ThinkReading e1 sample by RALLY! Education

RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 888-99-RALLY Fax: 1-516-671-7900 www.RALLYEDUCATION.com LESLIE@RALLYEDUCATION.com …………………………………………………………………………………………………………………………

Reading Comprehension Skills Think-Along & Test-Taking Strategies Think Reading by Dr. Roger Farr Reading to Analyze and Interpret Aligned to Common Core Standards Grades 3–8 • • • •

Teaches reading comprehension skills with think-along & test-taking strategies Complete Teacher Resource Manual with PDFs for whiteboards Lesson Plans & Pacing Calendar Pacing Calendar NYC Contract NYSTL/FAMIS Approved NYC Vendor #RAL-040000 NYC Contract #7000-617

Level

C D E F G H

Reading Level

Interest Level

3 4 5 6 7 8

3-6 4-7 5-8 6-HS 7-HS 8-HS

25-Pack 100-Pack (ISBN prefix 978-1-4204) 3469-9 3470-5 3472-9 3473-6 3475-0 3476-7 3478-1 3479-8 3481-1 3482-8 3484-2 3485-9

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Dr. Roger Farr's

Level

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

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Dr. Roger Farr Elizabeth Haydel Kimberly Munroe Bruce Tone

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

STER. . A M E ACKLIN IN ANY WAY L B A Senior Author: Dr. Roger Farr IS NOT PRODUCED Co-Authors: Elizabeth Haydel, Kimberly Munroe, Bruce ToneED. IT GHT BE RE I Executive Editor: Amy Collins R O Y T P K O Project Manager: Edward Nasello K IS C R THIS BOO O O B Design Director: Jean-Paul VestMPLE EN F O A V I G Designer: Jan Jarvis THIS S T O IS N100, Illustrator: Donna Stackhouse, pages 124, 138 N O I S S I M Cover Illustrator: Burgandy Beam R PE

Acknowledgments

ISBN 978-1-4204-3474-3 R 3474-3 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

Independent Practice: On Your Own

To the Teacher Think Reading . . . . . . . . . . . . . . . . . . . . . . 4 Program Philosophy . . . . . . . . . . . . . . . . . 5 Features of the Student Edition . . . . . . . . 6 Scope and Sequence . . . . . . . . . . . . . . . . . 7 To the Student Test-Taking Tips . . . . . . . . . . . . . . . . . . . . . 8

Theme 5: Heroes 119 Is Your Hero a Winner? . . . . . . . . . . . . . 120 A Kind-Hearted Hero . . . . . . . . . . . . . . . 124 Saving a Hero. . . . . . . . . . . . . . . . . . . . . 128 Theme 6: Stars and Planets

133

Our Solar System . . . . . . . . . . . . . . . . . . 134 Finding the Stars . . . . . . . . . . . . . . . . . . 138 NASA Scientist, Not Astronaut . . . . . . . 142

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

Modeled Instruction: We Lead You

Theme 1: Growing Up in Early America 11 Hornbooks . . . . . . . . . . . . . . . . . . . . . . . . 12 Sarah Makes Time to Read . . . . . . . . . . . 19 The Printer’s Apprentice . . . . . . . . . . . . . 27

Theme 7: That’s the Game 147 Just One More Win . . . . . . . . . . . . . . . . 148 A Victory for the Sluggers . . . . . . . . . . . 152 An Extra Year That Paid Off! . . . . . . . . . 156

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . TED BE RE O Guided Practice: We Guide You COPYRIGH T K BOO S K IS I O H O T B PLE Theme 2: What Can We N FOR MDo E A V S I G S I T TH Weather? About the 39 IS NO N O I S S I Is It Going to Rain? PERM. . . . . . . . . . . . . . . . . 40

Typhoon Alley . . . . . . . . . . . . . . . . . . . . . 47 Into the Storm . . . . . . . . . . . . . . . . . . . . . 55 Theme 3: Why People Love Coins 65 Learning About Coins . . . . . . . . . . . . . . . 66 The Great Numismatist . . . . . . . . . . . . . . 73 A Coin for an Important American . . . . 81 Theme 4: The Joy of Cycling 91 Choosing the Right Bike . . . . . . . . . . . . . 92 Leaving an Old Friend Behind . . . . . . . . 99 Pedaling Through History . . . . . . . . . . . 107 © RALLY! EDUCATION. NO

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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.

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

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.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . TED BE RE O YRIGHon Otests. T This book will help students doCObetter P K B O IS S K tests, I O H O T B To help students do better on this book will ask them to: FOR PLE N M E A V S I THIS NOT G S I N SIO ERMIS They Read Think PWhen • 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.

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

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, STER. . A M E you will also help them to improve their performance on tests that emphasize ACKLIN IN ANY WAY L B A reading comprehension. ED NOT

ODUC IT IS R . P D E E R T E students RALLY! Education’s Think Reading series OtoBgive YRIGisHdesigned T P K O O C O opportunities to: OK IS OR THIS B O B E L N F they read. MP meaning E A V S I • think Tand make while G S I T H IS NO to become better comprehenders. N O I • use reading strategies S RMIS E P • 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. © RALLY! EDUCATION. NO

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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. Transparencies are provided for each passage and related question.

• Theme 1 (Modeled Instruction): The theme page and the corresponding think-along question can be read and completed as a shared read-aloud activity.

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

• 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.

• 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. STER. . Students should read these summaries A M E IN in Na Ytesting WAY independently asBthey ACKLwould L A A N I situation. IS NOT DUCED

• Independent Practice: In the last section, students are given opportunities for independent practice. Students read functional, fiction, and nonfiction passages . IT PRO D E E and answer multiple-choice and open-ended R T H E G question appears at YRI An Oextended-response TO B questions based on each passage. OK of IS COP theB end each theme. After students have

S BOOK R THIread E O L F all passages of a theme, ask them to P N M E A answer the extended-response question. THIS S IS NOT GIV SION S I M R PE E are summarized in the chart below. The themes in Level Unit Modeled Instruction Guided Practice

Independent Practice

Page 11

Theme

Growing Up in Early America What Can We Do About the Weather? Why People Love Coins

The Joy of Cycling

119 133

Heroes Stars and Planets

147

That’s the Game

Topic How children in colonial America and in the early 1800s learned—in school and on the job How our interest in weather runs from predicting weather to surviving storms How coins are spent, collected, and minted to honor important citizens How bicycles are made to serve riders’ needs and how they have evolved over time How we identify our own heroes How we identify and explore our own solar system and distant stars and galaxies How special games and athletes lead to memorable moments PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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

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

Grade 5

• • • • • • • • • • • . WAY.

Recognize and Evaluate Text Organization STER A M E Distinguish between Fantasy and Reality ACKLIN IN ANY L B A Distinguish Fact from Opinion S NOT PRODUCED I T I . Identify Author’s/Text’s Purpose and Audience GHTED BE RE I R O Y T P Analyze Author’s Point of C View K BOO IS O Techniques S KAuthor’s I O H Identify and Analyze O T B FOR PLE Identify Point of ViewGIVEN IS SAM

TH NOT S I N Applying Strategies Summarize MISSIOGenres and Types of Passages PERIdentify

Use Research and Reference Skills Adjust Reading for Different Purposes Distinguish between Relevant and Irrelevant Information Use Details to Support Conclusions

• • • • • • • • • • • •

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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• • • •

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.

4. Think about your answers.

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

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.

Before you look at the answer choices for a question, think about the answer. Choose the answer that isTthe S ER. most A M E like your answer. WAY. KLIN

ANY BLAC A N I T D O 5. Guess if you have to. If you do not know the answer, ODUtoCEguess. But IT IS N it RisEPokay R . D E T before you guess, choices you know H out any E O Banswer YRIGcross T P K O O C O are wrong. willISmake OK IS This H B it easier to guess the right answer. O T B R E O L F P 6. Write clearly. HIS SAM If you IVEN an answer to a question, make sure you write Gwrite T O T N S Make sure the person who reads your answer can N Iclearly. O I S S I M R understand what you mean. Write neatly. Read over your PE 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: Growing Up in Early America

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888. Hornbooks

Sarah Makes Time to Read

The Printer’s Apprentice

Functional/Everyday

Fiction

Nonfiction

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSION M R E P

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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 each passage. The second and third steps are completed when answering questions about each passage. Think When You Read

Reading the Passages

E L P SAM ATION C U D E ! Y L Y L AL L R A R . 9 Answering the Questions 9 888.

DIRECTIONS: Children in early America carried hornbooks to school. Read about hornbooks and learn how to make one of your own. Then answer the questions about what you read.

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.

Good Readers

Growing Up in Early America

Hornbooks

Many children who went to school in the 1700s and early 1800s in America carried hornbooks. A hornbook was a small wooden board with a handle at the bottom. Some hornbooks also had a handle at the top to make it easier to carry. A hornbook was covered with paper. On the paper were written things the student wanted to learn and remember, such as the alphabet or prayers. A thin, clear sheet of animal horn covered the paper. This protected the writing and made it impossible to erase. When students were ready to learn something new, they needed new hornbooks.

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

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T After you have read each passage, you will answer I HTED. TO BE REPR G I R questions about the passage. You willOsee the Y IS C P THIS BOOK Think About the Question K O same set of questions twice. O PLE B IVEN FOR M A S OT G THISQuestion Think About the N S I ISSIONthe multiple-choice answers. Read questionsERwithout M P Not all hornbooks looked the same. Some were decorated with designs or jewels around the edge. Some had designs on the back, too. And Think When You Read some hornbooks were 1 How do hornbooks seem different from the books you use not made from wood. in school? They were made from m

Good Test Takers

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 Now answer the same questions again. This time 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.

1 The main purpose of the hornbook was to have

What do you think the answer to this question is?

Identify What is Being Asked:

This is a details to support conclusions question.

What makes you think that?

Think When You Answer Good Test Takers

Eliminate Choices and Choose the Best Answer.

1 The main purpose of the hornbook was to have

A B C D

a pretty picture to show friends a written record of things to learn a board for writing answers to problems an easy way to carry papers home

Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Introduction to Theme 1:

Growing Up in Early America Today, all children can go to school. But, there weren’t many schools in the 1700s—the colonial days before the American Revolution. That meant that many children could not go to school. So, children learned in other ways. Some boys learned a trade. That is, they learned to make things—like metal shoes for horses, beautiful objects hammered out of silver, or books. These boys were called apprentices.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

Girls learned to do things in the home, such as cooking, making candles, spinning, and sewing. Some learned to make special things, such as hats. Public schools like those we go to today did not open until the middle of the 1800s. They were called common schools, and both boys and girls attended. S NOT

D. IT I

STER. . A M E N AY WCongress KLI C Y A N L Library of A B A CED INPrints and U D O Photographs REPR

E showBhow Now you will read three stories IGHTthat R Y TO E some P K O O C O S I America. children learnedBOin OKearly THIS B

Division Washington, D.C.

FOR PLE N M E A V S I G THIS NOT S I N O SI ERMIS

P Think When You Read

1 Suppose you lived in the early 1700s. What might you be learning to do?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Think When You Read DIRECTIONS: Children in early America carried hornbooks to school. Read about hornbooks and learn how to make one of your own. Then answer the questions about what you read.

Growing Up in Early America

Good Readers

Hornbooks

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

Many children who went to school in the 1700s and early 1800s in America carried hornbooks. A hornbook was a small wooden board with a handle at the bottom. Some hornbooks also had a handle at the top to make it easier to carry. A hornbook was covered with paper. On the paper were written things the student wanted to learn and remember, such as the alphabet or prayers. A thin, clear STER. . A M E N WAY KLI C Y sheet of animal horn covered the paper.BLThis A N A TA NOimpossible CED IN U S protected the writing and made it I D O T I PR D. HTEwere EtoRElearn G B I to erase. When students ready R O Y T BOOKnew hornbooks. IS COPtheyTHneeded S K I O something new, O B R

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

LE EN FO looked the same. Some were AMPNot V S I G S I T all hornbooks H T IS NO N O I S IS decorated with designs or jewels around the edge. PERM Think When You Read 1 How do hornbooks seem different from the books you use in school?

Some had designs on the back, too. And some hornbooks were not made from wood. They were made from metals, such as silver. They were even made from gingerbread. As children learned the alphabet, they ate their letters.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

A good way to see what a hornbook was like is to make one.

What you’ll need: • A small thin board or piece of hard cardboard (It can measure from 3 inches by 5 inches to 8 inches by 10 inches.) • Heavy paper to cover the cardboard • Glue or tape to keep the paper on the board • Crayons, pens, or paint to write and make designs on the paper • Some information you would like to know from memory (It could be baseball batting records or the multiplication tables.) • Something to use for a handle, like a flat wooden stick

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

• A sheet of clear plastic

• Heavy string or thin rope

What you’ll do:

1. Cover the board with paper. Glue or tape the paper neatly and securely.

STER. . A M E N WAY KLI Think When You Read C Y A N L A B NOT A ODUCED IN S I T I R 2 What will you tell Hyour about TED. friends E REPthe hornbook if they G B I R O Y T K are carrying?” ask, “What thing BOOyou IS COPis that S K I O H 3. Write the things you O T PLE B IVEN FOR M A S want to learn on Hthe OT G T IS N S I paper. Then, decorateSION IS the edges around PERM

2. Attach the handle by taping one end to the back of the bottom of the board.

the paper. 4. Decorate the back of the board. 5. Cut a sheet of clear plastic just slightly longer than your board. Tape it to the top of the board and let it hang down over the paper. 6. Weave or wind the string or use a short piece of rope to make a handle. Tape or glue the handle across the top of the board.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

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

The main purpose of the hornbook was to have What do you think the answer to this question is?

Identify What Is Being Asked: This is a details to support conclusions question.

Good Test Takers

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888. 1

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S G OThornbook THIS 2 ISThe N gets its name from the ION S S I M P ER What makes you think that?

What do you think the answer to this question is?

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

What makes you think that?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

What is the next thing you would do after you have finished making your hornbook? What do you think the answer to this question is?

Good Test Takers Identify What Is Being Asked:

What makes you think that?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

If there were a step that said, “Decide what you want to learn,” it would come before step number How would you complete this statement?

This is a prediction question.

Good Test Takers Identify What Is Being Asked: This is a sequence . ASTER Mquestion.

WAY. KLINE C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSION M R E Good 5 Why mightPstudents want to change the information What makes you think that?

written on their hornbooks? What do you think the answer to this question is?

Test Takers

Identify What Is Being Asked:

What makes you think that?

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

This is a cause and effect question.

MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

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 multiple-choice responses. Write why you chose that answer.

