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여기에서 이 주제에 대한 비디오를 시청하십시오. 주의 깊게 살펴보고 읽고 있는 내용에 대한 피드백을 제공하세요!
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In this video, I will show you the process we use to UNWRAP our daily reading comprehension.
U – Underline the title
N – Number the paragraphs
W – Walk through the questions (I skipped this step for time)
R – Read aloud
A – Answer questions
P – Prove answers by highlighting in the passage
In the introduction, I said there were 2 things I was going to show in this video, but it got too long!
daily reading comprehension answer key 주제에 대한 자세한 내용은 여기를 참조하세요.
Daily reading comprehension answer key – 5y1.org
Daily reading comprehension answer key: free download. document library. On-line document store on 5y1.org | Download document for free. Find document.
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reading comprehension passages and questions daily
Brand New—–This unique resource proves quick, daily reading comprehension practice. Comprehension questions and answer keys are …
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Daily Reading Comprehension, Grade 7 – Teacher’s Edition, E …
Visit Evan-Moor to download the Daily Reading Comprehension teacher’s edition e-book. … Description; Correlations; Questions & Answers; Specifications.
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LA7 Final Exam Study Guide
Reading Comprehension. To prepare for this, please work through the reading comprehension selections found in the booklet (answer keys are in the back) and …
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Daily Reading Comprehension – Calameo
Review the answers together. … EMC 3453 • Daily Reading Comprehension 9 Student Record Sheet Student: Number of Questions Answered Correctly Day 1 Day 2 …
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As you read, look for the answer to your question. … Review the answers together. … EMC 3456 • Daily Reading Comprehension 107
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주제와 관련된 이미지 daily reading comprehension answer key
주제와 관련된 더 많은 사진을 참조하십시오 Daily Reading Comprehension. 댓글에서 더 많은 관련 이미지를 보거나 필요한 경우 더 많은 관련 기사를 볼 수 있습니다.
주제에 대한 기사 평가 daily reading comprehension answer key
- Author: Hinojosa Megan
- Views: 조회수 84회
- Likes: 좋아요 2개
- Date Published: 2020. 3. 19.
- Video Url link: https://www.youtube.com/watch?v=XFFmyatyaks
Daily reading comprehension answer key: free download. On-line document store on 5y1.org
https://5y1.org/info/daily-reading-comprehension-answer-key_1_b3fad5.html
The goal of this book is to improve students’ reading and comprehension skills. The more experience a child has with reading and comprehending, the better reader and problem solver he or she will be. Daily Warm-Ups: Reading contains a variety of passages to be read on a daily basis. Each passage is
Reading Comprehension Passages And Questions Daily Teaching Resources
Use this resource to organize your Rooted in Reading notebooks with your students. Help them create Interactive Notebooks that are organized so they may optimize their time and effort. 3rd grade teachers, are you looking for something to transform your ELA block? Rooted in Reading is a set of lesson plans and activities that focus around a read-aloud story each week. The teacher reads the book throughout the week and models how to think deeply, ask questions, monitor comprehension, and so
Daily Reading Comprehension, Grade 7 – Teacher’s Edition, E-book
Format: The teacher’s edition e-book contains the same content as the print version, but provides you with additional digital tools to customize and mark up the pages. Student pages can be projected or printed.
Help your seventh grade students learn how to understand, respond to, and enjoy what they read!
Daily Reading Comprehension presents students with direct instruction and practice of the comprehension strategies and skills they need to become strong and successful readers. 150 original fiction and nonfiction passages with comprehension items help you engage students in reading, thinking about, and responding to a variety of texts. Reproducible pages, included in the teacher’s edition, provide visual tools for students to help them apply reading skills to the passages they read. And because activities are presented in an exam format, students practice important test-taking skills while they strengthen comprehension.
What’s new in the revised edition?
Visual aid comprehension pages. The reproducible pages provide students with a visual tool to help them apply reading skills and strategies to daily passages.
Constructed response questions. Standards-aligned questions replace multiple-choice questions.
Note: The fiction and nonfiction passages are the same.
30 weeks of instruction cover the following reading skills and strategies:
Skills: Strategies: · Theme · Monitor Comprehension · Evaluate Evidence · Make Connections · Character and Setting · Visualization · Main Idea and Details · Organization · Visual Information · Determine Important Information · Author’s Purpose · Ask Questions · Prediction · Make Inferences · Cause and Effect · Compare and Contrast · Nonfiction Text Features · Sequence
You’ll love Daily Reading Comprehension because it…
provides students with direct instruction and practice of reading skills and strategies.
supports struggling and reluctant readers.
integrates easily into any language program and any classroom.
works great for test prep.
is correlated to current standards.
Engage your students in reading, thinking about, and responding to a variety of passages and texts with Daily Reading Comprehension!
Daily Reading Comprehension
by Yaneth Gómez A.
Correlated to State Standards • 150 fiction and nonfiction passages • 30 weekly units include: –teacher lesson plan –5 reproducible student pages • Direct instruction of reading strategies & skills • Perfect for test prep • Supports any reading program… More
Correlated to State Standards • 150 fiction and nonfiction passages • 30 weekly units include: –teacher lesson plan –5 reproducible student pages • Direct instruction of reading strategies & skills • Perfect for test prep • Supports any reading program GRaDe 6+ Grade 6+ EMC 3456 Less
reading_comprehension_practice__student_copy_ – Flip eBook Pages 101-150
WEEK Author’s Purpose
17 Students identify the author’s reason for writing about a subject.
Prediction
Students practice using clues from a passage to predict what will happen next.
DAY Review the Author’s Purpose skill with students. Say: When we study the author’s purpose, we
think about why an author wrote a passage. For example, the author’s purpose might be to
1 entertain, to inform, to teach, or to persuade. Sometimes an author may have more than one
purpose. Tell students they are going to read a passage about how music affects people’s moods.
DAY Then remind students of the Ask Questions strategy (Week 6). Read the passage title aloud and say:
Think of a question you have after hearing that title. Write the question in the space provided for
2 the strategy practice activity. Asking questions before we read helps us set a purpose for reading.
As you read, look for the answer to your question. If you find it, write it down. Have students read
DAY the passage. When students have finished, ask: What is the purpose of the first paragraph? (to
inform) What is the purpose of the third paragraph? (to teach) Then direct students to complete
3 the skill and strategy practice activities. Review the answers together.
DAY Remind students of the Author’s Purpose skill, and review the common purposes for writing (to
persuade, to entertain, to inform, and to instruct). Tell students they are going to read about climate
4 change during prehistoric times. Then remind students of the Make Connections strategy (Week 2).
Say: When you read about a topic that may be unfamiliar, you can improve your comprehension
DAY by connecting that topic to topics you are more familiar with. As you read this passage, think
about what you know about climate change today. Have students read the passage. When students
5 have finished, direct them to complete the skill and strategy practice activities.
Review the Prediction skill with students. Say: When we make a prediction, we use clues from the
passage and our own background knowledge to figure out what will happen next. Tell students
they will read a passage about King Tutankhamen (King Tut). Then remind students of the Ask
Questions strategy. Say: Asking questions after we read is a good way to check that we understood
the main points of a passage. When you finish reading, think of a question that can be answered
by information from the passage. Write it in the space provided for the strategy practice activity.
(like Day 1) Direct students to read the passage and to complete the skill practice activity. Review
the answers together. For the strategy practice activity, pair students or complete it as a group.
Tell students they are going to make predictions as they read a story about a spelling bee. Then have
students recall the Make Connections strategy. Ask: What do you know about spelling bees? (e.g.,
Contestants spell words that become more difficult as the bee goes on. Contestants are eliminated after
they misspell a word.) Say: Use what you know about spelling bees to look for clues in the passage
that will help you make predictions. When students have finished reading, direct them to complete
the skill and strategy practice activities. Review the answers together.
Tell students they will practice both the Author’s Purpose and Prediction skills in connection with
the Ask Questions strategy. Remind students: Asking questions while you read is a good way to
monitor how well you understand the text. After you finish each paragraph, ask yourself a
question about what you just read. When you finish reading, pick the question you asked that
helped you understand the passage or clarify your thinking the most. Write it in the space
provided for the strategy practice activity. Have students read the passage. When students have
finished, direct them to complete the skill practice activity. Review the answers together.
106 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.
Name: WEEK 17
READ THE PASSAGE Think about why the author wrote the passage. Author’s Purpose DAY 1
Feeling Blue? Play Some Music
Everyone experiences bad moods now and then, some more than others. But help may be on the way.
In recent studies, scientists have found that music can improve people’s moods. One study conducted by
the University of Maryland showed that listening to a type of classical music called baroque helped improve
the moods of medical workers who study images of people’s organs and bones. It also helped the medical
workers feel greater satisfaction with their work.
But not only classical music helps people feel better. In fact, a Penn State University study of college
students showed that any kind of music the students listened to helped produce more positive emotions,
such as joy, affection, and calm.
How can you help yourself with music? Try a music-listening diary, as did the students in the Penn
State study. Before you listen to music, record how you are feeling. Then get your radio, CD player, or MP3
player and turn on your favorite kind of music. The college students most often listened to rock music, but
you can choose any kind. Next, do whatever activity you would normally do while listening to music. For
example, the college participants studied, exercised, and socialized. After listening to the music, write down
how long you listened and how you feel now. Keep the diary for a couple of weeks, and find out if music
really does make a difference.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. The author describes the University of Maryland 3. The author describes the Penn State study
study so that readers will learn . so that readers will realize that .
about classical and baroque music any type of music can improve mood
about the effects of music on people’s mood college students experience many emotions
how studies are conducted music decreases students’ happiness
that music helps only medical workers rock-and-roll is the most helpful kind of music
2. The main purpose of the second half of the 4. In the third paragraph, the author is mainly
passage is to . trying to help readers .
entertain readers with stories about music find a variety of ways to improve
their moods
inform readers about how mood affects
researchers interpret the data from the studies
encourage readers to use music to improve choose their favorite kind of music
their own moods
discover how music affects their moods
instruct readers on what type of baroque music
they should listen to
STRATEGY PRACTICE Write a question you thought of before you read the passage. If you found the answer,
write it, too.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 107
Name: WEEK 17
READ THE PASSAGE Author’s Purpose DAY 2
Think about the author’s purpose for writing the passage.
