Reading Time Questions Level 1

8/6/2019 Reading Time Questions Level 1

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Contents

Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . vHow to Use Time For Kids . . . . . . . . . . . . . . . . . . vi

ISSUE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Retell

Photographs and Captions

Context Clues

Pond Life Model the Skills

Earth Helpers Apply the SkillsLeave it to Beavers Diagrams

ISSUE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Main Idea and Details

Maps

Context Clues

Getting over the Hump Model the Skills

Not a Drop to Drink Apply the Skills

Bubbles Poetry

ISSUE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Compare and Contrast

Diagrams

Context Clues

A Ladybug’s Life Model the Skills

Giving Time for the Common Good

Apply the SkillsThe Caterpillar Poetry

ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Author’s Purpose

Charts

Context Clues

Eat Well, Feel Well Model the Skills

Orange You Glad? Apply the Skills

Climb the Pyramid Diagrams

ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Main Idea and Details

Lists

Context Clues

Sharing with Others Model the Skills

Thanks, Mom and Dad Apply the Skills

Hamster HideandSeek Poetry

ISSUE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Author’s Purpose


Context Clues

The Forest Roof Model the Skills

Rain Forests: From Soup to Nuts

Apply the Skills

Life in the Rain Forest Diagrams

ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Main Idea and Details

Diagrams

Context Clues

Digging for Bones Model the Skills

Animals on the Move Apply the Skills

Loose and Limber Poetry

Teacher’s Manual iii



ISSUE 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Retell


Context Clues

Money Goes Around Model the Skills

How Money Is Made Apply the Skills

U.S. Coins Charts

ISSUE 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121


Diagrams

Context CluesThings Change Model the Skills

What a Trip! Apply the Skills

The Space Shuttle Diagrams

ISSUE 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131


Signs and Symbols

Context Clues

Wild About Museums Model the Skills

A Basket Maker Apply the Skills

Sarah Enters a Painting Poetry

ISSUE 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141



Context Clues

Get Ready, Get Set, Go! Model the Skills

Play Ball! Apply the Skills

From the autograph album Poetry

ShortAnswer Reading Rubric . . . . . . . . . . . . . .T1

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2

ISSUE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71


Maps

Context Clues

Wow! Wind Works! Model the Skills

Blow, Wind, Blow! Apply the Skills

Cloud Parade Poetry

ISSUE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81


Charts

Context CluesSunny Side Up Model the Skills

Where Does the Water Go? Apply the Skills

Sunflakes Poetry

ISSUE 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91


Signs and Symbols

Context Clues

Whoo’s a Wonderful Bird? Model the Skills

Food for Whoo? Apply the Skills

Growing and Changing Charts

ISSUE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Author’s Purpose

Charts

Context Clues

Prize Pets Model the Skills

All for America! Apply the Skills

Lady Liberty Diagrams

iv Time For Kids



Pacing SuggestionsTHREE-MONTH PACING SUGGESTION

You might wish to use the Time for Kids, Student Edition as test preparation

starting in the second half of the year. At this pace, each issue corresponds to

one week of instruction in the Teacher’s Edition.

Time for Kids, Student Edition Issue Related Teacher’s Edition Lesson

Issue 1 Unit 4 Week 1















USING TIME FOR KIDS THROUGHOUT THE YEAR

Each issue contains 2 articles and a poem or text feature. You might wish to

use the Time for Kids, Student Edition throughout the year by assigning one

article a week. The poem or text feature can be read with the second article.

Teacher’s Manual v



How to Use Time for Kids

TIME FOR KIDS, STUDENT EDITIONEach issue in Time for Kids, Student Edition includes twoarticles and a text feature, such as a chart or a diagram, or a poem.Each issue relates to Social Studies or Science skills.

TRANSPARENCIES

A transparency is provided for thefirst article in each issue. Use thetransparency to model how to

answer test questions. Questionsare provided in Blackline Masters found in the Time for KidsTeacher’s Manual.

TEACHER’S MANUAL

The Teacher’s Manual contains lessons for each issue of Time for Kids.

Article 1: Model the SkillsUse the transparency and Blackline Master to model how to answercomprehension, vocabulary, and text feature questions. Read thequestions and answers aloud to children.

Article 2: Apply the Skills The Blackline Master for the second article offers children theopportunity to answer questions based on the same skills andstrategies modeled with the first article. Read the questions andanswers aloud to children.

Text Feature or Poetry: Apply the SkillsA third Blackline Master is provided for children to reviewpreviously taught skills and strategies. Read the questions andanswers aloud to children.

vi Time For Kids



COMPREHENSION AND VOCABULARY FOCUSAs noted earlier, each issue of Time for Kids relates to SocialStudies or Science skills. However, the items in the tests thataccompany each issue focus on Reading and Language Arts skillsand strategies for comprehension, vocabulary, and text features.

SHORT-ANSWER PREPARATION

The first two tests for each issue of Time for Kids provideopportunities for children to practice responding to short-

answer items. These items will help children to begin buildingthe skills and confidence they will need when they are facedwith short-answer items in a testing situation.

LEVELS OF THINKING

Test questions can be broken down into four developmentallysequenced categories, based on the different levels of thinkingrequired to answer them.

• A question may have an answer that is stated in the selection.At the most basic level, children can find or locate the answerin the selection. Words from the question and words thatanswer it are often “right there” in the same sentence. At thenext level, the answers are stated in the text but cannot befound in a single sentence. Children must “think and search,” orcombine different parts of the selection, to find the answer.

• A question may have an answer that is not stated in theselection. For an “author and me” question at the third level

of thinking, children must find clues and text evidence in theselection and connect them to find the inferred or impliedanswer to the question. A question that addresses the fourthlevel of thinking requires children to analyze the selectionand make judgments based on text evidence to determinethe author’s style or purpose for writing.

Teacher’s Manual vii





Retell

MODEL THE SKILL

Have children open to page 5 of Time for Kids, Student Edition.Look at the cover and read the article titles aloud with the

class. Have children preview the photographs and captions. Tell

children, We will learn how to retell the information from a text

in order .

Display Transparency pp. 6–7 of the article “Pond Life” and

distribute Blackline Master 1. Ask children to turn to page 6 of

Time for Kids. Ask children to look at the title and photographs

before they read the article. Have children read the article

carefully and identify any words they do not know. Underline

these words on the transparency and review them with the class.

Then read the following question and answer choices aloud:

From Blackline Master 1

1 When does a swan swim?

A In the morning

B In the afternoon

C At night

Think Aloud This question asks when a swan swims. I can locatethe answer in the selection. First I find the part of the article that

tells about swans. Then I look for words that tell about times of

day. I see a sentence that says: In the afternoon, a swan swims.

This is the stated answer.

Elicit the correct answer (B) from children. Explain that this

choice, In the afternoon, is correct because the article says that

a swan swims in the afternoon. Work through the rest of the

answers and show that they are not correct.

For further practice with the comprehension skill, you may wishto have children work together or independently to answer

question 2 on Blackline Master 1.

Materials

Transparency

pp. 6–7

Blackline Masters

1, 2, 3

TFK Pages 6–7

Teacher’s Manual 1



TFK Pages 6–7


MODEL THE SKILL

Explain to children that texts often are accompanied byphotographs that can help them understand information from

a reading. Sometimes there will be text that explains what

is happening in the photograph. This kind of text is called a

caption. Invite children to look at the photographs and describe

what they see.

Then read question 3 aloud.

Think Aloud This article has photographs of different animals.

I should look for a picture of a raccoon, a swan, and a heron and

make sure to read the information that goes with the photos.Then I can combine these details to figure out the stated answer.

Have children look at the photographs and colored captions

on pages 6 and 7. Point to the correct photograph and caption

on the transparency and read the caption aloud with the class.

Explain that the caption gives information about the animal.

Then have children select the correct answer choice (A).

Context Clues

MODEL THE SKILL

Tell children that they may not know the meaning of every

single word in a text that they read. Explain that the context, or

the other words and sentences in the paragraph, can help them

figure out what unfamiliar words mean.


Think Aloud The answer to this question is not stated in the

article. To answer it, I will have to find clues in the article and

connect them. I can start by finding the sentence that has the

word trap in it. I will see if any words or sentences near it in the

paragraph or anything in the picture can help me figure out what

trap means.

Invite children to explain what the text and the picture tell about

how and why herons trap bugs. Go through each choice and

have the class decide which answer makes the most sense in the

context of the article (C).

4 On page 7, the article

says that a heron can

trap a bug. What does

trap mean?

A Drink

B Run

C Catch


3 What animal stays upat night?

A Raccoon

B Swan

C Heron


2 Time For Kids • Issue 1



Short Answer

MODEL WRITING A SHORT ANSWER

Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.

Read the following short-answer question aloud:


5 Tell, in order, when you can find different animals at the

pond. Support your answer with details from the article.

Think Aloud The question asks me to tell when different

animals are at the pond. I need to find details from the article

that support the idea that different animals are at the pond at

different times. I can combine these details to write the answer.

Help children put their fingers on details from the article to

answer the question, and have a volunteer underline these

details on the transparency. Have children look for clues about

time of day, such as morning and afternoon. Remind childrenthat the answer should be based only on information from the

article, not on something that they read or saw somewhere else.

Tell children that they should answer in their own words and that

they should not copy sentences from the article. Write a short

answer together. Remind children to form complete sentences in

their answers.

Possible response: Dragonflies are at the pond in the morning.

Swans are there in the afternoon. Raccoons are there at night.

See page T1 of the Teacher’s Manual for a short-answer rubric.See page T2 for answers to Blackline Master 1.

TFK Pages 6–7




Student Name

DIRECTIONS

Answer these questions about “Pond Life.”

1 When does a swan swim?

A In the morning

B In the afternoon

C At night

2 In the morning, a dragonfly looks for —

A plants

B lily pads

C bugs to eat

3 What animal stays up at night?

A Raccoon

B Swan

C Heron

Grade 14 Time For Kids Pond Life

Blackline Master 1

© M

a c m i l l a n / M c G r a w

- H i l l



Student Name

4 On page 7, the article says that a heron can trap a bug.

What does trap mean?

A

Drink B Run

C Catch

5 Tell, in order, when you can find different animals at the

pond. Support your answer with details from the article.

Blackline Master 1

Grade 1Pond Life Time For Kids 5

© M


- H i l l



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on retelling, context clues, and using photographs

and captions. Introduce “Earth Helpers” by having children open

to page 8 of Time for Kids. Point out that the important ideas of

an article can often be found in the title and photographs. Have

children look at the photographs, captions, and headings and

then ask, What do you think the article is about?

Encourage children to share their ideas and explain how they

came to those conclusions. Record their ideas on the board. Tell

children to keep these ideas in mind as they read to see if their

ideas are correct.

Remind children to use context clues as they read to figure out

the meanings of unfamiliar words. Then have children read the

article independently.

Distribute Blackline Master 2 on pages 7-8 of the Teacher’s

Manual. Tell children that they will take a practice test on the

article they just read. Share these specific suggestions with

children to help them answer test questions:

Have children complete Blackline Master 2. Answers can be

found on pages T2–T3 of the Teacher’s Manual.

TFK Pages 8–9

1. Before you read, look at pictures, headings, and the title to give you anidea of what the article is about.

2. Read “Earth Helpers” and the questions on the worksheet very carefully.

Make sure you understand what the questions are asking.

3. Make sure your answers are based on the article. If you are not sure

about the details, go back and read that part again.

4. Plan your answer carefully before you write. Make sure you answer every

part of the question and use support from the article in your answer.

5. Make sure to write complete sentences.




Student Name

DIRECTIONS

Answer these questions about “Earth Helpers.”

1 Look at the chart about “Earth Helpers.”

First

Kids in green schools have lunch.

Next

Glass and plastic bottles are recycled.

Last

Which idea belongs in the bottom box?

A Bottles are made into kites.

B Bottles are thrown away in the trash.

C

Bottles are made into new products.

2 Before the children go to the park, they —

A save money to help the school

B make kites from old plastic bags

C

learn about animals in class

Grade 1Earth Helpers Time For Kids 7

Blackline Master 2

© M


- H i l l



Student Name

3 Brett uses a plastic bag to make a —

A kite

B bottle

C plant

4 The article says, “During class, they find ways to reuse

things.” What does the word reuse mean?

A

Talk about B Use again

C Throw away

5 What do children in a green school do to help Earth? Support

your answer with details from the article.

Blackline Master 2

Grade 18 Time For Kids Earth Helpers

© M


- H i l l



Diagrams

APPLY THE SKILLS

Tell children that they will practice what they learned aboutdiagrams. Remind children that a diagram is a picture with

labels. Labels give information about what is being shown in the

picture. Have children open to “Leave It to Beavers” on page 10

of Time for Kids. Read the title “Leave It to Beavers” with children

and ask them to look at the article. Then ask them to share their

ideas on what the article is about. Write their ideas on the board.

Invite children to look at the diagram of the dam. Ask children

to think about how beavers build a dam. Ask what materials the

beavers might use and how the beavers get the materials.

Have children follow along with the text as you read it aloud. Ask

them to identify any words they do not know. After you have

finished reading, explain any unfamiliar words.

Have children look at the diagram and discuss what the beavers

do in each labeled part of the diagram. Explain that the den is a

part of the lodge.

Read aloud the question and answer choices. Tell children to

look back at the diagram to find details and facts. Then they can

combine this text evidence to determine the stated answer to

the question.

Think Aloud I need to remember that there is only one correct

answer to the question. I should look for details and facts in the

diagram that I can combine to come up with the correct answer.

Remind children that they should look for the label on the

diagram that says entrance to figure out where the entrance is.

Tell them to read each answer choice carefully.

After children have identified the correct answer (A), go back to

the diagram. Ask a volunteer to show how the arrow from thelabel entrance is pointing below, or under, the water.

Have children complete Blackline Master 3 on page 10 of the

Teacher’s Manual. Answers can be found on page T3.

TFK Page 10




Student Name

DIRECTIONS

Answer these questions about “Leave It to Beavers,”

1 Where is the entrance to the lodge?

A Under the water

B Above the dam

C In the den

2 Where does a beaver find food?

A In the den

B At the dam

C In the pond

3 The article says, “Soon, the dam blocks the river and makes a

pond.” What does the word blocks mean?

A Opens

B Holds back

C Fills up

Blackline Master 3

Grade 110 Time For Kids Leave It to Beavers

© M


- H i l l




MODEL THE SKILL

Have children open to page 11 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with

the class. Have children preview the photographs and captions.

Tell children, We will use these articles to learn how to identify

the main idea and important details in a text.

Display Transparency pp. 12–13 of the article “Getting over

the Hump” and distribute Blackline Master 4. Ask children to

turn to page 12 of Time for Kids. Ask children to look at the title

and photographs before they read the article. Have them read

the article carefully and identify any words they do not know.

Underline these words on the transparency and review them

with the class. Then read the following question and answer

choices aloud:


1 What is this article mostly about?

A What camels in Africa look like

B How children in Garissa get books

C Why young children like to read

Think Aloud This question asks what the article is mostly about.

That means I need to figure out the main idea of the article.

I have to look at the whole article to see what each section is

about. The headings and pictures can help me, too. Then I can

connect the details to come up with the answer.

Go through all of the answer choices with children and have

them identify the correct answer (B). Have children explain

how they got the answer. Invite a volunteer to underline on the

transparency the details he or she used to determine the answer.

For further practice with the comprehension skill, you may wish

to have children work together or independently to answer


Materials

Transparency

pp. 12–13

Blackline Masters

4, 5, 6

TFK Pages 12–13




TFK Pages 12–13

Maps

MODEL THE SKILL

Explain that texts often are accompanied by maps that canhelp them understand information from a reading. Maps are

drawings that show the locations of countries, cities, and other

places. Invite children to look at the map on page 13. On the

transparency, show the outline of the country of Kenya. Point

to the labels that name the nearby countries of Ethiopia and

Somalia. Then point out the map key and discuss the symbols

used to show a city and the capital.

Read question 3 aloud.

Think Aloud The article talks about the village of Garissa, but it does not mention any other cities or towns in Kenya. I need to

look at the map and the map key to find the name of the capital

of Kenya. Then I can combine these details to find the answer.

Have children look at the map and find the three names listed in

the answer choices: Nairobi, Somalia, and Ethiopia. Point to the

map key and remind children that a solid black dot stands for a

city, and a star inside a circle stands for a capital city. Then have

the children select the correct answer choice (A).

Context Clues

MODEL THE SKILL

Tell children that they may not know the meaning of every word

in a text that they read. Explain that sometimes the other words

and sentences in the paragraph can help them figure out the

meaning of an unfamiliar word.


Think Aloud I see the word remote in the sentence. I can look at

the other words in the sentence for clues about what remote

means. Then I can connect these clues to figure out the meaning

of the word.

Point to the first sentence in the article and read it aloud. Point

to the difficult word remote. This word describes the village of

Garissa. Ask children to find an easier word that also describes

Garissa (faraway). Then ask children to select the best answer (A).

4 “Garissa is a remote,

or faraway, village in

the desert in Kenya.”

Which word in the

sentence helps you

understand what

remote means?

A faraway

B village

C desert


3 Look at the map onpage 13. What is the

name of the capital of

Kenya?

A Nairobi

B Somalia

C Ethiopia





Short Answer





5 How do children who live near Garissa get books to read?

Support your answer with details from the article.

Think Aloud This question asks about how the children in Garissa

get books to read. I need to look back at the text and the photos

to find details that tell how books get to Garissa. Then I can

combine these details to write the answer.

Work with children to find details from the article to answer

this question. Have a volunteer underline these details on the

transparency. Remind children that the answer should be based

on information from the text. Tell children that they shouldanswer in their own words, and not copy sentences from the

article. Write a short answer together. Remind children to use

complete sentences in their answers.

Possible response: The children who live near Garissa do not

have books to read. People from other countries give books to

a special library for these children. Camels carry the books to

towns near Garissa so children can read the books.

See page T1 of the Teacher’s Manual for a short-answer rubric.

See page T4 for answers to Blackline Master 4.

TFK Pages 12–13




Student Name

DIRECTIONS

Answer these questions about “Getting over the Hump.”

1 What is this article mostly about?

A What camels in Africa look like

B How children in Garissa get books

C Why young children like to read

2 Books get to Garissa by —

A horse

B car

C camel

3 Look at the map on page 13. What is the name of the capital

of Kenya?

A Nairobi

B Somalia

C Ethiopia

© M


- H i l l

Grade 114 Time For Kids Getting over the Hump

Blackline Master 4



Student Name

4 “Garissa is a remote, or faraway, village in the desert in

Kenya.” Which word in the sentence helps you understand

what remote means?

A faraway

B village

C desert

5 How do children who live near Garissa get books to read?


© M


- H i l l

Blackline Master 4

Grade 1Getting over the Hump Time For Kids 15



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see ona test will focus on main ideas and details, context clues, and

reading maps. Introduce “Not a Drop to Drink” by having children

turn to page 14 in Time for Kids. Point out that important ideas

of an article often are found in the headings and photographs.

Have children look at the photographs, map, and headings, and

then ask, What do you think the article is mainly about?

Encourage children to share what they think is the main idea of

the article. Have them point to the text and text features to show

how they came up with their answers.




Distribute Blackline Master 5 on pages 17–18 of the Teacher’s

Manual and tell children that they will take a practice test on

the article they just read. Share these specific suggestions with




1. Before you read, look at pictures, headings, and the title to give you an

idea of what the article is about.

2. Read “Not a Drop to Drink” and the questions on the worksheet very

carefully. Make sure you understand what the questions are asking.

3. Make sure your answers are based on information in the article, not

something that you read or saw somewhere else. If you are not sure

about the details, go back and look at that part again.

4. For the short-answer question, plan your answer carefully before you

write. Make sure you use details from the article to support your answer.

5. Be sure to write complete sentences in your answer.

TFK Pages 14–15




Student Name

DIRECTIONS

Answer these questions about “Not a Drop to Drink.”

1 Look at the web about the “Water Wise” part of the article.

Teach othersto take short

showers

Makeposters

Kids help out onWorld Water Day.

Which idea belongs on the blank line?

A Give people water to drink

B Grow plants at home and school

C Teach others to water plants at night

2 World Water Day makes us think about —

A the importance of water

B using umbrellas in the rain

C how much water on Earth is salty

© M


- H i l l

Blackline Master 5

Grade 1Not a Drop to Drink Time For Kids 17



Student Name

3 Look at the map on page 14. What ocean is between

North America and Europe?

A

Atlantic Ocean B Pacific Ocean

C Indian Ocean

4 The article says, “So world leaders chose a day to teach

about it.” What does the word chose mean?

A Gave

B Told

C Picked

5 Why should people save water? Support your answer with

details from the article.

© M


- H i l l

Grade 118 Time For Kids Not a Drop to Drink

Blackline Master 5



Poetry

APPLY THE SKILLS

Tell children that they will read a poem and answer questionsabout it. Explain to children that a poem usually is written in lines

and stanzas instead of paragraphs. Many poems have words

that rhyme. Rhyming words usually come at the ends of lines.

Sometimes poems repeat a word or line several times to help

express an important idea.

Have children open to “Bubbles,” on page 16 of Time for Kids.

Read the title “Bubbles” with children and ask them to share

their ideas on what the poem will be about. Write their ideas

on the board. Have children follow along with the poem as you

read it aloud. Then have children identify the images of bubbles

in the poem. Ask if they can they “see” these word pictures in

their minds. Explain any images they do not understand. (For

example, explain that spittlebugs are bugs that suck sap out of

plants and then fill the sap with bubbles. Ask if any children have

seen plants covered with frothy, or bubbly, sap.)

Distribute Blackline Master 6 on page 20 of the Teacher’s

Manual. Read aloud the first question and the answer choices.

Tell children to look at the poem to find the answer.

Think Aloud This question asks about words that rhyme. I know that rhyming words are words that end with the same sound.

I can say the words to myself and connect the sounds to find the

ones that rhyme.

After children have identified the correct answer (C), read all of

the answer choices aloud so they can hear which pairs of words

rhyme and which do not.


found on page T5 of the Teacher’s Manual.

TFK Page 16

1 Which words from the

first stanza rhyme?A tank, lake

B bubbles, batter

C lake, cake





Student Name

DIRECTIONS

Answer these questions about “Bubbles.”

1 Which words from the first stanza rhyme?

A tank, lake

B bubbles, batter

C lake, cake

2 Which line from the poem has the same rhythm as “Bubbles

in the ocean”?

A “Bubbles in the lake”

B “Bubbles in the garden”

C “Bubbles from my bubble wand”

3 In which line does the poet repeat the same beginning sound

in two or more words?

A “Bubbles in the batter”

B “Flowing with the tide”

C “Where a spittlebug can hide”

© M


- H i l l

Grade 120 Time For Kids Bubbles

Blackline Master 6




MODEL THE SKILL



Tell children, We will use these articles to learn how to compare

and contrast things that are alike and different in a text .

Explain that when you compare two things, you tell how they

are alike. Some clue words that tell that things are alike are both,

and, also, like, and too. When you contrast two things, you tell

how they are different. Some clue words that tell that things are

different are yet, but , most, and than.

Display Transparency pp. 18–19 of the article “A Ladybug’s Life”

and distribute Blackline Master 7. Ask children to turn to page

18 of Time for Kids and look at the title and photographs before

they read the article. Have children read the article carefully and

identify any words they do not know. Underline these words on

the transparency and review them with the class. Then read the

following question and answer choices aloud:


1 How is the larva different from a grown ladybug?

A It is bigger.

B It is smaller.

C It is faster.

Think Aloud This question asks how a larva is different from a

grown ladybug. I can locate the answer in the selection. First I

find the part of the article that tells about the larva stage. Then I

look for details telling how the larva is different.

After children have had a chance to review the article, point out

the correct answer (B). Invite a volunteer to underline the detail

sentences on the transparency that give the answer (Out comes a

little bug, or larva. It is much smaller than a grown ladybug.)




Materials

Transparency

pp. 18–19

Blackline Masters

7, 8, 9

TFK Pages 18–19




TFK Pages 18–19

Diagrams

MODEL THE SKILL

Explain to the children that a diagram can help a reader visualizeinformation explained in the text. Diagrams usually have labels

that identify each part and captions that give information.

Explain that diagrams provide information that may not appear

in the text.

Then read question 3 and the answer choices aloud.

Think Aloud This question asks what the diagram shows. I

will need to look at the picture and read the labels. Then I will

combine the information I found in the diagram and see which

answer choice is best.

Point to the diagram of the ladybug on Transparency pp. 18–19

and then point to two of the labels and read them aloud. Have

children look at the diagram of the ladybug on page 19 and

decide which answer choice is correct (C).

Context Clues

MODEL THE SKILL

Tell children that they may not know the meaning of every singleword they read. Explain that the pictures and other words and

phrases in the text provide context clues that can help them

determine the meaning of an unfamiliar word.


Think Aloud I see the word stages in the article. I cannot figure

out the meaning of stages from this sentence alone. When I

look at the article, I see the word stage in the four numbered

headings about the parts of a ladybug’s life. I need to connect this

information to figure out what stages means.

After children have had time to review the article, have them

decide which answer choice is correct (C).


says, “A ladybug

grows in three stages.”

What does stages

mean in this sentence?

A Shells

B Places

C Steps


3 Look at the diagramon page 19. What

is on the ladybug’s

head?

A Leg

B Wing

C Antenna





Short Answer





5 How are ladybugs different from other bugs? Support your

answer with details from the article.

Think Aloud I need to find details in the article about ladybugs

and other bugs. Then I can combine the details to find out how

they how they are different. I remember that the last part of the

article, “Science Scoop,” talked about ladybugs and other bugs. I

need to go back to that section and reread it.

Work with children to find the paragraph under “Science Scoop”

that discusses the differences between ladybugs and other bugs.

Have a volunteer point to this paragraph on the transparency. Tell children that they should write the answer in their own

words and not copy the sentences from the article. Write a short

answer together. Remind children to form complete sentences in

their answers.

Possible response: The wings are different on ladybugs than

on other bugs. Ladybugs have two outer wings and thin wings

underneath them.



TFK Pages 18–19




Student Name

DIRECTIONS

Answer these questions about “A Ladybug’s Life.”

1 How is the larva different from a grown ladybug?

A It is bigger.

B It is smaller.

C It is faster.

2 Ladybugs and other bugs all have —

A six legs

B four legs

C three legs

3 Look at the diagram on page 19. What is on the ladybug’s

head?

A Leg

B Wing

C Antenna

© M


- H i l l

Grade 124 Time For Kids A Ladybug’s Life

Blackline Master 7



Student Name

4 On page 18, the article says, “A ladybug grows in three

stages.” What does stages mean in this sentence?

A

Shells B Places

C Steps

5 How are ladybugs different from other bugs? Support your


© M


- H i l l

Blackline Master 7

Grade 1 A Ladybug’s Life Time For Kids 25



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on comparing and contrasting, reading diagrams

with labels, and context clues. Introduce “Giving Time for the

Common Good” by having children open to page 20 in Time for

Kids. Point out to children that important ideas of an article can

be found in the title and photographs. Have children look at the

photographs, headings, and diagram, and then ask, What do you

think the article is about?

Encourage children to share what they think will be compared

and contrasted in the article. Have them point to the text and

text features in the article to show how they came up with their

answers.










TFK Pages 20–21

1. Before you read, look at the title, photographs, and captions to give you

an idea of what the article is about.

2. Read “Giving Time for the Common Good” and the questions on the

worksheet very carefully. Make sure you understand what the questions

are asking.

3. Make sure your answers are based on the article, diagram, and labels.

If you are not sure about the details, go back and read that part again.


write. Make sure you answer every part of the question and use supportfrom the article in your answer.





Student Name

DIRECTIONS

Answer these questions about “Giving Time for the

Common Good.”

1 Look at the diagram below.

Helppeople Work for

free

Big BendRangers

Big BendVolunteers

Which idea goes on the blank line?

A Get paid

B Fix trails

C Win awards

2 What is one way all park rangers are alike?

A They all work at Big Bend.

B They all join Take Pride in America.

C They all help people stay safe.

© M


- H i l l

Blackline Master 8

Grade 1Giving Time for the Common Good Time For Kids 27



Student Name

3 What animal is shown on the patch on page 20?

A Sequoia

B Bison

C Bull

4 What does the word uniforms mean?

A Special clothes for workers

B Prizes for volunteers

C Rules for people in the park

5 In what ways are all volunteers alike? Support your answer

with details from the article.

© M


- H i l l

Grade 128 Time For Kids Giving Time for the Common Good

Blackline Master 8



Poetry

APPLY THE SKILLS

Tell children that they will read a poem and answer somequestions about it. Remind children that many poems rhyme.

Explain that poems often describe people, places, or things in

unusual or playful ways.

Have children open to “The Caterpillar” on page 22 of Time for

Kids and follow along with the poem as you read it aloud. Ask

children to identify any words they do not know. After you have

finished reading, explain any unfamiliar words. Point out the

word play with the words cat and caterpillar in the first line of the

poem.


Manual. Read aloud the question and answer choices. Tell

children to look at the poem to find details and ideas to

determine the stated answer.

Think Aloud To answer this question, I first need to look at the

poem and find the lines that tell about the caterpillar’s eyes. Then

I will connect the information to figure out how the speaker feels.

After children have identified the correct answer (A), go back to

the poem and have a volunteer read aloud the words or phrasesthat led to the correct answer.



TFK Page 22


1 The speaker in the

poem thinks thecaterpillar’s eyes

are —

A ugly

B big

C fat




Student Name

DIRECTIONS

Answer these questions about “The Caterpillar.”

1 The speaker in the poem thinks the caterpillar’s eyes are —

A ugly

B big

C fat

2 Which word from the poem rhymes with eyes?

A Beady

B Prize

C Fat

3 How is a caterpillar different from a cat?

A A caterpillar is very small.

B A caterpillar has a big brain.

C A caterpillar knows how to eat.

© M


- H i l l

Grade 130 Time For Kids The Caterpillar

Blackline Master 9



Author’s Purpose

MODEL THE SKILL




the author’s purpose in a text.

Display Transparency pp. 24–25 of the article “Eat Well, Feel

Well” and distribute Blackline Master 10. Have children turn to

page 24 of Time for Kids. Ask children to look at the title and

photographs before they read the article and to predict what

they think the article is about. Then have children read the article





1 The author wrote this article to —

A tell a story about a boy

B teach readers about healthy foods

C show readers how to cook

Think Aloud This question asks why the author wrote this article.

I know the answer will not be stated in the text. I will have to

analyze the writing to understand the author’s purpose. I will

look at the pictures and headings for clues, too. I need to think

about what the article is about and how the author presents the

information. Is the author trying to tell an entertaining story,

explain something, or show how to do something?

Explain that several answers might mention ideas from the text

but that only one answer identifies the author’s purpose for

writing the article. Allow children to select an answer choice.Have them explain how they reached the correct answer (B).




Materials

Transparency

pp. 24–25

Blackline Masters

10, 11, 12

TFK Pages 24–25




TFK Pages 24–25

Charts

MODEL THE SKILL

Explain to children that some texts are accompanied by chartsthat give additional information about the text. Charts can help

to organize the information in the article. Invite children to look

at the chart on page 25.


Think Aloud This chart adds more information than the text gives

about different kinds of food. I will read the headings and the

information that goes along with the chart to find details about

food groups and corn. Then I will combine these details to figure

out the correct answer to the question.

Have children look at the chart. Read the title and headings of

the chart with children. Point out that the different foods are

classified, or grouped, by type: fruit, vegetables, meat, and dairy.

Give children a moment to choose an answer and then ask them

to show how they reached the correct answer (C).

Context Clues

MODEL THE SKILL Tell children that they may not know the meaning of every word

in a text that they read. Explain that context clues, or other words

and phrases in the same sentence or the same paragraph, can

help them figure out the meaning of an unfamiliar word.


Think Aloud This question asks what energy means. I will go

back to the text to see where the word energy is used and look

for clues in the sentences near it. Then I can connect the clues to

determine the answer.

Have children read through the answer choices on their own

and choose the best answer (A). Ask children to share the answer

with the class. Have volunteers underline on the transparency

the clues they connected to figure out the answer.


says, “Oats, wheat,

and bran give you

energy.” What is the

meaning of energy?

A Power

B Shape

C Hair


3 Look at the chart onpage 25. In which

food group does corn

belong?

A Fruit

B Meat

C Vegetables





Short Answer





5 Why does the author include the photograph of the boy?


Think Aloud This question asks about why the author included

the photograph of the boy in the article. The answer is not stated

in the text. I will have to analyze the article to figure out the

author’s purpose. I need to ask myself why the photograph is

important to the article.

Work with children to describe the boy in the photograph and

what he is doing (using his body to play a sport, looking happy and

healthy ). Ask them to think about the different ways the photomight support the author’s purpose (adds a graphic element that

catches the reader’s attention). Remind children that they should

answer in their own words, and not copy the sentences from the

article. Write a short answer together. Remind children to form


Possible response: The author wants readers to get healthy by

eating good foods and staying in shape. The boy looks healthy

and happy. Kids will see the picture and want to be like the boy.


TFK Pages 24–25




Student Name

DIRECTIONS

Answer these questions about “Eat Well, Feel Well.”

1 The author wrote this article to —

A tell a story about a boy

B teach readers about healthy foods

C show readers how to cook

2 The author put in facts about each food group to —

A show that too much food is bad for you

B tell where to buy these foods

C show that we should eat different kinds of foods

3 Look at the chart on page 25. In which food group does

corn belong?

A Fruit

B Meat

C Vegetables

© M


- H i l l

Grade 134 Time For Kids Eat Well, Feel Well

Blackline Master 10



Student Name

4 On page 24, the article says, “Oats, wheat, and bran give you

energy.” What does energy mean?

A

Power B Shape

C Hair

5 Why does the author include the photograph of the boy?


© M


- H i l l

Blackline Master 10

Grade 1Eat Well, Feel Well Time For Kids 35



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on author’s purpose, charts, and context clues.

Introduce “Orange You Glad?” by having children turn to page 26

in Time for Kids. Point out that important ideas of an article can

often be found in the headings and photographs. Have children

look at the photographs, chart, and headings, and then ask,

What do you think the article is about?




ideas are correct.










TFK Pages 26–27

1. Before you read, look at photographs, headings, and the title to give youan idea of what the article is about.

2. Read “Orange You Glad?” and the questions on the worksheet very


3. Remember that some questions have answers that are stated in the text.

For other questions, you will have to figure out an answer that is not

stated in the text.

4. Make sure your answers are based on information in the article,

photographs, and chart. If you are not sure about the details, go back

and look at that part again.

5. For the short-answer question, plan your answer carefully. Be sure to

write complete sentences.




Student Name

DIRECTIONS

Answer these questions about “Orange You Glad?”

1 Look at the chart about “Orange You Glad?”

Clue Clue

A sweet potato is orange,right? Not always! Some are

dark red.

Have you ever seen apurple carrot?

Author’s Purpose

Which idea belongs in the Author’s Purpose box?

A To tell jokes about vegetables

B To get people to eat sweet potatoes

C To describe vegetable colors

2 Look at the chart on page 27. The author put the chart

in the article to —

A show the colors vegetables can be

B tell what foods farmers like to eat

C teach how to cook vegetables

© M


- H i l l

Grade 1Orange You Glad? Time For Kids 37

Blackline Master 11



Student Name

3 Which vegetable on the chart is only yellow or purple?

A Carrot

B Bean

C Potato

4 The article says, “They are a healthy snack.” What does

healthy mean?

A

Bad for you B Easy to find

C Good for you

5 How does the author make readers want to eat colorful

foods? Support your answer with details from the article.

© M


- H i l l

Blackline Master 11

Grade 138 Time For Kids Orange You Glad?



Diagrams

APPLY THE SKILLS

Tell children that they will practice what they learned aboutdiagrams. Remind children that a diagram gives information in

visual form. The information is often grouped in categories. Have

students open to “Climb the Pyramid” on page 28 of Time for

Kids. Read the heading for each category aloud with them and

have them follow along by pointing to the words as you read.

Guide children to see that each group is represented by a color.

Point out the word grains on the diagram in the orange box.

Then point out the orange bar in the pyramid. Have children

identify the color of each food group in the diagram.


Manual. Read question 1 aloud.

Think Aloud I need to figure out the food group that I should eat

from the most. I will have to combine information from different

parts of the diagram to figure out the answer.

Explain that the width of each colored bar in the pyramid

represents how much of that food group a person should eat.

Explain to children that they should not use the size of the

category headings to judge the importance of the food groups.Ask children to find each answer choice on the pyramid. Then

have them tell you which bar is the widest (Grains). Explain that

this means the greatest amount of what we eat should be from

the grains group (B).



TFK Page 28


1 Look at the pyramid.

From which food

group should you eat

the most?

A Meat and

beans

B Grains

C Oils




Student Name

DIRECTIONS

Answer these questions about “Climb the Pyramid.”

1 Look at the pyramid. From which food group should you eat

the most?

A Meat and beans

B Grains

C Oils

2 From which food group should you eat the least?

A Vegetables

B Fruits

C Oils

3 The red bar shows —

A meat and beans

B fruits

C vegetables

© M


- H i l l

Grade 140 Time For Kids Climb the Pyramid

Blackline Master 12




MODEL THE SKILL


the class. Have children preview the photographs. Tell children,

We will use these articles to learn how to identify the main idea

and important details in a text.

Display Transparency pp. 30–31 of the article “Sharing with

Others” and distribute Blackline Master 13. Ask children to

turn to page 30 of Time for Kids. Ask children to look at the

title, headings, and photographs before they read the article.

Ask children to describe what they see. Have them predict what

they think the article will be about. Write their predictions on

the board. Then have children read the article carefully and





1 What is this article mainly about?

A There are many ways we can help others.

B Soldiers need to call home sometimes.

C We should read to young kids.

Think Aloud This question asks about the main idea of the article.

I will need to find details from different parts of the article and

connect them to find the answer. Even though each answer

choice may tell something from the article, I know that only one

of them will state the main idea.

Remind children that the main idea covers all of the important

details in an article, not just some of them. Remind them

that they can use the photographs, the headings, and the

information in each paragraph to answer this question. Have

children select an answer choice and then volunteer to explain

how they got the correct answer (A). Point out that the other

answer choices are details that support the main idea.

For further practice with the comprehension skill you may wish



MaterialsTransparency

pp. 30–31

Blackline Masters

13, 14, 15

TFK Pages 30–31




TFK Pages 30–31

Lists

MODEL THE SKILL

Explain to children that some articles include lists that can helpthem understand the text and give them more information

about a topic. A list is a series of items that may be presented

in a numbered format. Invite children to look at the list on the

transparency.


Think Aloud This question asks me to use the list to find specific

information about UNICEF. I need to find facts about UNICEF and

then combine them to find the correct answer.

Read the entries on the list aloud with children. Point out that

this list gives additional information about certain organizations

that help other people. Give children time to choose an answer

and then ask them to explain how they reached the correct

answer (B). Invite volunteers to underline the information on the

transparency that helped them reach the answer.

Context Clues

MODEL THE SKILL Tell children that they may not know the meaning of every word

in a text that they read. Explain that in many articles the context,

or other words and sentences in the paragraph, can help them

determine the meanings of unfamiliar words.


Think Aloud I need to find the answer choice that best matches

the meaning of the word collect. I can look back in the text to see

where the sentence is used. Then I can connect information from

nearby sentences to figure out the answer.

Have children carefully read through the answer choices and

choose the one they think is correct (A). Then ask children to

share their answers with the class. On the transparency, have a

volunteer underline any information that helped in determining

the answer.


says, “Tyler collects

money and toys.”

What does collects

mean?

A Brings together

B Throws away

C Lets go


3 Look at the list onpage 31. The money

from UNICEF goes to

pay for —

A toys for

children

B food and

medicine

C books for

young girlsFrom Blackline Master 13




Short Answer





5 Tell how the children in the article help other people.


Think Aloud I know from the article that there are many ways

kids help other people. This information is not presented in a

single sentence. I need to find specific examples of how children

help others. I will look in different parts of the article and use the

headings and pictures, too. Then I will combine the information

when I write my answer.

Elicit examples of different ways in which children help others.

Then help children combine these details in their responses.Remind children that the answer they write should be based

only on information from the article, not on something that

they read or saw somewhere else. Tell children that they should

answer in their own words and not copy sentences from the

article. Write a short answer together. Remind children to form


Possible response: Children collect food for people in need.

They also collect toys and money so all kids will get holiday gifts.

Some children give their time by reading to younger kids.



TFK Pages 30–31




Student Name

DIRECTIONS

Answer these questions about “Sharing with Others.”


A There are many ways we can help others.

B Soldiers need to call home sometimes.

C We should read to young kids.

2 Pat gathers food for —

A soldiers far away

B people in need

C holiday gifts

3 Look at the list on page 31. The money from UNICEF goes

to pay for —

A toys for children

B food and medicine

C books for young girls

© M


- H i l l

Grade 144 Time For Kids Sharing with Others

Blackline Master 13



Student Name

4 On page 31, the article says, “Tyler collects money

and toys.” What does collects mean?

A

Brings together B Throws away

C Lets go

5 Tell how the children in the article help other people.


© M


- H i l l

Blackline Master 13

Grade 1Sharing with Others Time For Kids 45



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see ona test will focus on main ideas and details, context clues, and

reading a list. Introduce “Thanks, Mom and Dad” by having

children turn to page 32 in Time for Kids. Point out that the

important ideas of an article can often be found in the title and

photographs. Have children look at the title, photographs, and

headings, and then ask, What do you think this article is about?

As children share their answers, ask how they used details from

specific text features to come up with their ideas. Record their

ideas on the board. Tell children to keep these ideas in mind as

they read to see if they are correct.


the meanings of unfamiliar words. Then read the article with

children or have children read the article independently.







1. Before you read, look at photographs, headings, and the title to give youan idea of what the article is about.

2. Read “Thanks, Mom and Dad” and the questions on the worksheet very



For other questions, you will have to figure out the answer that is not

stated in the text.

4. Make sure your answers are based on information in the article,

photographs, and list. If you are not sure about the details, go back and

look at that part again.

5. For the short-answer question, plan your answer before you write. Be

sure to write complete sentences.

TFK Pages 32–33




Student Name

DIRECTIONS

Answer these questions about “Thanks, Mom and Dad.”

1 Look at the following diagram of information.

Main Idea

Detail Detail Detail

An otter mother feeds itspup a crab.

This crocodile mothercarries its baby.

When Mom is outhunting, the lionprotects the cubs.

Which idea belongs in the Main Idea box?

A Father animals protect their young.

B Baby animals cannot find their own meals.

C Mom and dad animals help their babies in

many ways.

2 A goose father keeps keep its baby safe by —

A making lots of noise

B bringing it to the water

C

flapping its wings

© M


- H i l l

Blackline Master 14

Grade 1Thanks, Mom and Dad Time For Kids 47



Student Name

3 Look at the list on page 33. What is the name for a baby

elephant?

A

Kid B Calf

C Cub

4 What does the word warns mean?

A

Helps B Sees

C Tells

5 Why do animal babies need help? Support your answer with


© M


- H i l l

Grade 148 Time For Kids Thanks, Mom and Dad

Blackline Master 14



Poetry

APPLY THE SKILLS

Tell children they will read a poem and answer questions aboutit. Point out some of the differences between poetry and prose.

Poems may not have complete sentences. They are arranged into

lines and stanzas instead of paragraphs. Some poems rhyme, but

some do not. Sometimes poems repeat a word or line several

times to help express an important idea.

Have children open to “Hamster Hide-and-Seek” on page 34 of

Time for Kids. Read the title with children and ask them to share

their ideas on what the poem is about. Write their ideas on the

board. Ask how many children have seen a hamster in real life.

Ask what hamsters look like and how they act.

Then have children follow along with the poem as you read it

aloud. Discuss the different images in the poem and what they

might mean. Ask children to identify any words they do not

know and explain any unfamiliar words or confusing images.


Manual. Read aloud question 1 and the answer choices. Tell

children to look back at the poem to find the answer.

Think Aloud I know that words that rhyme sound alike because

they end in the same sound. So, I can connect the sounds of the

words in the answer choices and the sound of the word flows to

figure out the correct answer.

Have a volunteer read each answer choice. Then ask children to

identify the correct answer (A).



TFK Page 34

1 Which word from the

poem rhymes withflows?

A Nose

B Fur

C Softly





Student Name

DIRECTIONS

Answer these questions about “Hamster Hide-and-Seek.”

1 Which word from the poem rhymes with flows?

A Nose

B Fur

C Softly

2 Which two words in the last stanza rhyme?

A Ripple, fur

B Inside, roads

C Leave, sleeve

3 What makes “Hamster Hide-and-Seek” a poem?

A It tells about an animal.

B It has a rhythmic pattern.

C It uses describing words.

© M


- H i l l

Grade 150 Time For Kids Hamster Hide-and-Seek

Blackline Master 15



Author’s Purpose

MODEL THE SKILL



Tell children, We will use these articles to identify the author’s

purpose for writing an article.

Display Transparency pp. 36–37 of the article “The Forest Roof”

and distribute Blackline Master 16. Ask children to turn to page 36

of Time for Kids. Ask children to look at the title and photos

before they read the article. Have children read the article

carefully and identify any words that they do not know.



choices aloud:


1 Why did the author write “The Forest Roof”?

A To tell readers a story about a sloth baby and

its mother

B To convince readers to visit a rain forest

C To tell about the plants and animals in a rain

forest

Think Aloud This question asks about why the author wrote the

article. To understand why the author wrote this article, I need

to analyze the text and the photographs. Is the author trying to

convince me to do something, give me information, or entertain

me with a story?

Explain to the children that while all of the answer choices may

mention facts and ideas related to the text, only one of them

correctly states the author’s purpose. Allow children to select an

answer choice. Have them explain how they reached the correct

answer (C). Then invite volunteers to explain why answers A and

B are not correct.




Materials

Transparency

pp. 36–37

Blackline Masters

16, 17, 18

TFK Pages 36–37




TFK Pages 36–37


MODEL THE SKILL

Remind children that texts are often accompanied byphotographs that can help them understand information in the

text. Sometimes there will be text nearby that explains what

is happening in the photograph. This kind of text is called a

caption. Invite children to look at the photographs and describe

what they see.


Think Aloud At the top of page 36, there is a photograph of some

frogs. Next to the photograph is a caption with information

about the frogs. I need to combine the information in the text with the information in the photograph to answer the question.

Point to the photograph of the frogs on Transparency pp. 36–37

and ask what children notice about the frogs. Ask children what

the text says about frogs. Then give them time to reread the item

and select an answer. Ask them to explain how they reached the

correct answer (B). Discuss the fact that frogs do not have spikes

or white spots, but do have blue skin to warn other animals

about their poison.

Context Clues

MODEL THE SKILL

Remind children that they may not know the meaning of every

word in a text that they read. Explain that in many articles the

context, or nearby words and sentences, can help them figure

out the meanings of unfamiliar words.


Think Aloud I cannot put my finger on the answer to this question

in a single sentence in the article, so I will have to find and

connect clues about the word. The sentence that contains the

word enemies is in the caption that goes with the photograph

of the bug on page 36. I will see if anything in the text or

photograph helps me to figure out the meaning of enemies.

Invite children to explain what the bug is trying to do. Tell

them to ask themselves what a bug would want to scare off. Go

through the answer choices with them and have the class decide

which answer (A) makes the most sense in context.


says, “Its spikes scare

off its enemies.” The

word enemies means

things that —

A want to hurt

bugsB bugs like to eat

C help sick

people


3 Look at thephotograph of the

frogs on page 36.

The frogs send out a

warning with their —

A spikes

B blue color

C white spots





Short Answer





5 Why did the author include the photograph on page 37?


Think Aloud To understand why the author included this

photograph, I have to analyze why the author wrote the

article and then see how the photograph fits this purpose. The

photograph shows people standing on a bridge high in the rain

forest and looking down.

Have children reread the text that goes with the photograph

and think about how the photograph helps readers understand

that text. Remind children that their answer should be basedonly on information from the article and the photograph. Tell

children that they should answer in their own words, and not

copy sentences from the article. Write a short answer together.

Remind children to form complete sentences in their answers.

Possible response: The text is about people exploring the

rain forest. It says that they can walk on bridges high over the

ground. The photograph shows people on one of these bridges.

It helps readers understand what the bridges look like.


TFK Pages 36–37




Student Name

DIRECTIONS

Answer these questions about “The Forest Roof.”

1 Why did the author write “The Forest Roof”?

A To tell readers a story about a sloth babyand its mother

B To convince readers to visit a rain forest

C To tell about the plants and animals in a

rain forest

2 The author wrote the last sentence of the article to show that

the rain forest is —

A beautiful

B scary

C important

3 Look at the photograph of the frogs on page 36. The frogs

send out a warning with their —

A spikes

B blue color

C white spots

© M


- H i l l

Grade 154 Time For Kids The Forest Roof

Blackline Master 16



Student Name

4 On page 36, the article says, “Its spikes scare off its

enemies.” The word enemies means things that —

A

want to hurt bugs B bugs like to eat

C help sick people

5 Why did the author include the photograph on page 37?


© M


- H i l l

Blackline Master 16

Grade 1The Forest Roof Time For Kids 55



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see ona test will focus on author’s purpose, context clues, and using

photographs and captions. Introduce “Rain Forests: From Soup to

Nuts” by having children turn to page 38 in Time for Kids. Point

out that important ideas of an article often can be found in the

title and photographs. Have children look at the photographs,

captions, and headings, and then ask, What do you think the

article is about?




ideas are correct.


the meanings of unfamiliar words. Then read the article aloud or

have children read the article independently.







TFK Pages 38–39



2. Read “Rain Forests: From Soup to Nuts” and the questions on the

worksheet very carefully. Make sure you understand what the questions

are asking.


For other questions, you will have to figure out the answer that is not

stated in the text.

4. Make sure your answers are based on information in the article and thephotographs. If you are not sure about the details, go back and read

that part again.

5. For the short-answer question, plan your answer before you write. Be

sure to write complete sentences.




Student Name

DIRECTIONS

Answer these questions about “Rain Forests: From Soup

to Nuts.”

1 Look at the chart about the article.

Clue Clue

People need to helpprotect the rain

forests.

You can join a rainforest rescue program.

Author’s Purpose


A To tell a story about life in a rain forest

B To convince people to save the rain forests

C To tell about animals that live in rain forests

2 The author tells readers to celebrate Arbor Day so

they will —

A plant more trees

B use more trees for lumber

C cut trees down for farming

© M


- H i l l

Grade 1Rain Forests: From Soup to Nuts Time For Kids 57

Blackline Master 17



Student Name

3 The plants shown on page 38 are important because they —

A can cure illnesses

B are used to make paint

C are bright red

4 What does the word oxygen mean?

A A healthy food

B A kind of medicine

C A gas we breathe

5 How does the author show readers that rain forests help

us in many ways? Support your answer with details from

the article.

© M


- H i l l

Blackline Master 17

Grade 158 Time For Kids Rain Forests: From Soup to Nuts



Diagrams

APPLY THE SKILLS

Tell children that they will practice what they learned aboutdiagrams. Remind children that a diagram can help readers see,

or visualize, information. Explain that diagrams often have labels

with arrows pointing to specific parts of the picture. They can

also have text that gives information about the diagram as a

whole. Have children open to “Life in the Rain Forest” on page 40

of Time for Kids. Ask children to share their ideas about what

information the diagram provides.

Read the title and the introductory text of the diagram with

children. Point out to children that the white dividing lines in

the diagram mark off sections, or layers, of the rain forest. Guide

children to understand that the boxed text, or label, in each

section of the diagram is giving information about what lives in

that particular layer. Discuss with children the meaning of the

words emergent , canopy , understory , and floor as they relate to

the diagram.

Ask children to point to the canopy layer of the rain forest. Have

them use the label and picture to tell you two animals that live in

that layer.

Distribute Blackline Master 18 on page 60 of the Teacher’sManual. Read aloud the first question and the answer choices.

Tell children to look back at the different parts of the diagram to

find the correct answer.

Think Aloud I need to remember that there is only one correct

answer to the question. The question is asking which layer of

the rain forest is home to large animals. The diagram shows

four layers. I need to combine information from the labels and

pictures describing each layer to find the answer.

Remind children to look for specific information in the picturesand labels in the diagram to answer the question. Remind them

to use only the information from the diagram, even if they

think they know the answer from texts they have seen or read

elsewhere. After children have identified the correct answer (C),

go back to the diagram and point to the drawing of the leopard

and the label for the “Forest Floor.”



TFK Page 40

1 Look at the diagram.

In which layer of therain forest do large

animals live?

A The understory

B The canopy

C The forest

floor





Student Name

DIRECTIONS

Answer these questions about “Life in the Rain Forest.”

1 Look at the diagram. In which layer of the rain forest do

large animals live?

A The understory

B The canopy

C The forest floor

2 The rain forest trees are tallest in the —

A canopy

B emergent layer

C understory

3 Birds live in every layer of the rain forest except the —

A forest floor

B understory

C emergent layer

© M


- H i l l

Grade 160 Time For Kids Life in the Rain Forest

Blackline Master 18




MODEL THE SKILL




the main idea and important details in reading selections.

Display Transparency pp. 42–43 of the article “Digging for Bones”

and distribute Blackline Master 19. Ask children to turn to page 42

of Time for Kids. Have children look at the title and photographs

before they read the article. Have children read the article carefully

and identify any words they do not know. Underline these words

on the transparency and review them with the class. Then read the



1 Which little tools did the scientists use to clean rock?

A Trowels

B Brushes

C Saws

Think Aloud This question asks which little tools the scientistson the dig used to clean rock. I need to look at the article to find

where it talks about tools. Then I can look for details about little

tools and cleaning rock. I will combine these facts and details to

figure out the answer.

Tell children that they do not need to read the whole text again.

They can look back at the article headings to help them find the

answer. Have children review the two paragraphs about tools on

page 43. Then ask a volunteer to identify the correct answer (B).

For further practice with the comprehension skill, you may wishto have children work together or independently to answer


Materials

Transparency

pp. 42–43

Blackline Masters

19, 20, 21

TFK Pages 42–43




TFK Pages 42–43

Diagrams

MODEL THE SKILL

Remind children that diagrams can help them visualizeinformation given in a text. Diagrams can be made up of a

picture with labels that identify its different parts. Tell children

they can use the diagram on page 42 to help them visualize, or

see, how scientists work on a dig and what tools they use.


Think Aloud The text tells me that scientists found a new

dinosaur, and it tells how they dug it out. However, the text

doesn’t say what a trowel looks like or how it is used. I can use the

diagram to find this information. I can combine the informationand facts on the diagram to figure out the correct answer.

Point to the diagram on Transparency pp. 42–43. Have children

read the word trowel in the label and then follow the arrow to

the picture of the trowel. Ask children how the scientist is using

the trowel. Then have children read item 3 again and determine

which answer is correct (A).

Context Clues

MODEL THE SKILL


word in a text they read. Remind them that they can use clues in

the text around the word, as well as any text features or graphics,

to help them figure out the meaning of the word.


Think Aloud I see the word skeleton in the last paragraph on the

page, above a picture of bones in the shape of a dinosaur. I also

see the word in a label at the top of the page. I will have to find

context clues in the text and connect them with the label and the

pictures to find the correct meaning of skeleton.

Have children reread the paragraph that contains the word

skeleton. Then have them look at the pictures on the page. Ask

children to decide which of the answer choices most closely fits

the meaning (C).

4 On page 43, the word

skeleton means —

A once lookedlike

B a block of rock

C an animal’sbones


3 Look at the diagramon page 42. What can

you do with a trowel?

A Dig in dirt

B Cut a rock

C Clean a fossil





Short Answer





5 What did scientists learn about the dinosaur? Support your


Think Aloud This question asks what the scientists learned about

the dinosaur. First, I need to find the part of the article that

tells what the scientists learned about the dinosaur bones they

found. Then I will combine the facts and details about what the

scientists learned to write my answer.

Have children reread the text and determine which parts tell

about the dinosaur itself rather than the process of finding

it. Remind children that their answer should be based oninformation from the article, not on something that they read

or saw somewhere else. Tell children that they should answer

in their own words and not copy the sentences from the article.

Write a short answer together. Remind children to use complete

sentences in their answers.

Possible response: This was a new type of dinosaur that no one

knew about before. It had arms like wings. It had a long nose like

a beak.


TFK Pages 42–43




Student Name

DIRECTIONS

Answer these questions about “Digging for Bones.”

1 Which little tools did the scientists use to clean rock?

A Trowels

B Brushes

C Saws

2 What is the main idea of the article?

A The dig took place in South America.

B A new kind of dinosaur was found.

C The scientists used many tools.

3 Look at the diagram on page 42. What can you do with

a trowel?

A Dig in dirt

B Cut a rock

C Clean a fossil

© M


- H i l l

Grade 164 Time For Kids Digging for Bones

Blackline Master 19



Student Name

4 On page 43, the word skeleton means —

A once looked like

B a block of rock

C an animal’s bones

5 What did scientists learn about the dinosaur? Support your


© M


- H i l l

Blackline Master 19

Grade 1Digging for Bones Time For Kids 65



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on main idea and details, diagrams, and context

clues. Introduce “Animals on the Move” by having children turn

to page 44 in Time for Kids. Point out that the important ideas

of an article can often be found in the title and photographs.

Have children look at the photographs, diagram, and headings,

and then ask, What do you think the article is about?

Encourage children to share what they think the article is about.

Have them point to the text and text features in the article to

show how they came up with their answers.










1. Before you read, look at the title, photographs, and diagram to give you


2. Read “Animals on the Move” and the questions on the worksheet very


3. Make sure your answers are based on the text, photographs, and

diagram. If you are not sure about the details, go back and check that

part again.


write. Make sure you answer every part of the question and use support

from the article in your answer.


TFK Pages 44–45




Student Name

DIRECTIONS

Answer these questions about “Animals on the Move.”

1 What is the main idea of this article?

A People have strong legs for running.

B Animals live on land and in water.

C Animals move in many different ways.

2 The bottom of a snail’s body is like a —

A tail

B foot

C wing

3 Look at the diagram on page 45. A dolphin’s flipper

is on its —

A side

B back

C tail

© M


- H i l l

Blackline Master 20

Grade 1 Animals on the Move Time For Kids 67



Student Name

4 The first paragraph on page 45 says, “It flaps its wings to rise

and soar.” Which word from the paragraph helps the reader

understand the meaning of soar?

A Flies

B Tail

C Helps

5 How do different animals move? Support your answer with


© M


- H i l l

Grade 168 Time For Kids Animals on the Move

Blackline Master 20



Poetry

APPLY THE SKILLS

Tell children that they will practice what they have learnedabout poems. Remind children that poems do not follow the

same rules as prose. Sometimes they have complete sentences,

but these sentences are often split into short lines. Some

poems rhyme, but some do not. Poems often use sound effects

like alliteration to appeal to the reader’s senses and feelings.



Have children open to “Loose and Limber” on page 46 of Time

for Kids. Ask children to read the title and share their ideas

about what the poem might be about. Write their ideas on the

board. Then read the poem aloud with children. Discuss any

unfamiliar words or images with the children.

Distribute Blackline Master 21 from page 70 of the Teacher’s


Tell children to look back at the poem to find the correct answer.

Think Aloud I know that alliteration means that the same

beginning sound is repeated in two or more words. To answer

this question, I will reread the first, second, and last lines of the

poem. I will connect the sounds of the words to find the line that uses words with the same beginning sound.

Have children answer the question. After children have identified

the correct answer (A), ask a volunteer to say aloud the words

that begin with the same sound.



TFK Page 46


1 Which line in

the poem usesalliteration?

A First line

B Second line

C Last line




Student Name

DIRECTIONS

Answer these questions about “Loose and Limber.”

1 Which line in the poem uses alliteration?

A First line

B Second line

C Last line

2 Which word from the poem rhymes with bows?

A Shows

B Knots

C Bones

3 Beanbag Jim is like a living rubber band because he —

A holds things together

B helps everyone

C stretches easily

© M


- H i l l

Blackline Master 21

Grade 170 Time For Kids Loose and Limber




MODEL THE SKILL

Have children open to page 47 of Time for Kids. Look at thecover and read the article titles aloud with the class. Have

children preview the photographs and captions. Tell children,

We will use these articles to identify the main idea and

important details in a text.

Display Transparency pp. 48–49 of the article “Wow! Wind

Works!” and distribute Blackline Master 22. Ask children to turn

to page 48 of Time for Kids. Remind children to look at the title

and photographs before reading. Have children read the article






A Trees, ice, and rocks

B The power of wind

C A very big pinwheel

Think Aloud This question asks about the main idea of thisarticle. I need to look back at the article and see what each

section is about. I will think about the title and section headings,

too. Then I will connect the details to figure out the main idea of

the article.

Tell children that they do not have to read the whole text again.

They should look back at the title and the beginning of the

article to see what the article is mostly about. Then they should

look through the article to find sentences that give important

details. After children have had time to review the article, ask

a volunteer for the correct answer (B). Invite volunteers to

underline the sentences they used to determine the answer.

(Wind has lots of power. Wind can help balloons move up. Wind can

change the shape of trees.)




Materials

Transparency

pp. 48–49

Blackline Masters

22, 23, 24

TFK Pages 48–49




TFK Pages 48–49

Maps

MODEL THE SKILL

Remind children that maps are drawings that show where places,such as countries and states, are located. Point out that the labels

on a map and the text next to a map can give more information

about the map.


Think Aloud I see the orange and red parts of the map, but I

do not know why these parts are colored orange and red. By

combining the information on the map with the text next to the

map, I should be able to figure out the answer.

Point to the orange and red sections of the map of the

United States on Transparency pp. 48–49. Tell children it is

important to pay careful attention to graphic features such

as maps because they will help them better understand the

articles. After children have had time to review the map and

the accompanying text, ask a volunteer for the answer to the

question (C). Then have a volunteer underline the sentence in

the text that led to this answer.

Context Clues

MODEL THE SKILL


word in a text they read. Explain that the context, or other words

and sentences in the article, can often help them figure out the

meanings of unfamiliar words.


Think Aloud I see the word spin in the article, but the article does

not tell me what it means. To figure out its meaning, I will have

to connect clues in the surrounding sentences and photographs.

Then I can use the clues to connect the word spin to its meaning.

Ask children to look back at the article and find where the word

spin appears. On the transparency, point out the photograph

of the children holding pinwheels. Discuss with children what a

pinwheel does when the wind blows. Ask children which of the

answer choices means almost the same thing as spin (B).


says, “Wind can spin

pinwheels.” The word

spin means —

A stop

B turn

C break


3 Look at the map onpage 49. The red and

orange parts show

where many —

A trees grow

B balloons soar

C tornadoes start





Short Answer





5 What are some things that wind can do? Support your


Think Aloud I know from the article that wind is powerful and

can do a lot of things. To find information about what the wind

can do, I need to reread the different parts of the article. Then I

can combine the details to write my answer.


the question, and have a volunteer underline these details on

the transparency. Tell the children that they should answer in

their own words and not copy the sentences from the article.Write a short answer together. Remind children to use complete


Possible response: Wind can make balloons fly. It can change

the shape of trees and rocks. It can be used to make electricity.



TFK Pages 48–49




Student Name

DIRECTIONS

Answer these questions about “Wow! Wind Works!”


A Trees, ice, and rocks

B The power of wind

C A very big pinwheel

2 Wind machines use wind to make —

A electricity

B ice

C balloons

3 Look at the map on page 49. The red and orange parts show

where many —

A trees grow

B balloons soar

C tornadoes start

© M


- H i l l

Grade 174 Time For Kids • Issue 8 Wow! Wind Works!

Blackline Master 22



Student Name

4 On page 48, the article says, “Wind can spin pinwheels.” The

word spin means —

A

stop B turn

C break

5 What are some things that wind can do? Support your answer

with details from the article.

© M


- H i l l

Blackline Master 22

Grade 1Wow! Wind Works! Time For Kids 75



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on main idea and details, maps, and context clues.

Introduce “Blow, Wind, Blow!” by having children turn to page 50

in Time for Kids. Point out that the important ideas of an article

can often be found in the title and photographs. Have children

look at the title, photographs, and headings, and then ask, What

do you think the article is about?


the article. Then have them point to the text and text features to

show how they came up with their answers.












2. Read “Blow, Wind, Blow!” and the questions on the worksheet very


3. Make sure your answers are based on the article, pictures, and map. If

you are not sure about the details, go back and read that part again.

4. For the short-answer question, plan your answer before you write. Make

sure you answer every part of the question and use support from the

article in your answer.


TFK Pages 50–51








Poetry

APPLY THE SKILLS

Tell children they will read a poem and answer questions aboutit. Point out some of the differences between poetry and prose.

For example, poems may not have complete sentences. They

are arranged into lines and stanzas instead of paragraphs. Some

poems rhyme, but some do not. Sometimes poems repeat a

word or line several times to help express an important idea.

Have children open to “Cloud Parade” on page 52 of Time for

Kids. Read the title with children and ask them to share their

ideas on what the poem is about. Write their ideas on the board.

Then read the poem aloud with children. Help them understand

any unfamiliar words. Then discuss the different images in the

poem and what they might mean.



Tell children to look back at the poem to find the correct answer.

Think Aloud To answer this question, I should look carefully at

“Cloud Parade” and read it quietly to myself. Then I can connect

details about how it looks and sounds to help decide what makes

it a poem.

Guide children to look back at the poem to find the information

they need. Ask them to share how they arrived at the correct

answer (C).



1 What makes “Cloud

Parade” a poem?A It tells about

clouds

B It uses

numbers.

C Its lines have

rhythm.

TFK Page 52





Student Name

DIRECTIONS

Answer these questions about “Cloud Parade.”

1 What makes “Cloud Parade” a poem?

A It tells about clouds

B It uses numbers.

C Its lines have rhythm.

2 Which words from the poem rhyme?

A scoot, see

B by, sky

C four, furry

3 The speaker in the poem thinks the first cloud in the parade

looks like —

A a furry cat

B an ice-cream cone

C a purple plum

© M


- H i l l

Grade 180 Time For Kids Cloud Parade

Blackline Master 24




MODEL THE SKILL

Have children open to page 53 of Time for Kids. Look at thecover and read the article titles aloud with the class. Have

children preview the photographs. Tell children, We will use

these articles to identify the main idea and important details in

a text.

Display Transparency pp. 54–55 of the article “Sunny Side Up”

and distribute Blackline Master 25. Ask children to turn to page

54 of Time for Kids. Ask them to look at the title, photographs,

and chart before reading. Then have children read the article






A Animals in the ocean

B How to cool off

C Learning how to swim

Think Aloud This question asks what the article is mainly about.To answer this question, I need to look at the article and find

information. I need to think about the details in the whole article

and then connect the details to determine what the whole article

is about.

Tell children that they do not have to read the entire text again.

They should look back at the title and the beginning of the

article to see what the article is mostly about. Then they should

look through the article to find sentences that give important

details. After children have had time to review the article, ask

a volunteer for the correct answer (A). Invite volunteers to

underline the sentences they used to determine the answer.

(They share the water with many living things. Some animals drift.

Some animals swim to the top to breathe.)




Materials

Transparency

pp. 54–55

Blackline Masters

25, 26, 27

TFK Pages 54–55




TFK Pages 54–55

Charts

MODEL THE SKILL

Remind children that charts show information in a visual way.Information on a chart shows things that can be measured,

such as size, weight and length. Labels on the left-hand side

and across the bottom explain what is being compared in the

chart. Tell children that text features such as charts help them to

understand the text more fully.


Think Aloud This question asks me to use the chart to figure out

which animal is biggest. I can look at the bars on the chart to

see which is the biggest. Then I can combine information fromthe left side of the chart and the bottom of the chart to find the

correct answer.

Point to the chart on Transparency pp. 54–55 and read the

explanatory text under the title. Then read the labels along the

left side and the bottom of the chart. Point to each animal and

ask children how long it is. Then ask them to tell you which

answer is correct (B).

Context Clues

MODEL THE SKILL

Tell children that they may not know the meaning of every

word they read in a text. Explain that sometimes the author

uses another similar word to describe the same person, thing, or

action. If you know one of the words, it can be a context clue to

help you figure out the meaning of the unfamiliar word.


Think Aloud This question asks about the meaning of the word

crawls. I see the word in the section about crabs. The author

doesn’t tell me which word means the same as crawls. I have to

connect clues in the text to figure out what it means.

Elicit from children that the word crawls describes the way a crab

moves under rocks to hide. Have them look at the paragraph to

find another word that describes a crab moving in a similar way.

Then have children reread the question and pick the correct

answer (A).


crawls means —

A creeps

B hides

C keeps


3 Look at the charton page 55. Which

animal is biggest?

A Whale shark

B Man-of-warjellyfish

C Blue whale







Student Name

DIRECTIONS

Answer these questions about “Sunny Side Up.”


A Animals in the ocean

B How to cool off

C Learning how to swim

2 Whales swim to the top of the ocean to —

A get sun

B see people

C breathe air

3 Look at the chart on page 55. Which animal is biggest?

A Whale shark

B Man-of-war jellyfish

C Blue whale

© M


- H i l l

Grade 184 Time For Kids • Issue 9 Sunny Side Up

Blackline Master 25



Student Name

4 On page 54, the word crawls means —

A creeps

B hides

C keeps

5 How do some ocean animals protect themselves? Support


© M


- H i l l

Blackline Master 25

Grade 1Sunny Side Up Time For Kids 85



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see ona test will focus on main idea and details, reading charts, and

context clues. Introduce “Where Does the Water Go?” by having

children open to page 56 in Time for Kids. Point out to children

that the important ideas of an article can often be found in

the title and photographs. Have children look at the title,

photographs, and captions, and then ask, What do you think the

article is about?

Ask children to share their ideas about the main idea of the

article. Have them point to the text and text features in the

article to show how they came up with their answers.










1. Before you read, look at the photographs and title to give you an idea of what the article is about.

2. Read “Where Does the Water Go?” and the questions on the worksheet

very carefully. Make sure you understand what the questions are asking.

3. Make sure your answers are based on the article, photographs, and

chart. If you are not sure about the details, go back and read that

part again.




5. Be sure to write complete sentences.

TFK Pages 56–57




Student Name

DIRECTIONS

Answer these questions about “Where Does the Water Go?”

1 Look at the chart below.

Wet footprintsgo away in the

sun.

Puddles go awayin the sun.

A wet swimsuitdries in the sun.

Which main idea belongs in the empty box?

A The sun’s heat changes water to a gas.

B Rain makes puddles on the sidewalk.

C Look at what happens to water in two jars.

2 The “Rain, Rain, Go Away” part of the article is mainly

about how —

A someone left wet footprints

B most people do not like rainy days

C puddles dry up after the rain

© M


- H i l l

Blackline Master 26

Grade 1Where Does the Water Go? Time For Kids 87



Student Name

3 Look at the chart on page 57. On Tuesday, how much water

is left in the jar without a lid?

A

0 cm B 8 cm

C 10 cm

4 Which words on page 56 help you know what vapor means?

A

“The sun’s heat”

B “puddle water”

C “to a gas”

5 How do wet things get dry? Support your answer with details

from the article.

© M


- H i l l

Grade 188 Time For Kids Where Does the Water Go?

Blackline Master 26





Student Name

DIRECTIONS

Answer these questions about “Sunflakes.”

1 Which two words in the poem rhyme?

A yellow, bright

B sunmobile, feel

C sundrifts, sunbanks

2 Which word in the poem rhymes with sky?

A sunlight

B fight

C July

3 “Sunflakes” is a poem because it —

A uses rhyme

B has a title

C is about the sun

© M


- H i l l

Grade 190 Time For Kids Sunflakes

Blackline Master 27




MODEL THE SKILL


the class. Have children preview the photographs. Then tell

children, We will use these articles to identify the main idea

and important details in a text.

Display Transparency pp. 60–61 of the article “Whoo’s a

Wonderful Bird?” and distribute Blackline Master 28. Ask

children to open to page 60 of Time for Kids. Have children

look at the title, photographs, and sign before they read the

article. Then have children read the article carefully and identify

any words they do not know. Underline these words on the

transparency and review them with the class. Then read the




A Owls see well at night.

B Owls have very long wings.

C Owls are fascinating birds.

Think Aloud This question asks what the article is mainly about.

To find the answer to this question, I need to look at details and

information from the whole article. Then I can connect the details

to determine the main idea.

After children have had time to review the article, ask a volunteer

for the correct answer (C). Invite volunteers to point out where

they found the answer.

For further practice with the comprehension skill, have children

work independently or together to answer question 2 onBlackline Master 28.

Materials

Transparency

pp. 60–61

Blackline Masters

28, 29, 30

TFK Pages 60–61




TFK Pages 60–61

Signs and Symbols

MODEL THE SKILL

Explain to children that signs give information by using words,pictures, or both. Signs can be different colors and different

shapes. Ask children about any signs they are familiar with.

Discuss the fact that many signs contain symbols, or pictures

that stand for something. When a magazine article includes a

sign or symbol, it often includes text that explains its meaning

and purpose.


Think Aloud The item asks what I would see if I went down the

trail. The sign gives me an idea of the correct answer, but tobe sure, I need to combine the information in the sign with the

information in the text next to it.

Point to the sign on Transparency pp. 60–61. Read the words at

the top of the sign and call attention to the picture of the flying

bird. Then read the explanatory text next to the sign. Finally,

have children look at the question again and tell you which

answer is correct (C).

Context CluesMODEL THE SKILL

Explain to children that sometimes an author uses two similar

words to describe the same person, thing, or action. If you know

one of the words, it can help you figure out the meaning of the

other word.


Think Aloud I see the word fluffy in the section about how owls

fly. I see all three answer choices in that section, too. I need to pick

the answer choice that helps me figure out what fluffy means.

Remind children to reread the relevant paragraph and look

carefully at each answer choice. Then ask them which answer

choice is correct (B). Have a volunteer explain how he or she

arrived at the answer.

4 In the first paragraph

on page 61, which

word helps you figure

out the meaning of

fluffy?

A Space

B Soft

C Hunt


3 Look at the sign onpage 61. If you go

down the trail, you

will most likely see —

A the moon

B some mice

C many birds





Short Answer





5 How are owls’ bodies made to survive in the night? Support


Think Aloud I know that the first paragraph of this article says

that owls’ bodies are made to survive in the night. I need to find

details and evidence from the article and then combine them to

write the answer.

Work with children to find details from the article to answer the

question, and have volunteers underline these details on the

transparency. Tell the children that they should answer in their

own words. Write a short answer together. Remind children touse complete sentences in their answers.

Possible response: Owls can hear and see very well at night.

This helps them hunt for food. They can also fly very quietly.

See page T1 in the Teacher’s Manual for a short-answer rubric.


TFK Pages 60–61




Student Name

DIRECTIONS

Answer these questions about “Whoo’s a Wonderful Bird?”


A Owls see well at night.

B Owls have very long wings.

C Owls are fascinating birds.

2 What do owls do during the day?

A Sleep

B Hunt

C Play

3 Look at the sign on page 61. If you go down the trail, you

will most likely see —

A the moon

B some mice

C many birds

© M


- H i l l

Grade 194 Time For Kids Whoo’s a Wonderful Bird?

Blackline Master 28



Student Name

4 In the first paragraph on page 61, which word helps you

figure out the meaning of fluffy?

A

Space B Soft

C Hunt

5 How are owls’ bodies made to survive in the night? Support


© M


- H i l l

Blackline Master 28

Grade 1Whoo’s a Wonderful Bird? Time For Kids 95



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on main idea and details, signs and symbols, and

context clues. Introduce “Food for Whoo?” by having children

open to page 62 in Time for Kids. Point out to children that

important ideas of an article can often can be found in the title

and photographs. Have children look at the title, photographs,

and captions. Then ask, What do you think the article is about?


this article. Have them point to the text and text features in the











1. Before you read, look at the photographs and title to give you an idea of

what the article is about.

2. Read “Food for Whoo?” and the questions on the worksheet very


3. Make sure your answers are based on the article, photographs, and text

feature about symbols. If you are not sure about the details, go back and

read that part again.




5. Be sure to write complete sentences in your answers.

TFK Pages 62–63






Student Name

4 On page 62, which words from the article help the reader

understand the meaning of burrowing?

A “eats insects mostly”

B “hunts in the day”

C “lives in a hole” 5 How do living things get energy? Support your answer with


© M


- H i l l

Grade 198 Time For Kids Food for Whoo?

Blackline Master 29



Charts

APPLY THE SKILLS

Tell children that they will practice reading a chart andanswering questions about it. Review with children that a chart

presents information organized by categories. Charts have

columns that are read up and down and and rows that are read

across. Have children open to “Growing and Changing” on page

64 of Time for Kids. Ask children to share their ideas about the

chart’s purpose. Write their ideas on the board.

Point out the heading “Life Stage” at the top of the first column

and read the stages of an owl’s life listed down the column. Then

explain that the chart can also be read across. Read the heading

of the second column. Ask them to find the nestling stage in the

first column. Have them move their finger along the “nestling”

row to find the description of what happens at this stage.



Think Aloud I see the word nestling in the first column, but I do

not see the description of a nestling in that column. To answer

the question, I will need to combine information in the first

column with information in the second column.

After children have had time to look at the chart, ask a volunteer

for the correct answer (C). Then, if any children had trouble

finding the answer, show them how to find the label and

photograph of the nestling stage in column one and then run

their finger along the row to find the description of this stage in

column two.



1 What is a nestling?

A An owl that isfully grown

B An owl stillinside the egg

C An owl that

is young and

helpless

TFK Page 64





Student Name

DIRECTIONS

Answer these questions about “Growing and Changing.”

1 What is a nestling?

A An owl that is fully grown

B An owl still inside the egg

C An owl that is young and helpless

2 What stage comes just before the adult stage?

A Egg

B Fledgling

C Nestling

3 When an owl becomes an adult, it —

A stops growing

B learns to fly

C breaks out of an egg

© M


- H i l l

Grade 1100 Time For Kids Growing and Changing

Blackline Master 30



Author’s Purpose

MODEL THE SKILL



We will use these articles to identify the author’s purpose in

a text.

Display Transparency pp. 66–67 of the article “Prize Pets” and

distribute Blackline Master 31. Ask children to turn to page 66

of Time for Kids. Ask children to look at the title, photographs,

and chart before they read the article. Then have children read

the article carefully and identify any words they do not know.



choices aloud:


1 The author wrote “Prize Pets” to —

A make readers want to buy dogs

B give information about dog shows

C tell a funny story about a special dog

Think Aloud This question asks why the author wrote the article.

To figure out the author’s purpose, I will have to analyze the text

and the text features. I need to think about the article as a whole

and what the article is trying to do. I can ask myself if the author

is trying to convince or persuade me of something, to entertain

me, to give me information about a topic, or to teach me how to

do something.

Tell children that they do not need to read the whole text again

but that they can look back at the headings and photographs to

remind themselves what each part is about. After children have

had time to review the article, point out the correct answer (B).

Invite a volunteer to explain how he or she got the answer.




Materials

Transparency

pp. 66–67

Blackline Masters

31, 32, 33

TFK Pages 66–67




4 In the last paragraph

on page 66, the word

coat means —

A jacket

B fur

C breed


3 Look at the charton page 67. Which

president had a flying

squirrel as a pet?

A Theodore

Roosevelt

B George

Washington

C Herbert

HooverFrom Blackline Master 31

TFK Pages 66–67

Charts

MODEL THE SKILL

Review with children that a chart presents information in a visualway. The information is usually organized in columns and rows.

Charts can be read across the rows or down the columns.


Think Aloud The article tells about dogs but not about other

animals. I can look at the chart to find information about a

different kind of pet. I will have to look at the different columns

and combine the details to find the answer.

Point to the chart on Transparency pp. 66–67, and then read

the informational text at the top of the chart. Guide children to

understand that the chart is made up of two columns. Read the

column titles aloud. Then read the first row across with children.

Tell children that using text features such as charts will help

them better understand a text. Have children look at the chart

on page 67 and determine which answer choice is correct (A).

Context Clues

MODEL THE SKILL


word in a text that they read. Explain that often the context,

or nearby words and sentences, can help them figure out the

meaning of an unfamiliar word.


Think Aloud I see the word coat in the article, but I do not know

what the author means by coat in this sentence. To answer the

question, I will have to find clues in the rest of the paragraph and

connect them to determine the meaning of the word.

Ask children which of the answer choices most closely fits the

meaning of coat as it is used in the article (B). Then have children

explain what clues in the text led them to pick this answer.




Short Answer





5 Why did the author call the article “Prize Pets”? Support


Think Aloud I know from reading the article that the author

wrote about dogs that compete in dog shows. I need to analyze

the title and the article as a whole to understand why the author

chose this title.


question, and have a volunteer underline these details on the

transparency. Tell children that they should answer in their own

words. Write a short answer together. Remind children to usecomplete sentences in their answers.

Possible response: The article is about pet dogs that compete in

shows. If a dog wins, it gets a prize. That is why the author chose

the title “Prize Pets.”



TFK Pages 66–67




Student Name

DIRECTIONS

Answer these questions about “Prize Pets.”

1 The author wrote “Prize Pets” to —

A make readers want to buy dogs

B give information about dog shows

C tell a funny story about a special dog

2 The author most likely says that only the best dogs can

compete at the Westminster Kennel Club to show that —

A all the dogs will get prizes

B any dog can be in the show

C it is hard to get a dog into the show

3 Look at the chart on page 67. Which president had a flying

squirrel as a pet?

A Theodore Roosevelt

B George Washington

C Herbert Hoover

© M


- H i l l

Blackline Master 31

Grade 1104 Time For Kids Prize Pets



Student Name

4 In the last paragraph on page 66, the word coat means —

A jacket

B fur

C breed

5 Why did the author call the article “Prize Pets”? Support


© M


- H i l l

Blackline Master 31

Grade 1Prize Pets Time For Kids 105



TFK Pages 68–69

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see ona test will focus on author’s purpose, reading a chart, and

context clues. Introduce “All for America!” by having children

open to page 68 in Time for Kids. Point out to children that the


photographs. Have children look at the photographs, captions,

and headings, and then ask, What do you think the article is

about?

Encourage children to share what they think might be the

author’s purpose for writing this article. Then have them point

to the text and text features in the article to show how they

analyzed the author’s writing to come up with their answers.




Distribute Blackline Master 32 on pages 107–108 of the

Teacher’s Manual and tell children that they will take a practice

test on the article they just read. Share these specific suggestions

with children to help them answer test questions:



1. Before you read, look at the pictures, captions, and title to give you an


2. Read “All for America!” and the questions on the worksheet very


3. Make sure your answers are based on the article, pictures, and chart.

If you are not sure about the details, go back and read that part again.








Student Name

DIRECTIONS

Answer these questions about “All for America!”

1 Look at the chart below.

The bald eagleis a symbol of

America.

The Liberty Bellis a symbol of

America.

Author’s Purpose


A Tell a funny story about eagles

B Make readers want to visit Philadelphia

C Give information about symbols of America

2 The author includes two pictures on page 69 to —

A tell why Betsy Ross made the flag

B show what our flag looks like

C describe where you can see the flag

© M


- H i l l

Blackline Master 32

Grade 1 All for America! Time For Kids 107



Student Name

3 Look at the chart on page 69. The Great Seal is on the —

A one-dollar bill

B Liberty Bell

C American flag

4 In this article, the word symbol means —

A a bird that flies fast

B a person who makes flags

C a thing that stands for something

5 Why did the author choose the name, “All for America!”

for this article? Support your answer with details from the

article.

© M


- H i l l

Blackline Master 32

Grade 1108 Time For Kids All for America!



Diagrams

APPLY THE SKILLS

Tell children that they will practice what they learned aboutdiagrams. Review with children that a diagram is a picture or

drawing of something. On the diagram are labels that name the

parts of what is being pictured. Diagrams also can include text

that provides extra information. Have children open to “Lady

Liberty” on page 70 of Time for Kids. Ask children to share their

ideas about the purpose of the diagram. Write their ideas on the

board.

Read the informational text with children. Then read the labels

and point to the parts of the statue they are naming.



Tell children to look back at the diagram to find the answer.

Think Aloud This question asks about another name for Lady

Liberty. I need to combine information in the picture, the

labels, and the text. I do not see the answer in the labels, and I

cannot answer it based on just the picture, so I will look at the

information in the text of the diagram.

After children have identified the correct answer (A), ask avolunteer to read aloud the sentence that gives the answer.



TFK Page 70


1 Lady Liberty is also

called the — A Statue of

Liberty

B Freedom

Symbol

C Tall Lady




Student Name

DIRECTIONS

Answer these questions about “Lady Liberty.”

1 Lady Liberty is also called the —

A Statue of Liberty

B Freedom Symbol

C Tall Lady

2 What is Lady Liberty holding in her hand up high?

A A crown

B A book

C A torch

3 Lady Liberty is standing on a —

A crown

B pedestal

C harbor

© M


- H i l l

Blackline Master 33

Grade 1110 Time For Kids Lady Liberty



Retell

MODEL THE SKILL



We will use these articles to retell the events in a text in order.

Display Transparency pp. 72–73 of the article “Money Goes

Around” and distribute Blackline Master 34. Ask children to

open to page 72 of Time for Kids. Have children look at the title,

photographs, and captions before they read the article. Remind

children of words used to show the order of events, such as first,

then, and now. Then have children read the article carefully and





1 What happens after you put money in the bank?

A The money goes to hungry people.

B You earn money at a yard sale.

C The bank adds interest.

Think Aloud This question asks what happens after you put

money in the bank. I need to find the part of the article that tells

about putting money in the bank and what happens next. Then

I can combine this information to figure out the answer.

Explain to children that to retell events in the correct order, they

usually will need to combine details from different sentences.

After children have had time to review the article, point out the

correct answer (C). Invite volunteers to explain how they got the

answer. (First you save money. You put it in the bank. The money

earns interest. That is money that the bank adds in.)


work independently or together to answer question 2 on

Blackline Master 34.

Materials

Transparency

pp. 72–73

Blackline Masters

34, 35, 36

TFK Pages 72–73





MODEL THE SKILL

Review with children that photographs often have captionsthat explain what is happening in the pictures. Explain that

photographs and captions may provide information that is not

found in the text of the article.


Think Aloud This question asks what the girl is doing in the store.

To answer the question, I need to combine the information in the

photograph with the information in the caption.

Have a volunteer point to the photograph of the girl at the store on

Transparency pp. 72–73. Read the caption aloud with children.

Then have children determine which answer is correct (A).

Context Clues

MODEL THE SKILL


word in an article that they read. Explain that often the context,

or nearby words and sentences, can help them figure out the

meaning of an unknown word. Sometimes the author uses aneasy word that means the same as an unfamiliar word.


Think Aloud I see the words earn, spend, make, and give in the

article, but the author does not tell me which two words have

almost the same meaning. To answer the question, I will have to

connect clues in the text.

Give children a moment to look over the article. Then ask

children which of the answer choices most closely fits the

meaning of earn. (B). Ask a volunteer to explain what clues led tothis answer. (The final paragraph tells how you can “earn money” or

“make more money.”)

4 Which word from the

article means the same

as earn in the first

paragraph?

A Spend

B Make

C Give


3 Look at thephotograph and

caption on page 72.

What is the girl doing

in the store?

A Buying food

B Saving her

money

C Giving money

awayFrom Blackline Master 34

TFK Pages 72–73




Short Answer





5 What are some ways that kids can earn money? Support


Think Aloud On the first page of the article, the author tells about

ways that kids can use their money, but I need to find the part

of the article that tells how they can earn money. Then I can

combine the details to write the answer.


the question, and have volunteers underline these details on

the transparency. Tell the children that they should answer in

their own words and not copy the sentences from the article.Write a short answer together. Remind children to use complete


Possible response: Kids can sell goods, like old toys, to earn

money. They can also sell services, like walking a dog.



TFK Pages 72–73








TFK Pages 74–75

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see ona test will focus on retelling events in order, using photos and

captions, and context clues. Introduce “How Money Is Made” by

having children open to page 74 in Time for Kids. Point out to

children that important ideas of an article can often be found in

the title and photos. Have children look at the photos, captions,

and headings. Then ask, What do you think the article is about?

Encourage children to think about how making new money

might involve steps taken in a certain order. Have them point to

the text and text features in the article to show how they used

different parts of the text to come up with their answer.

Remind children to use context clues to figure out the meanings

of unfamiliar words. Have them read the article independently.


Teacher’s Manual. Tell children that they will take a practice test

on the article they just read. Share these specific suggestions




1. Before you read, look at the pictures, captions, and title to give you an


2. Read “How Money Is Made” and the questions on the worksheet very



captions. If you are not sure about the details, go back and read that

part again.












Charts

APPLY THE SKILLS

Tell children that they will practice what they learned aboutreading charts. Review with children that a chart presents

information organized by categories. Charts have columns and

rows that can be read across or up and down. Have children

open to “U.S. Coins” on page 76 of Time for Kids. Ask children to

share their ideas about the chart’s purpose. Write their ideas on

the board.

Point out the heading “Coin” at the top of the first column and

read the kinds of coins listed below. Read through each of the

two remaining columns. Then explain that the chart also can be

read horizontally. Ask them to find the dime on the chart. Have

them move their finger across the “dime” row to find the picture

on the front of the dime and the picture on the back.



Tell children to look at the chart to find the answer.

Think Aloud To answer this question, I will need to find the dollar

in the “Coin” column. Then I will have to look at the “dollar” row

and combine the details to find the answer.

After children have had time to look at the chart, ask a volunteer

for the correct answer (A). Then, if any children had trouble

finding the answer, show them how to link information in the

correct row (“Dollar”) and the correct column (“Picture on Back”).



1 What is on the back of

a dollar coin?A The Statue of

Liberty

B George

Washington

C A map of Texas


TFK Page 76




Student Name

DIRECTIONS

Answer these questions about “U.S. Coins.”

1 What is on the back of a dollar coin?

A The Statue of Liberty

B George Washington

C A map of Texas

2 Who is pictured on the front of a nickel?

A Franklin D. Roosevelt

B Abraham Lincoln

C Thomas Jefferson

3 The Lincoln Memorial is shown on the back of the —

A dime

B cent

C quarter

© M


- H i l l

Grade 1120 Time For Kids U.S. Coins

Blackline Master 36




MODEL THE SKILL



We will use these articles to identify how to compare and

contrast information in a text.

Display Transparency pp. 78–79 of the article “Things Change”

and distribute Blackline Master 37. Ask children to open

to page 78 of Time for Kids. Have children look at the title,

photographs, and headings before they read the article. Then

have children read the article carefully and identify any words

they do not know. Remind children to look for words that

signal differences, such as then and now , and words that signal

similarities, such as alike and the same. Then read the following

question and answer choices aloud:


1 How were clothes long ago different from clothes today?

A They were warmer.

B They cost more money.

C They were made by hand.

Think Aloud This question asks how clothes were different long

ago. To answer this question, I need to find out what clothes were

like long ago and what clothes are like today. Then I can combine

these details to figure out the difference between the two.

Remind children that when they compare things, they tell how

they are alike. When they contrast things, they tell how the

things are different. After children have had time to review the

article, ask a volunteer to give the correct answer (C). Invite

volunteers to explain how they got the answer. (Long ago,

families made their own clothes. They sewed their clothes by hand.

Now, most clothes are made in big factories.)




Materials

Transparency

pp. 78–79

Blackline Masters

37, 38, 39

TFK Pages 78–79

Teachers Manual 121



TFK Pages 78–79

Diagrams

MODEL THE SKILL

Review with children that diagrams can provide additionalinformation that may not appear in the text. Diagrams usually

have labels that identify different parts.


Think Aloud This question asks me to name something that is

in both pictures. I need to look carefully at the pictures to find

which item appears in both. Then I can combine what I see in the

pictures with the answer choices to choose the right answer.

Have a children look carefully at both pictures. Then have

children determine which answer is correct (B).

Context Clues

MODEL THE SKILL


in a text that they read. Remind them to use context clues, such

as surrounding words and sentences, to help determine the

meaning of unfamiliar words.


Think Aloud I see the word factories in the article, but I do not

know what it means. I will have to find clues in the text and

connect them to the meaning of the word. I will also look at the

photograph next to the section that tells about factories.

Give children a moment to look over the paragraph about

factories. Then ask children which of the answer choices most

closely fits the meaning of the word (A). Ask a volunteer to

explain what clues led to this answer. (Now, most clothes are

made in big factories.)

4 On page 78, what

does the word

factories mean?

A

Places wherethings are

made

B Things that

cost money

C People who

buy things


3 Look at the diagramon page 79. Which

of these is in both

pictures?

A Computer

B Desk

C Whiteboard





Short Answer





5 How is the way families get their clothes today different

from the way they got their clothes long ago? Support your


Think Aloud The first paragraph under the part of the article

called “Making Clothes” tells how families got their clothes long

ago. The second paragraph contrasts this with how families get

clothes today. I can combine details from both paragraphs to

write the answer to this question.

Work with children to find several details from the article to

answer the question, and have volunteers underline these detailson the transparency. Write a short answer together. Remind

children to use complete sentences in their answers.

Possible response: Long ago, families sewed their own clothes

by hand. Today, clothes are made by machines in factories.

Families buy these clothes in stores.



TFK Pages 78–79

Teachers Manual 123



Student Name

DIRECTIONS

Answer these questions about “Things Change.”

1 How were clothes long ago different from clothes today?

A They were warmer.

B They cost more money.

C They were made by hand.

2 What was different in classrooms of long ago?

A Teachers sat down at a desk.

B Students worked in a big circle.

C All of the girls wore dresses.

3 Look at the diagram on page 79. Which of these is in

both pictures?

A Computer

B Desk

C Whiteboard

© M


- H i l l

Grade 1124 Time For Kids Things Change

Blackline Master 37



Student Name

4 On page 78, what does the word factories mean?

A Places where things are made

B Things that cost money

C People who buy things

5 How is the way families get their clothes today different

from the way they got their clothes long ago? Support your


© M


- H i l l

Blackline Master 37

Grade 1Things Change Time For Kids 125



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on comparing and contrasting, reading a diagram,

and context clues. Introduce “What a Trip!” by having children


important ideas of an article often can be found in the title and

photographs. Have children look at the title, photographs, and

diagram, and then ask, What do you think the article is about?


and contrasted in this article. Have them point to the text and


answers.











2. Read “What a Trip!” and the questions on the worksheet very carefully.



diagram. If you are not sure about the details, go back and read that

part again.





TFK Pages 80–81






Student Name

4 Which words from the article help you understand what

college means on page 80?

A

“a school after high school”B “how machines work”

C “work on science projects”

5 What are some things that all astronauts do? Support your


© M


- H i l l

Grade 1128 Time For Kids What A Trip!

Blackline Master 38



Diagrams

APPLY THE SKILLS

Tell children that they will practice what they learned aboutreading diagrams. Review with children that a diagram is made

up of a picture and labels that identify the parts of the picture.

Often, introductory text or a caption gives information about the

whole diagram.

Have children open to “The Space Shuttle” on page 82 of Time

for Kids. Ask children to share their ideas about the diagram’s

purpose. Write their ideas on the board.

Point out the title “The Space Shuttle” and read the information

above the diagram. Explain that by looking at the labels on thediagram, children can get more information about the parts of

the space shuttle.



Think Aloud This question asks about the tank of the space

shuttle. The paragraph at the top of the page tells me that the

diagram shows the three main parts of a space shuttle. The

tank must be one of those parts. I will look at the labels on the

diagram to see what the tank holds and combine the details in

the diagram to figure out the correct answer.

After children have identified the correct answer (C), ask a

volunteer to explain how he or she arrived at the answer.



TFK Page 82


1 On the space shuttle,

the tank holds the —

A ground

B crew

C fuel




Student Name

DIRECTIONS

Answer these questions about “The Space Shuttle.”

1 On the space shuttle, the tank holds the —

A ground

B crew

C fuel

2 What lifts the shuttle off the ground?

A Rocket boosters

B Fuel tank

C Orbiter

3 Which part carries the crew?

A Orbiter

B Tank

C Rocket boosters

© M


- H i l l

Blackline Master 39

Grade 1130 Time For Kids The Space Shuttle




MODEL THE SKILL



We will use these articles to identify how to compare and

contrast information in a text.

Remind children that when they compare things, they tell how

they are alike. When they contrast things, they tell how the

things are different.

Display Transparency pp. 84–85 of the article “Wild About

Museums” and distribute Blackline Master 40. Ask children toopen to page 84 of Time for Kids. Have children look at the title,

photographs, and captions before they read the article. Then

have children read the article carefully and identify any words

they do not know. Then read the following question and answer

choices aloud:


1 How are the two museums described in this article alike?

A You can see dinosaur bones.

B You can see the sea.

C You can learn new things.

Think Aloud I know that the museums described in this article are

different in some ways. To answer this question, I need to find a

way that they are alike. I can look for details about museums in

the article and then combine the details to find the answer.


correct answer (C). Invite volunteers to explain how they arrived

at the answer. (Do you like to learn new things? Then a museum is a

place for you.)




Materials

Transparency

pp. 84–85

Blackline Masters

40, 41, 42

TFK Pages 84–85




TFK Pages 84–85

Signs and Symbols

MODEL THE SKILL

Review with children that signs give information by using words,pictures, or both. Remind children that when an article includes

a sign or symbol, it often includes text that explains the meaning

and purpose.


Think Aloud This question asks what rule you can learn from the

signs in the picture. To answer this question, I need to look at the

picture and read the words on the sign. Then I can combine the

words with the picture on the sign to figure out the answer.

Have children look carefully at the photograph and the text.

Then have children determine which answer is correct (A).

Context Clues

MODEL THE SKILL


in a text that they read. Remind them to use the context, or

other words and sentences in the article, to help determine the

meaning of unfamiliar words.


Think Aloud I see the word hatched in the second paragraph, but

the article does not tell me what hatched means. I can look at

other words in the sentence and in the rest of the paragraph to

see if I can find are any clues to help me understand the meaning

of the word. Then I can connect the clues to find the right answer.

Give children a moment to look over the paragraph about sea

turtles. Then ask them which of the answer choices most closely

fits the meaning (B). Ask a volunteer to explain what clues led tothis answer. (The paragraph is about baby sea turtles. After they

are hatched, the tiny turtles run to the sea.)


hatched means —

A seen

B bornC caught


3 Look at the signs onpage 85. What rule

can you learn from

reading these signs?

A No pets

allowed

B Do not eat here

C Wear a bike

helmet





Short Answer





5 How is the Padre Island National Seashore a different kind

of museum? Support your answer with details from the

article.

Think Aloud This article first tells about the Houston Museum of

Natural Science. Then it says that Padre Island National Seashore

is a different kind of museum. I need to think about ways in which

the two museums are different. Then I need to combine details

from the article to write the answer.

Work with children to find several details from the article to

answer the question, and have volunteers underline thesedetails on the transparency. Tell children that they should answer

in their own words, and not copy sentences from the article.

Write a short answer together. Remind children to use complete


Possible response: Most museums are indoors. Padre Island

National Seashore is an outdoor museum and park. You can see

birds and animals there. You can also see the sea.



TFK Pages 84–85




Student Name

DIRECTIONS

Answer these questions about “Wild About Museums.”

1 How are the two museums described in this article alike?

A You can see dinosaur bones.

B You can see the sea.

C You can learn new things.

2 At the Houston Museum of Natural Science, you can see —

A birds at the seashore

B many sand dunes

C a special place for butterflies

3 Look at the signs on page 85. What rule can you learn from

reading these signs?

A No pets allowed

B Do not eat here

C Wear a bike helmet

© M


- H i l l

Grade 1134 Time For Kids Wild About Museums

Blackline Master 40



Student Name

4 On page 85, the word hatched means —

A seen

B born

C caught

5 How is the Padre Island National Seashore a different kind of

museum? Support your answer with details from the article.

© M


- H i l l

Blackline Master 40

Grade 1Wild About Museums Time For Kids 135



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on comparing and contrasting, signs and symbols,

and context clues. Introduce “A Basket Maker” by having children



photographs. Have children look at the title and photographs,



and contrasted in this article. Have them point to the text and


answers.










TFK Pages 86–87


2. Read “A Basket Maker” and the questions on the worksheet very



signs. If you are not sure about the details, go back and read that

part again.




5. Be sure to write complete sentences and keep your writing inside

the lines.




Student Name

DIRECTIONS

Answer these questions about “A Basket Maker.”

1 Look at the diagram below.

Baskets inthe Past

BasketsToday

Madeto sell

or trade Made bymachines

Which information belongs on the blank line?

A Teri Rofkar

B Made by hand

C Pots used for this

2 How is spruce wood different from other kinds of wood?

A It is beautiful.

B It bends easily.

C It has no roots.

© M


- H i l l

Grade 1 A Basket Maker Time For Kids 137

Blackline Master 41



Student Name

3 In the sign for a deer on page 87, the hands are held —

A out to the side

B around each eye

C beside the head

4 On page 86, the word weavers means —

A people who make baskets

B things used for cooking

C people who teach lessons

5 How were baskets of long ago different from baskets of

today? Support your answer with details from the article.

© M


- H i l l

Blackline Master 41

Grade 1138 Time For Kids A Basket Maker



Poetry

APPLY THE SKILLS

Tell children they will read a poem and answer questionsabout it. Remind children that poems may not have complete

sentences. They are arranged into lines and stanzas instead of

paragraphs. Many poems rhyme, but some do not. Poems often

use vivid words to appeal to the reader’s senses and feelings.



Have children open to “Sarah Enters a Painting” on page 88 of

Time for Kids. Read the title with children and ask them to share

their ideas of what the poem is about. Write their ideas on the

board. Then read the poem aloud with children, and make sure

they understand the basic concept: a girl is looking at a painting

and wondering what it would be like to get inside the painting.

Discuss the images in the poem and what they might mean.



Tell children to look at the poem to find the answer.

Think Aloud The question asks how the reader can tell that

“Sarah Enters a Painting” is a poem. All of the answer choices are

features of poetry, but only one is a feature of this poem. I need to look at “Sarah Enters a Painting” carefully and connect what I

find to figure out the best answer.

After children have identified the correct answer (C), ask a

volunteer to explain how to find the answer.



TFK Page 88


1 You can tell that

“Sarah Enters aPainting” is a poem

because —

A every line has

words with the

“p” sound

B its lines have a

regular rhythm

C it is written in

lines instead of paragraphs




Student Name

DIRECTIONS

Answer these questions about “Sarah Enters a Painting.”

1 You can tell that “Sarah Enters a Painting” is a poem

because —

A every line has words with the “p” sound

B its lines have a regular rhythm

C it is written in lines instead of paragraphs

2 Which two words from the poem rhyme?

A stair, there

B toy, train

C rush, hurry

3 Which two words from the poem have the same beginning

sound?

A chairs, climb

B If, I’d

C what, way

© M


- H i l l

Blackline Master 42

Grade 1140 Time For Kids Sarah Enters a Painting




MODEL THE SKILL



We will use these articles to identify the main idea and details

of a reading selection.

Display Transparency pp. 90–91 of the article “Get Ready, Get

Set, Go!” and distribute Blackline Master 43. Ask children to

open to page 90 of Time for Kids. Have children look at the title,

photographs, and captions before they read the article. Then

guide them to notice that each paragraph describes a different

sporting event. Point out that words showing lengths of time are

in bold type. Underline any unknown words on the transparency

and explain them to the class. Then read the following question

and answer choices aloud:


1 This article is mostly about —

A a short race called a sprint

B how long some sports take to play

C where some games are played

Think Aloud This question asks what the article is mostly about.

I cannot find the answer in a single sentence. To answer this

question, I must connect clues and evidence from different parts

of the article.


correct answer (B). Invite a volunteer to explain how to figure out

the answer.

For further practice with the comprehension skill, have childrenwork independently or together to answer question 2 on


MaterialsTransparency

pp. 90–91

Blackline Masters

43, 44, 45

TFK Pages 90–91




TFK Pages 90–91


MODEL THE SKILL

Review with children that photographs often are accompaniedby captions that explain what is happening in the photographs.

Explain that photographs and captions provide information that

may not be found in the text.


Think Aloud This question asks about the picture of the calendar

and the caption that goes with it. I need to read the question

carefully and then look back at the picture and caption. Then I

can combine the facts and information to get the answer.

Have a volunteer point to the picture of the calendar on

Transparency pp. 90–91. Read the caption aloud with the

children. Then have children determine which answer is

correct (B).

Context Clues

MODEL THE SKILL


word in a text that they read. Explain that often the context,or nearby words and sentences, can help them figure out the

meaning of an unknown word. Sometimes a word has many

different meanings. Context clues can be helpful for figuring out

which meaning of a word best fits the text.


Think Aloud I cannot find the definition of match in the article.

When I look back at the article, I see that the best tennis players

play in many games before they meet in the last match. I can

connect the context clues to figure out the meaning of the word.

Ask children which answer choice best fits the way match is

used in the sentence (A). Then have children explain how they

determined the correct answer.

4 The article says, “The

best players meet in

the last match.” In this

sentence, the word

match means —

A game

B jump

C time


3 Look at the pictureand caption at the

bottom of page 91.

What does a calendar

show?

A A big race

B Days and

weeks

C Hours,

minutes, andseconds





Short Answer





5 Why does a tennis tournament last longer than the Kentucky

Derby? Support your answer with details from the article.

Think Aloud I know that the author tells how long it takes to play

different sports. I need to find details about the Kentucky Derby

and about a tennis tournament. I will combine the information

about the two sports in my answer.


question, and have volunteers underline these details on the

transparency. Tell children that they should answer in their own

words and not copy the sentences from the article. Write a shortanswer together. Remind children to use complete sentences in

their answers.

Possible response: In the Kentucky Derby, the horses run one

mile. The race is over in just minutes. In a tennis tournament, the

winner of each game plays again until the best players are in the

last match. This can take weeks.

See pages T1 in the Teacher’s Manual for a short-answer rubric.


TFK Pages 90–91




Student Name

DIRECTIONS

Answer these questions about “Get Ready, Get Set, Go!”

1 This article is mostly about —

A a short race called a sprint

B how long some sports take to play

C where some games are played

2 Which of these lasts for days?

A A golf tournament

B A horse race

C A soccer game

3 Look at the picture and caption at the bottom of page 91.

What does a calendar show?

A A big race

B Days and weeks

C Hours, minutes, and seconds

© M


- H i l l

Grade 1144 Time For Kids Get Ready, Get Set, Go!

Blackline Master 43



Student Name

4 The article says, “The best players meet in the last match.”

In this sentence, the word match means —

A

game B jump

C time

5 Why does a tennis tournament last longer than the Kentucky

Derby? Support your answer with details from the article.

© M


- H i l l

Blackline Master 43

Grade 1Get Ready, Get Set, Go! Time For Kids 145



Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on atest will focus on main ideas and details, photos and captions,

and context clues. Introduce “Play Ball!” by having children open

to page 92 in Time for Kids. Point out to children that important

ideas of an article often are found in the title and photographs.

Have children look at the photographs, captions, and headings,



this article. Have them point to the text and text features in the











1. Before you read, look at the photographs, captions, and title to give you


2. Read “Play Ball!” and the questions on the worksheet very carefully.



captions. If you are not sure about the details, go back and read that

part again.




5. Be sure to use complete sentences in your answer.

TFK Pages 92–93




Student Name

DIRECTIONS

Answer these questions about “Play Ball!”

1 Look at the diagram of information from the article.

Held inWilliamsport,Pennsylvania

Top teams playKids make

friends

Which of these belongs in the empty box?

A Little League World Series

B Hawaiian athletes

C Softball around the world

2 A coach’s job is to —

A throw the ball

B train the team

C catch the ball

© M


- H i l l

Blackline Master 44

Grade 1Play Ball! Time For Kids 147



Student Name

3 Look at the photo and caption on page 92. What do players

do before the game?

A

Swing the bat B Stretch

C Chew gum

4 On page 93, the word admire means —

A

make fun of B act just like

C look up to

5 What makes the Little League World Series fun? Support


© M


- H i l l

Grade 1148 Time For Kids Play Ball!

Blackline Master 44



Poetry

APPLY THE SKILLS

Tell children they will read a poem and answer questions aboutit. Remind children that poems do not follow the same rules as

prose. For example, poems may not have complete sentences.

They are arranged into lines and stanzas instead of paragraphs.

Some poems rhyme, but some do not. Poems often use vivid

words to appeal to the reader’s senses and feelings. Sometimes

poems repeat a word or line several times to help express an

important idea.

Have children open to “From the autograph album” on page 94

of Time for Kids. Read the title with children and ask them to

share their ideas of what the poem is about. Write their ideas

on the board. If some children do not know what an autograph

album is, explain that some famous people sign their names

for fans. These are autographs. Collectors sometimes put these

autographs into albums. Then read the poem aloud with children

and discuss the different images in the poem and what they

might mean. Make sure children understand the baseball terms

in the poem.


Manual. Read aloud the first question and the answer choices. Tell children to look at the poem to find the answer.

Think Aloud This question asks about how the poet writes the

first stanza. I will need to look at the first stanza carefully and

connect what I find to the answer choices to figure out which

answer is best.

After children have had time to identify the correct answer (A),

ask a volunteer to explain why this answer is correct and the

other two answers are not.

Have children complete Blackline Master 45. Answers can befound on page T31 of the Teacher’s Manual.

TFK Page 94


1 In the first stanza, the

poet —

A repeats the “s”

sound

B rhymes the two

lines

C uses lines of

the same length




Student Name

DIRECTIONS

Answer these questions about “From the autograph album.”

1 In the first stanza, the poet —

A repeats the “s” sound

B rhymes the two lines

C uses lines of the same length

2 How can the reader tell that “From the autograph album”

is a poem?

A It is divided into short lines.

B It mixes easy and hard words.

C It tells about life and baseball.

3 Which words in the second stanza rhyme?

A In, out

B Jim, star

C drop, shortstop

© M


- H i l l

Blackline Master 45

Grade 1150 Time For Kids From the autograph album



Use the rubric below to score the short-answer items in the tests.

Score Description

3 An exemplary response gives an interesting and detailed response stronglysupported by text evidence.

2 A sufficient response gives a clear and reasonable response supported by textevidence.

1 A partially sufficient response gives a reasonable but vague response weaklyconnected to text evidence.

0 An insufficient response does not respond to the question.

Evidence may be specific words from the story or a retelling.

Short-Answer Reading Rubric

Teacher’s Manual T1



Answer Key

ISSUE 1, Article 1

Question Answer Content Focus

1 B Retell

2 C Retell

3 A Photographs andCaptions

4 C Context Clues

5 See possibleresponses below

Retell

3-Point Answer: Dragonflies are at the pond in the morning. Swans are there in theafternoon. Raccoons are there at night.

2-Point Answer: Dragonflies are at the pond in the morning. Swans are there in theafternoon.

1-Point Answer: Raccoons are at the pond at night.

ISSUE 1, Article 2


1 C Retell

2 C Retell


4 B Context Clues


Retell

3-Point Answer: Children reuse and recycle things. They learn about plants andanimals. They use less power and light.

2-Point Answer: Children reuse and recycle things. They use less power.

1-Point Answer: Children reuse and recycle things.

T2 Time For Kids • Issue 1



ISSUE 1, Text Feature


1 A Diagrams

2 C Diagrams

3 B Diagrams




ISSUE 2, Article 1


1 B Main Idea andDetails

2 C Main Idea andDetails

3 A Maps

4 A Context Clues


Main Idea andDetails

3-Point Answer: The children who live near Garissa do not have books to read. Peoplefrom other countries give books to a special library for these children. Camels carrythe books to towns near Garissa so children can read the books.

2-Point Answer: People from other countries give books to a special library for thechildren of Garissa. Camels carry the books to Garissa so children can read them.

1-Point Answer: Camels carry the books to towns near Garissa.

ISSUE 2, Article 2



2 A Main Idea andDetails

3 A Maps

4 C Context Clues



3-Point Answer: People should save water because there is little fresh water on Earth. The number of people on Earth is getting bigger. More people need water to drink. They also need water to wash in and to grow food.

2-Point Answer: People should save water because there is little fresh water on Earth.People need water to drink.

1-Point Answer: People need water to drink.




ISSUE 2, Poetry


1 C Poetry

2 B Poetry

3 A Poetry




ISSUE 3, Article 1


1 B Compare andContrast

2 A Compare andContrast

3 C Diagrams

4 C Context Clues


Compare andContrast

3-Point Answer: The wings are different on ladybugs than on other bugs. Ladybugshave two outer wings and thin wings underneath them.

2-Point Answer: Ladybugs have four wings.

1-Point Answer: Ladybugs have different wings.

ISSUE 3, Article 2


1 A Compare andContrast

2 C Compare andContrast

3 B Diagrams

4 A Context Clues


Compare andContrast

3-point answer: All volunteers are good citizens. They work for free. They deserve abig “thank you.”

2-point answer: All volunteers work for free. They deserve a big “thank you.”

1-point answer: Volunteers work for free.




ISSUE 3, Poetry


1 A Poetry

2 B Poetry

3 A Poetry




ISSUE 4, Article 1


1 B Author’s Purpose

2 C Author’s Purpose

3 C Charts

4 A Context Clues


Author’s Purpose

3-point answer: The author wants readers to get healthy by eating good foods andstaying in shape. The boy looks healthy and happy. Kids will see the picture and

want to be like the boy.2-point answer: The boy looks happy and healthy. Kids will see the picture and want

to be like the boy.

1-point answer: The boy looks healthy and happy.

ISSUE 4, Article 2



2 A Author’s Purpose

3 B Charts

4 C Context Clues


Author’s Purpose

3-point answer: The author tells how colorful vegetables are good for you. A purplecarrot has extra vitamins. An orange cauliflower has extra vitamin A.

2-point answer: The author tells how colorful vegetables are good for you. A purplecarrot has extra vitamins.

1-point answer: The author tells how colorful vegetables are good for you.






1 B Diagrams

2 C Diagrams

3 B Diagrams




ISSUE 5, Article 1




3 B Lists

4 A Context Clues



3-point answer: Children collect food for people in need. They also collect toys andmoney so all kids will get holiday gifts. Some children give their time by reading toyounger kids.

2-point answer: Children collect food for people who need it. They also collect toys soall kids will get holiday gifts.

1-point answer: Children collect food for people who need it.

ISSUE 5, Article 2




3 B Lists

4 C Context Clues



3-point answer: Baby animals need help getting food and staying safe. A baby ottercannot get its own meal. A baby crocodile needs its mom to take it to the water tobe safe.

2-point answer: Baby animals need help getting food and staying safe. A baby ottercannot find its own meal.

1-point answer: Baby animals need help getting food.




ISSUE 5, Poetry


1 A Poetry

2 C Poetry

3 B Poetry




ISSUE 6, Article 1




3 B Photographs andCaptions

4 A Context Clues


Author’s Purpose

3-point answer: The text is about people exploring the rain forest. It says that they can

walk on bridges high over the ground. The photograph shows people on one of these bridges. The photograph helps readers understand what the bridges look like.

2-point answer: The text says people can walk on bridges in the rain forest. Thephotograph shows one of these bridges.

1-point answer: The photograph shows a bridge in the rain forest.

ISSUE 6, Article 2



2 A Author’s Purpose


4 C Context Clues


Author’s Purpose

3-point answer: Many foods and medicines come from rain forests. Fiber and oils fromrain forests are used to make rugs and paint. Rain forests add a gas called oxygen to

the air. People and animals breathe oxygen.

2-point answer: Many foods and medicines come from rain forests. Fiber and oils fromrain forests are used to make rugs and paint.

1-point answer: Many foods and medicines come from rain forests.






1 C Diagrams

2 B Diagrams

3 A Diagrams




ISSUE 7, Article 1




3 A Diagrams

4 C Context Clues



3-point answer: This was a new type of dinosaur that no one knew about before. Ithad arms like wings. It had a long nose like a beak.

2-point answer: It had arms like wings. It had a long nose like a beak.

1-point answer: It had arms like wings.

ISSUE 7, Article 2




3 A Diagrams

4 A Context Clues



3-point answer: A snail crawls on the bottom of its body. A frog uses its legs to jump.A dog uses its legs to run. An eagle flaps its wings to fly. A dolphin uses its tail to

swim.2-point answer: A frog uses its legs to jump. A dog uses its legs to run. A bird flaps its

wings to fly.

1-point answer: A frog uses its legs to jump. A dog uses its legs to run.




ISSUE 7, Poetry


1 A Poetry

2 A Poetry

3 C Poetry




ISSUE 8, Article 1




3 C Maps

4 B Context Clues



3-point answer: Wind can make balloons fly. It can change the shape of trees androcks. It can be used to make electricity.

2-point answer: Wind can make balloons fly. It can change the shape of trees androcks.

1-point answer: Wind can make balloons fly.

ISSUE 8, Article 2




3 A Maps

4 C Context Clues



3-point answer: Chicago and Dodge City are two windy cities in the United States.

Dodge City is windier. It is the windiest city in the United States.

2-point answer: Chicago and Dodge City are two windy cities. Dodge City is windier.

1-point answer: Chicago and Dodge City are two windy cities.




ISSUE 8, Poetry


1 C Poetry

2 B Poetry

3 B Poetry




ISSUE 9, Article 1




3 B Charts

4 A Context Clues



3-point answer: Crabs hide under rocks, and they have hard shells. Jellyfish can sting.Fish swim down deep during the day so they cannot be seen.

2-point answer: Crabs hide under rocks, and they have hard shells. Fish swim downdeep so they cannot be seen.

1-point answer: Crabs hide under rocks, and they have hard shells.

ISSUE 9, Article 2


1 A Main Idea and

Details


3 B Charts

4 C Context Clues



3-point answer: Wet things get dry from the sun’s heat. The sun’s heat turns the water

into a gas. The gas goes into the air.

2-point answer: Wet things get dry from the sun’s heat. The water turns into a gas.

1-point answer: The water goes into the air.




ISSUE 9, Poetry


1 B Poetry

2 C Poetry

3 A Poetry




ISSUE 10, Article 1




3 C Signs and Symbols

4 B Context Clues



3-point answer: Owls can hear and see very well at night. This helps them hunt forfood. They also can fly very quietly.

2-point answer: Owls can hear and see well at night. They can fly quietly.

1-point answer: Owls can see at night.

ISSUE 10, Article 2




3 B Signs and Symbols

4 C Context Clues



3-point answer: Living things get energy from food. Plants make food from sunlight.Plants are food for grasshoppers. Insects are food for owls.

2-point answer: Living things get energy from food. Plants make food from sunlight.

1-point answer: Living things get energy from food.






1 C Charts

2 B Charts

3 A Charts




ISSUE 11, Article 1




3 A Charts

4 B Context Clues


Author’s Purpose

3-point answer: The article is about pet dogs that compete in shows. If a dog wins, itgets a prize. That is why the author chose the title “Prize Pets.”

2-point answer: The article is about pet dogs that compete in shows. If a dog wins, itgets a prize.

1-point answer: The article tells about dogs that win pet shows.

ISSUE 11, Article 2




3 A Charts

4 C Context Clues


Author’s Purpose

3-point answer: The article tells about different symbols of America. It tells about theeagle, the Liberty Bell, and the flag. All of these symbols are about America.

2-point answer: The author wrote about different symbols. All of these symbols areabout America.

1-point answer: The article is about America.






1 A Diagrams

2 C Diagrams

3 B Diagrams




ISSUE 12, Article 1


1 C Retell

2 C Retell


4 B Context Clues


Retell

3-point answer: Kids can sell goods, like old toys, to earn money. They can also sell

services, like walking a dog.2-point answer: Kids can sell goods, like old toys. They can also sell services.

1-point answer: Kids can sell goods.

ISSUE 12, Article 2


1 B Retell

2 C Retell


4 C Context Clues


Retell

3-point answer: First, metal strips go through a machine. Then disks are cut out of themetal. Last, pictures are stamped on the disks.

2-point answer: First, metal strips go through a machine. Then disks are cut out of themetal.

1-point answer: A machine cuts disks out of metal strips.






1 A Charts

2 C Charts

3 B Charts








1 C Diagrams

2 A Diagrams

3 A Diagrams




ISSUE 14, Article 1




3 A Signs and Symbols

4 B Context Clues


Compare andContrast

3-point answer: Most museums are indoors. Padre Island National Seashore is anoutdoor museum and park. You can see birds and animals there. You can also seethe sea.

2-point answer: Most museums are indoors. Padre Island National Seashore is anoutdoor museum and park.

1-point answer: Padre Island National Seashore is outdoors.

ISSUE 14, Article 2




3 C Signs and Symbols

4 A Context Clues


Compare andContrast

3-point answer: Long ago, all baskets were made by hand. They were used fordrinking and for cooking. Today, some baskets are made by machines. Machinesmake baskets fast.

2-point answer: Long ago, baskets were made by hand. Today they are made bymachines.

1-point answer: Long ago, baskets were made by hand.




ISSUE 14, Poetry


1 C Poetry

2 A Poetry

3 C Poetry












Date post:	07-Apr-2018
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Reading Time Questions Level 1

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