Think Reading, Level C by RALLY! Education

Dr. Roger Farr's

Level

Think Reading Think-Along Strategies for Reading Comprehension and Test Taking

Dr. Roger Farr's

Le vel

Think Reading Think-Along Strategies for Reading Comprehension and Test Taking

Dr. Roger Farr Elizabeth Haydel Kimberly Munroe Bruce Tone

Acknowledgments Senior Author: Dr. Roger Farr Co-Authors: Elizabeth Haydel, Kimberly Munroe, Bruce Tone Executive Editor: Amy Collins Project Manager: Edward Nasello Design Director: Jean-Paul Vest Designer: Jan Jarvis Cover Illustrator: Burgandy Beam ISBN 978-1-4204-3468-2 R 3468-2 Copyright ©2008 RALLY! EDUCATION. All rights reserved. No part of the material protected by this copyright may be reproduced in any form by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Printed in the U.S.A. C Printed on recycled paper (100% Recycled fiber, 40% Post Consumer Content). 408.MAQ RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 (888) 99-RALLY

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Contents Introduction To the Teacher Think Reading . . . . . . . . . . . . . . . . . . . . . . 4 Program Philosophy . . . . . . . . . . . . . . . . . 5

Theme 4: Explorers and Adventurers 91 Make Your Own Compass . . . . . . . . . . . . 92 The Buddy System . . . . . . . . . . . . . . . . . . 99 Zheng He: A Great Chinese Explorer . . 107

Features of the Student Edition . . . . . . . . 6 Scope and Sequence . . . . . . . . . . . . . . . . . 7 To the Student Test-Taking Tips . . . . . . . . . . . . . . . . . . . . . 8

Independent Practice: On Your Own

Modeled Instruction: We Lead You

Theme 5: Dogs and People 119 Choose the Right Dog for You . . . . . . . 120 Big Dog, Little Dog . . . . . . . . . . . . . . . . 124 Dogs at Work . . . . . . . . . . . . . . . . . . . . . 128

Theme 1: The Earth Under Our Feet 11 How to Grow Beans. . . . . . . . . . . . . . . . . 12 The Empty Lot. . . . . . . . . . . . . . . . . . . . . 19 Helpful Trees . . . . . . . . . . . . . . . . . . . . . . 27

Theme 6: The First Americans 133 Build Your Own Dream Catcher . . . . . . 134 The Bluebird and Coyote . . . . . . . . . . . 138 The Anasazi . . . . . . . . . . . . . . . . . . . . . . 142

Guided Practice: We Guide You

Theme 7: Nature’s Power 147 Fire Safety: How to Get Out Alive! . . . . 148 The Storm . . . . . . . . . . . . . . . . . . . . . . . 152

Theme 2: Mexico: Our Neighbor and Friend 39 Foods from Mexico . . . . . . . . . . . . . . . . . 40 A Homecoming . . . . . . . . . . . . . . . . . . . . 47 Good Ideas Get Around . . . . . . . . . . . . . 55

Fighting Fire with Fire. . . . . . . . . . . . . . 156

Theme 3: Making a Difference 65 Homework Help at the Library . . . . . . . . 66 A Letter from a Friend . . . . . . . . . . . . . . . 73 Louis Braille . . . . . . . . . . . . . . . . . . . . . . . 81

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INTRODUCTION

To the Teacher

Think Reading What do good readers think about? They think about . . . what what what what what

they are reading. the words mean. the author is writing about. the places in a story look like. the people in a story are like.

This book will help students think about what they read. The stories in this book have boxes with questions in them. These are spaces for students to write down what they are thinking while they are reading. This will help students think about what they read. Thinking about what they read will help students: • enjoy reading, • remember what they read, and • answer questions about what they read.

This book will help students do better on tests. To help students do better on tests, this book will ask them to:

Think When They Read • read different stories about different people and things • think along as they read

Think About the Question • write answers to questions about what they read • explain why they write the answers they do

Think When They Answer • answer questions like the ones they see on tests

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INTRODUCTION

To the Teacher

Program Philosophy RALLY! Education’s Think Reading: Think-Along Strategies for Reading Comprehension and Test Taking has been developed to help students become strategic readers. Strategic readers are better able to comprehend and understand what they read. The unique feature of this series of books is that students are taught to apply reading strategies to the kinds of reading selections and questions they encounter on standardized tests. However, the series is not designed merely to make your students better test takers. Rather, the series is designed to help your students become better readers who will apply their better reading strategies to assessments they encounter. The philosophy behind Think Reading is that if students know how to think along as they read, they will achieve better results when taking tests. By thinking along while they read passages and answer test items, students will learn to read the passages more effectively. When you use this series with your students, you will help them become better readers. Not coincidentally, you will also help them to improve their performance on tests that emphasize reading comprehension. RALLY! Education’s Think Reading series is designed to give students opportunities to: • • • • • •

think and make meaning while they read. use reading strategies to become better comprehenders. practice thinking strategies that improve performance on reading comprehension tests. read a variety of texts like those they will encounter in testing situations. answer a variety of comprehension questions like those they will encounter in testing situations. become familiar with common test formats and directions.

The activities in this book can be integrated easily into your regular classroom instruction. The Student Edition is easy to use. The Teacher’s Guide gives clear suggestions for scaffolded instruction that will allow students to work more and more independently as they progress through the Student Edition.

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INTRODUCTION

To the Teacher

Features of the Student Edition ORGANIZATION

THEMES

The Student Edition includes three sections:

Several themes of interest to students connect the passages in each section of this book. Before students read thematically connected passages, ask them to read the theme page.

• Modeled Instruction: Test-taking strategies for reading comprehension are introduced in this unit. Students apply the strategies they learn to passages that focus on functional information, fiction, and nonfiction. PDFs for passages and questions are available at the RALLY! Education website. These PDFs may be used with whiteboards.

• Guided Practice: In this section, students are given guided practice in thinking about: 1) what they read. 2) how they answer questions in test-taking situations. • Independent Practice: In the last section, students are given opportunities for independent practice. Students read functional, fiction, and nonfiction passages and answer multiple-choice and open-ended questions based on each passage.

• Theme 1 (Modeled Instruction): The theme page and the corresponding think-along question can be read and completed as a shared read-aloud activity. • Themes 2, 3, & 4 (Guided Practice): Ask students to read each theme page and answer the think-along question independently. Then discuss students’ varied responses. • Themes 5, 6, & 7 (Independent Practice): The themes are summarized briefly and unaccompanied by think-along questions. Students should read these summaries independently as they would in a testing situation. An extended-response question appears at the end of each theme. After students have read all passages of a theme, ask them to answer the extended-response question.

The themes in Level C are summarized in the chart below. Unit Modeled Instruction Guided Practice

Independent Practice

Page 11 39 65 91 119 133 147

Theme

Topic

The Earth Under Our Feet Mexico: Our Neighbor and Friend Making a Difference Explorerers and Adventurers Dogs and People The First Americans Nature’s Power

Plants, flowers, and trees and how they help us Mexican influences in the United States How people help others The tools and experiences of explorers The relationship between dogs and people Stories about the first Americans Staying safe when faced by nature’s power

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INTRODUCTION

To the Teacher

Scope and Sequence Objective

Reading Skills and Strategies

Understanding Literal Meanings

Recall Facts and Details Identify Sequence

Interpreting and Use Context Clues to Understand Words and Phrases Extending Meaning Identify Main Idea Predict Outcomes Compare and Contrast Recognize Cause and Effect Make Inferences and Draw Conclusions Identify and Interpret Figurative Language Identify Story Elements: Character, Plot, and Setting Identify Story Elements: Theme Identify Tone and Mood Analyzing Text

Recognize and Evaluate Text Organization Distinguish between Fantasy and Reality Distinguish Fact from Opinion Identify Author’s/Text’s Purpose and Audience Analyze Author’s Point of View Identify and Analyze Author’s Techniques Identify Point of View

Applying Strategies Summarize Identify Genres and Types of Passages Use Research and Reference Skills Adjust Reading for Different Purposes Distinguish between Relevant and Irrelevant Information Use Details to Support Conclusions

Grade 3

• • • • • • • • • • • • • • • •

These four reading strategies represent individualized strategies that students use to comprehend while reading. They are introduced through think-along questions but not assessed by test items.

Individualized Thinking Strategies

Connect Personal Experiences Visualize Generate Questions Apply Prior Knowledge

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• • • • 7

INTRODUCTION

To the Student

Test-Taking Tips Here are some ideas that can help you do better on any test you take. 1. Know what you need to do.

Make sure you understand what you need to do. Listen to, read, and think about the directions. Ask questions about directions you do not understand.

2. Read carefully.

Read every story carefully. Think about the important ideas. Read the questions carefully. Think about what each question is asking.

3. Read the story first.

Read and think about the story first. Then read and answer the questions about that story. Don’t look at the questions before you read the story.

4. Think about your answers.

Before you look at the answer choices for a question, think about the answer. Choose the answer that is the most like your answer.

5. Guess if you have to.

If you do not know the answer, it is okay to guess. But before you guess, cross out any answer choices you know are wrong. This will make it easier to guess the right answer.

6. Write clearly.

If you write an answer to a question, make sure you write clearly. Make sure the person who reads your answer can understand what you mean. Write neatly. Read over your answer. Make sure it answers the question.

7. Write correctly.

Use sentences. Start your sentences with uppercase letters. Read over your answer. Make sure it does not have mistakes.

8. Use your time well.

If you don’t know the answer to a question, go to the next question. Come back to any hard questions at the end.

9. Be good to yourself.

Get a good night’s sleep the night before the test. Eat a good breakfast before you take the test.

10. Know that you can do well!

A test is a chance for you to show what you know. You can do it!

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Modeled Instruction We Lead You

Theme 1: The Earth Under Our Feet How to Grow Beans The Empty Lot Helpful Trees

Functional/Everyday Fiction Nonfiction

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MODELED INSTRUCTION: WE LEAD YOU

The Think Reading Strategy for Reading Comprehension and Test Taking In this book, you will learn how to use the Think Reading Strategy for Reading Comprehension and Test Taking. There are three steps you will follow. The first step is completed when reading Think When You Read each passage. The second and third steps are completed when answering questions about each passage.

DIRECTIONS: Now you will read about how to grow beans. Think about the steps you need to follow to grow healthy bean plants. Then you will answer questions about what you read.

The Earth Under Our Feet

Good Readers

Reading the Passages

Identify the Genre: This is a functional/ everyday passage.

Think When You Read You will read each passage. As you read, you will ask yourself questions about the passage. This will help you to better understand the passage and remember important details.

Think About the Question Read questions without the multiple-choice answers. Think about what each question is asking you. Write what you think the correct answer is. Explain why you think this is the answer.

Step 1: Buy Seeds Buy seeds at a garden store or a farmers’ market.

