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Table of ContentsSTRATEGY ONE Finding Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

STRATEGY TWO Recalling Facts and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

STRATEGY THREE Understanding Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

STRATEGY FOUR Recognizing Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

STRATEGY FIVE Comparing and Contrasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

STRATEGY SIX Making Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

STRATEGY SEVEN Finding Word Meaning in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

STRATEGY EIGHT Drawing Conclusions and Making Inferences . . . . . . . . . . . . . . . . . . . .74

STRATEGY NINE Distinguishing Between Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . .84

STRATEGY TEN Identifying Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

STRATEGY ELEVEN Interpreting Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

STRATEGY TWELVE Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114

STRATEGIES ONE–TWELVE REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124

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Recognizing Cause and EffectSTRATEGYFOUR

Learn About Recognizing Cause and EffectSomething happens. Because of that, another thing happens. The first event is thecause. Cause is why something happens. The resulting event is the effect. Effect iswhat happens. Sometimes one cause can have more than one effect. Sometimesone effect can be the result of more than one cause.

If you have not read your book for a book report that is due tomorrow,what causes and effects might occur?

When you read a story, you will often find cause-effect relationships. Sometimesthe author will signal these with words such as because, since, so, as a result,therefore, if, whenever. Or you may have to figure out the causes and effects basedon what happens in the story and what you know about real life. When you readselections that explain or inform, the author will often tell you causes and effects.

Read the first episode of the play and the notes beside it.

Cattle Drive, Episode One

BILLIE: Look at those dark clouds gathering in the west.WES: These cows are getting as jumpy as crickets in a fire.ANNIE: I’m getting ready to ride in a flash. (Annie and the team head

to the horses. A blast of thunder and a flash of lightning occur. )WES: Hey, our lead cow Bessie is racing off east!BILLIE: Every cow in the herd is after that one! They’ll pound over

the prairie and we’ll never see them again.ANNIE: (on horseback) I’ll catch Bessie, and you circle the other dogies! WES: Come on, you cow punchers, we’ve got a storm of cattle here to

go along with the foul weather. (The team races off and surro u n d sthe cattle while Annie catches Bessie and brings her in.)

BILLIE: We did it, guys and gals! All the cows are rounded up.ALL: Yay! No lost cows tonight!

Studying a model

Thinking about the strategy

The first sentence statesthe initial cause.

The second sentence isthe effect: The cows are

jumpy. Thunder andlightning is also a result

of the clouds.

Sometimes one cause,the dark clouds, leads totwo or more effects: cows

react and the stormarrives.

Sometimes two causeslead to one effect: The

team’s getting ready andthe stampede causes

everyone to race afterthe cattle.

I did not begin reading on time.

I had to read very quickly. I wrote a hurried report.

I got a poorer grade than I could have.

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As you read, ask yourself• What starts the series of events?• What effect or effects happen as a result of that cause?• For each story event, what happens (effect) and why does it happen (cause)?• Are there any clue words that signal causes and effects?

Learn About a Graphic OrganizerA cause-effect map will help you identify how one event in a story brings aboutthe next. You can use a cause-effect map to sort out how the events and situationslink together to form the story. For nonfiction, a cause-effect map helps youunderstand the relationships in the information.

Here is a cause-effect map that shows how the first event in the play on page 34becomes a cause that leads to two effects.

A cause-effect map shows how story events are linked. You see clearly how one event causes other events to happen.

How does the change in weather affect the cows?Dark clouds suggest a storm is coming.As an effect, the cows get nervous.

Understanding a cause-effect map

This is the initialcause—the gathering of

dark clouds.

This is an effect of the initial cause—it explains

how the cows behave becauseof the approaching storm.

This is another effect of theinitial cause—it explains whathappens to the weather as a

result of the clouds.

Dark clouds gather.

The cows are jumpy. Thunder and lightning occur.

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Learn About a Form of WritingA play is a special kind of narrative, or story, written in dialogue form. A play isacted out in front of an audience. It may seem true-to-life or be totally fantastic.

