits of exercise. ? J persuade the reader to act.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . HTED TO BE RE G I R Y P Today, millions of trees are used every year to make Kpaper. One way we can use fewer K IS CO R THIS BOO O O B trees is to recycle paper. should LE N FO try to recycle. You can do this at home and at MPEveryone E A V S I G S I TH also do itISaround school. You can NOT your town. It is also important to remind other people N O I to recycle. IfPEeveryone RMISS plays their part, we can all keep using paper without using so many trees.

3 One of the author’s purposes in this passage is to

? A entertain. ? B instruct. ? C inform. ? D persuade.

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Strand B, Objective 2: Draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in the text.

Growing Strawberries Strawberries are a delicious and healthy snack. They are also easy to grow. All you need to grow your own strawberries is a little patch of ground. You can choose standard or everbearing strawberries. Standard strawberries usually grow larger and taste better. These plants produce a large crop of berries just once during the summer. Many people use this kind of strawberry to freeze or make into jams. Everbearing plants produce berries all through the summer months. These plants are better for people who want fresh strawberries to snack on.

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

4 Write one fact and one opinion included in the paragraph.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Strand B

Objective 3

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

Modeled Instruction

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

Annual World Arts Fair

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

Tomorrow marks the start of the Annual World Arts Fair. Artists from around the world spent yesterday afternoon getting ready for a busy week. They set up tents and arranged works of art on large tables. More than 100,000 people will see the artists’ work by the end of the fair. “The World Arts Fair is the biggest event in this town each year,” said Patrick McNeil, director of the Arts Fair. “It’s a great place for families to see and enjoy art from many other countries.” More than 300 artists will have thousands of pieces of artEfor R. sale.

AST M E N I The art for sale includes baskets, pots, jewelry, and paintings. WAY. Y ACKL L N A B A IN S NOT PRODUCED I T I . RE HTED TOinBEthe IGinformation R 1 Which sentence can be supportedOwith passage? Y P OK C O S I B K S I O To answer this question, you O have FtoORwork TH out which answer choice has details in PLE Bit. N M E A V S the passage Hthat support I T IS NOT G S I N ISSIO ? A The fair PERMattracts many visitors.

This answer is correct because the passage says that the artists will have a busy week and that more than 100,000 people will view the artists’ work. This supports the conclusion that the fair attracts many visitors.

? B The fair awards a prize for the best artwork. This answer is incorrect because there are no details in the passage to suggest that the fair awards a prize.

? C The fair is not suitable for children. This answer is incorrect because the passage says that the fair is a great place for families, so the fair probably is suitable for children.

? D The fair only has paintings for sale. This answer is incorrect because the passage describes how baskets, pots, jewelry, and paintings will be for sale. This detail shows that the fair does not only have paintings for sale.

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

Guided Practice

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

Finding Your Way For thousands of years, people have used maps. A map can help an explorer find a new country, or it can help a student find a bus stop. Some maps are simple drawings on

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

paper, and some are detailed computer images. Whatever the form, maps are an important tool for humans. Some maps show the entire world. Other maps show a whole country, a whole town, or part of a town. A map could also show a much smaller area, like a map of a school showing where each classroom is. Every map has one thing in common. All maps help people find their way from one place to another.

TER. S A M E WAY. With which statement would the author probably agree? LACKLIN Y N A B A IN S NOT PRODUCED I T I ? F Maps have improved over time. . GHTED TO BE RE I R Y P ? G Maps are very useful. OK IS CO BOOK S I H O T B PLE wholeIVcountries. N FOR Mshow E A S ? H Maps Tusually G S I H S NOT I N O I S hard to understand. ? J MapsER MISbe P can HINT This question is asking you to draw a conclusion based on the information in the passage. Focus on what the author says about maps and read through each answer choice. Which one has information in the passage to support it? Which one describes what the author thinks about maps?

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

The Carpenter Pedro was a carpenter, and all day long he worked with wood. Some days he used long planks to build the frames of new houses. Other days, he used wide, thin sheets to build shelves for new kitchens. Sometimes he even used big curved pieces to build the hulls of wooden boats. Whatever task he was given, he would carefully choose the right type of wood. Then he would spend all day shaping the wood, cutting the wood, and joining the wood. Even when he was at home at night, he would think about the task he was working on. He was never happy until he had finished the task and finished it perfectly.

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT This question is asking you to draw a conclusion about what Pedro was like. You have to decide what type of person Pedro was based on what the passage tells you about him. For example, you could describe Pedro as hardworking. Once you have decided what type of person Pedro was, explain why you think this. Be sure to use details from the passage to support your answer.

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

A Day in My Life Before I left for school this morning, I carried firewood into my house. Molly and I fed the chickens and watered the horses. After we ate breakfast, we got ready for school. We wash up with warm water from a pail that is kept near the fire. We are still clearing the land, so I also helped chop down trees after school. We’ll need this firewood to keep our home warm this winter. Right now, we are busy harvesting fruits and vegetables from the fields before it gets cold. I spent a few hours helping my mother harvest the fruit.

4 Do you think the narrator can be described as busy? Use details from the story to explain why you do or do not think so.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT To answer this question, you have to decide whether or not you think the narrator can be described as busy. You make this decision by focusing on what the passage tells you about the narrator. To answer the question, first write a sentence stating whether or not you think the narrator is busy. Then explain why you think this by using details from the passage. For example, if you decide that the narrator is busy, you could describe details about the work the narrator does around the home before and after school.

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

Independent Practice

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

The History of Paper Although it was not always a common thing, paper has been around for thousands of years. Egyptians made paper from a reed-like plant called papyrus. The Chinese made paper from wood, much like we do today. In ancient times, most people could not read

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

or write, and so only a few people even had a need for paper. Also, books were made by hand. Less paper was needed since few books could be made in this manner. 1 Which sentence can be supported with information in the passage?

? A Paper has become less common over time. ? B Paper was expensive in ancient times.

TER. S A M ? C More paper is used today than in ancient times. E . ACKLIN IN ANY WAY L B A NOT ? D Most people made their own paper in ancient Stimes. I DUCED T O I R . P D E E T R YRIGH OOK TO BE P O C OK IS OR THIS B O B E L Alessandro Volta EN F AMP THIS S IS NOT GIV Around 1800, Alessandro SION Volta made the first modern battery. Volta found that some S I M R PE

kinds of metal could make a little bit of electricity. Two of these metals were silver and zinc. Volta made many small plates out of silver and zinc. Then he stacked these plates on top of each other. He slid pieces of cloth between the plates. When he wet the cloth with salt water, a small charge began moving through the metal. Volta had succeeded in making a battery. 2 With which statement would the author probably agree?

? F Volta’s work is not important. ? G Volta’s battery was dangerous. ? H Volta’s battery was clever. ? J Volta’s work was useless.

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

Worms “Nothing scares me!” Glenn said, as he picked a long slimy worm out of the dirt with his bare fingers. His friend Maria screamed and stepped away from him. Glenn just laughed and put the worm back down on the dirt. “That little worm can’t hurt you,” Glenn said. “Anyway, even if you are scared of something, you should face it and get over it.” Maria looked down at the slimy worm wriggling on top of the dirt. She wondered if Glenn had a point, and she even thought about touching the worm, but decided she didn’t feel like overcoming any fears right now.

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

Helping Out It wasn’t that Rose disliked helping people. It was just that so many people asked for her help all the time. For example, before school on Monday, she had helped her little sister get dressed and then had quizzed her to make sure that she knew her spelling words. At school, Mr. Clemente had asked her to collect the other kids’ homework and wash the chalkboards. After dinner, she had helped Mama by clearing the table and washing the dishes. Then she had spent nearly two hours on her own homework. Rose always did whatever people asked, and she never complained. But she did sometimes wish for a whole day just to herself.

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

4 Do you think Rose can be described as kind? Use details from the story to explain why you do or do not think so.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Strand B: All Together

Objective 1: Identify or infer the author’s use of structure/organizational patterns. Objective 2: Draw conclusions about the author’s purpose for choosing a genre or for including or omitting specific details in the text. Objective 3: Use stated or implied evidence from the text to draw and/or support a conclusion.

E L P SAM ATION C U D E ! Y L Y L Cake L RAL Carrot A R . 9 9 . 888

Directions: Read each passage. Then answer the questions that follow it. Wendy loves to bake. When Wendy’s mother found this story about a girl baking a special type of cake, she gave it to Wendy to read.

TER. S A M E WAY. CKLINher Y LAwas N A B Fran wore her unhappiness in a frown upon her face. TToday father’s A N UCED I the S NO PShe I D T O I R birthday, but she had no idea how to help him celebrate. checked . GHTED TO BE RE I R Y P K a special day and discovered that piggybank where she had saved money BOOfor K IS COsome S I O H O T B OR gift. Fran thought about asking her mom to she had enough M money PLE to buy Na Fnice E A V S I G S I T wasn’t sure what to buy. Finally, Fran poured out her TH take her shopping, but S NOshe I N O I ISS mother. RMher troubles PEto Fran’s mother thought about the problem. Then she had an idea. She thought Fran should make a gift for her father and suggested that Fran bake a special birthday cake. Fran was very interested in this plan and immediately began dreaming of a chocolate cake dripping with vanilla icing or a vanilla cake covered in sprinkles.

Fran’s mother had a different idea, however. She explained that Fran’s father enjoyed a particular kind of cake called carrot cake. Fran raised her eyebrows.

“Why would Dad want a cake filled with vegetables?” Fran asked. “Vegetables are for salads.”

“Carrots are actually quite good in a cake,” Fran’s mother said.

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Strand B: All Together

Fran remained unsure, but it was her father’s birthday, so she decided she would make him the cake. Fran and her mother went to the store to buy the groceries they needed to bake the cake. First, they found flour, cinnamon, sugar, and eggs. Next, they put some baking powder, baking soda, and frosting in their cart. And, of course, they got some carrots, too. Fran thought the vegetables looked out of place surrounded by all of the regular baking items.

When they returned home, Fran and her mother flipped through a few cookbooks. After a while, they found a recipe for a carrot cake.

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

Fran mixed everything together while her mother grated carrots. When the batter was ready, Fran poured it into a cake pan, and her mother carefully placed the pan in the oven. They set a timer for thirty minutes and cleaned up their dishes while they waited. A loud “ding!” from the oven announced that the cake was finished baking. They let the cake cool, and later they frosted it and stored it in the refrigerator. .

ASTER Y. M E N I WA KL she had Y ACthat L N A B When Fran’s father returned home that night, Fran told him a A IN OT UCEDdinner, S Nfinished I D T O I R wonderful surprise waiting for him. OnceTEthey had eating Fran’s . D EP R H E G B I R TO father was OPYrefrigerator. mother removed the cake from OKFran’s Cthe O S I B K S I O H R Tfavorite LE BOhad baked excited to see that FOhis Pthey N M E A V S I OT Gmother sang THIS Fran and Nher kind of cake. S I N IO RMISS as he blew out all “Happy PEBirthday” the candles.