Weather in the Prehistoric American Southwest
Today the American Southwest is a hot, dry place. In this region—which includes Nevada, Arizona,
Utah, and parts of California—water is scarce. Yet fossils indicate that this was not always the case. Fossils
of camelops (relatives of camels), American horses, and smilodons (commonly called saber-toothed tigers)
have been found. Scientists believe these animals would not survive in the Southwest today. So how did
they survive back then? Apparently, water was not as hard to find as it is today.
Scientists believe that more than one ice age has taken place on Earth. The most recent ice age ended
about 10,000 years ago. Scientists call the period since then the Holocene period. During the Holocene
period, animals had to try to adapt to a changing environment. Earlier, the Southwest had many forests and
lakes, and temperatures were cooler. After the last ice age, however, many lakes dried up. New predators,
including human beings, came to the Southwest, putting stress on the large animals that lived in the area.
Because so many large mammals and plants became extinct during this period, scientists have named it
the Holocene Extinction Event. Scientists have also detected further climate changes within the Holocene
period. During the Middle Holocene period, for example, the Southwest was both warmer and wetter than
it is today.
SKILL PRACTICE Fill in the bubble next to the correct answer for each question.
1. What is the author’s purpose in the passage? 3. Why does the author include information about
to describe animals that are now extinct new predators coming into the Southwest?
to inform readers about how climate changed to compare animals from the past and present
in the Southwest to show that the climate was milder
to persuade readers to take action to protect to explain how lakes dried up
the environment to help explain why some animals became
to explain how to prepare for the next ice age extinct
2. Why does the author include facts about animals 4. Why might the author have included the last two
that used to live in the Southwest? sentences of the passage?
to show how different the environment was to show that the ice age has continued
to show how animals and humans once to explain what the Holocene period is
coexisted peacefully to show how climate change is ongoing
to explain what the Holocene period is to explain how scientists came to their
to show that the area no longer supports conclusions about climate change
animal life
STRATEGY PRACTICE Explain how using what you know about climate change helped you better understand
the passage.
108 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.
Name: WEEK 17
READ THE PASSAGE Prediction DAY 3
Use your background knowledge and clues from the passage to make predictions
about what scientists will learn from King Tut’s mummy.
Was King Tut Murdered?
A young Egyptian king dies when he is just 19, and he is buried in a hurry. His name is Tutankhamen,
or Tut, and thousands of years later, an archaeologist discovers his tomb. The archaeological team begins
to study everything in the tomb, including the king’s mummy. The world is fascinated by the riches of Tut’s
tomb, but how the young king died remains a mystery.
In 1968, a group of scientists X-rayed the mummy and found what appears to be damage to the skull.
“Could his death have been caused by a blow to the head?” they wondered. Theories started to emerge.
Perhaps the king’s young wife killed him, or maybe someone envied the king’s power.
In 2005, scientists examined Tut’s mummy once again, using a CT scanner—a special kind of X-ray
machine. After scanning the mummy, scientists determined that the archaeological team that originally
discovered Tut had not been careful enough. They had dislodged some small bones when they removed
Tut’s gold mask. Now scientists believe that there was no blow to Tut’s head, at least not while he was alive.
Instead, they believe he died from an infection resulting from a broken bone in his left leg. It is also possible
that he died from another disease. The mystery of Tut’s death has not yet been solved, but murder is an
unlikely explanation.
SKILL PRACTICE Fill in the bubble next to the correct answer for each question.
1. How will scientists probably regard the mystery 3. If scientists were to discover that Tut’s leg was .
of King Tut’s death in the future? broken after he died, they might conclude
They will agree that the case has been solved. that it is unlikely he died of an infection
They will look for other clues to solve the in his leg
mystery. that he was definitely murdered
They will lose interest in figuring out how that the injury to his skull killed him
he died. that his death was caused by his wife
They will agree that he was murdered.
4. If another Egyptian tomb with a mummy is
2. What do you think will happen if scientists discovered, what do you predict will happen?
develop a new way to examine mummies? Scientists will not be interested in the tomb.
They will further damage Tut’s mummy. Egyptian officials will not be careful with
They will discover that Tut was murdered. the mummy.
They will want to conduct more studies People will lose interest in King Tut.
of Tut’s mummy. Scientists will use great care in studying
They will allow anyone to examine Tut’s the mummy.
mummy.
STRATEGY PRACTICE Write a question that can be answered by reading the passage. Have a partner
answer it.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 109
Name: WEEK 17
READ THE PASSAGE Prediction DAY 4
Think about what will happen next by using clues from the text.
Bee Prepared
When the day of the district-wide spelling competition came, Juanita was nervous. She’d been studying
lists of difficult words for weeks, but she was still afraid she’d get a word that she couldn’t spell. Imelda, on
the other hand, was confident. She had always been a good speller. In fact, she’d won her class spelling
bee every year since second grade.
Juanita ate little at breakfast. She took a last look at a list of English words that come from other
languages, and then she left for school. Imelda greeted her on the bus, and the two friends discussed their
chances. “I’m positive you’ll do well,” said Juanita.
“So am I,” laughed Imelda, quickly adding, “and I’m sure you’ll do well, too.”
That afternoon, Imelda and Juanita sat next to one another as the spelling bee took place. One by one,
the other students were given a word to spell, and one by one they were eliminated. Finally, only Juanita and
Imelda remained. The judge of the competition looked at Imelda and said the word bourgeoisie. Imelda looked
startled. First she asked for the word to be used in a sentence. Then she asked for the word’s origin. After the
judge said that the word came from the French language, Imelda gave her answer: “That’s B-U-R-J-O-I-S-E-E,”
she said.
“Incorrect,” said the judge. Crestfallen, Imelda, sat down.
“Juanita,” said the judge, “if you spell the word correctly, you will win this round of the spelling bee.”
Juanita repeated the word and then slowly began to spell it.
SKILL PRACTICE Fill in the bubble next to the correct answer for each question.
1. Based on the way that Juanita studied for the 3. What do you predict Imelda will do after the
spelling bee, what will likely happen next? spelling competition?
She will ask Imelda for advice. She will stop participating in spelling bees.
She will be asked to sit down. She will get an “A” in French class.
She will spell the word correctly. She will study harder for the next spelling bee.
She will ask for a new word. She will no longer talk to Juanita.
2. After the spelling bee ends, how do you think 4. If Juanita wins the spelling bee, what will she
Imelda will feel? probably do next?
surprised at the outcome complain about the difficulty of the words
pleased with her performance make Imelda feel bad about losing
bored by the experience lose interest in spelling competitions
nervous about how people will react compete in the next level of the spelling bee
STRATEGY PRACTICE What, from your own experiences, did the passage remind you of?
110 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.
Name: Author’s Purpose WEEK 17
READ THE PASSAGE Prediction DAY 5
Think about the author’s purpose, and use clues from the passage to help you
predict how people might feel about Cleopatra in the future.
The Legends of Cleopatra
There are numerous legends about Cleopatra, the woman who ruled Egypt during the time of the
powerful Roman Empire. According to some stories, she was a great beauty whom men could not resist. In
others, she is described as so hungry for power that she killed her own brother and sister.
Figuring out what is fact and fiction about a ruler from thousands of years ago is difficult. However, we
know this much: Cleopatra was part of a royal family, meaning she inherited her power. And she was
romantically involved with two of Rome’s most famous leaders, first Julius Caesar and then Mark Antony.
Her relationships with both men influenced politics between the Roman and Egyptian Empires.
Another reason it is hard to find trustworthy information about Cleopatra is that, apparently, Romans
were angry about her involvement with Julius Caesar and Mark Antony. After the men’s deaths, Roman
historians wrote accounts that portrayed Cleopatra as extravagant and selfish. Later, writers and artists
used these histories as sources for their fictional accounts of Cleopatra.
Modern eyes may not find Cleopatra’s profile on ancient coins so beautiful. Yet the legends about the
entrancing beauty who manipulated men continue to endure.
SKILL PRACTICE Fill in the bubble next to the correct answer for each question.
1. How will people probably think of Cleopatra 3. The author includes information about Romans’
in the future? anger toward Cleopatra to .
as a manipulative, extravagant beauty
as an intelligent, hardworking ruler show that she was a great beauty
as an ordinary, unlucky queen
as a person who did not deserve her power prove that she wasted citizens’ money
show that she was less powerful than legends
state
2. Based on information in the passage, you can explain why stories about her might be negative
predict that people in the future will . 4. The author’s main purpose is to .
discover the complete truth about Cleopatra entertain readers with a legend about a
powerful queen
prove that Cleopatra was a fictional character,
not a queen inform readers about legends of Cleopatra
continue to tell stories about Cleopatra persuade readers that Cleopatra was a great
ruler
lose interest in Cleopatra’s life
explain to readers how to do historical research
STRATEGY PRACTICE Write the most helpful question you thought of while reading the passage. If you
found the answer, write it, too.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 111
WEEK Nonfiction Text Features
18 Students practice identifying and comprehending common features of
nonfiction text.
Visual Information
Students examine and evaluate information that is depicted visually.
DAY To review the Nonfiction Text Features skill, say: Nonfiction text often includes certain features
that writers use to organize their ideas or information. These features help visually distinguish
1 nonfiction from fiction texts. Direct students’ attention to the passage. Say: This page is designed
to look like an almanac. An almanac is a book or online resource that lists facts and figures
about different subjects. This page lists facts about some of the world’s longest rivers. Then
review the Determine Important Information strategy with students (Week 5). Say: As you read,
think about which information in each section is most important to help you understand that
section. When students have finished reading, direct them to complete the skill and strategy
practice activities. Review the answers together.
DAY Review the Organization strategy (Week 4) and remind students that good readers pay attention to
nonfiction text features to see how information is organized. Say: A table of contents is nonfiction
2 text that shows the organization of a book, magazine, or other work. While tables of content may
vary in how they look and present information, some features are common to all of them. For
example, every table of contents lists page numbers. As you study this table of contents, pay
attention to how the information is organized. When students have finished reading, direct them
to complete the skill and strategy practice activities. Review the answers together.
DAY Review the Visual Information skill with students. Say: Visual information is information that is
shown through illustrations, diagrams, graphs, maps, photos, or other graphic-based elements.