A play has certain characteristics that set it apart.• A play is meant to be performed in a theater, room, or television studio.• The characters may talk about the past or future, but the action of a play

is always in the present.• The story unfolds through the dialogue of the characters and through action

and pantomime, the acting out of ideas without words.• Scene descriptions are included in italics and stage directions are included

in italics and parentheses to set these apart from the dialogue.

“Cattle Drive, Episode One” on page 34 is part of a television play. Study the cause-effect map for all the eve n t s. Since the passage is very short, you can list eachcause and effect in the map. For a longer story, you would choose only the maine vents or create several maps as the action moves from beginning to middle to end.

A cause-effect map captures the events to show how one or more causes lead to the next effect or effects, and so on.

Organizing ideas in a cause-effect map

Focusing on a play

The team’s fast action is alsocaused by the stampede.

This is the initialcause—the gathering

of dark clouds.Dark clouds gather.

The cows are jumpy.

Annie and the team get ready. The lead cow bolts and the cows stampede.

Annie goes after the lead cow,and the team surrounds the others.

The team brings the cows back.

Thunder and lightning occur.

The lead cow’s boltingwas an effect of thethunder and lightning.

The team’s fast action is aresult of getting ready.

Bringing the cattle back isthe last event.

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Prepare for the Reading SelectionThe selection on the following pages is a play. A play belongs in the category ofwriting known as drama. In drama, the events are often presented as much bywhat the characters do (noted by the playwright in the stage directions) as bywhat the characters say. When actors move somewhere on the stage, they don’thave to tell you what they are doing to get you to understand the action. Forexample, if an actor walks to a door, you can see that. And if you hear a knock,you know why. The scenery and the props also provide information about theaction. For example, instead of having an actor say, “Let’s have a pillow fight,” the actor simply picks up a pillow and throws it at another actor. You experiencethe action in the present. That doesn’t mean that the dialogue won’t sometimestell you what is happening. It also doesn’t mean that the dialogue won’t informyou of important past or future events related to the dramatic present.

Learn VocabularyThe boxed words below are boldfaced in the selection. All these words havea special meaning related to plays. Learn the meaning of each word or wo r d s.Then write the meaning using the clue word in parentheses to help you. Includethe clue word in your definition.

1. act (part) ____________________________________________________

2. scene (part) __________________________________________________

3. set (scenery) __________________________________________________

4. props (objects) ________________________________________________

5. upstage (back) ________________________________________________

6. wings (sides) _________________________________________________

7. stage left (performer) ___________________________________________

8. sound effects (imitate) __________________________________________

9. dialogue (characters) ___________________________________________

10. stage whisper (speaking) ________________________________________

11. exit (stage) ___________________________________________________

12. enters (on) ___________________________________________________

13. aside (private) ________________________________________________

Understandingvocabulary

Gaining knowledge

act

scene

set

props

upstage

wings

stage left

sound effects

dialogue

stage whisper

exit

enters

aside

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Reading Selection—Part OneRead the first part of the play “Josie’s in Trouble.”

Josie’s in TroubleA One Act Play

Scene OneThe set is a city apartment. Eleven-year-old Harriet and her nine-year-old

sister Josie are sitting on a sofa. Props include two pillows. Josie faces a window with six potted plants. Upstage is a hallway with two side doors, leading to the wings, and a main door at the back. Stage left of the living room is a small kitchen with a table and chairs. Sound effects such as horns, brakes, talking, and music should shadow the dialogue.

JOSIE: I don’t like Mama leaving us alone. HARRIET: Why not? We always have a good time when Mama

goes out to do the shopping. Don’t you feel safe? (Harriet slumps down into the soft sofa.)

JOSIE: Of course I do. (Josie slumps down mocking Harr i e t ’s m o t i o n . ) Just as safe as you do.

HARRIET: So what’s the trouble? Don’t you like being alone with your terrifying sister? (Harriet glares at Josie in mock threat.)

JOSIE: Of course I do. (Josie stares back in mock terror. Then each girl throws a pillow at the other, and they giggle.)

HARRIET: Okay, what is it then? (Harriet picks up the pillow that hit her, and throws it atJosie, who returns her pillow but misses and hits the windowsill. A plant falls off.)

JOSIE: That’s why!HARRIET: Because you hit a plant off the windowsill? Go pick it up.JOSIE: (Josie gets up, stuffs the plant into the pot and scrapes the soil up with her

hands.) Yah! That’s why! I don’t suppose you would understand because you’reso much older. (Josie blows the rest of the soil around.)

HARRIET: You can say that part about not understanding again. You don’t like Mamaleaving us alone because you knock plants off the windowsill and have to cleanthem up? That’s only happened once—today. And you do a lousy job!

JOSIE: No, I don’t like it because I always get into trouble.HARRIET: We both do. So what? And what has that got to do with age?JOSIE: Well, Mama thinks you’re more grown up, and so she always believes I start it—

that I’m flakier than you.HARRIET: I suppose you’re right but . . . .(Harriet is interrupted by a loud clanking sound.)

Did you hear that?

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One way to organize a cause-effect map for a play is to consider the mostimportant actions in each scene. Some of the maps for Scene One havebeen filled in. Add more causes and effects to complete the maps.

Completing a cause-effect map

JOSIE: Who wouldn’t? I heard it above the taxis and the busesand the cars and the street vendors—and Moses Jensen’sCD upstairs!

HARRIET: I think it came from our old basement, the one that’s closedoff from the rest of the building. ( H a rriet walks upstage.She puts her ear to the back door, and there ’s a louderclanking sound. She motions to Josie to join her. )

JOSIE: Wow! What was that! (Josie walks over.)HARRIET: A loud clank—definitely from that old basement. Someone’s

down there for sure. We need to check, don’t we?JOSIE: Or keep the door locked! (A clank resounds,

accompanied by a howl.) It’s not a someone, it’s a rat!HARRIET: Rats don’t sound like that. But it’s not a person. I want to

find out what it is. You know where Mama hides the key.JOSIE: Yes—and I know what’s coming next.HARRIET: Get the key. I’ll guard the door.JOSIE: Right, get the key and I’ll get into the most trouble.HARRIET: (There’s another clanking sound and a louder howl.) Go!JOSIE: Okay, okay, I’m as curious as you are (Josie rushes off

to the kitchen, faces the audience, and says in a stagewhisper) but a lot more scared than curious!

Girls are home alone.

Girls throw pillows.

Harriet tells Josie to clean up.

Girls hear a sound.

Josie goes for key.

Josie cleans up.

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Reading Selection—Part TwoRead the second part of the play “Josie’s in Trouble.”

Scene TwoThe girls are in a dark basement. Tools are leaned up against the walls. Two shovels and

two rakes are on the floor next to a wheelbarro w. Harriet takes a penlight from her pocketand walks toward the tools. She knocks one onto the wheelbarro w, making a clanking sound.

JOSIE: (yelling wildly) What was that!HARRIET: That’s just me—but it must have been those tools falling that made the clanks we

heard. (Harriet steps back, and a howl echoes in the basement.)JOSIE: (yelling even more wildly) What was that! Is that you!HARRIET: Well, yes and no. (Harriet shines the light and two red eyes stare up at her.)JOSIE: What is it, Harriet? Tell me before I cry—or throw up!HARRIET: Look, Josie, it’s a kitten, just a tiny, sweet kitten. (She shines the light on the kitten.)JOSIE: A tiny, sweet, noisy kitten. I bet it’s hungry. Let’s take it upstairs and feed it.HARRIET: Mama hates cats.JOSIE: Mama’s not home.HARRIET: Weren’t you just talking about how you get into trouble when Mama’s not home?

(Josie nods.) But we can’t leave it here. (Harriet picks up the kitten.) We’ll hide itin our room.

JOSIE: If it stays quiet, Mama will never know.HARRIET: Quiet! It’s the noisiest kitten I’ve ever heard. (The kitten loudly purrs as the girls

exit up the stairs and the curtain closes.)

Scene ThreeThe two girls and the kitten are in a small bedroom on one of two beds. There is a mostly

eaten dish of tuna fish just inside the closet.

HARRIET: (jumping off the bed) Did you hear that?JOSIE: Not another clanking sound from the basement?HARRIET: No, a banging sound from the front door. Mama’s home.JOSIE: We can’t let her in the room until we hide Echo.HARRIET: So you’ve named it already? Fine! Echo is fine. I’ll go and greet Mama. (Harriet

reaches the door when her mother opens it, almost banging into Harriet. Josiejumps under the covers with the kitten.)

MAMA: (Mama enters.) Harriet, did I hit you?HARRIET: No, I’m just coming out to help you with the shopping.MAMA: (looking at Josie) Are you sick? What are you doing in bed?HARRIET: Come on, Mama, let me help you with the shopping.MAMA: Josie, why are you in bed? If you girls are up to something . . .

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Fill in the cause-effect map for the first part of Scene Three. Then on a separatepiece of paper, create a map for the end of Scene Three, beginning with “Mama sits on the bed.”

Using a cause-effect map

HARRIET: (insistently) Mama, please let me help you.MAMA: Harriet’s begging for work! Josie’s in bed! What is going

on? (Mama sits on the bed. Josie scrambles away. Thereis a loud howl. Josie rolls back as if she’s been sat on.)

JOSIE: Yow! You sat on my hand.MAMA: (aside) I’m not that heavy! (speaking aloud to Josie)

Scream again for me.JOSIE: (Harriet and Mama stare at Josie. As she howls, both

keep shaking their heads no.) Yow! Eek! Oww! Oh!Screeow! (Suddenly, the kitten meows. Harriet and Mamashake their heads yes.)

MAMA: That last howl was it! ( f i rm l y ) You have a kitten in your bed!( H a rriet and Josie stare at each other and the kitten meowsagain. Josie lets it out from under the covers. Mama smilesat the girls.) You let the cat out of the bag, or the basement!

HARRIET: (hesitantly) You’re not angry, Mama!MAMA: I should be since you aren’t supposed to go to the

basement, and Josie had one of her crazy schemes . . . JOSIE: But I . . . MAMA: Never mind, girls. The kitten is for you. And I went

shopping for kitten food today. Now, I don’t want to hearanymore about it. (The kitten meows loudly and begins topurr.) Well, I guess I will hear some more about it—butnot from you girls! (Everyone smiles.)

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Check Your UnderstandingThink about what you’ve read. Then answer these questions.

1. What causes the girls to go to the basement to investigate?A Their mother told them not to.B They hear loud sounds from the basement.C They are bored and tired of pillow-fighting.D They want to find the kitten.

2. Why does Harriet keep offering to help her mother with the shopping?A She doesn’t want to get into trouble.B She likes helping her mother.C She always helps because she is older.D She wants to get her mother out

of the room.

3. Who would normally make the sound effectsfor a play?A the actors on stageB the audienceC the backstage crew membersD the authors of the play

4. How are a stage whisper and an aside alike?A They are not part of the play’s dialogue.B They are always spoken from the wings.C The main character never uses them.D Only the audience is meant to hear them.

5. If you are facing the audience acting in a playand the director tells you to move upstage,you would moveA forward.B backward.C to the wings.D either left or right.

6. What is the best summary of Scene Two?A The sisters plan a way to fool their

mother.B The sisters discover a kitten and decide

to take it upstairs.C The sisters explore the basement of their

apartment looking for treasures.D The sisters help a kitten who is frightened

and starving.

7. Which of these best states the main idea of the play?A Exploring an old basement may reveal

a treasure.B Taking a risk can have serious

consequences.C Kittens are hard to take care of.D Sometimes not doing what you’re told

can lead to surprising results.

8. What does Josie do right before the girls go to the basement?A She listens at the basement door.B She gets the key from its hiding place.C She complains about getting into trouble.D She plans a way to hide the kitten.

9. Why does Josie blow the dirt around after she has picked up the plant?A just for funB to make her sister angryC to avoid having to sweep the dirt upD to cover up the scratch she made

10. In what way does Mama approach her daughters differently?A She loves Harriet but not Josie.B She thinks Josie is the troublemaker

and Harriet the mature one.C She believes Harriet controls the actions

of both girls and Josie just goes alongwith her.

D She gives Harriet gifts but not Josie.

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Extend Your Learning• Write the Next Scene

You can use a cause-effect map to help you plan a play. Imagine that the playcontinues after the sisters are given the kitten to keep. Create a map of causesand effects for the next scene of the play. Write your scene. Remember, you candescribe your events in the stage directions as well as present facts about themin the dialogue.

• Room # ____ Classroom Play

Work as a class to set up a short series of causes and effects as an outline to a one-scene play. It might be about a new school policy, a sporting event, a strange classroom pet, and so on. Write the cause-effect map on thechalkboard. Then divide into three groups, one for setting, one for characters,and one for plot (the whole series of events that happen). In your groups,create the scene, the characters, and the plot, writing the information on notecards. Regroup with the class and share the information. Then have each classmember offer a line of dialogue for a character to complete the plot sequence.(You may have to go around the room more than once to finish the play.)

• Research Theaters

Use encyclopedias and other reference materials to find out about the designof a historical theater, such as The Rose and The Globe in England, or amodern theater, such as one in your community or one you have visited. Draw and label a picture or diagram of part or all of the inside and/or outsideof the theater and share it with the class.

11. Why was the kitten in the basement?A It had gotten lost.B The girls hid it there.C Mama put it there.D It crawled in a basement window.

12. The sounds in the basement were caused byA a noisy furnace.B tools falling and hitting a wheelbarrow.C a kitten knocking over boxes.D the girls walking into metal trash cans.

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Reading Selection OneRead the short story “Miranda and the Magic Stone.”

Miranda and the Magic Stone

Miranda ran through the screen door, letting it bang loudly. “Sissy, I think I’ve found a magic stone,” she announced proudly,displaying an ordinary looking gray rock to her older sister Irene.

Busy with homework, Irene eyed the stone sharply but then looked kindly at her sister. “It’s a nice magic stone. Now please leave me alone.”

Instead of hanging around as she usually did, Miranda turned to leave immediately. She shouted, “Sure. I’ll show Jeff.” Before Irene could warn her, Miranda disappeared up the stairs toward their brother’s room. Miranda slipped in. Jeff sat with his back to the door,reading. Miranda tapped his shoulder, and he jumped off the chair.

“What do you think you . . . ?” he howled.Miranda interrupted. “I came to show you my magic stone.”Jeff sneered, “A magic stone. My foot!”Suddenly, Jeff’s left foot began to twitch. He tried to control it, but couldn’t.

“Get out of here with that rock,” he yelled, dancing like an elephant with an injured leg.Miranda ran out, disgusted with her brother but not discouraged. Uncle Julio often

worked on the computer in the office. She crept in and found him there. “Hi, Uncle Julio, I’ve found a magic stone.” She held up the stone.

“You must be joking,” Julio responded kiddingly.“Why did the chicken cross the road?” Miranda asked. The question, coming from her

own mouth, stunned her and she quickly clapped a hand across her mouth.Uncle Julio smiled. “I don’t have time for jokes, dear, but for just this one, tell me why?”

He was kind and patient with his niece.From under her hand, Miranda could hear herself mumbling, “Because the turnpike was

too busy. . . . What did one wall say to the other wall?” Before Uncle Julio could comment,Miranda raced outside. She pitched the stone into the crushed rock driveway.

“No more magic stones!” Miranda exclaimed, thankful that her voice now repeated whather mind thought. She sat on the step watching an ant. Suddenly, Irene, Jeff, and Uncle Julioburst outside, sat near her, but stared horrified at her empty hands.

“Oh, Miranda, where is that stone?” they all asked at once, sounding as innocent as they could. Miranda shrugged.

Re v i e wSTRATEGIESONE–TWELVE

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Check Your UnderstandingThink about what you’ve read. Then answer these questions.

1. Which sentence is the best summary of the story?A A young girl finds a pretty stone and shows

it to her family.B A young girl’s family doubts her magic stone

until she makes their wishes come true.C The family of a young girl doubts she has

found a magic stone, but in the end realizethere may be something odd about it.

D Two members of a family make fun of ayoung girl’s magic stone, so she makesthem do strange things.

2. Which story sentence expresses an opinion?A He was kind and patient with his niece.B Before Uncle Julio could comment,

Miranda raced outside.C Miranda tapped his shoulder, and he

jumped off the chair.D Suddenly, Jeff’s left foot began to twitch.

3. What might happen if the story continued?A The family will press Miranda to tell them

where the stone is.B Everyone will go inside and laugh about

the magic stone.C Someone else will find the magic stone

and have a similar experience.D Uncle Julio will get angry because the

stone is missing.

4. Which detail lets you know that Mirandabelieves the stone is really magic?A She shows it to everyone in her family.B She is relieved when her mouth says

what she wants.C She sits watching an ant.D Her sister tells her it is nice.

5. What makes Miranda tell a joke?A She is teasing Uncle Julio.B She tells everyone jokes.C The magic stone seems to make her do it.D Jeff told her to tell Uncle Julio a joke.

6. In the end, why do Irene, Jeff, and Uncle Julioask about the stone?A They don’t want to hurt Miranda’s feelings.B They are sorry for being so rude.C They are done with their work.D They think that it may be magic after all.

7. This story was written mostly to A entertain the reader with an

interesting story.B persuade the reader that magic stones

really exist.C teach the reader how to identify

certain rocks.D describe a family and the way they relate

to each other.

8. The sentences below list events from the story.1. Miranda shows Jeff the stone.2. Miranda shrugs her shoulders.3. Miranda shows Uncle Julio the stone.4. Miranda shows the stone to Irene.Which of these is the right order of events in the story?A 4, 3, 1, 2B 4, 1, 3, 2C 1, 3, 2, 4D 2, 4, 1, 3

9. How are Irene and Uncle Julio alike?A They both do homework in the afternoon.B Both of them believe right away in

Miranda’s magic stone.C Both are kinder to Miranda than Jeff.D Both tell Miranda to leave immediately.

10. Which sentence could be a lesson from this story?A A rolling stone gathers no moss.B Don’t make hasty judgments.C Magic doesn’t exist.D Wishes can come true.

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Reading Selection TwoRead the essay “Spring Visitors.”

Spring Visitors

The grasp of winter released. Springlike weather warmed the afternoons. I waited for the arrival of my spring visitors. One sunny March morning, I caught a glint of shimmery blue, which meant that a male bluebird hadfound my nest boxes. That morning he flew around,inspecting each one. He landed on top and peeked overeach side at the square wood structure below. Later, agrayish-blue female appeared. The two birds chattered,chirped, and flew from box to box. They becamecomfortable enough to peek inside, holding onto the holewith their feet and bracing tail feathers against the front.Soon, they were slipping in and out of the boxes with ease.

From then on, the pair visited daily. They perched, talking in chirpy voices with one orboth wings lifting and waving. I felt they were discussing something exciting. One day, eachcarried a beakful of reddish pine needles through the small hole into one box. Then they flewoff and brought back another beakful. They put this in a second box. This seemed to signalthat the boxes were theirs. They seemed not to want any neighbors.

On April 6, they began building. Instead of picking one box, they built nests in two. The female (I call her Missy Blue) and the male (Mr. Blue) transported beakfuls of pineneedles. Sometimes she adjusted them by tilting her head and pushing them against the top of the box. Sometimes she dropped them and picked them up or flew off for more.Once, I saw the female chattering excitedly. The male handed her his needles beak-to-beak. She was in charge of building! In a week, two nests, neat and deep, were finished.

On April 13, I found the first smooth blue egg in one nest. (I daily open and check the boxes when the parents are out. I want to make sure the baby birds are alive and well. The birds get used to my visits, so I don’t startle them. I respect their wildness.) On April 14, I found two eggs in the nest. Over the next three days, one more egg appeared in the nesteach day. The female did not sit on the eggs to incubate them until she had laid them all.From then on, she remained inside for half-hour intervals before she emerged to feed. The male guarded the nest and sometimes fed the female. The pair never used the nest in the second box.

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On the morning of April 30, I counted two tiny nestlings and threeeggs in the nest! The nest had been cleared of all broken egg pieces.(The parents fly these away to help keep their babies a secret frompredators.) The next morning, clumped together in the nest were fivetiny, unfeathered babies that seemed mostly mouth. As I observed thenestlings over the next week, I often had trouble counting them. Theparents quickly taught the birds not to lift their heads or peep exceptwhen they came to the nest. Into the nest, they brought bits of bugs orworms they had knocked against tree branches or bit in pieces for thescraggly little birds.

By May 6, the parents were feeding busily and removing waste tokeep the nest spotlessly clean. Three days later, the adults stoppedflying into the nest to feed the nestlings. Instead, they ducked onlypartway in with whole caterpillars or moths or other bugs. Thenestlings changed quickly. Fluff appeared on the babies’ heads, andfeathers broke out of their sheaths. Each sat in the nest with its tailtoward the center and its head out, forming a neat arrangement!

A week later, the young birds looked quite large and beautiful.Their feathers were not as blue as the male’s, but more like thefemale’s grayish blue. Unlike the parents, the breast was spotted. Theyhad grown strong and were almost ready to fledge out of the nest.

On May 20, the parents reduced their feedings. (Bluebirds feedeach nestling about once every 20 minutes—for five babies, that’s 15 beakfuls per hour all day long!) The parents sat on tree branches,calling over and over with a single note. Each flew by the box,peeked in and backed out, repeatedly.

After several hours, I saw the gray head of one nestling appear atthe hole. The small bird looked out, ducked in, popped its head outagain. Then I saw nothing. Finally, the bird poked its head way out,and this time two feet became visible, braced against the hole. Itleaned forward expectantly, and froze. For a few more moments ithesitated and then . . . and then it bravely burst from the box on itsuntried wings and flew upward, upward to the very top of the tallesttree. The parents followed, I think to make sure it was in a safe place.Then they coaxed and called the other nestlings to become fledglings,flying birds still dependent on their parents for food and protection.And each bird flew out, in its own way and in its own time.Eventually, all seven gathered together in the trees.

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Check Your UnderstandingThink about what you’ve read. Then answer these questions.

11. Which of these could be another title for the selection?A “The Day I Saw My First Bluebird”B “The Mystery of the Bluebird’s Nest”C “From Pairing to Fledglings”D “How to Attract Bluebirds”

12. How many eggs does the female bluebird lay each day?A oneB twoC fiveD The number varies.

13. What happened right after the bluebirds began building their nests?A The birds marked two boxes with a few

pine needles.B The first small blue egg was laid.C The pair brought many loads of pine

needles to the nests.D The male landed on top of each box,

inspecting it.

14. Why did the parent birds take all bits of shelland other waste far from the nest?A There was no place to put it nearby.B The nestlings complained if the nest

got dirty.C This cleaning helped show the nestlings

how to fly out of the nest.D The parents didn’t want other animals to

know that baby birds were in the nest.

15. How does the coloring of fledglings compare to adults?A Fledglings are bluish gray like the female

but with spotted breasts.B Fledglings are exactly like the female in

coloring.C Fledglings are colored like the adults.D Fledglings are all gray with no trace

of blue.

16. From this essay, you can tell that a nestling isA a bird that has flown from the nest.B an egg or a tiny bird in the nest.C a bird between hatching and fledgling.D a bird that is less than two weeks old.

17. From this essay, you can tell thatA all birds begin nesting in March.B bluebirds take less than a month

to hatch.C birds develop a lot quicker than other

animals.D all bluebird eggs hatch successfully.

18. Who are the springtime visitors referred to in the first paragraph of the essay?A the author’s parentsB girlfriends who have been away all winterC bluebirdsD neighbors

19. The purpose of this essay is toA teach you how to help wild bluebirds.B explain the life cycle of a bluebird.C persuade you to set up nest boxes

for bluebirds.D describe one person’s experience with

the nesting of bluebirds.

20. In the first sentence of the essay, what doesthe sentence “The grasp of winter released”suggest?A The end of winter is like a person letting

go of something.B Winter is sharp and cold like a storm.C Winter is compared to a tool with

a handle.D The start of winter is like the turning

on of a machine.