10. Fran’s mother cut the cake, and Fran’s father said it tasted wonderful. After a while, Fran decided that she should try a piece of the cake that she had helped to bake. She still wasn’t sure that she would enjoy carrots in a cake. She took a small, slow bite anyway. Fran thought the cake tasted pretty good. Maybe carrots weren’t just meant for salads after all. ©copyright iStockphoto/Jerome Skiba

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Strand B: All Together

1 Which of these graphics below best shows how paragraph 6 is organized?

? A

Compare/contrast

? B

Main idea/support

? C

Cause/effect

? D

Sequence of events

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

2 One of the author’s purposes in this passage is to

? F entertain. ? G instruct. ? H inform.

TER. S A M E . ? J persuade. ACKLIN IN ANY WAY L B A S NinOTthe passage? I DUCED T O I R Which sentence can be supported with information . P D E E T R YRIGH OOK TO BE P O C ? A Fran is a kind and thoughtful OK IS person. HIS B O T B R E O L MP EN F good. IVtaste ? B Fran’sTcarrot not G T HIS SAcakeISdid O N N O I S S I ? C FranPEdoes RM not eat enough vegetables. ? D Fran should have made a chocolate cake.

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Strand B: All Together

Ray’s class is learning about different materials. Ray’s teacher started the lesson by reading this article about wool to the class.

The Wonders of Wool 1.

Here’s a riddle: what’s soft enough to sleep on, yet strong enough to hold a tennis ball together? The answer is wool. Wool is the soft, puffy fur of sheep, goats, and some other animals. Farmers shave off the wool to use it for a number of important purposes. Wool is used in clothing, household

E L P SAM ATION C U D E Y L ! L Y L A L R . 9 RA 9 . 888

goods, furniture, and many other things we use every day. 2.

The most common use of wool is in clothing. People have been making clothes out of wool for about 12,000 years. In other words, wool has been used for a long time! It’s no wonder, either. Woolen clothing is famous for its beauty and usefulness.

. On Wool can stretch easily, so wool garments will fit people of many different TERsizes.

MAS N A BLone material N Acan I T D O E N It also helps people stay cool in summer. It is amazing that keep C IS DU T O I R . P D E E R which makes it good HT not burn people both warm and cool. Wool Y also RIGdoes O BEeasily, T P K O O C for children’s clothes. BOOK IS HIS BO T R E O L EN F AMP THIS S IS NOT GIV N uses besides sweaters and pants. Wool can be made into yarn, Wool has many SIOother S I M R E turn can be knitted into strong gloves. Some wool is made into carpets or whichPin NE cold ofY winter. top of that, wool holds on to air. This helps protect people from WAY. ACKLIthe

put in the walls of houses to keep the people inside warm. Because wool does not burn easily, it is a very safe material to use in houses. Sometimes wool is even put into big machines to reduce the noise and smells they make. 4.

Long ago, wool had some truly strange uses. In ancient times, people began making wool into a thick material called felt. Greek soldiers put felt in their helmets to make their heads comfy. Roman soldiers took this a step further by making armor out of felt.

One of the other great things about wool is that it lasts a long time. People can get years of use out of a piece of wool. Then, after it is used up, wool can be recycled. Some craftspeople rip up old, used wool and weave it into new fabrics.

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Strand B: All Together

4 In paragraph 3, the author

? F asks a question and answers it. ? G states the main idea and gives examples of it. ? H describes a problem and its solution. ? J states the opposite of what he or she believes. 5 Why did the author include paragraph 4?

? A To teach readers about ancient Greeks ? B To describe an interesting use of wool

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? C To show that wool is not strong

? D To explain why wool is still used today

6 Do you think wool can be described as useful? Use details from the article to explain why you do or do not think so.

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H Strand C

E L P M A S N O I Making Reader/Text Connections T A C U D E ! Y L L Y L A L R A R . 9 9 . 888

The reader will connect or associate the text with one’s own life. Objective 1: Make connections between the text and outside experiences and knowledge.

Correlates to Common Core State Standard: TEinR.diverse S A M 7. Integrate and evaluate content Ipresented NE WAY. Y ACKLvisually media and formats, including and L N A B A IN T as in words. quantitatively, NOwell IS as DUCED

TED. IT O BE REPRO H G I R Y KT Objective 2: to Core State Standard: OCommon COPCorrelates O S I B K S I O H O Select, synthesize and/or Euse relevant 3.R Analyze T how and why individuals, events, and ideas B FO develop and interact over PLtext to write N M E A information within the the course of a text. V S I G T O THIS to the N a personal response text. S SION I S I M R PE

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Strand C

Objective 1

Make connections between the text and outside experiences and knowledge.

Modeled Instruction

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

A Good Deed As Leanne was walking home from school, she spotted Mrs. Palmer sitting on her front

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porch. She was staring out into space with a sad look on her face. When Leanne got home, she asked her mother if Mrs. Palmer was all right. “I think she’s just a bit lonely,” her mother said. “Her daughter and granddaughter used to live just down the street, and she would walk down and visit every afternoon. Now her daughter lives all the way across town, and she only sees her once a week.” Leanne felt sorry for Mrs. Palmer. She imagined that Mrs. Palmer would have looked forward to the visit all day. “Maybe ER. I can

AST M E Y. N I give her something to look forward to each day,” Leanne said. “Her WAKara Y ACKLgranddaughter L N A B A IN I can tell OT today.DAnd is in my class. I can go over and tell her what we did Iin UCEDmaybe S Nclass T O I R . EP that it was a good HTED mother E Ragreed her each day as I walk home from school.” GLeanne’s B I R O Y T P OK of many times. CO for Ithe BOfirst K ISPalmer S idea, and Leanne left to visit Mrs. O H O T B N FOR MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

1 Think about someone who did something kind. Tell how that kind act was like the kind act of Leanne in the story. This question is asking you to relate someone in the story to someone you know in your own life. The story describes a girl who is kind. She decides to do something kind to make someone else feel better. Think about someone you know who has done something to help someone else. Then describe the kind act the person did and explain why it is similar to the kind act that Leanne did.

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TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

Guided Practice

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

Health Classes Health expert Debbie Wilson will be holding free health classes this week. Debbie has been teaching people about staying fit and healthy for more than 10 years. Debbie’s

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classes will teach people how to cut some of the fat and salt from their diet. Debbie will also teach people how to choose healthy foods. Debbie also believes that information is the key to having a healthy diet. She will teach people how to read food labels so that they can choose the right foods. Debbie will also be holding a special class on Friday. In this class, she will teach people how to cook foods in healthy ways.

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

2 If Debbie Wilson were here today, what would you most like to ask her? Use information from the article to support your answer.

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TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . HINT GHTED TO BE RE I R Y P K own life. The article describes This question is asking you to relate IS CO the article BOtoOyour K S I O H O T B how Debbie is offering R answer this question, think of something that N FOTo MPLEhealthGclasses. E A V S I S I you wouldTlike to ask Debbie about. For example, you might want to ask how important H NOT S I N it is to cut saltIfrom M SSIO your diet, what foods are good to eat, or the best way to cook food R E P so that it is healthy. Be sure to also use details from the article in your answer.

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

Benjamin Franklin Benjamin Franklin was a founding father of America. But that was far from all he was. He was also a scientist. He saw the study of science as a way of gaining knowledge. He also saw it as a way of passing on knowledge to others. To Franklin, studying science was a way of helping all people. Franklin was curious about the world. He studied everything from ocean currents to the human body to electricity. He also made the first lightning rod and the first pair of bifocal glasses.

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

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HINT To answer this question, you have to make connections between what you have learned about Benjamin Franklin and other people you have read about. For example, the article describes Franklin as curious and describes some of his inventions. You could write about how this is similar to other inventors you have read about.

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

Edgar Allan Poe Edgar Allan Poe was born in 1809. He was one of the first American writers to try to make a living only from writing. Even though he spent most of his life poor, he achieved many things in his career. He also had a great influence on writing. He is best known for his mystery and horror stories. He had a knack for writing creepy and chilling stories. Even today, writers study the work of Edgar Allan Poe to try to work out how to create creepy stories like his. He also wrote science fiction stories. He created a new interest in science fiction for the people of his time.

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

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HINT This question is asking you to relate to the text. Think about what interested you the most about the article. Is there one thing you would like to know more about? For example, you might like to know how Poe got his ideas for stories or how he stayed motivated when he was making very little money. In your answer, explain what you would like to ask Poe about and why. Be sure to include details from the article in your answer.

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

Independent Practice

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

Facing the Wall Chan stood right at the back of the line of students. He was at summer camp, and today was the day everyone was learning to rock climb. Chan was in no hurry to reach the rock wall, and a large part of him was hoping that his turn would never come. But as

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each student moved forward and got ready to learn to climb, Chan moved a few steps closer. He looked up at the series of footholds leading up to the top of the rock wall. Most students were moving slowly up the wall, their hands and feet moving from one foothold to another. As Chan reached the front of the line, his legs started to shake and his face went pale. “You don’t have to do it if you don’t want to,” the teacher said. Chan thought about it for a moment and then shook his head. “I’m doing it,” he said firmly.

TER. S A M E . ACKLIN IN ANY WAY L B A OT that experience Think about someone who did something brave. Tell was like the S Nhow I DUCED T O I R . P D E E T R H E experience of Chan in the story. PYRIG BOOK TO B O C S I BOOK R THIS E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

“I am scared, but I want to do it to prove to myself that I can.” 1

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

Choosing the Books Sandy Myers has an important job and takes it very seriously. She chooses the children’s books that end up in bookstores and libraries. Sandy works at a publishing company and decides which books the company will publish. She receives hundreds of possible books every week. “It’s a hard task,” Sandy says. “The hard part is deciding if people will want to read the book. I have to think about what people want to read about.” Sandy often visits schools to find out what students are interested in. “Things change all the time,” Sandy says. “I have to keep up with what people want to read about and what they have read enough of.”

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2 If Sandy Myers were here today, what would you most like to ask her? Use information from the article to support your answer.

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

The Jellyfish Sting Jason and his family went to the beach. Jason’s younger brother Will ran off to build sandcastles, while Jason’s mother and father sat down to read books. Jason decided to go for a walk along the beach. Suddenly he felt a sharp stinging sensation in his foot. He yelled in pain and grabbed his foot. “I stepped on a jellyfish!” he shouted. Jason’s parents jumped up and ran to his side. Will raced over from his sandcastle building. Jason’s parents helped Jason hop up the beach to sit in a spot in the shade. Jason’s mother raced off to find a lifeguard. Will ran to the car and got water. Jason’s mother returned with a lifeguard, who put cream on Jason’s foot. The pain went away almost right away, but the lifeguard told Jason not to walk on it for a while. “Thanks,

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everyone,” Jason said. “You can go back to having fun now.” But Jason’s family stayed sitting with him in the shade until Jason was ready to walk again.

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

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

Larry Gould Have you ever thought about what it would be like to go to a place that few people had ever been to before? Larry Gould spent his life exploring places like that, especially Antarctica. In 1928, Richard E. Byrd traveled to Antarctica. He was trying to fly over the South Pole. Gould was the second in command on the trip. They traveled 1,500 miles by sled dogs and climbed mountains in the Antarctic. Gould did not take part in these adventures for the fun of it. He did it to study the geology of Antarctica. For some people, the most exciting part might have been reaching the top of a mountain. For Gould, it was finding out what type of rock the mountain was made of.