Think When You Answer Good E L Test A P M Takers B SA N O I T A C C U D LY! ED RAL 99.RALLY 888. 1

The main purpose of the hornbook was to have a pretty picture to show friends

a written record of things to learn

Eliminate Choices and Choose the Best Answer.

a board for writing answers to problems an easy way to carry papers home

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSION M R E P Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

The hornbook gets its name from the

A B C D

shape of one of its handles noise it makes covering over the paper sayings written on it

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

What is the next thing you would do after you have finished making your hornbook?

A B C D

Attach a handle to the bottom of the board.

STER. . A M E N I WAY Y Write the information you want to learn on the board.A BLACKL N A ED IN NOT C U S I D O T I Study the information you have written on the board. HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O Why did you chooseMyour FOR PLE Banswer? N E A V S I G THIS NOT S I N O ISSI PERM Cover the board with paper.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Good Test Takers Eliminate Choices and Choose the Best Answer.

If there were a step that said, “Decide what you want to learn,” it would come before step number

A B C D

6 5 4 3

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

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. STER. . A M Or write how it was different from this answer. E N AY LI

YW A CK N L A B A N I IS NOT PRODUCED T I . D E RE the information Bchange IGHTE want R O 5 Why might students to Y T Good P K O C S BOO K ISon I O H O T written their hornbooks? B Test R AMPLE T GIVEN FO S S I H They have learned what is on the board and want new Takers T NO ISAnswer: N O I S IS information to carry with them to learn. PERM Support Answers with Facts and Details.

How is this answer the same as or different from your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Think When You Read DIRECTIONS: Here is a story about a girl who lived in the early 1800s and was sent away from home to work in a factory. Read and think about the story. Then answer the questions about the story.

Growing Up in Early America

Sarah Makes Time to Read

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

It was 1832, and word was spreading across the Massachusetts countryside. Down in Lowell, workers were needed for five new mills. The mills were textile factories where workers would make yarn and thread and then weave it into cloth.

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

The pay offered in Lowell was good for factory work. And the companies provided housing and meals. So troops of women from all around headed toward Lowell. With them came Sarah and Hannah Jackson.

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T Sarah and Hannah’s I Think When You G Read HTED. TO BE REPR I R Y parents could not S COP HIS BOOK I K O O 1LE Why B do youFOthink afford to send R T housing and meals were part of the pay P N M E A GIV in the mills? ten-year-old SarahTor HIS S IS NforOTworkers her older sister, ISSION M R E P Hannah, to school. The two sisters were learning to do things at home, like making butter and milking the cows. Their mother was also teaching them to read and use numbers, but the girls could make good money in Lowell.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Sarah and Hannah gathered their clothes into bundles and tied them with ribbons. They would work in one of the new mills for several months. Then, next summer, they would come back home for two months. Sarah and Hannah rode with several girls in an open carriage, holding their bundles in their laps. Hannah began to cry as she left the farm, but Sarah didn’t. She was too excited about her future to cry. Once in Lowell, the sisters were taken to a large house where they were shown to their beds. It was completely dark outside when they were awakened. They were fed a good breakfast and then taken to one of the new factories. It was noisy and huge, with long lines of looms. Women worked at the looms making cloth. Hannah would learn to weave at the loom, too.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

In another building, raw cotton was stuffed into big containers and then pulled out slowly to let machines spin it into thread. The thread wrapped automatically around big spools.

A tall man shouted over the noisy equipment to explain to Sarah what to do. He pointed to a turning spool of thread. STER. . A M E Y N “These are bobbins,” he said. “You are a doffer. WAyou KLI That means C Y A N L A B ED INdown this NOT A goOup Cand U S I D T I R and take down HTED. TO BE REPaisle G I R Y Think When You Read IS COP THIS BOOK the spools when they K O O B R E O L F P get full.” He lifted up a AM IVENbeen Sarah? 2 How would youHIhave OT Ghad T S S feltISifNyou big bobbin of thread, ION S S I M took it down, and P ER replaced it with an empty bobbin. Newly spun thread began to wrap around it.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

The sisters came to work at five in the morning when it was still dark. They did not go back to the house until it was dark outside again, when the whistle at the factory blew at 7 p.m. to announce that the workday was over. By the second day, Sarah learned that being a doffer was not as hard as other jobs in the mill. She had learned to check the spools up and down the line in an efficient way and to keep plenty of empty spools on hand. She could check up and down the aisle of bobbins in one quarter of an hour. What was she to do with the rest of her time?

Library of Congress Prints and Photographs Division Washington, D.C.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

As long as Sarah kept the spools going, her Think When You Read boss said, the rest of her time was her own. STER. . 3 How would you have spent the extra time Sarah had? A M E N WAY KLI C Y She could knit, read, or A N L A B NOT A ODUCED IN S even go outside to I T I HTED. TO BE REPR G I play, he said. Sarah R Y IS COP THIS BOOK K O soon found some O PLE B IVEN FOR M A S books, and for nearly OT G THIS N S I 45 minutes of every ISSION PERM she had to work 14 hours a day, she hour she read. Although could educate herself at the same time. She read about history, places in the world, and stories about the American wilderness. It was almost like going to school.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

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

Think About the Question Good Test Takers

This story shows that another word for cloth is

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

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888. 1

What makes you think that?

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S G OTword THIS 2 ISThe N troops is used in this story to describe the ION S S I M P ER What do you think the answer to this question is?

Identify What Is Being Asked: This is a figurative language question.

What makes you think that?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

A “doffer’s” job is to What do you think the answer to this question is?

Good Test Takers Identify What Is Being Asked:

What makes you think that?

Why do you think the author wrote this story about Sarah?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

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: This is an author’s purpose question.

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I Good N 5 How did Sarah’sISjob to other jobs in the mill? SIOcompare M R E Test P What makes you think that?

What do you think the answer to this question is?

Takers Identify What Is Being Asked:

What makes you think that?

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This is a compare and contrast question.

MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Think When You Answer: Choose your answer from the multiple-choice responses. Write why you chose that answer.

Think When You Answer Good E Test L A P M Takers B SA N O I T A C C U D LY! ED RAL 99.RALLY 888. 1

This story shows that another word for cloth is textile

process

Eliminate Choices and Choose the Best Answer.

yarn raw

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSION M R E P Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

The word troops is used in this story to describe the

A B C D

spools lined up like soldiers in the factory women going off like an army to work in Lowell two sisters working hard in their home women lined up like soldiers at their looms

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

A “doffer’s” job is to

A B C D

operate the looms

pick raw cotton for the factory

STER. . A M E N WAY KLI C Y A N L A B keep empty spools on the line NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y Why did you choose your answer? IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSION M R E P read out loud to the other workers

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Good Test Takers Eliminate Choices and Choose the Best Answer.

Why do you think the author wrote this story about Sarah?

to explain how a loom uses yarn woven from cotton to make cloth

to show what some children in the past did instead of going to school

C D

to tell the reader the history of Lowell, Massachusetts to help today’s factory workers earn better pay

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

THINK READING STRATEGY FOR TEST TAKING

STER.

A answerY. Question 5 is not a multiple-choice question. Read the question again and NE Mthe I L K C Y WA A N L A B A N I that is given. Write about how your answer on page 23 was the same as this answer. IS NOT PRODUCED T I . D Or write how it was different from this answer.HTE E RE

Good Test P Takers

YRIG TO B P K O O C O S I THIS B BOOK R E O L F P AM IVENSarah’s job compare to other jobs in the mill? OT Gdid THIS S 5 ISHow N SION Answer: It was easier. She only had to work 15 minutes out of ERMIS

Support Answers with Facts and Details.

every hour. How is this answer the same as or different from your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Think When You Read DIRECTIONS: Now you will read about how some boys in early America learned a trade by becoming helpers. Think about what you read and then answer the questions.

Growing Up in Early America

The Printer’s Apprentice

Good Readers

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

The tall, thin thirteen-year-old came to New York from Identify the Genre: Germany in 1710. As he stood before a shoe shop wiggling the This is a nonfiction toes that showed through a tear in one of his boots, no one passage. passing by would have guessed that this boy would become a man who helped to shape America’s democracy. At the time, he was just a boy who needed a job to help Think When You Read STER. . A M E N feed his family. WAY KLI C Y A N L A B IN 1 How do you think John Peter OT AfeelingDafter Nwas CEDthe U S John Peter Zenger’s I O T I shoemaker turned TED. away?O BE REPR Hhim G I father had died on R Y KT O COP O S B I S K I board the ship during LE BOO VEN FOR TH P M A a very rough crossing THIS S IS NOT GI over the Atlantic ISSION M R E P Ocean. Now, John Peter needed a job to support his family. Before he got a job, though, John Peter wanted good boots to work in. When he said that he had no money, however, the shoemaker sent him away.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Down the street from the shoe shop, John Peter came to a print shop. The shop fascinated him. He watched the printer put letters together one at a time to make words and sentences. In John Peter’s day, boys could learn a trade while working. There were different trades to learn. A boy could learn to make things out of silver, to shoe horses, or to print Think When You Read books and newspapers 2 What trade would you want to learn if you were to in a shop like this one. become an apprentice? Why would you pick that trade? These young workers were called apprentices. John Peter talked to the printer and learned that his name was William Bradford. But when John Peter asked for a job, Bradford explained that his apprentices had to pay to learn. Paying to work seemed strange to John Peter, but he did not leave.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

STER.

MAapprentice Soon he persuaded Bradford to take him onLIN asE an WAY. K C Y A N L A B N to set and to pay him a small wage. Bradford ED Iboy NOT A taught Cthe U S I D O T I type, to run the press, Hand REPR pamphlets, books, TED.to print Eposters, G B I R O Y T and newspapers. weren’t BOOK many good printers in New IS COPThere S K I O H O T York. FORyears, John Peter Zenger set out to start his PLE BSo after Neight E V SAM I G NOT own IS shop.

THIS ISSION In 1733, John Peter Zenger was persuaded to start a newspaper M R E P called the New York Weekly Journal. New York’s other newspaper was controlled by the governor, William Cosby. Cosby was a dishonest man. He ran New York to make money for himself. He demanded high pay. He fought with people and then sued them in courts of law. In the courts, he appointed his own dishonest judges. He also tried to do away with juries so that he could control how court cases came out. New York needed a new newspaper to tell the public about Cosby and to criticize him.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

People welcomed the Journal’s articles on Cosby. Cosby was furious but could not identify who wrote them. So, he had the printer put in jail for libel, or untrue statements put in print. Zenger stayed in jail for ten months awaiting trial.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

Andrew Hamilton, a clever lawyer from Philadelphia, defended Zenger. Hamilton argued that if criticism is true, it is not libel. If you can prove what you say, he said, you cannot be sued. The judge had been picked by Cosby to decide things STER. . A M E N WAY KLI C Y Cosby’s way, but there A N L Think When You Read A B NOT A ODUCED IN S was also a jury. I T I R TED. feltO while HZenger 3 How do you think E REPhe waited in jail for his G B I Hamilton talked R Y T COP BOOK trialOK toISbegin? S I directly to them. They H O T PLE B IVEN FOR M A S agreed with Hamilton OT G THIS N S I and quickly ruled thatISSION M PERwas John Peter Zenger not guilty of libel. So by 1735, freedom of the press had been established in the colonies! This meant that all people could learn the truth by reading newspapers—and that is a foundation of America’s democracy.

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

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

Think About the Question Good E L P Test M A S N Takers O I T A C U D E ! Y RALL 99.RALLY 888. 1

What kind of writing is this passage most like?

What do you think the answer to this question is?

Identify What Is Being Asked:

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSIO2N In this passage, apprentices are people who M R E P

This is a genres and types of passages question.

Good Test Takers

What makes you think that?

What do you think the answer to this question is?

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

What makes you think that?

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

This passage is mainly about What do you think the answer to this question is?

Good Test Takers Identify What Is Being Asked:

What makes you think that?

A good word to describe John Peter Zenger would be

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

What do you think the answer to this question is?

What makes you think that?

This is a main idea question.

Good Test Takers Identify What Is Being Asked: This is a story elements (character) question. STER.

NE MA Y WAY. I L K C A A BL IN AN T D O E N C U S I EPROD ED. IT R T H E G B I COPYR IS BOOK TO S I K OR TH American? Good LE BOOan Vimportant F 5 Why was John Peter Zenger P N M E A S I G S I T H T Test IS NO to this question is? N O I What do you think the answer S IS Takers PERM

Identify What Is Being Asked: What makes you think that?

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

This is a details to support conclusions question.

MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Think When You Answer: Choose your answer from the multiple-choice responses. Write why you chose that answer.

Think When You Answer Good E L A Test P M Takers B SA N O I T A C C U D Y! ED RALL 99.RALLY 888. 1

What kind of writing is this passage most like? a mystery

a biography

Eliminate Choices and Choose the Best Answer.

a folk tale

a newspaper article

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSION M R E P Why did you choose your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

In this passage, apprentices are people who

A B C D

write for a newspaper own a shoe store are learning trades beg for money

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

This passage is mainly about

A B C

how printing was done in colonial America

the difficulties of crossing the ocean to get to America

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I how schools were run in colonial America T I D HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O Why did you choose your FOR PLE Banswer? N M E A V S I G THIS NOT S I N O ISSI PERM how John Peter Zenger helped establish freedom of the press

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

Good Test Takers Eliminate Choices and Choose the Best Answer.

A good word to describe John Peter Zenger would be

A B C D

determined nosy timid distracted

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

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. STER. . A M Or write how it was different from this answer. E N AY LI

YW A CK N L A B A N I IS NOT PRODUCED T I . D E GHTE Zenger BE Rimportant O 5 Why was CJohn an American? Good YRIPeter T P K O O O S B I S K THI establish freedom of the press, which Test BOO Zenger R helped O LEAnswer: F P N M E A IV Takers THIS S ISallows to share information and ideas freely. OT Gpeople N N O I S IS Support Answers PERM How is this answer the same as or different from with Facts and Details.

your answer?

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

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: GROWING UP IN EARLY AMERICA How was growing up in early America different from how it is today? Do you think it was easier or more difficult? Why?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

Use details from the passages you have just read to support your answer.

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSION M R E P

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MODELED INSTRUCTION: WE LEAD YOU • THEME 1: GROWING UP IN EARLY AMERICA

E L P SAM ATION C U D E ! Y L RAL 99.RALLY 888.

STER. . A M E N WAY KLI C Y A N L A B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S OT G THIS N S I ISSION M R E P

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Guided Practice We Guide You

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . Theme 3: Why 8 8 8 People Love Coins

Theme 2: What Can We Do About the Weather? Is It Going to Rain?

Functional/Everyday

Typhoon Alley

Fiction

Into the Storm

Nonfiction

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . HTED GFunctional/Everyday BE RE I R O Learning About Coins Y T P K O K IS C R THIS BOO O O B The Great N FO Fiction MPLENumismatist E A V S I G S I T O for an TH ISA NCoin N O I S IS PERM Important American Nonfiction

Theme 4: The Joy of Cycling Choosing the Right Bike Leaving an Old Friend Behind Pedaling Through History

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: Children in early America carried hornbooks to school. Read about

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.

hornbooks and learn how to make one of your own. Then answer the questions about what you read.

