Reading Time Questions Level 2

Teacher’sManual

Includes Blackline Mastersfor Test Practice

B

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1 2 3 4 5 6 7 8 9 WDQ 13 12 11 10 09

Contents

Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . v

How to Use Time For Kids . . . . . . . . . . . . . . . . . . vi

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

Compare and Contrast

Photos and Captions

Context Clues

One Tough Job Model the Skills

Play Smart! Apply the Skills

Sports Championships Charts

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

Cause and Effect

Map

Antonyms

A Hero’s Life Model the Skills

Keeping Kenya Green Apply the Skills

Kenya Fast Facts Lists

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

Main Idea and Details

Bar Graphs

Prefixes and Suffixes

Tree Houses for Everyone Model the Skills

Home, Sweet Home Apply the Skills

Giant Hearts Poetry

ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31


Bar Graphs

Synonyms

Champs for Chimps Model the Skills

Follow the Herd Apply the Skills

A Penguin’s Toes Poetry

ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41


Photos and Captions

Context Clues

Is Anyone Out There? Model the Skills

Finding the Way Apply the Skills

Old Ways and New Ways Charts

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

Author’s Purpose

Charts

Context Clues

A New Deal on School Meals Model the Skills

Bees, Bats, Bears, and Bison Apply the Skills

Fresh and Fruity Written Directions

ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Sequence of Events

Diagrams

Context Clues

From Seed to Fruit Model the Skills

A Martian Garden Apply the Skills

From Seed to Beans Diagrams

Teacher’s Manual iii

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


Photos and Captions

Context Clues

A Big Turtle Comeback Model the Skills

Daddy Day Care Apply the Skills

The Tortoise Poetry

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

Cause and Effect

Time Line

Homophones

It’s Getting Crowded Around Here!

Model the Skills

Pecans: A Nutty Resource Apply the Skills

From Cotton Field to T-Shirt Diagrams

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

Summarize

Photos and Captions

Homographs

Windy Weather Model the Skills

Solid as a Rock Apply the Skills

Raindrops on the Willow Tree Poetry

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

Author’s Purpose

Time Line

Context Clues

A Story Collector Model the Skills

The Blowing Winds Apply the Skills

Who Has Seen the Wind? Poetry

Short-Answer Reading Rubric . . . . . . . . . . . . . .T1

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

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


Bar Graphs

Context Clues

Dinosaur Hunters Model the Skills

A Language Art Apply the Skills

Say It in Chinese Charts

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

Author’s Purpose

Diagrams

Context Clues

These Robots are Wild Model the Skills

Monarchs on the Move Apply the Skills

Who Has a Backbone? Charts

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


Charts

Antonyms

On the Beach Model the Skills

Thank You, Flipper Apply the Skills

When Whales Exhale (Whale

Watching) Poetry

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


Map

Synonyms

Losing the Lynx Model the Skills

Surfing the Sands Apply the Skills

The Sun Poetry

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 two articles and a text feature, such as a chart or a diagram, or a poem. Each issue relates to Social Studies or Science skills.

TRANSPARENCIESA transparency is provided for the first article in each issue. Use the transparency to model how to answer test questions. Questions are provided in Blackline Masters found in the Time for Kids Teacher’s Manual.

TEACHER’S MANUALThe Teacher’s Manual contains lessons for each issue of Time for Kids.

Article 1: Model the Skills Use the transparency and Blackline Master to model how to answer comprehension, vocabulary, and text feature questions.

Article 2: Apply the Skills The Blackline Master for the second article offers children the opportunity to answer questions based on the same skills and strategies modeled with the first article.

Text Feature or Poetry: Apply the Skills A third Blackline Master is provided for children to review previously taught skills and strategies.

vi Time For Kids

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

SHORT-ANSWER PREPARATIONThe first two tests for each issue of Time for Kids provide opportunities for children to practice responding to short-answer items. These items will help children to begin building the skills and confidence they will need when they are faced with short-answer items in a testing situation.

LEVELS OF THINKING Test questions can be broken down into four developmentally sequenced categories, based on the different levels of thinking required 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 answer in the selection. Words from the question and words that answer it are often “right there” in the same sentence. At the next level, the answers are stated in the text but cannot be found in a single sentence. Children must “think and search,” or combine different parts of the selection, to find the answer.

• A question may have an answer that is not stated in the selection. For an “author and me” question at the third level of thinking, children must find clues and text evidence in the selection and connect them to find the inferred or implied answer to the question. A question that addresses the fourth level of thinking requires children to analyze the selection and make judgments based on text evidence to determine the author’s style or purpose for writing.

Teacher’s Manual vii


MODEL THE SKILLHave 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. Tell them, We will use these articles to learn how to compare and contrast things that are alike and different.

Display Transparency pp. 6–7 of the article “One Tough Job”

and distribute Blackline Master 1. Ask children to open to page

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

and captions before they read the article. Tell children that when

they compare two things, they tell how they are alike. When they

contrast two things, they tell how they are different. 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 following question

and answer choices aloud:

From Blackline Master 1

1 When Condoleezza Rice was young, she planned to —

A run for president

B study music after college

C play ice hockey

D become Secretary of State

Think Aloud This question asks about what Condoleezza Rice

planned to do when she was young. I can look for details in the

article that tell when she was young and what plans she had.

Then I will combine the information I have found to figure out the

best answer.

Tell children that they should look for what Ms. Rice wanted to

do when she was young, not what she ended up doing when

she got older. Have children look back through the article to

determine which answer is correct (B). Invite a volunteer to

underline on the transparency the places in the article that

contain the details needed to reach the correct answer.

For further practice with the comprehension skill, have children

work together or independently to answer question 2 on

Blackline Master1.

Materials

Transparency

pp. 6–7

Blackline Masters

1, 2, 3

TFK Pages 6–7

Teacher’s Manual 1

TFK Pages 6–7

Photos and Captions

MODEL THE SKILLExplain to children that texts are often accompanied by

photographs that can help them better understand the

information they read. Point out that a photograph usually has

a caption that explains what the photograph shows or what

is happening in the photo. Photos and captions can provide

important information about the article.

Then read question 3 aloud.

Think Aloud The question asks about the person Condoleezza

Rice played a tune with. I need to look at the photo that shows

her playing the piano. Then I will read the information in the

caption under the photo to locate the name of the other person

in the picture.

Point to the photo and caption on Transparency pp. 6–7 and

tell children that the photo shows Condoleezza Rice playing a

tune. Have children read the caption to determine which answer

choice is correct (B).

Context Clues

MODEL THE SKILLTell children that they may not know the meaning of every single

word in a text. Explain that other words and phrases in the text

can give “context clues.” These clues can help them figure out the

meanings of unfamiliar words.


Think Aloud I see the word peaceful in the article, but the article

does not tell me exactly what peaceful means. I’ll read the

paragraph again to see if there are any clues that I can connect

to the word peaceful to help me figure out what it means.

Point out to children that the paragraph says the U.S. tries to

meet its goals without war. It also tries to solve problems in a

peaceful way. Then have them read the answer choices carefully

to determine which answer is correct (A). Have volunteers

explain how the clues in the paragraph helped them figure out

the meaning of the word.

3 Look at the pictures on

page 6. Condoleezza Rice

played a tune with —

A President Bush

B Yo-Yo Ma

C Mahmoud Abbas

D A football player


4 In the first paragraph on

page 7, the word peaceful

means —

A without war

B very fast

C in two parts

D very tough


2 Time For Kids • Issue 1

Short Answer

MODEL WRITING A SHORT ANSWERTell children that short-answer questions will ask them to write

answers in complete sentences on the lines provided.

Read the following short-answer question aloud:


5 How was Condoleezza Rice’s life when she was young like her life

as an adult? How was it different? Support your answer with details

from the article.

Think Aloud This question asks how Ms. Rice’s life when she was

young was like her life when she was an adult and how it was

different. I will go back to the article to find details about her life

at those two different times. Then I can combine these details to

write the answer.

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

question, and have a volunteer underline these details on the

transparency. Write a short answer together. Remind children to

use complete sentences in their answers.

Possible response: Condoleezza Rice played the piano and

studied hard when she was young. As an adult she still plays the

piano and works hard. She did not travel around the world and

meet with world leaders when she was young, but she did as an

adult.

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

See page T2 for answers to Blackline Master 1.

TFK Pages 6–7


Student Name

1 When Condoleezza Rice was

young, she planned to —

A run for president

B study music after college

C play ice hockey

D become Secretary of State

2 How was the United States

different when Condoleezza

Rice was young?

A Women did not travel.

B There was no Secretary of State.

C The president was not elected.

D African Americans did not get top jobs.

3 Look at the pictures on page 6.

Condoleezza Rice played a tune

with —

A President Bush

B Yo-Yo Ma

C Mahmoud Abbas

D A football player

DIRECTIONSAnswer these questions about “One Tough Job.”

4 In the first paragraph on page 7,

the word peaceful means —

A without war

B very fast

C in two parts

D very tough©

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Blackline Master 1

Grade 2

4 Time For Kids One Tough Job

Student Name

5 How was Condoleezza Rice’s life when she was young like her life

as an adult? How was it different? Support your answer with details

from the article.

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One Tough Job Time For Kids 5

Blackline Master 1

TFK Pages 8–9

Show What You Know

APPLY THE SKILLSTell children that some of the questions they will see on a test

will focus on comparing and contrasting, using context clues,

and looking at photos and captions. Introduce “Play Smart!” by

having children open to page 8 of Time for Kids. Point out that

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

illustrations. Have children look at the photos, captions, and

headings and then ask, What do you think this 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 in the

article to show how they came up with their answers.

Remind children to use context clues to help them determine

the meaning of some 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.

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

idea of what the article is about.

2. Then read the article and the questions very carefully. Make sure you

understand what the questions are asking.

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

features. You may go back to the article at any time to find the answers

you need.

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

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

from the article to support your answer.

5. Be sure to write complete sentences.


Student Name

1 Look at the diagram of information from the article.

Soccer

Shin guard

Football

Shoulder pads

Which idea belongs on the blank line?

A Exercise rules

B Bike helmets

C Sports injuries

D Safety equipment

3 Look at the picture on

page 8. About how many kids

go to the hospital each year

with injuries from baseball?

A 75,000

B 100,000

C 200,000

D 250,000

DIRECTIONSAnswer these questions about “Play Smart!”

2 In which sport do kids get

injured the most?

A Baseball

B Basketball

C Football

D Soccer

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Blackline Master 2

Grade 2

Play Smart! Time For Kids 7

Student Name

4 In the second paragraph on page 9, the word equipment means —

A gear

B rule

C field

D color

5 There are many different sports. What should kids do to play any

sport safely? Support your answer with details from the article.

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8 Time For Kids Play Smart!

Charts

APPLY THE SKILLSTell children that a chart is a graphic feature that provides

factual information visually. A chart may present information in

numbers, in words, and sometimes in pictures. Point out that

the information usually is organized by categories. Details about

the categories appear in columns and rows that can be read

vertically (up and down) or horizontally (across). Have children

open to “Sports Championships” on page 10 in Time for Kids.

Ask children to share their ideas about the purpose of the chart.

Write their ideas on the board.

Point out the heading “Professional Sport” on the chart and tell

children that this is a category. Explain that the column under

“Professional Sport” is a list of sports organizations. Then point to

the second column, “Name of Championship.” Tell children that

this column lists sporting events in which teams from the sports

organizations compete.

Then explain to children how to read the chart horizontally, or

across. Ask them to find the sport of baseball in the first column

on the chart. Have them move their finger across the row to find

the championship event for baseball in the column on the right.

Distribute Blackline Master 3 on page 10 of the Teacher’s

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

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

Think Aloud I need to remember that there is only one

correct answer to each question. I will look in the “Name of

Championship” column to find the row that says “World Cup.”

Then I will look in the first column to see which sport is listed

in the same row. I will combine this information to choose the

correct answer.

Remind children that there is only one correct answer to the

question. After children have determined which answer is

correct (B), have a volunteer explain how he or she used the

chart to arrive at the answer.


found on page T3 of the Teacher’s Manual.

TFK Page 10

1 Look at the chart. Which

sport plays for the World

Cup?

A Football

B Soccer

C Baseball

D Baseball



Student Name

DIRECTIONSAnswer these questions about “Sports Championships.”

1 Look at the chart. Which

sport plays for the

World Cup?

A Football

B Soccer

C Baseball

D Basketball

2 Look at the chart. Hockey

teams play for the —

A Super Bowl

B World Series

C NBA Finals

D Stanley Cup

3 What is the championship

for baseball?

A World Series

B Super Bowl

C Stanley Cup

D NBA Finals

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10 Time For Kids • Issue 1 Sports Championships

Blackline Master 3

Cause and Effect

MODEL THE SKILLHave children open to page 11 in the Time for Kids, Student

Edition. Look at the cover and read the article titles aloud with the

class. Have children preview the photographs. Tell children, We will learn how to identify cause and effect in a reading selection.

Display Transparency pp. 12–13 of the article “A Hero’s Life”

and distribute Blackline Master 4. Ask children to open to page

12 of Time for Kids. Explain that they are going to read about

a famous man and what he did during his life. Have children

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

article. Then have children read the article 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



1 Every January, Americans celebrate the life of Martin Luther King,

Jr., because he —

A marched to Washington, D.C.

B changed our nation

C was born in Atlanta, Georgia

D made a famous speech

Think Aloud The question asks about why we celebrate the life

of Martin Luther King, Jr. To answer this question, I can look

for details in different parts of the article. I see that the second

paragraph mentions that we celebrate King’s life. Then it says

that he changed our nation. I can combine these details to figure

out the answer.

Tell children that they should look for the part of the text that

talks about celebrating the life of Martin Luther King, Jr., and

then look for a reason or cause that explains why we celebrate

it. Call on volunteers to share their answers and explain how

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

the text that helped determine the answer. (Every January, we

celebrate the life of Martin Luther King, Jr. King changed our nation.)



Blackline Master 4.

Materials

Transparency

pp. 12–13

Blackline Masters

4, 5, 6

TFK Pages 12–13


TFK Pages 12–13

Map

MODEL THE SKILLTell children that maps are drawings of geographic locations,

or places, such as countries, states, or cities. Maps are visual

representations of information.


Think Aloud The question asks what state Montgomery is in.

I need to look at the map to find Montgomery. Then I need to

figure out what state it is in. I can combine this information to

figure out the correct answer.

Point out the map on the transparency. Have children turn to

page 13. Read the heading of the map and the places aloud. Tell

children that it is important to use maps when reading because

maps can help them understand the text and answer test

questions. Then have children determine which answer choice is

correct (A).

Antonyms

MODEL THE SKILLTell children that antonyms are words that have opposite

meanings. For example, the antonym of small is big. Discuss

how taking a word out of a sentence and putting in its antonym

changes the meaning of the sentence.


Think Aloud I will read the sentence and look for context clues

to help figure out the meaning of apart. Then I need to look at

the answer choices and find the word that means the opposite

of apart. When I put that word in the sentence, the sentence will

mean the opposite of what it meant before.

Discuss context clues such as unfair laws, kept, and black and

white people. Guide them to see that apart means “away from

each other.” Have the class decide which answer means the

opposite of apart (B).

4 The article says, “At that

time, many laws kept

black and white people

apart.” Which word

means the opposite of

apart?

A alone

B together

C separate

D away


3 Look at the map on

page 13. In what state is

Montgomery?

A Alabama

B Arkansas

C North Carolina

D Tennessee



Short Answer





5 What did Martin Luther King, Jr., do to help African Americans?

Support your answer with details from the article.

Think Aloud This question asks what Martin Luther King, Jr.,

did to help African Americans. I will go back to the article and

look for clues and information that tell what he did. Then I will

combine the details to write the answer.


question, and have a volunteer underline this evidence on the

transparency. Remind them that the answer should be based on

information from the text, not on something they read or saw

somewhere else. Write a short answer together. Remind children

to use complete sentences in their answers.

Possible response: Martin Luther King, Jr., protested against

laws that were unfair to African Americans. He helped to get

a new law. Now the law says African Americans must have

equal rights.



TFK Pages 12–13


Student Name

1 Every January, Americans

celebrate the life of Martin

Luther King, Jr., because he —

A marched to Washington, D.C.

B changed our nation

C was born in Atlanta, Georgia

D made a famous speech

2 The Civil Rights Act was

passed to —

A honor President John F. Kennedy

B celebrate Martin Luther King, Jr.’s life

C give African Americans equal rights

D start a protest in Washington, D.C.

3 Look at the map on page 13.

In what state is Montgomery?

A Alabama

B Arkansas

C North Carolina

D Tennessee

DIRECTIONSAnswer these questions about “A Hero’s Life.”

4 The article says, “At that

time, many laws kept black

and white people apart.”

Which word means the

opposite of apart?

A Alone

B Together

C Separate

D Away

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Blackline Master 4

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14 Time For Kids A Hero’s Life

Student Name

5 What did Martin Luther King, Jr., do to help African Americans?


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A Hero’s Life Time For Kids 15

Blackline Master 4

Show What You Know

APPLY THE SKILLSRemind children that some of the questions they will see on a

test will focus on cause and effect, antonyms, and reading a map.

Introduce “Keeping Kenya Green” by having children open to

page 14 of Time for Kids. Point out that some important ideas of

an article can be found in the title and illustrations. Have children

look at the photos, captions, and headings and then ask, What do you think this article is mainly about?

Encourage children to share what they think are the cause and

effect relationships in this article. Have them point to the text

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

their answers.

Remind children to use context clues as they read to determine

the meanings of unfamiliar words. Then have children read the

article independently.







TFK Pages 14–15







you need.






Student Name

DIRECTIONSAnswer these questions about “Keeping Kenya Green.”


Which country is labeled on

the map?

A Kenya

B Canada

C United States

D Mexico

1 Look at the following diagram of information from the article.

Cause Effect

Wangari Maathai plants new trees in

Kenya.

Maathai keeps spreading her message and

planting trees.

People in other African countries are now planting trees.

Which of these belongs in the empty box?

A Maathai was born in Kenya.

B There are many other countries in Africa.

C Maathai used to live in a farm community.

D Some people try to keep Maathai from planting trees.

2 Because of the Green Belt

Movement, farmers —

A cut down trees

B plant trees

C build houses

D move to Kenya

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Keeping Kenya Green Time For Kids 17

Blackline Master 5

Student Name

4 The article says, “Women sell seedlings to Maathai’s group.” Which

word means the opposite of sell?

A Plant

B Cut

C Spend

D Buy

5 How has Maathai’s tree planting helped other women? Support your

answer with details from the article.

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18 Time For Kids Keeping Kenya Green

Blackline Master 5

Lists

APPLY THE SKILLSTell children that a list is a series of items arranged in a certain

order. Explain that sometimes it is easier to read a series of facts

if they are in the form of a list instead of written as a paragraph.

Introduce “Kenya Fast Facts” by having children open to page 16

in Time for Kids.

Read the list of facts aloud. Explain that currency means the

type of money that is used in Kenya. Mention that the capital of

Kenya, Nairobi, is also shown on the map. Have children identify

any unfamiliar words and explain them.



children to look back at the list of facts to find the answer.

Think Aloud I should look at the list to find the answer to the

question. I will look for the words “official name” to find the

information I need. I will combine that with the information on

the list right next to those words to find the stated answer.

After children have identified the correct answer (A), invite a

volunteer to explain how to find the answer.



TFK Page 16

1 Look at the list on page

16. What is the official

name of Kenya?

A Republic of Kenya

B Nairobi

C Kiswahili

D Nevada



Student Name

DIRECTIONSAnswer these questions about “Kenya Fast Facts.”

1 Look at the list on page 16.

What is the official name of

Kenya?

A Republic of Kenya

B Nairobi

C Kiswahili

D Nevada

2 What is the name of the

currency used in Kenya?

A Dollar

B Shilling

C Capital

D Nairobi

3 Which sport is on the list?

A Baseball

B Biking

C Soccer

D Tennis

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20 Time For Kids • Issue 2 Kenya Fast Facts

Blackline Master 6


MODEL THE SKILLHave children open to page 17 of the Time for Kids, Student

Edition. Look at the cover and read the article titles aloud with

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

We will learn how to identify the main idea and details of a reading selection.

Display Transparency pp. 18–19 of the article “Tree Houses

for Everyone” and distribute Blackline Master 7. Have children

open to page 18 of the Time for Kids. Explain that they are

going to read about a special kind of tree house. Have children

look at the title, pictures, and graph before they read the article.

Then have children read the article and identify any words they





1 Forever Young tree houses are made for —

A kids from the city

B people who are afraid of being up high

C kids with disabilities

D children who love the outdoors

Think Aloud This question asks about what group Forever Young

tree houses are made for. I can locate the answer to this question

by looking at the article again. I will look for details that tell

which kids the tree houses are made for.

Tell children that they do not need to read the whole article

again. They can scan the article and review the photographs for

details that will help answer the question. After children have

had a chance to review the article, call on volunteers to share

their answers and explain how they got the right answer (C).



Blackline Master 7.

Materials

Transparency

pp. 18–19

Blackline Masters

7, 8, 9

TFK Pages 18–19


TFK Pages 18–19

Bar Graphs

MODEL THE SKILLTell children that a bar graph is a feature that can provide

additional information about the text. Graphs are visual

representations of information. Display Transparency pp. 18–19

and read the title aloud. Tell children that this graph shows the

percentage of U.S. homes that have each pictured item.


Think Aloud This question asks what percentage of U.S. homes

have an air conditioner. I need to look at the graph to find

information that answers this question. If I look at the bar next

to the air conditioner and the numbers following the bar, I can

combine these details to figure out the answer.

Show children that they can also use the line at the bottom of

the graph to measure how long each bar is and what percent

each bar shows. Then have children determine which answer

choice is correct (A).

Prefixes and Suffixes

MODEL THE SKILLTell children that they may not know the meaning of every

word in a text. Explain that knowing the meaning of a prefix or

suffix can help readers determine the meaning of certain words.

Review with children that prefixes are word parts added to the

beginning of a base word, and that suffixes are word parts added

to the end. Then read question 4 aloud.

Think Aloud I see the word wonderful in the article, but the

article does not tell me what wonderful means. When I look

closely at the word, I realize that it has a base and a suffix. I can

connect the meaning of the base word and the meaning of the

suffix to find the correct answer.

Review with children some common prefixes and suffixes and

their meanings. Some familiar prefixes include un- (“not”) and re-

(“again”); familiar suffixes include -less (“without”) and -ful (“full

of”). Give children a moment to select an answer, suggesting that

they identify the base word first and then the suffix. Then have

volunteers share their answers and explain how they determined

the correct answer (D).

4 On page 18, the word

wonderful means —

A not wonder

B wonder again

C without wonder

D full of wonder


3 Look at the graph

on page 19. What

percentage of U.S.

homes have an air

conditioner?

A 85%

B 60%

C 35%

D 20%



Short Answer





5 How do Forever Young tree houses help kids with disabilities?

Explain your answer and support it with details from the article.

Think Aloud The question asks how these tree houses help kids

with disabilities. I will go back to the article to look for details

that explain how the kids get to the tree house, what they do, and

how they feel about it. Then I can combine the details to write the

answer.





Possible response: Kids with disabilities can get into Forever

Young tree houses because these tree houses have ramps. Kids

feel great when they can get into a tree house without any help.

They get to feel what it’s like to be a normal kid.

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


TFK Pages 18–19


Student Name

DIRECTIONSAnswer these questions about “Tree Houses for Everyone.”

1 Forever Young tree houses

are made for —

A kids from the city

B people who are afraid of being up high

C kids with disabilities

D children who love the outdoors

2 What is this article mainly

about?

A Dreaming in a tree house

B Tree houses everyone can enjoy

C Building more Forever Young tree houses

D Kristen Messer’s first time in a tree house

3 Look at the graph on page

19. What percentage of

U.S. homes have an air

conditioner?

A 85%

B 60%

C 35%

D 20%


wonderful means —

A not wonder

B wonder again

C without wonder

D full of wonder©

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24 Time For Kids Tree Houses for Everyone

Blackline Master 7

Student Name

5 How do Forever Young tree houses help kids with disabilities?


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Show What You Know


will focus on main idea and details, prefixes and suffixes, and

reading a bar graph. Introduce “Home, Sweet Home” by having

children open to page 20 of the Time for Kids. Point out that

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

photographs. Have children look at the photos, captions, and



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


Remind children to use what they know about prefixes

and suffixes as they read to determine the meaning of

some unfamiliar words. Then have children read the article

independently.








idea of what the article is about. Take a quick look at the questions so

you’ll know what to look for in the article.

2. Then read the article and the questions on the worksheet very carefully.

Make sure you understand what the questions are asking.



you need.





TFK Pages 20–21


Student Name

DIRECTIONSAnswer these questions about “Home, Sweet Home.”

3 Look at the bar graph on

page 21. How many Habitat

for Humanity houses had

been built in 2005?

A 10,000

B 100,000

C 200,000

D 300,000


Habitat for Humanity volunteers

Put up walls Use tools and machines

Which detail belongs in the empty box?

A Live in New Mexico

B Work hard together

C Take their time

D Build in many countries

2 What is this article mainly about?

A Habitat for Humanity builds homes for families in need.

B It usually takes six months to build a new house.

C A girl named Suruchi works with Habitat for Humanity.

D More than one million people live in these houses.

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Student Name

4 What does the word unpaid mean on page 20?

A Paid again

B Well paid

C Paid before

D Not paid

5 How does Habitat for Humanity help people in many places?


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28 Time For Kids Home, Sweet Home

Poetry

APPLY THE SKILLSTell children they will read a poem and answer questions

about it. Point out some of the differences between poetry and

prose. For example, poems may not have complete sentences.

They are arranged in 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 a line several times to help express an

important idea. Introduce “Giant Hearts” by having children open

to page 22 in Time for Kids, Student Edition.

Ask children to read the title of the poem and share their

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

the board. Read the poem aloud with children and discuss the

different images in it and what they could mean. Guide children

to understand that the speaker is not being literal in the last lines

of the poem, “And the biggest giants are the little players / Who

play with giant hearts.”


Manual to children. Read aloud the first question and answer

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

Think Aloud I know that repetition means “used many times.” So,

I need to look back at the poem to locate which word from the

answer choices is repeated, or used most often, in the poem.

After children have identified the correct answer (B), ask

volunteers to identify all the times that the words giant or giants

are used in the poem.



TFK Page 22

1 Which word in the

poem is an example of

repetition?

A Little

B Giant

C Tall

D Size



Student Name

DIRECTIONSAnswer these questions about “Giant Hearts.”

1 Which word in the poem is

an example of repetition?

A Little

B Giant

C Tall

D Size

2 What makes “Giant Hearts”

a poem?

A It uses rhymes.

B It has sentences.

C It has a title.

D It has paragraphs.

3 In this poem, a person with

a “giant heart” is someone

who —

A is big and tall

B talks to hamsters

C tries hard and learnsfrom mistakes

D likes to play andhave fun

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30 Time For Kids • Issue 3 Giant Hearts

Blackline Master 9


MODEL THE SKILLHave children open to page 23 of the Time for Kids, Student



We will use these articles to learn how to compare and contrast things that are alike and different in a text.

Display Transparency pp. 24–25 of the article “Champs for

Chimps” and distribute Blackline Master 10. Ask children to

open to page 24 of the Time for Kids. Have children look at the

title, photographs, and bar graph before they read the article.

Then have children read the article and identify any words they





1 How are chimps at the sanctuary different from chimps in a lab?

A They live in small cages.

B They are active and happy.

C They cannot climb trees.

D They do not like bananas.

Think Aloud This question asks how the chimps at the

sanctuary are different from the chimps in the lab. I need to find

information in the article about chimps at the sanctuary and

information about chimps in the lab. Then I can combine the

details to find the answer.

Remind children that they can look back at the article to find the

answer. Review with children that when you compare things,

you tell how they are alike, and when you contrast things, you

tell how they are different. Tell children to think about what the

article says about chimps at the sanctuary. After children have

had a chance to review the article, call on volunteers to share

their answers and explain how they got the correct answer (B).



Blackline Master 10.

Materials

Transparency

pp. 24–25

Blackline Masters

10, 11, 12

TFK Pages 24–25


Bar Graphs

MODEL THE SKILL Tell children that a bar graph is a visual way to display and

compare information that can be measured, such as age. The

reader can use a bar graph to find factual information.


Think Aloud The text tells me about chimps that live in

sanctuaries, but it doesn’t tell me how old chimps can live to be.

I can use the bar graph to find information about chimps in U.S.

zoos and combine these details to find answers.

Tell children that it is important to use text features such as bar

graphs because they will help them answer questions about the

text. Point to the bar graph on Transparency pp. 24–25 and

read the title and text aloud. Explain to children that the chimps’

names can be found along the bottom of the graph, along with

the name of the zoo where each one lives. Their ages are shown

along the left-hand side as well as at the top of each bar. Then

have children determine which answer choice is correct (A).

Synonyms

MODEL THE SKILLTell children that synonyms are words that have the same or

nearly the same meaning. For example, a synonym for loud is

noisy. Point out that context clues can help a reader figure out

the meaning of words.


Think Aloud I can think about the meaning of the word little in

the caption. Then I need to look for context clues in the text to

help me figure out what little means. When I have an idea of its

meaning, I can connect the details to find the correct answer.

Guide children to think about how they can use context clues to

determine the meaning of words and their synonyms. Have the

class decide which answer means the same as little (C).

4 Which word in the

second paragraph means

the same as little in the

caption on page 24?

A Once

B Brought

C Small

D Another



page 25. Which chimp is

older than Inky?

A Lil Mama

B Bill

C Coco

D Susie


TFK Pages 24–25


Short Answer





5 For the chimps in Florida, how is living in the sanctuary different

from living in the lab? Explain your answer and support it with

details from the article.

Think Aloud This question asks how living in a sanctuary and

living in a lab are different for the chimps in Florida. I will go back

to the article to find details about life in the sanctuary and life

in the lab. Then I can combine the details about the differences

between the two places to write my answer.





Possible response: The chimps in the sanctuary live on islands

instead of in cages. They live with other chimps and have

families. They climb trees and eat good food. In the lab, the

chimps live in small cages. They don’t get to climb trees or have

families or as much freedom as the chimps in the sanctuary do.



TFK Pages 24–25


Student Name

DIRECTIONSAnswer these questions about “Champs for Chimps.”

1 How are chimps at the

sanctuary different from

chimps in a lab?

A They live in small cages.

B They are active and happy.

C They cannot climb trees.

D They do not like bananas.

2 Chimps in a sanctuary and

chimps in the wild both —

A have human friends

B are studied in a lab

C live with other chimps

D must find their own food


page 25. Which chimp is

older than Inky?

A Lil Mama

B Bill

C Coco

D Susie

4 Which word in the second

paragraph means the same as

little in the caption on

page 24?

A Once

B Brought

C Small

D Another

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34 Time For Kids Champs for Chimps

Blackline Master 10

Student Name

5 For the chimps in Florida, how is living in the sanctuary different

from living in the lab? Explain your answer and support it with


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Champs for Chimps Time For Kids 35

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Show What You Know


will focus on comparing and contrasting, synonyms, and reading

a bar graph. Introduce “Follow the Herd” by having children

open to page 26 of Time for Kids. Point out to children that

important information about an article can be found in the title

and illustrations. Have children look at the photos, captions, and


Encourage children to share what they think may be compared

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

text features to show how they came up with their answers.

Remind children to use their knowledge of synonyms

and context clues as they read to determine the meaning

of unfamiliar words. Then have children read the article

independently.





Have children complete Blackline Master 11. The answers to

the practice test can be found on pages T8–T9 of the Teacher’s

Manual.

TFK Pages 26–27







you need.




5. For the short-answer question, be sure to write complete sentences.


Student Name

DIRECTIONSAnswer these questions about “Follow the Herd.”

3 Look at the graph on page 26.

How many elephants lived in

Samburu in 2003?

A 1,000

B 900

C 700

D 525


Eat a lot of food

Samburu Servals

Eat little food

Samburu Elephants


A Do not roam around

B Have a safe place to live

C Weigh 440 pounds

D Do not live with other animals

2 How is Lewis different from

most African elephants?

A He wears a special collar.

B He uses his trunk to grab food.

C He does not like to wander.

D He looks for his own food.©

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Follow the Herd Time For Kids 37

Blackline Master 11

Student Name

4 The first paragraph on page 26 says, “By doing what comes

naturally, Lewis could help save other elephants.” Which word

means almost the same as save?

A Roam

B Give

C Find

D Protect

5 How was the dry season different for elephants like Lewis than for

other animals in Samburu? Support your answer with details from

the article.

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38 Time For Kids Follow the Herd

Blackline Master 11

Poetry

APPLY THE SKILLSTell children they will read a poem and answer questions about

it. Review some of the differences between poetry and prose.

Poems may not have complete sentences. They are arranged in

lines and stanzas instead of paragraphs. Some poems rhyme,

and some do not. Sounds and words that repeat may create a

rhythmic pattern. Poems often use vivid words and images to

appeal to the reader’s senses and feelings.

Introduce “A Penguin’s Toes” by having children open to page

28 in Time for Kids. Ask children to read the title of the poem

and share their ideas of what the poem is about. Read the poem

aloud with children. If necessary, explain what the words expose,

digits, rigid, and frigid mean. Guide children to understand the

word play and humor in the last two lines, “when a penguin / rides

his icicle to school.”




Think Aloud I know that words like froze, chill, and frosty

describe things that are cold. Words like these are repeated all

through the poem. I can connect these words to the idea that the

poem takes place somewhere very cold.

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

they need to answer the question. Ask them to share how they

arrived at the correct answer (A).



TFK Page 28

1 The poem repeats words

like “froze,” “chill,” and

“frosty” to show that —

A penguins live in a cold place

B being a penguin would be fun

C penguins get sick too often

D we should help penguins



Student Name

DIRECTIONSAnswer these questions about “A Penguin’s Toes.”

1 The poem repeats words like

“froze,” “chill,” and “frosty”

to show that —

A penguins live in a cold place

B being a penguin would be fun

C penguins get sick too often

D we should help penguins

2 What makes “A Penguin’s

Toes” a poem?

A It is about a chilly penguin.

B It has very longsentences.

C It has a rhythmic pattern.

D It is divided into paragraphs.

3 In this poem, the image of a

penguin riding an icicle to

school is meant to be —

A quiet

B scary

C sad

D funny

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40 Time For Kids • Issue 4 A Penguin’s Toes

Blackline Master 12


MODEL THE SKILLHave children open to page 29 of Time for Kids, Student



We will use these articles to learn how to identify the main idea and details of a reading selection.

Display Transparency pp. 30–31 of the article “Is Anyone Out

There?” and distribute Blackline Master 13. Ask children to

open to page 30 of Time for Kids. Tell them they will read about

a scientist and her work. Have children look at the title and

photographs before reading. Then 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:



A Scientists like Jill Tarter listen for life in outer space.

B Radios, TVs, and cell phones make signals every day.

C Radio telescopes have picked up sounds from stars.

D There are 100 billion stars in the universe.

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

I need to look back at the article and think about it as a whole.

I can find important information in different parts of the article

and connect the details to find the answer.


again. They can scan the article for details that will help them

answer the question. Remind children that although several

answer choices may include information from the article, they

must decide which answer best expresses the most important

overall idea. After children have had a chance to review the

article, call on volunteers to share their answers and explain how

they got the right answer (A).

For further practice with the comprehension skill, you may wish

to have children work together or independently to answer

question 2 on Blackline Master 13.

Materials

Transparency

pp. 30–31

Blackline Masters

13, 14, 15

TFK Pages 30–31


TFK Pages 30–31

Photos and Captions

MODEL THE SKILLExplain to children that texts often are accompanied by photos

that can help them to understand information more fully.

Sometimes photos will have text that explains what is happening

in them. This kind of text is called a caption. Invite children to

look at the photos and read the captions. Ask children what

information they learned from the photos and the captions.


Think Aloud The article has three photos. I should look at the

photo at the bottom of the article and read the caption. I can

locate the answer because it is stated in the caption.

Have children look at the photograph of the radio telescopes at

the bottom of page 31. Point to the photo and caption on the

transparency. Read the caption aloud with the class. Explain that

the caption gives information about radio telescopes. Then have

children select the correct answer (B).

Context Clues

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

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

words and sentences in the paragraph, can help them figure out

the meanings of unfamiliar words.


Think Aloud To answer this question, I have to find clues in

the story and connect them to the answer choices. I can start

by finding the sentence with the word detect in it. I will see

if anything in the text or pictures can help me figure out the

meaning of detect to help me choose the best answer.

Point to the second paragraph on page 31 and the sentence, “We

may detect a signal at any moment and answer one of humankind’s

oldest questions,” says Tarter. Underline the word detect and

ask children to explain what they think the word means in the

sentence. Go through each choice with them and have the class

decide which answer (B) makes the most sense in the context.


detect means to —

A send

B find or discover

C make

D help or guide


3 Look at the photo at the

bottom of the article.

What do radio telescopes

do?

A They send signals to cell phones.

B They collect information from radio sources.

C They make sounds to send into space.

D They use tall wires to gather signals.



Short Answer





5 What is Jill Tarter’s job? Explain your answer and support it with


Think Aloud The question asks me to describe Jill Tarter’s job.

I will go back to the article to look for details that tell about the

work Jill does. Then I can combine the details in my description of

Jill Tarter’s job.





Possible response: Jill Tarter is a scientist. She listens to sounds

from outer space. She and her group have not found signs of life

yet, but they are still listening.



TFK Pages 30–31


Student Name


about?

A Scientists like Jill Tarter listen for life in outer space.

B Radios, TVs, and cell phones make signals every day.

C Radio telescopes have picked up sounds from stars.

D There are 100 billion stars in the universe.

2 Jill Tarter hopes that

someday she will hear a

signal from a —

A cell phone

B tall wire

C computer

D space being

3 Look at the photo at the

bottom of the article. What

do radio telescopes do?

A They send signals to cell phones.

B They collect information from radio sources.

C They make sounds to send into space.

D They use tall wires to gather signals.

DIRECTIONSAnswer these questions about “Is Anyone Out There?”

4 On page 31, the word detect

means to —

A send

B find or discover

C make

D help or guide

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44 Time For Kids Is Anyone Out There?

Student Name

5 What is Jill Tarter’s job? Explain your answer and support it with


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Is Anyone Out There? Time For Kids 45

Blackline Master 13

Show What You Know


will focus on main idea and details, context clues, and photos

and captions. Introduce “Finding the Way” by having children

open to page 32 of Time for Kids. Point out that some important

ideas of an article can be found in the title and pictures. Have

children look at the photos, captions, and headings, and then

ask, What do you think this article is mainly about?


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


Remind children to use what they know about context clues as

they read to determine the meaning of some unfamiliar words.

Then have children read the article independently.

Distribute Blackline Master 14 on pages 47-48 of the Teacher’s






TFK Pages 32–33






3. Make sure your answers are based on the article. You may go back to the

article at any time to find the answers you need.






Student NameStudent Name

DIRECTIONSAnswer these questions about “Finding the Way.”

3 Look at the photograph on

page 32. In what year did

the first guide dog training

school start?

A 1911

B 1924

C 1929

D 1992


There are special ways to help

blind people get around.

Guide dogs can lead

blind people.

Blind people can use GPS.

Which idea belongs in the empty oval?

A A guide dog is trained to follow orders.

B GPS stands for Global Positioning System.

C Blind people can use walking sticks.

D GPS is like a talking map.

2 This article is mainly about —

A how technology helps blind people

B a blind person who uses GPS

C how satellites move around our planet

D telling a blind person about a park©

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Finding the Way Time For Kids 47

Blackline Master 14

Student Name

4 What does the word orbits mean on page 33?

A Takes pictures of

B Sends signals to

C Helps people on

D Travels around

5 How is GPS helpful to blind people when they are in a new place?


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48 Time For Kids Finding the Way

Blackline Master 14

Charts

APPLY THE SKILLSTell children that they will read a chart and answer questions

about it. Review with children that a chart presents information

in a way that is easy to read. Charts are organized in columns and

rows. Columns are read up and down. Rows are read across.

Introduce “Old Ways and New Ways” by having children open

to page 34 of Time for Kids. Read aloud the title and the

informational text at the top of the page. Then have children

share their ideas about what the chart’s purpose is. Write their

ideas on the board.

Point out the heading “Activity” and read the words listed in

that column. Point out the headings “Past” and “Present” and

show children that each of these columns has several pictures.

Ask children how the “Past” and “Present” columns relate to the

list of activities. Remind children that the chart can also be read

horizontally. Ask children to find “Cooking” on the chart. Then

have them look across the row at the pictures in each column.

Ask children how cooking has changed from the past to the

present.



children to look at the chart to find the answer.

Think Aloud The question asks what the picture shows. I can find

this picture on the chart. Then I can use my finger to track across

the chart to find the type of activity the picture shows. I can

combine these details to find the correct answer.



TFK Page 34

1 Look at the chart on

page 34. What activity

does the picture in the

third row of the “Past”

column show?

A Listening to music

B Communicating

C Cooking

D Traveling



Student Name

DIRECTIONSAnswer these questions about “Old Ways and New Ways.”

1 Look at the chart on page 34.

What activity does the

picture in the third row of the

“Past” column show?

A Listening to music

B Communicating

C Cooking

D Traveling


The picture in the first row of

the “Present” column shows

a way of —

A cooking

B listening to music

C traveling

D communicating

3 Long ago, people traveled

from place to place in —

A trains that go under the ground

B cars

C wagons pulled by horses

D jet planes

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50 Time For Kids Old Ways and New Ways

Blackline Master 15

Author’s Purpose




We will learn how to identify the author’s purpose in writing a text.

Display Transparency pp. 36–37 of the article “A New Deal on

School Meals” and distribute Blackline Master 16. Have children

open to page 36 of Time for Kids. Explain that they will read

about new rules for school meals. Have children look at the title,

pictures, and chart before reading. Then have children read the

article 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 The author most likely wrote this article to —

A teach kids how to cook better foods at school

B tell parents how to buy healthful food

C explain how schools are helping kids eat better

D tell a funny story about what kids eat

Think Aloud This question asks why the author wrote the

article. To answer the question, I need to think about all of the

information in the article and how the author presents it. I can

analyze the information in the article to decide if the author is

trying to persuade, entertain, inform, or teach. Then I can figure

out the author’s purpose.

Tell children that they should review the article to look for

information that will help them determine the author’s purpose.

Explain that while several answers might mention things from

the article, only one answer correctly describes the author’s

purpose. After children review the article, ask volunteers to share

their answers and explain how they got the right answer (C).




Materials

Transparency

pp. 36–37

Blackline Masters

16, 17, 18

TFK Pages 36–37


TFK Pages 36–37

Charts

MODEL THE SKILLTell children that some texts are accompanied by charts that can

help to organize the information in the article. Sometimes charts

provide additional information about the text.

Display Transparency pp. 36–37 and read the title aloud. Tell

children that the chart shows how much sugar is in some food

and drinks, such as bread and fruit drinks.


Think Aloud The text does not tell how much sugar is in different

foods. So, I have to read the information and headings on the

chart. First, I need to look at each row of the chart to find out

how much sugar each food or drink contains. Then I can combine

these details to determine the correct answer.

Show children that foods and drinks are listed on the left side of

the chart. Point out that the spoon symbols on the right show

how many teaspoons of sugar each food or drink contains. Then

have children determine which answer choice is correct (B).

Context Clues


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

other words and sentences in the paragraph, can help them

figure out the meanings of unfamiliar words.


Think Aloud To answer the question, I have to find clues in the

article and connect them. I can start by finding the sentence with

the word vending in it. Then I will see if anything in the text or

pictures can help me figure out the meaning.

Point to the first paragraph on page 37 and the sentence, The

new rules change vending machines in schools, too. Ask children

to explain what they think the word vending means in the

sentence. Tell them to look for clues in the sentences that follow

the word. Review all answer choices with children and have

them decide which answer (D) makes the most sense in context.


page 37. Which food or

drink has the most sugar

added to it?

A One slice of bread

B One fruit drink

C One bar of chocolate

D One cup of milk



vending means —

A eating

B enjoying

C cooking

D selling



Short Answer





5 Why did the author write about new rules in Texas schools? Support

your answer with details from the article.

Think Aloud The question asks why the author wrote about new

rules in Texas schools. I will go back to the article to find facts and

details about the new rules. Then I can analyze the information

to write the answer.

Work with children to find information from the article to answer

the question, and have a volunteer underline these details on

the transparency. Write a short response together. Remind

children to use complete sentences in their answers.

Possible response: The author wrote about new rules in Texas

schools to explain that kids should have balanced meals to eat in

school. They should have foods with less fat and sugar. The rules

in Texas are examples of how schools are helping kids eat more

healthful foods.



TFK Pages 36–37


Student Name

DIRECTIONSAnswer these questions about “A New Deal on School Meals.”

1 The author most likely wrote

this article to —

A teach kids how to cook better foods at school

B tell parents how to buy healthful food

C explain how schools are helping kids eat better

D tell a funny story about what kids eat

2 The author probably included

the photo on page 36 to —

A describe school meals

B show an example of a healthful meal

C give information about sandwiches

D teach about salads


Which food or drink has the

most sugar added to it?

A One slice of bread

B One fruit drink

C One bar of chocolate

D One cup of milk


vending means —

A eating

B enjoying

C cooking

D selling

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Blackline Master 16

Student Name

5 Why did the author write about new rules in Texas schools?


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Blackline Master 16

Show What You Know

APPLY THE SKILLSTell children that some of the questions they see on a test will

focus on author’s purpose, context clues, and reading charts.

Introduce “Bees, Bats, Bears, and Bison” by having children open

to page 38 of Time for Kids. Point out that some important ideas

of an article can be found in the title and photos. Have children

look at the photos and headings, and then ask, What is the article mainly about?

Encourage children to share what they think is the author’s

purpose for the article. Have them point to the text and text

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

answers.

Remind children to use context clues to determine the meaning


independently.







TFK Pages 38–39

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






you need.







DIRECTIONSAnswer these questions about “Bees, Bats, Bears, and Bison.”


Which animal uses sticks to

gather honey?

A Giraffe

B Squirrel

C Monkey

D Sparrow

1 Look at the following diagram.

Bees and bats carry pollen. Bats, bears, and bison help seeds get to the soil.

Author’s Purpose

Which idea belongs in the empty author’s purpose box?

A Explain how animals help plants grow

B Convince kids to grow flowers and other plants

C Tell a silly story about animals that live together

D Teach kids how to find food when they are outdoors

2 The author includes the two

photos on page 38 to —

A explain how bats fly at night

B tell a funny story about bees and bats

C give information about bees’ homes

D show bees and bats helping plants

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Blackline Master 17

Student Name

4 What does the word process mean on page 38?

A The way an animal moves

B A path that goes through a forest

C The place where an animal sleeps

D A set of steps that make something happen

5 Why did the author include the information in the last paragraph on

page 39? Support your answer with details from the article.

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Blackline Master 17

Written Directions

APPLY THE SKILLSTell children that they are going to read a recipe and answer

questions about it. Point out that a recipe provides written

directions that show how to prepare a particular food or drink.

A recipe includes a list of ingredients and tells how much of each

ingredient is needed. It also includes step-by-step directions

for combining the ingredients. Introduce “Fresh and Fruity” by

having children open to page 40 in Time for Kids.

Ask children to read the title of the recipe and predict what food

or drink can be made from the recipe. Write their ideas on the

board. Invite children to look at the picture of the smoothie. Ask

children to think about what ingredients they might use to make

the smoothie, and write their responses on the board. Read the

recipe aloud with the children. Have children identify words that

they do not know. Underline these words on the transparency

and review them with the class.

After you have read the recipe, call children’s attention to the

list of ingredients they made prior to reading. Ask children to

confirm whether the ingredients were mentioned in the text.



children to look back at the recipe to determine the answer.

Think Aloud I can answer this question by going back to the

recipe and looking for a number near the word banana. I can

locate the answer because it is stated in the list of ingredients.



TFK Page 40

1 How many bananas are

needed for this recipe?

A 1

B 3

C 4

D 6



Student Name

DIRECTIONSAnswer these questions about “Fresh and Fruity.”

1 How many bananas are

needed for this recipe?

A 1

B 3

C 4

D 6

2 Which of the following goes

into the smoothie?

A Ice cream

B Fruit juice

C Apples

D Low-fat milk

3 Just after putting all the

ingredients in the blender,

you should —

A add more ice cubes

B pour the smoothie into two glasses

C place the cap on the blender

D drink the smoothie

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Blackline Master 18

Sequence of Events




We will learn how to tell the order of events or ideas in a reading selection.

Display Transparency pp. 42–43 of the article “From Seed to

Fruit” and distribute Blackline Master 19. Have children open

to page 42 of Time for Kids. Explain that they will read about

how pumpkins grow. Have children look at the title, pictures,

and diagram before reading. Then have children read the article

carefully and identify any words they do not know. Underline




1 What happens next after seeds go into the soil?

A Leaves grow on the pumpkin vines.

B Sprouts come up from the soil.

C Flowers grow on the vine.

D Fruits take in water and sunlight.

Think Aloud This question asks what happens next after seeds

go into the soil. I can find the answer to this question by looking

at the article again. I will look for details that tell about what

happens right after the seeds go into the soil and combine those

details to determine the answer.

Tell children that they do not have to read the whole article

again. Explain that they will most likely find the answer right

after the section in the article that tells about the seeds going

into the soil. After children have had a chance to review the


they got the right answer (B).




Materials

Transparency

pp. 42–43

Blackline Masters

19, 20, 21

TFK Pages 42–43


TFK Pages 42–43

Diagrams

MODEL THE SKILLTell children that a diagram is a feature that can provide

additional information to go along with the material in the text.

Diagrams are visual representations of information.


children that the diagram on page 43 shows parts of a pumpkin

plant and how they work together to grow more plants.


Think Aloud This question asks what the leaves of a pumpkin

plant do. First I need to look at all the parts of the diagram and

their labels to find information about the leaves of a pumpkin

plant. I can look at the label showing information about the leaf,

and combine these details to figure out the answer.

Point to the label on the transparency. Explain to children that

the label gives information about the leaves. Then have children

determine which answer choice is correct (D).

Context Clues


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

other words and sentences in the paragraph, can help them



Think Aloud I see the word sprouts in the article, but the article

does not tell me what it means. I will have to find clues in the

story and connect them to find the meaning. I will look at the text

and the pictures to help me figure out the meaning.

Point to the second paragraph on page 42 and the sentence,

Small sprouts come up from the soil. Underline the word sprouts

and ask children to explain what they think the word means in

the sentence. Go through each choice and have the class decide

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

3 Look at the diagram on

page 43. What do the

leaves of the pumpkin

plant do?

A Make seeds and fruits

B Grow into new plants

C Keep the seeds safe

D Turn light into food



sprouts means —

A pretty flowers

B little insects

C young plants

D sunny spots



Short Answer





5 Tell, in order, the changes that happen to a pumpkin plant after leaves

grow on the vines. Support your answer with details from the article.

Think Aloud The question asks me to tell the changes that

happen to a pumpkin plant after leaves grow on it. I will go back

to the article and find the part where leaves grow on the plant.

Then I can combine the details about the changes that happen

after the leaves grow. I will make sure to write about the changes

in the correct order.



transparency. Write a short response together. Remind children


Possible response: The flowers appear next after leaves grow

on the pumpkin. One flower opens at a time. Then small, green

fruits grow on the vines. As weeks pass, the fruits grow bigger

and turn orange.



TFK Pages 42–43


Student Name

1 What happens next after

seeds go into the soil?

A Leaves grow on the pumpkin vines.

B Sprouts come up from the soil.

C Flowers grow on the vine.

D Fruits take in water and sunlight.

2 At first, the pumpkins are

tiny and —

A green

B brown

C orange

D yellow


page 43. What do the leaves

of the pumpkin plant do?

A Make seeds and fruits

B Grow into new plants

C Keep the seeds safe

D Turn light into food

DIRECTIONSAnswer these questions about “From Seed to Fruit.”

4 On page 42, the word sprouts

means —

A pretty flowers

B little insects

C young plants

D sunny spots©

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64 Time For Kids From Seed to Fruit

Student Name

5 Tell, in order, the changes that happen to a pumpkin plant after

leaves grow on the vines. Support your answer with details from

the article.

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Blackline Master 19

Show What You Know


will focus on sequence of events, context clues, and diagrams.

Introduce “A Martian Garden” by having children open to page

44 of Time for Kids. Point out that some important ideas of an

article can be found in the title and illustrations. Have children

look at the photos, captions, and headings, and then ask, What do you think the article is mainly about?

Encourage children to share what kinds of events might be told

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

the article to show how they can determine the sequence of

these events.







children to help them answer test questions.



TFK Pages 44–45







you need.






Student Name

DIRECTIONSAnswer these questions about “A Martian Garden.”


page 45. Which planet is

closest to the sun?

A Mercury

B Mars

C Saturn

D Neptune


Mautner ground up slices of Martian rock to make soil and mixed it with water.

The plants grew a couple of inches in a few weeks.

Which idea belongs in the empty box?

A Mautner wondered how food from Mars would taste.

B Mautner found some vegetable seeds.

C Mautner traveled to Antarctica and the Sahara Desert.

D Mautner put asparagus and potato pieces in the mixture.

2 What happened before

Michael Mautner proved his

rocks came from Mars?

A Mautner traveled to Mars.

B Some rocks from Mars fell to Earth.

C Mautner ground up slices of rock.

D Plants grew in the Martian soil.©

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A Martian Garden Time For Kids 67

Blackline Master 20

Student Name

4 In the last sentence on page 45, the word colony means —

A a school where students learn about plants

B a market that sells vegetables and fruits

C a group of people who settle in a faraway place

D a machine used to find rocks from space

5 The photograph on page 45 shows an asparagus plant that Mautner

grew. Tell, in order, the steps Mautner followed to grow this plant.


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Blackline Master 20

Diagrams

APPLY THE SKILLTell children they will read a diagram and answer some questions

about it. Point out to children that a diagram can help a reader

visualize information. Diagrams have labels that identify each

part and captions that explain or describe what is shown. There

may also be a short introductory text that gives information

about the whole diagram. Introduce “From Seed to Beans” by

having children open to page 46 in Time for Kids.

Ask children to read the title of the diagram and share their

predictions about what the diagram shows. Write their ideas

on the board. Read the text and the photo captions aloud with

the children and discuss what they see in each photo. Point out

that the diagram shows only a few days in the process of a seed

becoming a plant, including the beginning, Day 1, and the end,

Day 60. Guide children to understand that the arrows that point

to the labels show the order in which they should read the labels

and captions.



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

Think Aloud This question asks when the plant’s roots appear.

I will look at the photos, read the captions, and follow the arrows

on the diagram to find information about the plant’s roots. Then

I can combine these details to figure out on which day the plant’s

roots appear.



TFK Page 46


page 46. On what day do

the plant’s roots appear?

A Day 1

B Day 3

C Day 8

D Day 14



Student Name

DIRECTIONSAnswer these questions about “From Seed to Beans.”


page 46. On what day do the

plant’s roots appear?

A Day 1

B Day 3

C Day 8

D Day 14

2 What happens on Day 8?

A A seed is planted.

B The seed grows roots.

C The seed sprouts.

D A seedling grows.

3 The beans are ready to pick

on —

A Day 6

B Day 8

C Day 14

D Day 60

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Blackline Master 21





We will learn how to identify the main idea of a reading selection.

Display Transparency pp. 48–49 of the article “Dinosaur

Hunters” and distribute Blackline Master 22. Have children open

to page 48 of Time for Kids. Explain that they will read about

some fossils discovered in China. Have children look at the title,

pictures, and bar graph before reading. Then have them read the

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

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

read the following questions and answer choices aloud:


1 What is the main idea of this article?

A Meng Jin made an important fossil discovery.

B The Gobi Desert is in China.

C Some mammals lived 130 million years ago.

D An adult dinosaur could grow to be very big.

Think Aloud The question asks about the main idea of this article.

I will find important clues and text evidence from different parts

of the article and connect this information to find the answer.

Tell children that they do not need to read the entire article


answer the question. Remind children that although several

answer choices may include information from the article, they

must decide which answer best expresses the most important

overall idea. After children have had a chance to review the


they figured out the right answer (A).




Materials

Transparency

pp. 48–49

Blackline Masters

22, 23, 24

TFK Pages 48–49


TFK Pages 48–49

Bar Graphs

MODEL THE SKILLTell children that a bar graph is a feature that can provide

additional information to go along with the material presented

in the text. Bar graphs are visual representations of information.


children that this graph shows the size of the mammal and the

dinosaur described in the article. The chart shows the size of the

dinosaur when it was young and when it was an adult.


Think Aloud I need to use the bar graph to find out how tall

the adult dinosaur was. I will look at the sizes of the bars, the

numbers, and the words on the graph. Then I can combine the

information to figure out the answer.

Show children that they can use the numbers on the left side of

the bar graph to measure the height of the adult dinosaur. Then

have children determine which answer choice is correct (D).

Context Clues


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

words and sentences in the paragraph, can help them figure out

the meanings of words that have multiple meanings.


Think Aloud I see the word team in the article, but I’m not sure

what it means in this sentence. I will have to find context clues

in the article and connect them to find the meaning. I will see

if anything in the text or pictures can help me figure out the

meaning of team as it is used in this sentence.

Point to the second paragraph on page 48 and the sentence,

The big surprise was what else Meng and his team found. Underline

the word team and ask children to explain what they think the

word means in the sentence. Point out that while team has

multiple meanings, only one meaning fits how it is used in this

sentence. Have the class decide which answer (C) makes the

most sense in the context.


team means —

A two animals hitched to a plow or cart

B players on the same side in a game

C two or more people who work together

D to join together to play a sport



page 49. How tall was the

adult dinosaur?

A 3 inches

B 8 inches

C 18 inches

D 48 inches



Short Answer





5 How did Meng Jin’s discovery change how scientists think about

dinosaurs and mammals? Support your answer with details from the

article.

Think Aloud The question asks how Meng Jin’s discovery changed

how scientists think about dinosaurs and mammals. I will go

back to the article to find details about what scientists used to

think and what they think now. Then I can combine the details to

write the answer.





Possible response: Scientists used to think ancient mammals

ate insects and seeds. They believed ancient dinosaurs hunted

these mammals. Now scientists think that mammals hunted and

ate small dinosaurs.



TFK Pages 48–49


Student Name

1 What is the main idea of

this article?

A Meng Jin made an important fossil discovery.

B The Gobi Desert is in China.

C Some mammals lived 130 million years ago.

D An adult dinosaur could grow to be very big.

2 What was inside the cat-sized

mammal?

A Insects and seeds

B The bones of a young dinosaur

C A baby cat

D A full-grown dinosaur

3 Look at the graph on

page 49. How tall was the

adult dinosaur?

A 3 inches

B 8 inches

C 18 inches

D 48 inches

DIRECTIONSAnswer these questions about “Dinosaur Hunters.”

4 On page 48, the word team

means —

A two animals hitched to a plow or cart

B players on the same side in a game

C two or more people who work together

D to join together to play a sport

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74 Time For Kids Dinosaur Hunters

Student Name

5 How did Meng Jin’s discovery change how scientists think about

dinosaurs and mammals? Support your answer with details from

the article.

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Blackline Master 22

Show What You Know


will focus on main idea and details, context clues, and bar

graphs. Introduce “A Language Art” by having children open to

page 50 of Time for Kids. Point out that some important ideas

of an article can be found in the title and pictures. Have children














TFK Pages 50–51








you need.

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





Student Name

DIRECTIONSAnswer these questions about “A Language Art.”


China has more than one billion

people.

More people live in China than in

any other country.

Millions of people in China speak

Mandarin.

Which main idea belongs in the empty box?

A More people speak Chinese than any other language.

B Everyone should learn 100 Chinese words a year.

C Some Chinese teachers in the U.S. are from China.

D Chinese kids study math just like American kids.

2 What is the main idea of

this article?

A Jennifer Bucknam is a great teacher.

B Some kids in the U.S. learn Chinese.

C Chinese is the best language to learn.

D Dun means “move down.”


page 51. Which country has

fewer people than Indonesia?

A China

B India

C United States

D Brazil

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A Language Art Time For Kids 77

Blackline Master 23

Student Name

4 What does the word down mean in the first paragraph on page 50?

A A grassy area

B Soft, fluffy feathers

C A lower place

D Sad or gloomy

5 How are the kids at Woodstock Elementary learning Chinese?


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Blackline Master 23

Charts


about it. Review with children that a chart presents information

in a way that is easy to read. The information usually is organized

by categories. Charts have columns that are read up and down

and rows that are read across. Introduce “Say It in Chinese” by

having children open to page 52 of Time for Kids.

Read aloud the title and the informational text at the top of

the page. Then have children share their ideas about what the

chart’s purpose is, and write their ideas on the board.

Point out the heading “English” and read the words listed below.

Explain that by reading down the column, the reader gets a

list of words in English. Point out the heading “Chinese” and

ask children how the first two columns relate. Explain that the

second column does not show Chinese characters, but rather a

way of writing Chinese words with the English alphabet. Then

have children look at the third column and ask volunteers to say

what information that column provides.

Remind children that the chart also can be read horizontally. Ask

children to find Hello on the chart. Then have them read across

the row while tracking with their fingers. Ask children to say Hello

aloud in Chinese.




Think Aloud I know that the first column of the chart has English

words. I can find Thank you in that column. Then I use my finger

to track across the chart to find how to say Thank you in Chinese.

I can combine these details to find the correct answer.

Ask children to share how they arrived at the correct answer (B).



TFK Page 52

1 How do you say the

Chinese words for Thank you?

A nee how

B sye sye

C neen gway sing

D dzay jee-an



Student Name

DIRECTIONSAnswer these questions about “Say It in Chinese.”

1 How do you say the Chinese

words for Thank you?

A nee how

B sye sye

C neen gway sing

D dzay jee-an

2 What does Xue xiao hao wan

mean in English?

A What is your name?

B Good-bye!

C Hello.

D School is fun.

3 How can you write Wow! in

Chinese, using the English

alphabet?

A Ni hao.

B Nin gui xing?

C Hao bang!

D Zai jian!

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Blackline Master 24

Author’s Purpose




We will learn how to identify the author’s purpose for writing a text.

Display Transparency pp. 54–55 of the article “These Robots

Are Wild” and distribute Blackline Master 25. Have children

open to page 54 of Time for Kids. Explain that they are going

to read about some new kinds of robots. Have children look at

the title, pictures, and diagram before they read the article. Then

have children read the article 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 The author wrote “These Robots Are Wild” to —

A explain how insects are like lobsters

B get readers to build their own robots

C inform readers about animal-like robots

D tell a funny story about some robots


article. To answer this question, I need to think about all of the







Explain that while several answers might mention details from


purpose. After children have had a chance to review the article,

call on volunteers to share their answers and explain how they

came up with the correct answer (C).




Materials

Transparency

pp. 54–55

Blackline Masters

25, 26, 27

TFK Pages 54–55


Diagrams

MODEL THE SKILL Tell students that a diagram is a graphic feature that can provide

additional details to support the ideas presented in an article.

Diagrams are visual representations of factual information. They

usually include labels or captions to describe each part of the

diagram. Invite students to look at the diagram on page 55.


Think Aloud The text tells about robots with animal-like parts,

but it does not give details about the robot roach. I need to look

at the diagram of the robot roach and read the labels that go

with the picture. Then I can combine this information about how

the robot roach moves to figure out the answer.

Show children that the diagram includes a photo of the robot

roach and labels that tell more about its parts. Then have

children determine which answer choice is correct (A).

Context Clues


in an article that they read. Explain that often the context, or

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



Think Aloud I see the word scorpions in the article, but I’m

not sure what it means. I need to look for context clues in the

surrounding text. Then I can connect the clues to figure out the

correct meaning.

Point to the second paragraph on page 54 and the sentence

Scientists are looking closely at insects, lobsters, and scorpions.

Underline the word scorpions and ask children to explain what

they think the word means in the sentence. Go through each

choice with them and have the class decide which answer (D)

makes the most sense in the context.

3 Look at the diagram

on page 55. The Robot

Roach feels where it is

going by using —

A sensors

B its legs

C antennas

D its skin


TFK Pages 54–55

4 What does the word

scorpions mean on

page 54?

A machines that move

B dangerous places

C scientists who make robots

D small, crawling animals



Short Answer





5 What does the author of this article want you to know about robots

with animal-like parts? Explain your answer and support it with


Think Aloud The question asks what the author wants me to

know about robots with animal-like parts. I will go back to the

article to find information about these robots and analyze the

information to determine what the author wants me to know.





Possible response: Robots with animal-like parts could be very

useful. They could creep, crawl, or swim into dangerous places to

help people. These robots may also go underwater or into space

to explore.



TFK Pages 54–55


Student Name

DIRECTIONS Answer these questions about “These Robots Are Wild.”

1 The author wrote “These

Robots Are Wild” to —

A explain how insects are like lobsters

B get readers to build their own robots

C inform readers about animal-like robots

D tell a funny story about some robots

2 The author wrote about

cockroaches because robot

scientists are interested in —

A why people hate cockroaches

B how cockroaches move

C what cockroaches eat

D how big roaches grow

3 Look at the diagram on page 55.

The Robot Roach feels where it

is going by using —

A sensors

B its legs

C antennas

D its skin

4 What does the word

scorpions mean on page 54?

A machines that move

B dangerous places

C scientists who make robots

D small, crawling animals

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Blackline Master 25

Student Name

5 What does the author of this article want you to know about robots

with animal-like parts? Explain your answer and support it with


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Blackline Master 25

Show What You Know

APPLY THE SKILLSTell children that some of the questions they see on a test will

focus on author’s purpose, context clues, and reading diagrams.

Introduce “Monarchs on the Move” by having children open to



look at the article, the photos, and the diagram, and then ask,

Why do you think the author wrote this article?

Encourage children to share what they think is the author’s

purpose for the article. Have them point to the text and text

features to show how they came up with their answers.

Remind children to use context clues to determine the meaning


independently.






found on pages T18–T19 of this Teacher’s Manual.

TFK Pages 56–57







you need.






Student Name

3 Look at the chart on page

57. What comes out of a

butterfly’s egg?

A A caterpillar

B A butterfly

C A pupa

D A shell

DIRECTIONSAnswer these questions about “Monarchs on the Move.”


Every August, monarch butterflies fly south for

the winter.

In the spring, the monarchs fly north again.

Author’s Purpose

Which idea belongs in the Author’s Purpose box?

A Convince readers to watch for monarchs flying south

B Inform readers how monarchs travel for warm weather

C Tell readers a silly story about a monarch’s trip south

D Teach readers how they can help keep monarchs safe

2 The author wants readers to

know that —

A Mexico has too many Oyamel fir trees

B most people do not care much about monarchs

C monarchs need Oyamel fir trees to survive

D traveling south for the winter is easy for monarchs

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Blackline Master 26

Student Name

4 What does the word fluttering mean on page 56?

A Jumping up and down

B Coming to a sudden stop

C Falling straight down

D Flying by moving the wings

5 What does the author of this article want you to know about the

winter home of the monarch butterflies? Explain your answer and

support it with details from the article.

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88 Time For Kids Monarchs on the Move

Blackline Master 26

Charts


about it. Explain to children that a chart presents information in

a way that is easy to read. Charts have columns that can be read

up and down and rows that can be read across. Introduce “Who

Has a Backbone?” by having children open to page 58 of Time

for Kids.

Read aloud the title and the informational text at the top of the

page. Then have children share their predictions about what

the chart’s purpose is, and write their ideas on the board. Point

out the heading “Animal” and read the words listed below.

Explain that by reading down the column, the reader sees a

list of animals. Point out the headings “Yes” and “No” and show

children that each of these columns has several checkmarks.

Ask children how the “Yes” and “No” columns relate to the list of

animals. Remind children that the chart can also be read across.

Ask children to find “Bird” on the chart. Then have them read

across the row while tracking with their fingers. Ask children to

tell whether a bird has a backbone.




Think Aloud I know that the first column of the chart has the

names of different animals. I can use my finger to track across

the chart to find out which animal has a check mark in the “Yes”

column. Then I can combine this information to figure out the

correct answer.

Ask children to use the chart to determine which answer is

correct (A). Have a volunteer explain how he or she arrived at the

correct answer.



TFK Page 58

1 Which animal has a

backbone?

A Bird

B Butterfly

C Jellyfish

D Lobster



Student Name

DIRECTIONSAnswer these questions about “Who Has a Backbone?”

1 Which animal has a

backbone?

A Bird

B Butterfly

C Jellyfish

D Lobster

2 Which of these does not have

a backbone?

A Fish

B Rabbit

C Snake

D Worm

3 Which animal is a vertebrate?

A Butterfly

B Jellyfish

C Rabbit

D Worm

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90 Time For Kids Who Has a Backbone?

Blackline Master 27




the class. Have children preview the photographs. Explain to

children that when you compare things, you tell how they are

alike. When you contrast things, you tell how they are different.

Tell children, We will use these articles to learn how to compare and contrast in a reading selection.

Display Transparency pp. 60–61 of the article “On the Beach”

and distribute Blackline Master 28. Ask children to open to

page 60 of Time for Kids. Have children look at the title, pictures,

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

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




1 How are the mother turtle and the little turtles alike?

A They are very small.

B They crawl to the sea.

C They play in the sand.

D They were born a few hours ago.

Think Aloud This question asks me to compare the mother turtles

and the little turtles. I need to find the information in the article

that tells about the mother and information about the little

turtles. Then I can combine these details to find the answer.

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

but that they can look back at the article to find the answer. Tell

children to think about what the article says about the mother

turtle and the little turtles. Explain that they should look at the

answer choices and find the one that tells a way the mother is

like the little turtles. After children have had a chance to review

the article, call on volunteers to share their answers and explain

how they arrived at the correct answer (B).




Materials

Transparency

pp. 60–61

Blackline Masters

28, 29, 30

TFK Pages 60–61


TFK Pages 60–61

Charts

MODEL THE SKILLTell children that texts often are accompanied by charts that can

help them understand information in a reading. Charts provide

information in a visual way. Sometimes charts add information

that is not discussed in the text.


children that the chart shows different kinds of eggs and the

animals that laid them.


Think Aloud The question asks which animal’s eggs are black.

I can look at the color of the eggs in the pictures and compare

them to see which are darkest. Then I can combine this

information with the name of the animal to get the answer.

Show children that photos of different animals’ eggs are on the

left side of the chart. Point out that an animal name is listed

beside each photo. Then have children determine which answer

choice is correct (D).

Antonyms

MODEL THE SKILLTell children that antonyms are words that have opposite

meanings. For example, the antonym of tall is short. Discuss

how replacing a word with its antonym affects the meaning of a

sentence.


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

article. To answer it, I have to think about the meaning of the

word show. Then I need to connect show to a word that has the

opposite meaning.

Guide children to see that when you show something, you let

it be seen or you point it out. Have them decide which answer

means the opposite of show (D).

4 Which word on page 60

means the opposite of

show?

A Swim

B Crawl

C Lay

D Hide


3 Look at the chart on page

61. Which animal’s eggs

are black?

A Robin

B Butterfly

C Turtle

D Frog



Short Answer





5 How are baby turtles and baby birds alike, and how are they

different? Explain your answer and support it with details from the

article.

Think Aloud The question asks how baby turtles and baby birds

are alike and different. I will go back to the article to find details

about baby turtles and baby birds. Then I can combine the details

to write the answer.





Possible response: Baby turtles and baby birds hatch from eggs.

Bird parents take care of their babies, but baby turtles must care

for themselves. Baby turtles hatch in the sand. Baby birds hatch

in nests.



TFK Pages 60–61


Student Name

1 How are the mother turtle

and the little turtles alike?

A They are very small.

B They crawl to the sea.

C They play in the sand.

D They were born a few hours ago.

2 How are turtles different

from birds?

A Birds do not lay eggs, but turtles do.

B Baby turtles eat a lot, but baby birds do not.

C Birds watch over their young, but turtles do not.

D Turtles have one baby at a time, but birds have many.


page 61. Which animal’s

eggs are black?

A Robin

B Butterfly

C Turtle

D Frog

DIRECTIONSAnswer these questions about “On the Beach.”

4 Which word on page 60

means the opposite of show?

A Swim

B Crawl

C Lay

D Hide©

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94 Time For Kids On the Beach

Student Name

5 How are baby turtles and baby birds alike, and how are they

different? Explain your answer and support it with details from

the article.

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On the Beach Time For Kids 95

Blackline Master 28

Show What You Know


will focus on comparing and contrasting, antonyms, and reading

a chart. Introduce “Thank You, Flipper” by having children open

to page 62 of Time for Kids. Point out to children that some

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

illustrations. Have children look at the photos, captions, and

headings, and then ask, What do you think the article is mainly 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.

Remind children to use what they know about context clues and

antonyms as they read to determine the meanings of words.

Then have children read the article independently.







TFK Pages 62–63

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



2. Then read “Thank You, Flipper” and the questions on the worksheet

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



you need.







DIRECTIONSAnswer these questions about “Thank You, Flipper.”


How long is the whale shark?

A 10 feet

B 20 feet

C 32 feet

D 46 feet


DOLPHINS SHARKS

Can change direction quickly

Cannot change direction quickly


A Are heroes

B May harm people

C Can swim fast

D Have white bodies

2 How are dolphins different

from sharks?

A Dolphins help people.

B Dolphins can swim fast.

C Dolphins have tails.

D Dolphins live in the sea.

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Blackline Master 29

Student Name

4 Which word on page 62 means the opposite of happy?

A strange

B upset

C gray

D large

5 How were the dolphins in the article like heroes? Support your


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98 Time For Kids Thank You, Flipper

Blackline Master 29

Poetry

APPLY THE SKILLSTell children they will read a poem and answer questions about

it. Point out some of the differences between poetry and prose.

For example, poems may not have complete sentences. They

are arranged in lines and stanzas instead of paragraphs. Some

poems use rhyme, but some do not. Poems often use vivid

words that appeal to the reader’s senses and feelings. Sometimes

poems repeat a word or a line several times to help express

an important idea. Introduce “When Whales Exhale (Whale

Watching)” by having children open to page 64 in Time for Kids.

Ask children to read the title of the poem and share their ideas

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

read the poem aloud with children. If necessary, explain what the

words exhale, blowhole, spout, geyser, and flare mean. Discuss the

different images in the poem and what they could mean.



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

Think Aloud The question asks which word from the poem

describes a sound. I need to look back at the poem to see how the

different words are used. I can locate the answer in the first line of

the poem.

After children have had time to answer the question, ask

volunteers to explain how they identified the correct answer (C).



TFK Page 64

1 Which word from the

poem describes a sound?

A whale

B white

C horn

D sea



Student Name

DIRECTIONSAnswer these questions about “When Whales Exhale (Whale Watching).”

1 Which word from the poem

describes a sound?

A whale

B white

C horn

D sea

2 How does the reader know

that “When Whales Exhale

(Whale Watching)” is a

poem?

A It uses rhymes and sense words.

B It has sentences.

C It has a title.

D It tells about something real.

3 The images in the poem

make the whale seem —

A angry

B silly

C tiny

D powerful

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100 Time For Kids When Whales Exhale (Whale Watching)

Blackline Master 30






Display Transparency pp. 66–67 of the article “Losing the Lynx”

and distribute Blackline Master 31. Have children open to

page 66 of Time for Kids. Explain that they are going to read

about the lynx, a type of wild cat. Have children look at the

title, pictures, and map before they read the article. Then have

children read the article and identify any words they do not






A The Iberian lynx is a wild cat.

B Doñana National Park has a program to help save the lynx.

C Iberian lynx live in Spain and Portugal.

D About 24 lynx live at Doñana National Park in Spain.

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

I can find clues and text evidence in different parts of the article

and connect them to find the answer.


again. They can scan the article and review the photographs

for details that will help them answer the question. After children

have had a chance to review the article, call on volunteers to

share their answers and explain how they reached the right

answer (B).




Materials

Transparency

Blackline Masters

31, 32, 33

TFK Pages 66–67


4 Which word from page

67 means the same as “go

hungry”?

A save

B find

C eat

D starve


3 Look at the small map on

page 66. The red part of

the map shows —

A Spain

B a park

C an ocean

D Europe


TFK Pages 66–67

Map

MODEL THE SKILLTell children that a map is a feature that gives visual information

about where places or things are located. This information can

add to or help to explain the information presented in the text.


children that the larger map shows the location of Doñana

National Park in Spain. The smaller map shows the location of

Spain in Europe.


Think Aloud This question asks what the red part of the map

shows. First I need to look at the map and find the part that is

colored red. Then I will read the words on the map and combine

these details to figure out the answer.

Have children look at the map and read the labels. Then have

children determine which answer choice is correct (A).

Synonyms

MODEL THE SKILLTell children that words that have the same or nearly the same

meaning are synonyms. Synonyms can replace a word in a

sentence without changing the meaning of the sentence.


Think Aloud I need to think about the meaning of the phrase

“go hungry.” I will look in the text to help me figure out how “go

hungry” is used. Then I will look for context clues that will help

me figure out what it means. I will connect these clues to find the

correct answer.

Give children a moment to select an answer. Point out where the

phrase is used in the article and suggest some context clues that

may help them figure out the meaning of “go hungry.” Then have


the correct answer (D).


Short Answer





5 Why are the Iberian lynx in danger of disappearing? Explain your

answer and support it with details from the article.

Think Aloud The question asks why the Iberian lynx are in danger

of disappearing. I will go back to the article and look for details

that explain why the lynx are in danger. Then I can combine these

details to write my answer.





Possible response: The Iberian lynx are disappearing because

they are losing their homes. People have taken over the places

where the lynx used to live. The lynx also are starving. They

cannot find enough food because the rabbits they used to eat

are gone.



TFK Pages 66–67


Student Name

DIRECTIONSAnswer these questions about “Losing the Lynx.”


about?

A The Iberian lynx is awild cat.

B Doñana NationalPark has a programto help save thelynx.

C Iberian lynx live inSpain and Portugal.

D About 24 lynx liveat Doñana NationalPark in Spain.

2 How many lynx live in Spain

and Portugal today?

A About 100,000

B More than 1,900

C Fewer than 200

D None

3 Look at the small map on

page 66. The red part of the

map shows —

A Spain

B a park

C an ocean

D Europe

4 Which word from page

67 means the same as “go

hungry”?

A save

B find

C eat

D starve©

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Blackline Master 31

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104 Time For Kids Losing the Lynx

Student Name

5 Why are the Iberian lynx in danger of disappearing? Explain your

answer and support it with details from the article.

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Losing the Lynx Time For Kids 105

Show What You Know


will focus on main idea and details, synonyms, and reading a

map. Introduce “Surfing the Sands” by having children open to



look at the photos, captions, and headings, and then ask, What do you think this article is mainly about?




Remind children to use what they know about context clues

and their knowledge of synonyms as they read to determine the

meaning of some unfamiliar words. Then have children read the

article independently.

Distribute Blackline Master 32 on pages 107–108 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:



TFK Pages 68–69







you need.






Student Name

DIRECTIONS Answer these questions about “Surfing the Sands.”


What does the red part of the

map show?

A Oregon

B A sandboarding park

C The United States

D An ocean


Boarders practice flips and turns.

The park has ramps on the sand.

Sand Master Park is a great place for sandboarding.

Which detail belongs in the empty oval?

A Dunes change shape when the wind blows.

B Josh Tenge has won four world championships.

C Snowboarding is like sandboarding.

D Riders use the ramps to lift into the air.


A Sandboarders enjoy a new sport that is like snowboarding on sand.

B There are many dunes in the United States for sandboarding.

C Josh Tenge is a sand-boarder, not an ostrich.

D Sand dunes, hills, and cliffs are landforms.©

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Blackline Master 32

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Surfing the Sands Time For Kids 107

Student Name

4 Which word on page 69 means about the same as the word contests?

A states

B times

C competitions

D beaches

5 Why do sandboarders stay away from the sand dunes on beaches?


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108 Time For Kids Surfing the Sands

Blackline Master 32

Poetry

APPLY THE SKILLSTell children that they will read a poem and answer questions




Some poems use rhyme, but some do not. Poems often use vivid



important idea. Introduce “The Sun” by having children open to

page 70 in Time for Kids.

Ask children to read the title of the poem and have them predict

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

poem aloud with children and discuss the different images in it

and what they could mean.



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

Think Aloud The question asks how the reader knows that “The

Sun” is a poem. I need to look back at “The Sun” and connect

what I see with what I know about what makes a piece of writing

a poem.

Have children reread the poem silently. After they have identified

the correct answer (C), ask a volunteer to explain how he or she

determined which answer is correct.



TFK Page 70

1 The reader knows that

“The Sun” is a poem

because it —

A uses capital letters

B has a title

C has lines and stanzas

D describes shape and color



Student Name

DIRECTIONSAnswer these questions about “The Sun.”

1 The reader knows that “The

Sun” is a poem because it —

A uses capital letters

B has a title

C has lines and stanzas

D describes shape and color

2 Which words in the poem

rhyme?

A gold, coin

B climb, time

C ladder, locket

D child, man

3 Which word is repeated in

the poem?

A It

B Gold

C For

D Child

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Grade 2

110 Time For Kids The Sun






Display Transparency pp. 72–73 of the article “A Big Turtle

Comeback” and distribute Blackline Master 34. Have children

open to page 72 of Time for Kids. Explain that they are going

to read about sea turtles in Mexico. Have children look at the

title, pictures, and captions before they read the article. Then






1 Female sea turtles crawl out of the water to —

A look for food

B lay eggs in the sand

C sleep for a while

D play with other turtles

Think Aloud This question asks why female sea turtles crawl

out of the water. I can find details and text evidence in the first

paragraph of the article and in the photo and caption. I will

combine this information to find the answer.



details that will help them answer the question. After children

have had a chance to review the article, call on volunteers

to share their answers and explain how they came up with the

right answer (B).




Materials

Transparency

pp. 72–73

Blackline Masters

34, 35, 36

TFK Pages 72–73


TFK Pages 72–73

Photos and Captions

MODEL THE SKILLTell children that photos with captions are a feature that can

provide additional information to go along with the information

presented in the text. A photograph is a visual representation of

information, and the caption tells what is happening or what is

important to understand about the photograph.

Display Transparency pp. 72–73 and read the title “Turtle

Trouble.” Tell children that these photographs and captions

give information about types of sea turtles that are in danger of

dying out.


Think Aloud This question asks which turtles are the largest. I

need to look at the photos and captions to find information to

answer this question. If I look at the photo of each turtle and read

the caption, I can combine these details to figure out the answer.

Show children that they can use the boldface type to locate the

information about each kind of turtle quickly. Then have children

determine which answer choice is correct (A).

Context Clues


single word in a text. Explain that other words and phrases in

the text can be used as context clues to help them figure out the

meanings of unfamiliar words.


Think Aloud I see the word hatch in the article, but the text does

not tell me exactly what it means. I’ll read the paragraph again to

see if there are any clues that I can connect to the word hatch to

help me figure out what it means.

Point children to the first paragraph on page 72. Ask children to

explain what they think the word hatch means in the sentence.

Then have them read the answer choices carefully to determine

which answer is correct (C).


page 72, the word hatch

means —

A make a secret plan

B an opening in a floor or roof

C come out of an egg

D a trapdoor over an opening


3 Look at the photos of

turtles on page 73. Which

are the largest sea turtles?

A Leatherbacks

B Hawksbill turtles

C Loggerheads

D Green turtles



Short Answer





5 What changes have helped make the number of olive ridleys on

La Escobilla Beach in Mexico go up since 1990? Support your


Think Aloud The question asks what changes have helped make

the number of olive ridley turtles go up since 1990. I will go back

to the article to find where the author discusses the changes that

have helped this sea turtle. Then I can combine these details to

write the answer.

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

the question, and have a volunteer underline these details on

the transparency. Write a short response together. Remind


Possible response: In 1990, Mexico passed a new law to stop

sea turtle hunting. Now soldiers watch the beaches to keep the

turtles safe. People are also taught how to save sea turtles.



TFK Pages 72–73


Student Name

DIRECTIONS Answer these questions about “A Big Turtle Comeback.”

1 Female sea turtles crawl out

of the water to —

A look for food

B lay eggs in the sand

C sleep for a while

D play with other turtles

2 What is this article mostly

about?

A Going to La Escobilla Beach

B Making jewelry from turtle shells

C How turtles are hurt by pollution

D Protecting sea turtles in Mexico

3 Look at the photos of turtles

on page 73. Which are the

largest sea turtles?

A Leatherbacks

B Hawksbill turtles

C Loggerheads

D Green turtles

4 In the first paragraph on page

72, the word hatch means —

A make a secret plan

B an opening in a floor or roof

C come out of an egg

D a trapdoor over an opening

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114 Time For Kids A Big Turtle Comeback

Student Name

5 What changes have helped make the number of olive ridleys on

La Escobilla Beach in Mexico go up since 1990? Support your


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A Big Turtle Comeback Time For Kids 115

Show What You Know


will focus on main idea and details, context clues, and using

photos and captions. Introduce “Daddy Day Care” by having

children open to page 74 of Time for Kids. Point out that some

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

Have children look at the photos, captions, and headings, and

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













TFK Pages 74–75







you need.






Student Name

DIRECTIONS Answer these questions about “Daddy Day Care.”

3 Look at the photos and

captions. Which animal dad

has a pouch for eggs in front

of its stomach?

A Baboon

B Darwin’s frog

C Sea horse

D Emperor penguin


Some baboon fathers help mother baboons with the babies.

Male baboons can tell which babies are

theirs.

Half of the baboon fathers spent time with

their babies.


A Male baboons are fierce fighters.

B Animals are smarter than you think.

C Baby animals need help to meet their needs.

D Baboon fathers rush in if one of their babies is in danger.

2 What is the main idea of this

article?

A Some animal fathers take care of their kids.

B A male sea horse carries the female’s eggs.

C Scientists have learned a lot about baboons.

D A tadpole turns into a frog.©

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Blackline Master 35

Grade 2

Daddy Day Care Time For Kids 117

Student Name

4 On page 75, the word pop means —

A a fizzy drink

B to burst open

C a father

D a short, loud sound

5 Tell how some animal fathers help their babies before they are born.


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Poetry








important idea. Introduce “The Tortoise” by having children open

to page 76 in Time for Kids.

Ask children to read the title of the poem and predict what the

poem will be about. Write their ideas on the board. Read the

poem aloud with children. If necessary, explain what the words

wheeze, dwell, and mortise mean. Guide children to recognize the

rhythm created by the pairs of rhyming words used throughout

the poem.




Think Aloud The question asks what makes “The Tortoise” a

poem. I need to think of what I know about poems and connect

it to what I notice when I read “The Tortoise.” Then I can find the

right answer.

Have children reread the poem silently. After they have chosen

the correct answer (A), ask a volunteer to explain why that

answer is correct.



TFK Page 76

1 What makes “The

Tortoise” a poem?

A It has a rhythmic pattern.

B It is silly.

C It has sentences.

D It tells about an animal.



Student Name

DIRECTIONSAnswer these questions about “The Tortoise.”

1 What makes “The Tortoise”

a poem?

A It has a rhythmic pattern.

B It is silly.

C It has sentences.

D It tells about an animal.

2 Which line from the poem

has a pair of rhyming words?

A I wear a helmet

B On my back

C The shell I dwell in

D Won’t fall off

3 The images in the poem

suggest that the tortoise’s

shell is —

A itchy

B strong and useful

C funny looking

D uncomfortable

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Cause and Effect




We will learn how to identify cause and effect relationships in a reading selection. Remind them that a cause is why something

happens and an effect is the result of something that happens.

Display Transparency pp. 78–79 of the article “It’s Getting

Crowded Around Here!” and distribute Blackline Master 37.

Have children open to page 78 of Time for Kids. Explain that

they are going to read about how quickly the number of people

in the world is increasing. Have children look at the title, pictures,

and time line before they read the article. Then have children

read the article 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 Why is it hard to find enough clean water for everyone in the world?

A Water covers most of Earth.

B Less than 1 percent of Earth’s water can be used.

C Buildings and new roads have replaced farmland.

D Some people try to use less water.

Think Aloud This question asks why it is hard to find enough

clean water for everyone in the world. I will go back to look for

information in the part of the article that discusses why water is

a limited resource. Then I will combine the information to figure

out the best answer.

Tell children that they do not have to read the whole article


answer the question. After children have had a chance to review

the article, call on volunteers to share their answers and explain

how they reached the correct answer (B).




Materials

Transparency

pp. 78–79

Blackline Masters

37, 38, 39

TFK Pages 78–79


TFK Pages 78–79

Time Line

MODEL THE SKILLTell children that a time line is a graphic feature that can provide

additional information to go along with the text. A time line

may list key events in the order they happened, or it may show

changes that happen over a period of time. Time lines are

visual representations of information that can help the reader

understand the subject of an article.


Think Aloud This question asks when the population of the

United States was about 76 million people. To answer this

question, I need to look at the time line to find the information.

I will look at the years listed in order from 1800 to 2000 and the

population figures that go with them. When I combine these

details, I will have the answer.

Point to the dates and labels on the transparency. Explain that

the labels give the population figures. Have children find the

label that is closest to 76 million. Then have children determine

which answer choice is correct (C).

Homophones


word in a text. Point out that some words may sound the same

as other words they know but may have different spellings

and meanings. Homophones are words that have the same

pronunciation but different meanings and different spellings.


Think Aloud I see the word hour (h-o-u-r) in the article, but the

article does not tell me what hour means. It sounds just like the

word our (o-u-r), so it must be a homophone. I have to think

about how the word hour is used in the text and look for context

clues to connect this word to its correct meaning.

Give children a moment to select an answer. Then have


the correct answer (A).


page 78, the word hour

means —

A 60 minutes

B belonging to us

C a place to live

D a paddle for a boat


3 Look at the time line on

page 79. When was the

U.S. population about 76

million?

A 1800

B 1850

C 1900

D 1950



Short Answer





5 What problem do people face because the world’s population is

growing so fast, and what can they do about this problem? Explain

your answer and support it with details from the article

Think Aloud The question asks what problem we face because

the population is growing so fast, and what we can do to solve

this problem. I will go back to the article to look for details that

explain what the problem is and what we can do about it. Then

I can combine the details to write the answer.





Possible response: Earth has limited resources that we must

all share. It gets harder to share these resources as the number

of people grows. We can solve this problem by using less and

wasting less of our resources.



TFK Pages 78–79


Student Name

DIRECTIONSAnswer these questions about “It’s Getting Crowded Around Here!”

1 Why is it hard to find enough

clean water for everyone in

the world?

A Water covers most of Earth.

B Less than 1 percent of Earth’s water can be used.

C Buildings and new roads have replaced farmland.

D Some people try to use less water.

2 When farmlands vanish —

A there is less room to grow food

B cities get smaller

C people want more food to eat

D there are fewer roads


page 79. When was the U.S.

population about 76 million?

A 1800

B 1850

C 1900

D 1950

4 In the first paragraph on page

78, the word hour means —

A 60 minutes

B belonging to us

C a place to live

D a paddle for a boat

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124 Time For Kids It’s Getting Crowded Around Here!

Student Name

5 What problem do people face because the world’s population is

growing so fast, and what can they do about this problem? Explain

your answer and support it with details from the article.

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It’s Getting Crowded Around Here! Time For Kids 125

Show What You Know


will focus on cause and effect, homophones, and reading a time

line. Introduce “Pecans: A Nutty Resource” by having children

open to page 80 of Time for Kids. Point out that some important

ideas of an article can be found in the title and illustrations. Have

children look at the photos, captions, and headings, and then

ask, What do you think this article is mainly about?

Encourage children to share what they think are the cause and

effect relationships in this article. Have them point to the text

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

answers.

Remind children to use context clues and what they know

about homophones as they read to determine the meaning

of some unfamiliar words. Then have children read the article

independently.







TFK Pages 80–81

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






you need.






Student Name

DIRECTIONSAnswer these questions about “Pecans: A Nutty Resource.”


pages 80–81. When do

pecan trees grow leaves and

blossoms?

A January

B March

C July

D October


Cause Effect

Enough rain falls in the spring.


A A drought happens.

B There is a good pecan crop in the fall.

C The farmers have a big problem.

D The canals are dry.

2 Farmers grow special plants

around pecan trees to —

A give the trees shade

B make the place look pretty

C give the trees nutrients

D bring water to the place©

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Pecans: A Nutty Resource Time For Kids 127

Student Name

4 In the introduction to the time line on page 80, the word through

means —

A put on

B gave

C tossed

D during

5 Why are pecan trees great natural resources? Explain your answer

and support it with details from the article.

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Diagrams

APPLY THE SKILLSTell children they will read a diagram and answer questions

about it. Point out that this diagram is a graphic feature that

illustrates the steps in a process. This diagram includes labels and

captions that tell about each step.

Introduce “From Cotton Field to T-Shirt” by having children open

to page 82 of Time for Kids. Ask children to read the title of the

diagram and share their ideas about what they think the diagram

describes. Write their ideas on the board.

Read the diagram aloud with the children. Answer any questions

they may have about what happens in each step.



children to look at the diagram to find the answer.

Think Aloud This question asks about the first step in the process.

I need to find the heading that says Step 1. Next to this, I see the

words Plant & Grow. I can combine these details to choose the

best answer.

Ask children to use the diagram to determine which answer

is correct (A). Have a volunteer explain how to figure out the

answer.



TFK Page 82


page 82. What is the first

step?

A Plant & Grow

B Harvest

C Clean & Gin

D Manufacture



Student Name

DIRECTIONSAnswer these questions about “From Cotton Field to T-Shirt.”


page 82. What is the

first step?

A Plant & Grow

B Harvest

C Clean & Gin

D Manufacture

2 In Step 3, the cotton gin is

used to —

A plant the cotton seeds

B pick the cotton bolls, or pods

C send the cotton to a mill

D take seeds out of the cotton

3 What happens in Step 4?

A The cotton pods are picked.

B The cotton is sent to the mill.

C Raw cotton is spun into thread.

D The cotton is cleaned.

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Summarize




We will learn to summarize the information presented in a reading selection.

Display Transparency pp. 84–85 of the article “Windy Weather”

and distribute Blackline Master 40. Have children open to

page 84 of Time for Kids. Explain that they are going to read

about different kinds of windy weather. Have children look at

the title, pictures, and captions before they read the article. Then






1 Which new title best summarizes this article?

A “Windy Winters”

B “As Fast as a Car”

C “Summer Winds”

D “Air on the Move”

Think Aloud This question asks which new title is the best

summary of the article. I need to look back at the article to find

the main ideas and decide what the article is mostly about. Then

I can connect the main idea to the answer choices and find the

one that is the best summary.



details that will help them answer the question. After children

have had a chance to review the article, call on volunteers to

share their answers and explain how they reached the

answer (D).




Materials

Transparency

pp. 84–85

Blackline Masters

40, 41, 42

TFK Pages 84–85


Photos and Captions

MODEL THE SKILL Tell children that texts often are accompanied by photographs

that can help them better understand the information they read.

Point out that a photo usually has a caption that explains what is

happening in the picture.

Display Transparency pp. 84–85. Point to each photo and read

aloud the caption that goes with it.


Think Aloud The question asks which kind of windy weather can

pick up trees and cars. I need to look at the photos and captions

to find information that answers this question. Each picture

shows a different kind of powerful wind. I can read each caption

to find details that name each kind of wind and tell what it can

do. Then I can combine these details to figure out the answer.

Call on volunteers to share their answers and explain how they

came to the right answer (D).

Homographs


in a text. Point out that some words may be spelled exactly the

same way but have different meanings. Homographs are words

that have the same spelling but different meanings, and they

often have different pronunciations—like bow (rhymes with

“low”) and bow (rhymes with “now”). Context clues can help

readers determine which meaning of a homograph is correct.


Think Aloud The word that is spelled t-e-a-r is a homograph. It

can be pronounced in two different ways, and it has different

meanings. I need to use context clues to figure out how the

word is used in this article. Then I can connect its meaning and

pronunciation to find the correct answer.

Call on volunteers to give the two pronunciations of tear, and

explain the meanings of each. Then have children determine

which answer choice is correct (A).

4 In the caption on page 85,

the word tear means —

A pull or remove by force

B cut into pieces

C a drop of water from the eye

D weep or cry



captions on pages 84–85.

Which kind of windy

weather can pick up trees

and cars?

A Rainstorm

B Hurricane

C Blizzard

D Tornado


TFK Pages 84–85


Short Answer





5 Summarize what you learned about tornadoes from “Windy

Weather.” Support your answer with details from the article.

Think Aloud The question asks me to write a summary of what

I learned about tornadoes from this article. I will go back to the

article to look for details about tornadoes. Then I can connect

these details to write the summary.

Work with children to find information from the article to include

in the summary. Write a short response together. Remind


Possible response: A tornado is a dangerous windstorm. The

wind spins in a funnel and acts like a vacuum cleaner. The winds

can blow 40 to 379 miles an hour.



TFK Pages 84–85


Student Name

DIRECTIONS Answer these questions about “Windy Weather.”

1 Which new title best

summarizes this article?

A “Windy Winters”

B “As Fast as a Car”

C “Summer Winds”

D “Air on the Move”

2 Which detail belongs in a

summary of page 84?

A Umbrellas often break in rainstorms.

B A hurricane is a dangerous summer windstorm.

C Hurricane winds move very slowly.

D Too much rain at one time can cause a flood.


captions on pages 84–85.

Which kind of windy weather

can pick up trees and cars?

A Rainstorm

B Hurricane

C Blizzard

D Tornado

4 In the caption on page 85, the

word tear means —

A pull or remove by force

B cut into pieces

C a drop of water from the eye

D weep or cry

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Blackline Master 40

Student Name

5 Summarize what you learned about tornadoes from “Windy

Weather.” Support your answer with details from the article.

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Show What You Know

APPLY THE SKILLSTell children that some of the questions they will see on a

test will focus on summarizing, homographs, and photos and

captions. Introduce “Solid as a Rock” by having children open to



look at the photos, captions, and headings, and then ask, What do you think this article is mainly 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.

Remind children to use context clues and what they know about

recognizing homographs as they read to determine the meaning

of some unfamiliar words. Then have children read the article

independently.







TFK Pages 86–87







you need.






Student Name

DIRECTIONSAnswer these questions about “Solid as a Rock.”


captions on page 87. Fine

sand comes from —

A air

B plants

C rocks

D animals


Rain, wind, and moving water wear down rocks.

The rocks become smaller and smoother.

Rain water that becomes ice can crack rocks.

The moving water of a river rubs sand against rocks.


A Strong winds blow sand against rocks.

B A river can flow all the way to the sea.

C Cold weather turns water into ice.

D Rocks do not need food.

2 Which idea belongs in a

summary of this article?

A People are living things.

B Living things grow.

C Plants and animals breathe.

D Rocks do not grow, but they change.©

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Student Name

4 In the second paragraph on page 87, the word minute means —

A very tiny

B 60 seconds

C not important

D a short time

5 Write a summary of how weather changes rocks. Support your


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Poetry





Some poems use rhyme, but some do not. Poems often use

vivid words that appeal to the reader’s senses and feelings. A

poem usually has an important idea or message that the poet

expresses in an interesting way. Sometimes poems repeat a word

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

Introduce “Raindrops on the Willow Tree” by having children

open to page 88 in Time for Kids. Ask children to read the title of

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

their ideas on the board. Read the poem aloud with children and

discuss the different images in it and what they could mean.



children to look at the poem to find the answer.

Think Aloud The question asks how the reader knows that

“Raindrops on the Willow Tree” is a poem. I need to think of what

I already know about poems and connect what I know to what I

find when I read this poem and see how it is set up on the page.

Then I can find the right answer.

Have children reread the poem silently. After they have chosen

the correct answer (A), ask a volunteer to explain why that

answer is correct.



TFK Page 88

1 The reader can tell

that “Raindrops on the

Willow Tree” is a poem

because it —

A has lines instead of complete sentences

B has a title that tells what it is about

C tells a story about a real tree

D includes the name of the author



Student Name

DIRECTIONSAnswer these questions about “Raindrops on the Willow Tree.”

1 The reader can tell that

“Raindrops on the Willow

Tree” is a poem because it —

A has lines instead of complete sentences

B has a title that tells what it is about

C tells a story about a real tree

D includes the name of the author

2 Which word in the poem is

an example of repetition?

A unexpected

B diamonds

C time

D snow

3 Which words from the poem

rhyme?

A got, soon

B time, like

C shine, mine

D glow, gone

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140 Time For Kids Raindrops on the Willow Tree

Author’s Purpose




We will read these articles and learn how to identify the author’s purpose for writing a text.

Display Transparency pp. 90–91 of the article “A Story Collector”

and distribute Blackline Master 43. Have children open to page

90 of Time for Kids. Explain that they are going to read about

a woman who collected stories. Have children look at the title,

pictures, and time line before they read the article. Then have

children read the article and identify any words they do not





1 The author most likely wrote this article to —

A persuade girls to become writers

B tell about the writer Florence Stratton

C explain how stories can be school books

D describe the lives of Native Americans


article. To answer this question, I need to think about all of the







Explain that while several answers might mention details from


purpose. Have children review the article, then call on volunteers

to explain how they arrived at the right answer (B).




Materials

Transparency

pp. 90–91

Blackline Masters

43, 44, 45

TFK Pages 90–91


TFK Pages 90–91

Time Line

MODEL THE SKILLTell children that a time line is a graphic feature that can provide

additional information to go along with the text. A time line

usually shows key events in the order they happened. The

time line may be illustrated, and it may present information

horizontally or vertically.

Display Transparency pp. 90–91 and point to the time line. Tell

children that this time line shows important events in Florence

Stratton’s life.


Think Aloud I need to look at the time line to determine when

Florence Stratton became a reporter. The time line includes

pictures and captions that tell about important events in her life.

I need to find the caption that says Florence Stratton became a

reporter and the year that goes along with that caption. Then

I can combine these details to figure out the answer.

Point to the captions on the transparency. Ask a volunteer to

read the caption that tells when Florence Stratton became a

reporter. Show children that the caption is connected to a point

on the time line. Have children determine the correct answer (A).

Context Clues


in a text. Explain that often the context, or the other words in the

paragraph, can help them figure out the meanings of unfamiliar

words or words with more than one meaning.


Think Aloud To answer this question, I have to find clues in the

story and connect them with the answer choices. I can start by

finding the sentence with the word published in it. Then I will

look for clues in the article to help me figure out what it means.

Point to the sentence on page 90 that uses the word published

(Stratton published their stories in a book, When the Storm God

Rides). Have children decide which answer (C) makes the most

sense in context.


published means —

A performed as a play

B hid away

C printed for others to read

D read aloud


3 Look at the time line

on page 90. When did

Florence Stratton become

a reporter?

A 1907

B 1920

C 1936

D 1938



Short Answer





5 Why did the author include the story, “How the North Wind Lost

His Hair” in this article? Explain your answer and support it with


Think Aloud The question asks why the author included the story

about the North Wind in the article. I can go back to the article

and look for details that tell what the story is about, where it

came from, and how it relates to Florence Stratton. Then I will

analyze this information to figure out the author’s purpose and

write my answer.

Work with children to find details from the article to help them

answer the question, and have a volunteer underline these

details on the transparency. Write a short response together.

Remind children to use complete sentences in their answers.

Possible response: The author included this folk tale to show an

example of the stories Florence Stratton collected and published.

The author also wanted to show the kinds of stories told by the

Tejas. This story is an example of a folk tale used to explain how

things happen.



TFK Pages 90–91


Student Name


this article to —

A persuade girls to become writers

B tell about the writer Florence Stratton

C explain how stories can be school books

D describe the lives of Native Americans

2 The Tejas told folk tales to —

A convince people to go to school

B describe the weather in southern Texas

C teach about Tejas writers

D explain how things happen


page 90. When did Florence

Stratton become a reporter?

A 1907

B 1920

C 1936

D 1938

DIRECTIONS Answer these questions about “A Story Collector.”


published means —

A performed as a play

B hid away

C printed for others to read

D read aloud

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144 Time For Kids A Story Collector

Student Name

5 Why did the author include the story, “How the North Wind Lost

His Hair” in this article? Explain your answer and support it with


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TFK Pages 92–93

Show What You Know


will focus on author’s purpose, context clues, and reading time

lines. Introduce “The Blowing Winds” by having children open to

page 92 of Time for Kids. Point out that some important ideas of

an article can be found in the title and illustrations. Have children


Encourage children to share their ideas about the author’s

purpose for writing this article. Have children point to the text

and text features of the article to show how they came up with

their answers.












2. Then read “The Blowing Winds” and the questions on the worksheet

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



you need.






Student Name

DIRECTIONSAnswer these questions about “The Blowing Winds.”


this article to —

A convince readers to live in warm places

B explain how air is heated and how it moves

C tell readers a funny story about the wind

D teach readers how to predict the weather

2 The author most likely used

the map on page 93 to —

A show how winds blow in the United States

B compare the North Pole and South Pole

C explain how the sun’s rays heat Earth

D show where people live


page 93. Which place had a

temperature of 80 degrees

below zero?

A Riverside, Wyoming

B Rogers Pass, Montana

C Prospect Creek Camp, Alaska

D Maybell, Colorado

4 On page 92, which words

from the article help the

reader understand what the

word direct means?

A In some places

B the sun’s rays

C tend to be very warm

D nearly straight on

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Blackline Master 44

5 What did the author want readers to learn about winds in the

United States? Explain your answer and support it with details from

the article.

Student Name

Blackline Master 44

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148 Time For Kids The Blowing Winds

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Poetry






words that appeal to the reader’s senses and feelings.

Introduce “Who Has Seen the Wind?” by having children open

to page 94 in Time for Kids. Ask children to read the title of the

poem and share their ideas on what the poem will be about.

Write their ideas on the board. Read the poem aloud with

children and discuss the different images in it and what they

could mean.



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

Think Aloud The question asks how the reader knows that “Who

Has Seen the Wind?” is a poem. I need to think of what I know

about poems and see what I notice when I read this poem. Then

I can connect this information to the answer choices to figure out

the correct answer.

After children have had time to answer the question, ask a

volunteer to explain how to determine the correct answer (D).



TFK Page 94

1 How does the reader

know that “Who Has

Seen the Wind?” is a

poem?

A It describes trees.

B It has a title.

C It asks questions.

D It uses rhyme.



Student Name

DIRECTIONSAnswer these questions about “Who Has Seen the Wind?”

1 How does the reader know

that “Who Has Seen the

Wind?” is a poem?

A It describes trees.

B It has a title.

C It asks questions.

D It uses rhyme.

2 The speaker compares the

trees to people who —

A bow down

B laugh loudly

C run fast

D fall asleep

3 What is this poem about?

A The wind can make you feel cold.

B You cannot see the wind but you can see what it does.

C The wind is always warm and gentle.

D Children should not play outside on windy days.

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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 strongly supported by text evidence.

2 A sufficient response gives a clear and reasonable response supported by text evidence.

1 A partially sufficient response gives a reasonable but vague response weakly connected 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 Compare and Contrast

2 D Compare and Contrast

3 B Photos and Captions

4 A Context Clues

5 See possible responses below


3-Point Answer: Condoleezza Rice played the piano and studied hard when she was young. As an adult she still plays the piano and works hard. She did not travel around the world and meet with world leaders when she was young, but she did as an adult.

2-Point Answer: Condoleezza Rice played the piano and worked hard when she was young, and she still does. As an adult she met with world leaders.

1-Point Answer: Condoleezza Rice played the piano and worked hard.

T2 Time For Kids • Issue 1

ISSUE 1, Article 2


1 D Compare and Contrast



4 A Context Clues



3-Point Answer: To play a sport safely, kids should warm up before they play. They should wear the right equipment and follow the rules. If kids are in pain, they should tell a parent or coach.

2-Point Answer: Kids should warm up before they play. They should wear the right equipment and follow the rules.

1-Point Answer: They should wear the right equipment and follow the rules.

ISSUE 1, Text Feature


1 B Charts

2 D Charts

3 A Charts


ISSUE 2, Article 1


1 B Cause and Effect

2 C Cause and Effect

3 A Map

4 B Antonyms


Cause and Effect

3-Point Answer: Martin Luther King, Jr., protested against laws that were unfair to African Americans. He helped to get a new law. Now the law says African Americans must have equal rights.

2-Point Answer: Martin Luther King, Jr., protested against laws that were unfair to African Americans. He helped to get a new law.

1-Point Answer: He protested against laws that were unfair to African Americans.

ISSUE 2, Article 2


1 D Cause and Effect


3 A Map

4 D Antonyms


Cause and Effect

3-Point Answer: Maathai’s group buys seedlings from women. The women use the money they earn to buy food. They also send their children to school.

2-Point Answer: Women sell seedlings to Maathai’s group. They can buy things with the money.

1-Point Answer: Women earn money to buy food.




1 A Lists

2 B Lists

3 C Lists


ISSUE 3, Article 1


1 C Main Idea and Details

2 B Main Idea and Details

3 A Bar Graphs

4 D Prefixes and Suffixes



3-Point Answer: Kids with disabilities can get into Forever Young tree houses because these tree houses have ramps. Kids feel great when they can get into a tree house without any help. They get to feel what it’s like to be a normal kid.

2-Point Answer: Forever Young tree houses have ramps that kids with disabilities can use. These kids feel excited to be in a real tree house.

1-Point Answer: Kids with disabilities feel happy in a tree house.


ISSUE 3, Article 2



2 A Main Idea and Details

3 C Bar Graphs

4 D Prefixes and Suffixes



3-Point Answer: Habitat for Humanity builds houses for needy families. Volunteers work with a family to build a home. This group builds houses all over the country. It has built more than 300,000 houses.

2-Point Answer: Volunteers help Habitat for Humanity build houses for needy families. They have built houses all over the country.

1-Point Answer: Volunteers help Habitat for Humanity build houses for needy people in many places.

ISSUE 3, Poetry


1 B Poetry

2 A Poetry

3 C Poetry


ISSUE 4, Article 1


1 B Compare and Contrast Connect

2 C Compare and Contrast Connect

3 A Bar Graphs

4 C Synonyms


Compare and Contrast Connect

3-point answer: The chimps in the sanctuary live on islands instead of in small cages. They live with other chimps and have families. They climb trees and eat good food.

2-point answer: The chimps in the sanctuary live with other chimps and have families. They climb trees and eat good food.

1-point answer: The chimps in the sanctuary have families and eat good food.

ISSUE 4, Article 2



2 A Compare and Contrast

3 C Bar Graphs

4 D Synonyms



3-point answer: Lewis and other elephants could not find enough food in Samburu during the dry season. They left the reserve and found food at a farm. Other animals need less food so they did not have to roam to find food.

2-point answer: Lewis and other elephants could not find enough food in Samburu. They found food at a farm. Other animals eat less and did not roam to find food.

1-point answer: Lewis left the reserve and found food at a farm.


ISSUE 4, Poetry


1 A Poetry

2 C Poetry

3 D Poetry


ISSUE 5, Article 1



2 D Main Idea and Details


4 B Context Clues



3-point answer: Jill Tarter is a scientist. She listens to sounds from outer space. She and her group have not found signs of life yet, but they are still listening.

2-point answer: Jill Tarter is a scientist. She listens for signs of life in outer space.

1-point answer: Jill Tarter is a scientist. She listens to sounds.

ISSUE 5, Article 2




3 C Photos and Captions

4 D Context Clues



3-point answer: GPS can help blind people feel better about traveling alone to new places. GPS is like a talking map. It tells them where they are and where they are going. It can tell them street names that are nearby. It can tell them about parks or stores nearby.

2-point answer: GPS can help blind people get around because it is like a talking map. It can tell blind people about a park or store nearby.

1-point answer: GPS can give directions to blind people.




1 B Charts

2 A Charts

3 C Charts


ISSUE 6, Article 1


1 C Author’s Purpose

2 B Author’s Purpose

3 B Charts

4 D Context Clues


Author’s Purpose

3-point answer: The author wrote about new rules in Texas schools to explain that kids should have balanced meals to eat in school. They should have foods with less fat and sugar. The rules in Texas are examples of how schools are helping kids eat more healthful foods.

2-point answer: The new rules say that kids should eat balanced meals in school. They cannot buy unhealthy foods from vending machines.

1-point answer: The new rule says that kids should eat more healthful foods in school.

ISSUE 6, Article 2


1 A Author’s Purpose

2 D Author’s Purpose

3 C Charts

4 D Context Clues


Author’s Purpose

3-point answer: The author included the last paragraph to review the steps of plant growth. She reminds the reader that animals look for plants to eat. This paragraph sums up the process described in the article. It tells the reader that the same steps happen over and over.

2-point answer: The author included this paragraph to review how plants grow. She reminds the reader that animals eat plants.

1-point answer: This paragraph tells how plants grow from seeds.




1 A Written Directions

2 D Written Directions

3 C Written Directions


ISSUE 7, Article 1


1 B Sequence of Events

2 A Sequence of Events

3 D Diagrams

4 C Context Clues


Sequence of Events

3-point answer: The flowers appear next after leaves grow on the pumpkin. One flower opens at a time. Then small, green fruits grow on the vines. As weeks pass, the fruits grow bigger and turn orange.

2-point answer: Flowers come after the leaves grow. Then fruits grow on the vines and become pumpkins.

1-point answer: Flowers and pumpkins grow on the vines.

ISSUE 7, Article 2


1 D Sequence of Events

2 B Sequence of Events

3 A Diagrams

4 C Context Clues


Sequence of Events

3-point answer: First Mautner ground up some Martian rock to make soil. Next he added some water to the soil. Then he put pieces of asparagus in the mixture and waited for the plant to grow.

2-point answer: Mautner mixed the Martian soil and water. Then he put a piece of asparagus in the soil.

1-point answer: Mautner planted a piece of asparagus in Martian soil.




1 B Diagrams

2 C Diagrams

3 D Diagrams


ISSUE 8, Article 1




3 D Bar Graphs

4 C Context Clues



3-point answer: Scientists used to think ancient mammals ate insects and seeds. They believed that ancient dinosaurs hunted these mammals. Now scientists think that mammals hunted and ate small dinosaurs.

2-point answer: Scientists thought ancient mammals ate insects and seeds. Now they know these mammals ate dinosaurs.

1-point answer: Now scientists know that ancient mammals ate dinosaurs.

ISSUE 8, Article 2




3 D Bar Graphs

4 C Context Clues



3-point answer: The kids at Woodstock Elementary School have a teacher from China. She teaches the kids more than 100 Chinese words a year. The kids read and learn math and science in Chinese.

2-point answer: The kids at Woodstock Elementary learn more than 100 Chinese words a year. They learn math and science in Chinese.

1-point answer: Their teacher is from China, and she is teaching them Chinese.




1 B Charts

2 D Charts

3 C Charts


ISSUE 9, Article 1




3 A Diagrams

4 D Context Clues


Author’s Purpose

3-point answer: Robots with animal-like parts could be very useful. They could creep, crawl, or swim into dangerous places to help people. These robots may also go underwater or into space to explore.

2-point answer: Robots with animal-like parts can do useful things. They may go to space someday.

1-point answer: Robots with animal-like parts can creep, crawl, and swim.

ISSUE 9, Article 2




3 A Diagram

4 D Context Clues


Author’s Purpose

3-point answer: Monarchs spend the winter in the mountains of Mexico. Some travel 3,000 miles to get there. The monarchs live in Oyamel fir trees. Many trees have been cut, but people are working to protect the forest.

2-point answer: Monarchs travel up to 3,000 miles to their winter home. They fly to a forest in central Mexico.

1-point answer: The monarchs spend the winter in Mexico.




1 A Charts

2 D Charts

3 C Charts


ISSUE 10, Article 1



2 C Compare and Contrast

3 D Charts

4 D Antonyms



3-point answer: Baby turtles and baby birds hatch from eggs. Bird parents take care of their babies, but baby turtles must care for themselves. Baby turtles hatch in the sand. Baby birds hatch in nests.

2-point answer: Both baby birds and baby turtles hatch from eggs. Baby turtles take care of themselves.

1-point answer: Baby birds and baby turtles both hatch from eggs.

ISSUE 10, Article 2


1 C Compare and Contrast

2 A Compare and Contrast

3 D Charts

4 B Antonyms



3-point answer: When Rob Howes was swimming with his daughter and her friends, seven dolphins moved around them in a circle. The swimmers did not know that a great white shark was headed toward them. The dolphins were like heroes because they kept the people safe from the shark.

2-point answer: Some dolphins moved in a circle around some swimmers until a shark left. The dolphins were heroes because they wanted to keep the people safe from the shark.

1-point answer: Dolphins kept swimmers safe from a shark.


ISSUE 10, Poetry


1 C Poetry

2 A Poetry

3 D Poetry


ISSUE 11, Article 1




3 A Map

4 D Synonyms



3-point answer: The Iberian lynx are disappearing because they are losing their homes. People have taken over the places where the lynx used to live. The lynx also are starving because they can’t find enough food. The rabbits they used to eat are gone.

2-point answer: The Iberian lynx are disappearing because they have lost their homes. People have built houses, farms, and roads in places where the lynx once lived.

1-point answer: The Iberian lynx are dying out because they don’t have rabbits to eat anymore.

ISSUE 11, Article 2




3 A Map

4 C Synonyms



3-point answer: Sandboarders do not want to harm the sand dunes on beaches. They know that sand dunes on beaches are important. Sand dunes keep big waves from washing over the land. Many sand dunes are also protected by law.

2-point answer: Sandboarders know that sand dunes are important. They do not want to harm the sand dunes.

1-point answer: Sandboarders do not want to harm the sand dunes.


ISSUE 11, Poetry


1 C Poetry

2 B Poetry

3 A Poetry


ISSUE 12, Article 1




3 A Photos and Captions

4 C Context Clues



3-point answer: In 1990, Mexico passed a new law to stop sea turtle hunting. Now soldiers watch the beaches to keep the turtles safe. People are also taught how to save sea turtles.

2-point answer: Mexico passed a law to stop people from hunting sea turtles. People learn how to save sea turtles, too.

1-point answer: Mexico passed a law to protect sea turtles.


ISSUE 12, Article 2





4 C Context Clues



3-point answer: A father Darwin’s frog carries eggs in its throat until they have hatched and turned into tadpoles. An Emperor penguin father keeps an egg warm with its skin and feathers for nine weeks. A male sea horse carries the female’s eggs in a pouch in front of its stomach until they hatch.

2-point answer: Some animal fathers carry a mother’s eggs inside their body until the eggs hatch. The Emperor penguin holds one egg on its feet and keeps it warm until it hatches.

1-point answer: Some animal fathers take care of eggs until they hatch.

ISSUE 12, Poetry


1 A Poetry

2 C Poetry

3 B Poetry


ISSUE 13, Article 1



2 A Cause and Effect

3 C Time Line

4 A Homophones


Cause and Effect

3-point answer: Earth has limited resources that we must all share. It gets harder to share these resources as the number of people grows. We can solve this problem by using less and wasting less of our resources.

2-point answer: Sharing resources gets harder as the number of people on Earth grows. We can solve this problem by wasting less of our resources.

1-point answer: The problem is that everyone has to share Earth’s resources.

ISSUE 13, Article 2



2 C Cause and Effect

3 B Time Line

4 D Homophones


Cause and Effect

3-point answer: Pecan trees are great natural resources because the wood can be made into furniture. The wood can be burned for heat, too. People can also eat the nuts of the pecan tree.

2-point answer: The pecan tree’s wood can be burned for heat or made into furniture.

1-point answer: People eat the nuts that grow on pecan trees.




1 A Diagrams

2 D Diagrams

3 C Diagrams


ISSUE 14, Article 1


1 D Summarize

2 B Summarize

3 D Photos and Captions

4 A Homographs


Summarize

3-point answer: A tornado is a dangerous windstorm. The wind spins in a funnel and acts like a vacuum cleaner. The winds can blow 40 to 379 miles an hour.

2-point answer: A tornado is a funnel of spinning wind. The winds can blow from 40 to 379 miles an hour.

1-point answer: A tornado is a funnel of strong winds.

ISSUE 14, Article 2


1 A Summarize

2 D Summarize


4 A Homographs


Summarize

3-point answer: Water gets into cracks in rocks when it rains. When cold weather makes the water freeze, the rocks break apart. Windy weather blows sand against rocks, and the sand wears them down.

2-point answer: Ice makes rocks break into smaller pieces. Wind blows sand against rocks.

1-point answer: Rain that freezes can break rocks.


ISSUE 14, Poetry


1 A Poetry

2 B Poetry

3 C Poetry


ISSUE 15, Article 1



2 D Author’s Purpose

3 A Time Line

4 C Context Clues


Author’s Purpose

3-point answer: The author included this folk tale to show an example of the stories Florence Stratton collected and published. The author also wanted to show the kinds of stories told by the Tejas. This story is an example of a folk tale used to explain how things happen.

2-point answer: The author included this folk tale as an example of the stories Florence Stratton wrote. It also shows the kinds of stories told by the Tejas.

1-point answer: This folk tale shows the kind of stories Florence Stratton wrote.

ISSUE 15, Article 2



2 A Author’s Purpose

3 C Time Line

4 D Context Clues


Author’s Purpose

3-point answer: The author wanted readers to know that there are warm winds and cold winds in the United States. The warm winds blow from the south. These winds keep the southern states warm. The cold winds blow from the north, and sometimes these winds make the southern states cold.

2-point answer: The author wanted readers to learn about warm winds and cold winds in the United States. Warm winds come from the south, and cold winds come from the north.

1-point answer: There are warm winds and cold winds in the United States.


ISSUE 15, Poetry


1 D Poetry

2 A Poetry

3 B Poetry


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