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

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Strand C

Objective 2

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

Modeled Instruction

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

The Attic

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Greg was always saying that he wasn’t afraid of anything. He was scared of something, but he didn’t want anyone else to know about it. Then one day, he was put to the test. Greg and Kai were exploring Kai’s new house, and Kai suggested they check out the attic. Greg and Kai went upstairs and found the opening in the ceiling that led to the attic. When Kai pulled on the rope, the attic door opened and a ladder unfolded. Greg stared

. LINE he was WAY. Y ACKsince L N scared to go up there,” he told Kai. Kai felt sorry for his friend now, finally A B A D IN NOT “I’ll have UaCElook S Kai. I D T O being honest about his fear. “I’ll go up first,” suggested around, turn I R . EP TED R H E G B I R PY come up on the lights up there, and then youCO can K TOme.” Greg had thought that Kai Oafter O S I B K S I O TH his friend was willing to help him. He might just laugh at him, E BOhe wasENglad FORthat PLand M A V S I G to follow his friend up the ladder. OTready THISplan and agreed with Kai’s Ngot S I N ISSIO PERM STERtoo into the darkness at the top of the ladder, and suddenly he couldn’t go on. MA“I’m

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

1 Which part of the story do you think was most important? Use information from the story and your own life to explain why you chose that part. This question is asking for your opinion on the story. Think about all the things that happened in the story. Kai and Greg decided to explore the attic. Greg decided he was too scared to go into the attic. Greg told Kai he was afraid. Then Kai helped his friend cope with his fear. Which of these events do you think was most important? You can choose any part you like, but be sure to explain why you think that part was most important.

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TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

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

Guided Practice

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

Start Composting! Have you ever looked into the sink after dinner to see all the food that has been scraped from your plates? It may look rather disgusting, but much of it can be put to good use as compost. Composting is a process that breaks down garbage, leaves, and other waste and turns it into a

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rich, soil-like substance. Compost can be used in lawns, flower beds, and gardens. All you have to do to start composting is to get or make a compost bin and start adding your scraps to it. The compost will be good for your garden, and you’ll produce less rubbish. 2 Using information from the article, write a brief paragraph telling why you would or would not like to start composting. Use information from the article to support your answer. .

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HINT First, write a sentence stating whether you would or would not like to start composting. Then write a few sentences explaining your decision. Use details from the article to explain your decision. 92 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

Blue Whales People often call blue whales “gentle giants.” They call them giant because they are huge, and gentle because blue whales do not hurt people or bother other whales. Even though blue whales are one of the largest mammals on earth, they eat tiny animals called krill. Krill are a lot like shrimp, and blue whales eat a lot of krill. In fact, a single blue whale might eat three tons of krill in just one day! As well as being the largest animals on the planet, blue whales are also the loudest. A blue whale makes a noise that is louder than a jet airplane!

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

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HINT This question is asking for your opinion on the text. You have to decide which detail in the passage you think is the most interesting or the most surprising. There is no right or wrong answer to this question. You can choose any detail in the passage that you think is interesting or surprising. However, be sure to explain why you found this detail interesting or surprising.

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

Space Travel Morgan was excited when he heard that a space travel display was going to be at the museum in May. He was even more excited when he learned that his class was going to visit it on a class trip. On the day of the field trip, he stood outside the museum with his camera ready. First, the class took a tour of the display. The tour guide showed them some space suits and pictures that astronauts had taken in outer space. For lunch, they ate food that astronauts would really eat. Morgan added water to a dried egg mixture and then ate it. He was surprised to find that it tasted a lot like regular food. After lunch, an astronaut gave a talk about what it was like to be in space. Morgan was amazed that the man standing in front of them had once been far out in outer space.

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4 Using information from the story, write a brief paragraph telling why you would or would not have enjoyed the field trip. Use information from the story to support your answer.

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HINT To answer this question, you have to decide whether or not you would have enjoyed the field trip to the space travel display at the museum. Think about what Morgan did on the field trip. Do you think he did interesting things? Do you think the field trip sounded like fun? Write a paragraph that explains whether or not you think you would have enjoyed the field trip. In your answer, use details from the story to explain why you think this. 94 ÂŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

Independent Practice

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

The World’s Oldest Battery Many people believe that batteries have been made as far back as 2,000 years ago! The evidence for this claim is a small clay pot. The pot was found by scientists in an ancient village in the Middle East. This clay pot was about six inches tall and very plain. From

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the outside, it looked to be a simple drinking or cooking pot. When scientists opened it up, however, they found much more. The pot had been closed on top with tar. Stuck in this tar was a rolled-up piece of copper. Inside the copper was an iron bar. If a special kind of juice were poured into the pot, these metals would begin to make electricity. Scientists proved that this could work. They also could not think of anything else for which the special pot could have been used. Because of this, many people today believe

TER. S A M E . ACKLIN IN ANY WAY L B A NOT Which part of the article was most interesting?IUse UCED the article to S information I Dfrom T O R . P D E E T R support your response. YRIGH OOK TO BE P O C OK IS OR THIS B O B E L EN F AMP THIS S IS NOT GIV SION S I M R PE

that this pot is the world’s oldest battery! 1

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

A Good Home My sister and I had asked to get a dog for several years, but each time we asked, our parents said that we were too young to care for a dog. Last week, however, they changed their minds and said that we could adopt a dog from the animal shelter. We couldn’t get into the car fast enough! On the way there, I started to think about how great it would be to walk the dog and play with the dog. Then I thought about how many other things I might have to do. I would have to wash the dog, take the dog to the vet, and brush the dog’s coat. I started to wonder if I really was ready for a dog. “There’s going to be a lot of work to do,” I said to my sister. “Maybe we should think about it for another week before we get the dog.” She must have been thinking the same thing. “Before we give a

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dog a home, we should make sure we’re ready to make it a good home,” she said. I nodded in agreement, and we told Dad our decision.

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

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

My Hot-Air Balloon Ride Last weekend, I flew through the open air with a bird’s-eye view of the world when I took a hot-air balloon ride with my family. We arrived at the launch site before sunrise. Though it was very early in the morning, I was far too excited to feel tired. After they filled the rainbow-striped balloon with air, the pilot told us to get into the basket. “This is going to be great!” I exclaimed. The team on the ground untied the ropes, and the balloon lifted into the air. As we rose higher up into the sky, I started to feel nervous. I grabbed my father’s hand and peered over the side of the basket. Below me, I saw treetops, houses, farms, and roads. Everything looked so tiny from high up in the sky.

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3 Using information from the story, write a brief paragraph telling why you would or would not have enjoyed the hot-air balloon ride. Use information from the story to support your answer.

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

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

Flightless with Feathers Roadrunners got their name because they run much more often than they fly. They can run at speeds of up to 15 miles per hour, which is pretty fast for a bird! Roadrunners sometimes flap their wings when they start running. They do this to increase their speed. They keep their heads low to the ground, and they use their large tails for balance while they run or gallop. Roadrunners can fly, but they are large, heavy birds, so it is not easy for them to fly. They fly only when they feel that they might be in danger, such as to escape from another fast animal.

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

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Strand C: All Together

Objective 1: Make connections between the text and outside experiences and knowledge. Objective 2: Select, synthesize and/or use relevant information within the text to write a personal response to the text.

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

E L P SAM ATION C U D E ! Quality Quilting Y L L Y L A L R A R . 9 9 . 888

Leah loves craft projects. When Leah’s mother saw this story about quilting, she gave it to her daughter to read.

TER. WA KL C Y A L N A B A walls. The curtains on her windows had stripes that were Othe colors of a rainbow. IN S N T PRODUCED I T I . Everything in her room seemed to match except raggedy E RE brown quilt on her bed. GHTEDfor the B I R O Y T P OK room look right. As Grace stared at CO to make Grace knew that she needed a new BOher K IS quilt S I O H O T B the ugly quilt, she thought perfect N FORperson to help her solve the problem. MPLE of the E A V S I G S I TH S NOT I N O I SS Grace found sitting in the living room. “Grandma, can you help me RMIgrandmother PEher S MAsky-blue Grace stood in her bedroom and looked at the grass-colored carpet and Y. INEthe

make a new quilt?” asked Grace. Grace’s grandmother agreed to help, and the next day they visited the quilting store to purchase some supplies. Grace bought several yards of pale yellow fabric covered with rainbows. She also bought a large bedsheet, yarn, and sewing needles. She needed stuffing for the quilt, but it was too expensive. “Well,” said her grandmother, “we will just have to cover the old quilt with the new fabric.” Grace smiled. She hadn’t thought of that.

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Strand C: All Together

When they returned home, Grace and her grandmother spread the bedsheet on the floor. Next they placed the old brown quilt on top of the bedsheet and spread the rainbow-printed fabric over the brown quilt. Then they pinned the three layers of the new quilt together. When they were finished, Grace’s grandmother used a yardstick and chalk to draw straight lines on the fabric. She showed Grace how to thread a needle and how to loop the yarn through the fabric. First she pushed the needle through one way and then brought it through the other way, forming a loop through the fabric. Then she tied the two ends of the yarn in a small knot. Grace and her grandmother worked on the quilt for several weeks, chatting and laughing as they sewed. When it was finally finished, Grace placed it on her bed. It

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

matched the walls and the curtains. Grace was very pleased. Not only did she have a beautiful new quilt on her bed, but she had learned a lot while spending many enjoyable hours with her grandmother.

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Strand C: All Together

1 Think about what this story says about people in general. In what ways does it remind you of people you know? Support your answer with evidence from the story.

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

TER. S A M CKLINE ANY WAY. A L B A Which part of the story do you think was most important? NOT UseODinformation CED IN from the U S I T I R . story and your own life to explain why you D thatBEpart. R EP GHTEchose I R O Y T P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Strand C: All Together

Samuel’s class is learning about different types of artists. The teacher gave his class this article to read.

Chuck Jones: The Love of Laughter How are Bugs Bunny, the Road Runner, and Elmer Fudd alike? They are all cartoon characters, and they were all created by Chuck Jones. Chuck made more than 300

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

cartoons throughout his life.

Chuck Jones and his family moved to California when he was very young. At this time, the movie business was just getting started. Chuck liked living close to where movies were made, and he would often peek over the fence to watch the actors making the movies. As a boy, Chuck found a stray cat, Johnson, and kept it as the family pet. Johnson R. was

ASTE Y LAC A Bbreakfast, N ANJohnson I T often made the family laugh. One day their mother wasNeating and D O E C IS ODU Reat, . ITand P D E E T R jumped up on the table. She gave him eggs, bacon, toast to but Johnson didn’t H E OB YRIG T P K O O C O he ate it want any of it. Then she gave O him K ISa grapefruit, HIS Band O T B R E O L EN F food. He would happily. Grapefruit was AMPJohnson’s favorite THIS S IS NOT GIV eat a whole grapefruit SIONfor breakfast each morning. S I M R PE the grapefruit skin on his head like a Then he wore

E Mswim. Johnson very different from other cats. Most cats hate water, but Johnson liked WAY. KLINto

space helmet. Chuck loved that Johnson was so different from any other cat. Johnson taught Chuck the lesson that animals are a lot like people. Each one is different and special in its own way. The children in Chuck’s family liked to read and draw. Their parents wanted them to learn all they could about art. Chuck’s parents noticed that Chuck could draw very well. They decided to send Chuck to an art school.

