Teacher Packet - University of Virginia...3 Student Name Date 1. Read the title of the book to the...

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Marcia Invernizzi • Joanne Meier • Connie JuelVirginia Department of EducationUniversity of Virginia • Curry School of Education

TeacherPacketForm C (Mid-Year)

© 2004–2017 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. 1

Table of Contents

1

2 Spelling Words and Sentences

3 Oh No!, Readiness

4 Eating With Max, Preprimer A

5 Hide and Seek, Preprimer B

6 Tippy and Ned, Preprimer C

7 What is a Pet?, Primer

8 What is a Pet?, Comprehension Questions

9 Animal Coverings, 1st Grade

10 Animal Coverings, Comprehension Questions

11 Deep in the Ocean, 2nd Grade

12 Deep in the Ocean, Comprehension Questions

13 Clever Creatures, 3rd Grade

14 Clever Creatures, Comprehension Questions

15 Helping Paws, 4th Grade

16 Helping Paws, Comprehension Questions

17 Alaskan Journeys, 5th Grade

18 Alaskan Journeys, Comprehension Questions

19 Hope for Habitats, 6th Grade

20 Hope for Habitats, Comprehension Questions

21 Penguins, 7th Grade

22 Penguins, Comprehension Questions

23 Volcanoes, 8th Grade

24 Volcanoes, Comprehension Questions


4Spelling Words and Sentences Form C Mid-Year

1. dig Dig a hole in the ground. dig

2. mud I got mud on my shoe. mud

3. let After you look at the turtle, let him go. let

4. job My mom has a hard job. job

5. them I have been waiting for them all day. them

6. crab The hermit crab lives inside a shell. crab

7. prize The first prize is a blue ribbon! prize

8. shed We keep the firewood out in the shed. shed

9. camp We like to camp in the woods. camp

10. flute She plays the flute in the band. flute

11. think Think before you act! think

12. chip You could chip your tooth if you fall. chip

13. plant He gave me a plant for my birthday. plant

14. stone She threw a stone in the pond. stone

15. swing She loves to swing on the playground. swing

16. shake Shake hands and apologize! shake

17. toast Mom fixed French toast for breakfast. toast

18. speak Speak up so I can hear you! speak

19. train We will ride the train all the way to New York. train

20. night Can you spend the night? night

■ FIRST GRADE CAN STOP HERE 21. help I need some help with my homework. help

22. nurse Go to the nurse if you are sick. nurse

23. chalk Teachers use chalk to write on the blackboard. chalk

24. clerk The store clerk worked at the cash register. clerk

■ SECOND GRADE CAN STOP HERE25. frown The boy had a frown on his face. frown

26. noise The loud noise woke the baby. noise

27. crawl Babies crawl on the floor. crawl

28. roof The roof was covered with snow. roof

■ THIRD GRADE CAN STOP HEREAdditional Spelling Words 29. posing We had fun posing for the photographer’s pictures. posing

30. blamed The candidates blamed each other for the bad economy. blamed

31. bullies The cruelty of bullies will not be tolerated. bullies

32. habit Smoking is a bad habit. habit

33. dissatisfied She was very unhappy and dissatisfied with the final product. dissatisfied

34. lazily The white clouds drifted slowly and lazily across the summer sky. lazily

35. youthful Despite his age, he had a young or youthful appearance. youthful

36. stillness The night was calm and quiet and stillness settled over the valley. stillness

37. fasten To fasten your seatbelt, close it or join it securely. fasten

38. purification Our drinking water goes through a purification process to cleanse it of any impurities. purification

39. exposition A large fair like the World’s Fair is also called an exposition. exposition

40. serenity The serenity of the gardens put the man at ease. serenity

Teacher Prompt: Say the word, read the sentence, say the word again.1st grade: Administer at least first 20 words. 2nd grade: Administer at least first 24 words. 3rd grade: Administer at least first 28 words.


Student Name Date

1. Read the title of the book to the student. “The title of this book is Oh No!.” 2. Walk through the pages of the book. Take time to look at and comment on each picture but

don’t look at the last page. Have the student guess what will happen at the end of the story. 3. Turn back to the beginning of the book and say to the student, “Please touch each word as

you read the book Oh No! to me.”