Step 2: Choose the Time Plant beans when the ground is warm. Beans can be hurt by ice and cold. Plant in the spring when there will be no more ice. If you live in a warm place, you can plant your beans early. If you live in a place with a cold climate, plant your beans after winter is over. Step 3: Choose the Place Decide where to plant your seeds. Remember, if you grow beans in the same place in the ground every year, the plants might get sick.

Think When You Read

• THEME 1: THE EARTH Step 4: UNDER Get theOUR Soil FEET

1 Would you like to plant beans? Tell why or why not.

Answering the Questions After you have read each passage, you will answer questions about the passage. You will see the same set of questions twice.

How to Grow Beans

Ready Decide if you need fertilizer. Fertilizer is mixed into the ground to give plants f

Think About the Question 1

Good Test Takers

1 The word climate means the What do you think the answer to this question is?

Identify What Is Being Asked: This is a words and phrases question.

• THEME 1: THE EARTH UNDER OUR FEET

What makes you think that?

Think When You Answer

1 Good Think When You Answer Test A Takers B Now answer the same questions again. This time 1 C D the questions will appear as they would on a test. For multiple-choice questions, you will be given four possible answers to choose from. Look back at what you wrote on the “Think About the Question” pages. This will help you answer each question correctly.

The word climate means the kind of weather in a place height of a grown plant

Eliminate Choices and Choose the Best Answer.

pole you tie bean plants to food that you can give plants

Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Introduction to Theme 1:

The Earth Under Our Feet Stop to think about nature around you. Imagine a world without plants, flowers, and trees. That might help you to see all of the ways that plants help you live and make your life better. Plants provide us with food. They help to make the air cleaner for us to breathe. They can be beautiful to look at. Now you will read three stories. These stories tell something about plants, flowers, and trees. As you read, think about how plants, flowers, and trees help you.

Think When You Read 1 How do plants, flowers, and trees help you?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Think When You Read DIRECTIONS: Now you will read about how to grow beans. Think about the steps you need to follow to grow healthy bean plants. Then you will answer questions about what you read.

The Earth Under Our Feet

Good Readers Identify the Genre: This is a functional/ everyday passage.

How to Grow Beans Step 1: Buy Seeds Buy seeds at a garden store or a farmers’ market.

Think When You Read 1 Would you like to plant beans? Tell why or why not.

Step 4: Get the Soil Ready Decide if you need fertilizer. Fertilizer is mixed into the ground to give plants food to eat. Fertilizing the ground too much can be bad. Some fertilizers are made from chemicals that

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

can hurt people. Beans grow well in most kinds of soil without fertilizer. If you have normal soil in your garden, then you don’t need fertilizer. If you have had problems growing plants in the past, add fertilizer to the soil before you plant. Step 5: Plant Your Beans Dig holes about 1 to 1–12 inches deep. Plant your bean seeds about 2 to 4 inches apart in rows. Bean plants grow tall! When you plant the seeds, put a pole next to each bean plant. As the bean plant grows, tie it to the pole. Step 6: Take Care of Your Bean Plants Water your bean plants a little once every day or two. Weed around your bean plants. When you see a weed, pull it out of the ground.

©Paige Roberts/dreamstime.com

Think When You Read 2 Would you like to plant beans? Tell why or why not.

Get rid of bugs. You can use chemicals, but they can hurt plants and people. If you don’t use chemicals, watch the plants. Remove each bug you find. Step 7: Pick Your Beans Your beans are almost ready when there are long bean pods on each plant. The pods are the parts of the plant that go around the bean. Different beans give different signs to show that they are ready to be picked. The pods of snap beans should be crisp when they are picked. Shell beans, like kidney beans, should be picked when the pods change color.

©Suzanne Tucker/dreamstime.com

Enjoy your beans! © RALLY! EDUCATION. NO

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

THINK READING STRATEGY FOR TEST TAKING You will now answer questions about the text you just read. You will answer the same questions twice. First, answer the questions without knowing the answer choices.

Think About the Question: Write what you think the answer is. Write what made you think that.

Think About the Question Good Test Takers

1 The word climate means the What do you think the answer to this question is?

Identify What Is Being Asked: This is a words and phrases question.

Good Test Takers Identify What Is Being Asked: This is an inferences and conclusions question.

What makes you think that?

2 Which step should you pay the most attention to if you have planted beans before? What do you think the answer to this question is?

What makes you think that?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

3 You do not need fertilizer if you What do you think the answer to this question is?

Good Test Takers Identify What Is Being Asked:

What makes you think that?

4 You should probably tie bean plants to a pole so that What do you think the answer to this question is?

This is a facts and details question.

Good Test Takers Identify What Is Being Asked:

What makes you think that?

5 After planting beans, what are two things you need to do to take care of them? What do you think the answer to this question is?

This is an inferences and conclusions question.

Good Test Takers Identify What Is Being Asked: This is a facts and details question.

What makes you think that?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

THINK READING STRATEGY FOR TEST TAKING You will now answer the same questions again. This time, answer choices will be provided for Questions 1– 4 (just as they would on a test). Choose the best possible answer to each question.

Think When You Answer:

Choose your answer from the choices given. Write why you chose that answer.

Think When You Answer Good Test Takers Eliminate Choices and Choose the Best Answer.

1 The word climate means the

A B C D

kind of weather in a place height of a grown plant pole you tie bean plants to food that you can give plants

Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

2 Which step should you pay the most attention to if you have planted beans before?

A B C D

Step 1 Step 3 Step 5 Step 6

Why did you choose your answer?

3 You do not need fertilizer if you

A B C D

live in a warm place live in a cold place have normal soil have a lot of soil

Why did you choose your answer?

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Good Test Takers Eliminate Choices and Choose the Best Answer.

4 You should probably tie bean plants to a pole so that

A B C D

they will not fall over you know when they are ready the soil gets more fertilizer the plant gets more water

Why did you choose your answer?

THINK READING STRATEGY FOR TEST TAKING Question 5 is not a multiple-choice question. Read the question again and the answer that is given. Write about how your answer on page 15 was the same as this answer. Or write how it was different from this answer.

Good Test Takers Support Answers with Facts and Details.

5 After planting beans, what are two things you need to do to take care of them? Answer: Any two of these three: Water them. Weed them. Get rid of bugs. How is this answer the same as or different from your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Think When You Read DIRECTIONS: Here is a story about a boy who works hard to make an idea become real. Read and think about the story. Then answer the questions about the story.

The Earth Under Our Feet

The Empty Lot Jordan was bored. It had rained all week. He stared out the window over the city traffic. Across from his apartment there was a lot. It was empty except for rocks and trash. “What are you doing?” asked his Uncle Isaiah. “Nothing,” said Jordan.

Good Readers Identify the Genre: This is a fiction passage.

“Nothing? You should do something,” said Uncle Isaiah. “What are you looking at?” “That empty lot,” said Jordan. “When I was your age, that lot was a garden. Then Mr. Hughes bought it and turned it into a parking lot. But I haven’t seen a car parked there in five years,” said Uncle Isaiah. “It’s too bad. It was a beautiful garden. Everyone in the neighborhood used to go there.” Think When You Read Jordan thought 1 What do you think Jordan is thinking about? how fun it would be to work and play in a beautiful garden full of flowers and vegetables.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Jordan’s face lit up. “I know what I’ll do! I’ll turn that lot into a garden!” said Jordan. “Good luck,” said Uncle Isaiah. “That’s a lot of work.” “Uncle Isaiah’s right,” thought Jordan. “I can’t do this alone. I need help.” Jordan jumped off the couch and grabbed the phone. He called his friend Pablo. He remembered that Pablo’s brother had a farm near the city. He told Pablo about his plan. He asked Pablo if his brother would give them some soil. Pablo called back ten minutes later with good news. “He’ll give us dirt and vegetables and flowers to plant,” said Pablo. Next, Jordan called Erica, whose mother owned a hardware store. “Do you think your mother would give us some shovels?” asked Jordan. ©iStockphoto.com/Demonoid

Erica called back ten minutes later with more good news.

Think When You Read 2 What do you think is going to happen next?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

“Not only will she give us shovels, but she’ll also give us stakes for growing tomatoes and beans,” said Erica. “Excellent,” said Jordan. Jordan spent the rest of the day calling his friends about the garden. Each of them was excited to help. Then, Jordan called Mr. Hughes. “Mr. Hughes,” said Jordan. “I’d like to turn your lot into a garden.” Jordan told him about his plan. “Jordan, I should not have turned it into a parking lot. No one ever wanted to park there anyway. I’d love it if you’d turn it back into a garden,” he said. The next day the rain stopped. Pablo’s brother came with a truck full of soil. Jordan’s friends were waiting with the shovels that Erica’s mother had Think When You Read given them. By the end of the day, they had worked in the new dirt all over the vacant lot.

3 How do you think Jordan feels about the garden?

Just then Uncle Isaiah walked up. “What’s going on here?” asked Uncle Isaiah. “We’re going to make a garden,” said Jordan. “We spread out the soil today. Pablo’s brother is going to bring vegetables and flowers tomorrow.” “Now that’s doing something!” said Uncle Isaiah.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

THINK READING STRATEGY FOR TEST TAKING You will now answer questions about the passage you just read. You will answer the same questions twice. First, answer the questions without knowing the answer choices.

Think About the Question: Write what you think the answer is. Write what made you think that.

Think About the Question Good Test Takers

1 Where does Jordan live? What do you think the answer to this question is?

Identify What Is Being Asked: This is a story elements (setting) question.

Good Test Takers Identify What Is Being Asked:

What makes you think that?

2 After Uncle Isaiah says the garden will be a lot of work, Jordan then What do you think the answer to this question is?

This is a sequence question. What makes you think that?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

3 Who gives Jordan the idea for the garden? What do you think the answer to this question is?

Good Test Takers Identify What Is Being Asked:

What makes you think that?

4 What will Jordan probably do the next day? What do you think the answer to this question is?

This is a facts and details question.

Good Test Takers Identify What Is Being Asked:

What makes you think that?

5 How does Jordan feel at the end of the story? What do you think the answer to this question is?

This is a prediction question.

Good Test Takers Identify What Is Being Asked:

What makes you think that?

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This is an inferences and conclusions question.

MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Think When You Answer:

Choose your answer from the choices given. Write why you chose that answer.

Think When You Answer Good Test Takers Eliminate Choices and Choose the Best Answer.

1 Where does Jordan live?

A B C D

on a farm in the country in a house with a big yard in an apartment in the city in a small town

Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

2 After Uncle Isaiah says the garden will be a lot of work, Jordan then

A B C D

calls his friend Pablo decides to make a garden looks out the window at the lot feels bored because of the rain

Why did you choose your answer?

3 Who gives Jordan the idea for the garden?

A B C D

Pedro Uncle Isaiah Pedro’s brother Erica’s mother

Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Good Test Takers Eliminate Choices and Choose the Best Answer.

4 What will Jordan probably do the next day?

A B C D

plant vegetables and flowers stay inside and play go to visit Pablo’s brother’s farm buy more shovels

Why did you choose your answer?

THINK READING STRATEGY FOR TEST TAKING Question 5 is not a multiple-choice question. Read the question again and the answer that is given. Write about how your answer on page 23 was the same as this answer. Or write how it was different from this answer.

Good Test Takers Support Answers with Facts and Details.

5 How does Jordan feel at the end of the story? Answer: He feels proud and happy. How is this answer the same as or different from your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Think When You Read DIRECTIONS: Now you will learn about some of the many ways that trees help us. Read and think about what you read. Then answer the questions.

The Earth Under Our Feet

Helpful Trees Trees do many things that make our lives better. Every day you eat, use, or breathe something from a tree. Some of the good things that trees do for us are easy to see. Trees give us many of the foods that we eat. Apples, oranges, and lemons come from trees. Many different nuts come from trees. The seeds of the cacao tree are dried, toasted, and then mashed into paste. This paste is used to make chocolate. Even chewing gum is made using trees!

Good Readers Identify the Genre: This is a nonfiction passage.

Wood from trees is used to make paper. Think of all of the paper you use for reading and writing. Imagine a world without paper.

Think When You Read 1 What is something that you eat or use that comes from a tree?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Trees are also used as shelter. Trees are cut down and turned into lumber. Builders use lumber to make houses. Some people plant trees to protect their houses from the wind and sun. Trees also do good things for us that are not easy to see. We need to breathe air to live. Air is made in part from a gas called oxygen. Every time we take a breath, we breathe oxygen into our lungs. When we breathe out, our bodies get rid of another gas called carbon dioxide. Other things also make carbon dioxide, like cars, Think When You Read planes, trains, and 2 What is another thing that trees are used for? factories.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

If air has too much carbon dioxide and not enough oxygen, it can hurt people, animals, bugs, and plants. This is where trees help us. Like people, trees breathe, too. They take air in through their leaves. When a tree breathes in air through its leaves, it uses the carbon dioxide. When the trees have used the carbon dioxide from the air, they give off oxygen. Forests with many trees clean carbon dioxide out of the air and put more oxygen back in. Remember, we need to breathe oxygen to live. Trees help us a lot, both in ways that we can see and ways that we cannot see.

Think When You Read 3 What do you like best about trees?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Think About the Question: Write what you think the answer is. Write what made you think that.

Think About the Question Good Test Takers

1 What is something that is not made from a tree? What do you think the answer to this question is?

Identify What Is Being Asked: This is a facts and details question.

Good Test Takers

What makes you think that?

2 What is a way that trees help us that we cannot see? What do you think the answer to this question is?

Identify What Is Being Asked: This is a facts and details question.

What makes you think that?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

3 What is one thing that trees get rid of for us? What do you think the answer to this question is?

Good Test Takers Identify What Is Being Asked:

What makes you think that?

4 Another good name for this story is What do you think the answer to this question is?

This is a facts and details question.

Good Test Takers Identify What Is Being Asked:

What makes you think that?

5 What might happen if there were no trees? What do you think the answer to this question is?

This is a main idea question.

Good Test Takers Identify What Is Being Asked:

What makes you think that?

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This is an inferences and conclusions question.

MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Think When You Answer:

Choose your answer from the choices given. Write why you chose that answer.

Think When You Answer Good Test Takers Eliminate Choices and Choose the Best Answer.

1 What is something that is not made from a tree?

A B C D

paper glass chocolate chewing gum

Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

2 What is a way that trees help us that we cannot see?

A B C D

They help make paper. They grow apples and nuts. They give off oxygen. They make chocolate.

Why did you choose your answer?

3 What is one thing that trees get rid of for us?

A B C D

paper food oxygen carbon dioxide

Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Good Test Takers Eliminate Choices and Choose the Best Answer.

4 Another good name for this story is

A B C D

“Help You Can and Can’t See” “Beautiful Trees and Flowers” “Where Does Food Come From?” “How Plants Grow”

Why did you choose your answer?

THINK READING STRATEGY FOR TEST TAKING Question 5 is not a multiple-choice question. Read the question again and the answer that is given. Write about how your answer on page 31 was the same as this answer. Or write how it was different from this answer.

Good Test Takers Support Answers with Facts and Details.

5 What might happen if there were no trees? Answer: We would not have paper or wooden houses. We’d have trouble breathing. How is this answer the same as or different from your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

Theme Question DIRECTIONS: The extended-response question below requires you to think about more than one of the passages you have just read. Read the question carefully and write your answer in the space provided. Use complete sentences, correct punctuation, and proper grammar. Be sure to answer each part of the question. EXTENDED-RESPONSE QUESTION THEME 1: THE EARTH UNDER OUR FEET What kinds of things do you need to plant a garden of vegetables and flowers? Why might someone want to plant a garden? Use details from the passages you have just read to support your answer.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: THE EARTH UNDER OUR FEET

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Guided Practice We Guide You

Theme 2: Mexico: Our Neighbor and Friend Foods from Mexico A Homecoming Good Ideas Get Around

Functional/Everyday Fiction Nonfiction

Theme 3: Making a Difference Homework Help at the Library A Letter from a Friend Louis Braille

Functional/Everyday Fiction Nonfiction

Theme 4: Explorers and Adventurers Make Your Own Compass The Buddy System Zheng He: A Great Chinese Explorer

ÂŠ RALLY! EDUCATION. NO

Functional/Everyday Fiction Nonfiction

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GUIDED PRACTICE: WE GUIDE YOU

Think Reading Strategy Review Remember to use the Think Reading Strategy for Reading Comprehension and Test Taking. There are three steps you must follow. The first step is completed when reading each passage. The second and third steps are completed when answering questions about each passage.

Reading the Passages

Think When You Read DIRECTIONS: Now you will read about foods from Mexico. Read and think about these foods. Then answer the questions about what you read.

Think When You Read As you read each passage, ask yourself questions. This will help you to better understand the passage and remember important details.

Mexico: Our Neighbor and Friend

Good Readers

Salsa Salsa comes from Mexico. There are many different kinds of salsa to try. This one is good over quesadillas.

Think—What do I think this passage will be about?

Time needed: 15 minutes You will need: • 1 small can of tomatoes or 1 cup of fresh tomatoes 1 cup green onions • _ 2 1 cup cilantro (a plant with small green leaves) • _ 4

• 3 serrano chilies (a kind of hot pepper)

Answering the Questions

1. Cut the tomatoes, onions, cilantro, and chilies into small pieces. (Be careful when you cut the chilies. They are hot. Wash your hands carefully when you finish cutting.) 2. Put everything in a blender. Think When You Read

After you have read each passage, answer questions about the passage. You will see the same set of questions twice. Think About the Question Read questions without the multiple-choice answers. Think about what each question is asking you. Write what you think the correct answer is. Explain why you think this is the answer. Think When You Answer Answer the same questions again. This time the questions appear as they would on a test. There are four answer choices for each multiple-choice question. Look back at what you wrote on the “Think About the Question” pages. This will help you answer each question correctly.

1 Does this look easy or hard to make? Write what you think.

3. Turn the blender on. Blend for one minute. 4. Serve or pour into a

THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Think About the Question DIRECTIONS: Questions 1–5 have to do with the passage you just read. Write what you think the answer is to each question. Then tell why you wrote the answer that you wrote. You will answer these questions again on the “Think When You Answer” pages that follow.

Good Test Takers

1 What you read tells mostly about What do you think the answer to this question is?

Think—What does a main idea question ask?

What makes you think that?

Think When You Answer 2

DIRECTIONS: Now look at Questions 1– 4 as they would appear on a test. Choose the best possible answer to each question. You may look back at T you wrote on the “Think About the Question” pages to help choose what the correct answer.

Good Test Takers Think—Can I eliminate any answer choices?

1 What you read tells mostly about

A B C D

why Mexican food uses beans and tomatoes how to make two kinds of Mexican foods why people like Mexican food a place you can find Mexican food where you live

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Introduction to Theme 2:

Mexico: Our Neighbor and Friend The country of Mexico is a neighbor of the United States. We have not always gotten along with Mexico. In the 1800s, the United States fought a war with Mexico. Mexico lost one-half of its land to the United States. Before that, parts of Texas, New Mexico, Oklahoma, California, and Arizona all belonged to Mexico. Today we live in peace with our Mexican neighbors. We trade many things. We share things to buy. We also share ideas. Many English words come from Spanish. Many types of food eaten in the United States come from Mexico. Some Mexicans live and work in the United States. Some Americans live and work in Mexico. Many Mexicans and Americans like to visit each other’s country. Now you will read three stories. These stories tell something about Mexico. As you read, think about what each story has to do with Mexico.

Think When You Read 1 What kinds of things do you think you will read about in the stories you are about to read?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Think When You Read DIRECTIONS: Now you will read about foods from Mexico. Read and think about these foods. Then answer the questions about what you read.

Mexico: Our Neighbor and Friend

Good Readers Think—What do I think this passage will be about?

Salsa Salsa comes from Mexico. There are many different kinds of salsa to try. This one is good over quesadillas. Time needed: 15 minutes You will need: • 1 small can of tomatoes or 1 cup of fresh tomatoes 1 cup green onions • _ 2 1 cup cilantro (a plant with small green leaves) • _ 4

• 3 serrano chilies (a kind of hot pepper) 1. Cut the tomatoes, onions, cilantro, and chilies into small pieces. (Be careful when you cut the chilies. They are hot. Wash your hands carefully when you finish cutting.) 2. Put everything in a blender. Think When You Read 1 Does this look easy or hard to make? Write what you think.

3. Turn the blender on. Blend for one minute. 4. Serve or pour into a jar. 5. Put any that is left over in the refrigerator.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Quesadilla Quesadillas can be made with corn or flour tortillas. They can be cooked in many different ways. You can fry them in a pan. You can cook them in the oven. When the cheese melts, the sides of the tortilla stick together. Time needed: 15 minutes You will need: 1 cup cheese • _ 2

• 1 tortilla (flat Mexican bread made of corn or flour) 1. Cut the cheese into small pieces. 2. Put it on a tortilla. 3. Fold the tortilla in half. 4. Cook until the cheese melts. 5. Eat.

©iStockphoto.com/Denise Torres

Think When You Read 2 Would you like your quesadilla with or without salsa? Tell why.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Good Test Takers Think—What does a main idea question ask?

1 What you read tells mostly about What do you think the answer to this question is?

What makes you think that?

2 From what you read, what could you guess that the

Good Test Takers Think—What does an inferences and conclusions question ask?

Spanish word salsa means in English? What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

3 In this passage, the word hot means What do you think the answer to this question is?

What makes you think that?

4 After you cut up everything for salsa, you should put it in a What do you think the answer to this question is?

Good Test Takers Think—What does a words and phrases question ask?

Good Test Takers Think—What does a sequence question ask?

What makes you think that?

5 When a quesadilla is cooked, the two sides of the tortilla stick together. What makes them stick? What do you think the answer to this question is?

Good Test Takers Think—What does a cause and effect question ask?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Think When You Answer DIRECTIONS: Now look at Questions 1–4 as they would appear on a test. Choose the best possible answer to each question. You may look back at what you wrote on the “Think About the Question” pages to help choose the correct answer.

Good Test Takers Think—Can I eliminate any answer choices?

1 What you read tells mostly about

A B C D

why Mexican food uses beans and tomatoes how to make two kinds of Mexican foods why people like Mexican food a place you can find Mexican food where you live

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

2 From what you read, what could you guess that the Spanish word salsa means in English?

A B C D

plant also salty sauce

Why did you choose your answer?

3 In this passage, the word hot means

A B C D

spicy not cold exciting cooked

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Good Test Takers Think—Can I eliminate any answer choices?

4 After you cut up everything for salsa, you should put it in a

A B C D

jar bowl blender refrigerator

Why did you choose your answer?

DIRECTIONS: Read Question 5 again and the answer that is given. Then write about how your answer was the same as this answer. Or write how it was different from this answer. You will need to look back at what you wrote on the “Think About the Question” pages.

Good Test Takers Think—What facts and details support my answer?

5 When a quesadilla is cooked, the two sides of the tortilla stick together. What makes them stick? Answer: The cheese melts and makes them stick. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Think When You Read DIRECTIONS: Here is a story about a girl named Sarah. Her aunt and uncle are coming back from Mexico. Read and think about the story. Then answer the questions about the story.

Mexico: Our Neighbor and Friend

A Homecoming I lay in my bed listening to the rain. I was supposed to be asleep, but I was waiting for Aunt Kate to come home. She and her new husband Amoldo were coming back from their trip. Aunt Kate lives in an apartment downstairs. Now Amoldo will live there, too. It will be fun to have them both here.

Good Readers Think—What do I think this passage will be about?

Two weeks ago, I went to their wedding. I had the best time. Everyone dressed up and danced. I met cousins I didn’t know I had. Amoldo is from Mexico City. Only some of his family and friends were able to come to the wedding. So Kate and Amoldo decided to go to Mexico. At about 10:00 P.M., I heard a car door shut. I sat up in bed and looked out the window. Kate and Amoldo were carrying their suitcases up the Think When You Read sidewalk. Amoldo 1 How does Sarah feel about Kate and Amoldo? had a bulky package wrapped in brown paper under his arm. Kate put the umbrella over Amoldo’s arm.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

She was trying hard to keep the package dry. The rain soaked both of them. I wanted to run downstairs to greet them, but I thought they might be tired. I could say hello in the morning. I closed my eyes shut. The next morning I hurried to get dressed. I wanted to stop by my aunt and uncle’s apartment before school. As I walked out the door, I almost tripped on a brown paper package. It was the package I saw Amoldo carrying last night. On the package was a card that said “Sarah.” It was for me! I ripped open the paper. Inside was a giant star covered with shreds of brightly colored tissue paper. Although the star was wider than I am, it was light. “What is this?” I wondered. Just then I heard Aunt Kate and Amoldo talking to my dad. Amoldo came into the hall where I stood with the star. “That’s a piñata,” he explained. “When we celebrate a special day in Mexico, we fill piñatas with treats and hang them up high. Children cover their eyes. Then they take turns swinging sticks at the piñata until one lucky child breaks it open. The children share the treats that fall to the ground.”

Think When You Read 2 What do you think Amoldo is carrying?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Aunt Kate walked over to us. “We have been busy with our wedding and trip, but we didn’t forget that your birthday is next week,” Kate said with a smile. “Amoldo thought this piñata would be perfect for your party.” “It will be the best party ever!” I cried. “Well, the next best after your wedding.” It really was going to be fun having Aunt Kate and Uncle Amoldo living downstairs.

Think When You Read 3 What do you think Sarah’s birthday party will be like?

John Souleles/dreamstime.com

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Good Test Takers Think—What does a sequence question ask?

Good Test Takers Think—What does an inferences and conclusions question ask?

1 What happened last in the story? What do you think the answer to this question is?

What makes you think that?

2 How does Sarah feel about Kate and Amoldo’s return? What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

3 How did Sarah know the package was for her? What do you think the answer to this question is?

What makes you think that?

4 What words describe Sarah’s piñata? What do you think the answer to this question is?

What makes you think that?

5 How can you tell that Sarah is special to Kate and Amoldo? What do you think the answer to this question is?

What makes you think that?

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Good Test Takers Think—What does a facts and details question ask?

Good Test Takers Think—What does an inferences and conclusions question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Good Test Takers Think—Can I eliminate any answer choices?

1 What happened last in the story?

A B C D

Kate and Amoldo went to Mexico. Kate and Amoldo got married. Kate and Amoldo came home. Kate and Amoldo gave Sarah a piñata.

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

2 How does Sarah feel about Kate and Amoldo’s return?

A B C D

angry nervous proud excited

Why did you choose your answer?

3 How did Sarah know the package was for her?

A B C D

Dad told her. Amoldo told her. It had her name on it. She asked for it.

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Good Test Takers Think—Can I eliminate any answer choices?

4 What words describe Sarah’s piñata?

A B C D

fun and heavy colorful and light lucky but soaked pretty but tiny

Why did you choose your answer?

Good Test Takers Think—What facts and details support my answer?

5 How can you tell that Sarah is special to Kate and Amoldo? Answer: They remembered her birthday. They brought her a present. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Think When You Read DIRECTIONS: Now you will learn more about the piñata. This story will tell you about the history and uses of the piñata. Think about what you read and then answer the questions.

Mexico: Our Neighbor and Friend

Good Ideas Get Around People around the world celebrate birthdays with food and songs. Some people think that the first person to have a birthday cake with candles lived in Germany. In the United States, many people sing the song “Happy Birthday” when they give someone a birthday cake. Two schoolteachers from Louisville, Kentucky, wrote the song in 1883. Now people sing the song in different languages around the world.

Good Readers Think—What do I think this passage will be about?

Another birthday idea that is making its way around the world is the piñata. The idea for the piñata may have come from China more than 700 years ago! The first Chinese piñatas were made from paste and paper. People filled them with seeds and other good things. Then they broke them open at parties to welcome spring. Think When You Read 1 What do you like at birthday parties?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Some people think that the explorer Marco Polo brought the idea for piñatas from China to Italy. Then the idea traveled to France and Spain. When Spanish people went to Mexico, they took the idea with them. Now, the piñata is used on many special days in Mexico. It is a favorite part of birthdays.

©iStockphoto.com/duckycards

Today, Mexican Indians make piñatas from thin baked clay. But most piñatas are made from colored paper and paste.

Think When You Read 2 What kind of piñata would you make?

The piñata can be made in any shape. Often a piñata is a favorite animal or a cartoon character, like a turtle or a mouse. First, strips

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

of paper are dipped into wet paste. Then they are pasted around a balloon filled with air. After the paste and paper dry, the balloon is popped. That leaves an empty space inside the piñata. The space can hold candy, small toys, and other things that are fun. Then the open space is closed with paper and paste. When it dries, it is painted or covered with tissue paper. The piñata is hung by a colored string or rope. It can hang inside from the ceiling of a room or outside from the limb of a tree. The idea is to use a stick to break it open so all of the candy and the toys fall to the ground. Then everyone scrambles to pick them up. At a party, guests take turns trying to hit the piñata with a big stick. Each guest who swings the stick is blindfolded. Before the guest swings, other guests spin him or her around. The guests who are watching try to move the piñata to make it harder to hit. All this makes the person with the stick look silly. Everyone has a good laugh. Now people around the world have Mexican piñatas at their parties. Even people in China fill piñatas with candy and toys for birthday parties. So good ideas get around. The world gets smaller and smaller as wonderful ideas like the “Happy Birthday” song and the Mexican piñata help people have birthday fun.

Think When You Read 3 Would you like to be the one who swings the stick? Why or why not?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Good Test Takers Think—What does a cause and effect question ask?

Good Test Takers Think—What does a facts and details question ask?

1 The writer thinks that people around the world use piñatas at parties because What do you think the answer to this question is?

What makes you think that?

2 To make your own piñata, you could use a What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

3 Mexican Indians make piñatas out of What do you think the answer to this question is?

What makes you think that?

4 The piñata came to Mexico from What do you think the answer to this question is?

What makes you think that?

5 Why do you think someone might not want to be the person who breaks open the piñata at a party? What do you think the answer to this question is?

What makes you think that?

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Good Test Takers Think—What does a facts and details question ask?

Good Test Takers Think—What does a sequence question ask?

Good Test Takers Think—What does an inferences and conclusions question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Good Test Takers Think—Can I eliminate any answer choices?

1 The writer thinks that people around the world use piñatas at parties because

A B C D

they were first used in Kentucky they are lots of fun people like to break things people can plant the seeds inside

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

2 To make your own piñata, you could use a

A B C D

balloon map candle cake

Why did you choose your answer?

3 Mexican Indians make piñatas out of

A B C D

seeds paper clay sticks

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Good Test Takers Think—Can I eliminate any answer choices?

4 The piñata came to Mexico from

A B C D

Spain Kentucky Italy France

Why did you choose your answer?

Good Test Takers Think—What facts and details support my answer?

5 Why do you think someone might not want to be the person who breaks open the piñata at a party? Answer: That person is blindfolded and looks silly. People might laugh. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

Where did the piñata first come from? How are piñatas made and what do they look like? How is the piñata used today? Use details from the passages you have just read to support your answer.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: MEXICO: OUR NEIGHBOR AND FRIEND

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Introduction to Theme 3:

Making a Difference There are many ways that people can make a difference in other people’s lives. For some, making a difference means always doing the things for other people that you would like people to do for you. This might mean being friendly, saying nice things, or helping other people when they need help. For others, making a difference means working at a job that helps people. There are many jobs that people can do to help others. You might help an older person do work in his or her yard or house. You might help younger students with their work for school. All of these things make a difference. All of them make our world a better place in which to live. Now you will read three stories. These stories tell something about people who helped others. As you read, think about what you could do to help other people.

Think When You Read 1 Tell about something that you or someone else does to help another person.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Think When You Read DIRECTIONS: Now you will read about how to get Homework Help at the library. Think about what you read. Then answer the questions.

Homework Help at the Library

Good Readers Think—What do I think this passage will be about?

What: Homework Help is a free and easy way to get help with your work for school. Older students will be at the library to help you and to answer your questions. Who: Students in grades 2–8 can come for help. What You Can Get Help With: Math, Reading, Writing, and Science When: Homework Help is Monday to Friday afternoons from 3:00 to 5:00. On Saturdays, Homework Help goes from 9:00 to 12:00 in the morning. Check the schedule to learn more. The schedule shows when you can get help in each subject. Where: At the Main Library in the Children’s Section Go to the information desk. Look for the blue “Homework Help” sign on the tables nearby.

Think When You Read 1 What do you think about Homework Help?

How: Come to the library. Bring your homework and questions. Questions: Call Lee Miller at 555-3254.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Homework Help Schedule Math

Reading

Writing

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Science

X X X

Sunday

©iStockphoto.com/Yin Yang

Think When You Read 2 Is this schedule easy or difficult to understand? Tell why you think so.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—What does a facts and details question ask?

Good Test Takers Think—What does an inferences and conclusions question ask?

1 What should you do if you want to go to Homework Help? What do you think the answer to this question is?

What makes you think that?

2 What question is not answered in what you read? What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

3 On what day can you get help in math, reading, writing, and science? What do you think the answer to this question is?

What makes you think that?

4 What does the flyer say you should bring to Homework Help besides your homework? What do you think the answer to this question is?

What makes you think that?

5 What is one thing you learn from reading the schedule? What do you think the answer to this question is?

What makes you think that?

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Good Test Takers Think—What does a facts and details question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—Can I eliminate any answer choices?

1 What should you do if you want to go to Homework Help?

A B C D

go to the library stay after school call Lee Miller sign up at the library

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

2 What question is not answered in what you read?

A B C D

How much does help cost? Who can get help? What is the reading helper’s name? Who can I call if I have questions?

Why did you choose your answer?

3 On what day can you get help in math, reading, writing, and science?

A B C D

Monday Tuesday Friday Saturday

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—Can I eliminate any answer choices?

4 What does the flyer say you should bring to Homework Help besides your homework?

A B C D

questions paper colored pen a schedule

Why did you choose your answer?

Good Test Takers Think—What facts and details support my answer?

5 What is one thing you learn from reading the schedule? Answer: What days I can get help with math. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Think When You Read DIRECTIONS: Here is a story about a girl who teaches a slave to read and write. Read and think about the story. Then answer the questions about the story.

Making a Difference

A Letter from a Friend Mary sat under a tree by the river. It was summer. Mary opened her letter. She looked at the date: August 8, 1860. More than a month had passed since she had seen Harriet. Mary had met Harriet when Harriet was doing washing at the river. She had not talked to Harriet before. Mary’s mother said she should not talk to the slave children. Mary could not see why she should treat Harriet differently from anyone else. She was curious and glad when she saw Harriet.

Good Readers Think—What do I think this passage will be about?

“What are you doing?” Mary asked. “The washing,” Harriet said. They started talking. Mary learned that Harriet’s mother and father both worked for Mary’s father. Harriet was scared. She had heard her mother might be sold. If she was, Harriet might not see her again. That night over supper, Mary asked her father, “Why can a slave be sold?”

Think When You Read 1 What do you think this story will be about?

Her father was irritated. “I don’t know who filled your head with a question like that,” he said. © RALLY! EDUCATION. NO

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

“Slaves are not like we are. We do not pay them because they need us to live. How would they live without us? They cannot learn. They cannot read or write.” Mary was quiet. She thought Harriet could learn. Mary decided not to tell her father about Harriet. The next day, she went to the river and waited. When Harriet came, Mary asked her, “Do you know how to read and write?” Harriet shook her head. “I just know my letters,” she said. Mary said she wanted to teach her. They agreed to meet every evening after supper in the barn. That night, Mary left quietly out the kitchen door. She brought her books, paper, pen, and ink with her. The first word she taught Harriet to read was her name. That spring, Mary taught Harriet to read and write. Harriet learned fast. By summertime she had read most of Mary’s books. Learning made her feel almost free. Then one night, Harriet asked Mary to teach her Mary’s address. “If I wanted to write a letter,” Harriet asked, “where would I send it?” Mary carefully wrote her address. The next night when Mary went to the barn, Harriet did not come to meet her. Mary wanted to ask her father, but she knew he would ask how she knew Harriet. She did not know how to explain. So, Mary Think When You Read kept quiet. She 2 What would you do if you wanted to teach someone worried until the to read? afternoon the letter arrived.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Mary sat under the tree and read the letter. It said:

Dear Mary, I knew you would worry. I am writing to tell you we are fine. We left for the North in the middle of the night. Mama said I couldn’t tell you we were leaving. We walked for miles through rivers and woods. We could not let anyone see us. Days later, we made it to the North. We are free! The people in the North say having slaves is bad for slaves and owners. We still work. We can’t live off freedom. But we are paid. I work for a family helping with their children. I even read to them. And now I don’t worry about Mama being sold away from me. Thank you for everything you taught me. I hope you will write me back. Your friend, Harriet Think When You Read 3 Do you think Mary will tell her father about this letter? Tell why or why not.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—What does a main idea question ask?

Good Test Takers Think—What does a words and phrases question ask?

1 What is another good name for this story? What do you think the answer to this question is?

What makes you think that?

2 In this story, the word irritated means What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

3 How did Mary feel after she read the letter? What do you think the answer to this question is?

What makes you think that?

4 Why did Mary and Harriet meet in the barn at night? What do you think the answer to this question is?

What makes you think that?

5 Why did Mary teach Harriet how to read and write? What do you think the answer to this question is?

What makes you think that?

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Good Test Takers Think—What does a cause and effect question ask?

Good Test Takers Think—What does an inferences and conclusions question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—Can I eliminate any answer choices?

1 What is another good name for this story?

A B C D

“Washing Clothes by the River” “Schools: Then and Now” “Two Kinds of Freedom” “Jobs for Young People”

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

2 In this story, the word irritated means

A B C D

hungry sick happy angry

Why did you choose your answer?

3 How did Mary feel after she read the letter?

A B C D

angry at Harriet for leaving worried about how Harriet was hopeful Harriet would come back happy Harriet was safe

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—Can I eliminate any answer choices?

4 Why did Mary and Harriet meet in the barn at night?

A B C D

They did not want anyone to know they were meeting. Mary kept her books there. They liked spending time with the animals. Mary’s father could make sure they were safe there.

Why did you choose your answer?

Good Test Takers Think—What facts and details support my answer?

5 Why did Mary teach Harriet how to read and write? Answer: Mary wanted to help Harriet become free. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Think When You Read DIRECTIONS: Now you will read about the life of Louis Braille. Read and think about how Louis Braille made a difference in the lives of many people. Then answer the questions.

Making a Difference

Louis Braille The year was 1812. In a small town in France, a young boy played with his father’s tools. A sharp tool slipped. It hit the boy’s eye. Days later, the boy lost his sight in both eyes. He became blind. The boy’s name was Louis Braille. He was just three years old when he had his accident. Who could have known that this bad accident would change history?

Good Readers Think—What do I think this passage will be about?

Learning to live without sight was very hard. His family tried to help Louis live a normal life. His father made him a cane. Louis waved it in front of him while he walked. That way, he could tell if anything was in his way. Louis went to school with other children who could see. It was hard because he could not read from books. He was smart, though, and good at remembering things.

Think When You Read 1 How could an accident possibly change history?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

The school in his small town did not have enough of the things Louis needed. He heard about a school in Paris that was a special school just for blind students. It was the first school for the blind in the world. He and his family decided that he should go there. He came to the school for the blind when he was 10 years old. He asked the teachers if they had any books that blind people could read. They did have books for the blind, but very few. The letters were large and raised up off the page. Because the letters were so big, each word took a lot of space. Not very many words could Think When You Read fit on each page. The books were very 2 What do you think would be different at a school for large. They cost a lot the blind? of money. It was also hard for a blind person to read these books. It took a long time to feel each letter and to read every sentence. Louis thought there must be a better way for blind people to read.

©iStockphoto.com/Timmy

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Louis wanted to make reading as easy and fast as it was for people who could see. Early in the morning and late at night when he was not in class, he worked on a code. He used dots in different places for each letter of the alphabet. The dots were raised off the page so that blind people could feel them with their fingers. He made the code for each letter very different. It was easier to feel them than to feel the actual letter. It was 1824 and Louis was only 15 years old when he invented this new way for blind people to read. Louis went on to teach at the school for the blind. When he died in 1852, he told his friends that he had done what he wanted to do in his life. At that time, few people knew about Louis’s new way of reading. Within the next fifty years, though, blind people all over the world began reading this way. His way of reading and writing became known as Braille. Louis Braille changed history. He made the lives of blind people everywhere better by opening the world of reading to them.

Think When You Read 3 What do you think it would be like to read this way?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—What does a facts and details question ask?

Good Test Takers Think—What does a words and phrases question ask?

1 To read Braille, a blind person has to What do you think the answer to this question is?

What makes you think that?

2 In this story, the word code means What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

3 How old was Louis Braille when he made Braille? What do you think the answer to this question is?

What makes you think that?

4 How did Louis Braille probably feel at the end of his life? What do you think the answer to this question is?

What makes you think this is a possible answer?

5 What are two ways that books written for the blind in Braille are better than books written the old way with large raised letters?

Good Test Takers Think—What does a facts and details question ask?

Good Test Takers Think—What does an inferences and conclusions question ask?

Good Test Takers

What do you think the answer to this question is?

What makes you think that?

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Think—What does a compare and contrast question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—Can I eliminate any answer choices?

1 To read Braille, a blind person has to

A B C D

read big letters listen to a teacher feel dots on a page use special glasses

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

2 In this story, the word code means

A B C D

color pictures on a page a rule for how to act work done for school a way of giving information

Why did you choose your answer?

3 How old was Louis Braille when he made Braille?

A B C D

10 15 18 24

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

Good Test Takers Think—Can I eliminate any answer choices?

4 How did Louis Braille probably feel at the end of his life?

A B C D

proud of finding a way to make people’s lives better sorry he did not do more to help happy because Braille was being used around the world sad that he couldn’t do what he wanted

Why did you choose your answer?

Good Test Takers Think—What facts and details support my answer?

5 What are two ways that books written for the blind in Braille are better than books written the old way with large raised letters? Answer: Books written in Braille cost less and are easier and faster to read. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

In the passages you just read, two of the characters, Mary and Louis, help someone to read. How do each of them do this? Who does each one help? Do you think that they are both happy about what they have done? Explain why or why not. Use details from the passages you have just read to support your answer.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: MAKING A DIFFERENCE

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Introduction to Theme 4:

Explorers and Adventurers Humans have always traveled from one place to another. Sometimes people need a better place to live. Sometimes people want to learn about different places and people. Sometimes people are looking for an adventure. Hundreds of years ago, there was still a lot to be learned about Earth. Explorers sailed the oceans in search of new lands. Today there are very few places that people have not visited. Humans have been to places all over Earth. And now they are traveling into space. People continue to look for adventures. It may be part of being a person to want new experiences and new challenges. Now you will read three stories. These stories tell about exploration. As you read, think about why people want to explore new places.

Think When You Read 1 What part of the world would you like to explore?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Think When You Read DIRECTIONS: Now you will learn how to make your own compass. Think about what you read and then answer the questions.

Explorers and Adventurers

Good Readers Think—What do I think this passage will be about?

Make Your Own Compass People who explore need a way to know where they are going. Maps help, but what if you are in a place without buildings or roads? Then you need to know when you are going north, south, east, or west. A compass can help. A compass shows you which way is north. Then you can figure out which way you need to go. What you need: a sewing needle a magnet* tape a piece of cork (or something else light that can float) a wide bowl or glass filled with water

Think When You Read

*Magnets stick to metal.

1 Does it seem like this compass will be easy or hard to make? Tell why you think so.

You see them most often on refrigerator doors. You can buy them at stores that sell things for offices or for art projects.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

How to make your compass: 1. Remember that a needle is very sharp, so you might need help with this. Hold your needle. Rub the magnet against it. Rub only one way. Do not rub back and forth or up and down. Do this for 30 seconds without stopping. This will magnetize your needle. This means it will make your needle like a magnet. 2. Tape your needle to the middle of the top of your piece of cork. 3. Now your needle needs to be able to move. Float the cork with the needle in the center of your bowl or glass. 4. Hold your bowl or glass and walk around. The point of the needle will always point north. Find north. Then you are ready to explore!

©iStockphoto.com/DNY59

Think When You Read 2 Would this be a good compass to bring with you on a long trip? Tell why or why not.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Good Test Takers Think—What does a facts and details question ask?

Good Test Takers Think—What does a sequence question ask?

1 A compass helps you find your way because it shows What do you think the answer to this question is?

What makes you think that?

2 What do you do first to make a compass? What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

3 These directions say you might need help when you What do you think the answer to this question is?

What makes you think that?

4 When you have what you need, how long would it probably take to make this compass? What do you think the answer to this question is?

What makes you think that?

5 Why do you have to put the compass you made into water? What do you think the answer to this question is?

What makes you think that?

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Good Test Takers Think—What does a facts and details question ask?

Good Test Takers Think—What does an inferences and conclusions question ask?

Good Test Takers Think—What does a cause and effect question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Good Test Takers Think—Can I eliminate any answer choices?

1 A compass helps you find your way because it shows

A B C D

which way north is which way water is where the closest streets are where there are tall buildings

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

2 What do you do first to make a compass?

A B C D

put your cork into water tape your needle on the cork make your needle like a magnet read your compass

Why did you choose your answer?

3 These directions say you might need help when you

A B C D

magnetize your needle put the cork in the water float your compass try to read your compass

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Good Test Takers Think—Can I eliminate any answer choices?

4 When you have what you need, how long would it probably take to make this compass?

A B C D

a few seconds a few minutes a few hours a few days

Why did you choose your answer?

Good Test Takers Think—What facts and details support my answer?

5 Why do you have to put the compass you made into water? Answer: It needs to be able to move easily to point north. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Think When You Read DIRECTIONS: Here is a story about a girl who takes a special trip. She gets to explore the inside of a cave. Read and think about the story. Then answer the questions about the story.

Explorers and Adventurers

Good Readers

The Buddy System July 22 I’m in Arizona with my friend, Lei, and my mom and dad. Mom said I should write down what happens on our trip so I will remember it. I don’t have much to write yet. In two days we are going to walk in a cave. I’ll have something to write that night!

Think—What do I think this passage will be about?

July 23 Today we met our cave group. There is another kid our age with his mom and dad. His name is Xavier. He’s been caving lots of times. He said it might be hard for us, but not for him. Our group leader, Hannah, taught us about caves and safety. She told us to use the buddy system. One person always knows where the other person is. Lei said, “Jennie and I want to be buddies!” Hannah Think When You Read said yes. 1 Would you like Xavier? Why or why not?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

July 24 You’ll never believe what happened today! Lei, Xavier, and I were walking together. Our parents were far behind us. Hannah was in front. She turned and said, “The path splits into two paths here. I am going to go make sure it is not too wet for us. Stay here. Wait for your parents.” She went ahead on one of the paths. Lei, Xavier, and I sat down to wait. After a minute, Xavier said, “Forget it. I don’t need a buddy.” With that, he ran after Hannah. A few moments later we heard a cry. “What was that?” I asked. “It sounded like Xavier,” said Lei. Lei went back to look for our parents. I took my light and went down the path that Xavier was on. The path looked dark. I was scared. I walked slowly. The ground was wet. I was afraid I might slip. Then I heard Xavier again. “Help me, Jennie!” he cried. I moved my light over the walls of the cave. I saw him sitting next to the wall. He had fallen in a ©Cstari/dreamstime.com crack in the floor of the cave. His foot was stuck under a rock. The rock was too heavy for me to Think When You Read lift. I told him to wait. I went back to 2 What would you have done if you were in the cave? get help. I tried to stay calm.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

On the way, I met the group. Lei had found them. My mom and dad were so happy to see me. Together, we went to where Xavier was stuck. Hannah had come back and found Xavier, too. We lifted the rock off his foot. His foot was hurt. He had to put one arm around his mom and one around his dad just to walk out of the cave. July 25 After yesterday, it felt funny to be in the sun. We spent the day walking around. It was beautiful, but not as exciting as our day in the cave. Even so, my parents did not leave us alone all day. That was fine with me. The cave had taught me to be happy to use the buddy system.

©iStockphoto.com/petrograd99

Think When You Read 3 Why do you think her mom and dad did not leave her alone?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Good Test Takers Think—What does a facts and details question ask?

Good Test Takers Think—What does a cause and effect question ask?

102

1 How do Lei and Jennie know Xavier? What do you think the answer to this question is?

What makes you think that?

2 Why does Hannah leave the kids? What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

3 What kind of person is Xavier? What do you think the answer to this question is?

What makes you think that?

4 Why was this story written? What do you think the answer to this question is?

What makes you think that?

5 This story teaches a lesson. What lesson does it teach? What do you think the answer to this question is?

What makes you think that?

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Good Test Takers Think—What does an inferences and conclusions question ask?

Good Test Takers Think—What does an author’s purpose question ask?

Good Test Takers Think—What does an inferences and conclusions question ask?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Good Test Takers Think—Can I eliminate any answer choices?

1 How do Lei and Jennie know Xavier?

A B C D

They go to school together. They live next to each other. They met on the trip. They are cousins.

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

2 Why does Hannah leave the kids?

A B C D

She goes to help Xavier’s mom. She wants to see if it is too wet. She goes to find Xavier. She is lost and wanders off.

Why did you choose your answer?

3 What kind of person is Xavier?

A B C D

He helps a lot. He thinks he knows a lot. He is good on a team. He is smart and brave.

Why did you choose your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Good Test Takers Think—Can I eliminate any answer choices?

4 Why was this story written?

A B C D

Jennie wanted to write down what happened on her trip. Xavier wanted to brag about how brave he was in the cave. Hannah wanted to tell people to use the buddy system. Lei wanted to write a letter home to her mother.

Why did you choose your answer?

Good Test Takers Think—What facts and details support my answer?

106

5 This story teaches a lesson. What lesson does it teach? Answer: You are safer with someone else than alone. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Think When You Read DIRECTIONS: Now you will learn about Zheng He. Zheng was a great Chinese explorer who lived a long time ago. Read and think about what you read. Then answer the questions.

Explorers and Adventurers

Zheng He: A Great Chinese Explorer China is a place where many important inventions were made. The first paper, printing press, and guns were made in China. China is not well known as a land of people who traveled to other places. But at one time, China was the home of the greatest explorer.

Good Readers Think—What do I think this passage will be about?

Zheng He was born in the south of China in 1371. At that time, China was led by a person called an emperor. Yongle was the emperor of China during Zheng He’s life. When Zheng He was young, he was taken to the emperor’s court. Emperor Yongle came to trust him. He asked Zheng He to do an important job for China. Think When You Read 1 What are some other things you know about China?

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Emperor Yongle was proud of China. He thought China was the strongest and best country in the world. He wanted everyone to know how great China was. He ordered the people to build a fleet of ships to sail around the world. He put Zheng He in charge of the ships. Zheng He took the ships to sea around 1405. There were over 20,000 men working on the ships. Some of the men knew how to sail. Others were doctors to help the sick.

Think When You Read 2 What kind of person would a good explorer have to be?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

Some were people who knew different languages. Some were astronomers who looked at the stars to tell where the ships were. To keep the ships going the right way, Zheng He used a compass made with a magnet that told him where the ships were sailing. Zheng He made seven different trips and went to India, Thailand, Sri Lanka, and Africa. Each of his trips took two or more years. The trips to Africa covered about 8,000 miles. At that time, no other ship had sailed that far. Zheng He’s trips did what Emperor Yongle wanted. The trips taught people in many lands about the greatness of China. However, not everyone was happy. Some people thought the trips cost too much money. Other people thought that China should keep to itself. Think When You Read When Emperor Yongle died, people 3 How do you think Zheng He felt about his life and work? spoke out against Zheng He’s trips. Zheng He took only one more trip. He died on the way home. The great Chinese ships never went to sea again. The new rulers of China made a new law. The law said that Chinese people could not build boats to go to sea. The new rulers threw away Zheng He’s notes from his trips. This is why we know China as a place of many inventions, but not a place of great explorers.

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Good Test Takers Think—What does an author’s purpose question ask?

Good Test Takers Think—What does a facts and details question ask?

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1 The writer wrote this story mostly to tell What do you think the answer to this question is?

What makes you think that?

2 China is not well known for What do you think the answer to this question is?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

3 Emperor Yongle sent Chinese ships to sea because he wanted What do you think the answer to this question is?

What makes you think that?

4 In this story, astronomers are people who What do you think the answer to this question is?

What makes you think that?

5 How did China feel about explorers after Zheng He died? What do you think the answer to this question is?

Good Test Takers Think—What does a cause and effect question ask?

Good Test Takers Think—What does a words and phrases question ask?

Good Test Takers Think—What does a summarize question ask?

What makes you think that?

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Good Test Takers Think—Can I eliminate any answer choices?

1 The writer wrote this story mostly to tell

A B C D

why Zheng He is important when Emperor Yongle lived how you could be an explorer what China is well known for

Why did you choose your answer?

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2 China is not well known for

A B C D

creating paper doing printing making the first guns having explorers

Why did you choose your answer?

3 Emperor Yongle sent Chinese ships to sea because he wanted

A B C D

to show everyone how great China was to send Zheng He out of China to learn things from other places to make money by sending ships to other places

Why did you choose your answer?

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Good Test Takers Think—Can I eliminate any answer choices?

4 In this story, astronomers are people who

A B C D

help the sick speak different languages are able to sail boats know about the stars

Why did you choose your answer?

Good Test Takers Think—What facts and details support my answer?

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5 How did China feel about explorers after Zheng He died? Answer: China did not want any more explorers. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: EXPLORERS AND ADVENTURERS

What are some reasons why people explore? What suggestions would you make to someone who wants to go exploring? Use details from the passages you have just read to support your answer.

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Independent Practice On Your Own Theme 5: Dogs and People Choose the Right Dog for You Big Dog, Little Dog Dogs at Work

Functional/Everyday Fiction Nonfiction

Theme 6: The First Americans Build Your Own Dream Catcher The Bluebird and Coyote The Anasazi

Functional/Everyday Fiction Nonfiction

Theme 7: Nature’s Power Fire Safety: How to Get Out Alive! The Storm Fighting Fire with Fire

Functional/Everyday Fiction Nonfiction

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Using the Think Reading Strategy on Your Own Now you will read stories and answer questions like those on reading tests. This section will allow you to practice using the Think Reading Strategy for Test Taking. Practicing will help you do your best when you take a test. These stories do not have boxes with questions in them. However, you should still think while you read. As you read, think about . . . • what the stories are mostly about, • what the stories remind you of, and • what might happen next in the story. Also think about . . . • how the stories are the same as or different from other stories you have read, and • how things that happen in these stories are like things that have happened to you. Then, answer the questions. Most of the questions have answer choices with them. Follow these steps to choose the best answer for each question: 1. Before you look at the answer choices, make sure you know what each question is asking. 2. Think of your own answer for the question. 3. Choose an answer from the choices.

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INDEPENDENT PRACTICE: ON YOUR OWN

Introduction to Theme 5:

Dogs and People Dogs and people have lived together for a long time. Dogs and people help each other in many ways. Read the passages that follow to learn more about dogs and people.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

DIRECTIONS: Now you will read three stories about different dogs. Read and think about each story. Then answer the questions.

Good Readers Good Readers ask themselves questions about what they are reading and take notes:

Dogs and People

Choose the Right Dog for You Bulldog Size: Short (13 to 15 inches) but heavy (40 or 50 pounds) Activity: Bulldogs are slow. They are not very active. Housing: Can be kept inside, or outside if protected What They’re Like: Their name sounds scary, but bulldogs are very friendly. Chihuahua Size: 6 to 9 inches tall and less than six pounds Activity: Chihuahuas are active, but they also like to sit on people’s laps. Housing: Should be kept inside and kept warm What They’re Like: Chihuahuas are very loving and friendly. They like attention.

Saint Bernard Size: Tall and heavy (120 to 200 pounds) Activity: Saint Bernards are strong and active dogs. Housing: Can be kept inside, or outside if protected What They’re Like: Saint Bernards are friendly, but because of their size, they should not be left alone with children. Greyhound Size: Tall (25 to 27 inches) and thin (60 to 70 pounds) Activity: Greyhounds are racers. They like to run, but they can be still, too. Housing: Should be kept inside where it is warm What They’re Like: Greyhounds are friendly, gentle, and easy to live with.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 If you live in a small apartment, which dog would be best?

A B C D

Bulldog Chihuahua Saint Bernard Greyhound

Why did you choose your answer?

2 Which dog is not a good choice for a family with small children?

A B C D

Bulldog Chihuahua Saint Bernard Greyhound

Why did you choose your answer?

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3 What is one thing that is true about all of these dogs?

A B C D

They are big. They are small. They are friendly. They must be kept warm.

Why did you choose your answer?

4 If you wanted to find more facts like these, you should

A B C D

visit a dog race track go to a park to watch dogs look in a book about dogs read a dictionary

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

5 If you want a dog to sit on your lap and sleep with you, which of the four dogs would you choose? Tell why.

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

Good Readers Good Readers ask themselves questions about what they are reading and take notes:

Dogs and People

Big Dog, Little Dog As Michael sat in the car on the way to the animal shelter, he thought about what kind of dog he would get. He wanted a big dog. His friend, Juan, had a big German shepherd named Chico. Chico played fetch with a ball. But Michael’s father said their house was too small for a big dog. At the shelter, Michael’s dad pointed to a little brown dog with a long body and short legs. “What do you think?” “It looks like a hot dog,” said Michael. “Her name’s Baby. She is a dachshund,” said the woman helping them. “They’re great dogs and very friendly.” “We’ll take her,” said Michael’s dad, ignoring Michael’s unhappy look. The next day Michael took Baby to the park to play with Juan and Chico. “That’s the smallest dog I’ve ever seen,” said Juan. “Does Baby want to play?” he asked, throwing the ball. Chico ran after it, caught it, and brought it back. “Let’s see,” said Michael. He threw the ball. Baby just looked up at him.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

Juan and Michael threw the ball for Chico while Baby watched. Then Juan threw the ball and it fell down a little hole in the ground. Chico tried, but couldn’t get the ball.

Good Readers take notes:

“What are we going to do?” said Juan. Before Michael could answer, Baby ran into the hole. All they could see was the little dog’s tail sticking out. “What’s she doing?” asked Juan. All of a sudden she popped out of the hole with the ball in her mouth. “See what a small dog can do,” Michael said with a smile.

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 Where did Michael get his new dog, Baby?

A B C D

from his friend, Juan from his mother at the animal shelter at a pet store

Why did you choose your answer?

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2 Why couldn’t Chico get the ball from the hole?

A B C D

He was too big. He was too slow. He could not see it. He did not want to play.

Why did you choose your answer?

3 How does Michael feel about Baby at the end of the story?

A B C D

unhappy proud worried shy

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

4 This story is most like a

A B C D

fairy tale tall tale history story true story

Why did you choose your answer?

5 How did Michael’s feelings change in this story?

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

Dogs and People

Good Readers Good Readers ask themselves questions about what they are reading and take notes:

Dogs at Work Dogs and people have lived together almost 10,000 years. Some people say that dogs are people’s best friends. Dogs are not just our friends. Dogs also help us in many ways. Helping Dogs With a guide dog, a person who cannot see can go almost anywhere. Dogs also help people who cannot hear. A dog can let a deaf person know about important sounds, like the doorbell, an alarm clock, or a fire alarm. Dogs also help people’s health and feelings. Petting dogs makes people healthier. It also can make people feel happy and relaxed. Police Dogs Some dogs work as police dogs. They find and catch people who have done crimes. Dogs are good at this work because they have a better sense of smell and hearing than people do. Rescue Dogs In the winter, snow can break off and slide down a mountain. The snow covers everything in its path. It can trap a person skiing or walking. In an earthquake, a building might fall down. Someone in the building might be trapped. Dogs use their noses to find people. So far, people have not been able to make a machine that can smell as well as a dog can! Dogs are good workers and helpers for many reasons. They have a strong sense of smell. They are smart. They protect the people they are close to. They are always willing to give us a hand. Take care of dogs, and dogs will take care of you!

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 This story is mostly about

A B C D

the history of dogs dogs who fight crime how dogs help people why dogs help people

Why did you choose your answer?

2 Why are dogs good at finding lost people?

A B C D

Dogs can see very well. Dogs have an excellent sense of smell. Dogs love people so much. Dogs always try to protect people.

Why did you choose your answer?

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3 Dogs have been around people for thousands of years because

A B C D

they live so long people are afraid of them they have been so useful people are not as smart as dogs

Why did you choose your answer?

4 When the writer says that dogs are “willing to give us a hand,” this means that dogs

A B C D

have hands are ready to help would clap if they could are good at carrying things

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: DOGS AND PEOPLE

5 Why would a hospital or a home for older people have dogs visit?

Why do you think this is the answer?

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What are some ways people help dogs? What are some ways dogs help people? Use details from the passages you have just read to support your answer.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

Introduction to Theme 6:

The First Americans Long before any people from Europe came to live in the United States, Native Americans lived on the land. Read the pages that follow to learn more about Native Americans and their way of life.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

DIRECTIONS: Read these three pieces about the first Americans. Read and think about each piece and answer the questions.

The First Americans

Good Readers Good Readers ask themselves questions about what they are reading and take notes:

Build Your Own Dream Catcher Some Native Americans believe that you should hang a dream catcher over your bed. A dream catcher is like a web. It catches bad dreams, but good dreams still float through. You will need: • One stick* • Wire • String • Beads • Feathers *The stick should be about one foot long. It can be made of plastic, wood, or anything that can bend easily.

1. Bend your stick into the shape of a circle. Bend the wire around the ends of your stick to hold your stick in the shape of a circle. You might need help to do this.

2. Cut a piece of string. Tie one end to the stick circle. Put a few beads on the string. Pull the free end of the string across your stick circle. Wind it around the stick.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

3. Put more beads on your string. Pull the free end of the string across the circle. Wind it around the stick. Do this over and over.

Good Readers take notes:

4. Cut two or three shorter pieces of string. These pieces will hang down from the bottom of your dream catcher. Tie the short pieces of string to the stick. Put beads on each piece of string. Tie a feather to the end of each string. 5. Hang the dream catcher over your bed. Sleep well!

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 The wire is used to

A B C D

make your dream catcher look nice help the beads stay on the strings hang feathers from your dream catcher keep the ends of your stick together

Why did you choose your answer?

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2 The last step is to

A B C D

bend wire around the ends of your stick put beads on a piece of string hang the dream catcher over your bed tie feathers to the ends of the strings

Why did you choose your answer?

3 A dream catcher will look like a

A B C D

cat’s tail spider’s web small kite little tree

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

4 If you wanted to find more ideas like this, you should

A B C D

read a book of stories about Native Americans look in a book about how to make things think about your dreams look in a cookbook

Why did you choose your answer?

5 Why would someone hang a dream catcher over his or her bed?

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

Good Readers Good Readers ask themselves questions about what they are reading and take notes:

The First Americans

The Bluebird and Coyote Here is a Native-American story about how the bluebird got its color—and how coyote got his. Long ago, there was a lake where no water came in and no water went out. The bluebird decided to take its baths in this lake. In the morning, the bird woke up and took four baths. It did this for five mornings. Each time the bird sang a special song. The song went like this: There is a lake with blue water there. I took a bath, and now I am blue. On the fourth morning, the bird lost all of its feathers. But then, on the fifth morning, the bluebird came out with new feathers that were a beautiful color of blue. Now, long ago, Coyote was green, as green as the grass that grows in the fields. Coyote had been watching the bluebird. He said, “How did you do that? You were ugly, but now you are beautiful. I would like to be blue, too.” So, the bird told him what to do. “Go in the lake four times each morning for five days. Sing the special song. On the last morning, you will be blue.” So, Coyote did what the bird had told him. On the last day, he came out of the water as blue as a bluebird. He was

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

so proud of himself. He thought he looked beautiful. He walked through the woods and told all of the other animals how fine he looked. He was so busy thinking about himself that he did not pay any attention at all to where he was walking. He tripped over the roots of a tall tree and fell straight into the dirt. The dust covered him and turned him brown. And that is why coyotes today are brown like the dirt.

Good Readers take notes:

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 Coyote went in the lake because he wanted to

A B C D

eat the bluebird turn blue like the bird wash dirt off himself go swimming

Why did you choose your answer?

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2 What is something that is real in this story?

A B C D

Coyote was green. Coyotes today are brown. Bluebirds can talk in words. Bluebirds turned blue from a lake.

Why did you choose your answer?

3 This story is most like a

A B C D

science book folk tale true story poem

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

4 What is the best way to find out more about coyotes?

A B C D

Listen to the songs of a bluebird. Take a walk in the woods. Swim in a blue lake. Read a book about animals.

Why did you choose your answer?

5 What lesson does this story teach?

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

The First Americans

Good Readers Good Readers ask themselves questions about what they are reading and take notes:

The Anasazi In some of the cliffs in the southwestern United States today, you can see the cliff houses and rock pictures of some of the earliest Americans. These people were the Anasazi. Anasazi is a Navajo word that means “the ancient ones.” The word ancient means very old. The Navajo people are Native Americans who think they came from the Anasazi. Around the year 550, the Anasazi came to what is now known as the Four Corners. The Four Corners is the place where the corners of Utah, Colorado, New Mexico, and Arizona meet. For hundreds of years, the Anasazi farmed and hunted there. They lived in flat, grassy places. Then, between 1200 and 1250, the Anasazi moved their houses into the sides of steep mountain walls. From their cliff houses, the Anasazi had to use ladders or climb on rocks to get to the flat land where they grew their food. Around 1300, almost 200 years before Christopher Columbus came to America, the Anasazi left. They never came back. They might have left because of a drought. For about 25 years, the place where they lived had little rain. It might have been hard to grow enough food to live. Scientists have studied the houses, tools, baskets, pots, clothes, and bones left from the Anasazi. But, there are things we do not know. Why did the Anasazi build their houses on the walls of steep cliffs? Why did they leave those houses less than one hundred years later? You can still see what is left of the Anasazi’s cliff houses. You can see pictures they made in the rocks. When you walk by the cliffs, you can think of the lives of these people who lived so long ago.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 Another good name for this story is

A B C D

“Ancient Americans” “The Navajo Today” “The Southwest” “Different Houses”

Why did you choose your answer?

2 When did the Anasazi leave the Four Corners area?

A B C D

around 550 around 1200 around 1300 around 1500

Why did you choose your answer?

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3 In this story, the word drought means a

A B C D

rocky mountain sickness or disease time with little rain group of people

Why did you choose your answer?

4 Scientists know about the Anasazi because they

A B C D

looked at pictures of them read the books they wrote studied the things they left talked to their children

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

5 What reason do scientists think caused the Anasazi to leave their cliff homes?

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: THE FIRST AMERICANS

Which of the passages you just read is an example of fiction? Which of the passages is an example of nonfiction? Explain how you know. Use details from the passages you have just read to support your answer.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: NATURE’S POWER

Introduction to Theme 7:

Nature’s Power Nature can be very powerful. People need to learn how to stay as safe as possible when nature shows its power. Read the pages that follow to learn about different ways to stay safe.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: NATURE’S POWER

DIRECTIONS: Now you will read three pieces about nature’s power. Read and think about each piece. Then answer the questions.

Good Readers Good Readers ask themselves questions about what they are reading and take notes:

Nature’s Power

Fire Safety: How to Get Out Alive! The best way to be safe in a fire is to be ready. Here are things you can do to be ready in case of a fire in your home. 1. Make a plan: Draw a map of your home. Show the ways out. Find a home base. Your home base is a spot outside where you and your family will meet when you are safely outside. 2. Use fire alarms: Fire alarms are the best way to let you and your family know of a fire in the home. Make sure you have a fire alarm on each floor. 3. Practice: Have a fire drill once a month. Sound the alarm. Practice what you would do in a fire. Most fires start at night, so start from your bedroom. 4. Get low: Heat and smoke rise. The air by the floor is cooler and clearer for breathing. In places where there is smoke, be sure to drop to the ground and crawl out. 5. Get out fast: If you hear a fire alarm, leave. Do not bring anything. Just get out. 6. Stay away from elevators: If you live in an apartment, use the stairs. Do not use the elevator. 7. Do not go back in: Once you are safely outside, do not go back inside. The safest place is as far away from the fire as possible. 8. Wave a flashlight: If you are trapped in a room, close the door. Stuff blankets or pillows along the bottom of the door so smoke cannot come in. Stand by the window. Wave a flashlight so the fire squad knows you are trapped.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: NATURE’S POWER

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 These rules tell how to

A B C D

be safe in a fire play a game put out a fire draw a map of your house

Why did you choose your answer?

2 It is safer to crawl than to walk in a fire because you will

A B C D

see the fire more clearly hear the alarm more easily breathe more easily move more quickly

Why did you choose your answer?

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3 A home base is important because you will know

A B C D

if everyone is out and safe how to get out of the house what to do if you are trapped why the fire started

Why did you choose your answer?

4 You will need rule 8 only if you

A B C D

are trapped in a fire live in an apartment live on the bottom floor hear a fire alarm

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: NATURE’S POWER

5 If you are inside a place that is on fire, what are two things you should do?

Why do you think this is the answer?

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Nature’s Power

Good Readers Good Readers ask themselves questions about what they are reading and take notes:

The Storm The wind howled. The windows shook. Jasmine was scared. The woman on the news said the storm was getting worse. There were strong winds. A tornado had been seen only two miles away. Jasmine had babysat lots of times before, but never during a tornado. It was 9:00. The Caldwells weren’t supposed to be home until 10:00. Jasmine did not know what to do. Then she remembered. They had held a tornado drill at her school. “I know,” she thought. “I’ll do what they told us to do.” First, Jasmine remembered that the safest place in the house was in the basement. Second, she remembered she needed supplies. Jasmine got things to take down to the basement—a flashlight, bottles of water, and food. Then she went upstairs. She woke up five-year-old Charles first. Charles was older than his sister. Jasmine

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counted on him to help her. “Wake up,” she said. “It’s stormy. To be safe we’re going down to the basement. Let’s get some toys so we can play.”

Good Readers take notes:

Then Jasmine woke up Sarah. She said they were going down to have a party in the basement. Sarah said “Yippee!” They went to the basement to wait out the storm. At 9:30, Mr. and Mrs. Caldwell rushed in. “Jasmine, Charles, Sarah! Where are you?” yelled Mrs. Caldwell. “We’re downstairs having a party, Mommy!” yelled Sarah. “We heard the news and left the party. We came home as fast as we could, but the storm is almost over. And, it looks like Jasmine knew what to do,” said Mr. Caldwell. “And now it looks like we can have party of our own right here,” said Mrs. Caldwell.

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 Where does this story take place?

A B C D

Jasmine’s house Jasmine’s school the Caldwell’s house outside in a storm

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2 Jasmine told Sarah they were going downstairs to have a party because Jasmine

A B C D

forgot that it was storming knew that the storm was over did not want to scare Sarah wanted to surprise Sarah

Why did you choose your answer?

3 How do we know that Mr. and Mrs. Caldwell were worried?

A B C D

They said they were worried. They came home early. They saw the storm was almost over. They went to a party.

Why did you choose your answer?

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4 How does Jasmine feel at the end of the story?

A B C D

afraid sorry proud silly

Why did you choose your answer?

5 What are two rules you could learn from this story about how to be safe in a tornado?

Why do you think this is the answer?

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Good Readers Good Readers ask themselves questions about what they are reading and take notes:

Nature’s Power

Fighting Fire with Fire In the hot, dry months of the summer, fires are a problem. Fires can spread fast. They can grow strong very quickly. This makes them hard to stop once they start. This is why the people who fight fires try to find ways to stop fires from starting in the first place. For a fire to start and to burn, three things are important— heat, fuel, and oxygen. Heat is needed for the fire to start. This heat might come from lightning in the sky, a small fire set at camp, or a cigarette. Fuel is what burns once the fire has started. Fuel for a fire might be plants, sticks, leaves, or wooden buildings. Oxygen is a gas that helps fires grow stronger. The air that you breathe has oxygen in it. Wind can help fires grow.

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Firefighters fight fires using what they know about these three things. They try to stop fires from getting the heat they need to start. They tell people not to smoke in forests. Firefighters also tell people to make sure all small fires they start are put out.

Good Readers take notes:

Firefighters have also learned ways to stop fires from getting fuel. One way is to set fires! Firefighters start a fire where there are lots of dry sticks and leaves. The sticks and leaves burn. In this way, firefighters get rid of fuel that could help a fire burn and spread. When they do this, firefighters stand ready with lots of water. They want to be sure they can stop the fire from getting too big. Now that’s fighting fire with fire.

DIRECTIONS: Read each question carefully. Darken the circle for each correct answer. For Question 5, write your answer in the space below the question.

1 This story is mostly about

A B C D

ways to start a fire how firefighters stop fires what to do in a fire why fires are a problem

Why did you choose your answer?

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2 What three things cause fires to grow?

A B C D

heat, fuel, and water water, fuel, and oxygen heat, water, and oxygen heat, fuel, and oxygen

Why did you choose your answer?

3 From reading this story, you could guess that more fires happen when it is

A B C D

cold and dry hot and windy hot and raining cold and snowing

Why did you choose your answer?

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4 This story says firefighters start fires so they can

A B C D

get rid of fuel that might help a fire grow use up all of the oxygen in a place practice how they put out fires show people what a problem fires are

Why did you choose your answer?

5 What is one thing a firefighter might tell you if you were making a trip to the woods?

Why do you think this is the answer?

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What steps should you take to stay safe during a fire? What steps should you take to stay safe during a storm? List these step in order. Use details from the passages you have just read to support your answer.

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Dr. Roger Farr's

Think Reading Think-Along Strategies for Reading Comprehension and Test Taking DR. ROGER FARR’S Think Reading instructs students how to use the research-based “Think-Along” process to improve reading comprehension and achieve test-taking success. Using the Think-Along approach, students will become active, thoughtful, and strategic readers. Think Reading has three sections:

Modeled Instruction: Students are shown the Think-Along process

Guided Practice: Students practice with help

Independent Practice: Students practice on their own The passages in each section are connected by a unifying theme. Students answer multiple-choice, short-response, and extended-response questions about the passages. Students learn to follow the 3-Step Think Reading strategy:

Think When You Read Think About the Question Think When You Answer

We’re all about student success! ®