3 Tell students they are going to study diagrams about tectonic plates. If necessary, explain that
tectonic plates are slabs of rock that the continents and oceans sit on top of. Remind students of the
Determine Important Information strategy. Say: When looking at illustrations and diagrams, it is
important to pay attention to certain features and visual clues. For example, in these diagrams,
I see large black arrows. I bet they’re important for understanding how tectonic plates move.
Have students study the diagrams and complete the skill and strategy practice activities. Review the
answers together.
DAY Remind students of the importance of paying attention to visual information. Say: The majority of
what you will read in your life is nonfiction, and much of that includes advertisements.
4 Understanding an advertisement is important for knowing what is being offered, how much it
costs, and how to get it. Then remind students of the Organization strategy. Say: Because many ads
are designed to be visually appealing, it may be difficult to find the information you are looking
for. As you study this ad for a concert, note how it is organized and where different pieces of
information are located. When students have finished studying the ad, direct them to complete the
skill and strategy practice activities. Review the answers together.
DAY Tell students they will practice using both nonfiction text features and visual information to learn
how to make something. Say: Often instructions will include a combination of text and pictures.
5 It’s important to pay attention to both in order to follow the instructions successfully. As you
read these instructions, look for the information that is important, both in the text and
illustrations, in each step. When students have finished reading, direct them to complete the skill
and strategy practice activities. Review the answers together.
112 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.
Name: WEEK 18
READ THE ALMANAC Nonfiction Text Features DAY 1
Study each section of the almanac page carefully.
The World’s Longest Rivers
River Length Location
Nile 4,132 miles (6,650 km) Africa
Amazon 4,000 miles (6,400 km) South America
Chang Jiang (Yangtze) 3,915 miles (6,300 km) China
Mississippi-Missouri-Red Rock 3,902 miles (6,275 km) United States
Ob 3,364 miles (5,410 km) Russia
Fast Facts
• The Nile River passes through 9 countries: Burundi, Democratic Republic of Congo,
Egypt, Ethiopia, Kenya, Rwanda, Sudan, Tanzania, and Uganda.
• The Amazon is second in length but first in amount of water carried and area of land drained.
• The Missouri and Red Rock Rivers are considered tributaries of the Mississippi.
• The Mississippi river system goes through only one country: the United States.
River Terms
Drainage Basin: the area of land from which a river system collects water
Hydrology: the scientific study of water on Earth and in the atmosphere
Main Stem: the principal channel of a drainage basin, sometimes called a parent river
River System: the connected streams and channels that carry water from a region
Tributary: a stream or river that flows into a main stem
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. How are the rivers listed in the chart? 3. Which river has the largest drainage basin?
in alphabetical order Nile
from widest to narrowest Amazon
from longest to shortest Ob
by greatest to least volume Chang Jiang (Yangtze)
2. Why are the Mississippi, Missouri, and Red Rock 4. What is a parent river?
Rivers grouped together in the chart? the main stem of a river
All three are the same length. a tributary of a river
They are all rivers in North America. the area of land that collects water
All three are tributaries of the Amazon. a geographic region
They are part of the same river system.
STRATEGY PRACTICE Describe a situation when the information from the “Fast Facts” section would be
important or useful.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 113
Name: WEEK 18
READ THE TABLE OF CONTENTS Nonfiction Text Features DAY 2
Study the content and organization of this book about weather.
The Wild World of
Extreme Weather
Table of Contents
Introduction: Extreme Weather ……………….. 3 Part Three: Weird Weather
Chapter 9: Pink Snow and Other
Part One: From One Extreme to Another Colorful Weather ……………… 225
Chapter 1: The World’s Hottest Weather ….15 Chapter 10: It’s Raining Fish and
Chapter 2: The World’s Coldest Weather…43 Frogs—Really! …………………… 253
Chapter 3: The World’s Wettest Weather….69
Chapter 4: The World’s Driest Weather…….95 Glossary of Weather Terms ……………………. 281
Part Two: Severe Weather Events
Chapter 5: Hurricanes and Tornadoes…..123
Chapter 6: Blizzards and Other Storms …. 147
Chapter 7: Floods…………………………………. 179
Chapter 8: Lightning……………………………..201
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. All the chapters in Part One describe . 3. Tornado hunters are people who try to find
tornadoes just as the storms form. In which
record-breaking weather events section would you be most likely to find a
description of how they find storms?
hot and cold weather Introduction
Chapter 5
dangerous weather events Chapter 6
Glossary
the difference between weather and climate
4. Which of the following text features is most likely
2. On which of the following pages would you be to be on page 50?
most likely to find a definition of dust storm? a photograph of a flooded city
page 3 a graph comparing winter temperatures
page 15 a map showing desert regions on Earth
page 123 a diagram of the characteristics of lightning
page 281
STRATEGY PRACTICE Explain what the topics in Part Three have in common.
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READ THE DIAGRAM Visual Information DAY 3
Study the illustrations and the captions to help you visualize tectonic movement.
Earth’s surface is shaped by the movement of tectonic plates that move into, against, or away
from one another. Scientists study what happens to Earth’s crust at the boundaries of these plates.
There are three types of boundaries: divergent boundaries, transform boundaries, and convergent
boundaries.
When the plates move, they cause earthquakes. The strongest earthquakes occur at convergent
boundaries, while the weakest earthquakes occur at divergent boundaries. Earthquakes at transform
boundaries are usually stronger than those at divergent boundaries, but weaker than those at
convergent boundaries.
divergent boundary transform boundary convergent boundary
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. What do the illustrations show? 3. In which direction do convergent boundaries
the way water moves move?
the way glaciers move toward each other
the way Earth’s crust moves away from each other
the way mountains move from north to south only
from east to west only
2. Where might you find illustrations like
the ones in the passage? 4. What does the label below each illustration tell?
in a history textbook the scientific name for Earth’s crust
in a science textbook the land features that are created
in a gardening magazine the direction that the boundary moves
in a sailing magazine the type of boundary that is illustrated
STRATEGY PRACTICE What visual information from the illustrations was most important in helping you
understand how the boundaries are different?
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READ THE AD Visual Information DAY 4
Study the ad and pay attention to how the information is arranged.
The SOWAT BROTHERS are Special Opening Act:
back in town!
singing their new single
Last year’s shows sold out in “Close the Book on Love”
SIX MINUTES! Don’t miss this year’s
Just 3 shows!
Comet Comeback tour.
RICK, MATT, and EBENEZER June 3, 4, and 6
Center City Arena
sing all your favorite hits:
Close But Nowhere Near 8:00 PM
Remind Me Why You Love Me Love Shakedown
Tickets available exclusively by
Don’t Devour My Heart phone through TicketBox
1-866-555-8269
SAVE THE DATE The SOWAT 6June
BROTHERS 8:00 PM
Sec 3,
with special guest Row C,
Seat 52
NO REFUNDS
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. One technique that the ad uses to persuade people 3. Based on the ad, you can conclude that .
to buy tickets is to . the concert will take place outdoors
Fluffy Puppy will sing before the Sowat
compare the Sowat Brothers to other Brothers
current bands tickets for the concert can be purchased
at several locations
suggest that the band is extremely popular the Sowat Brothers are not as popular
as they used to be
offer a money-back guarantee
promise that the concert will be a great value
2. The ad does not indicate . 4. Which of the following is the name of one song
that the Sowat Brothers sing?
the date of the concert “Back in Town”
“Comet Comeback”
where the concert will take place “Close the Book on Love”
“Don’t Devour My Heart”
how much tickets cost
what time the concert begins
STRATEGY PRACTICE Identify an important piece of information that is shown on the ticket but nowhere
else in the ad.
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READ THE INSTRUCTIONS Visual Information DAY 5
Read the steps and study the figures to learn how to make a shoebox guitar.
How to Build a Shoebox Guitar Figure A
Here’s a simple way to build your own musical instrument. Figure B
fret
What You Need: shoebox with lid, glue, 4 to 6 rubber bands, scissors
Figure C
1. Draw an oval-shaped circle on the lid of the shoebox, as shown
in Figure A. You may want to trace a jar lid or small plate. Cut
out the circle.
2. Mark lines to divide the cut-out circle into thirds, as shown in
Figure B. Fold on the lines.
3. Glue the center third of the folded circle next to the circular
opening on the shoebox to create a support for the
rubber-band strings. This will serve as a fret, which is the
part on a regular guitar that raises the strings slightly above
the neck. (See Figure C.)
4. Stretch the rubber bands across the hole and over the fret,
as shown in Figure C. Use rubber bands of different
thicknesses and lengths to create different notes. The tighter
the band, the higher the pitch will be.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Which of the following steps should you complete 3. What happens when you put a tighter rubber
first to build a shoebox guitar? band around the instrument?
Stretch rubber bands around the box. It produces a higher pitch.
Glue the fret to the box top. It produces louder sounds.
Cut an oval-shaped circle from the box lid. It produces a lower pitch.
Fold the cardboard circle into thirds. It produces quieter sounds.
2. Based on Figure A, where should you place 4. Based on the instructions, what do the dashed
the hole in the instrument? lines in Figure B indicate?
in one corner of the top where to place glue
closer to one end of the top than the other where to fold the cardboard
in the center of the top where to place the rubber bands
partly on one side of the box and partly where to cut the cardboard
on the top
STRATEGY PRACTICE Why do you think the author included figures with the instructions?
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WEEK Main Idea and Details
19 Students look for the central idea or message of a passage or story. They also
find details that best support the main idea.
Sequence
Students look for the order of events or steps in a process.
DAY Review the Main Idea and Details skill by saying: Every passage has a main idea, as does each
paragraph in the passage. A paragraph’s main idea usually supports or further explains the
1 passage’s main idea. Each paragraph also contains details supporting the main idea of the
paragraph or passage. Then remind students of the Monitor Comprehension strategy (Week 1). Say:
DAY As you read, stop after each paragraph to find the main idea. Think about how that main idea
supports the main idea of the passage. If the main ideas don’t seem to make sense together,
2 reread to evaluate whether or not you found the correct main idea of the paragraph. Direct
students to read the passage and to complete the skill and strategy practice activities. Review the
DAY answers together.
3 Remind students that while good writers include many details to make a passage interesting, not all
of these details explain and support the main idea. Read the title and first sentence of the passage
DAY aloud and say: The writer is using this sentence to make you think about things that are valuable.
However, this detail isn’t about tulips, so it isn’t necessary to remember. As you read, don’t try to
4 remember every detail. Identify the main idea of a paragraph, and then look for and remember
only the details that support that main idea. Then remind students of the Visualization strategy
DAY (Week 3). Say: A good way to remember details is to picture them in your mind. Have students
read the passage and complete the skill and strategy practice activities. Review the answers together.
5
Tell students they are going to read about how maple syrup is made. Then remind them of the
Sequence skill. Say: When you read about a process or how something is made, it will often be told
to you in sequential order. Then remind students of the Monitor Comprehension strategy. Say:
Annotating, or making marks on the passage, is a good way to help you monitor how well you
understand the passage. As you read, number the steps in the process of making maple syrup
today. When students have finished reading, direct them to complete the skill and strategy practice
activities. Review the answers together.
Tell students they are going to read a fictional account of a real event—the 2009 eruption of Mount
Redoubt in Alaska. Then remind students of the Sequence skill. Say: The writer is telling a fictional
story but is using real events that happened in the order they happened. Pay attention to the
sequence of events as you read. Then remind students of the Visualization strategy. Say: Try to
visualize the story’s events in your mind. This will help you keep track of the story’s sequence as
you are reading. When students have finished reading, direct them to complete the skill and
strategy practice activities. Review the answers together.
Tell students they will practice both the Main Idea and Details and Sequence skills as they read about
people who create ice-cream flavors. Read the title aloud and ask a volunteer to define what a guru is
(a wise or important leader). Say: In this case, the author is using the word playfully to describe
the jobs of these people. When students have finished reading, direct them to complete the skill and
strategy practice activities. Review the answers together.
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READ THE PASSAGE Main Idea and Details DAY 1
Pause after each paragraph and think about the main idea.
Dog Smarts
All dog owners think their dog is the smartest. But researchers have determined the most intelligent
dog breeds based on more objective measures—a dog’s abilities to learn, solve problems, and obey
commands. According to scientists, the 10 most intelligent breeds of dog obey a command 95 percent of
the time and require fewer than five repetitions of a new command to learn it.
A dog’s intelligence is not necessarily affected by what the dog is bred to do. The tenth-smartest dog is
the Australian cattle dog, which, as it name suggests, is used to herd cattle. In ninth place is the Rottweiler,
originally used in Germany to pull carts. Today, it makes an excellent guard dog. The golden retriever,
fourth, is very popular around the world as a hunting dog and a companion.
The most intelligent breed of dog is the border collie, which excels at doing jobs and following
commands. This dog, like the Australian cattle dog, was bred to herd sheep. Border collies must be able to
listen closely and pay attention to their owners’ commands. One border collie named Betsy understands
more than 300 words. She is able to learn a new command as fast as a human toddler and is more
intelligent than most of the great apes.
At the other end of the scale, the Afghan hound is considered the least intelligent dog. However, it’s
very likely that Afghan owners would disagree with this ranking.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. What is paragraph 1 mostly about? 3. What are paragraphs 2 and 3 mostly about?
why dog owners think their dog is smart the most popular dogs
the ten smartest dog breeds how dogs are trained
how dog intelligence is determined differences between dog breeds
how dogs rank in popularity dogs that herd sheep
2. When researchers measure dog intelligence, 4. Which dog breed mentioned in the passage
they look for the abilities to . is a popular hunting dog?
the German shepherd
herd and do work the golden retriever
the Rottweiler
learn and solve problems the border collie
protect and defend
be loyal and show affection
STRATEGY PRACTICE In your own words, explain the main ideas of paragraphs 2 and 3.
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READ THE PASSAGE Main Idea and Details DAY 2
Look for important details that support each paragraph’s main idea.
Tulip-mania
For thousands of years, people have placed a high value on gold. But did you know that tulips were
once valued just as highly as gold? Tulips came to Holland, a region that is now part of the Netherlands, in
1593 from Central Asia. At first, tulips were very rare and were grown only by wealthy people. This made the
flowers a status symbol, and within ten years, tulip-mania had taken over Holland and spread to other
regions and countries.
People sold tulip bulbs by weight, using the same measure as they did for gold. By 1624, a tulip bulb
could cost as much as 3,000 guilders, or $1,500 in today’s dollars. In months when tulips did not grow,
traders would sign contracts to receive certain numbers of bulbs in the future, intending to sell them for still
higher prices.
Tulips eventually became even more overpriced. Finally, in 1637, people realized that the flowers were
not worth what they cost. The market for tulips crashed, and many tulip traders lost all their money. After
that, the government set a maximum price that could be charged for a tulip bulb.
Today, the Dutch still love their tulips. The Netherlands produces three billion tulip bulbs each year,
selling nearly one billion of them to the United States. The Netherlands is also the home of the world’s
largest flower garden, Keukenhof, where seven million tulips bloom each spring.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. What is the passage mostly about? 3. Which detail best supports the idea that tulips
the real value of tulips were overvalued in the 1600s?
the tulip craze in Holland The government set a maximum price that
how tulips are grown could be charged for tulip bulbs.
the biggest tulip garden The Dutch still love tulips and grow billions
of them.
2. Which sentence could best be added at the end of The United States imports nearly one billion
the passage as a summary of the main ideas? tulip bulbs each year.
“Tulips are grown in many other parts of the Many tulip traders lost all their money.
world besides the Netherlands.”
“The tulip fields at Keukenhof stretch for 4. Where did tulips come from originally?
many acres.” Holland
“The Dutch also grow other bulb flowers, such the Netherlands
as irises, lilies, and hyacinths.” Central Asia
“The tulip is still important in the Netherlands, the United States
but now it is a more sensible passion.”
STRATEGY PRACTICE List words or phrases from the passage that were easy for you to visualize.
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READ THE PASSAGE Sequence DAY 3
Pay attention to the number of steps involved in making maple syrup.
The Sweetest Tree
If you like the taste of maple syrup, you’re not the only one! And you’re not the first. Maple syrup has
been around since Native Americans discovered that the sap of maple trees could be boiled down to create
a sweet golden or amber syrup. According to legend, the discovery was accidental. A Native American
woman was boiling meat in a kettle that contained maple sap. The resulting dish was sweet and delicious.
Native Americans tapped, or cut into, maple trees to collect the sap. Then, they filled hollowed-out logs
with the sap and boiled it using heated stones. After a while, the sap became syrup, but the boiling was
continued until at last the syrup turned into maple sugar. Native Americans used this sugar as their main
sweetening agent and introduced early European settlers to it.
A lot of syrups sold today are made with corn syrup and are called maple flavored. This is because real
maple syrup is more expensive. It is not unusual for a bottle of real maple syrup to cost three times as much
as other syrups. Why is maple syrup more expensive? It is because the process that is used to make maple
syrup today is difficult and takes a lot of time.
Today’s process is not much different from what the Native Americans did. In early spring, maple trees
are tapped and the sap flows out. Next, the sap runs into a tank and then to the sugaring house. There, the
sap is boiled until it becomes syrup. Finally, the syrup is filtered. It takes 35 to 50 gallons of sap from a
maple tree to make just one gallon of syrup. But most people think it’s worth the time and effort!
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. When does the passage claim that maple syrup 3. What was the final product when Native
was first created? Americans boiled sap?
when European settlers first came to maple sugar
North America maple syrup
when a Native American woman boiled boiled meat in syrup
meat in sap hollowed-out logs
when Native Americans tapped maple trees
and boiled sap 4. When maple syrup is made today, what happens
when people built sugaring houses to boil before the sap goes into a tank?
maple sap It flows into the sugaring house.
It is boiled for hours.
2. What did the Native Americans do after they It is filtered.
tapped the maple trees? The maple trees are tapped.
They put the sap into hollowed-out logs.
They ran the sap into sugaring houses.
They cut the trees so the sap would run out.
They boiled meat in the sap.
STRATEGY PRACTICE In the passage, number the steps for making maple syrup today.
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READ THE PASSAGE Read slowly and pay attention to the sequence of events. Sequence DAY 4
Explosion in the Night
On the night of March 22, 2009, in the small town of Willow, Alaska, Megan Warren lay in bed tossing
and turning. She was worried about the report that she had to give in science class the following day. It
was an oral presentation about the nearby volcano, Mount Redoubt, and Megan didn’t like speaking in front
of people. She knew her facts, though. Mt. Redoubt was an active stratovolcano. The last time it had
erupted had been over a stretch of four months in 1989–1990, and the volcano observatory had issued a
warning this past January that another eruption was likely soon. For the past week, lots of smoke and ash
could be seen pouring from the top of the volcano. Scientists thought the volcano would begin spewing lava
at any time.
Just after 10:30 that night, a huge explosion shook the house, and Megan awoke in a panic, wondering
what had happened. Her mother rushed into her room and pointed out the window. Mt. Redoubt glowed red
in the night. “The volcano has erupted!” her mother exclaimed. “Luckily, the ash is blowing away from us, so
we don’t need to evacuate.”
Megan quickly dressed and went to the living room with her mother. Another explosion boomed through
the sky, and Megan’s father and brother joined them to watch out the big window.
“Wow!” Megan said, gazing at what looked like the world’s most incredible fireworks display. “I’m going
to have to change my report, but I’ll bet my teacher gives me a few extra days to work on it!”
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Which event happens first in the passage? 3. Which event occurs after the second explosion?
The volcano erupts. Megan’s mother finds Megan.
Megan tries to sleep. Megan awakes in a panic.
Megan’s mother rushes into Megan’s room. Megan’s father and brother join Megan.
Megan gets dressed. Megan tries to go to sleep.
2. What happens after 10:30 PM? 4. After the first explosion, Megan .
Megan reviews the facts about Mt. Redoubt. sees the volcano in the distance
The observatory issues a warning. falls back to sleep
Megan decides to sleep in the living room. worries about her report
Megan is awakened by an explosion. tosses and turns in bed
STRATEGY PRACTICE Describe how you visualize Mt. Redoubt as it erupts.
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READ THE PASSAGE Sequence DAY 5
Think about the main idea of each paragraph and the sequence of events
described in the passage.
The Flavor Gurus
Imagine what an amazing job it would be to develop and name ice-cream flavors! That’s what the
“flavor gurus” of Ben & Jerry’s ice-cream company do for a living. While all ice-cream companies have
people who develop flavors and name their products, Ben & Jerry’s is known for its unique approach. The
gurus explain that to create a flavor, they first decide on a concept. Then they find the right chunks, candy
swirls, and flavors to add in. Next they experiment, mixing and blending, and finally they taste, taste, taste
until they are satisfied with their creation.
There are several very creative flavor gurus, and each has helped to develop and name many of the
more than 60 current ice-cream and frozen yogurt flavors. Some flavors are named after famous musicians,
celebrities, or places. These include “Cherry Garcia” (named after musician Jerry Garcia), “Phish Food”
(named after the band Phish), “Stephen Colbert’s Americone Dream” (named after the television personality),
“Jamaican Me Crazy,” and “Dublin Mudslide.”
There are many other great names and flavors. “Imagine Whirled Peace” blends caramel with toffee
cookie pieces and fudge peace symbols. “S’Mores” consists of chocolate ice cream with fudge chunks,
marshmallows, and graham crackers. “Turtle Soup” combines vanilla ice cream, cashews covered with
fudge and caramel, and more caramel swirls.
Not all flavors are successful. Some have been sent to the “flavor graveyard,” such as “Peanut Butter
and Jelly,” which failed with the public, and “Sugar Plum,” which the company decided was just icky.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. What is the passage mostly about? 3. According to the passage, what do the gurus
how ice cream is made do right after they mix and blend?
creating and naming ice-cream flavors taste the new flavor
two men who started a unique ice-cream name the flavor
company retire the flavor
the most popular ice-cream flavors discuss the new flavor
2. According to the passage, what do the flavor 4. Which of these details supports the idea that
gurus do first when they develop a new flavor? flavor gurus are creative?
They mix and blend. Not all flavors are successful.
They discuss it with Ben and Jerry. They have developed many ice-cream and
They think of a concept. frozen yogurt flavors.
They find the right flavors to add. They taste until they are satisfied.
Peanut Butter and Jelly ice cream flopped.
STRATEGY PRACTICE List the most important details that helped you understand the job of a “flavor guru.”
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WEEK Cause and Effect
20 Students practice identifying cause-and-effect relationships by looking for
what happens (the effect) and why it happens (the cause).
Evaluate Evidence
Students practice evaluating evidence by identifying the author’s main idea
and examining the evidence the author uses to support that idea.
DAY Review the Cause and Effect skill with students by having them identify a common experience with
a clear cause and effect, such as eating lunch because you are hungry, getting into trouble because
1 you are running in the hall, or doing well on an assignment because you studied. Then read the
passage title aloud and remind students of the Determine Important Information strategy (Week 5).
Say: This title tells me that the passage will be about ancient Greek theater masks. As I read, I’ll
look for important information about the masks. Then have students read the passage. When
students have finished, direct them to complete the skill and strategy practice activities. Review the
answers together.
DAY Tell students they are going to read a fictional story about three students who sell their own crafts.
Review the Cause and Effect skill with students by saying: Often writers will use cause-and-effect
2 relationships to move along the plot of a story or to create a problem for a character. Then remind
students of the Ask Questions strategy (Week 6). Say: As you read, ask yourself what is happening
and why. These questions will help you identify the causes and effects in the story. When students
have finished reading, direct them to complete the skill and strategy practice activities. Review the
answers together.
DAY Remind students that when they evaluate evidence, they look for evidence to support claims that an
author is making in a written work. Tell students they are going to read about a famous baseball
3 player named Satchel Paige. Then remind students of the Determine Important Information strategy.
Say: As you read, note the claims that the author is making about Paige. Look for important
information, or evidence, that supports those claims. When students have finished reading, direct
them to complete the skill and strategy practice activities. Review the answers together.
DAY Tell students they are going to read about an ancient Mesoamerican culture. If necessary, explain
that Mesoamerica refers to Central and South America. Say: As you read, evaluate the evidence that
4 the author gives to support her claims. Look for the topic sentence in each paragraph and the
details that support that sentence. Then remind students of the Ask Questions strategy. Say: After
you read each paragraph, stop and ask yourself, “What was that paragraph about? What did the
author want me to know?” Then have students read the passage. When students have finished
reading, direct them to complete the skill practice activity, and review the answers together. For the
strategy practice activity, pair students or complete it as a group.
DAY Tell students they will practice finding cause-and-effect relationships and will evaluate evidence
as they read about a plant that many people are allergic to. Remind students of the Determine
5 Important Information strategy. Say: You will need to find information that explains the causes
and effects in the passage and provides evidence for the claims the author is making. Then have
students read the passage. When students have finished, direct them to complete the skill and
strategy practice activities. Review the answers together.
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READ THE PASSAGE Cause and Effect DAY 1
Look for causes and effects that explain why masks were used in ancient Greek theater.
Masks in Ancient Greek Theater
In ancient Greece, plays attracted huge audiences—up to 20,000 people might attend a single
performance. During the early development of Greek theater, one man had an idea to act out the poems
and choruses that were previously performed by a choir. This man, Thespis, would act out all the characters
in a play himself. He changed masks to indicate when he was playing a new character. Later, plays were
performed by two or three men. These actors still used different masks to indicate which characters they
were playing.
Masks served an additional purpose in Greek plays. Because theaters were so large, it was difficult for
audience members to see changes in the actors’ facial expressions. The masks had exaggerated features
that were easier for audience members to see.
At one time, scholars believed that the masks also served as a kind of megaphone that helped the
actors project their voices. However, today’s scholars disagree with that theory because ancient Greek
theaters were built with good acoustics. The sound quality was clear enough that actors would not have
needed megaphones.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Why did Thespis change masks? 3. What happened when multiple actors began
to show his different emotions participating in plays?
to share all the different masks he had created The actors made exaggerated facial expressions.
to help the audience hear him better The actors stopped using masks.
to show when he was playing a new character The actors used a chorus to deliver their lines.
The actors played additional roles.
2. Why would it have been hard for audiences in
ancient Greece to see actors’ facial expressions? 4. Scholars rejected the theory that masks were used
The actors used very little emotion when as megaphones because .
playing their parts.
The theaters were very large. members of the chorus did not wear masks
The actors spoke their lines offstage.
The complicated theater sets made it hard Greek theaters had good sound quality
to see the actors.
the masks had detailed facial expressions but
no openings at the mouth
actors in the plays did not speak their parts
STRATEGY PRACTICE Write two facts about ancient Greek masks, and explain how those facts helped
the performers or the audience.
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Name: WEEK 20
READ THE PASSAGE Cause and Effect DAY 2
Think about what happens to each student and what causes these things to happen.
Market Day
Theo, Laura, and Estefania were all excited for their school’s Market Day, when sixth-grade students
would get to sell their own handmade products to first- and second-graders.
Theo decided to make paper airplanes. He gathered a pile of used notebook paper from his desk and
folded the paper to make ten planes. He tested each of them, and though they didn’t fly far, he thought they
were fun and creative. Laura decided to take orders for her drawings. She gathered drawing paper so that
she could make the drawings once students told her what they wanted. Estefania decided that she would
sell funny bookmarks. She got construction paper, scissors, and markers and created five different styles.
After thinking about how many students would be coming, she decided she would make 20 of each style.
A few hours later, Estefania had about 100 bookmarks ready for sale.
When Market Day arrived, the students set up their booths. Theo put all his airplanes on the table in
two rows, while Laura placed her construction paper and pencils to the side. Estefania displayed one of
each of her five different bookmark styles and stacked up the rest.
By the end of the afternoon, Theo had sold all of his planes, but he was disappointed because he could
have sold many more if he had made more. Laura was unhappy that she did not make many sales. Because
the younger students couldn’t see examples of her work, they didn’t know what to ask her to draw.
Estefania, on the other hand, was very pleased. She had sold 95 bookmarks and knew she had planned
well for the day.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Theo could have been more successful on Market 3. Why was Estefania pleased at the end of
Day if he had . Market Day?
She knew she was a talented artist.
built planes that flew farther She had made a lot of money for the school.
She had sold more than Laura and Theo.
made more than ten planes She knew she had planned well.
been more creative with what he made
brought models of his work
2. Laura did not make as many sales as she could 4. Which statement best explains why Estefania sold
have on Market Day because . more than Laura and Theo?
She knew more first- and second-grade
students did not like her drawings students.
She worked harder to prepare enough good
she ran out of paper products.
She was a friendlier salesperson.
her work was less fun and creative than Theo’s She made a pretty display of her bookmarks.
she did not show examples of her work
STRATEGY PRACTICE What part of the passage prompted you to ask questions about what was happening?
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READ THE PASSAGE Evaluate Evidence DAY 3
Think about the claims the author makes and the evidence he gives to support them.
Baseball Great Satchel Paige
Satchel Paige was probably one of baseball’s greatest pitchers, although he had a limited opportunity
to prove his skills. Paige was born in 1905 and spent the majority of his career playing for the Negro
Leagues. During the 1930s and 1940s, when Paige was playing his best, Major League teams didn’t allow
African American players. As a result, African Americans had to play on all-black teams, in front of mostly
black crowds.
In addition to playing for the Negro Leagues, Paige traveled around the country, pitching in small-town
exhibition games against white Major and Minor League teams. Paige could throw a dazzling variety of
pitches, and team owners were willing to pay him top dollar.
In 1947, Major League Baseball’s color barrier was finally broken when Jackie Robinson became a
second baseman for the Brooklyn Dodgers. Soon other black players entered the Major Leagues, and
Paige himself was offered a contract in 1948 to play for the Cleveland Indians. By then he was 42 years old,
and people joked that he was baseball’s oldest rookie. Nonetheless, Paige’s pitching helped the Indians win
the division championship that year.
In 1971, Satchel Paige’s contribution to baseball was officially recognized. He became the first Negro
League player to be inducted into the National Baseball Hall of Fame, finally receiving the recognition he
deserved.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Which of the following does not indicate that 3. Which statement explains why Paige did not have
Paige was a great pitcher? an opportunity to fully prove his skills?
He is in the National Baseball Hall of Fame. Paige was busy barnstorming.
He played during the 1930s and 1940s. Jackie Robinson broke the color barrier.
He helped Cleveland win the championship. Major league teams did not allow African
He could throw a wide variety of pitches. American players.
Paige played for the Cleveland Indians.
2. Which statement provides the best evidence that
team owners greatly valued Paige? 4. What evidence explains why people might have
Paige’s ability to prove his skill was limited. joked about Paige being baseball’s oldest rookie?
Paige traveled around the country. He had been playing for many years.
He played against white major and minor Other black players had already entered the
league players. major leagues.
Owners were willing to pay him a lot of money. He was known for his sense of humor.
He was too inexperienced to do well.
STRATEGY PRACTICE What information does the author give to support the claim that Satchel Paige
was finally given the recognition he deserved?
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Name: WEEK 20
READ THE PASSAGE Evaluate Evidence DAY 4
Think about the claims the author makes and the evidence she gives
to support them.
Olmec Heads
Thousands of years ago, before the great civilizations of the Inca, the Maya, and the Aztec, another
culture dominated Central and South America—the Olmec. These people, who thrived in Mesoamerica
between 1500 BC and 400 BC, helped develop the calendar for which the Maya later became famous. Also,
like the later civilizations, the Olmec believed in a corn god, and many other gods of nature. The Olmec also
used innovative farming methods. But perhaps the most amazing accomplishment of the Olmec people was
their art.
Explorers and archaeologists have discovered 17 gigantic heads that the Olmec sculpted from basalt,
a volcanic rock found in the mountains. Some of these sculptures weigh several tons. The largest of the
heads is over eight feet tall. Each one has a different face and wears a helmet or a headdress. Some
scholars estimate that it would have taken up to 1,500 workers and three to four months to move the heads.
For a while, scholars believed that because the heads had helmets, they represented Olmec
ballplayers. The Olmec were known to play a game with a rubber ball that later Mesoamerican cultures also
played. Now, however, archaeologists believe that the heads portrayed important Olmec rulers.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Which sentence gives evidence that the Olmec 3. Which evidence best supports the idea that the
had links to later cultures in Mesoamerica? Olmec heads are very big?
Some of the sculptures weigh several tons. They represented Olmec ballplayers.
The Olmec helped develop the calendar for The Olmec were innovative farmers.
which the Maya became famous. The volcanic basalt came from nearby
Archaeologists now believe that the giant heads mountains.
portray important Olmec rulers. The heads might have required up to
The Olmec are known for their amazing art. 1,500 workers to move them.
2. Which piece of evidence supports the theory that 4. Which statement is not supported by evidence
the heads portray ballplayers? in the passage?
They are wearing helmets. The Olmec lived long ago.
Each head has different facial features. The Olmec religion had more than one god.
There are 17 known heads. The Olmec were led by a single ruler.
The heads are made from volcanic basalt. The Olmec heads were moved to their present
location.
STRATEGY PRACTICE Write a question about information from the passage. Then have a partner answer it.
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Name: Cause and Effect WEEK 20
READ THE PASSAGE Evaluate Evidence DAY 5
Pay attention to cause-and-effect relationships, and look for evidence
the author uses to support her claims.
Poison Ivy
Have you ever heard the saying “Leaves of three, let them be”? It’s an old warning to stay away from
poison ivy. This shrub or vine, which is found in much of North America, contains a sticky substance called
urushiol oil. The oil is so strong that an amount the size of a pinhead is enough to cause an itchy rash on
about 500 people!
If your skin comes into contact with poison ivy, the oil is very hard to wash off. In fact, once urushiol oil
touches something, it can remain active for one to five years. A rash usually develops within a few days of
exposure, causing severe discomfort and itching. Many people think the rash itself is contagious and can
continue to spread. However, this is not the case. Once the oil has been absorbed into your skin, which
usually occurs within 24 to 36 hours, it can’t spread anywhere else. If new rashes do appear, most likely you
have come into contact with poison ivy in multiple places, or the oil is on something you continue to touch,
such as your clothing or your pet.
Instead of trying to treat poison ivy, your best strategy is to avoid it in the first place. The plant is
characterized by clusters of three pointy leaves, with the middle leaf being the longest. Before you go
camping or hiking, study pictures of poison ivy so you know exactly what it looks like. And whenever you are
venturing into the woods, wear long pants instead of shorts, and trade in your sandals for shoes and socks.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. According to the passage, when someone comes . 3. Which statement gives the best evidence that
into contact with urushiol oil, that person urushiol oil is very strong?
can infect up to 500 other people It is found in much of North America.
will probably get a rash It is found on shrubs or vines.
should identify a plant with three leaves A rash usually develops in a few days.
will probably become sick immediately A tiny amount can affect up to 500 people.
2. Which of these cannot cause a poison ivy rash? 4. Which statement gives the best evidence that
wearing clothes that have brushed against it is important to avoid poison ivy?
poison ivy There is an old saying that warns people
contact with a person who was infected to stay away from it.
3 days ago You should wear long pants whenever you
touching your skin before it has completely go into the woods.
absorbed urushiol oil The oil from poison ivy is very hard to
wearing sandals and shorts in the woods wash off.
Poison ivy has clusters of three leaves.
STRATEGY PRACTICE In the passage, what information about poison ivy is important for a person who is
planning a hiking trip?
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WEEK Compare and Contrast
21 Students practice comparing and contrasting by looking at the similarities and
differences between two or more people or things.
Make Inferences
Students practice making inferences by using clues in a passage to understand
what is being implied or inferred.
DAY Tell students they will practice comparing and contrasting by reading about the history of the
Olympic Games. Say: As you read, notice what the Olympics in ancient Greece have in common
1 with today’s Olympics and what is different about them. Knowing the similarities and
differences will help you understand the points that the writer is making. Tell students they
will also practice making connections (Week 2). Say: Since many of the Olympic events you will
read about occurred before you were born, you will need to use what you know about the
Olympics today to understand what you read about the Olympics of the past. When students
have finished reading, direct them to complete the skill and strategy practice activities. Review
the answers together.
DAY Tell students they will practice comparing and contrasting by reading an interview with a rugby
player. If necessary, build background by explaining that rugby is a sport involving elements of both
2 soccer and football. Then remind students of the Organization strategy (Week 4). Say: Since what
you are about to read is an interview, it is organized differently than other nonfiction texts. Pay
attention to the organization and the nonfiction text features that tell you who is speaking and
what each person is saying. When students have finished reading, direct them to complete the skill
and strategy practice activities. Review the answers together.
DAY Tell students they will practice making inferences by reading about animals and emotions. Say:
When we infer, we use clues from the text and our background knowledge to understand
3 information that is not directly stated. Review the Make Connections strategy by saying: When we
use our background knowledge, we are making connections with the text. Think about what you
know, have seen, or have done that helps you better understand the topics in this passage as you
read. When students have finished reading, direct them to complete the skill and strategy practice
activities. Review the answers together.
DAY Review the Make Inferences skill with students. Say: When we make inferences, we use our
background knowledge and clues from the text to understand information that is not directly
4 stated. Tell students they are going to read about an ancient city near the Mississippi River in
Illinois. To build background, help students locate Cahokia Mounds State Historic Site on a map of
Illinois. Then review the Organization strategy. Say: The text you are going to read is like a park
brochure, with the information organized into sections. Point out the subheads on the student
page. Say: As you read, pay attention to these subheads and think about why the writer organized
the information this way. When students have finished reading, direct them to complete the skill
and strategy practice activities. Review the answers together.
DAY Tell students they will practice both comparing and contrasting and making inferences by reading a
story about an archaeologist who has an unexpected adventure. Say: The story you are going to read
5 is set in Egypt. As you read, connect what you know about Egypt to the text. This will help you
understand the information so you can find good comparisons and contrasts and make good
inferences. When students have finished reading, direct them to complete the skill and strategy
practice activities. Review the answers together.
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Name: WEEK 21
READ THE PASSAGE Compare and Contrast DAY 1
Look for similarities and differences between the ancient and modern Olympics.
The Olympic Games
Today, people can turn on their televisions and watch the Olympics every two years, alternating between
summer and winter games. The world’s best athletes train hard, hoping to win a gold, silver, or bronze medal.
However, the first Olympics was quite different from today’s Olympic Games. Held in 776 BC at Olympia, in
ancient Greece, the games honored the Greek god Zeus. The competition was a chance for athletes to bring
honor to their city-states, just as today’s athletes bring honor to their countries. However, in ancient Greece,
only men could participate.
For 13 years, the ancient Olympics had just one event, a running race. Gradually, as with today’s games,
more events were added. The games expanded to include sports such as chariot and horse racing, boxing,
and the pentathlon. The pentathlon itself consisted of five different events: running, wrestling, jumping,
throwing a discus, and throwing a javelin. By comparison, today’s pentathlon also includes running, but the
other four events are fencing, pistol shooting, swimming, and horse jumping.
The ancient Greek Olympics ended around 395 BC and weren’t played again for nearly 1,500 years.
Finally, in 1894, a Frenchman named Pierre de Coubertin decided to bring the games back. The games were
held in 1896 and included nine events: track, cycling, fencing, gymnastics, shooting, swimming, tennis,
wrestling, and weight lifting. Today’s Olympics include even more sports, such as soccer and skiing, and are
now separated into the Summer and Winter Olympics. Cities around the world take turns hosting the Olympics.
For seven days before and seven days after the ancient Olympics, wars ceased so athletes could travel
safely to the games. In a similar way, many believe that today’s Olympic Games create goodwill, as nations
exhibit strength through competitive sports rather than through battle.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. How are modern Olympics and the first Olympics 3. Based on the passage, the modern and ancient
different? pentathlons are alike because both .
Only the first Olympics included running.
Only the modern Olympics include wrestling. included weight lifting as an event
Women did not compete in the first Olympics.
Modern athletes honor their countries. included a sport that takes place in water
included events that use horses
included running as an event
2. How are the modern and ancient Olympics alike? 4. Based on information in the passage, how are
Wars must stop before and after the games. today’s Olympics different from those in 1896?
Both always take place in Greece. They include fewer sports than in 1896.
Both include chariot races. They are held at different times of year.
Both include a variety of athletic events. They develop athletes’ military skills.
They no longer pay tribute to Zeus as the
1896 games did.
STRATEGY PRACTICE Would you like to have attended the ancient Olympic Games? Why or why not?
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Name: WEEK 21
READ THE INTERVIEW Compare and Contrast DAY 2
Think about how rugby and football are similar and different.
Youth Sports Online: An Interview with Carlos Perreyra
Youth Sports: Carlos, you’ve played rugby for ten years. I hear it’s a pretty brutal game. How does it differ
from American football?
Carlos: First, rugby is much more active. In American football, each 15-minute quarter has only about three
to four minutes of actual play. Rugby is almost the opposite. Each half lasts 45 minutes, and the clock stops
only for injuries and player substitutions. Second, football players wear helmets and pads all over their
bodies to protect themselves when they are hit or tackled. Tackles happen in rugby, too, but we don’t wear
pads. We play in shorts, long socks, metal cleats, and rugby jerseys. You have to be tough to play rugby!
And since the clock never stops, a downed player has only one second to flip the ball to a teammate. If he’s
swarmed by players but doesn’t fall down, the opposing team tries to rip the ball out of his hands!
Youth Sports: Are the two games the same in any way?
Carlos: Yes. Each game’s objective is to get an oval-shaped ball across a line. In rugby it’s called the “try
line,” and in football it’s called the “goal line.” In both games, you get a chance to score again after you cross
the line. In football you can kick the ball through the goal posts or try to run or pass the ball across the goal
line, but in rugby you only get to kick the ball.
Youth Sports: Do you think rugby is a better game?
Carlos: Absolutely! There’s more speed and team play that you don’t have in football. In rugby, the positions
change. You don’t have one person who plays just one position, and anyone can carry or kick the ball. A
player can play offense and block for his or her teammate, receive a pass or recover a kick, or suddenly
play defense if the other team gets the ball. It’s very exciting!
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. How is the equipment different for rugby and 3. Which description applies to both sports?
American football? The clock stops after each play.
Rugby uses a round ball. A game has four 15-minute quarters.
Football players wear pads and helmets. Players tackle one another.
Rugby does not have goal posts. The positions that players play always change.
Football players wear shorts and long socks.
4. Carlos likes rugby better than football because
2. What is true about both football and rugby? he thinks .
Players score by getting a ball across a line.
Each half is 30 minutes long. players are less likely to be injured
The play clock stops after a tackle.
The ball continues moving throughout the game. there are more positions
it is easier to score points
it is a faster, livelier game
STRATEGY PRACTICE How does the writer show who is speaking in the interview?
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Name: WEEK 21
READ THE PASSAGE Make Inferences DAY 3
Use clues from the passage and your background knowledge to make inferences.
Are Humans the Only Animals with Emotions?
Do animals besides humans have emotions, and if so, which ones? Scientists and animal lovers often
debate this issue. In the past, many scientists believed that animals were not capable of showing complex
human emotions such as empathy. Empathy is the understanding of and sharing in another’s feelings. For
example, if your little brother’s turtle dies, you probably would feel bad for him.
Several recent experiments and observations support the theory that animals feel empathy. In 1964,
one study showed that rhesus monkeys would not accept food if another monkey got an electric shock.
Likewise, biologist Marc Bekoff reports that when he was watching elephants in Kenya, he noticed an
elephant that had been crippled for years. Although the elephant moved very slowly, the herd never left it
behind. They’d stop walking, check on her, and then wait for her. Bekoff also tells of Alaskan bear cubs that
were orphaned when their mother was shot. One cub had been wounded, so he limped along and swam
painfully slowly, but his sister never left his side. She even fished salmon out of the river for him.
There are reports of animals showing emotions besides empathy, too. In 2005, a humpback whale
became tangled in fishing lines off California’s coast. After divers freed the whale, it played with and nuzzled
each diver, seeming to show gratitude. Gorillas, llamas, and many other animals appear to express grief
when a mate dies. And then there’s the story of the two abandoned terriers that were taken to an animal
shelter. When one of them went blind, the other led his companion around the new environment by the
scruff of the neck until the blind dog learned its way around. Maybe humans and animals aren’t so different
after all.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. What might cause a person to feel empathy? 3. What makes the author wonder whether humans
getting injured before a big game and animals are really so different?
watching a friend be chosen last for a team Animals appear to express emotions, too.
being invited to a birthday party Animals have been shown to use tools.
having to move to another state Many animals live in pairs or groups.
Animals can suffer injuries, too.
2. Which animal or animals described in the
passage showed empathy? 4. You can infer from the passage that .
the blind dog
the humpback whale animals and people experience all the same
gorillas and llamas emotions
the elephant herd
some animals do not want another animal
to suffer
animals feel greater pain than people do
empathy is an emotion shown only by humans
STRATEGY PRACTICE Describe an example you have seen of an animal appearing to express an emotion.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 133
Name: WEEK 21
READ THE BROCHURE Make Inferences DAY 4
Make inferences about ancient Cahokia by looking for clues in the text.
STATE HISTORIC SITE By 1400, the city was Plan Your Visit
abandoned. Nobody knows why.
About Cahokia Mounds Many things might have led to its Cahokia Mounds State
downfall, including climate Historic Site is located in
Covering five square miles change, war, disease, and Collinsville, Illinois. Admission is
along the Mississippi River, the overuse of natural resources. free. A visitors’ center offers
ancient port city of Cahokia was Some people believe that cutting exhibits, educational programs,
once home to at least 15,000 down trees and diverting natural and a museum shop. Self-guided
people. At its peak between creeks caused widespread and ranger-guided tours are
AD 1050 and 1200, Cahokia had flooding and crop destruction. available. Dress comfortably and
canals, fisheries, and irrigation These events, in turn, might have bring sunscreen, bug spray,
for crops. In 1250, Cahokia was led to fighting and unrest in the and water.
larger than the city of London. community.
Rows of houses were built around
plazas. Ceremonial buildings sat The Name “Cahokia”
on huge earthen mounds. The
tallest mound took 15 million Because no one knows what
baskets of earth and 300 years to the people of Cahokia called
build. Citizens traded in copper, themselves, the site is named for
elk, shark’s teeth, and shells. a subtribe of the Illiniwek Native
Americans who inhabited the
area in the 1600s.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. You can infer that in ad 1150, Cahokia . 3. Nearby resources must have included .
traded with London oceans and saltwater marshes
was a community of hunters and gatherers volcanic rocks
was complex and well-organized forests and fresh water
was undeveloped even for its time gold and silver deposits
2. How have people probably learned about Cahokia? 4. What can you infer about Cahokia Mounds State
Poets and musicians sang about it. Historic Site?
Its residents left written records. It is a good place to learn about ancient Native
The Illiniwek people still talk about it. Americans.
Experts studied things found at the site. It consists of an indoor visitors’ center.
It is not considered historically important.
It has rides and other amusements.
STRATEGY PRACTICE How is information organized in the brochure? Explain.
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Name: Compare and Contrast WEEK 21
READ THE PASSAGE Make Inferences DAY 5
Look for information that helps you compare and contrast and make inferences.
Effie’s Visit to Egypt
Effie was an archaeology student studying ancient Egypt. She had been examining stone statues in
Cairo’s Egyptian Museum when it happened. Maybe the lunch she had wolfed down at the roadside stand
had been bad. Maybe she hadn’t drunk enough water. Whatever it was, Effie became dizzy. The last thing
she remembered was slumping down onto the cool stone floor.
“Iphigenia!” Someone was calling her name. No one had used her full name for years! Suddenly, an old
woman appeared. “Iphigenia! Get up! Where have you been? You are required in the dressing room.” Her
commanding voice made Effie follow her at once.
As they hurried upstairs, Effie noticed several statues. Where am I? she wondered. The statues looked
new—no cracks or missing parts like the other ones in the museum.
“The pharaoh’s son needs help with his makeup now!” said the woman.
“A boy wants to wear makeup?” Effie asked, astonished and confused.
“Unless you’d rather work in the fields than be a house servant, I suggest you get started immediately,”
hissed the woman.
Servant? Pharaoh? Where was she? Or rather, when? Hurriedly, she entered a room full of beautiful
paintings. A 12-year-old boy waited impatiently, tapping his foot. Effie scanned the cosmetics on the table
and saw green eye shadow made from malachite; black eyeliner made of kohl, a type of lead sulfide; and
lipstick containing red ocher, a pigment found in clay.
“Amun!” Oddly, she knew the boy’s name. “You mustn’t use that kohl eyeliner anymore. The lead in it
can poison you!”
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. What is different after Effie wakes up from her 3. How is the makeup that Amun uses similar to
dizzy spell? makeup used today?
People are speaking a different language. Makeup still poisons people.
The statues look new. People still apply makeup to their faces.
People are wearing makeup. People still wear makeup that contains lead.
She is in Egypt. Both boys and girls use cosmetics equally.
2. What happens to Effie in the passage? 4. What is the most likely reason that Effie knows
She loses interest in studying archaeology. what is in the cosmetics on Amun’s table?
She travels back in time. She read the labels on the containers.
She makes cosmetics from natural ingredients. The old woman taught her about them.
She and her brother Amun act in a play. The same ingredients are used today.
She studied history and read about them.
STRATEGY PRACTICE Explain how the passage is like another story you have read or seen as a movie.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 135
WEEK Character and Setting
22 Students practice analyzing character and setting by looking at the traits and
motivations of a character and where and when a passage’s events take place.
Theme
Students practice identifying the theme by looking for the central message or
lesson in a passage.
DAY Tell students they will practice studying character and setting by reading about a Brazilian daredevil
kayaker named Pedro Olivia. Say: The character is who or what a story is mostly about. The
1 setting is where and when a story takes place. In nonfiction texts, the characters and settings are
real people and places. As you read, pay attention to details that tell you about the character and
help you understand the setting. Then remind students of the Monitor Comprehension strategy
(Week 1). Say: A good way to monitor how well you are understanding what you are reading is to
annotate, or make marks, in the passage. Then read the instructions for the strategy practice aloud
and direct students to read the passage. When they have finished reading, direct them to complete
the skill practice activity. Review the answers together.
DAY Review the Character and Setting skill with students. Say: The setting is not just where something
takes place, but when. Tell students they will read about the life of boys in Sparta, a city-state in
2 ancient Greece. Then remind students of the Visualization strategy (Week 3). Say: As you read, pay
attention to details that are easy to picture in your mind. These details will help you better
understand the place and time in which these boys grew up. When students have finished reading,
direct them to complete the skill and strategy practice activities. Review the answers together.
DAY Review the definition of theme with students. Say: A theme is a lesson or view about life that the
author wants to share. Often the theme is not directly stated. You must infer the theme based on
3 what happens in the story or which details the author includes about a topic. Tell students they are
going to read a fictional account of a family weathering a tornado. Then say: Because finding the
theme can be difficult, it is important to monitor how well you comprehend what you are
reading. As you finish each paragraph, pause for a moment to consider what that paragraph was
mostly about. By reading slowly and pausing to reflect on the passage, you are giving yourself
more opportunities to understand it. When students have finished reading, direct them to
complete the skill practice activity. Review the answers together. For the strategy practice activity,
pair students or complete it as a group.
DAY Tell students they will practice finding the theme of a passage by reading about a veterinarian who
treats large animals. Say: Think about the writer’s view of the world based on details she includes
4 in the passage. Model by reading the last two sentences of the second paragraph aloud. Then say:
The writer chose to tell us about how hard Dr. Struve worked and how she faced discrimination
because she is a woman. Do you think the writer values hard work? (yes) Do you think the writer
believes women can work as hard as men? (yes) As you read, think about each statement the
writer makes and how it supports her message. Then remind students of the Visualization strategy.
Say: Pay attention to vivid language to help you picture the events the writer describes. When
students finish reading, direct them to complete the skill and strategy practice activities.
DAY Tell students they will practice evaluating characters and settings and finding the theme by reading
a story about a boy who encounters something he never expected to see. Then read the instructions
5 for the strategy practice activity aloud. Model by reading the first two sentences of the passage aloud.
Say: If I were making notes, I would jot down a question about what the Bubble is. Then have
136 students read the passage. When students have finished, direct them to complete the skill practice
activity. Invite volunteers to share the notes they wrote for the strategy practice activity.
Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.
Name: WEEK 22
READ THE PASSAGE Character and Setting DAY 1
Think about whom the passage is about and where the events take place.
The Longest Plunge
Pedro Olivia is a Brazilian kayaker, but he is not like most other kayakers. He is an extreme kayaker,
and he takes his small boat where few other paddlers dare to go. On March 4, 2009, Olivia set a world
record by plunging over the 127-foot-high Salto Belo waterfall in Brazil. That’s a greater drop than the height
of Niagara Falls in New York! The previous record for a plunge over a waterfall was 108 feet, set in British
Columbia, Canada.
Just before his record-setting plunge, Olivia paddled to the edge of the quarter-mile-wide waterfall.
Then, as he fell, he flipped his kayak upside down and dropped at a speed of 70 miles per hour and landed
headfirst in the water. How did he survive the fall? He had picked a spot in the falls where a huge volume of
water fell a long distance into a very deep hole. The falling water mixes with air and creates a much softer
place to land.
Olivia was underwater for about five seconds. When he came up—still in his kayak—he realized that he
had surfaced behind the waterfall. He climbed out of the boat and found to his surprise that the rocks were
covered with large snakes! Slipping and sliding, he climbed out from behind the waterfall and made it safely
to shore, surviving the longest descent ever made in a kayak.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Where did Olivia’s record-setting plunge 3. Which detail shows that Pedro Olivia was a
take place? careful planner in his trip over the falls?
in Brazil He picked a soft spot to land.
in British Columbia He paddled to the edge of the waterfall.
in New York He stayed underwater for about five seconds.
in Canada He survived his encounter with snakes.
2. Which word best describes Pedro Olivia? 4. Olivia did not know where he was after the
funny plunge because he .
kind
cautious injured his head during the fall
daring
got dizzy on the way down
came up behind the waterfall
had traveled down the river
STRATEGY PRACTICE As you read, underline words or phrases in the passage that tell you more about
the type of person Pedro Olivia is.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 137
Name: WEEK 22
READ THE PASSAGE Character and Setting DAY 2
Think about how a boy growing up in Sparta was affected by his setting and the events
in his life.
Living Like a Spartan
If you were a boy growing up in the ancient Greek city-state of Sparta, your life would be very different
from what it is today. Soon after birth, you would be raised at home by a strict nurse. When you turned
seven, soldiers would take you away to live in barracks with other boys your age. There you would learn to
be a soldier, at times going without food and marching barefoot. You would learn to fight and survive.
Punishments were harsh and frequent, and you would receive few rewards. You would hear stories that
encouraged bravery, strength, and loyalty to Sparta. From this point on, your life would be under the control
of the city.
At the age of 12, you would be sent out into the wild to live on your own or with a few other boys. For a
year, you would hunt and cook your own food, survive cold weather, and fight off wild animals. Then you
would return to life in the barracks for another seven years. You would learn more about warfare as you
participated in military training and competition.
At the age of 20, your physical and mental skills would be tested. If you passed, you would be a soldier
and full citizen of Sparta. The soldiers of Sparta were the best in the ancient world. In fact, the Spartan army
stood undefeated until the battle of Leuctra in 371 BC. Spartan training, which encouraged strength and
simplicity and discouraged emotional attachments and luxury, created a class of soldiers that has never
been equaled.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Where did 10-year-old boys live in ancient Sparta? 3. Which of these character traits did the Spartans
at home value?
in the barracks emotional depth and kindness
in the wild honesty and caution
on farms curiosity and cleverness
bravery and loyalty
2. Which word best describes what ancient Sparta
was like? 4. Spartan boys were forced to go without shoes
strict and food so that they could .
artistic
fun-loving become great soldiers
gentle
appreciate comfort and luxury
learn cooking and sewing skills
understand what it was like to be poor
STRATEGY PRACTICE What do you visualize when you picture the life of the boys of ancient Sparta?
138 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.
Name: WEEK 22
READ THE PASSAGE Think about the lesson the author learned. Theme DAY 3
Jesse’s Journal
August 12
I’m so thankful we’re all okay. I never imagined I’d have to go through something as
terrifying as what happened yesterday. At first I thought we were about to have just a
regular thunderstorm. The sky got dark and the wind picked up. Dad came in early from
the fields on his tractor. Then my sister Julia said, “Look at the sky. Doesn’t it look weird?”
We went to the window and saw strange, heavy clouds. The sky had an eerie yellowish
tint. I heard the wind begin to roar and started to feel frightened. Mom told us to run to
the storm cellar, but I wanted to go to my room to get some of my things first. Mom
grabbed me and made me stay with everyone else. As we ran toward the storm cellar, I saw
a long, thin cloud drop down from the sky and touch the ground. The noise grew louder,
like a train rushing straight at us. My little brother Mark started to cry. I picked him up
and carried him down the steps into the cellar.
We turned on the emergency lamps and huddled together. Above us, we heard horrible
sounds of crashing and tearing that seemed to go on forever. All I could think about was
losing my computer and MP3 player. I knew Julia was worried about the clothes she had
just bought, and Mark was thinking about his favorite toys.
When it finally grew quiet again, we came upstairs. The whole house was gone—just
gone. The garage next to the house hadn’t been touched, and the barn was fine. We all had
the exact same reaction. Instead of crying about what we had lost, we hugged each other
and cried because everyone was safe. We still had what mattered most—our family.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. When the tornado hits, what do the family’s 3. After the storm, why does the family cry?
children think about most? They are thankful to be safe.
the cars and farm equipment They know they have to rebuild their house.
their belongings They are very frightened.
their home They are sad about losing their belongings.
the pets and farm animals
4. Which statement is a theme of the passage?
2. How do you think Jesse feels about storms? There is no love like a mother’s love.
They are part of the natural world. Family is the most important thing.
They are symbols of spring and rebirth. Taking care of your possessions is important.
They remind you that life can change quickly. Fear can make bad events better.
They are minor annoyances that are soon
forgotten.
STRATEGY PRACTICE Tell a partner which parts of the passage helped you figure out the passage’s theme.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 139
Name: WEEK 22
READ THE PASSAGE Theme DAY 4
Consider the views that the writer has about people who work hard and how she
conveys a message through certain details.
A Day in the Life of a Large-Animal Vet
Rexanne Struve is a large-animal veterinarian in Manning, Iowa. She went to school in Kansas, thinking
she would be a regular vet, treating mostly cats and dogs. The first time she treated a cow, though, she
knew she wanted to specialize in large animals.
Today, Dr. Struve provides veterinary services for about 300 farms. At first, people didn’t trust her. Many
felt that a woman could not handle the hard work of treating large animals. But Dr. Struve decided to show
them that they were wrong, and she succeeded.
Dr. Struve’s day often begins with a visit to several farms, where she checks on pregnant cows and
cleans and trims horses’ hooves. She may deliver a calf, do surgery on a sick bull, or look in on pigs at a pig
farm to make sure they are eating well. On some days, she will see as many as 16 different species,
including ostriches and llamas.
When she is done driving from farm to farm, Dr. Struve goes back to her office. There she sees smaller
animals, including dogs, cats, ferrets, and hamsters. Her job is exhausting and potentially dangerous. Large
animals can be very unpredictable—and heavy! Still, she loves her work and the challenges it provides.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
1. Working with large animals was important to 3. Which statement best describes how Dr. Struve
Dr. Struve because she wanted to . probably feels about her job?
Being a female veterinarian has many
help her family disadvantages.
Working with large animals is more important
avoid working with cats and dogs than working with pets.
Although the work is difficult, the job is very
prove to others she could do it satisfying.
It does not matter if your clients trust you.
fill a need for vets in the community
4. Which statement is not a theme of the passage?
2. At first, many of Dr. Struve’s clients did not trust Animals are like family to some people.
her. What does this show? People should not judge others without
She was not persistent enough about getting knowing them.
their business. Everyone should do work that he or she loves.
People had a hard time accepting a new vet. It takes a special kind of person to become
People had ideas about what women could and a veterinarian.
could not do.
She lacked the experience and training to work
with large animals.
STRATEGY PRACTICE Which words or phrases from the passage created images that were easy for you
to visualize?
140 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.
Name: Character and Setting WEEK 22
READ THE PASSAGE Theme DAY 5
Think about whom the story is about and where and when it takes place.
Think about the lesson or message the author i
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