The cat sits.

The boy sits.

The girl sits.

The dog sits.

Oh no!

Oh No! | Readiness Form C Mid-Year4

Teacher Prompts Use the prompts provided before the student begins reading.

Functional Reading Level Guide

Number of Errors Percent Accuracy Functional Reading Level

3 or more errors Less than 85% Frustration Level

1–2 errors 85%–97% Instructional Level

0 errors 98% or greater Independent Level

Number of Errors

Total Number of Errors =__________________/14


Eating with Max | Preprimer A Form C Mid-Year4





0 errors 98% or greater Independent Level

Student Name Date

1. Read the title of the book to the student. “The title of this book is Eating with Max.” 2. Walk through the pages of the book. Tell the student that Max likes to eat people food.

Point out the apples, bananas, and cookies in each picture but don’t turn to the last page. 3. Ask the student, “Do you think the boy will share all of his food with Max?”4. Turn back to the beginning of the book and say to the student, “Please touch each word as

you read the book Eating with Max to me.”

I eat apples. Max eats apples, too.

I eat bananas. Max eats bananas, too.

I eat cookies. Max eats cookies, too.

I eat ice cream.

No, Max, no!


Number of Errors



Hide and Seek | Preprimer B Form C Mid-Year4

Student Name Date

1. Read the title of the book to the student. “The title of this book is Hide and Seek.” Point out the mother cat and Tiger (the kitten).

2. Tell the student that this story is about Tiger. “She likes to play Hide and Seek and her mother likes to look for her.” (If the child is unfamiliar with the game, explain how it is played.)

3. Walk through the pages of the book. Take time to look at and comment on each picture but don’t turn to the last page.

4. Turn back to the beginning of the book and say to the student, “Please touch each word as you read the book Hide and Seek to me.”

Tiger likes to play hide and seek.

Is Tiger in the box? No! Tiger is not in the box.

Is Tiger under the bed? No! Tiger is not

under the bed.

Is Tiger behind the door?

Yes! Tiger is behind the door. Tiger likes to

play hide and seek.






0–1 errors 98% or greater Independent Level

Number of Errors



Student Name Date

1. Read the title of the book to the student. “The title of this book is Tippy and Ned.” Point out Tippy (the dog) and Ned (the boy).

2. Ask the student, “What do dogs do when they play?”3. Walk through the pages of the book. Take time to look at and comment on each picture.

Try to include some of the words from the story (pets, throws, wags). 4. Turn back to the beginning of the book and say to the student, “Please touch each word as

you read the book Tippy and Ned to me.”

Tippy is Ned’s big black dog. Ned loves to

play with Tippy.

Tippy can sit up. Tippy can roll over.

Ned pets Tippy’s head.

He throws a ball to Tippy. He says, “Get the

ball, Tippy!” Tippy gets the ball.

Tippy digs a hole in the dirt and puts the ball in

it. He wags his tail. Tippy will not give Ned the ball.

4Tippy and Ned | Preprimer C Form C Mid-Year







Number of Errors



What is a Pet? | Primer Form C Mid-Year4

_____________/107Total Number of Errors

______ : ______Total Time

(minutes : seconds)

_________________Fluency Rating

Student Name Date

1. Read the title of the passage to the student. “The title of this passage is What is a Pet?”2. Ask the student, “Do you have any pets? What animals do you think would make good

pets?”3. Say to the student, “Please read aloud the passage What is a Pet? to me.”

Note: Slash marks indicate line breaks on the student copy.

A pet is an animal. A pet can be a friend, too. / A puppy can be a great pet.

You can give your / puppy a name. Your puppy will lick your face / and love you.

You can play with your puppy. / A kitten can also be a pet. A kitten will sit /

on your lap. You can hug your kitten. / A horse is a big animal that can be a pet. /

You can ride a horse. You can feed it hay. / A rabbit is a little animal that

can be a pet. / You can hop and jump with your rabbit. / A pet can be

your best friend.

Number of Errors







Fluency Rating Guide

Level 1 Word-by-word, laborious, monotone

Level 2 Awkward phrase groups, moderate pacing, little/no expression

Level 3 Meaningful phrase groups, expressive, fluent


Student Name Date

Note: Read each question and answer choices aloud to the student. Ask the student to circle the letter that best answers each question, based on the passage that s/he just read. There is only one right answer for each question.

1. This passage was mainly about:

A how to play baseballB what lives on a farmC how to make a maskD pets and what they do

2. What kind of pets did this passage tell about?

A rats, mice, guinea pigs, and hamstersB fish, turtles, and frogsC puppies, kittens, horses, and rabbitsD parakeets, parrots, and cockatiels

3. What big animal can also be a pet?

A elephantB horseC giraffeD kangaroo

4. The author told us some nice things a puppy will do for you. A puppy will:

A lick your face and love youB run away and hideC roll in the dirtD bark at night

5. What is another word for “rabbit” in the sentence, “A rabbit is a little animal that can be a pet?”

A dogB bunnyC ponyD cat

6. What can you feed a horse?

A cabbageB riceC Puppy ChowD hay

Comprehension Score = ______________/6

What is a Pet? | Comprehension Questions Form C Mid-Year4


Student Name Date

1. Read the title of the passage to the student. “The title of this passage is Animal Coverings.”

2. Say to the student, “All animals have coverings that protect their skin and body. What coverings do the animals at the bottom of this page have?” Prompt as necessary.

3. Say to the student, “Please read aloud the passage Animal Coverings to me.”


All animals have something covering them. Dogs / have fur. Birds have

feathers. People have hair. Fish / have scales. Fur, feathers, scales, and hair

keep their / skin safe. Some animals use a shell to keep them safe. / Some

coverings help animals keep their bodies / warm. Fur helps them stay

warm in the winter. Fur / also helps them stay cool in the summer by

giving / them shade. Some coverings keep the animals dry. / Feathers keep

birds from getting wet. Feathers keep / the sun off of them, too. /

Coverings can help animals move. Feathers help / birds fly. Scales help

fish swim fast. The color of an / animal’s covering can help it hide, too. If

the animal / and its home are the same color, others can not see / it. The

color also tells other animals that they need / to stay away./

Coverings keep animals safe.

Animal Coverings | 1st Grade Form C Mid-Year4

Number of Errors


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4

Student Name Date

Note: Read each question and answer choices aloud to the student. Ask the student to circle the letter that best answers each question, based on the passage that s/he just read. There is only one right answer for each question.

1. The main reason someone would read this passage would be to:

A learn about why birds singB learn about shellsC learn about different types of animal coveringsD learn how they can help animals

2. Which kind of people covering does the author discuss?

A hairB scalesC feathersD skin

3. How did the author say that feathers protect birds?

A feathers help birds attract matesB feathers help keep birds dryC birds use feathers to make nestsD feathers can hurt other animals

4. How do coverings help animals to stay cool?

A coverings keep animals safeB coverings shade animals from the hot sunC coverings disguise animals so they can hideD coverings protect animals from getting cut

5. Which is an example of how coverings help animals move?

A hair keeps people warmB shells give animals a home C feathers keep birds from getting wetD scales help fish swim fast

6. Why would an animal want to be the same color as its home?

A because it is their favorite colorB so that other animals cannot see themC to remember where their home isD because its family picked the color


Animal Coverings | Comprehension Questions Form C Mid-Year


Deep in the Ocean | 2nd Grade Form C Mid-Year4

Student Name Date

1. Read the title of the passage to the student. “The title of this passage is Deep in the Ocean.”

2. Point to the picture of the whale. Ask the student, “Why might some animals live near the top of the ocean? Why might some animals live deep beneath the ocean surface?”

3. Say to the student, “Please read aloud the passage Deep in the Ocean to me.”


Have you ever seen the ocean at night? If so, / you know the ocean is not

blue at night. Because / the sun has set, the ocean looks black.

It is dark / deep beneath the ocean surface. It is so dark that / you would

not be able to see your own hand. / You might wonder how sea animals

find their / way in the dark. Some sea animals stay near the / top of the water.

Near the surface, they can see / in the moonlight. Other animals, like

whales, swim / deep in the water. In the deep, it is too dark to / see with

their eyes. So, whales use their ears! /

To find objects underwater, whales make sharp / sounds. The sounds

they make bounce off objects in / the water. Whales listen for the sounds

to bounce / back. When they do, whales know exactly where an /

object is. Whales find food this way. They also / know if their family is

close by or if an enemy is / near. Whales find most things using sound. /

To many people, the sounds whales make sound / like music.

Whale songs are beautiful, but useful / too.

Whales would get lost in the dark without / their songs!

Number of Errors


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4

Student Name Date

Note: Tell the student to read the questions to him or herself and circle the letter that best answers each question, based on the passage s/he just read. There is only one right answer for each question.

1. According to the author, what color is the ocean at night?

A purpleB blackC greyD green

2. Why did the author say the ocean is dark at night?

A there is no more sunlightB the moonlight is not very brightC the clouds cover the moonD the animals change colors

3. Why do some animals stay at the ocean’s surface at night?

A they are tired of swimming down belowB they need light from the moon to seeC they want to stay away from whalesD they do not have any eyes to see

4. How do whales find objects in the dark?

A they use their eyes to find objectsB they feel their way aroundC they swim near the moonlightD they use their ears to find objects

5. How do whales use their ears to find their way in the dark?

A they listen for the sounds made by other sea animalsB they sing songs and wait for other animals to singC they make sounds and listen for the sounds to bounce backD they swim around until they find where they’re going

6. What does the word “beneath” mean in the sentence, “It is dark deep beneath the ocean surface.”?

A belowB besideC insideD into


Deep in the Ocean | Comprehension Questions Form C Mid-Year


Student Name Date

1. Read the title of the passage to the student. “The title of this passage is Clever Creatures.” 2. Ask the student, “What do you know about camouflage?” If necessary, give a brief

explanation.3. Point to the picture of the Hawk Moth Caterpillar. Tell the student, “This is a picture of a

Hawk Moth Caterpillar.” Turn the page and point to the picture of the sea dragon. Tell the student, “This is a picture of a Leafy Sea Dragon.”

4. Ask the student, “How do you think that these animals might disguise themselves?”5. Say to the student, “Please read aloud the passage Clever Creatures to me.”


Watch where you step! In nature, not all / things are what they seem. You could

step on a / leaf and find out it is an insect. Why would an / animal disguise

itself like this? Many animals / camouflage themselves because they

don’t have / ways to fight off an attacker. / The Hawk Moth Caterpillar is one

such animal. / Before turning into a moth, the caterpillar is small / and very slow.

It can’t get away from a hungry / bird. This caterpillar has a clever way to

protect / itself, though. There are spots on its tail that look / like two eyes and a

mouth. A hungry bird will / see these spots and think the caterpillar is a / snake.

Scared, the bird will turn and fly away. / Other animals do not disguise themselves

to / hide. Instead, they disguise themselves to find / food. Animals like the

Leafy Sea Dragon / camouflage themselves to surprise the animals they / eat.

This way, they do not have to go out to / find dinner. Dinner comes right to

them. When / the sea dragon is hungry, it hides in the seaweed. / Because its body

looks like a branch of seaweed, / it is camouflaged. Small shrimp will not sense /

danger and will swim through the seaweed. When / the shrimp get close, the sea

dragon will eat / them. Whether it’s to hide or to feed, animal / disguises are

very helpful.

Clever Creatures | 3rd Grade Form C Mid-Year4

Number of Errors


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Student Name Date


1. What does the word “camouflage” mean in the sentence, “Animals like the Leafy Sea Dragon camouflage themselves to surprise the animals they eat.”?

A disguise themselvesB shrink themselvesC show themselvesD protect themselves

2. Why are animal disguises so useful?

A they help animals to move quicklyB they help animals stay safe and find foodC they help animals to be seen and eatenD they help animals to look mean and tough

3. How does the Hawk Moth Caterpillar protect itself?

A it quickly crawls away from enemiesB it can fly away like a scared birdC it uses snake-like spots to scare enemiesD it can hide away from enemies

4. What is unusual about the Leafy Sea Dragon?

A it doesn’t know how to swimB it only eats small shrimpC it only swims through seaweedD it looks like a branch of seaweed

5. How does the Leafy Sea Dragon get its dinner?

A it hides in seaweed and waits for shrimpB it searches for shrimp in seaweed patchesC it swims after large schools of shrimpD it eats patches of seaweed branches

6. What is the main reason someone would read this passage?

A to find out how animals live togetherB to enjoy a story about animalsC to learn how animals use disguisesD to study the life of sea animals


4Clever Creatures | Comprehension Questions Form C Mid-Year


Student Name Date1. Read the title of the passage to the student. “The title of this passage is Helping Paws.”2. Ask the student, “What is a disability?” If necessary, give a brief explanation.3. Point to the picture of the girl and her dog. Ask the student, “Why do you think Rosa’s dog,

Shep, is holding her shoes in his mouth? How are dogs like this one helpful to people with disabilities?”

4. Say to the student, “Please read aloud the passage Helping Paws.”


If you have a dog, then you know why dogs / are called “man’s best friend.” Dogs are playful, / protective, and very loving. All of these qualities / have earned dogs the name “man’s best friend.” / These same qualities make dogs perfect for the / very special job of helping owners with disabilities. / Dogs with this job are called service dogs. Like / most dogs, service dogs protect and love their / owners. However, service dogs are much more / than animal friends for people with disabilities. / For some people, service dogs are the key to / living independent lives. Rosa uses a wheelchair / because she lost the use of her legs in a car / accident. When she started using a wheelchair, / Rosa had trouble doing some everyday tasks by / herself. Rosa’s sister had to turn off the lights at / bedtime because the light switch in her room was / too high. Rosa’s mother would put on her shoes / because Rosa could not reach her feet. Rosa did / not want her family to do everything for her. / She wanted to be independent. So Rosa’s parents / decided to get her a service dog. They contacted / an organization that raises and trains service dogs / and filled out an application. / Rosa was happy when her golden retriever, / Shep, arrived. Now, with Shep’s help, she can do / almost everything by herself. If Rosa needs / something, all she has to do is give a command. / Shep can put on Rosa’s shoes andturn off her / lights at bedtime. Shep is even trained to take / laundry out of the dryer! Everywhere Rosa goes, / Shep stays by her side. Even at school, Shep / helps Rosa keep her independence. Shep might / carry her lunch or pick a book off the floor. / Service dogs are loving pets, but they are also / helping paws.

Helping Paws | 4th Grade Form C Mid-Year4

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Student Name Date


1. The main reason someone would read this passage would be to:

A learn more about golden retrievers and other dogsB learn about different types of petsC learn more about wheelchairs and how they are usefulD learn how service dogs help people with disabilities

2. According to the author, why are dogs often called “man’s best friend”?

A they play, protect, and love peopleB they help people with disabilitiesC they pick up books off of the floorD they like to eat people food

3. Where did Rosa’s family get Shep?

A from the local animal shelterB from an organization that trains service dogsC from a family friend who could no longer care for himD from an ad in the newspaper

4. Why did Rosa’s parents get her a service dog?

A they wanted Rosa to have a petB they wanted a guard dogC Rosa loved golden retrieversD Rosa wanted to be independent

5. What is one way that Shep helps Rosa be independent?

A he puts on her shoesB he plays with RosaC he protects Rosa from strangersD he is very loving

6. How does Shep know what Rosa wants?

A Rosa gives Shep a commandB Shep reads Rosa’s lipsC Rosa’s mother tells Shep what to doD Shep reads Rosa’s mind


4Helping Paws | Comprehension Questions Form C Mid-Year


Student Name Date1. Read the title of the passage to the student. “The title of this passage is Alaskan Journeys.”2. Point to the picture of the musher (dressed in arctic wear) and dogsled team. Ask the student,

“Why do you think this musher is using a sled pulled by Alaskan Huskies as his means of transportation?” Tell the student that some mushers also participate in a yearly race in Alaska called the Iditarod.

3. Say to the student, “Please read aloud the passage Alaskan Journeys to me.”


Where there is gold, men will find a way to / reach it. Almost one hundred years ago, gold was / discovered buried beneath the frozen Alaskan / wilderness. To reach this gold, the men needed a / mode of transportation. However, there were no / cars or planes back then. Also, the land and / climate were too cold and harsh for trains. As a / result, men turned to dogs to reach the gold. / The native people of Alaska used dogs bred / from wolves and dogs. Today, these mixed-breed / dogs are known as Alaskan Huskies. With their / thick coats, Alaskan Huskies are safe from the / freezingarctic winters. With their thick paws, / they can run across snow and ice. Best of all / they are very strong. The dogs are so strong that / they can easily pull 35-40 pounds each. Because / of these physical characteristics, the native / Alaskans knew that the Alaskan Husky was / perfect for wilderness travel. Gold hunters knew / this too, and decided to use Alaskan Huskies. / With these dogs pulling sleds full of food and / supplies, they knew they could reach gold. / The men who drove the sleds were called / mushers. While the men rode on the back to / steer, 8-12 dogs were needed to pull the heavy / sleds. Even though the trail was long and / dangerous, the mushers pushed and the dogs ran / on into the wilderness. / Today, mushers from countries all over the / world come to Alaska with sleds and dogs to race / on the same trail the gold seekers followed. This / famous race is called the Iditarod Trail Sled Dog / Race. Different than the gold rush days, there is / no gold at the end of this trail. For the winning / musher, there is a large money prize. For the / winning dog team, there is a large plate of fresh / meat.

Alaskan Journeys | 5th Grade Form C Mid-Year4

Number of Errors


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Student Name Date


1. According to the author, why is the Alaskan Husky perfect for wilderness travel?

A huskies are very fast and can travel hundreds of milesB huskies are related to wolves so they know the wildernessC huskies are very obedient and will do anything they are told to doD huskies are strong and their thick fur protects them from the cold

2. What does the author say keeps Alaskan Huskies safe from freezing arctic temperatures?

A they keep moving as they pull heavy sledsB the mushers keep them well fedC they have thick fur coats on their bodiesD they are warm-blooded animals

3. What are “mushers”?

A the people who drive the dog sledsB the people who organize the raceC the Husky who leads the dog teamD one type of Alaskan Husky

4. The trails the mushers followed were

A short and steepB slippery and wetC rocky and curvyD long and dangerous

5. How do people today carry on the traditions of the gold hunters?

A they race on the same trails as the gold huntersB they have a festival honoring the dogsC they go into the wilderness to search for goldD they go to Alaska to see the Huskies

6. What do the musher and dog team receive if they win the Iditarod?

A a trophy and a treatB money and meatC gold and a dog boneD a ribbon and a chew toy


4Alaskan Journeys | Comprehension Questions Form C Mid-Year


Student Name Date1. Read the title of the passage to the student. “The title of this passage is Hope for Habitats.”2. Point to the picture of the bald eagle in its nest. Ask the student, “How have animal habitats been

affected by humans?”3. Say to the student, “Please read aloud the passage Hope for Habitats to me.”


Next time you go outside, count the number of / trees that you see. Then, count the number of / buildings. Chances are that there will be many / more buildings than trees. At one time, forests / covered much of the earth. Now, forests and / other natural habitats cover only a small fraction / of the planet. / With each increase in the human population, / more trees are cut down to make room for new / homes and new workplaces. As more homes, office / parks, and restaurants are built to sustain human / life, the habitats needed to sustain animal life / shrink. They shrink as we cut down the fields / and forests where they feed, pollute the air they / breathe, and empty trash into the waters where / they swim. / When an animal habitat disappears, some / animals can adapt, or change, to survive in a new / environment. Other animals cannot adapt as / quickly to meet the demands of rapid changes. If / an animal species cannot adapt, it may not survive / and becomes extinct. Once an animal species / becomes extinct, it is never again found on the / earth. / Many animal species have become extinct / because they could not adapt. Some people think / that dinosaurs could not adapt to sudden habitat / changes and became extinct millions of years ago. / Like dinosaurs, many animal species today face / the same dangers as habitats transform. In fact, / here in the United States there are hundreds of / animals classified as endangered, or at risk of / becoming extinct. / But there is hope. For more than 30 years / the bald eagle, a symbol of our country, was in / danger of becoming extinct. Today that has / changed. Federal protection and a ban on the / pesticide DDT have brought the bird back from / the brink of extinction. If we act now, we can / help rescue many other animals and their habitats.

Hope for Habitats | 6th Grade Form C Mid-Year4


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Student Name Date


1. The main reason someone would want to read this passage would be to:

A learn about the impact people have on animalsB find out how animals adapt to changes in habitatsC enjoy a passage about animals and their homesD discover ways they can work to protect animals

2. What does the word “sustain” mean in the sentence, “As more homes, office parks, and restaurants are built to sustain human life, the habitats needed to sustain animal life shrink.”?

A helpB join C supportD experience

3. You read that “Habitats shrink as we cut down the fields and forests where animals feed, pollute the air they breathe, and empty trash into the waters where they swim.” Which of the following means the same thing?

A Shrinking habitats cause the destruction of forests, air pollution, and polluted waterways where animals swim.

B Animals feed on trash in polluted fields, forests, and waterways, as their habitats shrink.C Cutting down fields and forests, polluting the air, and emptying trash into waterways, shrinks animal habitats.D Habitats adapt as we cut down fields and forests and pollute the air and water where animals feed and swim.

4. The best alternative title for this passage would be:

A Habitats of the Animal PlanetB Stop Pollution Now!C Protect the AnimalsD Adapt or Become Extinct!

5. Which of the following sets of words means the same thing?

A Endangered—dangerousB Extinction—elimination C Adapt—camouflageD Transform—degrade

6 If an animal species does not adapt to changes in its environment, it may

A Become extinct B Lose more of its habitatC Find a new homeD Gain federal protection


4Hope for Habitats | Comprehension Questions Form C Mid-Year


Penguins | 7th Grade Form C Mid-Year4

Student Name Date1. Read the title of the passage to the student. “The title of this passage is Penguins.” 2. Ask, “What do you know about penguins?”3. Say to the student, “Let’s read to find out about penguins. Please read Penguins aloud to me.”


The penguin is a marvelous creature with a very intriguing way / of life. Penguins are classified as birds, but they possess attributes / that make them unique to the bird world. In fact, their curious / behaviors have made penguins very popular subjects in books, / documentaries, and films. / The way in which most penguins travel delights observers of all / ages. Penguins waddle on their feet or slide on their bellies across /the snow. The sliding saves energy while allowing the penguins to / move quickly. Penguins spend most of their lives swimming, using / their wings as flippers to push them through the water. / Did you know that scientists have identified close to 20 different / penguin species? The tiniest penguin species is the fairy penguin, which /is only 16 inches high. At four feet, the emperor penguin is considered / the largest species. Although they vary in size, most penguin species / have a similar diet, feeding mainly on krill, fish, or squid. / It is interesting to observe the unique way in which some / penguin species care for their young. Female emperor penguins lay / a single egg, then leave to find food for the hungry chick when it / hatches. The male penguin balances the fragile egg on his feet and / keeps it warm with his feathered skin. After about two months, the / baby penguin hatches from the egg, and the female bird returns to / feed the chick. The male then leaves for a while to fish for his / own food. / Another amazing trait of penguins is their ability to endure / harsh environments. Although some penguins live in Antarctica, they / can be found on every continent below the equator! Some of these / areas are considered the warmest and coldest places on earth. A / few species survive the extreme cold by uniting together in large / groups that are called colonies.


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4Penguins | Comprehension Questions Form C Mid-Year

Student Name Date

Note: Tell the student to read the questions to him/herself and circle the letter that best answers each question, based on the passage s/he just read.

1. Another good title for this passage would be:

A Fairy PenguinsB Penguins: Survivors of AntarcticaC Penguins: Most Unusual BirdsD A Day in the Life of a Penguin

2. This passage was mainly about:

A Penguin predators and preyB Different kinds of penguin speciesC What makes penguins fascinatingD Penguin habitats and colonies

3. You read that, “After about two months, the baby penguin hatches from the egg and the female bird returns to feed the chick.” Which of the following sentences means almost the same thing?

A The female bird returns to feed the chick two months after the baby penguin hatches from the egg.B Two months after the baby penguin hatches from the egg the female bird returns to feed it.C The baby penguin hatches from the egg two months before the female returns to feed the chick.D The baby penguin hatches from the egg after about two months, and then the female bird returns to feed the chick.

4. How are fairy penguins and emperor penguins alike?

A They can both grow to be four feet tallB They are among the nearly 20 species of penguinsC They both can be found in Antarctica onlyD They both live for 20 years and longer

5. What is unusual about the way penguins care for their eggs?

A They bury their eggs in the snowB The colony shares the responsibility for egg careC They only lay one eggD The female penguin leaves the egg after laying it

6. Which of the following makes penguins especially unique?

A The way penguins waddle across the iceB The way penguins capture their prey in the oceanC The way the penguins look like fairiesD The way male penguins balance the egg on their feet



Volcanoes | 8th Grade Form C Mid-Year4

Student Name Date1. Read the title of the passage to the student. “The title of this passage is Volcanoes.” 2. Ask, “What do you know about volcanoes?”3. Say to the student, “Let’s read to find out more about volcanoes. Please read Volcanoes aloud to me.”


Volcanoes are one of the most intriguing features in all of the / earth’s geology. Volcanoes are landforms with vents, or holes, where / molten rock, debris, and gas from inside the earth are released. / This concentration of very hot materials builds up pressure. Then / they are forced out in an event called an eruption. Eruptions can /send out large amounts of ash and melted rock known as lava. / Did you know that volcanoes are found all over the earth, as / well as on other planets? Scientists who study volcanoes classify them / in three ways as follows: active, dormant, or extinct. An active / volcano is one that has erupted in recent years or might erupt at / any time. Even though a dormant volcano is one that erupted long / ago, it still has the potential to erupt again. An extinct volcano / poses the least threat because it has no past record or current signs / of an eruption. / Volcanoes begin as subterranean formations deep below the / earth’s surface and even under the ocean floor. As lava and other / debris escape from inside the earth, they slowly build up, thus / causing the volcano to grow. As a result, new land and mountains / on the earth and in the sea are formed. After a while, volcanoes / under the water build up and can even form islands above the / ocean, such as the islands found in Hawaii. Some of the earth’s / largest active volcanoes are found on the islands of Hawaii. A /national park on the “Big Island” of Hawaii, where people can / observe volcanoes first-hand, is popular among many visitors. / Today many people in the world live and work around the bases / of volcanoes that could still erupt. Because eruptions can be deadly, / scientists who study volcanoes have set up stations where they can / watch the volcanoes. In other words, the scientists use pictures, /maps, terrain samples, and computer programs to try to predict how / and when a volcano might erupt.


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Student Name Date

Note: Tell the student to read the questions to him/herself and circle the letter that best answers each question, based on the passage s/he just read.

1. Another good title for this passage would be:

A Volcanoes: Extinct GiantsB Vents in the Earth’s SurfaceC Beautiful HawaiiD The Ring of Fire

2. What is this passage mainly about?

A Active volcanoes in the oceanB The Hawaiian IslandsC The dangers of volcanoesD How volcanoes are formed

3. Which of the following is true about a dormant volcano?

A It has never eruptedB It will never erupt againC Eventually it will erupt againD It could possibly erupt again

4. How are volcanoes formed?

A Tectonic plates shift deep within the earth or under the ocean floorB Mountains under the sea become visible when sea levels fallC Earthquakes cause the earth’s crust to push up the earth’s platesD Each eruption adds some molten rock and debris to form new land and mountains

5. How will people living near volcanoes know when to evacuate?

A When they feel and hear the earth begin to trembleB When computer programs show an increase in activity below the volcanoC When the sky over the volcano fills with cloud and ashD When the almanac predicts an eruption based on past occurrences

6. Which of the following sets of words mean almost the same thing?

A ashes — fireB eruption — lavaC extinct — dormantD outlet — vent


4Volcanoes | Comprehension Questions Form C Mid-Year

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