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Strand C: All Together

After finishing art school, Chuck got a job at a place that made cartoons. He started at the bottom. His job was to get supplies ready for the more experienced artists. He learned a lot from them. They taught him how to tell stories through cartoons. Eventually, he moved up to drawing cartoons for a famous movie company. He helped make cartoons that starred Bugs Bunny, Daffy Duck, and Porky Pig. He made up characters such as Pepé Le Pew, the skunk with a big heart. He also made up the team of Road Runner and Wile E. Coyote. Early in Chuck’s career, he worked for a man named Leon. He and the other artists dreamed up a duck that acted just like Leon. The duck had a voice like Leon’s, too. When Leon left the office, the artists made a little movie about the duck. When they

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

showed Leon the film, the artists were worried they would be in trouble. Leon thought the film and the duck were very funny. Daffy Duck became a famous cartoon character. Making cartoons was not easy, and Chuck had to do about 400 drawings for each film. Sometimes he would draw the same picture 40 times. He tried to draw each character perfectly. He wanted to show that each character was unique, just like his cat Johnson. .

ASTER Y. M E N I WA Y ACKL L N A B A IN S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Strand C: All Together

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A CED S NOT PRUse I DUinformation Which part of the article was most interesting. or surprising? from the T O I D E E T R H E article to support your response. PYRIG K TO B O O C O S I B BOOK R THIS E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

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H Strand D

E L P M A S N O I Examining the ContentAand Structure T C U D E ! Y L RAL 99.RALLY . 8 8 8

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

TER. S A M E Correlates to Common Core State Objective 1: WAY. CKLINStandards: Y A L N A B A N 6. Assess how pointOof view or purpose shapes the Analyze and evaluate the author’s UCED I S N ofT a text. I D content .and style T O craft, including the use of literary I R E REPthe argument and specific 8.YRDelineate GHTED andTOevaluate devices and textual elements. B I P BinOOa Ktext, including the validity of the K IS CO R claims S I O H O T B as well as the relevance and sufficiency of N FO reasoning MPLE E A V S I the evidence. G S I TH S NOT I N O I SS Correlates to Common Core State Standard: ObjectiveP2:ERMI

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

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

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

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Strand D

Objective 1

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

Modeled Instruction

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

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

Bevan loved being outdoors in fall. The trees seemed to glow in the sunlight. Reds, oranges, and yellows mixed and created a pattern that Bevan always found calming. She often sat outside in the fall looking out at the scene with a paintbrush in her hand and an easel in front of her. There were few sounds except birds chirping quietly. Every now and then, a breeze started to blow and the leaves swayed gently. Bevan had not yet . been

STER A BLAC CED IN ANY T O N . IT IS E REPRODU D E T H G Authors choose the words they usePfor reasons. YRIdifferent K TO B Authors include some words O O C O S I B to create feelings in the Breader. OOK Which THIS does the author use to create a feeling R words E O L F P N M of calm? HIS SA IS NOT GIVE T This question is asking SION about the author’s word choice. To answer this question, S I M R think about PE which set of words is used to create a feeling of calm.

MA again. AY. able to create a painting as beautiful as what she saw, but every fallKshe LINEtried W

? A loved being outdoors This answer is incorrect because these words describe how Bevan feels and where she is, but they do not create a feeling of calm.

? B looking out This answer is incorrect because these words describe what Bevan is doing, but they do not create a feeling of calm.

? C swayed gently This answer is correct because the words “swayed gently” are used to create a feeling of calm.

? D create a painting This answer is incorrect because these words describe what Bevan is doing, but they do not create a feeling of calm.

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

Guided Practice

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

Emma and Gemma Emma and Gemma had always had their own separate rooms. It was an important thing because Emma was very neat, while Gemma was very untidy. Gemma left papers, books,

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

toys, clothes, shoes, and almost everything else she owned lying around on the floor, and she never made her bed in the mornings. The day Emma and Gemma shared a room for the day was a shocking day for Emma. Her room had always been perfectly neat, but after just one day of sharing it with Gemma, Gemma’s half of the room looked like a cyclone had just passed through it. “Why can’t you keep our room nice and neat?” Emma groaned. Gemma slowly looked around the room and suddenly noticed how niceREmma’s .

ASTE NY BLAICput things Aand N Aaway!” I T your side looks perfect?” Gemma asked. “I keep my side clean D O E N C U T IS RODGemma . Ihow P D E E T R Emma said. “Do you think you could you show me to do that?” asked. H E OB YRIG T P K O O C OK IS OR THIS BO O B E L F P GIVEN things using “as” or “like.” The author uses a simile 2 A simile is TaHcomparison IS SAM NOofTunlike N IS half of the room looked like a cyclone had just passed O I by saying thatIS“Gemma’s S PERM

M side of the room looked compared to her own. “How come my side looks WAY. KLINE like this and

through it.” The author used the simile to show that the room looked

? F cold. ? G large. ? H different. ? J messy. HINT Think about what the simile is used to show about the room. Why does the author compare the room to an area that has had a cyclone pass through it?

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

Writer’s Block Bala sat down in front of the computer, opened a blank document, and got ready to write her story. But as she placed her fingers on the keyboard, her mind suddenly went blank. She could not think of what to write or how to start. She stared at the blank page, and the blank page stared back at her. As the minutes ticked by, she became more and more worried about what to write. The blank page seemed to be laughing at her. Bala couldn’t take it anymore, so she stood up, turned around, and walked away from the computer. The second she did, an idea popped into her head. She sat back down and typed quickly as the ideas poured out onto the page.

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

3 Personification is making ideas or objects appear to be human. The author uses personification by saying the “blank page stared back at her.” Explain why the author used personification.

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HINT Personification is making ideas or objects appear to be human. In the paragraph, the blank page is described as staring back at Bala. This is personification because a blank page cannot really stare at a person. To answer this question, think about why the author uses personification. What is the author trying to show by saying that the page is staring? Focus on how Bala feels about the blank page. 108 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

The Car Trip Damien set his suitcase next to the other bags on the sidewalk and climbed into the backseat of his family’s van. His little brothers, Pat and Sam, were already buckled in place. “Don’t touch me!” screamed Pat. “Damien, tell Sam to stop touching me right now.” “Sam,” Damien said. “Pat said to tell you to stop touching him right now.” Damien knew that passing on the message would never be the end of it. Sam held his

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

hand up in front of Pat’s face, making sure there was a slight gap between his hand and Pat’s face.

“I’m not touching you,” Sam said. “My hand is near you, but I’m not touching you, so you can’t say anything.”

Pat went to move his face forward, but Sam quickly moved his hand back. “I’m . not ERstill

AST M E . N I touching you, I’m still not touching you,” he started to chant. Damien hands Y WAY ACKL putINhis L N A B A D firmly over his ears, certain that the short drive was going like S NOTto feel I DUaCElifetime. T O I R . P D E E T R YRIGH OOK TO BE P O C OK IS OR THIS B O B E L EN F AMP THIS S IS NOT GIV SION S I M R PE

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

4 How did the author create humor in the paragraph? Explain.

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

TER. S A M E . ACKLIN IN ANY WAY L B A HINT S NOT PRODUCED I T I . In this paragraph from a story, the authorHT this question, E ED humor.BEToRanswer G uses I R O Y T P explain how the author createsShumor. What O OK the author describe that is CO B does K I the S I O H O T B humorous? How does the way author describes it make it humorous? FOR PLE N M E A V S I THIS NOT G S I N ISSIO PERM

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

Independent Practice

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

A Slow Day Hoy was excited about spending a whole day on his own. He usually spent the day with his four brothers and sisters, but today everyone was away visiting friends and Hoy had the whole day to himself. He started his day by reading a book. Then he rode his

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

skateboard back and forth in front of the house and played fetch with Bella. He checked his watch and was surprised to find that only an hour had passed. He climbed the tree in the front yard and practiced jumping rope. He looked at his watch again and noticed that only half an hour had passed. He felt like the day was crawling by, and he was fast running out of ideas for things to do.

TER. S A M Authors choose the words they use for different reasons. Authors someWwords INE AY. Y ACKLinclude L N A B A N T to show how a character feels. Which words does theNO use toCEshow U D I how slow the S author I D T O I R . day felt to Hoy? GHTED TO BE REP I R Y P K K IS CO R THIS BOO ? A back and forth O O B N FO MPLE E A V S I G S I ? B half an THhour IS NOT SION S I M R ? C crawling PE by ? D fast running

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

Art Day “Next week, we will be having an art day,” the teacher said. Jolie’s face lit up like a light bulb. She loved creating all types of art. She had tried painting, taking photos, drawing, and making clay pots. She loved anything that gave her the chance to produce something new and interesting. The teacher explained that the class would be studying paintings and creating paintings of their own.

2 A simile is a comparison of unlike things using “as” or “like.” The author uses a simile by saying that “Jolie’s face lit up like a light bulb.” The author used the simile to show that Jolie looked

? F worried. ? G happy. ? H sick. ? J bright.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

The City Juan walked along the concrete path and looked up at the giant gray steel buildings. The mirrored buildings frowned down at him. He was used to looking up at towering trees with their green leaves shivering in the breeze. He often felt like the trees were protecting him. The city did not give him that same feeling. He felt small and lost among the buildings, and the sky seemed like it was a million miles away.

3 Personification is making ideas or objects appear to be human. The author uses personification by saying the buildings “frowned down at him.” Explain why the author used personification.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

A Land Without Snakes Snakes are often seen slipping silently through the grass. They slither up trees and slide through soil. They can even surprise you in your garden. But this never happens if you live in Ireland. The only slithering creatures you’ll find in Ireland are eels, worms, and soapy dogs trying to escape from their baths. Ireland does not have any snakes at all. In Ireland, you never have to worry about a scaly head poking out from the bushes to surprise you.

4 How did the author create humor in the paragraph? Explain.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Strand D

Objective 2

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

Modeled Instruction

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

Remembering Scientists

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

The work of past scientists is never forgotten. Their work adds to what is known about the world. One way that scientists are remembered is by naming units after them. The scientist Alessandro Volta did a lot of work with batteries. He also created the first battery. We remember Volta today in the word “volt.” A volt is a unit that describes how much power a battery has. 1

TER. S A M CKLINE ANY WAY. A L B A N passage, it If the author had added a paragraph about Isaac Newton D Ithe NOT to theODend CEof U S I T I R . would most likely describe GHTED TO BE REP I R Y P This question is asking you to think what IS CO about BOOKinformation could be added to K that S I O H O T B the passage. The information is added should relate to the main idea. FOR PLE N M E A V S I THISthat was NOT G by Newton. ? A a battery created S I N IO RMISS is incorrect because the passage is mainly about how units ThisPEanswer are named after scientists, not about batteries.

? B a unit that was named after Newton. This answer is correct because the passage is explaining how scientists are remembered by naming units after them. If a detail about Newton was added, it would make the most sense for it to describe a unit named after Newton.

? C where Newton was born. This answer is incorrect because this is a detail about Newton that could be included in an article about him, but this detail is not related to the subject of the passage.