Growing Up in Early America

Good Readers

E L P AM S N Answering the Questions UCATIO D E ! Y RALL 99.RALLY . 8 8 8

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

Hornbooks

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

Not all hornbooks looked the same. Some were decorated with designs or jewels around the edge. Some had designs on the back, too. And Think When You Read some hornbooks were 1 How do hornbooks seem different from the books you use not made from wood. in school? They were made from m

STER. . A M E ACKLIN IN ANY WAY L B A T ED Question Think About the Question UCthe S NOThink I D About O T I R . P GHTED Read questions without the multiple-choiceYRanswers. BE RE I O T P K CO you. BOO S KisISasking Think about what each question I O H O T B E N FORis. MPLcorrect E A Write what you think the answer V S I G S I T TH IS NisOthe answer. N Explain why you think this O I S IS PERM 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

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.

on Monday evening?

What do you think the answer to this question is?

Think—What does an inferences and conclusions 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 what you wrote T 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 should you wear to watch an outdoor ballgame

1 What should you wear to watch an outdoor ballgame on Monday evening?

A B C D

a warm, long-sleeved shirt a raincoat your best clothes a winter jacket

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Introduction to Theme 2:

What Can We Do About the Weather? People have to deal with the weather every day. A beautiful, sunny day is easy to enjoy. But rain can ruin plans to spend time outdoors. When it is going to rain, the air might get sticky and hot or damp and cold. Either way, it can be uncomfortable. Then there are storms, which can be difficult to deal with, and even dangerous. They can cause floods or cover us in snow.

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

“Is it going to be a nice day?” we ask. “Will it rain or be cold? What should I wear when I go out?” We are eager to know these things so that we can prepare for the weather. If we expect a high temperature of 85˚F, STER. . then we might wear shorts. If we expect a high A M E ACKaLIN IN ANY WAY L temperature of 20˚F, then we will probably put on B A S NOT PRODUCED I coat before going outside. T I . D

GHTE BE RE I R O Y T P K Now you will read Othree passages about weather K IS C R THIS BOO O O B E like toENkeep and why FO track of it. MPLwe A V S I G S I T TH IS NO N O I S IS PERM Think When You Read

1 When are you eager to know what the weather will be?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Think When You Read DIRECTIONS: Now you will read a newspaper’s predictions for the weather. Read and think about what you read. Then answer the questions about what you read.

What Can We Do About the Weather?

Good Readers

Is It Going to Rain?

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

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

Newspapers often have a special section for weather reports. Reports predict the weather for the day and for the week. Predictions include information about temperatures and humidity.

Newspapers list the High and Low temperatures for one 24-hour day. The High temperature is the day’s warmest temperature, and the Low temperature is the day’s coolest STER. . A M E LIN too.NThat’s temperature. Relative humidity (RH) is often Y WAY ACKgiven, L A B A N I T feel onUwarm CED days. because it affects how comfortable S NOwe I D O T I R . P D RE the air. Relative GHTEof BE in I Humidity is the P amount moisture R O Y T K O OO Bmoisture IS Chow S Ktells I humidity much is in the air compared to O H O T B R E O L F P N M VE SAhow much the air could hold at its temperature. T GImoisture

THIS IS NO N O I S IS PERM Think When You Read

1 Why do you think the weather is important to many people?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Here is an example of the kind of weather report you can read in a newspaper. Today Monday:

Tuesday:

Wednesday:

Thursday:

Friday:

Weekend:

High: 94˚F

High: 84˚F

High: 88˚F

High: 95˚F

High: 98˚F

High: 105˚F

Low: 75˚F

Low: 70˚F

Low: 76˚F

Low: 82˚F

Low: 85˚F

RH: 75%

RH: 90%

RH: 88% full moon

RH: 75%

RH: 65%

RH: 60%

Hot with rain possible in late afternoon and early evening.

High humidity. Thunderstorms during the day. Cooler temperatures. Light rain at night.

Warm and humid with 90% chance of rain during the day.

Hot and partly cloudy. 40% chance of rain, ending in the afternoon.

Hot, dry, breezy. 10% chance of scattered light showers.

Dry and very hot. No rain in the forecast.

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I Think When You Read G S I T TH IS NO N O I S RMIS do you prefer for your favorite activity? 2 What kind of PEweather Tell what the activity is and what kind of weather you want.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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 Think—What does an inferences and conclusions question ask?

What should you wear to watch an outdoor ballgame on Monday evening?

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

What do you think the answer to this question is?

What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B FO days will the temperatures be almost 2PLEOn which N two M E A Good V S I G S I T TH NO same? ISthe N Test O I S MIS Takers PER What do you think the answer to this question is?

Think—What does a compare and contrast question ask?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Which day seems best for flying a kite? What do you think the answer to this question is?

What makes you think that?

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

Why do predictions include symbols, such as the sun and clouds? What do you think the answer to this question is?

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

Good Test Takers Think—What does an author’s techniques TER. question E MAS ask?

WAY. KLIN C Y A N L A B OT A ED IN N C U S I D O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E A THIS S IS NOT GIV SION S I M R E describe the week’s weather presented Good 5 How wouldPyou What makes you think that?

in this report? What do you think the answer to this question is?

Test Takers

Think—What does a summarize question ask? What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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?

What should you wear to watch an outdoor ballgame on Monday evening?

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

a warm, long-sleeved shirt a raincoat

your best clothes a winter jacket

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

On which two days will the temperatures be almost the same?

A B C D

Tuesday and Thursday Tuesday and Saturday Monday and Thursday Wednesday and Friday

Why did you choose your answer?

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

Which day seems best for flying a kite?

STER. . A M E Wednesday ACKLIN IN ANY WAY L B A S NOT PRODUCED I T Thursday I . GHTED BE RE I R O Y T P K Friday O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T H O Why did you Tchoose your IS Nanswer? N O I S IS PERM

A B C D

Tuesday

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

Why do predictions include symbols, such as pictures of the sun and clouds?

A B C D

to teach the reader why weather changes to help the reader understand with just a quick look to compare the weather on one day to the weather on the same day last year to make the reader study all the information carefully

Why did you choose your answer?

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

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 STER. . A M E KLINwroteANon different from this answer. You will need to look back at what Y WAY ACyou L B A N I OT C ED the “Think About the Question” pages. IT IS N RODU

Good Test Takers P

REP TED. H E G B I R O COPY IS BOOK T S I K O BO R TH E O L F P N M A IVE you describe the week’s weather presented OT Gwould THIS S 5 ISHow N SION in this report? S I M R E

Think—What facts and details support my answer?

Answer: It is going to become hotter and less humid as the week goes by. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Think When You Read DIRECTIONS: Here is a story about a girl who visits her cousin on the island of Guam during a typhoon. Read the story and then answer the questions.

What Can We Do About the Weather?

Typhoon Alley

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

Nancy Li Harada stepped off the plane in Guam. Her body ached from twisting and turning for hours, trying to stay comfortable in the cramped space inside the airplane. It was morning, but the sky was dark with thick black clouds. Since her experience last year, threatening skies made Nancy Li nervous.

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

A hurricane had struck the coast of North Carolina, where Nancy Li and her family lived. With little warning, she and her STER. . A M E parents packed quickly and put their bags and pets in their car. BLACKLIN Y WAY N A A N I NOT UCED They drove out of town in a long, slow line of cars. Police Sofficers I D O T I R . P HTED Ghurricane’s BE RE I directed traffic to the nearest town beyondPYthe R O T K BOO IS CO of their S Kmany I reach, where Nancy Li’s family Band neighbors O H O T R PLE EN F O V slept on cots in a HIS SAM I G T T IS NO N school gym. The storm O I S Think When You Read MIS R E P was fierce and lasted 1 Name someone you would like to visit. What would you for days. Finally, it was do while you were visiting him or her? safe to return home. That’s when Nancy Li learned how destructive a hurricane can be. It also made her afraid of dark clouds. Nancy Li stopped looking at the sky and tried to think about how wonderful it would be to see Kosyko again. Kosyko’s parents taught Japanese language classes on Guam. The cousins had not seen each © RALLY! EDUCATION. NO

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

other since Kosyko and her parents had visited Nancy Li’s family in the United States. That was years ago, and they had been writing to each other ever since. In her letters, Kosyko promised that Guam has giant snails, ticks, cockroaches, and tree snakes, but no “hurricanes.” She did not explain why that is. As they drove home from the airport, Kosyko’s father saw Nancy Li staring and frowning at the houses. “Many houses here are made of concrete,” he said. “They are not very pretty, but they have to be strong. We close them up during bad storms and stay inside. I’m afraid a storm is going to cross the island tonight or tomorrow,” he added.

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

“You’re expecting a hurricane!” Nancy Li cried.

“No,” Kosyko answered with an embarrassed smile. “We call them ‘typhoons’ here.”

“They are the same thing,” Kosyko’s father said. “Hurricanes happen over the Atlantic Ocean. Typhoons happen over the Pacific TER. Ocean. This area is called ‘Typhoon Alley.’ We get them MASoften.”

AY. LINE W K C Y A N L A B Nancy Li’s frown didn’t go away for came, IN OT Ahours.DThe EDtyphoon N C U S I O T I making Nancy Li glad toTEbe Kosyko’s D. inside REPR cement house. H E G B I R O PY prepared Kosyko’s family COhad OOKforT the storm. They had plenty of S B I S K I O H water and food, and PLE BO IVEN FOR T M A S while the typhoon THIS NOT G S I N O I S Think When YouMRead roared outside, they IS P ER 2 What is the worst storm you have been in? How did it make you feel?

played games and talked about old times. Kosyko’s father stopped a moment to listen to the storm. “This is a bad one,” he said.

No one slept much that night. How could they? The wind roared and ripped the island apart. Finally, it grew quiet outside. “Oh, good,” Nancy Li said gratefully.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

“It’s not over yet,” Kosyko’s father said to Nancy Li. Her frown returned as Kosyko’s father explained. “Hurricanes and typhoons make big circles. As they move across the ocean, wild winds circle around a calm center called the ‘eye.’ Right now we are in the eye of the storm.” He opened the door and they stepped outside. If the typhoon was a tiger, it was napping now. It was calm and quiet, but all around there were signs of its strength. Tin roofs had been ripped from houses. Across the ground were broken trees, tangles of power lines, and smashed cars. The destruction looked familiar to Nancy Li. It reminded her of her town one year ago.

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

“The eye will pass soon,” Kosyko’s father STER. . A M said. “Let’s go back inside E ACKLIN IN ANY WAY L B where we will be safe.” There, the family waited for the A S NOT PRODUCED I T I . typhoon tiger to wake from its nap and begin roaring again. RE TED

YRIGH

TO BE

COP LiISbegan After the storm, Kosyko’s family and Nancy OOKto S B I K O H T made roads FORlines PLE BOand Ipower explore the island by foot. Trees N M E A V S THIS NOT G impossible to drive. S I N ISSIO Debris was everywhere, PERM Think When You Read covering the land with 3 If you had been with Nancy Li at the airport, what would broken signs, pieces of you have said to Kosyko before leaving? cars, and parts of buildings. Guam looked badly beaten. Cleaning up would take a long time. One week later, Nancy Li waited at the airport for her plane. She turned to Kosyko. “I think I will keep hurricanes,” she said smiling, “and let you keep typhoons!” © RALLY! EDUCATION. NO

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

Kosyko promised that there would be no hurricanes because

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

What do you think the answer to this question is?

What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B 2PLEIn thisIVstory, Good N FOyou can tell that the word debris means M E A S G S I T TH NO Test ISWhat N O I do you think the answer to this question is? S S Takers PERMI Think—What does a words and phrases question ask?

What makes you think that?

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Good Test Takers

Comparing the typhoon’s eye to a napping tiger suggests that What do you think the answer to this question is?

Think—What does a figurative language question ask?

What makes you think that?

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

If you wanted to learn more about Guam, which of these books would be a good book to read? Write a possible title of a book you would read.

Good Test Takers

Think—What R. does E T S A a research andY. EM N I A L W K C Y N skills reference A BLA N I C ED RODU question ask?

OT A N S I T TED. I O BE REP H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

What makes you think this is a possible answer?

What is the difference between a hurricane and a typhoon? What do you think the answer to this question is?

What makes you think that?

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Good Test Takers Think—What does a compare and contrast question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

Kosyko promised that there would be no hurricanes because

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

the weather had been nice for a long time bad storms never hit Guam

that is not what they call the big storms where she lives she and her family lived in a cement house

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

In this story, you can tell that the word debris means

A B C D

a strong wind protection broken pieces a kind of storm

Why did you choose your answer?

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

Comparing the typhoon’s eye to a napping tiger suggests that

STER. . A M E something else had caused the damage ACKLIN IN ANY WAY L B A S NOT PRODUCED I T things were not as bad as expected I . GHTED BE RE I R O Y T P K the danger has completely passed O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T H O Why did you Tchoose your IS Nanswer? N O I S IS PERM

A B C D

the threatening storm is not yet over

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

If you wanted to learn more about Guam, which of these books would be a good book to read?

A B C D

Wild Weather: Hurricanes Guam: A Natural History Rescue at Sea Ocean Crossing: Famous Ships at Sea

Why did you choose your answer?

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

Good Test Takers P

REP TED. H E G B I R O COPY IS BOOK T S I K O BO R TH E O L F P N M E A OT GisIV the difference between a hurricane and a THIS S 5 ISWhat N SION typhoon? S I M R E

Think—What facts and details support my answer?

Answer: Hurricanes blow over the Atlantic Ocean, and typhoons blow over the Pacific Ocean. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Think When You Read DIRECTIONS: Now you will read about pilots and teams of scientists who fly through hurricanes. Read and think about what that is like and why they do it. Then answer the questions about what you read.

What Can We Do About the Weather?

Into the Storm

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

Hurricanes are huge storms that blow in a fiercely moving circle around a central calm area. This central calm area is called the hurricane’s “eye.” When a hurricane moves toward Florida, Georgia, or the Carolinas, people pack and move away from the coast before it arrives. Wouldn’t you? Wouldn’t anyone? Well, no. Some people move right into the hurricane. These people are called “hurricane hunters,” and their work is important to those of us who want to stay safe.

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

STER. . A M E ACKLIN IN ANY WAY L B A Hurricane hunters look for information. Traveling in S NOT PRODUCED I T I . GHTEDinformation BE RE I airplanes carrying special instruments, they gather R O Y T P K O BOO K IS C inside on the speed and direction of the winds aIShurricane. O H O T B R PLEthe storm ENisFOcreating. They AMrain V S They find out how H much I G S I T T IS NisOheaded, and when and where N decide the direction the storm O I S IS PERM it will reach land.

