First Grade Differentiated Reading Passages Unit...

First Grade

Differentiated

Reading

Passages

Unit 2

By: Betty Sanchez

Great for...

By: Be

&y Sanchez

Fluency

Phonics Text Evidence

Standard-Based Assessments

Supplemental Passages for First Grade

Journeys Unit 2

The passages contain:

•  controlled vocabulary •  phonetic-based words

•  standard based comprehension •  leveled based on the Fleisch-Kincaid Grade Level rating scale

Circle = approaching Triangle = on level Square = beyond

By: Be

&y Sanchez

DIRECTIONS:

1.  Have the students read through the passages multiple times to build fluency

2.  The students use their “detective skills” to locate text evidence that proves the answers and highlight them using different colors.

3.  They circle the question number in the assigned color then highlight the text where the evidence to prove the answer was found.

(My students write the answers with a regular pencil. The answer keys show the answers in color.)

Thank you for your support.

By: Be

&y Sanchez

Grade 1 Unit 2 Reading Passages Table of Contents

Lesson 6: RL 2 & 3: Understanding Characters & Summarize Short a & -ck

Beginner: Zack’s Trick On: The Track Advanced: Sam’s Backpack Lesson 7: RI 1 & 2 Main Idea & Details, Infer & Predict Short i & r blends Beginner: A Dip in the Mud On: A Fishy Trip Advanced: Animals of the Grasslands Lesson 8: RL 2 Sequence of Events Short o & “l” blends Beginner: A Hot Day On Level: Dot Fox Advanced: Hopscotch Lesson 9: RI 5 Text Features Short e & S blends Beginner The Best Book On-Level: Books Advanced: Let’s Read Lesson 10: RL 3 Story Structure Short U & Final Blends Beginner: The Bus Ride On-Level: Ted’s Sub Advanced: A Sticky Sunday

Supplemental Passages for Journeys

Unit 2 Lesson 6

Jack and the Wolf

Understanding Characters Summarize

CCSS 1.RI.2 & 3 LAFS RI1.2 & 3

Short a

Final Consonant ‒ck (ack)

Approaching: Zack’s Trick (0.0-0.5 approx. reading level)

On Level: The Track (0.5-1.0 approx. reading level)

Beyond Level: (1.5-3.0 approx. reading level)

(levels based on Fleisch-Kincaid Grade Level rating) By: Be

&y Sanchez

Name: _______________ Date: ___________

Reading Comprehension Practice Directions: Read the story and answer the questions.

Zack’s Trick Zack likes to play tricks on his pal, Matt!

Zack said, “I will pack 3 sacks. One of them will

have toys.” “Look away,” said Zack. He mixed up

the sacks. Matt picked a sack but it had rocks.

He was sad. Zack said, “Every sack has rocks!”

Matt ran away. Zack said, “Come back!” Matt did

not come back to play.

Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  How many sacks did Zack have? ______________________

2.  Who likes to play tricks? __________________________

3.  What did Zack say that one sack will have? ______________

4.  What did Matt’s sack have in it? _____________________

5.  Did Matt come back to play? ________________________

Unit 2 Lesson 6 Circle CCSS 1.RI.2 & 3 LAFS RI 1.2 & 3 Understand Characters & Summarize

(1. red, 2. blue, 3. yellow, 4. green, 5. purple)

By: Be

&y Sanchez

Name: _______________ Date: ___________


The Track Mack called his pal, Laz, to come to play. Laz ran to

his friend’s house. Mack said to Laz, “Can you help me fix

this big track?” “That is what a good friend does,” said

Laz. Mack said, “Thank you, I will come back to help.”

Laz sat and did all the work then had fun playing with

the track. When Laz hears Mack, he packs away every bit

of the track. “What did you do with the track?” asked

Mack. “A good friend helps and plays,” said Laz.


1.  Who did Mack call? ____________________________

2.  What had to be fixed? __________________________

3.  Who does all of the work? _______________________

4.  Who had fun with the track? _____________________

5.  When Laz hears Mack, what does he do with the track?

___________________________________________

Unit 2 Lesson 6 Triangle CCSS 1.RI.2 & 3 LAFS RI 1.2 & 3 Understand Characters & Summarize


By: Be

&y Sanchez

Name: _______________ Date: ___________


Sam’s Backpack? Sam could not find his black backpack. “I will help

you look for it in the classroom,” said Maggie. Together,

they looked in every part of the room. They didn’t find it.

Maggie felt bad. Sam was very mad so she did her best

to make him feel better. She gave him some paper, a

pencil and let him use her crayons. When they got on the

bus to go home, Maggie saw something under the seat. It

was Sam’s backpack! Sam was glad to have a good friend

like Maggie. Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  Who lost a backpack? ____________________________

2.  What helped him look for it? _______________________

3.  Where was the backpack? _________________________

4.  Where did they FIRST look? _______________________

5.  Why do you think Sam was glad to have a good friend like Maggie?

___________________________________________

Unit 2 Lesson 6 Square CCSS 1.RI.2 & 3 LAFS RI 1.2 & 3 Understand Characters & Summarize


By: Be

&y Sanchez

Name: _______________ Date: ___________


Zack’s Trick Zack likes to play tricks on his pal, Matt!

Zack said, “I will pack 3 sacks. One of them will

have toys.” “Look away,” said Zack. He mixed up

the sacks. Matt picked a sack but it had rocks.

He was sad. Zack said, “Every sack has rocks!”

Matt ran away. Zack said, “Come back!” Matt did

not come back to play.


1.  How many sacks did Zack have? three

2.  Who likes to play tricks? Zack

2.  What did Zack say that one sack will have? toys

4.  What did Matt’s sack have in it? rocks

5.  Did Matt come back to play? no

Unit 2 Lesson 6 Circle CCSS 1.RI.2 & 3 LAFS RI 1.2 & 3 Understand Characters & Summarize


By: Be

&y Sanchez

Name: _______________ Date: ___________


The Track Mack called his pal, Laz, to come to play. Laz ran to

his friend’s house. Mack said to Laz, “Can you help me fix

this big track?” “That is what a good friend does,” said

Laz. Mack said, “Thank you, I will come back to help.”

Laz sat and did all the work then had fun playing with

the track. When Laz hears Mack, he packs away every bit

of the track. “What did you do with the track?” asked

Mack. “A good friend helps and plays,” said Laz.


1.  Who did Mack call? Laz

2.  What had to be fixed? the big track

3.  Who does all of the work? Laz

4.  Who had fun with the track? Laz

4.  When Laz hears Mack, what does he do with the track?

He packs away every bit of the track.

Unit 2 Lesson 6 Triangle CCSS 1.RI.2 & 3 LAFS RI 1.2 & 3 Understand Characters & Summarize


By: Be

&y Sanchez

Name: _______________ Date: ___________


Sam’s Backpack? Sam could not find his black backpack. “I will help

you look for it in the classroom,” said Maggie. Together,

they looked in every part of the room. They didn’t find it.

Maggie felt bad. Sam was very mad so she did her best

to make him feel better. She gave him some paper, a

pencil and let him use her crayons. When they got on the

bus to go home, Maggie saw something under the seat. It

was Sam’s backpack! Sam was glad to have a good friend

like Maggie. Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  Who lost a backpack? Sam

2.  What helped him look for it? Maggie

3.  Where was the backpack? under a seat on the bus

4.  Where did they FIRST look? in the classroom

5.  Why do you think Sam was glad to have a good friend like Maggie?

Maggie helped him.

Unit 2 Lesson 6 Square CCSS 1.RI.2 & 3 LAFS RI 1.2 & 3 Understand Characters & Summarize


By: Be

&y Sanchez


Unit 2 Lesson 7 How Animals Communicate

Main Idea & Details, Infer & Predict CCSS 1.RI.1 & 2, LAFS 1.RI.1.1 & 1.2

Short i (-ip) Blends with r

Approaching: A Dip in the Mud (0.0-0.5 approx. reading level)

On Level: A Fishy Trip (0.5-1.0 approx. reading level)

Beyond Level: Animal of the Grasslands (1.5-3.0 approx. reading level) (levels based on Fleisch-Kincaid Grade Level rating)

Name: _______________ Date: ___________

Reading Comprehension Practice Directions: Read the text and answer the questions.

A Dip in the Mud

I can see six pink pigs. They are in the pen. Did

the little one just sit in the mud? Why does it do that?

The mud helps some of the animals. How does the mud

help? The mud makes the pig cool down when it gets

hot. Look, the little pig is up. I can see the mud drip

off of it. Will the little pig play now?


1. How many pigs did I see?

___________________________________________

2.  Where did the little one sit?

___________________________________________

3. How does mud help some animals?

___________________________________________

4.  Why did the little pig sit in the mud?

___________________________________________

5.  Do you think that the little pig will play now?

___________________________________________

Unit 2 Lesson 7 Circle

By: Be

&y Sanchez


CCSS 1.RI.1 & 2 LAFS RI 1.1 & 1.2 Main Idea & Details, Infer & Predict

Name: _______________ Date: ___________


A Fishy Trip

Tom and his friend Ned got in the boat to go

fishing. Tom will sit in the front. Ned will sit in the

back. “How do you know when you have a fish?” asked

Ned. “You will feel a big tug,” said Tom. Ned gripped the

pole just as the tip of the pole dipped into the water.

He ripped back the pole and pulled up a six-inch fish. “I

did it!” said Ned. Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1. Who is Tom’s friend?

___________________________________________

2.  Where did Ned sit?

___________________________________________

3. How big was the fish?

___________________________________________

4.  How do you know that you have a fish?

___________________________________________

5.  How do you know that Ned had never been fishing?

___________________________________________

Unit 2 Lesson 7 Triangle

By: Be

&y Sanchez



Name: _______________ Date: ___________


Animal of the Grasslands

There are many animals that live in the

grasslands of Africa. One of these animals is in the

horse family. This animal eats mostly grass. It can

make loud braying or barking sounds. The biggest

predator of this animal is the lion. This animal’s

black and white stripes help it to hide.


1. Where are some grasslands?

___________________________________________

2.  What does braying sound like?

___________________________________________

3. What is the biggest predator of this animal?

___________________________________________

4.  What family does this animal belong to?

___________________________________________

5.  What kind of animal is it? ___________ What was the best

clue? _____________________________________

Unit 2 Lesson 7 Square

By: Be

&y Sanchez



Name: _______________ Date: ___________


A Dip in the Mud

I can see six pink pigs. They are in the pen. Did

the little one just sit in the mud? Why does it do that?

The mud helps some of the animals. How does the mud

help? The mud makes the pig cool down when it gets

hot. Look, the little pig is up. I can see the mud drip

off of it. Will the little pig play now?


1.  How many pigs did I see?

six

2.  Where did the little one sit?

in the mud

3.  How does mud help some animals?

The mud cools them down.

4.  Why did the little pig sit in the mud?

It was hot.

5.  Do you think that the little one will play now?

Yes


By: Be

&y Sanchez



Name: _______________ Date: ___________


A Fishy Trip

Tom and his friend Ned got in the boat to go

fishing. Tom will sit in the front. Ned will sit in the

back of the boat. “How do you know when you have a

fish?” asked Ned. “You will feel a big tug,” said Tom.

Ned gripped the pole just as the tip of the pole dipped

into the water. He ripped back the pole and pulled up a

six-inch fish. “I did it!” said Ned. Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  Who is Tom’s friend?

Ned

2.  Where did Ned sit?

in the back of the boat

3.  How big was the fish?

six inches

4.  How do you know that you have a fish?

You feel a big tug.

5.  How do you know that Ned had never been fishing?

“How do you know that you have a fish?” asked Ned


By: Be

&y Sanchez



Name: _______________ Date: ___________


Animal of the Grasslands

There are many animals that live in the

grasslands of Africa. One of these animals is in the

horse family. This animal eats mostly grass. It can

make loud braying or barking sounds. The biggest

predator of this animal is the lion. This animal’s

black and white stripes help it to hide.


1.  Where are some grasslands?

Africa

2.  What does braying sound like?

barking

3.  What is the biggest predator of this animal?

lion

4.  What family does this animal belong to?

horse

5.  What kind of animal is it? zebra What was the best clue?

answers may vary...black and white stripes


By: Be

&y Sanchez




Unit 2 Lesson 8 A Musical Day

Sequence of Events Analyze & Evaluate

CCSS 1.RL.2 LAFS RL 1.2

Short O L blends

Approaching: A Hot Day (0.5-1.0 approx. reading level)

On Level: Dot Fox (1.0-1.5 approx. reading level)

Beyond Level: Hopscotch (1.5-3.0 approx. reading level)

(levels based on Fleisch-Kincaid Grade Level rating)

Name: _______________ Date: ___________


A Hot Day It is too hot to play today. “What can we do?”

I asked. “We can play tag,” asked Bob. “No, it is

too hot!” we said. “Would you like to play jump

rope?” asked Todd. “No, it is too hot!” we said. “Do

you want to play with the blocks?” asked Pop.

“Yes, we would!” we said. We played with our blocks

and had fun!


1. What kind of day is it?

___________________________________________

2.  Who asked to play tag?

___________________________________________

3. What asked to play after Bob?

___________________________________________

4.  What did Pop ask to play with?

___________________________________________

5.  Why do you think they played with the blocks?

___________________________________________


By: Be

&y Sanchez

CCSS 1.RL.2 LAFS RL 1.2 Sequence of Events & Analyze & Evaluate


Name: _______________ Date: ___________


Dot Fox Dot Fox got up on the big, black rock and looked

for her friend, Todd Frog. She would love to play with

him today. First, she looked by the long dock but he was

not there. Next, Dot looked in back of the brown log.

Then, she looked on top of the green hill. Last, she

looked in the pond. Todd Frog hopped out and said, “I

have looked for you all day!” Dot was glad because now

they can play together.


1. Who does Dot Fox look for?

___________________________________________

2.  Where does Dot Fox look FIRST?

___________________________________________

3. Where does Dot look AFTER she looked in back of the brown log?

___________________________________________

4.  Where does Dot find Todd Frog?

___________________________________________

5.  Why is Dot Fox glad?

___________________________________________


By: Be

&y Sanchez



Name: _______________ Date: ___________


Hopscotch Would you like to learn how to play the game called

hopscotch? To begin, you toss a small rock into the first

box. Next, you hop on one foot in all the boxes but you

must skip the one that has the rock. Then you turn

around and hop your way back. Last, you pick up the

rock and hop back to start. The game will continue when

you pass the rock to your friend so she can have a lot

of fun, too!


1. What is the name of the game?

___________________________________________

2.  What do you do to begin the game?

___________________________________________

3. What do you do LAST in the game?

___________________________________________

4.  What do you do AFTER you hop on one foot and skip a box?

___________________________________________

5.  How can the game continue?

___________________________________________


By: Be

&y Sanchez



Name: _______________ Date: ___________


A Hot Day It is too hot to play today. “What can we do?”

I asked. “We can play tag,” asked Bob. “No, it is

too hot!” we said. “Would you like to play jump

rope?” asked Todd. “No, it is too hot!” we said. “Do

you want to play with the blocks?” asked Pop.

“Yes, we would!” we said. We played with our blocks

and had fun!


1. What kind of day is it?

It is a hot day.

2.  Who asked to play tag?

Bob

3.  What asked to play after Bob?

Todd

4.  What did Pop want to play with?

blocks

5.  Why do you think they played with the blocks?

You do not get hot when you play blocks. (answers may vary)


By: Be

&y Sanchez



Name: _______________ Date: ___________


Dot Fox Dot Fox got up on the big, black rock and looked

for her friend, Todd Frog. She would love to play with

him today. First, she looked by the long dock but he was

not there. Next, Dot looked in back of the brown log.

Then, she looked on top of the green hill. Last, she

looked in the pond. Todd Frog hopped out and said, “I

have looked for you all day!” Dot was glad because now

they can play together.


1.  Who does Dot Fox look for?

Todd Frog

2.  Where does Dot Fox look FIRST?

by the long dock

3.  Where does Dot look AFTER she looked in back of the brown log?

on top of the green hill

4.  Where does Dot find Todd Frog?

in the pond

5.  Why is Dot Fox glad?

They can play together.


By: Be

&y Sanchez



Name: _______________ Date: ___________


Hopscotch Would you like to learn how to play the game called

hopscotch? To begin, you toss a small rock into the first

box. Next, you hop on one foot in all the boxes but you

must skip the one that has the rock. Then you turn

around and hop your way back. Last, you pick up the

rock and hop back to start. The game will continue when

you pass the rock to your friend so she can have a lot

of fun, too!


1. What is the name of the game?

hopscotch

2.  What do you do to begin the game?

You toss a rock into the first box.

3.  What do you do LAST in the game?

You pick up the rock and hop back to start.

4.  What do you do AFTER you hop on one foot and skip a box?

You turn around and hop your way back.

5.  How can the game continue?

You pass the rock to your friend.


By: Be

&y Sanchez




Unit 2 Lesson 9 Dr. Seuss

Text Features

CCSS 1.RI.5 LAFS.1.RI 2.5 Short e

Blends with S

Approaching: The Best Book (0.0-0.5 approx. reading level)

On Level: Books (0.5-1.0 approx. reading level)

Beyond Level: Let’s Read (1.5-3.0 approx. reading level)


Name: _______________ Date: ___________


The Best Book I like the book called The Red Bed. It is the best

book. My mom said, “Let’s get this book, The Ten

Hens.” My mom will read it with me. After, I will draw

a picture of the best book. My picture had a red bed

with ten hens on it! Can you tell which book I like

best? Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  What book did Mom want to get?

___________________________________________

2. Who reads the book with me?

___________________________________________

3. After I read the book, what do I do?

___________________________________________

4.  What was in my picture?

___________________________________________

5.  Circle the picture of the book that I like best.


By: Be

&y Sanchez

CCSS 1.RI.5 LAFS RI 2.5 Text Features


Name: _______________ Date: ___________


Books My friend Ted likes books. He likes to sit in bed

and read ten books every night. After he reads, he

writes the title or name of the book. He draws pictures

of the best parts. Ted lets his friend Ken read what he

writes and draws. If Ken likes it, he can get the book

to read in his bed. Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1. Who can read ten books every night?

___________________________________________

2. Who is Ted’s friend?

___________________________________________

3. What does Ted do after he writes the title or name of the book?

___________________________________________

4.  If Ken likes the book, what can he do?

___________________________________________

5.  Where can you find the title of a book?

___________________________________________


By: Be

&y Sanchez



?tle author & illustrator

other ?tles

front cover

Name: _______________ Date: ___________


Let’s Read My friend Jen will read a book. She will get the book

called Ten Red Beds. Ten Red Beds is the title or name of the

book. The person who writes the story is the author. The

person who draws the pictures is the illustrator. You can find

the names of the title, author and illustrator on the front of

the book. After you read the book, look at the back cover. It

has pictures and other titles as well. Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1. What is the name of the person who draws the pictures in a book?

___________________________________________

2. What is the name of the person who writes the story?

___________________________________________

3. What is the title of the book that Jen gets?

___________________________________________

4.  Why is Ten Red Beds written in dark letters?

___________________________________________

5.  Now it is time to color. Use the information from the story and the picture, color the front cover of the book in orange and the back cover in blue.


By: Be

&y Sanchez



?tle

author & illustrator

other ?tles

Name: _______________ Date: ___________


The Best Book I like the book called The Red Bed. It is the best

book. My mom said, “Let’s get this book, The Ten

Hens.” My mom will read it with me. After, I will draw

a picture of the best book. My picture had a red bed

with ten hens on it! Can you tell which book I like

best? Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  What book did Mom want to get?

The Ten Hens

2. Who reads the book with me?

Mom

3.  After I read the book, what do I do?

I draw a picture of the best book.

4.  What was in my picture?

A red bed with ten hens on it

5.  Circle the picture of the book that I like best.

(Both books should be circled.)


By: Be

&y Sanchez



Name: _______________ Date: ___________


Books My friend Ted likes books. He likes to sit in bed

and read ten books every night. After he reads, he

writes the title or name of the book. He draws pictures

of the best parts. Ted lets his friend Ken read what he

writes and draws. If Ken likes it, he can get the book

to read in his bed. Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  Who can read ten books every night?

Ted

2. Who is Ted’s friend?

Ken

3.  What does Ted do after he writes the title or name of the book?

He draws pictures of the best parts.

4.  If Ken likes the book, what can he do?

He can get the book to read in his bed.

5.  Where can you find the title of a book?

On the front cover of the book.


By: Be

&y Sanchez



?tle author & illustrator

other ?tles

front cover

Name: _______________ Date: ___________


Let’s Read My friend Jen will read a book. She will get the book

called Ten Red Beds. Ten Red Beds is the title or name of the

book. The person who writes the story is the author. The

person who draws the pictures is the illustrator. You can find

the names of the title, author and illustrator on the front of

the book. After you read the book, look at the back cover. It

has pictures and other titles as well. Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  What is the name of the person who draws the pictures in a book?

illustrator

2. What is the name of the person who writes the story?

author

3.  What is the title of the book that Jen gets?

Ten Red Beds

4.  Why is Ten Red Beds written in dark letters?

It is a title.

5.  Now it is time to color. Use the information from the story and the picture, color the front cover of the book in orange and the back cover in blue.


By: Be

&y Sanchez



?tle

author & illustrator

other ?tles


Unit 2 Lesson 10 A Cupcake Party

Story Structure

Visualize CCSS 1.RL.3 LAFS 1.RL.1.3

Short U Final Blends

Approaching: The Bus Ride (0.0-0.5 approx. reading level)

On Level: Ted’s Sub (0.5-1.0 approx. reading level) Beyond Level: A Sticky Sunday (1.5-3.0 approx. reading level)


Name: _______________ Date: ___________


The Bus Ride “Let’s go have some fun,” said Gus. “We can get

on the bus,” said Peg. They had to run but they did

not make it on the bus. Gus and Peg will take the

next one. They sat at the bus stop in the hot sun.

They did not have fun! Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1. Who are the characters in the story?

___________________________________________

2.  Where does the story take place?

___________________________________________

3. What is the problem?

___________________________________________

4.  How do they try to fix the problem?

__________________________________________

5. Did they have fun?

___________________________________________


By: Be

&y Sanchez

CCSS 1.RL.3, LAFS 1.RL.1.3 Story Structure


Name: _______________ Date: ___________


Ted’s Sub Ted’s dog Gus likes to play with the subs in the

tub. Gus takes them and runs away. He likes to put

the small ones under Ted’s bed but he puts the big

sub on top of the bed. Ted has to run after him to

get the subs. He jumps up on the bed. Ted give Gus a

big bone. Gus let go of the sub and eats the bone! Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.


___________________________________________


___________________________________________


___________________________________________


__________________________________________

5. What is the solution?

___________________________________________


By: Be

&y Sanchez



Name: _______________ Date: ___________


A Sticky Sunday Every Sunday Justin goes to the park to run with his

dog Buster. Last Sunday Justin stumbled on a small rock

and fell into a patch of prickly stickers. He had stickers

all over his shoes. Buster barked but no one came to help.

Buster tried to lick the stickers but one got stuck on his

tongue. Justin had to take off each one of the stickers.

When he was done, they went for a run in the sun! Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.


___________________________________________


___________________________________________


___________________________________________

4.  Write one way that Buster tries to fix the problem.

__________________________________________

5. What is the solution?

___________________________________________


By: Be

&y Sanchez



Name: _______________ Date: ___________


The Bus Ride “Let’s go have some fun,” said Gus. “We can get

on the bus,” said Peg. They had to run but they did

not make it on the bus. Gus and Peg will take the

next one. They sat at the bus stop in the hot sun.

They did not have fun! Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.

1.  Who are the characters in the story?

Gus and Peg


At the bus stop

3.  What is the problem?

They did not make it on the bus.


They will take the next bus.

5.  Did they have fun?

No


By: Be

&y Sanchez



Name: _______________ Date: ___________


Ted’s Sub Ted’s dog Gus likes to play with the subs in the

tub. Gus takes them and runs away. He likes to put

the small ones under Ted’s bed but he puts the big

sub on top of the bed. Ted has to run after him to

get the subs. He jumps up on the bed. Ted give Gus a

big bone. Gus let go of the sub and eats the bone! Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.


Gus and Ted


In the bathroom and/or bedroom


Gus takes the subs.


Ted runs after Gus to get the subs.

5.  What is the solution?

Ted gives Gus a bone to eat.


By: Be

&y Sanchez



Name: _______________ Date: ___________


A Sticky Sunday Every Sunday Justin goes to the park to run with his

dog Buster. Last Sunday Justin stumbled on a small rock

and fell into a patch of prickly stickers. He had stickers

all over his shoes. Buster barked but no one came to help.

Buster tried to lick the stickers but one got stuck on his

tongue. Justin had to take off each one of the stickers.

When he was done, they went for a run in the sun! Using text evidence, answer the following questions. Show proof by highlighting where you found thee answers in the text.


Justin and Buster


At the park


Justin fell into the stickers.

4.  Write one way that Buster tries to fix the problem.

He barks for help OR He tries to lick off the stickers.

5.  What is the solution?

Justin takes the stickers off.


By: Be

&y Sanchez



Credit Where Credit is Due.... ALL from TpT! because I LOVE TpT, TOO! Borders around pages: Krista Wallden Creative Clips Dog & Boy, Bus, Sub, Hen, Bed, Fox, Pig & Bag clipart by Teacher Laura Book Clipart by First Grade A-to-Z Hopscotch Kid by Rossy’s Jungle Sun clipart by Dandy Doodles http://www.teacherspayteachers.com/Store/Dandy-Doodles Grasslands pictures by ScrappinDoodles Kid in Boat by Scribble Doodle and Draw Train by Joshua Durham Kid with backpack by Coach Academics

First Grade Differentiated Reading Passages Unit...

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