? D what Newton thinks of Volta. This answer is incorrect because this statement is related to the two scientists, but it would not make sense for the passage to include this detail.

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

Guided Practice

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

Thinking of Others Molly was not a mean person, but she was a rather spoiled person. She had no brothers and sisters, and she had always gotten whatever she wanted. Her mother often cooked

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

her favorite meals, she usually did her favorite things on the weekend, and she never had to share anything. Then Molly spent a summer at camp. She learned to ride horses, she learned to paint, and she made new friends. She also learned that not everybody liked doing the same things. She learned that sometimes the meal you got was not your favorite thing. She learned that you had to share things with others and think about other people. When Molly got home from camp, she unpacked her things. As she R. was

ASTE AC ANYhoney A BL“Then Nhave I T meal?” Molly asked. Molly’s mother said it was honey chicken. let’s D O E N C . IT IS E REPRODU D E T chicken tonight,” Molly said. H PYRIG BOOK TO B O C S I BOOK R THIS E O L F P N M E A GIVMolly 2 If you wanted how changed in the story, which event would you T O THIStoS describe N S I N write about? ISSIO PERM

M unpacking, her mother asked her what she would like for dinner. “What’s WAY. KLINE your favorite

? F How Molly learned to ride a horse at camp

? G How Molly did her favorite things on the weekend ? H How Molly unpacked her things when she got home ? J How Molly asked her mother what her favorite meal was HINT At the start of the story, Molly thinks only of herself. Molly changes in the story because she learns to think about others. Which event would you write about to show how Molly changed? Focus on what Molly did that showed that she has changed.

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

Getting There Today was the grand final of the soccer game, and Jay was on his way to the field. On the way there, he thought about the plays he would make and imagined scoring the winning goal. He was lost in thought when the car suddenly started bumping along. As his father pulled the car to the side of the road, Jay looked over at his father with a worried looked on his face. “It sounds like we have a flat tire,” Jay’s father said. “But the game starts in half an hour,” Jay cried. “We’ll still make it if you help me,” Jay’s father said as he jumped out of the car. Jay climbed quickly out of the car to help his father. In less than 15 minutes, the flat tire was off, the new tire was on, and they were back on their way. They arrived at the game just as it was about to start.

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

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

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HINT This question is asking you to write a journal or diary entry based on what happened in the passage. Imagine that you are Jay and you are writing a journal entry. Write about how the car got a flat tire on the way to the final game. You can include details from the passage. You should also include other details, such as how you felt when the car got a flat tire or how happy you were to arrive at the game on time. For this question, you should use the events in the passage, but you can also be creative.

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

Mars Mars is a planet near Earth, but Mars is different from Earth in many ways. It is much colder on Mars than it is on Earth, so you would need to wear a spacesuit to keep you safe from temperatures that cold. You also wouldn’t weigh as much on Mars. If you weigh 70 pounds on Earth, you would only weigh 27 pounds on Mars! Because it is windy on Mars, there are large dust storms, and they can last for weeks. If you stood on Mars at night and looked into the sky, you would see two moons because Mars has two moons instead of one.

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

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

Independent Practice

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

Constellations Many stars seem to be arranged into shapes, such as animals or people. These shapes are called constellations. Some constellations were named many years ago. People long ago did not know what we do today about the skies. They made up stories to explain what

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

they saw. Many of their stories explained how the stars came to form certain constellations.

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

TER. S A M E . ACKLIN IN ANY WAY ? B give an example of a story about how a constellationAformed. L B S NOT PRODUCED I T I . D ? C explain how people have learned more the stars. E RE GHTEabout B I R O Y T P K S CO galaxies, BOOand K Icomets, ? D list the names of planets, asteroids. S I O H O T B R E O L F P N M E A THIS S IS NOT GIV SION S I M R PE ? A describe what people long ago thought about planets.

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

The Ride Matt had been looking forward to the fair all year. He had heard all about the amazing rides that he would be able to go on, but the one he was looking forward to most was simply called “The Ride.” He would sit carefully belted into a chair and get spun around in circles high above the ground. He could hardly wait to go spinning and whizzing around, and he hoped that the ride would be as exciting as he dreamed. When he saw it, he was even more excited, but his little sister Lexis did not react the same way. She screamed, covered her eyes, and started to cry. “You don’t have to go on it,” Matt explained. “I’m just going to go on it while you wait here.” Lexis stood there holding Matt’s hand tightly and shaking her head back and forth. “I don’t want you to go on it,”

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

she sobbed. Matt looked at the ride and thought about how much he had been looking forward to it, but then he looked down at his sister’s face. “All right,” he said. “I won’t go on the ride.” Lexis finally stopped crying. Matt took Lexis’s hand and they walked off to get Lexis an ice cream.

2 If you wanted to describe how Matt changed in the story, which event would TER.you S A M Y. NE write about? LACKLI NY WA

? F ? G ? H ? J

OT A B DUCED IN A N S I How Matt was looking forward to the ride TED. IT O BE REPRO H G I R OK T COonPYthe ride O How Matt decided not to go S I B K S I O LE BO VEN FOR TH P M A S How Lexis T GI Ocry THIS startedIS to N ION an ice cream ISSwanted HowELexis M R P

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

Friends and Neighbors As Mia watched her friends playing in the front yard of the house across the street, she thought about how lucky she was that so many kids her age lived on her street. There was always something to do and someone to talk to every day. She walked over to tell them she would be leaving soon. “We are moving away,” Mia said. Mia’s friends all stopped playing and gathered around her. “My dad just bought a new house,” Mia explained. “We move into it in a couple of weeks, and it’s all the way across town.” Everyone looked sad for a few moments. “I’ve got an idea,” one of her friends said. “You can come and stay at my house on the weekend and spend the weekend with us.” Several more of her friends all said that Mia could stay at their places as well. Suddenly,

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

Mia didn’t feel unlucky for having to move away. She felt lucky for having made such good friends.

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

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

Perching Birds The most common types of birds are perching birds. There are more perching birds in the world than any other type of bird. Perching birds can be large or small. They include wrens, sparrows, and crows. The one feature that all perching birds share is a special foot that is suited to holding onto a perch. The foot has three toes that point forward and one toe that points backward. Most perching birds are also very good singers, so they are also known as songbirds. Male birds sing mostly to attract females or to mark a place as their own. They may also sing simply for the fun of it!

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Strand D

Objective 3

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

Modeled Instruction

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

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

Nobody at school knew why Marie never bought lunch at school. She always brought a lunch from home in the same green-and-yellow lunch box. It was scratched and faded and had a dent on one side. Nobody knew why Marie never got a new lunch box either.

R. bag. But every day, Marie carefully took out her lunch box from the front pocket TEher ASof

EM Y. A IN T lunch box UCEDand S NOthe and then threw the rubbish away. Then she wiped. Idown carefully I D T O R P D E E T R H E placed it back into her bag. Each dayOwhen home, PYRIGshe got K TO B she took it out of her bag, O C O S I B IS OK the kitchen washed it, dried it, and left ready for her mother to repack. The BitOon R THbench E O L F P N M E A V S I G IS to Marie lunch box wasTH special it had been her mother’s when she was at school. NOT because S I N O I Marie didn’t see her ISS mother that often because she was too busy working, but her PERM

N all her Ylunch A CKLIate She opened it and took out the lunch her mother had made her. AN W BLAShe

mother always found time to repack the lunch box with a tasty lunch.

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

1 How does the author show that the lunch box is important to Marie? The lunch box in the story is very important to Marie. This question is asking you how the author shows that the lunch box is important to Marie.

? A By showing how well Marie looks after it This answer is correct because the story describes Marie looking after her lunch box, which shows that it is important to her.

? B By describing how it has scratches and dents This answer is incorrect because the description of the scratches and dents describes what the lunch box looks like, but these details do not show that it is important to Marie.

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

? C By explaining that it has Marie’s lunch in it

This answer is incorrect because it is true that the lunch box has Marie’s lunch in it, but this is not why it is important to Marie.

? D By showing that it is green and yellow

This answer is incorrect because the author describes the color of the lunch box, but this shows what the lunch box looks like and does not show that it is important to Marie. TER.

MAS E N I L WAY. K Y AC L N A B A IN S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

Guided Practice

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

Helping Out Dirk sighed at the thought of carrying the basket of towels from the bathroom down to the basement. It was two o’clock and he wanted to relax, not lug wet towels around. He

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

imagined lying on his bed watching a movie while his parents did all the chores. He thought about telling his mother that he was feeling sick. He knew that his mother would suggest that he lie down for the afternoon. Then he would get to watch television all afternoon. But he would have to lie to his mother. Dirk realized that this was a silly idea. He decided it wasn’t right to use his mother’s kindness to get what he wanted. He forgot all about watching television and focused on getting all his chores done R well. . 2

ASTE M E N I WAY. Y ACKL L N A B A IN How did Dirk’s beliefs guide his actions? S NOT PRODUCED I T I . HTED TO BE RE G I R Y P ? F His laziness made him do Sa Cpoor job. K K I O R THIS BOO O O B O to lie. ? G His honestySAmade N Fnot MPLE him decide E V I G S I TH NOT S him I N O I ? H His jealousy made want to lie. ISS PERM ? J His kindness made him feel sick.

HINT Think about why Dirk acted the way he did in the story. Dirk thought about telling his mother that he was sick, but then decided not to. Which answer explains why Dirk made this decision?

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

Stars Have you ever wished on a star? A starry night sky can give you a magical feeling. The way the stars twinkle makes them seem like living things that can hear your wishes and help them come true! In fact, the light that you see and wish upon has taken many years to reach Earth, and it is even possible that the star you think you see is no longer shining! The twinkle of stars is actually caused by air. As the light from a star passes through the atmosphere, it goes through warm and cool patches. The different temperatures cause the light to bend slightly and then bend back. This makes the stars seem to twinkle.

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

3 Why do you think the author chose to write about stars?

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT This question is asking you to think about why the author wrote about the topic. You can guess why based on how the passage is written. Think about whether it seems like the author finds stars interesting. Focus on what this tells you about why the author wrote the passage.

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

The Blacksmith Mr. Samson worked as a blacksmith, making sturdy steel shoes for horses. His son John loved visiting him in his workshop and often walked to the shop after school. He would put his bag and hat on a peg near the door and change into a special coat his father had bought for him. He would greet all the other workers, who always stopped to say hello to John. Then John would take a seat next to where his father worked and watch him. His father didn’t speak often, and John always stayed quiet the whole time. John didn’t mind that his father didn’t speak much because he knew he was focusing on his work to make sure he did a good job. John just watched and learned, certain that one day he would be able to do the same job.