Think When You Read 1 Have you ever been near a hurricane or read about one? What do you remember most about it?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Scientists use satellites and other tools to study hurricanes. Some scientists fly over the storm in jets, where they can look at the storm from above the clouds. But traveling directly into and through the storm in airplanes with propellers gives scientists the best information about hurricanes. The plane crew may be in the air up to 10 hours. In that time, they may fly through a storm as many as 15 times. It seems almost foolhardy to fly right into the eye of a hurricane. National space scientist Robbie Hood says that some hurricane hunters have mixed feelings about their jobs. She admits that the ride through a hurricane can be rough, but she explains that the hunters feel good about supplying the warnings that can save lives. Other hurricane hunters enjoy the trip. They even admit to wanting the best seats on the plane, where they can see out the windows or have a good view of the instruments collecting the information. One pilot said that riding to the eye is like riding two carnival rides at the same time. It is like spinning . STERis on a wheel that A M E WAY. KLIN on AaNroller C Think When You Read Y A mounted L B OT A coaster. ED IN N C U S I D O T 2 Do you think you would like to be a hurricane ED. I REPR Thunter? H E G B I R O Here is another way COPY IS BOOK T Why or why not? S I K O H to describe riding PLE BO IVEN FOR T M A S G S I T through a hurricane. TH IS NO N O I S IS As the plane approaches PERM the circling storm, the plane’s crew straps down everything that is loose. Dark clouds soon hide the entire sky. The winds howl faster and faster. They grow stronger, and knock the plane about.

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

The worst is just ahead. Just before the plane reaches the eye of the storm, a wall that looks like a red arch appears. Dropping pressure tries to force the plane downward. The pilot must keep

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

the plane’s nose pointed upward to keep the plane from falling. Up and down drafts make the crew feel like they are riding a bucking bronco. The pilot fights to hold the plane on its course. He or she uses all of the plane’s power to fly full speed ahead into the terrible winds, which can blow up to 180 miles an hour. As the plane is knocked around against that fierce, dark wall, the crew sees a light up ahead. It is the calm eye of the storm. Inside the eye, everything is peaceful, and the skies are clear and blue. Sometimes the crew even sees birds that are caught in the eye of the storm. But the wall on the other side of the eye lies ahead, and the plane must enter it to get out of the storm.

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

National Oceanic and Atmospheric Administration/Department of Commerce

TER.

Now the worst winds in the circling hurricane hit the plane’s E MAS WAY. N I L K C ANY BLA other side. As the hunters near the edge of the huge storm and A N I T D O E IT IS N REPRODUC . get ready to turn around and go back in, they send their D E T YRIGH OOK TO BE P information to the O C OK IS OR THIS B O B National Hurricane E L N FYou Read MPThink When E A V S I G S I T Center in Florida. TH IS NO N O I S There it will be ERMIS 3 Have you ever experienced a ride like this? Describe the P analyzed to let people bumpiest ride you have ever been on. know what to expect from this hurricane. So, if you ever hear a warning about an approaching hurricane, look up to the skies. Remember the hurricane hunters who went into the storm to help keep you safe.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

A plane ride through a hurricane can be described as What do you think the answer to this question is?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K 2 What BOOdo to give the reader a feeling for IS COthe author S Kdoes Good I O H O T B FORto fly through a hurricane? MPLEwhat GitIVisENlike A Test S S I T TH NO Takers MISSION ISWhat do you think the answer to this question is? P ER Think—What does an author’s techniques question ask?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

Good Test Takers

What comparison does the author use to describe the ride? What do you think the answer to this question is?

Think—What does a figurative language question ask?

What makes you think that?

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

Which of these is an opinion stated in this article? Write an opinion found in the article.

What makes you think this is a possible answer?

Good Test Takers

Think—What does R. a factASorTEopinion M E N WAY. NY ask? LACKLI question

AB IN A T D O E N C U . IT IS E REPROD D E T H G B OPYRI S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV SION S I M R PE Good 5 Why is it important that some people fly through hurricanes? What do you think the answer to this question is?

Test Takers

Think—What does a main idea question ask? What makes you think that?

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

A plane ride through a hurricane can be described as

A B C D

mostly calm

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

a worthless experience a disaster

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

What does the author do to give the reader a feeling for what it is like to fly through a hurricane?

The author describes how afraid the people in the plane are.

The author tells the damage that the hurricane is causing.

C D

The author describes the flight step by step. The author takes the point of view of a bird trapped inside the storm.

Why did you choose your answer?

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

STER. . A M E ACKLIN IN ANY WAY L B 3 What comparison does the author use to describe the ride? A S NOT PRODUCED I T I . A The author compares it to carnival rides. GHTED BE RE I R O Y T P K O O B The author says it is likeBOwatching S BOmovie. K IS C aRhorror I O H T FO PLE what ENhappens on the ground. V C The authorTHcompares I G IS SAM itNto T O S I says D The author SIOitNfeels like an earthquake. S I M R PE Why did you choose your answer?

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

Which of these is an opinion stated in this article?

Scientists use satellites and other tools to study hurricanes.

Hurricanes blow in a fiercely moving circle around a central calm area.

As scientists fly into the storm, the winds howl faster and faster.

It seems almost foolhardy to fly into the eye of a hurricane.

Why did you choose your answer?

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

STER. . A M E DIRECTIONS: Read question 5 again and the answer that is given. write Y WAY ACKLINThen N L A B A N I about how your answer was the same as this answer. OTwrite how UCEitD was S NOr I D O T I R . P different from this answer. You will need to RE you wrote on TED backO at GHlook BEwhat I R Y T P K the “Think About the Question” Kpages. IS CO THIS BOO O O B N FOR MPLE E A V S I G S I T TH IS NO N O I S IS 5 Why is it important that some people fly through Good PERM

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

hurricanes? Answer: They gather information to warn people about what to expect from the hurricanes. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

EXTENDED-RESPONSE QUESTION THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

Why is it important to be able to predict weather? What information is important to know? How can this information be helpful? Use details from the passages you have just read to support your answer.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 2: WHAT CAN WE DO ABOUT THE WEATHER?

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Introduction to Theme 3:

Why People Love Coins Coins mean different things to different people. Some people save their coins in piggy banks. Others use coins to buy things. They use coins for parking meters, telephones, and food and drink machines. For centuries, people have used coins to buy goods and services. Long before coins were made in factories called “mints,” people made coins by hand. Coins were made from wood, seashells, and different metals.

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

©Vadim Kozlovsky/ dreamstime.com

Coins are useful to us when we buy or sell something. But many people also value the beauty of coins and collect coins from different times and different places. INE

. ASTER Y. M Y WA A CK L N L A B A N I Now you will read three passages. They each us UCED S NOT give I D O T I R . P D E E clues as to why people love coins. As you read, think R T H E G YRI the next TO B you pick up K time O COPAnd O about how you use Kcoins. S B I O HIS BOto R Tdetails E O L F P a coin, Stake time notice its and beauty. N M A GIVE T O THIS N N IS O I S S I PERM Think When You Read 1 Do you know someone who collects coins, stamps, or something else that interests them? Tell about one collection.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Think When You Read DIRECTIONS: Now you will read about the details of coins that make them interesting. Think about what you read. Then answer the questions.

Why People Love Coins

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

Learning About Coins

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

Coins are useful, but they can also be beautiful—like little pieces of art. Some coins are tributes to people. They have pictures of people we want to honor and remember. For example, many U.S. coins have pictures of our presidents. Some have pictures of other people who did important things for the country. In STER. . A M E recent years, U.S. dollar coins were ACKLIN IN ANY WAY L B A created to honor Susan B. Anthony, S NOT PRODUCED I T I . D who fought for women’s and GHTErights, BE RE I R O Y T P K CO BOO woman who Sacagawea, S K IaS Native-American I O H O T B R PLE open N FOwestern helped part of the country to explorers. SAM IVEthe

THIS NOT G S I N So coins reflect our nation’s history. You might want to SIO S I M R PE Think When You Read 1 Is there a special design that you like on a particular coin? Describe it and tell why you like it.

begin collecting coins yourself. But before you start, learn some of the words that people use when they talk about coins. Here are two diagrams that show what these words mean.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

obverse = the front side of the coin— also called “heads”

reverse = back side of the coin—also called “tails” inscription = other words on the coin

date = when the coin was made

designer’s mark = a small mark that tells who designed the coin

mint mark = a small letter telling which mint, or factory, made the coin (“D” is for Denver) design = the pictures, lines, and shapes on both sides

motto = usually “E PLURIBUS UNUM” (out of many, one) face value = what the coin is worth when you spend it

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Other coin values not printed on a coin:

precious metal value = what the gold or silver in a coin is worth historic value = what important people and places a coin shows

R. WAY. KLIN C Y A N L A B OT A ED IN N C U S I D O T TED. I O BE REPR H G I R PY its condition. The collector’s value of a coin is affected COby OOK T S B I S K I O H If a coin is scratched or worn, to Fbe ORaTlower grade. That PLEitBOis said N M E A V S I means it is not in very THIS good Icondition NOT G and not worth as much S N to collectors. ISSIO PERM TE collector’s value = what collectors will pay to add a coin to their collections E MAS

Think When You Read 2 Which of the words on a coin are the most interesting to you?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

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

If someone buys a coin for the gold in it, he or she is interested in the coin’s

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

What do you think the answer to this question is?

What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B FO the passage, what information about a 2PLEAccording Good N to M E A V S I G S I T TH NO cannot be read on the coin? Test IScoin N O I S Takers PERMIS What do you think the answer to this question is?

Think—What does a facts and details question ask? What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Good Test Takers

To check the answer for question 2, you should reread What do you think the answer to this question is?

Think—What does a reading for different purposes question ask?

What makes you think that?

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

Which words from the passage tell us what the word tributes means?

Good Test Takers

What do you think the answer to this question is?

Think—What does a words and phrases STER. . A M E WAY CKLINquestionY ask?

A BLA CED IN AN T O N ODU IT IS R . P D E E R T YRIGH OOK TO BE P O C OK IS OR THIS B O B E L NF MP E A V S I G S I T TH IS NO N O I S Good RMIS 5 If you havePaE quarter in your pocket, what is its face Test What makes you think that?

value? Explain what face value is.

Takers

What do you think the answer to this question is?

What makes you think that?

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Think—What does an inferences and conclusions question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Good Test Takers

Think—Can I eliminate any answer choices?

If someone buys a coin for the gold in it, he or she is interested in the coin’s

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

face value

collector’s value

precious metal value historic value

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

According to the passage, what information about a coin cannot be read on a coin?

A B C D

the date it was made its motto its collector’s value its mint mark

Why did you choose your answer?

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To check the answer for question 2, you should reread

STER. . A M E the diagrams ACKLIN IN ANY WAY L B A NOT UCED D O the information at the end of the passage D. IT IS R P GHTE BE RE I R O Y T P K the title of this passage O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T H O Why did you Tchoose your IS Nanswer? N O I S IS PERM

A B C D

the introduction to this passage

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

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

Which words from the passage tell us what the word tributes means?

A B C D

“They can also be beautiful—” “little pieces of art” “we want to honor” “what the coin is worth”

Why did you choose your answer?

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DIRECTIONS: Read question 5 again and the answer that is given. Then write STER. . A M E about how your answer was the same as this answer. Or write how it was CKLIN Y WAY A N L A B A N I different from this answer. You will need to look backNat youCwrote on U ED S OTwhat I D O T I R . P the “Think About the Question” pages. E RE GHTED

Good Test P Takers

B OPYRI S BOOK TO C S I BOOK R THI E O L F P N M A VE OT GIhave THIS S 5 ISIfNyou a quarter in your pocket, what is its face N O I S S I value? Explain what face value is. ERM

Think—What facts and details support my answer?

Answer: Its face value is 25 cents. That means you can use the coin to buy 25 cents worth of goods or services. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Think When You Read DIRECTIONS: Here is a story about a boy who is given some coins that he thinks are worth only their face value until he learns otherwise. Read and think about the story. Then answer the questions about the story.

Why People Love Coins

The Great Numismatist Before Uncle Walter died, he left a note on his coin collection to say that Jamal should have it. Jamal’s mother suggested that the coins might be valuable, but Jamal refused to get excited. “You can see right on them what they’re worth,” he said. He left the coins in a drawer in the dining room cabinet.

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

At lunchtime, Jamal sat with his friends and told them about the collection. “Most of the coins are just old pennies!” Jamal said. “One of them is a half-penny from 1820-something. I can’t buy anything with that!” A

STER. . A M E ACKLIN IN ANY WAY L B S NOT PRODUCED I T I Francisco looked thoughtfully at Jamal and said, “Tell me . GHTED BE RE I R O Y T P more about the coins.” K O K IS C R THIS BOO O O B FO big pennies, a “I don’t know,” Jamal Asaid. Nsome MPLE“ThereGIare E V S S I T THwith a mean-looking regular-sized penny eagle on it, the IS NO N O I S S I half-penny I told RM about, and, oh, a two-cent piece. I could PEyou

really buy something expensive with that! There are a couple of silver dollars, too. My mom won’t let me Think When You Read spend any of the coins 1 How would you have felt about receiving Uncle because they belonged Walter’s collection? to Uncle Walter. And he got them from his and my dad’s great-great-grandfather, who was also named Walter.” © RALLY! EDUCATION. NO

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

“What are the dates on the coins?” Francisco asked. “I don’t remember,” Jamal said. “They’re all old—from the 1800s.” “What grade are they?” Francisco asked. Jamal laughed at that, and answered, “I give them an F!” “No,” Francisco said, “I’m wondering if they are scratched very much.” “What’s up with all these questions?” Jamal asked.

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Francisco suggested that the coins Uncle Walter left for Jamal might be worth some money. “They could be worth more than $100 each, R. STEthe A even if they Nare not M E AY. LI W K C Y A N L A B highest grade. And some of them could OT A be worth ED aINlot more N C U S I D O T than that!” REPR TED. I

YRIGH

O BE

OP eyes upward, Chis Jamal rolled OOK Tgiving Francisco an “Oh, S B I S K I O H O RT sure!” PLE Blook. EN F O AM

IV OT GFrancisco THIS S “Well,” N S I said, “I am a numismatist, you know.” SION S I M R PE

“Reeeally,” Jamal mocked, “I hope it isn’t catching.”

Think When You Read 2 Why do you think Jamal decides to ask Francisco to see his collection?

“It means I study coins,” Francisco said. He was tired of the way Jamal was acting, but he really wanted to have a look at those coins. “They could be worth something

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

because people who collect old coins will pay a lot of money for the right ones.” All afternoon, Jamal thought about what Francisco had said. At the end of the school day, he asked Francisco to come to his house to look at the coins. Jamal looked in the cabinet drawer but could not find the coins. He asked his mother where the coins were. She changed the subject by asking Jamal about his homework. But Jamal wasn’t giving up. He asked again. “They aren’t here,” Mother said. “I gave them away.” Jamal’s face nearly fell to the floor, and Francisco looked surprised.

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“You gave them away?” Jamal asked.

“I read in the paper that the local history museum is planning a special coin exhibit,” Jamal’s mother said. “I knew you weren’t interested in the coins, Jamal, so I donated them to the museum. I gave Mrs. Johnson, the person in charge of the exhibit, pictures of your great-great-great-grandfather Walter, too. She’s going to STER. . A M E ACKLIN IN ANY WAY display the picture L B A Think When You Read S NOT PRODUCED I with the coins. The T I . E TED is feeling GHJamal BE Rabout I 3 How do youPYthink the coins now? R exhibit will open soon, O T K O O C O S B I IS he does? Why Jamal. You can see the BOOKis he feelingTHas coins there.”

N FOR MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Jamal was disappointed. He had started to hope that the coins would make him rich.

“We can look at them there when the exhibit opens,” Francisco said. “Just think, Jamal, your ancestor was one of our city’s first numismatists! That’s great, and maybe it is catching.” Smiling, Jamal said, “Let’s stop by the museum tomorrow and ask Mrs. Johnson if I can bring a picture of my Uncle Walter to put in the collection. He would have been proud to be known as a numismatist.” © RALLY! EDUCATION. NO

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

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

When he receives the coins, Jamal thinks they are What do you think the answer to this question is?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K Good 2 What BOOmind about the coins? IS CO Jamal’s S Kchanges I O H O T B R Test N FOthink MPLEWhatGdo E A V S I you the answer to this question is? S I T Takers TH ION IS NO ISS PERM Think—What does an inferences and conclusions question ask?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Good Test Takers

Which of these sentences from the story expresses an opinion? Write an opinion found in the story.

Think—What does a fact or opinion question ask? What makes you think this is a possible answer?

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

What lesson can be learned from this story?

What do you think the answer to this question is?

What makes you think that?

Good Test Takers

Think—What does a story elements (theme) STER. . A M E LIN WAY ANY ask? BLACK question

OT A ED IN N C U S I D O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E A THIS S IS NOT GIV Good SION S I M R Test PE 5 What is a numismatist? What do you think the answer to this question is?

What makes you think that?

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Takers

Think—What does a words and phrases question ask?

GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Good Test Takers

Think—Can I eliminate any answer choices?

When he receives the coins, Jamal thinks that they are

A B C D

rare enough to be in a museum

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 not Uncle Walter’s to give away worth only their face value

too special to use to buy things

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

What changes Jamal’s mind about the coins?

A B C D

Francisco says that they could be worth money. They disappear from the drawer in the dining room. He learns that they once belonged to a relative. His mother gave them away.

Why did you choose your answer?

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Which of these sentences from the story expresses an opinion?

STER. . A M E “I can’t buy anything with that!” ACKLIN IN ANY WAY L B A NOT UCED S. .” I D O T “We can look at them when the exhibit opens, . I R . P GHTED BE RE I R O Y T P K “I’m wondering if they are scratched O very much.” K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T H O Why did you Tchoose your IS Nanswer? N O I S IS PERM

A B C D

“They’re all old—from the 1800s.”

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

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

What lesson can be learned from this story?

Never count on things being worth more than they say they are worth.

B C D

Some things in life have value unrelated to money. A penny given away is not a great gift. Don’t collect things you never intend to use.

Why did you choose your answer?

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ER. DIRECTIONS: Read question 5 again and the answer that is given. Then STwrite A M E WAY. KLIN it was C Y A about how your answer was the same as this answer. Or write how N L A B A OTwhat ED IN on N C U S I different from this answer. You will need to look. back at you wrote D O T TED I O BE REPR H G I the “Think About the Question” pages. R KT OPY

Good Test Takers

K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS 5 What is a numismatist? PERM

Think—What facts and details support my answer?

Answer: A numismatist is a person who collects and studies coins. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Think When You Read DIRECTIONS: Now you will read about a United States coin first issued in 2000, and learn about the woman it honors. Read about Sacagawea and then answer the questions.

Why People Love Coins

A Coin for an Important American

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

In 2000, the United States got a new, golden-colored coin that contains only a small amount of gold. The coin, which is the size of a quarter, is actually copper between layers of manganese brass. Designed by artist Glenna Goodacre, STER. . A M E the coin honors Sacagawea (Sac-uh-juh-WE-uh), a ACKLIN IN ANY WAY L B A Native-American woman. Between 1804–1806, S NOT PRODUCED I T I . Sacagawea helped Lewis and Clark explore theIGHTED BE RE R O Y T P K O Louisiana Purchase. K IS C IS BOO

BOO R TH E O L F P N M E Louisiana A President Thomas Jefferson bought the THIS S IS NOT GIV Purchase from the French SIONin 1803. It covered S I M R PE of land from the Mississippi 800,000 square miles River to the Rocky Mountains. Eventually, the land would form 13 new states and nearly double the size of the United States. But at the time, most Americans knew little about it. President Jefferson sent

Think When You Read 1 Have you ever heard of the Lewis and Clark Expedition? What do you know about it?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Lewis and Clark on an expedition to learn about and to map the Louisiana Purchase. Lewis and Clark knew that the Shoshone Indians, who lived just east of the mountains, had horses. The men needed horses for their trip. So they hired a French fur trader and his wife, Sacagawea, to communicate with the Indians. At the beginning of the 1800s, there were no good maps to show the way to and through the mountains. Sacagawea led Lewis and Clark across the land. Along the way, Sacagawea also gathered roots, plants, and vegetables needed for food and medicine.

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Sacagawea was a Shoshone who had been kidnapped by people from another tribe when she was 12 years old. Her knowledge of her native land and language made her valuable to Lewis and Clark. There were 33 people in Lewis and Clark’s party, including Sacagawea’s baby son. Sacagawea was the only woman.

When Lewis and Clark reached Shoshone land, Sacagawea . persuaded the Shoshones to trade horses to the party. STItERwas A M E WAY. N I Y L helpful that the chief of the Shoshones turned out to be a N K C A A BLA ED IN C T U O D N brother she had not seen for Tmany years. O IS PR

TED. I

BE RE

O Indian languages. RIGH notBspeak K Tany Lewis and Clark Ycould O P O O C S K IS OSacagawea's R THI they would not have been able to Without help, O O B F E N L E V the Shoshones. Sacagawea helped them AMP OT GIwith N S THIS S communicate I SION IScommunicate with other native people, too. These people saw M R E P how much the men in the expedition respected Sacagawea. Think When You Read These Native Americans 2 What do you think it would have been like to have been trusted the expedition part of the Lewis and Clark Expedition? party because they trusted Sacagawea.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Little is known about Sacagawea after she left the Lewis and Clark Expedition. Many people believe that she and her husband left the explorers when the party returned to the Dakota area. They say that she died there when she was 25 years old. But other people have argued that she lived many years in Shoshone territory. There is much we still do not know about Sacagawea. We do not, for example, know what Sacagawea The Granger Collection, New York looked like. When the coin was designed, a model posed for the picture of Sacagawea carrying her baby son on her back. Even Sacagawea’s name, which is not written on the coin, has been spelled in different ways. Lewis and Clark spelled it Sacagawea.

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TER. WAY.

For all the questions about her, one thing E MAS N I L K C ANY BLA is certain. Sacagawea helped make the A N I T D O IS N ODUCE R . Lewis and Clark Expedition aITsuccess. P D E E R T GH TOonBE K The soaringIS American eagle OPYRI bald O C O SB K Oof HIthe O T B R the back the coin is sign of the E O L F N MP E A V S I G S I T nation TH IS NOshe helped enlarge.

SION S I M R PE

Think When You Read 3 Do you think you would like using the Sacagawea dollar? Why or why not?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Good Test Takers Think—What does an author’s point of view question ask?

The author of this passage would probably agree that Sacagawea

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

What do you think the answer to this question is?

What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B FO Good 2PLEThe main that Lewis and Clark hired Sacagawea Nreason M E A V S I G S I T H O T N Test N ISwas to O I S S I Takers PERM What do you think the answer to this question is?

Think—What does a cause and effect question ask? What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Good Test Takers

What is the best way to describe what type of passage this is? What do you think the answer to this question is?

Think—What does a genres and types of passages question ask?

What makes you think that?

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

Which of the following magazine articles would you read if you wanted to learn more about this U.S. dollar?

Good Test Takers

Write a possible title of a magazine article you would read.

Think—What does a research STER.and. A M E LIN WAY NYskills A BLACK reference N I D ask? DUCEquestion

OT A N S I T .I PRO D E E R T H E G B OPYRI S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

What makes you think this is a possible answer?

Why did the Native Americans in all the tribes the party met trust Sacagawea? 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?

GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

Good Test Takers

Think—Can I eliminate any answer choices?

The author of this passage would probably agree that Sacagawea

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

was a legend and not real

deserved being honored by a coin was very lucky but not skilled

did little to help Lewis and Clark

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

The main reason that Lewis and Clark hired Sacagawea was to

A B C D

have someone to gather the food they ate see that she was protected communicate with the Shoshones learn what her actual name was

Why did you choose your answer?

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

What is the best way to describe what type of passage this is?

STER. . A M E mostly the author’s opinions ACKLIN IN ANY WAY L B A S NOT PRODUCED I T the history of the Shoshone people I . GHTED BE RE I R O Y T P K a factual account of a real person O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T H O Why did you Tchoose your IS Nanswer? N O I S IS PERM

A B C D

a fictional story that could not have happened

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

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

Which of the following magazine articles would you read if you wanted to learn more about this U.S. dollar?

A B C D

“The Story of the Golden Dollar” “What Really Happened to Sacagawea?” “Thomas Jefferson’s Amazing Purchase” “Collecting Old Silver Dollars”

Why did you choose your answer?

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

ER. DIRECTIONS: Read question 5 again and the answer that is given. Then STwrite A M E WAY. KLIN it was about how your answer was the same as this answer. Or write how C Y A N L A B A OTwhat ED IN on N C different from this answer. You will need to look back at you wrote U S I D O T D. I REPR E B the “Think About the Question” pages.PYRIGHTE O T

Good Test Takers

CO OOK S B I S K I O H PLE BO IVEN FOR T M A S THIS 5 ISWhy NOT Gdid the Native Americans in all the tribes the party N ISSIO met trust Sacagawea? PERM

Think—What facts and details support my answer?

Answer: She was a Native American and spoke an Indian language; and they saw how Lewis and Clark respected her. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

EXTENDED-RESPONSE QUESTION THEME 3: WHY PEOPLE LOVE COINS

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Why do you think people like to collect coins? How can people benefit from having a coin collection? Use details from the passages you have just read to support your answer.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

GUIDED PRACTICE: WE GUIDE YOU • THEME 3: WHY PEOPLE LOVE COINS

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Introduction to Theme 4:

The Joy of Cycling Lots of children and adults ride bicycles for fun, but the bicycle has been an important means of transportation, too. In some parts of the world, bicycles are the most common means for people to get from place to place. In other countries, many more children and adults ride bikes than they do in the United States. In Europe, for instance, twice as many people report using bicycles as in the United States. But bicycles are becoming more popular here, too. Some cities are painting bicycle lanes on their streets or building special bicycle paths. Making it easier and safer for people to ride bicycles may help cities reduce car traffic.

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

STER. . A M E ACKLIN IN ANY WAY L Now you will read three stories. These stories B A T UCED S NOAs I D O T each tell something about bicycles. you read, I R . P D GHTEare BE RE to I R O Y T think about why bicycles important P K O K IS C R THIS BOO O O many people. B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM Think When You Read 1 Why don’t more people in the United States ride bicycles? Tell what you think.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Think When You Read DIRECTIONS: Now you will learn about different types of bicycles and what you might consider before buying a new one. Then answer the questions about the passage.

The Joy of Cycling

Good Readers

Choosing the Right Bike

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

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

Are you thinking about getting your first bike? Or are you considering buying a new bike? If the answer to either question is yes, there are some decisions you will need to make. Seat

shift lever seat post

rear brake rear brake cable

top tube

handle bars brake lever front brake cable front brake

STER. . A M E ACKLIN IN ANY WAY L B A reflector S NOT PRODUCED I T I . tire RE TED H E G B I R O COPY IS BOOK T S I K O BO R TH E O L F P N M E A hub THIS S valveIS NOT GIV SION chain ring S I M rim R PE crank arm freewheel down tube

chain

pedal

Think When You Read 1 Tell about the kind of bike riding you would like to do.

spokes

First, decide where you will ride the bike. Will you be riding in town (on-road), on dirt or in the woods (off-road), or both? The kind of riding you want to do will help you pick the type of bike you should have.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Second, will you be riding to get to places or mainly to have fun? How fast will you want to go? How comfortable do you want the ride to be? Look at the diagram to review the different parts of a bike. These parts work together to determine the kind of ride you will have. Now read the table below to decide which bike is the right bike for you.

Type of Bike Mountain

Road

Hybrid

Comfort

Features of the Bike

wide tires with less air; strong frame; straight handlebars; has gears

narrow, hard tires; handlebars curled down; has gears

cross of mountain and road bikes; straight handlebars

wide, soft tires; like a very high handlebars; low easy chair wide, soft seat on wheels

Where the Bike Goes

off the road

on the road

around town and trails

on or off the road

on the road

Sitting Style

upright position

bent toward handlebars

upright position

lean back with feet forward

less wind resistance; fast; smooth; quiet

smooth ride; stable

comfortable; smooth ride

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

Good Points less slipping;

handles easily

Bad Points

Recumbent

very comfortable; . STERleg A M good E AY. LIN ANY W BLACK D INexercise

OT A N S I ODUCE T I R . P D E E R T E on the more wind slips on IGH on K TO Bslow YRslower P O O C O resistance, gravel; road; harder SB OK IS ORthe HIroad; O T B E L F causing aSAMP rough Iride handles to handle G VEN S I T H O T N slower ride; N IS less easily off-road O I S S I off-road ERMand Pnoisy

unusual look and feel

bumpy

Think When You Read 2 What type of bike would you pick? Why?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

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

If you want a fast bike, you can expect to What do you think the answer to this question is?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O 2 TheOhybrid isSlike Good BOOboth a K IS C bike I H O T B R Test N FOthink MPLEWhatGdo E A V S I you the answer to this question is? S I T Takers TH ISSION IS NO PERM

Think—What does a compare and contrast question ask?

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

If you want to know the best bike for riding off-road, you should first read the column of the table called What do you think the answer to this question is?

What makes you think that?

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

If you want the best bike for riding off-road, you should get a What do you think the answer to this question is?

Good Test Takers Think—What does a reading for different purposes question ask?

Good Test Takers Think—What does a facts andR.details MASTE ask? INEquestion AY.

A CK L L ANY W B A N I T D O E What makes you think that? IT IS N REPRODUC . D E T YRIGH OOK TO BE P O C OK IS OR THIS B O B E L NF MP E A V S I G S I T TH IS NO N O I S IS PERM 5

What will the information in this passage help a reader to do? What do you think the answer to this question is?

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

What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Good Test Takers

Think—Can I eliminate any answer choices?

If you want a fast bike, you can expect to

A B C D

have a bike with wide tires

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 have a less comfortable ride

sit back like you are in an easy chair sit in an upright position

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

The hybrid bike is like both a

A B C D

road bike and a mountain bike comfort bike and a recumbent bike road bike and a comfort bike mountain bike and a comfort bike

Why did you choose your answer?

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

If you want to know the best bike for riding off-road, you should first read the column of the table called

STER. . A M E Features of the Bike ACKLIN IN ANY WAY L B A S NOT PRODUCED I T Where the Bike Goes I . GHTED BE RE I R O Y T P K Good Points O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T H O Why did you Tchoose your IS Nanswer? N O I S IS PERM

A B C D

Type of Bike

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

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

If you want the best bike for riding off-road, you should get a

A B C D

mountain bike hybrid bike comfort bike recumbent bike

Why did you choose your answer?

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

Good Test Takers

CO OOK S B I S K I O H PLE BO IVEN FOR T M A S THIS 5 ISWhat NOT Gwill this information in this passage help a reader N ISSIO to do? PERM

Think—What facts and details support my answer?

Answer: The reader can decide which bike is best for the kind of riding he or she wants to do. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Think When You Read DIRECTIONS: This story is about a boy in Arizona who is getting a new bicycle. Read to find out what happens. Then answer the questions about the story.

The Joy of Cycling

Leaving an Old Friend Behind

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

Alo stood on the pedals of his bicycle and leaned into the wind as he pedaled beside Arizona Highway 264. The Third Mesa rose high above him to his left and blocked part of the wind.

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

The old bike seemed to weigh a ton. Two tubes stretched between the handlebars and the saddle seat, making the bike’s STER. . A M E metal frame heavy. The left pedal was bent from all the times ACKLIN IN ANY WAY L B A Alo stood on the pedals to get power to go up a hill or against S NOT PRODUCED I T I . the wind. Sometimes, Alo thought it would be HTED andTOfaster Geasier BE RE I R Y P K O CO to walk. OK IS HIS BO

PLE BO

FOR T

AM VEN leather seat. Alo Metal springs showed the GItorn T O THIS S through N S N Ianyway. didn’t get to sit downISmuch He usually stood, leaning O I S M R E P back and pulling the handlebars that curled upward like the horns of a Texas bull. This position made it Think When You Read easier for Alo to push 1 Suppose you had to get around on Alo’s bike. How would down on the pedals, you feel about the bike? although pedaling still wasn’t easy. To Alo, pedaling his bike seemed a lot like pushing a wheelbarrow full of rocks—uphill. © RALLY! EDUCATION. NO

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

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

Tocho had a junk heap beside his shop where Alo found three old bikes. He used parts from the bikes to build a new bike. It was like building a jigsaw puzzle on wheels. Alo named everything important to him, so he called the bike “Junior.” He was proud that he had made it himself—even when the other boys on the Hopi reservation laughed as they saw him lumbering by. R. STEJunior A M E . was really slow to ride and difficult to handle. Y WAY ACKLIN

A BL IN AN T D O E N C U Alo longed to have a new. Iroad Or even D T IS bikeRlike PROLansa’s. D E E T H E G better, he dreamed K TO Bbike like Akule’s. “Or just OPYRofI a Smountain O C O S B I give me any bike with BOOK R THI E O L F P N M E more than one gear,” S SA Think When You OT GIV THIRead N S I he panted, reaching the SION S I M R PE given up something you had for a long 2 Have you ever time? Describe how you felt.

top of a low hill. He was able then to sit back on the worn saddle, getting help from gravity as the road went slightly downhill.

Alo was less than a mile from Tocho’s, and his legs ached from the hard ride. But he had enough speed to sit back and think about this being his last ride on Junior.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

“I wonder what will become of him,” Alo was thinking. He knew no one would want the bike. Quickly he put the question out of his mind. Ahead lay Tocho’s shop, with a pile of old bike frames, wheels, and other parts on one side. He was here to pick up the new bike Tocho had ordered for him from Flagstaff. Alo felt guilty when he thought about leaving Junior behind. But he had saved so long for a new bike. And he smiled at the thought of how much easier it would be to ride up the low hills that were such a challenge to Junior. At the shop, Alo left Junior up near the road, resting on his kickstand several hundred feet away from the junk pile. Tocho had not had time to prepare Alo’s new bike. He pointed to a large box inside the shop.

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

Together they unpacked the bike, assembled some parts, and then attached the handlebars. The bike’s green frame glowed like a neon sign. Finally, they put the bike on the repair stand to test its balance. Tocho made certain its wheels turned freely. He lowered it to the floor and rolled it into Alo’s hands.

STER. . A M E “Take it out and test ACKLIN IN ANY WAY L B A the gears,” he said. S NOT PRODUCED I T I . Think When You HTED “Do you know how to GRead BE RE I R O Y T P K IS CO THIS BOO use them?” Alo nodded Kdo O O B 3 How you R Alo felt as he rode his new bike home? LE FOthink N E his head yes. Tocho IS SAMP V I Describe OT G what he might have been thinking. TH watched the boy wheel SION IS N RMIS PEbike the beautiful new out of the shop, and he noticed that Alo took a strange path to the road. He kept his back toward Junior. By the time Alo got back to report that everything seemed to be working well, Tocho had moved the old bike behind the shop where Alo could not see it. Alo did not ask what had become of Junior.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Good Test Takers Think—What does a story elements (setting) question ask?

Where does this story take place? What do you think the answer to this question is?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O 2 TheOdescription Good S BOO pedaling Junior to K IS C R Tcompares I H O B Test N FOthink the answer to this question is? MPLEWhatGdo E A V S I you S I T Takers TH SSION IS NO I PERM

Think—What does a figurative language question ask?

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What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

When the story ends, Alo is about to What do you think the answer to this question is?

What makes you think that?

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

The author tells this story from whose point of view? What do you think the answer to this question is?

What makes you think that?

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

Good Test Takers Think—What does an author’s point of view. STER ask?. A question M E Y IN

Y WA A CK L N L A B A N I S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH NO IS replacing N O 5 How does Alo feel about Junior with a I Good S MIS R E P new bike? What do you think the answer to this question is?

Test Takers

Think—What does a summarize question ask? What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Good Test Takers

Think—Can I eliminate any answer choices?

Where does this story take place?

A B C D

on the Hopi Indian reservation

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

in a bicycle factory in Flagstaff, Arizona at the top of a big Arizona mesa on a Texas cattle ranch

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

The description compares pedaling Junior to

A B C D

putting a new bicycle together pushing a heavy wheelbarrow doing a Native-American dance fixing a flat tire

Why did you choose your answer?

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

When the story ends, Alo is about to

A B C D

sell Junior to Akule

STER. . A M E ACKLIN IN ANY WAY L help Tocho make a new bike B A S NOT PRODUCED I T I . ride away on a new bicycle GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B Why did you choose PLE answer? N FO Myour E A V S I G S I T TH IS NO N O I S IS PERM ride home on Junior

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

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

The author tells this story from whose point of view?

A B C D

Alo’s another Hopi boy Junior’s Tocho’s

Why did you choose your answer?

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

Good Test Takers

CO OOK S B I S K I O H PLE BO IVEN FOR T M A S THIS NOT G S I N ISSIO5 How does Alo feel about replacing Junior with a PERM

Think—What facts and details support my answer?

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new bike?

Answer: Alo feels sad and guilty, but he is also very happy to have a new bike. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Think When You Read DIRECTIONS: Now you will read a short history of bicycles and how they have changed over time. Read and think about what you read. Then answer the questions.

The Joy of Cycling

Pedaling Through History

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

The bicycle, which means “two wheels,” has been around just a little longer than the car. And, like the car, the story of how the bicycle has changed over the years is interesting.

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

The Walking Machine (1817): You couldn’t ride the first bicycle. It was a walking machine! It looked something like today’s bicycles, but it did not have pedals, and it was made entirely of wood—even its wheels! The walking machine, which STER. . A M E was also called the “hobby horse,” was built by a Frenchman ACKLIN IN ANY WAY L B A who wanted to get around faster in the gardens of Paris.ITWith S NOT PRODUCED I . GHTED BE RE I one leg on either side of R O Y T P K O BOO Think When Read S K IS C You I the machine, a person O H O T B N FOR MPLE E A V S could take long, gliding I G S I T O you like to ride one of the bicycles described here? 1 N Would TH steps. Rich young menSSION IS Why or why not? I ERMto found this early P bike be a great toy. The Bone Shaker (1865): The first bicycle made for riding was called the “velocipede,” meaning “fast foot.” But most people called the bike “the bone shaker,” and for good reason. Everything on the bike was made from wood except for the tires, which were metal. The front wheel was bigger than the back wheel. A ride on a bumpy street rattled every bone in the rider’s body, so most riders rode in places that looked like today’s roller rinks. © RALLY! EDUCATION. NO

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

The High-wheel Bicycle (1870): The first machine officially called “a bicycle” was made entirely of metal, except for its tires, which were hard rubber. The rubber made for a smoother ride until you fell off. The bicycle had an even larger front wheel than the bone shaker. The seat was up above the front wheel, meaning if the rider fell, he fell far and often on his head. People used the phrase “taking a header” to describe this unlucky accident. The pedals on the high-wheel bike were attached to the front wheel. So the bigger that wheel, the farther the rider traveled with one full turn of the pedals.

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

The High-wheel Tricycle (1880s): Soon there were riding machines with more than two wheels. Those with three wheels were named “tricycles.” One or two of the wheels were larger. Some inventions, like the one that made it easier to turn the front wheel, made the ride more comfortable. TER. Salso The tricycle A M Think When You Read E IN brakes. WAY. KLhand C Y A had N L A B OT A Women EDinINlong skirts N C U S 2 Describe how you think it would feel to ride a high-wheel I D O T I REPR TED.think H E G B bicycle or tricycle. What kind of problems do you you I R O preferred tricycles. PY KT O O C O S B I would have? BOOK R THIS Safety Bikes (1890s): E O L F P N M E A V S I G S I T Soon a chain drive TH IS NO N O I S IS linked a bicycle’s PERM pedals to one of its wheels in a way that gave more turn of the wheel for each push on the pedals. The big wheel was no longer needed. So, like the walking machine, safety bikes had two wheels the same size. This became the permanent design for bikes. The tires were still

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

hard rubber, so the ride was bumpy until the late 1890s, when the balloon tire was invented. The much softer ride made bicycles more popular. They became an important means of getting around. Safety bikes carried people to work and other places, and they were great fun during free time. The Kid’s Bike (1940s–1950s): After World War II, bicycles were made with wide balloon tires, fenders, lights, and all kinds of extras. Some looked almost like rocket ships, and they often weighed over 60 pounds! Called “classic” bikes, these bicycles were very popular with kids, who wanted the best and fanciest bike on the block.

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

Today’s Bikes: Since the second half of the 1900s, bikes have been designed for different purposes. STER. . A M Racing bikes are very light, with ©Linda Morland/Dreamstime.com E Y CKLIN NY WA A thin, firm tires. Their handlebars curve downward, making OT A BLA N I N UCED Soffers I D O T I R . the rider bend forward. In this position, the rider’s body P GHTED BE RE I R O Y T P K less wind resistance. Derailleurs were Ideveloped, so that O K S C R THIS BOO O O B changing gears made it possible farther N FO and faster. MPLE to go E A V S I G S I T Special bikes were TH IS NO N O I S IS designed for riding PERM Think When You Read off-road on paths in woods and other 3 What is the most exciting bicycle you have ever ridden? places. Today, people Describe it and what riding it was like. who ride bicycles have more choices than ever before.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

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

The bicycle that had no pedals was a What do you think the answer to this question is?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 What makes you think that?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O O described as 2 ThisOpassage best Good BObe S K IS C can I H O T B R Test N FOthink MPLEWhatGdo E A V S I you the answer to this question is? S I T Takers TH ISSION IS NO PERM

Think—What does a genres and types of passages question ask?

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What makes you think that?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

Another good name for this passage would be What do you think the answer to this question is?

What makes you think that?

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

The author’s main purpose for writing this passage was to What do you think the answer to this question is?

What makes you think that?

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

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

E MAS WAY. N I L K C ANY BLA A N I T D O E IT IS N REPRODUC . D E T YRIGH OOK TO BE P O C OK IS OR THIS B O B E L NF MP E A V S I G S I T TH IS NisO organized. N O 5 Explain how this passage I Good S IS PERM What do you think the answer to this question is?

What makes you think that?

PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Test Takers

Think—What does a text organization question ask?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

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

The bicycle that had no pedals was a

A B C D

walking machine

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

high-wheel tricycle classic bike

Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

This passage can best be described as

A B C D

a biography a folk tale a historical timeline a scientific journal

Why did you choose your answer?

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

Another good name for this passage would be

A B C

“Why Kids Liked the Classic Bike of the 1940s”

STER. . A M E ACKLIN IN ANY WAY L “Why the Bone Shaker Was Replaced by the B A S NOT PRODUCED I High-wheel Bicycle” T I . GHTED BE RE I R O Y T “Why Balloon Tires Are Important” P K D O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T H O Why did you Tchoose your IS Nanswer? N O I S IS PERM “How Bikes Have Changed Over the Years”

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

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

The author’s main purpose for writing this passage was to

A B C D

make the reader laugh show why safety bikes are best compare bikes to automobiles inform the reader about bikes

Why did you choose your answer?

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

Good Test Takers

CO OOK S B I S K I O H PLE BO IVEN FOR T M A S THIS 5 ISExplain NOT G how this passage is organized. N ISSIO PERM Answer: It is organized by time, beginning with the earliest

Think—What facts and details support my answer?

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bikes and ending with the newest. This also means that it is organized by types of bicycles. How is this answer the same as or different from your answer?

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

EXTENDED-RESPONSE QUESTION THEME 4: THE JOY OF CYCLING

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

Compare and contrast any two bikes you have just read about. How are they alike? How are they different? Which bike would you prefer to have? Why? Use details from the passages you have just read to support your answer.

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GUIDED PRACTICE: WE GUIDE YOU • THEME 4: THE JOY OF CYCLING

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

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Independent Practice On Your Own

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 Theme 6: Stars and Planets 8 Theme 5: Heroes

Is Your Hero a Winner?

A Kind-Hearted Hero Saving a Hero

Functional/Everyday Fiction

Nonfiction

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K Our SolarKSystem BOO IS CO TFunctional/Everyday S I O H O B N FOR Fiction MPLE the E A Finding Stars V S I G S I T TH S NO INot N O I NASA Scientist, Astronaut Nonfiction S IS PERM

Theme 7: That’s the Game Just One More Win A Victory for the Sluggers An Extra Year That Paid Off!

Functional/Everyday Fiction Nonfiction

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INDEPENDENT PRACTICE: ON YOUR OWN

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.

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

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 . . . STER. . • how the stories are the same as or different from other stories you have A M E ACKLIN IN ANY WAY read, and L B A ED UChappened S NOTthatPRhave I D • how things that happen in these stories are like things O T I . GHTED BE RE I R O to you. Y T P K O

K IS C R THIS BOO O O B O questions have answer choices with Then, answer the questions. of N Fthe MPLE Most E A V S I G S I T H stepsIStoNOchoose the best answer for each question: them. Follow Tthese SION S I M R 1. Before you PE 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

E L P SAM ATION C U D E ! Y L Y L L RAL Heroes A R . 9 9 . 8 8 8 Introduction to Theme 5:

STER. . A M E LIN Y WAY ACKup N L A B Everyone has a hero, or someone that he or she looks A N I T UCED S NOare I D O T I to and admires. Some heroes are brave. Some strong. R . P E TED GHdo BE Rwell. I R O Y T P Others can sing, play a sport, or other things K O BOO Sheroes K IS CwhoR our I O H O T B Each of us gets to decide are and why FO PLE N M E A V S I HIS them!IS NOT G we Tlike SION S I M R PE

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

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

Heroes

Good Readers

Is Your Hero a Winner?

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

Here is a poster that announces a contest to select the most outstanding hero!

HONOR YOUR HERO!

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

Win a FREE trip to Magicland’s World of Wonderful Rides How to Win: Write a 500-word essay about your hero.

E Be sure to: Send a typed or clearly written copy MAtoSTthe E N I L WAY. K C Y A N L “My Favorite Hero!” contest at A B A IN IS NOT

UCED

. IT 2424 Williston Highway East PROD D E E R T H E G TO B East OPYRI Alabama, BOOK USA 35255 IS COurtown,

BOOK R THIS E O L F P N M your E hero is. A Tell who OT GIVwhy she or he is your hero. THIS S ISExplain N SION S I M R (What makes your hero so special?) PE

Include your name, age, and address. Mail your entry before September 30.

Grand Prize: 2 free 4-day trips to Magicland. 20 Runner-up prizes: bikes, books, and games. Sponsored by the Society to Hail Heroes (S2HH), Washington, D.C. A group of community leaders will pick the winners by 11/15. Winners will be informed by letter. A news release will inform the public about the winners and their heroes. Entries will become the property of S2HH and cannot be returned.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

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

To win the contest you need to

A B C D

visit Magicland guess who the hero is write an essay about your hero be chosen as the hero

Why did you choose your answer?

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

STER. . A M E ACKLIN IN ANY WAY L B A 2 This poster is designed to S NOT PRODUCED I T I . E ED A tell what a hero should be S COPYRIGHT OOK TO BE R OK I HIS B O T B R B entertain the reader E O L F SAMP OT GIVEN S I H T tell why S2HH is having C IS N the contest N O I S IS D give details PERMabout the contest Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

Which of the following cannot be learned by reading this poster?

A B C D

how long your essay should be what information to include in your entry what the grand prize will be who won a trip to Magicland

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAAL 99.RALLY . 8 8 B8 4

One way that the poster makes information stand out is to ER.

AST M E N I L put exclamation points after important K wordsANY WAY. C A L B OT A ED IN N C U S quote important people I D O T TED. I O BE REPR H G I R T of letters C useISdifferent OK designs COPY sizes Oand B S K I O H BO ask the Freader OR T questions PLED N M E A V S I THIS NOT G S I N ISSIO Why did you choose your answer? PERM

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

What does the poster say that you must tell about your hero for him or her to be chosen as the winner?

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

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

Heroes

Good Readers

A Kind-Hearted Hero

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

Christie stuck out her chin against the lever to turn her wheelchair toward Ben. “Thanks . . . for . . . believing . . . in . . . me, . . . Ben,” she said, determined to get the words out clearly. “But I don’t want to be your hero,” Christie said. “I want to be like everyone else.” Her green eyes added the emphasis she wished her hands could add.

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

Ben had said how Christie amazed him. She had learned to do so many things . STERsince for herself A M E Y. N WAShe KLIthe C Y A N L accident. A B OT A ED INlet someone N C U S I D never O T TED. I O BE REPR H G I R hand her COPY IS BOOK T S I K O H something, for PLE BO IVEN FOR T M A S example, if she THIS NOT G S I N ISSIOcould learn to get it for herself. Sometimes it took hours of trying PERM and practicing. To Ben that kind of determination was heroic. On weekdays like this one, he got up early to see Christie before catching the bus to school. Christie would come to school later in a special van, but Ben didn’t want to start his day without her outlook on the world. Christie always got up early to catch the latest news on TV. She would summarize it for him. She always stressed positive news that made him feel good about life. As Ben stood up to walk to the bus, he realized something. “Where’s Alisha?” he asked. Christie’s bright eyes flinched. Christie’s cat, Lexi, had had kittens. Alisha was the last kitten

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

to be born, and Christie’s favorite. The kitten had learned to jump onto Christie’s lap and lick her hand. Christie had planned to keep her.

Good Readers take notes:

“She’s at Karen’s house,” Christie said. “Karen’s grandmother died last week. Karen is so sad. She really needs a special friend like Alisha.” “You gave Alisha away?” Ben sputtered. “Karen will be good to Alisha,” Christie said. “That was really nice of you,” Ben mumbled. “You are my hero, no matter what you say.” “Nope,” Christie said, “I just did what you would do, Ben.”

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

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

STER. . A M E ACKLIN IN ANY WAY L B A NOTstory?ODUCED 1 What is the main lesson that can be learnedEDfrom T ISthis I . REPR T H E G B I R O toOyou. OPY A Hang on to the things thatKare OK T Cimportant S B I S I O H R T on in the news. FOfocus something to PLE BO good B There is always N M E A V S I G HIS NOT do S I who good things in a quiet way. C Heroes canT beISpeople N SIO M R E make good pets for handicapped people. D Cats doPnot Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

How does Christie feel about her life?

A B C D

positive and interested in new things frightened and in need of friends determined to show how she is better than other people unhappy and bitter about her bad luck

Why did you choose your answer?

E L P SAM ATION C U D E ALLY! RAB 99.RALLY C 88. D8 3

Why did Christie give Alisha to Karen? because the cat would not stop jumping onto her lap

STER. . A M E ACKLIN IN ANY WAY L so that Lexi would not get jealous B A T D UCEcould S NOcomfort I D O T I R . because Karen needed the she get P RE TED H E G B I R O from Alisha COPY IS BOOK T S I K O BO R TH E O L F P N M A IVE you choose your answer? OT Gdid THIS S IS NWhy SION S I M R PE to avoid becoming too attached to it

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

When does this story take place?

A B C D

after school is out for the day on a Sunday morning early on a weekday morning late on a weekday night

Why did you choose your answer?

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

Explain why Christie is Ben’s hero.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

Heroes

Good Readers

Saving a Hero

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

Boomer and his brother, Precious, two German shepherds, were living in a house trailer in Ft. Pierce, Florida, with their owner, Tascha Haskell, and three other people. The two dogs were 17— really old for any dog. In human years, that would be 119! They had been raised together and were a bit fussy about having things their own way. Then, on June 22, 2001, at 4:00 in the morning, Boomer began barking at a sleeping Tascha. When she didn’t wake up right away, he began nipping at her arms and feet. Tascha opened her eyes to a trailer filling with smoke, and alerted everyone. They all got out of the fire unharmed—thanks to Boomer.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 Newspapers across America covered the story, and Boomer was rightfully hailed as a hero.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . You might think IGHTED BE RE R O Y T P K O Boomer would K IS Cget R THIS BOO O O B LE reward.VEHe aP big N FO M A S I G S I T TH NO and ISPrecious ©iStockphoto.com/niknikon N O I S S I M R deserved bones tied in ribbons or a ride in a parade given in their PE honor. But that didn’t happen. He and his brother, Precious, were out of a home. Tascha had to move in with friends who lived in a place where dogs were not allowed. So Boomer and Precious were taken to an animal shelter, where it looked like they might spend their last days. Who would adopt such old dogs? Soon Boomer and Precious were in the newspapers again. Telephone calls from all over the country began to pour in. Hundreds of people wanted to adopt the grumpy hero and his brother. The old dogs were placed in a loving home, and Boomer lived a comfortable life before going peacefully to sleep for the last time about one year later.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

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

This passage is most like a

A B C D

biography tall tale history textbook true story

Why did you choose your answer?

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

STER. . A M E ACKLIN IN ANY WAY L B 2 In this passage, the word hailed means A S NOT PRODUCED I T I . A hit with ice and snow GHTED BE RE I R O Y T P K O B recognized K IS C R THIS BOO O O B N FO MPLE E A V S I C called by name G S I T TH IS NO N O I yelled at S D IS PERM Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

Why did Tascha put Boomer and Precious in an animal shelter?

A B

She felt they were too old to be of any use.

C D

She blamed them for starting the fire.

The dogs had become too grumpy and began to bite people. The place she had to live did not allow dogs.

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAAL 99.RALLY . 8 8 B8 4

Which of these words from the story express an opinion? R.

ASTE A BLA CED IN AN T O N “Newspapers across America covered ODUthe story.” IT IS R . P D E E R T H and deserved O BE bones tied in ribbons . . .” YRIGPrecious T C “Boomer P K O O C O B K IS Boomer O“Soon HISand O T B Precious were in the newspapers R E D O L F P N M E A V S I G THIS NOTagain.” S I N ISSIO PERM “Tascha opened her eyes to a trailerCKfilling LINE Mwith Ysmoke.” WAY.

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

Why did hundreds of people from all over the country want to take Boomer into their homes?

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

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 5: HEROES

EXTENDED-RESPONSE QUESTION THEME 5: HEROES

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

What makes someone a hero? Who is someone you think is a hero? How is this person like one of the characters you just read about? Use details from the passages you have just read to support your answer.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

Introduction to Theme 6:

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

Our solar system consists of the sun, planets and dwarf planets, and more than 100 moons that circle the planets. We are still learning about our solar system and the objects that we can see in the night sky.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

DIRECTIONS: Read these three stories about our solar system. Read and think about each story and answer the questions.

Stars and Planets

Good Readers

Our Solar System

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

This table shows some interesting details about the planets in our solar system.

PLANETS (in order from the sun)

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

Order by Size

Number of Moons

Mercury

Venus

Features

The same side of Mercury always faces the sun. It is a very hot planet. Mercury’s surface is like Earth’s moon. It has craters.

TER.

Venus’s atmosphere E MAS isWmade N I AY. L K C Y A N L A B of carbon dioxide and it’s A D IN NOThotter CEMercury. U D than O R

. IT IS E REP D E T H G B OPYRI S BOOK TO C S I BOOK R THI E O L F P N M E A 1 The Earth has a central core OT GIV 5 THIS S Earth N S I of iron, then a semi-fluid SION S I M R mantle, then a hard surface PE of plates floating on the mantle.

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Mars

Jupiter

many

Mars has a reddish color. Its surface is the most like Earth’s. Like Mercury, Mars has craters and plains. Mars has the largest mountain in the solar system. Jupiter is made up almost entirely of gases. From Earth, we see light rings around it.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

Planet

Order by Size

Number of Moons

Saturn

many

Saturn is made almost entirely from gases but has a rocky core. It is surrounded by rings made of tiny orbiting particles.

Uranus

many

Uranus is made mostly of rocks, ice, and gases. Blue in color, it has rings like Saturn.

Neptune

From Earth, Neptune looks blue with dark rings around it.

*Pluto

Not discovered until 1930, Pluto is very far from the sun and is thus a cold planet.

Features

Good Readers take notes:

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

STER. . A M E ACKLIN IN ANY WAY L B S NOT PRODUCED I T I . TED the E RE for each correct DIRECTIONS: Read each question carefully. GHDarken Bcircle I R O Y T P K CO BOOspace below the question. answer. For Question 5, write Oyour in the S K ISanswer I O H T B N FOR MPLE E A V S I G S I T TH IS NO N O I S 1 Which of the MIS have no moons? PERplanets * As of August 24, 2006, the International Astronomical Union has classified Pluto as a “dwarf planet.” Dwarf planets are round objects, smaller than planets, that orbit the sun. A

A B C D

Saturn and Uranus Venus and Mars Mercury and Venus Neptune and Jupiter

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

According to size, Earth is the

A B C D

fourth smallest planet in our solar system fifth largest planet in our solar system next to smallest of the planets largest planet except for Jupiter

Why did you choose your answer?

E L P SAM ATION C U D E ALLY! RAB 99.RALLY C 88. D8 3

Which is the largest planet? Jupiter

STER. . A M E ACKLIN IN ANY WAY L Neptune B A S NOT PRODUCED I T I . Mars GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B FO choose your answer? Nyou MPLE WhyGdid E A V S I S I T TH IS NO N O I S IS PERM Venus

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

The column “Features” says that Jupiter and Saturn are both

A B C D

reddish in color very similar to Earth made up almost entirely of gases farthest of the planets from the sun

Why did you choose your answer?

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

What do Jupiter, Saturn, Uranus, and Neptune all have in common?

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

Stars and Planets

Good Readers

Finding the Stars

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

Raul had shared his computer program about the stars with Yoli, but he also wanted her to see them the way he did. He woke Yoli, and she leaped out of bed to help him deliver his newspapers. It was only 3:30 a.m. and completely dark outside. Yoli helped Raul put the papers in the back of the truck. But before they started the route, they stopped to admire the sparkling sky. Yoli hung her head out the window as she and Raul drove through the sleeping town.

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

Raul had delivered newspapers every day for six years. He was starting college soon, and the newspaper had run a story telling everyone about Raul’s leaving. Some customers stuck notes on their doors saying, “Good Luck, Raul!” Others left him envelopes containing money or checks. Yoli ran to the porches, left newspapers, and hurried back with notes and envelopes.

Raul pointed straight up. “There’s Draco, the dragon,” . STERhe A M E said. “Those stars make its head. That line Cof its IN makes WAY. KLstars Y A N L A B body. Draco lost a battle with the goddess OT A Minerva, ED INand she N C U S I D O T .I PR tossed him up there.” BE RE IGHTED

OPYR S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

“The stories about the constellations are interesting,” Yoli said. “But there’s so much real science to learn. Show me the North Star.”

Good Readers take notes:

“Yes, Polaris,” he said, pointing toward a semi-bright star overhead. “It’s at the end of the handle on the Little Dipper, Sis. The two stars on the front of the Big Dipper also point to it. Do you see it?” “Oh, yes!” Yoli said. “See,” Raul said, “the constellations can help you find the stars.” Near the end of the route, Raul said, “Guess what? I’ve saved enough extra money for a new computer, and I’m going to give the other one to you.”

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

“Oh, gracias!” Yoli said. Now she would be able to see the stars anytime, day or night.

STER. . A M E IN correct DIRECTIONS: Read each question carefully. Darken the circle for Y WAY ACKLeach N L A B A N I T ED UCquestion. S NObelow answer. For Question 5, write your answer in the. Ispace the I D O T R P GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B LE place? N FO 1 Where does thisISstory MPtake E A V S I G T TH ISinNOYoli and Raul’s house N table O A at the breakfast I S IS PERMwhere Raul keeps his computer in the room

B C D

on Raul’s paper route on the porch at Yoli and Raul’s house

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

In this story, Draco is the name of

A B C D

a constellation made by a group of stars one of the families on Raul’s paper route the brand of Raul’s computer the college that Raul will attend

Why did you choose your answer?

E L P SAM ATION C U D E ALLY! RAB 99.RALLY . 8 8 8 3

Which of the following statements describes a fantasy? Raul shared his computer program about the stars with Yoli. TER.

E MAS

Customers left Raul envelopes containing Y WAY ACKLIN Imoney N L A B A N or checks. IS NOT DUCED

. IT PRO D E E R T H E G C The constellations O B you find the stars. K Thelp OPYRI S BOcan O C S I K lostRa Tbattle HI with the goddess Minerva, and she DBOODraco E O L F P N M A GIVE him into the night sky. THIS S IS NOTtossed SION S I M R PE Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

In the future, Yoli will continue to study the skies by

A B C D

helping Raul with his paper route using a computer program delivering newspapers writing to Raul at college

Why did you choose your answer?

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

Why does Raul think it would be good for Yoli to know how to find the constellations?

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Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

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

Stars and Planets

NASA Scientist, Not Astronaut Astronauts from the United States work for NASA, the National Aeronautics and Space Administration. So, when you hear that someone works for NASA, you may think, “Oh, an astronaut!” But not everyone who works at NASA is an astronaut. Some are scientists who study stars and planets. As a girl in Virginia, Beth Brown dreamed of becoming an astronaut. She was a very good student. She loved anything to do with science and wanted to learn how things work and why they are as they are. She was also a big fan of space adventure movies.

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

As she studied in college, however, Beth Brown became very interested in research. She studied stars that are so far away from Earth that no astronaut may ever visit them. The stars can barely be seen, even using the biggest telescopes. But the stars give off T TED. I energy and x-rays that make it possible to study them. After H G I R OPYstars, Beth Cthe S I many years of studying K O TER. O S B A E M L E P Brown became ACKLINin astronomy IS SAM Aa Bdoctor L H T at the University NOT of Michigan. She was the first African-American woman to earn that degree.

Dr. Beth Brown went to work at NASA’s Goddard Space Flight Center in Maryland, where she researches galaxies. Those are large systems of stars in the universe. There are billions of galaxies. So, as Dr. Brown points out, one person cannot study them all. That’s why there are so many scientists working for NASA. Researching galaxies is just a part of her job. She is also in charge of making sure that what scientists at NASA learn is available to teachers and students in middle schools and high schools. She really likes helping students understand what she and the other scientists at the Goddard Space Flight Center learn about the stars and planets.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

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

Where does Beth Brown work?

A B C D

at the University of Michigan at NASA’s Goddard Space Flight Center in a hospital in a high school

Why did you choose your answer?

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

STER. . A M E ACKLIN IN ANY WAY L B 2 How is Dr. Brown able to study stars that are far A S NOT PRODUCED I T I from Earth? . GHTED BE RE I R O Y T P K O A talking to astronauts whoOOtravel BOO S K IS C to them I H T B focused N FOR MPLE onGthem E B using telescopes A V S I S I T TH S NOx-rays they give off Iand N O C studying theMIenergy I S R S PEmovies watching made about them

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

The information in the second and third paragraphs is arranged to show

A B

the different kinds of jobs at NASA

C D

how students today learn from NASA research

how Beth Brown’s studies led to her becoming a research scientist the different kinds of research being done by NASA

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . A888 4

If you wanted to find out more about distant galaxies, ER. SThelpful? A M which of the following sources would be Lthe most E IN AY.

W K A BLAC CED IN ANY ODU IT R . P D E E R T E astronauts B a biography O Bfirst YRIGofH oneOOofK the T P O C B tells about the discovery of new IS Oa Kscience HIS that article O T C B R E O L F EN AMP GIVsystems THIS S IS NOTstar SION D a book about the history of the University of Michigan S I M R PE a space adventure movie IS NOT

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

What is one thing about Beth Brown’s childhood that hinted she might work at a place like NASA one day?

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

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 6: STARS AND PLANETS

EXTENDED-RESPONSE QUESTION THEME 6: STARS AND PLANETS

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

Use details from the passages you just read to describe our solar system. What are some interesting features of the planets and constellations in our solar system? How could a person learn more about our solar system? Use details from the passages you have just read to support your answer.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

Introduction to Theme 7:

That’s the Game

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

Whether we win or lose, being an athlete or a member of a sports team can lead to unforgettable experiences. Both children and adults can enjoy playing sports and trying to make special dreams come true.

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

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

Good Readers

That’s the Game

Just One More Win

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

The headline of the Williamstown Daily News reads “Rangers Will Win Their League Championship With One More Victory!” The newspaper’s story about the final game includes the Rangers’ schedule and a seating plan for the stadium.

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

Section A

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . B GHTED Section BE RE I R O Y T P K O K IS C R THIS BOO O O B Section D N FO MPLE = sold out E A V S I G S I T O TH N IS N Rangers O I S Schedule S I PERM Team the Date of Win or Rangers Played the Game Score Loss E

Bullard College Ectston College Manor University Dakota State University Willard University Paxton College Emmers College Parrish University N. Berne College

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9/6 9/13 9/20 9/30 10/11 10/24 10/31 11/14 11/29

17–3 0 –21 44– 6 13–14 60–7 22– 0 32–20 7–6 —

W L W L W W W W —

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

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

How many more games will the Rangers play this season?

A B C D

1 2 3 4

Why did you choose your answer?

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

STER. . A M E ACKLIN IN ANY WAY L B A 2 If you want seats in sections A or B for the last Igame, S NOT PRODUCED I T . you should probably GHTED BE RE I R O Y T P K BOO IS COare gone S Kthey I O H O T A get them right awayPLbefore B N FOR M E E A V S I G S I order them through the newspaper T B TH IS NO N O I S C forget itPbecause ERMIS they are all sold

have no problem because there are plenty for sale

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

The Rangers will come in first this season if they have

A B C D

5 wins 6 wins 7 wins 8 wins

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAAL 99.RALLY B . 8 8 C8 4

So far, the Rangers scored the most points in one game this season against

STER. . A M E Willard University ACKLIN IN ANY WAY L B A S NOT PRODUCED I T Parrish University I . GHTED BE RE I R O Y T P K D ON.K Berne BOO IS CO College S I H O T B N FOR MPLE E A V S I G S I T O did you choose your answer? TH IS NWhy N O I S IS PERM Manor University

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

Why did the newspaper print the diagram of the stadium?

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

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

That’s the Game

Good Readers

A Victory for the Sluggers

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

Anthony Conrad glanced over at Coach Mathews. As a Sluggers pitcher, Anthony had not lost a game all season. He was on his way, he dreamed, to becoming a pitcher for the Cleveland Indians some glorious day, and he would become the greatest black pitcher since Anthony’s hero, Satchel Paige! Tonight, he just wanted a victory over the Bombers. He swung his arm in a circle, wound up, leaned back, and kicked out with a leg, while keeping his eye on the Bomber runner on first base. Anthony threw, there was a sharp, smacking sound when the player’s bat hit the ball, and the ball flew over Anthony’s head and out toward center field. The runner on first raced around the bases and scored, but STER. . the batter was tagged A M E ACKLIN IN ANY WAY L out running for B A S NOT PRODUCED I second base. The T I . GHTED BE RE I R O Y game was tiedC2–2. T P K O O

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 BO S K IS I O H O T B started LE N FOR MPAnthony E A V S I G S I T TH reliving IS NO his favorite N O I S IS dream. In it, he was PERM pitching in a tied game like this one and came to bat in the last inning. With a graceful slice of the bat, he cracked the ball out over the fence and won his own game!

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

That wouldn’t happen this night. Coach started walking out toward Anthony on the pitcher’s mound, and Anthony knew he was being pulled out of the game. “Nice game,” Coach said, “but we need a really good batter when we get up to bat in the next inning, so I’m bringing in Billy Jamstretski.” Anthony understood. If Coach wanted Billy to be the one to bat at the end of the game, he had to send him in as pitcher now.

Good Readers take notes:

Billy got the third out on the Bombers. Then at bat, he got a hit. He put the Sluggers ahead 4–2. Then he struck out three Bombers in that last inning! Anthony was as excited as anyone on his team that the Sluggers won. “And,” he thought, “I didn’t get a loss on my record.”

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

Still, there were those dreams of his. Maybe someday they would come true.

DIRECTIONS: Read each question carefully. Darken the circle for each correct STER. . A M E AY answer. For Question 5, write your answer in the space below CKLINquestion. ANY W BLAthe

OT A ED IN N C U S I D O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O BO 1 Which of the following happens first RinTHthis story? E O L F P N M A GIVE OT 2–2. THIStieS theISscore N A The Bombers SION S I M R Coach Mathews takes Anthony out of the game. B PE

C D

Anthony’s pitch is hit to center field. The Sluggers win the baseball game.

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

Which of the following details from the story did not really happen?

Anthony had not lost a game pitching all season with the Sluggers.

Anthony came to bat in the last inning and hit a game-winning home run.

Billy Jamstretski struck out three batters in the last inning.

The coach told Anthony that he had pitched a good game.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 Why did you choose your answer?

STER. . A M E ACKLIN IN ANY WAY L B A NOT UCED S viewpoint I D 3 This story is told from the of O T I R . P GHTED BE RE I R O Y T P Coach Mathews K A K IS CO BOO S I O H O T B Jamstretski N FOR MPLEB Billy E A V S I G S I T TH NO a Bomber player ISC N O I S IS PERM D Anthony Conrad Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

Which of these best describes the theme of this story?

A B C D

Never pull a pitcher when the score is tied. The team’s success is more important than any player’s. A baseball game is not the place for a dreamer. It’s better to lose a game than to give up a dream.

Why did you choose your answer?

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

Explain one of Anthony’s dreams. Tell what it shows about him.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

That’s the Game

Good Readers

An Extra Year That Paid Off!

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

Basketball stars Ukari Figgs and Stephanie White-McCarty had played at Purdue University for three years under three different head coaches. When the third coach, Carolyn Peck, got a different job, it looked like Figgs and White-McCarty would get a fourth coach for their last year. But Coach Peck decided she wanted to stay and coach the Purdue Boilermakers one more year before leaving. She delayed her new job, as the coach of the Miracle, the professional women’s basketball team in Orlando, Florida, for one year while she stayed to try to coach the Boilermakers to victory.

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

It paid off! In the 1998–1999 season, Peck’s team got off to a great start by upsetting the University of Tennessee Lady Volunteers. Tennessee was used to winning. Along with just a handful of schools, including the University of Connecticut and Louisiana Tech, Tennessee takes turns winning the . STER A M national championship every year. Not manyLIfans picked E WAY. K N C Y A N L A B Purdue to win. OT A ED IN

IT IS N

ODUC

EPR winning the NCAA ED.the wayBEinR1999, But Peck’s team went Tall H G I R O COPY Championship. OOK T Women’s KBasketball Their record that season S B I S I O H O T B R E O L F P 34–1. Peck was SAM IVEN was chosen national women’s “Coach of the

THIS NOT G S I N ISSIO PERM

Carolyn Peck

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Photo by Jim Burgess

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

Year.” Standing over 6 feet 4 inches tall, she was beloved in West Lafayette, Indiana. Basketball is king there, and Carolyn Peck was queen!

Good Readers take notes:

On March 31, fans jammed Mackey Arena on the Purdue campus to celebrate the national championship. As Peck, Figgs, and White-McCarty took turns holding the national trophy above their heads, the fans were joyful, but also sad. They knew that Carolyn Peck was about to leave Purdue to move on to professional basketball. When reporters noted that she was the first African-American to coach a national women’s championship team, Coach Peck explained that she was proud of that, but she thought her race had little to do with her success.

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

“It was this team!” she said. “That’s why I stayed the extra year to coach them!”

DIRECTIONS: Read each question carefully. Darken the circle for each correct STER. . A M E AY answer. For Question 5, write your answer in the space below CKLINquestion. ANY W BLAthe

OT A ED IN N C U S I D O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O TH the coaching BOshe would 1 When did Peck know Pthat Rleave E O L F N M E A job at Purdue?THIS S OT GIV N S I N SIOthe S I won 1999 championship M A after Purdue R PE

B C D

before she started coaching at Purdue before the 1999 season started during the 1999 season

Why did you choose your answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

The passage ends with a scene that takes place at

A B C D

the University of Tennessee Orlando, Florida Louisiana Tech Purdue University

Why did you choose your answer?

E L P SAM ATION C U D E ! Y L RAAL 99.RALLY B . 8 8 C8 3

Carolyn Peck was selected as women’s college national “Coach of the Year” because she was going to coach professional basketball STER.

NE MA Y WAY. A IN AN T D O E N C U she is an African-American . IT IS E REPROD D E T H G I OB K Tcoaching turned aOjob in Orlando OPYRdown O C D Oshe S B I S K I H O T B N FOR MPLE E A V S I G S I T O did you choose your answer? TH IS NWhy N O I S IS PERM LI her team won the championship BLACK

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

Ukari Figg’s playing experience at Purdue involved

A B C D

three different head coaches winning three national championships beating Tennessee three times being offered a job in Orlando, Florida

Why did you choose your answer?

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

Explain why the Purdue fans were both happy and sad at the end of the 1999 season.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Why do you think this is the answer?

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INDEPENDENT PRACTICE: ON YOUR OWN • THEME 7: THAT’S THE GAME

EXTENDED-RESPONSE QUESTION THEME 7: THAT’S THE GAME

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

In the passages you just read, Anthony Conrad and Carolyn Peck both wanted to be successful at their sport. What were they each able to accomplish? Do you think that they are both satisfied with what they accomplished? Explain why or why not. Use details from the passages you have just read to support your answer.

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STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM