Understanding cc reading e sample by RALLY! Education

UNDERSTANDING the Common Core E Reading Standards E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Call: Fax: Website:

888•99•RALLY 516•671•7900 www.RALLYEDUCATION.com

NEW

Targets the Common Core Standards

Applying the Common Core Reading & Writing Standards Written Specifically for the Common Core Standards

Understanding the Common Core Reading Standards

Understanding Complex Reading

Understanding Persuasive Text

Literature & Informational Text by Theme

Specific Common Core Reading Standards

Reading & Argumentative Writing WRITTEN SPECIFICALLY FOR THE COMMON CORE STANDARDS GRADES 3-8

WRITTEN SPECIFICALLY FOR THE COMMON CORE STANDARDS GRADES 3-8

WRITTEN SPECIFICALLY FOR THE COMMON CORE STANDARDS GRADES 3-8 Reading comprehension instruction using long reading passages with a focus on the Common Core style questions. Also includes paired passages written on the same topic

• Persuasive text and argumentative writing

• Understanding How to Read Complex Passages with rigorous passages and questions

• Glossary of Persuasive Reading and Writing Terms

• Glossary of Complex Reading Terms

• Instruction to develop the understanding of persuasive text structure and purpose, and understand techniques used to persuade readers

• Complex Reading Passages of multiple themes with multiple-choice and open-ended questions

• Writing prompts for developing persuasive writing skills including editorials, letters, essays, and responses to literature, etc.

Understanding Drama

Understanding Poetry

Reading to Analyze and Interpret

Reading to Analyze and

WRITTEN SPECIFICALLY FOR THE COMMON CORE STANDARDS GRADES 3-8

• Drama selections with comprehension questions for students to answer on their own

• Poems with comprehension questions for students to answer on their own

• Glossary of drama terms

• Glossary of poetry terms

Interpret

• Drama selections are presented with background information to help readers better understand drama • Each selection is followed by comprehension questions

Entendiendo La Poesía WRITTEN SPECIFICALLY FOR THE COMMON CORE STANDARDS GRADES 2-5 New Spanish poetry written specifically for Spanish-speaking students

• Poems are presented with background information to help readers better understand the poem

Understanding Reading & Writing Series

• Each poem is followed by comprehension questions

Applying the Common Core Standards

Buy the Complete Program

Buy Each Title

Understanding Reading & Writing Series:

Instructional Solutions

Understanding Reading & Writing Series Includes Teacher Guide Understanding the Understanding Common Core Reading Standards Complex Reading LEVEL Level C Level D Level E Level F Level G Level H

Reading LEVEL 3 4 5 6 7 8

25-Pack

CLASS SET: Entendiendo La Poes´la

Understanding Persuasive Text

Understanding Drama

Understanding Poetry/English

25-Pack

$147

LEVEL

6351-4 6354-5 6357-6 6360-6 6363-7 6366-8

Level B Level C Level D Level E

$147

7751-1 7755-9 7759-7 7763-4 7767-2 7771-9

7139-7 7142-7 7145-8 7148-9 7151-9 7154-0

7163-2 7166-3 7169-4 7172-4 7175-5 7178-6

6375-0 6378-1 6381-1 6384-2 6387-3 6390-3

READING LEVEL

2 3 4 5

25-Pack

$147 8202-7 8174-7 8178-5 8182-2

15 or 25 Copies of each of 5 Books 15 copies each of 25 copies each of 5 books 5 books READING (75 books) (125 books) LEVEL Level C Level D Level E Level F Level G Level H

LEVEL 3 4 5 6 7 8

$549

$725

7774-0 7775-7 7776-4 7777-1 7778-8 7779-5

7780-1 7781-8 7782-5 7783-2 7784-9 7785-6

UNDERSTANDING the Common Core E Reading Standards E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISBN 978-1-4204-7758-0 ISS PERM Copyright ©2013 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. 0113.MAQ The following selections Copyright © Highlights for Children, Inc., Columbus, Ohio: Only the Dog Knew © 2006, Ringmaster of Words © 2012, Where Do the Turtles Go? © 2011, Stop the Atlantic Express! © 2012, Sliding into the Future © 2010, No Dummy © 2010 Photo/Illustration credits: p. 7 & 9 Melanie Hall; p. 12 Bob Donaldson; p. 17 Robert P. Van Dam; p. 25 Gary Undercuffler; p. 28 Joe Kusumoto; p. 35 AP Images RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

Page 2 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 An introduction to the Common Core State Standards for Language Arts and Literacy Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Four individual passages and two paired passages Passage 1: Only the Dog Knew . . . . . . . . . . . . . . . . . . . . . . . . .6

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

A literary passage with multiple-choice questions

Passage 2: Ringmaster of Words . . . . . . . . . . . . . . . . . . . . . . .12 An informational passage with multiple-choice questions Passage 3: Where Do the Turtles Go? . . . . . . . . . . . . . . . . . . .17 An informational passage with multiple-choice questionsMASTER. NE

LI . BLACK Y WAY N A A T N O I Passage 4: Stop the Atlantic Express!IT .IS. N. . . . . . . .D.UC. E.D. . . . . . .23 RO HTED. G I E REP R Y B A literary passage with Smultiple-choice questions P O O T C K I IS BOO BOOK H E T L R P AM N FO Future . . . . . . . . . . . . . . . . . . . . .28 S SSliding Passage into GIVEthe THI5: T O N IS A paired passage with short-response questions SSION Iinformational M R E P Passage 6: No Dummy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 A paired informational passage with short-response questions and an extended-response question

Page 3 ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Introduction The Common Core English Language Arts Standards The Common Core English Language Arts & Literacy Standards are divided into four strands: reading, writing, language, and speaking/ listening. Understanding the Common Core Reading Standards provides instruction in the reading, writing, and language strands. The standards focus on informational texts, the use of authentic texts, and increased emphasis on close reading, complex reading and using textbased evidence.

E L P M SA N O I T A C U Question Formats D E ! Y L L Y L L RA A R . 9 9 . 888

This book includes three types of questions. Multiple choice questions . address the reading and language standards. Students are asked STaERquestion A M E N AY. ACKLI about a passage and must select the correct answer. A NY W T A BL

O CED IN T IS N U I D . O D E R HT EP YRIGreading O BE Rlanguage standards. OPthe Short-response questions address and T C K S I O K S BO a conclusion about a passage, THIdraw LE BOO a claim Students are askedSAto or R Pmake O M F EN THIS two pieces OT GIVof text-based evidence to support the and must provide N S I ISSION response. Students PERM are also expected to write in complete sentences.

Extended-response questions mainly address the writing standards. Students must produce a coherent, well-organized, and well-written essay in response to a passage or a pair of passages, and must also use textual evidence to support their ideas.

Page 4 ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Passage Formats The Common Core English Language Arts & Literacy Standards focus on comprehending and analyzing informational texts. The passages include a wide range of informational texts. This may include expository, argumentative, instructional, and narrative texts. Understanding the Common Core Reading Standards only uses authentic texts. Authentic texts are published works that students encounter in everyday life. The use of authentic texts means that passages will be more worthy of reading, but will also be more challenging. They may be emotionally charged, contain complex ideas, be based on topics outside of the student’s usual experience, or express opinions that students may not agree with. As well as comprehending the passages, students may be required to analyze, critique, or evaluate the author’s point of view, purpose, or argument.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 5 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

/ Only the Dog Knew \ By Marylin Warner

When Grandma Essie eloped with Wally Combs, everyone in the family was shocked, and nobody thought it was a good idea. Except maybe Monty.

The old black Lab had mourned Grandpa Ed for three years. Day after day, month after month, Monty sprawled out by the front door, his graying muzzle resting on his paws. His dark eyes seemed to expect his master to magically appear. But of course Grandpa Ed couldn’t appear.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

Monty might have stayed by the door forever, refusing to eat or move, if Grandma Essie and Abby hadn’t coaxed him with food and walks to the park.

So even though Abby was only eight and nobody in the family paid TER. happy Swas A much attention to her opinion, she knew that the old dog M E N LI AY. BLACKsat upN and Y Wwagged N A A when Grandma Essie married Wally Combs. Monty T O I ED IS N . IThis ODUCWally D E R T P his tail around Wally, and he thumped foot when scratched H E G R O BE OPYRI T C K S I O his tummy. BOOK HIS BO

RT AMPLE EN FO V I G THIS S T NO Abby decided that Essie’s marriage to Wally was a good thing. N ISGrandma O I S S I M R E P

From everyone’s whispers, though, Abby knew that her family didn’t agree.

“Essie and Wally have nothing in common,” Aunt Lynn said. “He doesn’t play golf or canasta.”

Abby’s mother shook her head. “And he goes to that little church on Saturdays. She goes to Mass on Sundays. How will that work?”

Essie’s sister, Auntie Lee, was also upset. “Why did they elope? Why didn’t they have a nice wedding and invite us?”

Page 6 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI WAY. BLACKwhat was Yon N A A T Only Cousin Becky, who was almost fourteen, said all their N O I CED T IS N U I D . O D E R EP will happen to our minds. “Now that Grandma Essie what GHisT a Combs, O BE R OPYRI T C K S I O O OKabout us?” family traditions? LWhat THIS B R P E BO O M F A S GIVEN THIS OTworried N S I Abby had to admit she about that, too. During the next few ISSION M R E weeks, asP she visited Grandma after school each day, the house changed.

Grandpa Ed’s old recliner disappeared, replaced with a rocking chair. Then the hunting picture over the fireplace was gone, and two paintings of trees took its place. Bowling trophies appeared on the bookshelves. And framed pictures of Wally’s family nestled among photos of Grandma Essie’s family.

But even though things changed, the feelings felt the same. Even better, actually. Grandma Essie hummed to the radio. She laughed when Wally waltzed her around the kitchen. And Monty’s tail swished the floor as he watched.

Page 7 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Then came the invitation to “The Family Dinner.” All of Abby’s family would be there, along with Wally’s son, Wayne, his wife, Bonnie, and their boys, Mark and David—everyone together for the first time.

“Apple pie isn’t good enough now. Bonnie is bringing cherry pie, too.” The tone of Abby’s mother’s voice and the wringing of Aunt Lynn’s hands told Abby it was going to be a tense meal.

On the day of the big dinner, Abby showed up after school as usual. Grandma sliced and chopped in the kitchen. Delicious smells bubbled on the stove. Wally vacuumed, waving a cheery greeting as Abby clamped Monty’s leash onto his collar.

Monty happily padded to the park, his tail waving from side to side. The old dog almost pranced in the sunshine. Monty’s enthusiasm filled Abby with hope that the dinner would be a success.

But back at the house, her hopes sank. Now that there were more people, the dining-room table was too small. A folding table was set up in the STER. A M E N living room, where Wally spread a linen cloth andAarranged folding LI . BL CK Y WAY N A A T N O I N chairs. That meant one thing: there would have to beUaCEnew D family . IT IS OD D E R T P H E G R tradition—a children’s table.OAbby’s PYRI heart Tsank O BE in disappointment.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

K K IS C O O IS BOO B H E T L R P FO That night, seemed S SAM GIVEN nervous. People shook hands awkwardly, THIeveryone T O N S saying politeISthings SION I but keeping their distance. Finally it was time M R E P to eat.

Grandma Essie and Wally stood together, holding a silver bowl and smiling. “Tonight is our first family dinner,” Grandma said, “bringing together all the people we love most.”

Wally lifted the bowl. “Essie and I combined many of our family traditions. We also created a new one. Everyone will draw from the silver bowl. The stickers in the bowl match the stickers on the dinner napkins. That’s the seating arrangement.”

Page 8 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

It became great fun. Becky’s balloon sticker matched the napkin at the head of the dining-room table. Abby’s kitten sticker seated her at the card table, across from her “new cousin” David, who sneaked scraps to Monty under the table and made Abby giggle. Auntie Lee sat with them, too, agreeing to try bowling with Wally if he would try canasta.

At the dining-room table, Grandma swapped recipes with Bonnie. Becky and Mark argued that rap was real music, even though the adults rolled their eyes and disagreed.

For dessert, everyone ate combinations of apple and cherry pie. All the men had seconds.

Monty wandered between the tables, happy to have double the pats and ear rubs.

When Grandma Essie and Wally Combs eloped, people were surprised, but the whole family knew it was a good match.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

That’s what they say now, but Abby knows that only INMonty it MASTEbelieved E L . Y K C A A W L AB from the beginning. A NY IS NOT CED IN

U IT HTED. EPROD G R I E R Y B O OP OOK T K IS C B O O S I B H RT AMPLE EN FO V I G THIS S T O N IS N O I S S I PERM

Page 9 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

An important contrast in the story is between A Monty’s acceptance of the marriage and the family’s disapproval B Abby’s large extended family and Wally’s small close family C the conversation topics at the large table and the small table D Grandma Essie’s outgoing personality and Wally’s shyness

How do the final two paragraphs contribute to the reader’s understanding of the story? A They explain why Essie’s and Wally’s relationship worked.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

B They suggest that the dog benefited the most.

C They indicate that Grandma Essie regretted eloping. D They show that the family finally accepted the marriage.

Read this sentence from the story.

STER. A M E N LI “Monty might have stayed by the door forever, refusing orWAY. BLACK to Neat Y N A A T O I Dwith food and move, if Grandma Essie and Abby hadn’t S N coaxed him E I C T U I D . RO TED E REP walks to the park.” YRIGH B P O O T C K IS IS BOO BOOK H E T L R P O M Fmean? What does the coaxed Aword GIVEN THIS S T O N IS A forced RMISSION E P B entertained C persuaded D punished

This story is mostly about a family who A ignore the family pet B have trouble accepting change C struggle with the loss of a loved one D cannot agree on anything

Page 10 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Read this sentence from paragraph 24 of the story. “For dessert, everyone ate combinations of apple and cherry pie.” The author describes eating the two types of pie to represent A the nervousness between the two families B the separation created by the two tables C how two family traditions came together D how the number of people created confusion

In which scene does Abby first begin to feel good about the family dinner?

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

A when she sees that there are two tables

B when she watches everyone shake hands

C when everyone draws stickers to choose where to sit D when dinner is over and the dessert is served

STER. A M E N LI . BLACK Y WAY N A A T N O I IS N UCEDfamily’s main . IT summarizes ODthe D Which piece of dialogue from the story E R T P H E G R I E COPYR K TO B concern about the marriage? S I O O K B O BO HIS MPLE FOR T A S N E S I V I A “He doesn’t play Ngolf G or canasta.” TH S OT I N O I ISS to that little church on Saturdays. She goes to Mass B “AndPhe ERMgoes on Sundays.” C “Why did they elope? Why didn’t they have a nice wedding and invite us?” D “Now that Grandma Essie is a Combs, what will happen to our family traditions?”

Page 11 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

/ Ringmaster of Words \ By Sara Matson

J. Patrick Lewis calls great poetry a “circus for the brain.” The author of more than 50 books of poetry for children, Lewis is the current Children’s Poet Laureate. The Poetry Foundation gave him this honor because of his “gifts as a poet” and “his love of writing poetry for children.”

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

Lewis has been reading his poems at schools and libraries across the United States and overseas. He talks about the importance of STER. A M E N LI . poetry and encourages kids to BLACK Y WAY N A A T N O I N D read and write poems. Lewis told TED. IT IS ODUCE R P H E G R E PYRI COaward a reporter that winning Kthis K TO B S I O O B O BO HIS made him feel “like MPLE a butterfly FOR T A S N E S I V I TH NOT G was dancing onIOmy N IS heart.”

ISS PERM

Fellow-phants and Pelicanaries 3

Before he was a poet, Lewis was a college professor of economics. Then, when he was 40 years old, he discovered the pleasure of poetry. “Good things come to those who wait,” he says.

Lewis’s poetry overflows with funny characters. In one poem, a bookfearing hippo named Barnaby learns to like reading. In another, a dizzy Dalmatian loses his spots. (The dog’s owner eventually finds them on her face!) Parading circus elephants are called “fellow-phants,” and cheese-eating birds are “pelicanaries.”

Page 12 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Not all of Lewis’s poems are silly. Some of them help kids learn new information, such as how to remember the difference between latitude and longitude on a globe. Others are serious, such as poems about the Civil War and famous women in history. Still others are puzzles. And his rhyming riddles cover every subject, from peacocks to planets to Rapunzel!

When Lewis first began to write poems, he says, “I was dreadfully, embarrassingly, achingly awful. I had come to love poetry without knowing the first thing about it!” To improve, he stopped writing poetry. Instead, he read poems by well-known authors such as Emily Dickinson, Robert Frost, and W.H. Auden. He also studied books about how to write poetry. After three years, he felt ready to write again.

E L P M A S N O I Just the Right Word T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

Even though he has published many books of poetry, Lewis doesn’t think writing is an easy thing to do. “All poems are difficult to write,” . he says. “If they were easy, everybody would be writing them.” ASTER

EM . ACKLIN L B Y WAY N A A T N O I N He usually works eight hours a day, seven days a week. DAfter he writes a . IT IS ODUCE D E R T P H E G R poem, he rewrites it, until his say exactly E what he wants them to RI COPYwords K TO B S I O O K B O IS even days searching for just the BOspend hours say. Sometimes, he’ll Hor MPLE FOR T A S N E S I V I G TH right word. S NOT I N O I MISS PERbe Lewis will Poet Laureate until May 2013. But even after that, he will keep on writing poems and sharing his love of poetry with children around the world.

Page 13 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Pat’s Pointers for Poetry J. Patrick Lewis has some tips for kids who want to learn to love poems as much as he does.

You may have to read many poems before you find a few that you really like. That’s to be expected. Try this: Go to the library and check out lots of different poetry books. Find some favorites.

E L P M A loud, your ears IwillOhave When you read poetrySout as much fun as N T your mouth. A C U D E ! Y RALL 9.RALLY 9 . 8 8 8 The great writers in history were all rewriters. You must become a

Try this: Go into a room by yourself. Read a poem you like out loud, slowly. How did it sound? Practice it until it flows off your tongue. TER. Then share it with someone else. E MAS

. ACKLIN L B Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R YRI BE rewriter, too. LE BOOK IS COP THIS BOOK TO R AMP EN FOread it over carefully. Does it say exactly V I Try this: Write Then G THIS S a poem. T O N ISitNto say? Read it out loud. Keep playing with the O I S what youRwanted S I PE M words until the poem sounds just right to you.

Practice, practice, practice. If you want to be a basketball player, you would shoot a lot of hoops. If you want to play piano, you would make a lot of noise before it started to sound like music. If you want to write poetry, then you must practice writing poems. Practice until your words sing.

Page 14 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

The article describes how Pat has followed each of his own pointers EXCEPT A reading many poems B reading poetry out loud C rewriting his poems D practicing often

The poem featuring “fellow-phants” and “pelicanaries” is an example of which type of poem described in the article?

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

A a silly poem

B a riddle to be solved

C a poem designed to teach

D a serious poem about history

STER. A M E N LI . BLACK Y WAY N A A T N O I N D feel ‘like a “Lewis told a reporter that winning this him . IT ISaward Emade ODUCE D E R T P H G R I E butterfly was dancing onCOmy PYRheart.’” K TO B S I O O K B O HIS PLE BOdescribing Mlikely FOR Tfeelings of Lewis was most A S N E S I V I G TH S NOT I N O I A shock RMISS PE

10 Read this sentence from paragraph 2 of the article.

B delight C anxiety D amusement

Page 15 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

11 Which main idea is best supported by the information in the section “Just the Right Word”? A Writing good poetry requires hard work and practice. B Poetry can be used to teach or to entertain. C Being named a Poet Laureate is a great honor. D You can learn a lot from famous poets of the past.

12 J. Patrick Lewis would most likely describe writing poetry as A lonely, but relaxing

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

B entertaining, but pointless

C challenging, but rewarding D tedious, but worthwhile

13 Which sentence from the article best supports the idea that J. Patrick STER. A Lewis is a successful poet? M E N LI .

BLACK Y WAY N A A T N O I N D A “The author of more than 50 books forDUchildren, Lewis is . ITofIS poetry O CE D E R T P H E G R I E the current Children’s Poet COPYRLaureate.” K TO B S I O O K B O BO HIS B “He talks about MPLEthe importance FOR T of poetry and encourages kids to A S N E S I V I G TH write poems.” read and S NOT I N O I ISS PERM C “Before he was a poet, Lewis was a college professor of economics.” D “Then, when he was 40 years old, he discovered the pleasure of poetry.”

14 Which statement best describes the information in the section “Pat’s Pointers for Poetry”? A It gives activities for readers to complete. B It describes the main reasons for Pat’s success. C It summarizes the information in the article. D It shows the steps Pat follows to write a poem.

Page 16 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

/ Where Do the Turtles Go? \ By Jesse Boyett Anderson

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Every summer, thousands of endangered green sea turtles climb onto beaches around the world. Each female digs a hole in the sand with her strong back flippers. After laying 100 or more eggs, she covers her nest with sand and swims away.

Two months later, the eggs hatch, and the two-inch-long baby turtles crawl out of the sand and disappear into the ocean. They don’t reappear until they have grown as large as dinner plates. Until now, no one knew where the hatchlings went or what they did.

“If we don’t know where these little turtles are, we can’t protect them,” says Kim Reich, who studies marine animals.

Page 17 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Reich helped solve part of the mystery. She used chemistry to test a 20year-old idea that green sea turtles grow up in the open ocean.

Turtles in the Bahamas 5

Reich’s story starts in the Bahama Islands. Her mentor, Karen Bjorndal, has studied green sea turtles near Great Inagua Island for more than 30 years. Large sea-grass meadows grow in the island’s shallow bay. Many young sea turtles come here to live and eat at the end of their mysterious childhood.

These turtles are the only sea turtles that live as plant eaters. In fact, their name may be a result of their diet. The turtles don’t look green. The coverings, or scutes, of their shells range in color from pale yellow to dark brown. But the reptiles do have green fat. Scientists learned that the turtles eat green sea grass and green algae, which may turn their fat green.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

Every year, Bjorndal and Alan Bolten, another sea-turtle biologist, go to STER. A M E N the Bahamas. For two weeks, they live in a one-room LI stone building . BLACK Y WAY N A A T N O I N put identification close to the beach. There, they catch turtles, tags on D . IT IS ODUCE D E R T P H E G R them, and count the turtles Othat PYRI have arrived TO BE since the year before.

K K IS C O O IS BOO B H E T L R P AM Between 2002 and Bolten captured 44 green sea VEN FO GIBjorndal THIS Sand 2004, T O N S I turtles in theISBahamas. Before letting the turtles go, the biologists ION RM S E P removed a small part of the scute from each turtle’s shell.

Like a person’s fingernails, a turtle’s scute is made of keratin. And like a fingernail, once that scute material forms, it doesn’t change. Scientists can “read” the chemicals captured in layers of scute to learn what kinds of food an animal ate when each layer was forming. Bjorndal and Bolten took the samples to their laboratory in Florida, where Reich tested them. She found clues that support the 20-year-old idea: baby green sea turtles eat meat before they switch to a diet of plants. In fact, they eat animals that live in the open ocean.

Page 18 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

“It was more exciting than surprising,” Reich says. “It was very rewarding to see it come out the way that it did.”

For years, scientists have looked for evidence of oceanic turtle nurseries. Of seven known species of sea turtles, only one has been found eating meat as a youngster. Very young loggerheads eat jellyfish and other small marine animals in the North Atlantic Ocean. A similar hot spot full of baby green sea turtles has not been found yet.

Clues from Loggerheads 13

“We knew where the little loggerheads were, and we knew what they were eating,” says Reich. “So, by comparing the chemical signatures of the little loggerheads with the green turtles, we could figure out what the green turtles were doing.”

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

Reich compared the bits of green-turtle scute with pieces of loggerhead scute. The oldest bits of green-turtle scute had the same chemicals as the loggerhead scute. This means that the baby green turtles were doing the STER. A M E N same sorts of things as baby loggerheads, in the same AY. ACKLI sorts of places.

L A NY W N OT A B I N D S E I UC . IT These “plant-eating” sea turtles Rwere jellyfish HTEDeating EPRODand other animals G R I E Y B O S COP wouldBsuddenly in the open ocean. Later, switch to a diet of plants. OOK T K Ithey O O S I B H T R PLE O M F A S EN THIS OT GIV N S I N Where Are the ISSIONurseries? PERM

Scientists still need to find the green sea-turtle nurseries. We now know that baby green sea turtles are out in the open ocean, but the open ocean is a big place.

“This has been a really intriguing and embarrassing problem for seaturtle biologists, because so many green-turtle hatchlings enter the ocean, and we haven’t known where they go,” says Bjorndal. The discovery may help scientists find the nurseries. Then we can do a better job of protecting this endangered marine animal.

Page 19 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

15 How are the first two paragraphs of the article mainly organized? A They contrast two events. B They describe events in order. C They state the cause of an event. D They give a solution to a problem.

16 According to the article, what was used as the clue to where the green sea turtles lived? A how far they swam

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

B what they ate

C what type of water they lived in D how long they were away for

17 In paragraph 13, the term “chemical signatures” refers to A B C D

STER. A M E N LI . the substances found in the turtles’ shells BLACK Y WAY N A A T N O I D IS N the substances found in the turtles’ . ITbloodstream ODUCE D E R T P H E G R YRI TO BE COPthe K shells the colors and patterns of turtles’ S I O O K B O BO THIS MPofLEthe turtles’ FORscute A S N the thickness E S I V I G TH S NOT I N O I ISS PERM

Page 20 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

18 Read these two sentences from paragraph 14: “The oldest bits of green-turtle scute had the same chemicals as the loggerhead scute. This means that the baby green turtles were doing the same sorts of things as baby loggerheads, in the same sorts of places.” Which of the following describes these two sentences? A The sentences make a comparison. B The sentences describe two events in order. C The first sentence describes a solution to the second.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

D The first sentence explains the reason for the second.

19 As it is used in the first and last sentence, what does the word endangered most likely mean? A puzzling

STER. A M E N LI . BLACK Y WAY C at risk N A A T N O I N D . IT IS ODUCE D E R T P D adventurous H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT what is the main reason for finding the sea20 According to the article, I N O I ISS PERM turtle nurseries? B beautiful

A to allow tourists to enjoy the sea turtles B to better protect the sea turtles C to find out how many sea turtles there are D to improve the diets of the sea turtles

Page 21 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

21 Read this sentence from paragraph 5 of the article. “Many young sea turtles come here to live and eat at the end of their mysterious childhood.” Why is the childhood described as “mysterious”? A It is thought that the sea turtles spend their childhood alone. B It is thought that the sea turtles are lucky to survive that long. C It is not known why the sea turtles travel to the Bahamas. D It is not known where the sea turtles were during childhood.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 22 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

/ Stop the Atlantic Express! \ By Kate Sharp and Sarvinder Naberhaus Art by Gary Undercuffler

“You can only imagine what a fearful thing it is to see the heavens grow black and blacker until the light of day is all shut out.” –Kate Shelley, about the events of July 6, 1881 1

The wind was whipping from all directions, trying to snatch the flapping linens from Kate’s hands. Another Iowa storm was brewing.

Dodging raindrops, Kate ran with an armload of clothes into the farmhouse nestled on the hill above Honey Creek. Thunder rattled the panes as she looked out the window to the railroad tracks below. They reminded her of Father, who had been a railroad man. Kate loved hearing the trains rumble back and forth over Honey Creek Bridge. STER. A Every day she heard the trains’ whistle and knew their schedules, when M E N LI . Y K C A A W L B they would arrive and when they would depart. IN ANY NOT A

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

D . IT IS ODUCE D E R T P H E G R E YRI her family’s Fifteen-year-old Kate Shelley COPknew K TO B survival depended on S I O O K B O BO HIS her. Her fatherSAand James MPLEbrother FOR T had died and now her mother was N E S I V I H G sick. Kate Tgave up going S NOT to school. She sent her younger brother and I N O I ISS sisters instead. PERM She tended the crops, fed the animals, and hunted with her dogs in the nearby woods. She was a good shot and protected the family’s livestock from chicken hawks and wolves.

The panes of the little house continued to rattle as the storm invaded the night. Kate thought about the hundreds of Chicago-bound passengers on the Atlantic Express. At midnight they would cross the valley. Would dispatchers send a train out in this weather? With each flash of lightning, Kate watched the creek rise higher—almost touching the tracks of Honey Creek Bridge.

Page 23 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Suddenly, Kate heard the clanging bells of a pusher engine, a loud crash, and the hissing of steam. She knew that the engine must have gone off Honey Creek Bridge.

Kate to the Rescue 6

Grabbing her lantern, Kate slipped down the muddy hillside, amidst the lightning and crashing thunder, to the washed-out bridge. Peering through the rain, she saw a partially submerged engine and two men clinging to tree branches in the angry water.

Kate shouted above the wind—and listened. The men yelled back, but the roaring water carried their voices away.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

Kate would have to make her way through the dark woods to the Moingona train depot. There she could get help and stop the train—the Midnight Express—but first she would have to cross the Des Moines River Bridge.

TER. her As Kate finally reached the bridge, the fierce wind snuffed Sout A M E N LI WAY. BLACKshe meet Ythe lantern. Nearly 700 feet of bridge lay ahead.OTWould N A A N I IS N CED . IT soaked, ODUshivering, D Midnight Express while crossing?GHTired, and Kate got E R T P E R E YRI B P O O T C down on her hands and and began IS BOOK to crawl. OK knees

BO HIS MPLE FOR T A S N E S I V I G TH slippery,Nsplintered She felt the boards beneath her hands. She stretched S OT I N O I S S I her hand the next railroad tie. It was so far away. She tried RM PEtoward not to think how easy it would be to slip through to the rushing torrent below.

When she was halfway across the bridge, lightning revealed a giant tree in the river barreling toward her. She raised to her knees, clasped her hands, and prayed. Would the river swallow her? Suddenly, the tree swerved so closely she felt its spray of water.

Finally, Kate inched her way across to ground on the other side. Exhausted, she ran to the train depot. Bursting through the door, she shouted something about stopping the Midnight Express, then collapsed on the floor.

Page 24 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

When she recovered, she told the men her story and guided them back STER.Express to Honey Creek to rescue the survivors. Luckily, the Midnight A M E N AY. LACKLI hadn’t arrived. It had stopped farther west because A NY W OT A B of theNstorm.

CED I T IS N U I D . O D E R EP GHT O BE R OPYRI T C K S I O Kate’s Story Spreads O OK THIS B R PLE BO O M F A S N S It was early THImorning T GIVE Kate was put to bed, where she stayed for Obefore N S I SION had made her ill, probably from exhaustion. She months. The ISordeal PERM

kept repeating to her sister Mayme that she could still feel the cold rain on her face.

Kate’s story did not go unnoticed. Mayme later recalled that Kate woke up famous. Newspapers spread her story. And Kate received a medal for her courage along with a lifetime train pass, which she used often.

It has been more than 100 years since Kate’s heroic act, but she is still remembered. By her grave is a memorial tablet placed by the Order of Railway Conductors and Brakemen that reads: “Hers is a deed bound for legend . . . a story to be told until the last order fades and the last rail rusts.”

Page 25 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

22 What is the main reason the author includes the quote by Kate Shelley? A to show that the storm did not actually occur B to prove that Kate did not feel afraid C to emphasize how fierce the storm was D to explain that Kate’s brave act was remembered

23 When the story says in paragraph 7 that “the roaring water carried their voices away,” it means that the men A were being pulled underwater

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

B could not be heard over the water C were too tired to speak loudly D began to panic too much

24 The story describes how Kate gave up school and sent her siblings R. instead. Why is this detail important in the story? INE MASTE A B C D

L . BLACK Y WAY N A A T N O I N D It shows that Kate is a brave and capable woman. . IT IS young ODUCE D E R T P H E G R E RI decisions. It suggests that Kate makes COPYrash K TO B S I O O K B O S BO THIbecome MPLEKate wanted FORto It suggests that famous. A S N E S I V I G TH T O N IS It shows that ISSIONKate will make sacrifices for others. M R E P

25 Which word best describes Kate? A sensible B reckless C weak D courageous

Page 26 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

26 Which of these details is most important to what happens in the story? A Kate took in linens from the clothesline. B Kate knew the schedules of all the trains. C Kate helped her sick mother take care of the family. D Kate hunted in the woods near her home.

27 The story of Kate’s experience is most like A a mystery B science fiction

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

C an adventure

D an autobiography

28 Which quality of Kate’s does the art emphasize?

STER. A M E N LI . B her tiredness BLACK Y WAY N A A T N O I N D . IT IS ODUCE D C her intelligence E R T P H E G R E OPYRI K TO B O O D her foolishness BOOK IS C B HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM A her determination

Page 27 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Directions The next two passages are paired passages. Read the first passage and answer questions 29 and 30. Read the second passage and answer questions 31 and 32. Then use information from both passages to answer question 33.

/ Sliding into the Future \ By Sachin V. Waikar, Ph.D. Photos by Joe Kusumoto

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Kip St. Germaine inhaled and scraped his stick against the ice. In front of him, the Norwegian team’s goalie leaned forward, waiting. Behind St. Germaine, his teammates watched him, like everyone else in the crowd of more than 8,000 people. The score in the championship match was tied. This was a shootout at the 2002 Paralympic Games.

St. Germaine swung his stick back and slapped the puck toward the goal. The black disc whizzed past the goalie’s glove. Goal! St. Germaine had scored Team USA’s winning goal over Norway.

Page 28 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

St. Germaine and his team moved toward the platform to receive their gold medals for ice sled hockey. But unlike most Olympic medalists, none of these hockey players were standing. St. Germaine, like many of his teammates, is a paraplegic, a person who has lost the use of his legs because of nerve or muscle damage.

First Love 4

St. Germaine wasn’t always paraplegic. It wasn’t until after he’d finished college that an accident left him paralyzed from the waist down. He was helping to build a house when a five-ton wall fell on him. After the accident, St. Germaine tried to do everything he’d done when he could walk—except sports. Always athletic, St. Germaine had played hockey, baseball, and tennis through high school. He was recruited for his college’s hockey team but was “too busy with classes and other things to play.”

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

After St. Germaine lost the use of his legs, he was reluctant to play popular wheelchair sports because he believed that participating STER. in A M E N LI these meant “admitting you’re disabled.” But when aYnewspaper WAY. BLACKhe read N A A T N O I D S Ngo to theDUlocal article about ice sled hockey, he decided . IT Ito O CE team’s D E R T P H E G R YRI O BE practice because hockeyK had IS COPalways been OOK This first love.

O THIS B R PLE BO O M F A S N HIS ice sled Watching Tthe T GIVE players practice, St. Germaine felt excited Ohockey N S I ISSION about sports PERM for the first time since the accident. Ice sled hockey (called

ice sledge hockey outside of the United States) is played by paraplegics, like St. Germaine, and by amputees, people who have lost one or both legs. Players sit on steel-tube sleds that ride on skate blades, and use two shortened hockey sticks to move the puck and their sleds across the ice. They wear uniforms and follow rules similar to those of ice hockey.

Team USA 7

After playing on the local team for some time, St. Germaine tried out for the U.S. national sled hockey team. Because he had less experience than many of the other players, he didn’t expect to make the team. But in January 1995, St. Germaine received a letter welcoming him to Team

Page 29 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

USA. Then began the hard work of preparing for the Paralympic Games. This international competition is held along with the Olympics every four years. 8

St. Germaine was chosen to be captain of Team USA, and the team traveled to Nagano, Japan, for the 1998 Games. In a match against Canada, St. Germaine scored Team USA’s first-ever goal. But his team finished last out of six teams.

Four years later, Team USA arrived in Salt Lake City for its second Paralympic Games. The team was expected to finish last again, but they were confident they could do better. And they did, outscoring their opponents 26 to 6 as they made their way to the championship match against Norway’s team.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

In the championship, St. Germaine scored the goal that won Team USA the gold medal. “We went from worst to first,” St. Germaine said.

In March of 2006, St. Germaine and Team USA defended their top rank STER. A M E N at the Paralympic Games in Turin, Italy. Despite outscoring opponents LI . BLACK Y WAY N A A T N O I N 16 to 10 overall, the team lost a close semifinal match to D Norway, and . IT IS ODUCE D E R T P H E G R I then went on to defeat Germany. won Ethe bronze medal for third COPYR They K TO B S I O O K B O place. R THIS PLE BO

FO AM GIVEN THIS S T O N IS Today St. Germaine ISSION lives in Massachusetts and speaks to students and M R E P

other groups about his experience with paralysis and ice sled hockey. He has traveled around the world and visited the White House, where he met the President. Kip St. Germaine never would have guessed that losing the use of his legs would help him take such great steps into the future.

Page 30 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

29 In which Paralympic Games did St. Germaine and his team have the greatest success? Use two details from the article to support your response. Write your answer in complete sentences.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 31 ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

30 Read this sentence from the passage. “After St. Germaine lost the use of his legs, he was reluctant to play popular wheelchair sports because he believed that participating in these meant ‘admitting you’re disabled.’” What does this sentence suggest was St. Germaine’s main barrier to achieving success? Use two details from the article to support your response. Write your answer in complete sentences.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 32 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

/ No Dummy \ By David Richardson

William Hoy’s mother never wanted him to leave.

“What kind of life does a baseball player have?” she asked.

William stepped off the porch of his parents’ Houcktown, Ohio, home, heading for the train station. He wore the suit his mother had made him and shoes he’d made himself. He didn’t know what kind of life a baseball player had, but he was going to find out.

It was natural for William’s mother to worry. When William was very young, he came down with a terrible disease—spinal meningitis. In 1864, there were no medicines to cure such a deadly infection.

William survived, but his illness left him deaf, and he never really learned to talk. He did learn other things, such as how toAread STER. lips, how M E N KLI AY. to run fast, and how to play baseball. A BLAC A NY W

6 7

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

OT CED IN T IS N U I D . O D E R EP GHT William loved baseball. O BE R OPYRI T C K S I O O K THIS B LE BOO R P O M F A S N After graduating from the School for the Deaf and learning a trade EOhio THIS OT GIV N S I N as a shoemaker, returned home. He still dreamed of playing SIOWilliam ERMIS P professional baseball.

A Nickname and Fame 8

Because Hoy was deaf, mute, and five feet four inches tall, his chances for ever playing pro baseball were slim. Few teams even offered him a tryout, and players and coaches laughed at him when he wrote “I want to play centerfield” on his notepad.

But those same players and coaches changed their minds when they saw Hoy play. He could run, he could hit, and he could steal bases. In 1888, he started playing with the Washington Senators.

Page 33 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Hoy knew he had gained the respect of his teammates when they gave him a nickname—Dummy. Today, people would consider this an insult, but living in the 1800s, Hoy considered it a term of endearment. It was a play on the word dumb, used to describe a person who could not speak.

Hoy was a good player. His first year, he led the league in stolen bases. He was so good at it that pitchers from other teams looked for a way to stop him. They discovered that the way to keep Hoy off base was to “quick pitch” to him when he turned to read the umpire’s lips for the call.

No matter how fast he was or how much his teammates liked him, Dummy Hoy knew he wouldn’t play Major League Baseball for long if he kept striking out. And he realized why. Because he could not hear the umpire, Hoy kept looking at him and losing his focus. As a result, he kept striking out.

E L P M SA N O I T A C U D E ! Y L L Y L Striking a DealRA L A R . 9 9 . 888

STER. A M E N Dummy threw right-handed but batted left. He had of. the LaI clear view BLACK Y WAY N A A T N O I N coach the third-base coach. He figured if he taught the Dsigns for “ball” . IT IS ODUCE D E R T P H E G R I and “strike,” there would beOno lookEat the umpire. Each time C PYR need Oto K TO B S I O K B O BO the umpire calledPLaE pitch, Dummy HISwould glance at the coach for M FOR T A S N E S I V I G the sign. TH S NOT I N O I ISS PERM It worked!

Although it’s never been directly proven, legend has it these signs became the same ones used by umpires today to call pitches.

Hitting and running were not all Dummy Hoy could do. He played centerfield as well as any man in the league, and he had a strong arm. He is one of the few Major League players to have thrown three men out at home plate in one game.

Some players today can boast they’ve played for the National and American leagues, but Dummy played for all four Major Leagues of the

Page 34 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

time. By the end of his career, he had worn uniforms for the Washington Senators, the Buffalo Bisons, the St. Louis Browns, the Cincinnati Reds, the Louisville Colonels, and the Chicago White Sox. 18

When his time as a baseball player ended, Hoy settled in Cincinnati, Ohio, with his wife, Anna. There they raised their family. But Dummy never stopped loving baseball.

Call Me “Dummy” 19

Times changed. The game changed. And the stories of Dummy Hoy grew.

But what concerned him most was how the young reporters wrote about him. They called him William Ellsworth Hoy. At the age of 95, he sent a message to sportswriters: “Tell them to call me Dummy like always.”

In 1961, as the oldest-living former Major League Baseball player, . STERseason A Dummy Hoy had the honor of opening the Cincinnati Reds’ by M E N LI . Y K C A A W L B Y World Nthe throwing out the first ball. That same year,NO theA Reds wentINto D A S T E I C T U I D . Series, and 99-year-old DummyRthrew EPROpitch of Game 3. IGHTED out theE Rfirst

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

COPY K TO B S I O O K B O HIS LE BO a baseball What kind of Slife MPdoes FOR Tplayer have? For “Dummy” Hoy, A N E S I V I G TH good None. it was a pretty S OT I N O I ISS PERM

Page 35 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

31 Describe the challenge that Dummy Hoy faced when he played for the Washington Senators and how he overcame it. Use two details from the article to support your response. Write your answer in complete sentences.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

TE being 32 How does the author emphasize that William Hoy did not MASfind E N I L K AY. BLAC the article Y Wto N A nicknamed Dummy insulting? Use two details from A T N O I N D . IT IS ODUCE D E R support your response. T P H E G R E RI COPY K TO B S I O O K B O BO HIS Write your answer sentences. MPLEin complete FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 36 ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

Planning Page You may PLAN your writing for question 33 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on Pages 38 and 39.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 37 ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

33 Both articles describe a person who achieved great things despite a disability. What can readers learn about facing challenges from Kip St. Germaine and William Hoy? Explain which person you found most inspiring. Use details from both articles to support your answer. In your response, be sure to do the following: • describe what readers can learn about facing challenges from Kip St. Germaine • describe what readers can learn about facing challenges from William Hoy • explain whether you found Kip St. Germaine or William Hoy most inspiring • include details from both articles to support your answer

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

Write your answer in complete sentences.

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 38 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 39 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Page 40 © R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

Understanding the Common Core Reading Standards provides instruction in the reading, writing, and language strands. The book's key features include: Full Range of Question Types This book includes multiple-choice questions, short-response questions requiring students to make a claim and support it with details, and extended-response questions requiring a complete essay. Focuses on Informational Texts The Common Core focuses on comprehending and analyzing informational texts. This book has a strong focus on informational texts, and includes a wide range of informational texts such as expository, argumentative, instructional, and narrative texts.

E L P M SA N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 888

Uses Authentic Texts Understanding the Common Core Reading Standards only uses authentic texts. The use of authentic texts means that passages will be more challenging and more worthy of reading.

STER. A M E N LI . BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

www.rallyeducation.com 22 Railroad Avenue, Glen Head, NY 11545