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

4 How are your customs the same or different from the customs described in the passage? Use information in the passage to support your answer.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

HINT Customs are how people usually behave or how people are expected to behave in society. For example, a common custom is shaking hands with a person you have just met. To answer this question, first identify the customs in the passage. Think about what John does and how he acts. Then compare these customs to your own. If your customs are similar, explain what is similar about them. If your customs are different, explain what is different about them. 127 ©RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

Independent Practice

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

The Essay David had been working on his essay for weeks. He wasn’t sure if he could win the essay contest, but he hoped he could at least come in second or third. Then his essay would be printed in the school newspaper for everyone to read. David had started by writing a

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

draft of his essay. Then he had worked on improving the draft for a week. He had checked that it was no more than 800 words. Finally, he had gone over it three times to check that there were no mistakes. David should have been ready to hand it in, but he was still unsure. He wondered if he should try to make it even better and wondered how he would know when it was the best it could be. He decided to read over it one more time. “There must be something I can improve,” he said to himself. But as he read it the

ER . WA Y ACKinLI second, L N A B make their decision. A few weeks later, David learned he had come and his A D IN OT E N C U S I D essay was published in the school paper. TED. IT O BE REPRO H G I R COPY IS BOOK T S I K O R TH E BO FOessay N MPLshow E A 1 How does theISauthor that the is important to David? V S I G T O TH N S N I David decided not to change it SIOhow ? A By describing S I M R PE

ST judges. to final time, he decided that it was just right. He handed it in and waited MAthe Y NEfor

? B By describing how many words it has ? C By describing how much work David put into it ? D By describing how David’s essay was published

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

Queen Alexa Queen Alexa was a powerful queen who ruled all the land far and wide. In fact, her empire was growing larger all the time. She had hundreds of workers who roamed the land looking for more land to claim. When they found new land, they charged into the area and said to whoever was there, “We claim this land in the name of Queen Alexa. You are now under her rule!” Then they would hammer the flag of Queen Alexa into the ground, mark the area on their official map, and ride back to Queen Alexa to tell her about her new land. Queen Alexa sent the workers back out to look for even more land. She was not going to be happy until she owned all the land in the world. The people who had owned the land before knew that there was little they could do. They knew

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

that Queen Alexa was a powerful ruler and that she would have what she wanted.

2 How did Queen Alexa’s beliefs guide her actions?

? F Her belief in being fair made her thoughtful. ? G Her belief in force made her act kindly.

TER. S A M E . ? H Her belief in her own worth made her unhappy. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I ? J Her belief in her own power made her greedy. . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

Keeping a Clean Fish Tank Many people keep fish as pets. One of the most popular reasons for choosing fish as pets is that they are easy to look after. But it is important to remember that fish still need to be cared for. One task that many people forget is cleaning the fish tank. Fish cannot survive without a clean tank to live in. The amount a fish tank needs to be cleaned depends on how large it is and how many fish there are. The best way to make sure you are taking good care of your fish is to check the fish tank every day. As soon as the water starts to look dirty, it should be changed. Remember to keep doing this, and you will have happy and healthy fish.

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

3 Why do you think the author chose to write about keeping fish tanks clean?

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

A Simple Lunch It was just a simple lunch, but Aaron felt very nervous about it. He was meeting a lot of new people, and he wanted to fit in. When he walked in, the host greeted his parents. Aaron stood quietly and waited until his parents introduced him. He said hello and shook the host’s hand. Then he took off his shoes and left them near the door like everyone else had. He left his parents with the other adults and joined the other kids in the game room. He knew he could be less serious now that he was no longer with the adults. “Hi, everyone,” he said. “I’m Aaron.” He found out everyone’s name and then joined in their game. When his parents called him, he washed his hands and then took his place at the table. As he looked around the table at everyone chatting, he realized

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

that he could just relax and enjoy himself. The only thing he really had to remember was to be kind, friendly, and polite.

4 How are your customs the same or different from the customs described in the passage? Use information in the passage to support your answer.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Strand D: All Together

Objective 1: Analyze and evaluate the author’s craft, including the use of literary devices and textual elements. Objective 2: Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s). Objective 3: Demonstrate an awareness of an author’s or character’s customs and beliefs included in the text.

E L P SAM ATION C U D E ! Y L Y L L RALPicking9Pumpkins A R . 9 . 888

Directions: Read each passage. Then answer the questions that follow it. Mori’s class is learning about Halloween. Mori’s teacher started the lesson by reading this story about carving pumpkins to the students.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E meet me back at the TED pumpkins “Okay, everyone. Don’t wander off. Pick out E Rand GHyour B I R O Y T P K bus,” said Mr. Patterson. K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I T of large orange globes. Everyone was picking out a H S NOrows Kelly stared atTthe rows and I N O I SS ERMIback pumpkin toPtake to the classroom. Each student would come up with a design for their pumpkin, and the teachers would help them to carve the design. The pumpkin with the most original design would win a prize. There were pumpkins of all shapes and sizes. Many of the kids in her class had already picked out their pumpkins. Some of them had picked really big pumpkins, while others had pumpkins that were about the size of a fist. All of them seemed to be perfectly round and orange. She could overhear some of them talking about the different designs that they were going to carve into their pumpkins. “Mine’s going to have a cat’s face,” said a girl with long red hair.

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Strand D: All Together

“Well, mine’s going to have an acorn on it for fall,” said a boy carrying a pumpkin so large that he looked like he might topple over. All of these plans sounded great to Kelly, but she knew that she would need a special pumpkin to win. Kelly walked down each row of pumpkins,

E L P SAM ! Y L L RA N O I T A C U ED

carefully looking for a

pumpkin that was different. Finally, Kelly spotted a very

unusual pumpkin. It was sort

of an oval shape and as white as snow. It didn’t look

anything like all of the other

pumpkins. She grabbed it and dashed to the bus.

During the ride back to school, all of the kids talked about their ideas and showed off

Y L L A R . 9 9 .

the pumpkins they had picked. Kelly kept to herself. One of the kids looked over at Kelly’s pumpkin.

888

“That doesn’t look like a very good pumpkin. It’s not even orange,” said one of her classmates.

Kelly felt her face flush. “Well, I like it,” she said. She knew that her carving was going to be different than everyone else’s, and she hoped that would help her win. When the bus pulled into the school, the kids all followed Mr. Patterson back into the classroom where some of the other teachers had spread out newspapers. The kids were instructed to draw their design on a piece of paper and then ask one of the teachers to help them cut it out. They could also use markers and paint on their pumpkins. Kelly quickly drew a picture as she became even more excited about her great idea. She leapt up from her seat like she was on fire and raced up to the front to ask one of the teachers for some help carving.

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Strand D: All Together

Later, the students had to leave the room while the teachers decided which pumpkin was the winner. When they came back in, Mr. Patterson announced the winner. “All of the designs were great,” he said. “But one special design was unlike any pumpkin carving we’ve seen before.”

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

Mr. Patterson picked up the winning pumpkin so that

everyone could see. Kelly smiled widely when she saw her white

pumpkin with a snowman carved into it resting in his hands.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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Strand D: All Together

1 A simile is a comparison of unlike things using “as” or “like.” The author uses a simile by saying that Kelly “leapt up from her seat like she was on fire.” The author used the simile to show that Kelly

? A needed water. ? B felt hot. ? C moved quickly. ? D was worried. 2 How does the author show that the pumpkin carving contest is important to Kelly?

? F By showing how carefully Kelly looked for a pumpkin

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

? G By comparing Kelly’s design to other designs ? H By explaining that Kelly carved a snowman ? J By stating that Kelly won the contest

3 Using the information in the passage, write a paragraph that could have appeared in TER. S Kelly’s journal. A M E

. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I RMISS

Strand D: All Together

Rosa loves learning about different animals. She found this article about butterflies in a magazine.

Amazing Monarchs If you’ve ever seen an orange-and-black butterfly flutter gently by, you have probably seen a monarch butterfly. Monarchs are very common butterflies. They are found in many parts of the United States. They are also found in Mexico. They are easily spotted by their orange-and-black markings. These markings warn other animals that monarchs are unsafe to eat.

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

Many people are interested in the lives of monarchs. One of the most interesting things is that they migrate. This means that they move from one place to another. Some people even track their movements.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand D: All Together

In the spring, mother monarchs lay their eggs on milkweed plants. When the eggs hatch, caterpillars appear. The caterpillars look a little like worms. They eat the milkweed for almost two weeks. Then the caterpillars make shells called cocoons. The cocoons protect the caterpillars. After about two weeks, the cocoons open. Itâ&#x20AC;&#x2122;s easy to see that amazing changes have taken place! Out of the cocoons crawl monarch butterflies. The butterfly looks nothing like the caterpillar did! The monarchs wait for their wings to dry before they start to migrate south. No one is quite sure how the butterflies know which direction to fly. Some people think that the butterflies know which way to fly when they are born. During the trip, the butterflies

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

travel many miles. They sometimes stop to avoid rain, find food, and rest their wings. During the warm summer months, monarchs travel south. They stop when they reach warm places where they can spend the winter. Many monarchs stay in the southern areas of the United States during these cold months. By the time spring arrives, monarchs are ready to start all over! The adults fly north to lay eggs. The eggs turn into

TER. S A M E . ACKLIN IN ANY WAY L B A OT them. ED are It is important that we understand monarchs so weITcan S Nprotect I DUCThere O R . P D E E T BE Rprograms that teach people programs in many areas that study monarchs. are O also YRIGH There T P K O O C O IS also simple OK are HIS Bthings how to protect monarchs.E There that every person can do to help O T B R O L F P N M E A V S I protect monarchs. THIS NOT G S I N ISSIO PERM caterpillars. Soon after that, new butterflies are ready to spread their wings.

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Strand D: All Together

4 Authors choose the words they use for different reasons. Authors include some words to create a sense of beauty. Which words does the author use in the first paragraph to create a sense of beauty?

? F orange-and-black ? G flutter gently by ? H easily spotted ? J unsafe to eat 5 If the author had added another paragraph to the end of the passage, it would most likely describe

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

? A other insects that need to be protected.

? B why animals migrate from one place to another. ? C how people track monarch butterflies.

? D actions that people can take to protect monarch butterflies.

R. . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED TO BE RE I R Y P K K IS CO R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

TE 6 Why do you think the author chose to write about monarch butterflies? E MAS

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H Assessments LE

P M A S N O I T A C U D E ! Y L L Y L A L R A Strand A R . 9 9 . 888

TER. S A M LINE WAY. Y N Forming a General UnderstandingA BLACK A IN S NOT PRODUCED I T I . GHTED TO BE RE I R Y P BOBOK K IS COStrand S I O H O T B Develping N FOR Interpretation MPLE E A V S I G S I TH S NOT I N O I ISS PERM Strand C Making Reader/Text Connections

Strand D Examining the Content and Structure

Strand A: Assessment

Strand A

Assessment

Directions: Read each passage. Then read each multiple-choice question and determine the best answer. Mark the answer in the space on your answer sheet. Write the answers for the open-ended questions on the lines provided. Emilyâ&#x20AC;&#x2122;s teacher asked each student to choose a folk legend to share with the class. Emily chose this retelling of an African story.

E L P M A S N How the Zebra Got TIts Stripes O I A C U D E ! Y L RAL 99.RALLY . 8 8 8

A very long time ago, the earth

Once, a greedy baboon discovered a

During the day, the animals sweltered

ER. A Y Wany ACKLI toINallow N L A B to himself, refusing of No apartment buildings, parking lots, A D OT E N C U S I D T RO to even approach or shopping malls lined the streets, REPanimals TED. I theO other H E G B I R T water. When other animals got and houses and people were few COPY IS BOOKthe S I K O BO wereFOR TH too close to the water, the baboon and far between. AMany PLE places M S IVEN G S I T H O T chased them away, shouting that the home only to birds,N reptiles, IS N and O I S S I water was for him alone. other animals. PERM

looked different than it does today.

Enormous oceans covered some parts

pool of water andNEdecided MAST to keep Y. it

of the world, while other places had

in the hot sun, but at night, the

many lakes and rivers and were thick

temperatures dropped and the desert

with plants. Still other parts of the

turned bitterly cold. The baboon had

world were burning hot deserts and

to build a fire near the water to stay

dry, rocky areas with little water for

warm during the chilly nights. The

animals to drink. The small amount

other animals were cold and thirsty,

of water lay in little pools scattered

too, but the baboon carefully stood

across the bone-dry land.

guard and chased away any animal that dared to approach.

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

Strand A: Assessment

One day, a tired and thirsty zebra

rocks behind the pool of water. The

came to the pool for a drink of

power of the zebra’s kick sent him

water. You wouldn’t have recognized

staggering backward into the

this zebra, however, because a long

blackened sticks left over from the

time ago, zebras didn’t have stripes.

baboon’s fire. The sticks flew into the

The zebra that came to drink from

air and tumbled back down, landing

the pool had a shiny, pure white

on the zebra and leaving an

coat.

arrangement of black stripes all over his beautiful white coat.

Of course, the baboon immediately

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

10. The frightened zebra galloped away,

tried to chase the zebra away from

his water. He screeched, “Go away!

not stopping until he reached the

This water is mine!”

African plain. There, he examined his new stripes and decided that he

The zebra had just traveled a long

really liked them. They made him

distance and found the baboon’s

look different from all the other

shouting to be quite a nuisance. He

animals. Meanwhile, the ER. ASTbaboon

EM D IN OT A E N C U S his wounds. “This is not your water. It belongs I D O T TED. I O BE REPR H G I to everyone.” R COPY IS BOOK T S I K O H PLE BO IVEN FOR T M A S The baboon very IS TG THbecame NOangry S I N and shoutedMback ISSIOat the zebra, “If P ER

WAY KLIN angrily stayed on B the LACledge, ANYnursing

looked at the baboon and replied,

you want to drink this water,

you’ll have to fight for it!” 9.

The baboon angered the already weary and thirsty zebra, and they began to fight. They wrestled and exchanged angry words, and after quite a struggle, the zebra gave the baboon a forceful kick, which sent the baboon flying head over heels through the air. The nasty baboon landed on a ledge of

Strand A: Assessment

Answer questions 1 through 8. 1

Paragraphs 1 and 2 are mostly about

? A how the earth first formed.

? F He has gotten his beautiful

? B what the earth was like long ago.

coat dirty.

? C why the earth has many

? G The baboon refuses to let

different areas.

him have a drink.

? D where most animals on the earth live. 2

What is the zebraâ&#x20AC;&#x2122;s main problem in the story?

? H He looks too much like the

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

other animals.

? J The baboon starts a fight with

Read this sentence from the story.

the zebra.

During the day, the animals sweltered in the hot sun, but at night, the temperatures dropped and the desert turned bitterly cold.

What will the zebra probably do next?

TER. S A M E pool of water. ? A Look for aKnew AC LIN IN ANY WAY L B A T the stripes ? B UCED off his coat S NOWash I D Which word means about the same as O T I R . TED E REP B sweltered in the sentence above? OPYRIGH O T K? C Make friends with the baboon K IS C R THIS BOO O O B ? F Explored N FO MPLE ? D Search for a new place to live E A V S I G S I T O TH N S ? G CelebratedSSION I I PERM 6 Based on information in the story, ? H Wandered

which of these is most likely to happen?

? J Roasted 3

? F The baboon will share his water

Which word best describes the baboon?

with other animals.

? G The baboon will warn other

? A Playful

animals about the zebra.

? B Peaceful

? H The baboon and the zebra will avoid each other.

? C Selfish

? J The baboon and the zebra will

? D Mysterious

start fighting again.

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

Strand A: Assessment

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

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

TER. S A M WAY. KLINEto explain Y ACstory N L How does the zebra change in the story? Use details from the A B A N I S NOT PRODUCED I your answer. T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand A: Assessment

Leah likes to collect coins. When her sister found this article about nickels, she gave it to Leah to read.

Nifty Nickels 1.

A nickel is a small coin used to represent five cents of American money. Twenty nickels are equal to the amount of a one-dollar bill. Before the United States started to make five-cent nickels, they used small silver coins called “half dimes.” During the American Civil War, however, silver became difficult to obtain and the government had to find

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

another material to use to make nickels. The government decided to use an alloy, which is a mixture of different metals, made of three parts copper and one part nickel. The United States still uses this mixture to make nickels today. 2.

The copper-nickel mixture used to make nickels is very hard. In the early days of production, the hardness of the metal made it difficult to stamp out perfect nickels,

R. WAY Y ACKLIN nickels. N L A B money—called mints—have machines that can make nearly perfect A N I S NOT PRODUCED I T I . E TED E Rcoin GHhad B I R O Before five-cent nickels, the United States a one-cent called an “Indian Head.” Y T P OK CO O S B I S K I O H This coin, sometimesLcalled was made of copper and nickel, too. R T“nick,” FOor P E BO aIVnickel N M E A S G After the Indian the States made a three-cent coin, which people also THIS Head, NOTUnited S I N O I ISS called a nickel. PERM

In 1866, James B. Longacre designed the

STE make . and many of them ended up with marks on them. Today, the factories E MAthat

Shield nickel, which was made from a nickel mixture and was actually used as a five-cent coin. The coin had a number 5 surrounded by a ring of stars stamped on it. The design on this coin was difficult to mint with the hard copper-nickel mixture. The government

made Shield nickels until 1883, which is when the Liberty Head nickel took its place. In 1913, the United States began to produce a nickel that many believe is the bestdesigned coin in the country. The coin, called the Buffalo nickel or Indian Head nickel, had the image of a Native American on one side and a buffalo on the other.

Strand A: Assessment

In 1938, the United States started to make the Jefferson nickel, which had a print of President Thomas Jefferson on one side and his home, Monticello, on the other. There are more Jefferson nickels circling through banks and stores today than any other American nickel design. In the past several years, the government made new versions of the Jefferson nickel.

In 2004, the United States introduced two new nickels. They were part of a special set of nickels called the Westward Journey series. Both of these nickels showed Thomas Jefferson on one side, but they had different pictures on the opposite side. One of them once again showed a buffalo—an American bison. In the mid-1800s, nearly all

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

the American bison were hunted and killed. The American bison was included so that Americans would not forget about the protection of the buffalo. The other Westward Journey nickel had the Pacific Ocean stamped on it in honor of the Lewis and Clark expedition to the West Coast. In 2006, the nickel returned to having Jefferson on one side and Monticello on the other.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand A: Assessment

Answer questions 9 through 15. 9

What is this article mainly about?

? A Different types of money

Expedition is probably another way of saying

? F improvement.

? B The history of nickels

? G program.

? C How nickels are made

? H voyage.

? D Two kinds of Buffalo nickels

? J distance. 10

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

The third paragraph is mostly a description of

? F early coins called nickels.

Paragraph 6 is mostly about

? A changes Jefferson made to nickels.

? G changes in nickel designs.

? B the first nickel with a buffalo

? H metals used to make nickels.

on it.

TER. S A M E Jefferson nickels. . ? C special kinds of ACKLIN IN ANY WAY L B A T first nickels NOthe UCEDworth five cents. ? D S I D O T I R . Read this sentence from the article. E REP GHTED B I R O Y T P O OOK K IS C R THIS B14 O The coin, called the Buffalo O B If the author added another E N FO E AMPLHead V S I nickel orHIndian nickel, G S I paragraph to the end of the article, it OT T SaNNative I N had the image of O I would most likely have described ISS PERMon one side and a American

? J nickels with mistakes on them. 11

? F the designs found on pennies.

buffalo on the other. Which word means about the same as image in the sentence above?

? G a tour of the United States mint.

? A Writing

? J nickels that people like to collect.

? H other things made from nickel.

? B Home ? C Friend ? D Picture

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

Strand A: Assessment

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand B: Assessment

Strand B

Assessment

Directions: Read the passage. Then read each multiple-choice question and determine the best answer. Mark the answer in the space on your answer sheet. Write the answers for the open-ended questions on the lines provided. Rosa and her father like to play checkers. Her father found this article in a magazine and gave it to Rosa to read.

E L P AMGame ofTIOCheckers Check OutSthe N A C U D E ! Y L L Y L A L R A R . 9 9 . 888

Many Americans love to play

TER. S A M E . ACKLIN IN ANY WAY L B against each other on a board that is A NOT UCED S I D O T I R . eight squares wide and eight squares E REP GHTED B I R O Y T P K O long. Black and light-colored squares K IS C R THIS BOO O O B E right) and arranged in rows A(left N FO MPLto E V S I G S I T a TH to bottom) columns (top S NOform I N O I ISS checkerboard PERM pattern. Each player

checkers. In checkers, two people play

moves flat, disc-like pieces along the black squares, trying to beat the other player and win the game. 2.

Though still loved today, checkers is actually a very old game. People in Iraq played a form of checkers called Alquerque or Quirkat nearly 3,000

checkers, but the board they used was

years ago, but the game used a

smaller than the American board—

slightly different board with different

only five squares wide and five

pieces. Egyptians also loved to play

squares long.

Strand B: Assessment

In more recent times, a man from

Players line up their checkers in the

France decided to play checkers on a

two rows closest to their side of the

chessboard. This game became

board and take turns moving their

popular among French women, who

checkers forward diagonally into an

moved the flat discs from square to

empty space. Capturing moves occur

square. Soon men began to play, too,

when one player "jumps" the other

and introduced the idea of jumping

player’s piece. A player can jump

over pieces, which has become an

many pieces as long as he or she

important part of the game. Jumping

keeps moving forward into empty

made the game more exciting and

spaces. The player then removes the

enjoyable.

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

captured checkers from the board. When a player moves a checker all

People in England played checkers,

the way to the opposite edge of the

but they called it draughts, which

board, the other player places one of

sounds like “drafts.” When the game

the captured checkers on top of it

came to America, people called it

like a crown, which shows that this

checkers. Checkers is a difficult—but

checker has become aAking. STER.Kings

EM . A N D I jump in both UCEeven S NOT and forward, may and reasoning to determine which I D O T I R . E REPduring a single turn. A GHTED directions B I moves to make. R O Y T P K O K IS C R THIS BOO player wins when he or she has O O B PLE N FO Mtwo E A V S I G S captured all of the other player’s To play checkers, players should I TH NOT S I N O pieces or when the other player place the board them so ISSIbetween PERM

fun—game that requires thought

N AY can moveBbackward LACKLI as well ANY asW

that a light-colored square is in the

cannot make another move.

lower right corner of the board as the players face it. Though checkers can be different colors (for example, red and black), the two sides are referred to as “black” and “white.” The player using the black checkers always goes first. Players can decide who goes first by flipping a coin.

Strand B: Assessment

Answer questions 1 through 9. 1

Paragraph 1 contains

? A a question.

Which sentence can be supported with information in the article?

? F Checkers is not as popular in

? B a comparison.

America today as it was in the past.

? C a description. ? D an opinion.

? G In draughts, the player with the white pieces goes first.

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

With which statement would the author probably agree?

? H The game of Quirkat is more like

? F Checkers is a fun game for a large

? J People have been playing board

chess than checkers.

group of people.

games since ancient times.

? G Children probably would not enjoy playing checkers.

The author includes paragraph 6 to

TER. S A M ? H Checkers is an easy game for ? A explain how WAY. CKLINtoE playAcheckers. Y A N L B A N people to learn to play. T about the D I of checkers. ? B UCEhistory S NOtell I D O T I R . D E REP ? J Ancient checkers games were notYRIGHTE B O T P K? C compare ways to play checkers. O as fun to play. K IS C R THIS BOO O O B N FO MPLE ? D persuade people to play checkers. E A V S I G S I T O TH N S SION I Paragraph 4 M contains S I R PE ? A a definition. ? B a question. ? C a list. ? D an opinion.

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

Strand B: Assessment

Which of these graphics below best shows how paragraph 6 is organized?

? F Compare/contrast

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

? G Main idea/support

TER. S A M E . ACKLIN IN ANY WAY L B A ? H Cause/effect S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM ? J Sequence of events

Strand B: Assessment

Write one fact and one opinion included in paragraph 3.

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

TER. S A M Y. LINE the article WAto Y ACKfrom N L Do you think checkers can be described as relaxing? UseAdetails A B N I S NOT PRODUCED I explain why you do or do not think so. T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand B: Assessment

Using information from the article, explain how checkers and chess are similar.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand C: Assessment

Strand C

Assessment

Directions: Read the passage. Write the answers for the open-ended questions on the lines provided. Lin’s class is studying fossils. Lin’s teacher read this article to the class to teach them how fossils form.

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

Fossils are the remains of plants or

TER. S A M E . ACKLIN IN ANY WAY L B even millions, of years ago. Fossils A NOT UCED S I D O T I R . often include hard parts of an P EorREmud GHTED sand, B I R cover the remaining O Y T P OK animal such as whole or broken CO O S B I S K I O parts. After hundreds of years, these E BO andEN FOR TH pieces of shells, coral, PLbones, M A V S GI layers of dirt, sand, or mud harden THIS fossilsISalso NOTcome teeth. However, from N O I into rock-like materials called ISS leaves, fallen PERMtree parts, and seeds or

animals that lived thousands, or

minerals. Over millions of years, the

from imprints made by footsteps or

original bone or shell breaks down

holes made by animals such as

and the minerals take its place, which

worms. Plant and tree roots can

forms a fossil. The fossil has the same

develop into fossils, too. 2.

shape as the original object, but it is actually rock.

Fossils form when animals or plants die and fall to the ground or sink to

the bottom of the sea. Other animals

After millions of years, the movement of the earth forces layers of rock from

will search the body for food. It does

deep within the ground or from

not take long for only bones or shells

under the ocean to the surface of the

to remain. Over time, layers of dirt,

earth. Even then, fossils sometimes

Strand C: Assessment

remain covered by dirt, sand, or

When you find a fossil, try to figure

mud, but through erosion, they

out exactly what it was. Keep careful

become uncovered. Erosion is when

notes about where you collected the

ocean tides, flowing rivers, wind,

fossil. Include the date you found

rain, ice, or sun wear away the land.

the fossil and the type of rock in

As erosion wears away at the earth,

which you found the fossil. Clean

fossils begin to appear. For example,

your fossil carefully. If you found

in Arizona, the Colorado River

your fossil along the beach, be sure

formed the Grand Canyon. Over

to clean any salt from it, as salt will

time, the movement of the water in

damage the fossil over time. You can

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

the river cut through the land,

then store your collection to enjoy

which made a huge valley that

and share with others.

became the canyon. In fact, the

walls of the canyon on either side of the river look striped because they

piece of shell or from the bones of a

show layer upon layer of hardened

large dinosaur, fossils are important

dirt, sand, and mud. Scientists often

. because they tell us about ASTERplants

EM OT Aago. DUCED IN N S of years the history stored in its walls I O T TED. I O BE REPR H G I and because of the many R COPY IS BOOK T S I K O fossils they find there.E BO OR TH F PL N M E A V S I THIS NOT G S I N You can actually ISSIOlook for PERM

AY KLINlived millions and animals ANY W BLACthat

study the Grand Canyon because of

Whether they are from a tiny broken

fossils in old quarries,

along the seashore, in plowed fields, and along newly cut dirt roads. If you go looking for fossils, be sure to stay on public land and never litter. Be generous and leave some fossils for others to collect.

GO ON 155 ÂŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand C: Assessment

Answer questions 1 through 6. 1

If you could meet a scientist who studies fossils, what would you most like to ask him-her? Use information from the article to support your answer.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand C: Assessment

Think about what this article says about fossils. In what ways is it important to study fossils? Support your answer with evidence from the article.

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

TER. S A M E . ACKLIN IN ANY WAY L B A NOT would If you had the chance to go to the Grand Canyon, you UCEDmost like to see S what I D O T I R . EP ED HTsupport there? Use information from the article your E Ranswer. Gto B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

GO ON 157 ÂŠRALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Strand C: Assessment

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A Using information from the article, write a brief paragraph why UCEDyou would or S NOT telling I D O T I R . REParticle to support your would not enjoy looking for fossils. UseRinformation from E the GHTED B I O Y T P K O answer. K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

Strand C: Assessment

Which part of the article was most interesting or surprising? Use information from the article to support your answer.

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand D: Assessment

Strand D

Assessment

Directions: Read the passage. Then read each multiple-choice question and determine the best answer. Mark the answer in the space on your answer sheet. Write the answers for the open-ended questions on the lines provided. David and his classmates were asked to choose a famous American to write about. David told his mother about the project, and his mother suggested he write about Noah Webster. David’s mother gave him this article to read.

E L P SAMof Noah The Words Webster N O I T A C U D E ! Y L L Y L A L R A R . 9 9 . 888

If you have ever asked your teacher

TER. S A M E . ACKLIN IN ANY WAY L B what a word means, you were A S NOT PRODUCED I T I probably sent to look it up in the . E RE GHTED B I R O Y T P K dictionary. A dictionary is a book Othat K IS C R THIS BOO O O B gives the meaningsMof FO PLEwords and Ntells E A V S I G S I TH spellISthem. NOT Noah how to correctly N O I S Webster Pwrote ERMISthe first American how to spell a word or to tell you

dictionary, and his dictionaries are still in many classrooms today. 3. 2.

At a time when few people went to

When Noah was young, he and his

college, Noah’s parents allowed him

family lived in Hartford, Connecticut.

to leave their farm and go to

His father was a farmer and a weaver

Connecticut’s only college, called

and his mother took care of their

Yale. Noah wanted to continue his

home. Growing up, Noah loved

schooling and get a good education.

words, and he loved to learn about

To earn money to go to law school,

new things.

Noah became a teacher.

Strand D: Assessment

At the time that Noah taught school,

Over time, Noah did earn his law

many children studied together in

degree, but he continued to teach

one classroom. Little children and

and write books. Noah was interested

young teens crammed into a single

in politics, or the government and its

room like crayons squeezed into a

practices, and wrote many essays and

box. They rarely had enough school

newspaper articles. He even began

desks or chairs to go around.

his own school in Connecticut called

American classrooms had very few

Amherst College.

books and even fewer skilled 7.

teachers. Learning to read, write, and

Noah Webster began writing his own

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

do mathematics in this environment

dictionary of American words. He

was like trying to fish without a pole

wanted Americans to use their own

or bait. This bothered Noah Webster,

words and spellings rather than the

and he longed to change the way

old spellings brought over from

American students learned.

England. However, many people in

America spelled and spoke

. differently from one another. ASTER Noah

Noah taught his students to spell

EM . A N D I pronounced, UCEand S NOT Pspelled Americans own textbook for children in his I D O T I R . E REwords in the same way. He GHTED orTOspoke, B I class. R Y P IS CO THIS BOOKtook many words from the English, Kgrammar O He wrote a spelling book, a O B PLE N FOR E V I G S SAM book, but regularly added new words that book, andTaHIreading which NOT S I N were developed in America. later became SSIOtextbook called Ione PERM Y IN thought itBLwas Y WAall ACKLimportant ANthat

and read words and even wrote his

A Grammatical Institute of the English

Language. Noah’s spelling book had a

For nearly 30 years, Noah gathered

blue cover, which is why it earned

words for his dictionary. He put

the name the “Blue-Backed Speller.”

them in alphabetical order, added

At one time, it sold nearly one

information on how to say the

million copies a year. For the next

words properly, and listed the

hundred years, the Blue-Backed

meanings of the words. When he

Speller greeted all children who

was 70 years old, his dictionary had

entered American classrooms.

grown to contain 70,000 words. Today, Webster’s Dictionary remains a treasure of the American language.

Strand D: Assessment

Answer questions 1 through 9. 1

If the author had added another paragraph to the end of the article, it would most likely have described

? A how Webster’s Dictionary has continued to grow. ? B where to buy a copy of Webster’s Dictionary. ? C what gave Noah the idea to make a dictionary. ? D other popular dictionaries in the United States. 2

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

A simile is a comparison of unlike things using “as” or “like.” Choose a simile from the article and explain why the author used that simile.

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

Strand D: Assessment

If the author had added another sentence to paragraph 7, which of these would best belong?

In this article, what was the most important thing to Noah?

? A Learning about new things

? A Noah continued to teach

? B Making his parents proud

children for many years.

? C Helping students learn

? B Noah’s dictionary acted as a

? D Becoming a successful lawyer

guide to the American language.

? C Noah was proud of the BlueBacked Speller.

? D Noah’s dictionary still has new

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

words added to it today. 4

Personification is making ideas or objects appear to be human. The author uses personification by saying the “Blue-Backed Speller greeted all children who entered American classrooms.” The author used personification to show that children

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O ? F were very familiar with the K IS C R THIS BOO O O B Blue-Backed Speller. N FO MPLE E A V S I G S I OT entered TH S Nthey I ? G felt welcome when N O I S ERMIS thePclassroom. ? H were able to speak to the BlueBacked Speller.

? J learned grammar and reading at school.

Strand D: Assessment

Using information from the article, explain how the author showed that teaching was important to Noah.

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

TER. S A M E . ACKLIN IN ANY WAY L B A D UCEcharacters S NOT what I D Imagery is the use of words that make the reader imagine the see, O T I R . P D E E R T H E G hear, taste, touch, or smell. WhichPphrase TO B 4 makes the reader imagine Kparagraph O YRI Sfrom O C O S B I what Noah saw in his classroom? THI BOOK R E O L F P N M GIVE T HIS SA school O ? A Noah Ttaught N S SION I S I M R ? B crammed into a single room PE ? C even fewer skilled teachers ? D longed to change

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

Strand D: Assessment

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

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . D E HTEwriter E Rarticle? Gthe B I What was the most important thing to of the R O Y T P K O K IS C R THIS BOO O O B ? A How many words N FO Dictionary MPLEare in GWebster’s E A V S I S I T TH IS NOwhen ? B What NoahSwas like he was young N O I S I M R PE ? C How Noah arranged the words in the dictionary ? D Why Noah created a dictionary

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

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

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM