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GRAD
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Scholastic Success With Reading Comprehension • Grade 1
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Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use.No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,or otherwise without written permission of the publisher. For information regarding permission,
write to Scholastic Inc., 557 Broadway, New York, NY 10012.
Written by Robin WolfeCover design by Ka-Yeon Kim-Li
Interior illustrations by Kathy MarlinInterior design by Quack & Company
ISBN-13 978-0-545-20084-4ISBN-10 0-545-20084-9
Copyright © 2002, 2010 Scholastic Inc.All rights reserved. Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 17 16 15 14 13 12 11 10
State Standards CorrelationsTo nd out how this book helps you meet your state’s standards,log on to www.scholastic.com/ssw
Scholastic Success With Reading Comprehension • Grade 1
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IntroductionParents and teachers alike will find Reading Comprehension to be a valuable learning tool. Childrenwill enjoy reading a wide variety of stories that are humorous or informative. The activities include
puzzles and other fun ways of finding answers and are tools for improving comprehension skills. Findingthe main idea, reading for details, drawing conclusions, and following directions are just some of the skills included. First graders are also challenged to develop vocabulary, identify cause and effect, andanalyze characters. They are encouraged to try different reading strategies that will help them becomebetter readers. Take a look at the Table of Contents. You will feel rewarded providing such a valuableresource for your children.
Remember to praise children for their efforts and successes!
Scholastic Success With Reading Comprehension • Grade 1
Tim Can Read (Understanding thereading process) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Trucks (Finding the main idea) . . . . . . . . . . . . . . . . 5Circus Clowns (Finding the main idea) . . . . . . . . . 6 Your Name (Finding the main idea) . . . . . . . . . . . 7Striped Critters (Reading for details) . . . . . . . . . . 8Ricky’s Wish (Reading for details) . . . . . . . . . . . . . 9Going to Grammy’s (Reading for details) . . . . . 10George W. Bush (Reading for details) . . . . . . . . . . 11Mr. Lee’s Store (Real or fantasy) . . . . . . . . . . . . . 12Cool Clouds (Real or fantasy) . . . . . . . . . . . . . . . . 13Ready for School (Sequencing) . . . . . . . . . . . . . . 14Swimming Lessons (Sequencing) . . . . . . . . . . . . . 15The Robin’s Nest (Sequencing) . . . . . . . . . . . . . . . 16Shapes in the Sky (Following directions) . . . . . . 17My Monster (Following directions) . . . . . . . . . . . 18Fun at the Beach (Following directions) . . . . . . 19My New Rug (Drawing conclusions) . . . . . . . . . . 20Polly Want a Cracker? (Drawing
conclusions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 You Be the Artist (Visualizing) . . . . . . . . . . . . . . . 22A Stormy Day (Visualizing) . . . . . . . . . . . . . . . . . . 23Who Am I? (Making inferences) . . . . . . . . . . . . . . 24What’s Going On? (Making inferences) . . . . . . . 25Make a Cartoon (Making inferences) . . . . . . . . . 26
Clean Your Room (Sorting and classifying) . . . 27Going to the Mall (Sorting and classifying) . . . 28Are You Hungry? (Sorting and classifying) . . . . 29Ouch! (Making predictions) . . . . . . . . . . . . . . . . . . 30What Will Sam Do? (Making predictions) . . . . . 31Riddle Fun (Comparing and contrasting) . . . . . . 32Twins (Comparing and contrasting) . . . . . . . . . . 33Soldier Dads (Comparing and contrasting) . . . . 34Dinosaur Clues (Developing vocabulary) . . . . . 35Amazing Animal Facts (Developing
vocabulary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36A Tiny Town (Developing vocabulary) . . . . . . . . 37Oops! (Identifying cause and effect) . . . . . . . . . . 38Wanda Wiggleworm (Identifying
cause and effect) . . . . . . . . . . . . . . . . . . . . . . . . . . 39School Rules (Identifying
cause and effect) . . . . . . . . . . . . . . . . . . . . . . . . . . 40Mixed-Up Margie (Analyzing characters) . . . . . 41Miss Ticklefoot (Analyzing characters) . . . . . . . 42Different Friends (Analyzing characters) . . . . . 43Poetry (Appreciating literature) . . . . . . . . . . . . . . 44A Fable (Appreciating literature) . . . . . . . . . . . . . 45Library Books (Appreciating literature) . . . . . . . 46Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47–48
Table of Contents
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Scholastic Success With Reading Comprehension • Grade 14
Name
Tim Can Read Tim is a good reader.
He uses clues to help him read.First, he looks at the picture.That helps him know what thestory is about. Next, he reads thetitle of the story. Now he knows alittle more. As he reads the story,the words make pictures in his mind.
Color in the book beside the correct answer.
1. Who is Tim?
a good reader a math whiz
2. What does Tim do first?
reads the story looks at the picture
3. What else helps Tim know what the story will be about?
the title the page number
4. As he reads, what makes pictures in Tim’s mind?
the letters the words
Understanding thereading process
Now you can try reading the stories in this book the way that Tim does. If you do, you will bea good reader, too! Write the name of your favorite book here.
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Scholastic Success With Reading Comprehension • Grade 1
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TrucksThe main idea tells what the whole story is about.
Trucks do important work. Dump trucks carry away sand androcks. Cement trucks have a barrel that turns round and round.They deliver cement to workers who are making sidewalks. Firetrucks carry water hoses and firefighters. Gasoline is delivered inlarge tank trucks. Flatbed trucks carry wood to the people whoare building houses.
Find the sentence in the story that tells the main idea. Write it in thecircle below. Then draw a line from the main idea to all the trucks thatwere described in the story.
Finding the main idea
Write the sentence that tells the main idea on another sheet of paper. Draw a picture thattells about the sentence.
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Circus ClownsThe main idea tells what the whole story is about.
Today I went to the circus. My favoritepart of the circus was the clowns. Clownscan do funny tricks. A clown named Pinkyturned flips on the back of a horse. FancyPants juggled balls while he was singinga funny song. Happy Hal made balloonsinto animal shapes. Then twelve clowns
squeezed into a tiny car and rode away.
Color in the ball that tells the main idea.
Finding the main idea
Pinkyrides ahorse.Balloons
can beshaped like
animals.
Clownsdrive tiny
cars.
Clownscan dofunnytricks.
FancyPantssang asong.
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B
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Scholastic Success With Reading Comprehension • Grade 1
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Your Name
Finding the main idea
When you were born, your parents
thought of a name for you. You might benamed after someone in the family. Maybeyou were named after a movie star! Almostevery name has a meaning. Pamela meanshoney . Henry means master of the house .Ellen means bright . Sometimes books aboutbaby names tell the meanings. Many of themeanings will surprise you!
Circle the name below that has the main idea of the story in it.
To find out the meanings of the names in the puzzle below, followeach string of beads. Copy the letters on each bead in order inthe boxes.
Read a book to someone at home at bedtime. Tell the main idea of the story.
N a m e s
have m o v
i e s t a r !
s p e c i a l
m e a n i n g s .
be
a t o I w a n t
Sarah means .
Casey means
.
George means
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Use details to describe your favorite animal.
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Scholastic Success With Reading Comprehension • Grade 18
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Striped CrittersDetails are parts of a story. Details help you understand what the story is about.
Skunks are small animals that live in the woods. They haveblack fur with one or two white stripes down their backs. Bugs aretheir favorite food. They also eat mice. If a skunk raises its tail,run away! Skunks can spray a very smelly liquid at anyone whobothers them.
Write the answers in the crossword puzzle.
Reading for details
Across:
2. What color arethe stripes on askunk’s fur?
5. What is a skunk’sfavorite food?
Down:
1. What is another thingthat skunks like to eat?
2. Where do skunks live?
3. What does a skunkraise when it is gettingready to spray?
4. What should you do ifa skunk raises its tail?
.1
.2 .3
.4
.5
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Scholastic Success With Reading Comprehension • Grade 1
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Ricky’s WishDetails are parts of a story. Details help you understand what the story is about.
Ricky loved to go camping. One day during reading class, hebegan to daydream about camping in the mountains. He thoughtabout going fishing and riding horses. It would be fun to gatherlogs to build a campfire and cook hot dogs. He and his dad couldset up the tent near some big trees. He wished he were in hiscanoe right now. Just then, Ricky heard his teacher say, “Ricky, itis your turn to read.” Oh no! He had lost the place!
Circle these things from the story hidden in the picture below: a fish, afishing pole, a log for the campfire, a hot dog, a tree, and a canoe.
Reading for details
What do you like to daydream about? Write about it using details.
1. Where was Ricky during this story? ______________________________
_______________________________________________________________
2. Where would Ricky like to have been? __________________________
_______________________________________________________________
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Scholastic Success With Reading Comprehension • Grade 110
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Going to Grammy’sKelly is going to spend the
night with her grandmother. Shewill need to take her nightgown,a shirt, and some shorts. Intothe suitcase go her toothbrush,toothpaste, and hairbrush.Grammy told her to bring aswimsuit in case it was warmenough to swim. Mom said topack her favorite pillow andstorybooks. Dad said, “Don’tforget to take Grammy’ssunglasses that she left here lastweek.” Now Kelly is ready to go!
1. Color the things that Kelly packed in her suitcase.
Reading for details
On the back of this page, make a list of things you would pack if you were going to spend thenight at your grandmother’s house.
2. A compound word is a big word that is made up of two littlewords. For example, cow + boy = cowboy. Find 9 compoundwords in this story and circle them.
