Read the words in each box. Circle the irregular plural ...

Name:

1

LEVEL 12 | Phonics

Irregular Plurals & Verbs

Lexia Skill Builders®

1 shelf 2 person

shelfs shelves persons people3 knife 4 goose

knives knifes gooses geese5 ox 6 woman

oxes oxen womans women7 snowman 8 leaf

snowmen snowmans leafs leaves9 mouse 10 tooth

mice mouses toothes teeth11 loaf 12 foot

loafs loaves feet foots13 wolf 14 child

wolves wolfs childs children

Read the words in each box. Circle the irregular plural form of the word. Then, trace the word you circled.

7 Choose one pair of words and write a sentence for each word.

Name: Phonics


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LEVEL 12 | Phonics



1 write 2 tell

wrote writed telled told3 fly 4 feel

flied flew felt feeled5 break 6 throw

breaked broke threw throwed7 draw 8 say

drawed drew sayed said9 run 10 freeze

runned ran freezed froze11 strike 12 sleep

struck striked slept sleeped13 dig 14 drive

dug digged drived drove

Read the words in each box. Circle the irregular past tense verb. Then, trace the word you circled.

7 Choose one pair of words and write a sentence for each word.

Name: Phonics


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LEVEL 12 | Phonics



1

one person

many

2

one foot

two

3

one goose

two

4

one tooth

many

5

one child

three

6

one mouse

two

people

7 Choose one set of words and write a sentence for each word.

Look at the pictures in each box. Fill in the blanks to spell the missing word. Use the top word to help you.

Name: Phonics


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LEVEL 12 | Phonics



1 It’s fun to dig in the sand at the beach.

Last summer, we a huge hole.

2 The dogs like to run at the park.

Yesterday, they all day long!

3 Our cats always hide in my room.

Last night, they under my bed.

4 I like to help him sweep.

Yesterday, I all of the steps.

5 My parents take the train to work.

Last week, I the train with them.

6 We need to send her a birthday gift.

Last year, we her a puzzle.

7 Paul can draw many things.

In art class, he a robot.

8 I like to wake up at six o’clock.

This morning, I up at seven.

Read the sentences. Use the past tense form of the underlined word to complete each sentence.

7 Read these sentences to a partner.

dug

Name: Phonics


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LEVEL 12 | Phonics



1 Last winter, the pond .frozefreezed

2 Rosa a party yesterday.hadhaved

3 We candy at the fair last week.selledsold

4 Rory me a gift on my birthday.sentsended

5 After a long game, our team .losedlost

6 I a story for homework.writedwrote

7 Dad the baby in his arms.heldholded

8 The phone all day long.ringedrang

9 She a hat at the game yesterday.woreweared

10 We in line for a long time to get tickets.standedstood

froze

Circle the word to complete each sentence. Then, write the word on the line.


Name: Phonics


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LEVEL 12 | Structural Analysis

Latin Prefixes


7 Think of another word for each prefix. Write the words in each box.

extend

extend

repeat

debate

depart

repaint

remove

refresh

explode

deduct

expect

defrost

exhale

Read the words at the bottom of the page. Circle the prefix in each word. Then, cut out the words and glue them into the correct boxes.

redeex

Name: Structural Analysis

Latin Prefixes

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Latin Prefixes


1

dis2

mis

3

pre4

pro

dislike disrupt prevent misplace

disagree prefix mismatch prolong

mistake pronoun predict propose

Read the words at the top of the page. Circle the prefix in each word. Then, write each word in the box with the same prefix.

7 Choose a word from each box and write a sentence for each.

dislike


Latin Prefixes

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Latin Prefixes


1

sub2

ob

3

ab4

ad

subway abduct subject advance

adverb subside absorb observe

obstruct absent admit obtain



subway


Latin Prefixes

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Latin Prefixes


1

un2

non

3

in4

con

unlucky intrude unreal nonfiction

insect confirm contract unless

nonstop inform context nonsense



unlucky


Latin Prefixes

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Latin Prefixes


1 I hope the train will part on time.de

ad

2 It may help to read that page again.pro

re

3 Our class wants to win the test.non

con

4 He will vite you to the picnic.ex

in

5 We took a stop flight to Texas.non

in

6 It is safe to swim in the big waves.con

un

7 They will miss us soon.dis

sub

8 My sister found a take in the book.mis

re

Circle the prefix to complete each word. Then, write the prefix in the blank.


de


Latin Prefixes

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LEVEL 12 | Fluency

Passage Fluency 1


Read the passages below with a partner. Your partner may be an adult or a classmate. Take turns being the reader and the listener.

7 Practice these skills using a paragraph from a book of your choice.

3 Discuss each reading with your partner.

❏ Was the reading smooth and easy to understand?

❏ Did the reader read with expression?

❏ What questions do you have about the passage?

1 Cat took a nap on the chair. Cat had a dream. In the dream, Cat saw a mouse.

The mouse ran off when Cat came near. Again and again, Cat made a dash for the

mouse. The mouse was too fast and always got away. Cat was glad to wake up.

That was a bad dream!

Mouse went to sleep. Mouse had a dream. In the dream, Mouse saw a cat. It had

sharp teeth! Mouse hid on a shelf. The cat made a leap to the shelf. Mouse hid by

a chair. When the cat came close, Mouse ran fast. Mouse felt glad to wake up.

That dream was bad!

2 Zane had a new red sled. He could not wait to ride his new red sled. But where was

the snow? Weeks went by, but no snow fell. One day, Zane saw dark clouds in the sky.

“It will rain,” he said. But then he saw big white flakes. Zane sang out, “Snow at last!”

Zane took his new sled to the park. A big hill was there. The hill was white with snow.

Zane went all the way to the top of the hill. He sat down on the sled.

“Here I go!” he said. The ride down was smooth and fast.

“This sled is the best!” said Zane.

THE READER SHOULD: THE LISTENER SHOULD:

➊ Read the words carefully and clearly.

➋ Pay attention to punctuation and readwith expression.

➊ Listen closely to the reader. Is the readingsmooth, clear, and easy to understand?

➋ As you listen, think of a question aboutthe passage to ask the reader when heor she has finished reading.

Name: Fluency

Passage Fluency 1

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LEVEL 12 | Fluency

Passage Fluency 1








1 Dad took a long nap at the beach. Kay dug up sand. She put the sand on his legs.

The pile got huge. Kay woke up Dad. She said, “Can we swim in the sea now?”

“Wait!” said Dad. “My legs are stuck!”

Kay gave him a big grin. “Nice joke,” said Dad, with a smile.

Dad and Kay swam in the sea. Kay saw a big wave. She swam fast. She felt the wave

rise up and take her to shore.

“Wow!” said Kay. “That was a great ride!”

The sky got dark. Soon it would rain.

“We have to go. Rain is on the way!” said Dad. They left the beach.

2 It is the day of the big race. Roy knows he can run fast. He wants to win.

“On your mark, get set, GO!” calls Coach Fred. Roy sets off on the track. He runs

fast. He reaches the first turn. Then his foot slides, and he trips. Roy falls down on the

track. Roy knows he cannot win the race.

After Roy fell, he stood up fast and started to run again. He pumped his legs hard.

He did the best he could, but he did not win. “I wish I had come in first,” Roy said

to Coach Fred.

“You did not give up,” Coach Fred said to Roy. “You ran a good race.”






Name: Fluency

Passage Fluency 1

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LEVEL 12 | Fluency

Passage Fluency 1








1 Frog sat in his boat. Duck asked, “May I join you?”

Frog said, “This boat should still float with two friends in it.” Duck got in the boat.

Crab came by and asked, “May I join you?”

“I think this boat will still float with three friends in it,” said Frog.

Crab got in. The boat floated low in the water.

Frog, Duck, and Crab sat in Frog’s boat. Rat came by. “May I join you?” Rat asked.

“I think this boat will float with four of us,” said Frog. “But I could be wrong.” Rat got

in. The boat did not float. It sank.

Frog said, “It is a good thing we all like to swim.” They all swam to shore.

2 It was late in the day when Yuna said to Kai, “Let’s go to the beach to see a show.”

“What show is at the beach?” Kai asked.

“You will see,” Yuna said. Many people were at the beach, but Kai and Yuna found a

good area on the sand.

“Where is the show?” Kai asked.

“Just watch, and you will find out soon,” Yuna said. Yuna pointed to the sun, which

was a big orange ball low in the sky. The sun seemed to be sinking into the sea. The

sky turned orange, pink, and purple, and the water shone with a yellow glow. The sun

slid down, down, down. Everyone clapped for the beautiful sunset.

“Wow!” Kai said. “The sun put on a great show.”






Name: Fluency

Passage Fluency 1

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Name:

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LEVEL 12 | Fluency

Passage Fluency 1








1 Russ went on a trip with his friend Ben. They hiked in the woods. Then they came to

a place to camp. Ben’s dad made a fire. They sat by the fire and cooked hot dogs. Russ

helped set up a tent. Russ and Ben slept in sleeping bags in the tent. The camping trip

was fun. Russ liked sleeping in the tent.

Russ liked camping. He wished he had a tent at home. Russ took a sheet from his bed.

He hung one side of the sheet on a chair. He hung the other side on a shelf. The sheet

looked like a tent! The next day, Dad came in to wake up Russ. Russ peeked out from

his hanging sheet. “I like my tent,” he said.

2 Big Frog and Small Frog had a home in a pond. But now their pond was dry.

“We must find a wet place to live,” said Big Frog.

The frogs set out from the pond. They came to a deep hole. It was a well that people

had dug. The frogs saw water in the well.

“This deep well has water,” Small Frog said. “We can live here!”

Big Frog said, “We left the pond because it was dry. What will we do if this well dries

up? We will not have a way to get out. The hole is too deep.”

Big Frog was wise. The frogs set out again.






Name: Fluency

Passage Fluency 1

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Name:

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LEVEL 12 | Fluency

Passage Fluency 1








1 Dave handed Liz a note. He wrote in his note: “Meet me at the East Gate of the park

at three.” Dave got to the gate at three. He was mad when Liz was late. Then he looked

up and saw WEST GATE. Oops, this was the wrong gate! Dave ran. He saw Liz standing

by the East Gate. She was not late. He was.

Dave felt bad that he was late. “I did not mean to make you wait,” he said.

“I did not mind,” said Liz. “I was reading my book.” Liz’s book was about whale sharks.

“Sharks scare me!” Dave cried.

“Whale sharks are not mean,” said Liz. “But they are as big as whales.”

“Can I read your book?” asked Dave. “I want to learn more.”

2 Chang had a cold. May wanted to help her sick friend.

“I will make him a card,” May told Dad. “A card will cheer him up.” May had scraps

of felt. They were red and blue. She cut them up and glued them to her card. She

painted a yellow sun. She wrote GET WELL SOON!

“Chang will like this card very much,” said Dad.

May sent her card to Chang. Chang called on the phone. “I like your card,” he said.

“I am glad you like it,” said May. “How do you feel?”

“I do not feel too bad,” said Chang. He had a cold. He had been sick for three days.

“I hope you get well soon,” said May. “I have a new game we can play.”






Name: Fluency

Passage Fluency 1

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Name:

1

LEVEL 12 | Vocabulary

Similes & Metaphors


1 “The store was a zoo” means the store was…

2 “The room was a pigsty” means the room was…

3 “Her feet were ice cubes” means her feet were…

4 “The dog was a statue” means the dog was…

5 “Zara is a cheetah on the track” means Zara is…

6 “The car was a snail on the snowy road” means the car was...

7 Read these sentences to a partner and explain the meaning of each metaphor.

Complete each sentence to explain the meaning of the metaphor.

REMEMBER: Metaphors are comparisons that show how two very different things are similar in one important way.

Name: Vocabulary

Similes & Metaphors

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Name:

2


Similes & Metaphors


1 Javier spent all day at the pool. He swims like…

2 Rita easily won the race. She ran like…

3 The kitchen was a complete mess. It looked like…

4 They could not lift the bag. It was as heavy as…

5 Ian kept his voice down in class. He was as quiet as…

6 The crowd cheered for the runners. Their cheers were as

loud as…

7 Choose a simile from above and think of another word to complete the sentence.

Read each sentence and complete the simile.

REMEMBER: Similes are comparisons that show how two very different things are similar in one important way. Similes use the words like or as in the comparison.

Name: Vocabulary

Similes & Metaphors

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Name:

3


Similes & Metaphors


7 Choose a simile from above and think of another word to complete the sentence.

REMEMBER: Similes are comparisons that show how two very different things are similar in one important way. Similes use the words like or as in the comparison.

1 The jet rose in the sky. It soared like…

2 We could not swim in the lake. It was as cold as…

3 The sun set on the pond. The water sparkled like…

4 Diya can carry the huge box. She is as strong as…

5 The truck ran over the can. Now the can is as flat as...

6 He could easily lift the kitten. It was as light as...

Read each sentence and complete the simile.

Name: Vocabulary

Similes & Metaphors

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Name: LEVEL 12 | Comprehension

Passage Comprehension 1

Lexia Skill Builders® 1

1 Read and underline the definition of the word below. Knowing this word and its definition

will help you complete the following activities.

develop (verb) To develop is to grow, learn, or change.

2 Reread the informational text on the next page, “Becoming a Frog.” Informational texts give

facts about a topic.

a Use the glossary to help you with the meaning of unfamiliar words.

b Explore the diagram to help you understand the written information.

3 Informational texts have main ideas. The main idea of this text is in bold print in Paragraph 1.

Go back to the text, and put a star (★) next to the main idea.

4 Write the main idea below.

main idea

5 Informational texts also have key details that support the main idea. Three key details are underlined

in the text. Go back to the text, and put a checkmark (✔) next to each key detail.

6 Write the three key details below.

key detail 1

key detail 2

key detail 3

7 Write a question about one of the key details in the text or the diagram. For example, you might ask,

How does a tadpole’s body change?

_____________________________________________________________________________________________________________

8 Write an answer to your question using your notes above and details from the text.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

7 Create a poster that illustrates and explains what you learned about how a frog develops.

Name: Comprehension


Prim

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Stan

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: CC

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: RI

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4, R

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7, R

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1, R

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10,

RL.2

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RI.2

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RI.2

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RL.2

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RL.2

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RL.2

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Becoming a Frog

1 What looks like a fish, swims like a fish, and gets air like a fish—

but is not a fish? The answer to that riddle is a tadpole. A tadpole

is not a fish. A tadpole grows and changes to become a frog.

2 Tadpoles begin their lives in water. Tadpoles hatch from eggs

laid by an adult female frog. A tadpole has a round head and a tail.

It breathes through gills, like a fish. The newly hatched tadpole rests

at first. Then, as its tail grows bigger and stronger, the tadpole uses

it to swim about. Its main food is bits of water plants.

3 Over time, the tadpole’s body changes.

The changes may take weeks, months, or

even years. The tadpole begins to grow

legs. The hind legs appear first, and then

the front legs. A tongue forms in its

mouth. Inside its body, lungs take shape.

Lungs are what land animals use to breathe

on land. The tadpole’s gills disappear.

4 Finally, the animal leaves the water.

It may still have a tail, which begins to

shrink. The animal is not a plant eater

anymore. It uses its long tongue to

catch insects. The tadpole has become

a frog.

GLOSSARY

gills (noun, plural) Gills are what fish use to breathe in water.

lungs (noun, plural) Lungs are what animals use to breathe air.

shrink (verb) To shrink is to get smaller.

Name: Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

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RF.2

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1 Read and underline the definition of the phrase below. Knowing this phrase and its definition


take care of (verb) To take care of others is to be helpful and kind.

2 Reread the poem on the next page, “Anything for You.” Poems use the sound, as well as the

meaning, of words to express feelings and ideas.

3 Poets use words to help readers form pictures in their minds. Go back to the poem, and

underline three examples of taking care of a friend by being helpful and kind.

4 The poem gives many examples of taking care of a friend. Write three examples from the

poem in your own words.

example 1

example 2

example 3

5 Poems often have words that rhyme. This poem uses rhyme to connect the many examples of

taking care of a friend. Go back to the poem, and circle the word at the end of each line.

6 Write the rhyming words below.

rhyme 1

rhyme 2

rhyme 3

7 Poems also often have rhythm. Rhythm is like a drumbeat that goes with groups of words.

Read the poem aloud, and listen for the rhythm.

8 How do you know that this is a poem and not a story? Use specific examples from the poem

to support your answer. Write on another page.

7 Circle the first letter of every line. What word do you see? This kind of poem is called an acrostic.Choose a word that has special meaning to you—like your name—and write your own acrostic poem.

Name: Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

.4a

- Re

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Anything for You

Forget that it’s your birthday? Never!

Reveal your deepest secrets? No way!

Include you in my plans? Forever!

Encourage you to dream? Okay!

Need a helping hand or hug? I’m there!

Don’t have your lunch today? I’ll share!

Sweet friend, I hope you know I care.

Name: Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

.4a

- Re

ad o

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RI.2

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RI.2

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1 Read and underline the definition of the word below. Knowing this word and its definition


moral (noun) The moral of a story is the lesson it teaches about life.

2 Reread the fable below, “A Dog’s Mistake.” Fables are short stories with a moral.

3 The characters in a fable are often animals. Circle the name of the main character.

4 Characters in fables often make mistakes. How does Dog lose his meat? The major events in the

fable are underlined.

a Put a checkmark (✔) next to the major event at the beginning of the fable.

b Put a checkmark (✔) next to the major event in the middle of the fable.

c Put a checkmark (✔) next to the major event at the end of the fable.

5 Fables have a moral. Put a star (★) next to the moral at the end of the fable.

A Dog’s Mistake

1 Dog had found a piece of meat. Now he was heading home with it.

2 Dog came to a log bridge that crossed a stream. On the bridge, he

looked down at the water. He was surprised to see a dog looking up

at him, and that dog had meat in his mouth!

3 “That dog’s meat looks better than mine,” Dog said. “And I want

it!” He dropped his own meat and leaped into the water. The stream

carried off Dog’s meat.

4 There was no other dog. When Dog had looked down from the

bridge, he had seen himself in the water. The water was like a mirror.

5 Dog said sadly, “Now I have no meat at all.”

6 The moral is Be happy with what you have.

Name: Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

.4a

- Re

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RL.2

.7,

RI.2

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RI.2

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RL.2

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1 Complete the definition of the word below.

moral (noun) The moral of a story is the _______________ it teaches about life.

2 Reread the fable below, “The Fox and the Crow.”

3 Circle the names of the two main characters.

4 Characters in fables are often tricked by other characters. How does Crow lose her cheese?

The major events in the fable are underlined.

a Put a checkmark (✔) next to the major event at the beginning of the fable.

b Put a checkmark (✔) next to the major event in the middle of the fable.

c Put a checkmark (✔) next to the major event at the end of the fable.

5 Put a star (★) next to the moral at the end of the fable.

The Fox and the Crow

1 Fox looked up in a tree and saw Crow. She held a chunk of cheese

in her beak. Fox wanted that cheese, and he had a plan to get it.

2 Fox said, “What a fine bird I see on the branch! Her black feathers

gleam in the sun. She looks beautiful!” As Fox spoke, Crow felt proud.

3 Fox went on. “That bird is so fine-looking. It is a shame that she

cannot sing.”

4 Crow wanted Fox to hear her sing. “CAW, CAW,” she sang.

5 When she opened her beak, Crow dropped the cheese, and it fell

to the ground. Fox picked up the cheese and trotted off with it.

6 The moral is Don’t trust anyone who gives too many compliments.

Name: Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

.4a

- Re

ad o

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ext

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Supp

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.2.1

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.2.1

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4, R

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RL.2

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RL.2

.7,

RI.2

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RI.2

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RL.2

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RL.2

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RL.2

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RI.2

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RI.2

.6,

RL.2

.6,

RL.2

.9,

RF.2

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L.2

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Cor

e5 L

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This

mat

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a co

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©20

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Lea

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1 Complete the chart below. Use the markings you made on each text to help you.

“A Dog’s Mistake” “The Fox and the Crow”

main characters and

major event 1 (beginning)

✔ ✔

major event 2 (middle)

✔ ✔

major event 3 (end)

✔ ✔

moral ★ ★

2 How are “The Fox and the Crow” and “A Dog’s Mistake” alike? How are they different? Use your notes and examples from the fables to support your answer. Write on another page.

7 Choose one of the fables to read aloud to a partner. Practice speaking in a different voice for eachcharacter and the narrator (the voice telling the story).

Name: Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

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- Re

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LEVEL 12 | Phonics



Nam

e:

2

LEV

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12

| P

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Phonics


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12

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LEVEL 12 | Phonics



Nam

e:

4

LEV

EL

12

| P

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Irre

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Phonics


Cor

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evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

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LEVEL 12 | Phonics



Nam

e:

5

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EL

12

| P

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Irre

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y bi

rthd

ay.

sent

send

ed

5Af

ter a

long

gam

e, o

ur te

am

.lo

sed

lost

6I

a s

tory

for h

omew

ork.

writ

edw

rote

7D

ad

the

baby

in h

is a

rms.

held

hold

ed

8Th

e ph

one

all

day

long

.rin

ged

rang

9Sh

e a

hat

at t

he g

ame

yest

erda

y.w

ore

wea

red

10

We

in li

ne fo

r a lo

ng ti

me

to g

et ti

cket

s.st

ande

dst

ood

froz

e

Cir

cle

the

wo

rd t

o c

om

ple

te e

ach

sen

ten

ce. T

hen

, wri

te t

he

wo

rd o

n th

e lin

e.

7

Rea

d t

hes

e se

nte

nce

s to

a p

artn

er.

had

sold sent

lost

wrot

e held ra

ng

wore

stoo

d

Nam

e:

Pho

nics

Irre

gul

ar P

lura

ls &

Ver

bs

Phonics


Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Latin Prefixes

Nam

e:

2

LEV

EL

12

| St

ruct

ural

Ana

lysi

s

Latin

Pre

fixes

Lex

ia S

kill

Bui

lder

s®

1

dis

2

mis

3

pre

4

pro

dislik

edisru

pt

pre

vent

mispla

ce

disag

ree

pre

fix

mism

atch

pro

long

mista

kepro

noun

pre

dic

tpro

pose

Rea

d t

he

wo

rds

at t

he

top

of t

he

pag

e. C

ircl

e th

e p

refi

x in

eac

h w

ord

. Th

en, w

rite

eac

h w

ord

in t

he

bo

x w

ith

th

e

sam

e p

refi

x.

7

Ch

oo

se a

wo

rd f

rom

eac

h b

ox

and

wri

te a

sen

ten

ce f

or

each

.

disl

ike

disr

upt

disa

gree

mis

plac

em

ism

atch

mis

take

prev

ent

prefi

x

pred

ict

prol

ong

pron

oun

prop

ose

Nam

e:

Stru

ctur

al A

naly

sis

Latin

Pre

fixes

Nam

e:

1

LEV

EL

12

| St

ruct

ural

Ana

lysi

s

Latin

Pre

fixes

Lex

ia S

kill

Bui

lder

s®

7

Thin

k o

f an

oth

er w

ord

fo

r ea

ch p

refi

x. W

rite

th

e w

ord

s in

eac

h b

ox.

ext

end

ext

end

repeat

debat

e

depar

t

repai

nt

rem

ove

refresh

exp

lode

deduct

exp

ect

defrost

exh

ale

Rea

d t

he

wo

rds

at t

he

bo

tto

m o

f th

e p

age.

Cir

cle

the

pre

fix

in e

ach

wo

rd. T

hen

, cu

t ou

t th

e w

ord

s an

d g

lue

them

into

th

e co

rrec

t bo

xes.

rede

ex

depar

t

debat

e

deduct

exp

ect

exh

ale

exp

lode

defrost

refresh

repai

nt

rem

ove

repeat

Nam

e:

Stru

ctur

al A

naly

sis

Latin

Pre

fixes

Structural Analysis

Latin Prefixes

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Latin Prefixes

Nam

e:

4

LEV

EL

12

| St

ruct

ural

Ana

lysi

s

Latin

Pre

fixes

Lex

ia S

kill

Bui

lder

s®

1

un

2

non

3

in4

con

unlu

cky

intr

ude

unre

alnonfict

ion

inse

ctco

nfirm

contr

act

unle

ss

nonst

op

info

rmco

nte

xtnonse

nse

Rea

d t

he

wo

rds

at t

he

top

of t

he

pag

e. C

ircl

e th

e p

refi

x in

eac

h w

ord

. Th

en, w

rite

eac

h w

ord

in t

he

bo

x w

ith

th

e

sam

e p

refi

x.

7

Ch

oo

se a

wo

rd f

rom

eac

h b

ox

and

wri

te a

sen

ten

ce f

or

each

.

unlu

cky

unre

al

unle

ss

intr

ude

inse

ct

info

rm

nonfi

ctio

n

nons

top

nons

ense

confi

rm

cont

ract

cont

ext

Nam

e:

Stru

ctur

al A

naly

sis

Latin

Pre

fixes

Nam

e:

3

LEV

EL

12

| St

ruct

ural

Ana

lysi

s

Latin

Pre

fixes

Lex

ia S

kill

Bui

lder

s®

1

sub

2

ob

3

ab

4

ad

subw

ayab

duct

subje

ctad

vance

adve

rbsu

bside

abso

rbobse

rve

obst

ruct

abse

nt

adm

itobta

in

Rea

d t

he

wo

rds

at t

he

top

of t

he

pag

e. C

ircl

e th

e p

refi

x in

eac

h w

ord

. Th

en, w

rite

eac

h w

ord

in t

he

bo

x w

ith

th

e

sam

e p

refi

x.

7

Ch

oo

se a

wo

rd f

rom

eac

h b

ox

and

wri

te a

sen

ten

ce f

or

each

.

subw

ay

subj

ect

subs

ide

obse

rve

obst

ruct

obta

in

abdu

ct

abso

rb

abse

nt

adva

nce

adve

rb

adm

it

Nam

e:

Stru

ctur

al A

naly

sis

Latin

Pre

fixes

Structural Analysis

Latin Prefixes

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Latin Prefixes

Nam

e:

5

LEV

EL

12

| St

ruct

ural

Ana

lysi

s

Latin

Pre

fixes

Lex

ia S

kill

Bui

lder

s®

1I hope

the

trai

n w

ill

par

t on t

ime.

de

ad

2It

may h

elp

to

read t

hat

page a

gain

.pro

re

3O

ur

clas

s w

ants

to w

in t

he

test

.non

con

4H

e w

ill

vite

you t

o t

he

pic

nic

.ex

in

5W

e to

ok

a st

op flig

ht

to T

exas

.non

in

6It

is

safe

to s

wim

in t

he b

ig w

aves.

con

un

7They

will

m

iss

us

soon.

dis

sub

8M

y s

iste

r fo

und a

ta

ke in t

he b

ook.

mis

re

Cir

cle

the

pre

fix

to c

om

ple

te e

ach

wo

rd. T

hen

, wri

te t

he

pre

fix

in t

he

bla

nk

.

7

Rea

d t

hes

e se

nte

nce

s t

o a

par

tner

.

de

re

con

in non

un

dis

mis

Nam

e:

Stru

ctur

al A

naly

sis

Latin

Pre

fixes

Structural Analysis

Latin Prefixes

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.

LEVEL 12 | Fluency

Passage Fluency 1


Nam

e:

2

LEV

EL

12

| Fl

uenc

y

Pass

age

Flue

ncy

1

Lex

ia S

kill

Bui

lder

s®

Rea

d t

he

pas

sag

es b

elo

w w

ith

a p

artn

er. Y

ou

r p

artn

er m

ay b

e an

ad

ult

or

a cl

assm

ate.

Tak

e tu

rns

bei

ng

th

e re

ader

an

d t

he

liste

ner

.

7

Pra

ctic

e th

ese

skill

s u

sin

g a

par

agra

ph

fro

m a

bo

ok

of y

ou

r ch

oic

e.

3 D

iscu

ss e

ach

read

ing

wit

h yo

ur p

artn

er.

❏ W

as th

e re

adin

g s

moo

th a

nd e

asy

to u

nder

stan

d?

❏ D

id th

e re

ader

read

wit

h ex

pre

ssio

n?

❏ W

hat q

uest

ions

do

you

have

ab

out t

he p

assa

ge?

1D

ad t

ook

a lo

ng n

ap a

t th

e bea

ch. Kay

dug u

p s

and. Sh

e put

the

sand o

n h

is leg

s.

The

pile

got

huge.

Kay

woke

up D

ad. Sh

e sa

id, “C

an w

e sw

im in t

he

sea

now?”

“Wai

t!”

said

Dad

. “M

y le

gs

are

stuck

!”

Kay

gav

e hi

m a

big

grin. “N

ice

joke

,” s

aid D

ad, w

ith a

sm

ile.

Dad

and K

ay s

wam

in t

he

sea.

Kay

saw

a b

ig w

ave.

She

swam

fas

t. S

he

felt t

he

wav

e

rise

up a

nd t

ake

her

to s

hore

.

“Wow

!” s

aid K

ay. “T

hat

was

a g

reat

rid

e!”

The

sky

got

dar

k. S

oon it

would

rai

n.

“We

hav

e to

go.

Rai

n is

on t

he

way

!” s

aid D

ad. They

lef

t th

e bea

ch.

2It is

the

day

of th

e big

rac

e. R

oy

know

s he

can r

un fas

t. H

e w

ants

to w

in.

“On y

our

mar

k, g

et

set, G

O!”

cal

ls C

oac

h F

red. Roy

sets

off o

n t

he t

rack

. H

e r

uns

fast

. H

e r

each

es t

he

firs

t tu

rn. Then

his foot

slid

es, an

d h

e tr

ips. R

oy

falls

dow

n o

n t

he

trac

k. R

oy

know

s he

cannot

win

the

race

.

Aft

er

Roy

fell,

he s

tood u

p fas

t an

d s

tart

ed t

o r

un a

gai

n. H

e p

um

ped h

is legs

har

d.

He d

id t

he b

est

he c

ould

, but

he d

id n

ot

win

. “I

wish I h

ad c

om

e in f

irst

,” R

oy

said

to C

oac

h F

red.

“You d

id n

ot

giv

e up,

” Coac

h F

red s

aid t

o R

oy. “

You r

an a

good r

ace.

”

THE

REA

DER

SH

OU

LD:

THE

LIST

ENER

SH

OU

LD:

➊R

ead

the

wor

ds

care

fully

and

cle

arly

.

➋ Pa

y at

tent

ion

to p

unct

uati

on a

nd re

ad

wit

h ex

pre

ssio

n.

➊ Li

sten

clo

sely

to th

e re

ader

. Is

the

read

ing

sm

ooth

, cle

ar, a

nd e

asy

to u

nder

stan

d?

➋ A

s yo

u lis

ten,

thin

k of

a q

uest

ion

abou

tth

e p

assa

ge

to a

sk th

e re

ader

whe

n he

or

she

has

fini

shed

read

ing

.

19

3

6

43

5

6

76

8

2

90

9

8

11

3

18

3

6

54

6

1

78

9

9

10

1

11

6

Nam

e:

Flue

ncy

Pass

age

Flue

ncy

1N

ame:

1

LEV

EL

12

| Fl

uenc

y

Pass

age

Flue

ncy

1

Lex

ia S

kill

Bui

lder

s®

Rea

d t

he

pas

sag

es b

elo

w w

ith

a p

artn

er. Y

ou

r p

artn

er m

ay b

e an

ad

ult

or

a cl

assm

ate.

Tak

e tu

rns

bei

ng

th

e re

ader

an

d t

he

liste

ner

.

7

Pra

ctic

e th

ese

skill

s u

sin

g a

par

agra

ph

fro

m a

bo

ok

of y

ou

r ch

oic

e.

3 D

iscu

ss e

ach

read

ing

wit

h yo

ur p

artn

er.

❏ W

as th

e re

adin

g s

moo

th a

nd e

asy

to u

nder

stan

d?

❏ D

id th

e re

ader

read

wit

h ex

pre

ssio

n?

❏ W

hat q

uest

ions

do

you

have

ab

out t

he p

assa

ge?

1Cat

took

a nap

on t

he

chai

r. Cat

had

a d

ream

. In

the

dre

am, Cat

saw

a m

ouse

.

The

mouse

ran

off w

hen

Cat

cam

e nea

r. Agai

n a

nd a

gai

n, Cat

mad

e a

das

h for

the

mouse

. The

mouse

was

too fas

t an

d a

lway

s got

away

. Cat

was

gla

d t

o w

ake

up.

That

was

a b

ad d

ream

!

Mouse

wen

t to

sle

ep. M

ouse

had

a d

ream

. In

the

dre

am, M

ouse

saw

a c

at. It h

ad

shar

p tee

th! M

ouse

hid

on a

shel

f. Th

e ca

t m

ade

a le

ap to the

shel

f. M

ouse

hid

by

a ch

air.

When

the

cat

cam

e cl

ose

, M

ouse

ran

fas

t. M

ouse

fel

t gla

d t

o w

ake

up.

That

dre

am w

as b

ad!

2Zan

e had

a n

ew r

ed s

led. H

e co

uld

not w

ait to

rid

e hi

s new

red

sle

d. But w

her

e w

as

the

snow?

Wee

ks w

ent

by, b

ut

no s

now

fel

l. O

ne

day

, Zan

e sa

w d

ark

clouds

in t

he

sky.

“It

will

rai

n,”

he

said

. But

then

he

saw

big

whi

te f

lake

s. Z

ane

sang o

ut, “

Snow

at

last

!”

Zan

e to

ok

his

new

sle

d t

o t

he

par

k. A

big

hill

was

ther

e. T

he

hill

was

whi

te w

ith s

now

.

Zan

e w

ent

all th

e w

ay t

o t

he

top o

f th

e hi

ll. H

e sa

t dow

n o

n t

he

sled

.

“Her

e I go!”

he

said

. The

ride

dow

n w

as s

mooth

and fas

t.

“Thi

s sled

is

the

bes

t!”

said

Zan

e.

THE

REA

DER

SH

OU

LD:

THE

LIST

ENER

SH

OU

LD:

➊R

ead

the

wor

ds

care

fully

and

cle

arly

.

➋ Pa

y at

tent

ion

to p

unct

uati

on a

nd re

ad

wit

h ex

pre

ssio

n.

➊ Li

sten

clo

sely

to th

e re

ader

. Is

the

read

ing

sm

ooth

, cle

ar, a

nd e

asy

to u

nder

stan

d?

➋ A

s yo

u lis

ten,

thin

k of

a q

uest

ion

abou

tth

e p

assa

ge

to a

sk th

e re

ader

whe

n he

or

she

has

fini

shed

read

ing

.

18

3

5

51

5

6

74

9

3

10

9

11

1

19

3

7

55

7

4

91

10

3

11

0

Nam

e:

Flue

ncy

Pass

age

Flue

ncy

1

Fluency

Passage Fluency 1

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.

LEVEL 12 | Fluency

Passage Fluency 1


Nam

e:

4

LEV

EL

12

| Fl

uenc

y

Pass

age

Flue

ncy

1

Lex

ia S

kill

Bui

lder

s®

Rea

d t

he

pas

sag

es b

elo

w w

ith

a p

artn

er. Y

ou

r p

artn

er m

ay b

e an

ad

ult

or

a cl

assm

ate.

Tak

e tu

rns

bei

ng

th

e re

ader

an

d t

he

liste

ner

.

7

Pra

ctic

e th

ese

skill

s u

sin

g a

par

agra

ph

fro

m a

bo

ok

of y

ou

r ch

oic

e.

3 D

iscu

ss e

ach

read

ing

wit

h yo

ur p

artn

er.

❏ W

as th

e re

adin

g s

moo

th a

nd e

asy

to u

nder

stan

d?

❏ D

id th

e re

ader

read

wit

h ex

pre

ssio

n?

❏ W

hat q

uest

ions

do

you

have

ab

out t

he p

assa

ge?

1Russ

wen

t on a

trip w

ith h

is frien

d B

en. Th

ey h

iked

in the

woods. T

hen

they

cam

e to

a pla

ce to c

amp. Ben

’s d

ad m

ade

a fire

. Th

ey s

at b

y th

e fire

and c

ooke

d h

ot dogs. R

uss

hel

ped

set

up a

ten

t. R

uss

and B

en s

lept in

sle

epin

g b

ags

in the

tent. T

he

cam

pin

g trip

was

fun. Russ

lik

ed s

leep

ing in the

tent.

Russ

lik

ed c

ampin

g. H

e w

ished

he

had

a t

ent

at h

om

e. R

uss

took

a sh

eet

from

his b

ed.

He

hung o

ne

side

of th

e sh

eet

on a

chai

r. H

e hung t

he

oth

er s

ide

on a

shel

f. The

shee

t

looke

d lik

e a

tent! T

he

nex

t day

, D

ad c

ame

in t

o w

ake

up R

uss

. Russ

pee

ked o

ut

from

his

han

gin

g s

hee

t. “

I lik

e m

y te

nt,”

he

said

.

2Big

Fro

g a

nd S

mal

l Fr

og h

ad a

hom

e in

a p

ond. But

now

thei

r pond w

as d

ry.

“We

must

fin

d a

wet

pla

ce t

o liv

e,”

said

Big

Fro

g.

The

frogs

set

out

from

the

pond. They

cam

e to

a d

eep h

ole

. It w

as a

wel

l th

at p

eople

had

dug. The

frogs

saw

wat

er in t

he

wel

l.

“Thi

s dee

p w

ell has

wat

er,”

Sm

all Fr

og s

aid. “W

e ca

n liv

e her

e!”

Big

Fro

g s

aid, “W

e le

ft t

he

pond b

ecau

se it

was

dry

. W

hat

will

we

do if th

is w

ell dries

up?

We

will

not

hav

e a

way

to g

et o

ut. T

he

hole

is

too d

eep.”

Big

Fro

g w

as w

ise.

The

frogs

set

out

agai

n.

THE

REA

DER

SH

OU

LD:

THE

LIST

ENER

SH

OU

LD:

➊R

ead

the

wor

ds

care

fully

and

cle

arly

.

➋ Pa

y at

tent

ion

to p

unct

uati

on a

nd re

ad

wit

h ex

pre

ssio

n.

➊ Li

sten

clo

sely

to th

e re

ader

. Is

the

read

ing

sm

ooth

, cle

ar, a

nd e

asy

to u

nder

stan

d?

➋ A

s yo

u lis

ten,

thin

k of

a q

uest

ion

abou

tth

e p

assa

ge

to a

sk th

e re

ader

whe

n he

or

she

has

fini

shed

read

ing

.

18

3

7

55

6

3

80

1

00

1

19

1

27

17

2

8

48

5

6

68

8

8

10

2

11

1

Nam

e:

Flue

ncy

Pass

age

Flue

ncy

1N

ame:

3

LEV

EL

12

| Fl

uenc

y

Pass

age

Flue

ncy

1

Lex

ia S

kill

Bui

lder

s®

Rea

d t

he

pas

sag

es b

elo

w w

ith

a p

artn

er. Y

ou

r p

artn

er m

ay b

e an

ad

ult

or

a cl

assm

ate.

Tak

e tu

rns

bei

ng

th

e re

ader

an

d t

he

liste

ner

.

7

Pra

ctic

e th

ese

skill

s u

sin

g a

par

agra

ph

fro

m a

bo

ok

of y

ou

r ch

oic

e.

3 D

iscu

ss e

ach

read

ing

wit

h yo

ur p

artn

er.

❏ W

as th

e re

adin

g s

moo

th a

nd e

asy

to u

nder

stan

d?

❏ D

id th

e re

ader

read

wit

h ex

pre

ssio

n?

❏ W

hat q

uest

ions

do

you

have

ab

out t

he p

assa

ge?

1Fr

og s

at in h

is b

oat

. D

uck

ask

ed, “M

ay I join

you?

”

Frog s

aid, “T

his

boat

should

still

float

with t

wo frien

ds

in it.”

Duck

got

in t

he

boat

.

Cra

b c

ame

by

and a

sked

, “M

ay I join

you?

”

“I t

hink

this b

oat

will

still

float

with t

hre

e fr

iends

in it,”

said

Fro

g.

Cra

b g

ot

in. The

boat

flo

ated

low

in t

he

wat

er.

Frog, D

uck

, an

d C

rab s

at in F

rog’s

boat

. Rat

cam

e by. “

May

I join

you?

” Rat

ask

ed.

“I t

hink

this b

oat

will

flo

at w

ith four

of us,”

said

Fro

g. “B

ut

I co

uld

be

wro

ng.”

Rat

got

in. The

boat

did

not

float

. It s

ank.

Frog s

aid, “I

t is a

good t

hing w

e al

l lik

e to

sw

im.”

They

all

swam

to s

hore

.

2It w

as lat

e in

the

day

when

Yuna

said

to K

ai, “L

et’s

go t

o t

he

bea

ch t

o s

ee a

show

.”

“What

show

is

at t

he

bea

ch?”

Kai

ask

ed.

“You w

ill s

ee,”

Yuna

said

. M

any

peo

ple

wer

e at

the

bea

ch, but

Kai

and Y

una

found a

good a

rea

on t

he

sand.

“Wher

e is t

he

show?”

Kai

ask

ed.

“Just

wat

ch, an

d y

ou w

ill f

ind o

ut

soon,”

Yuna

said

. Yu

na

poin

ted t

o t

he

sun, w

hich

was

a b

ig o

range

bal

l lo

w in t

he

sky. T

he

sun s

eem

ed t

o b

e sinki

ng into

the

sea.

The

sky

turn

ed o

range,

pin

k, a

nd p

urp

le, an

d t

he

wat

er s

hone

with a

yel

low

glo

w. The

sun

slid

dow

n, dow

n, dow

n. Ev

eryo

ne

clap

ped

for

the

bea

utifu

l su

nse

t.

“Wow

!” K

ai s

aid. “T

he

sun p

ut

on a

gre

at s

how

.”

THE

REA

DER

SH

OU

LD:

THE

LIST

ENER

SH

OU

LD:

➊R

ead

the

wor

ds

care

fully

and

cle

arly

.

➋ Pa

y at

tent

ion

to p

unct

uati

on a

nd re

ad

wit

h ex

pre

ssio

n.

➊ Li

sten

clo

sely

to th

e re

ader

. Is

the

read

ing

sm

ooth

, cle

ar, a

nd e

asy

to u

nder

stan

d?

➋ A

s yo

u lis

ten,

thin

k of

a q

uest

ion

abou

tth

e p

assa

ge

to a

sk th

e re

ader

whe

n he

or

she

has

fini

shed

read

ing

.

11

2

8

37

5

1

61

7

8

98

1

05

1

22

20

28

45

50

56

72

91

10

71

17

12

7

Nam

e:

Flue

ncy

Pass

age

Flue

ncy

1

Fluency

Passage Fluency 1

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.

LEVEL 12 | Fluency

Passage Fluency 1


Nam

e:

5

LEV

EL

12

| Fl

uenc

y

Pass

age

Flue

ncy

1

Lex

ia S

kill

Bui

lder

s®

Rea

d t

he

pas

sag

es b

elo

w w

ith

a p

artn

er. Y

ou

r p

artn

er m

ay b

e an

ad

ult

or

a cl

assm

ate.

Tak

e tu

rns

bei

ng

th

e re

ader

an

d t

he

liste

ner

.

7

Pra

ctic

e th

ese

skill

s u

sin

g a

par

agra

ph

fro

m a

bo

ok

of y

ou

r ch

oic

e.

3 D

iscu

ss e

ach

read

ing

wit

h yo

ur p

artn

er.

❏ W

as th

e re

adin

g s

moo

th a

nd e

asy

to u

nder

stan

d?

❏ D

id th

e re

ader

read

wit

h ex

pre

ssio

n?

❏ W

hat q

uest

ions

do

you

have

ab

out t

he p

assa

ge?

1D

ave

han

ded

Liz

a n

ote

. H

e w

rote

in h

is n

ote

: “M

eet m

e at

the

East

Gat

e of th

e par

k

at thre

e.”

Dav

e got to

the

gat

e at

thre

e. H

e w

as m

ad w

hen

Liz

was

lat

e. T

hen

he

looke

d

up a

nd s

aw W

EST G

ATE.

Oops, t

his

was

the

wro

ng g

ate!

Dav

e ra

n. H

e sa

w L

iz s

tandin

g

by

the

East

Gat

e. S

he

was

not

late

. H

e w

as.

Dav

e fe

lt b

ad t

hat

he

was

lat

e. “

I did

not

mea

n t

o m

ake

you w

ait,”

he

said

.

“I d

id n

ot m

ind,”

sai

d L

iz. “

I w

as rea

din

g m

y book.”

Liz’

s book

was

about w

hale

sha

rks.

“Shar

ks s

care

me!

” D

ave

crie

d.

“Whal

e sh

arks

are

not

mea

n,”

sai

d L

iz. “B

ut

they

are

as

big

as

whal

es.”

“Can

I r

ead y

our

book?

” as

ked D

ave.

“I w

ant

to lea

rn m

ore

.”

2Chan

g h

ad a

cold

. M

ay w

ante

d t

o h

elp h

er s

ick

frie

nd.

“I w

ill m

ake

him

a c

ard,”

May

told

Dad

. “A

car

d w

ill c

hee

r hi

m u

p.”

M

ay h

ad s

crap

s

of fe

lt. They

wer

e re

d a

nd b

lue.

She

cut

them

up a

nd g

lued

them

to h

er c

ard. Sh

e

pai

nte

d a

yel

low

sun. Sh

e w

rote

GET

WEL

L SO

ON

!

“Chan

g w

ill lik

e th

is c

ard v

ery

much

,” s

aid D

ad.

May

sen

t her

car

d t

o C

han

g. Chan

g c

alle

d o

n t

he

phone.

“I lik

e yo

ur

card

,” h

e sa

id.

“I a

m g

lad y

ou lik

e it,”

sai

d M

ay. “H

ow

do y

ou fee

l?”

“I d

o n

ot

feel

too b

ad,”

sai

d C

han

g. H

e had

a c

old

. H

e had

bee

n s

ick

for

thre

e day

s.

“I h

ope

you g

et w

ell so

on,”

sai

d M

ay. “I

hav

e a

new

gam

e w

e ca

n p

lay.”

THE

REA

DER

SH

OU

LD:

THE

LIST

ENER

SH

OU

LD:

➊R

ead

the

wor

ds

care

fully

and

cle

arly

.

➋ Pa

y at

tent

ion

to p

unct

uati

on a

nd re

ad

wit

h ex

pre

ssio

n.

➊ Li

sten

clo

sely

to th

e re

ader

. Is

the

read

ing

sm

ooth

, cle

ar, a

nd e

asy

to u

nder

stan

d?

➋ A

s yo

u lis

ten,

thin

k of

a q

uest

ion

abou

tth

e p

assa

ge

to a

sk th

e re

ader

whe

n he

or

she

has

fini

shed

read

ing

.

19

3

8

55

6

5

82

9

9

10

4

11

8

13

0

11

3

0

49

5

6

65

8

2

94

1

13

1

29

Nam

e:

Flue

ncy

Pass

age

Flue

ncy

1

If th

e Le

xia

Skill

Bui

lder

s ar

e us

ed fo

r tim

ed

read

ing

s, th

e fo

llow

ing

Nat

iona

l Ora

l Rea

din

g

Flue

ncy

Nor

ms

(Has

bro

uck

& T

ind

al, 2

017)

can

be

used

as

gen

eral

gui

del

ines

for r

ate

and

acc

urac

y p

erfo

rman

ce:

50

th P

erce

ntile

sW

ord

s C

orre

ct p

er M

inut

e (w

cpm

)

GR

AD

EFA

LLW

INTE

RSP

RIN

G

250

8410

0

383

9711

2

494

120

133

512

113

314

6

It is

imp

orta

nt to

not

e th

at th

ese

norm

s ar

e b

ased

on

an

initi

al re

adin

g o

f a p

assa

ge.

The

refo

re, t

he

stud

ent p

erfo

rman

ce o

n th

e Sk

ill B

uild

ers

may

b

e sl

ight

ly h

ighe

r. In

gen

eral

, stu

den

ts w

ho s

core

>

10 w

cpm

bel

ow th

e av

erag

e m

ay b

enefi

t fro

mad

diti

onal

sup

por

t in

dev

elop

ing

read

ing

flue

ncy.

Fluency

Passage Fluency 1

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.


Similies & Metaphors


Nam

e:

2

LEV

EL

12

| V

oca

bul

ary

Sim

iles

& M

etap

hors

Lex

ia S

kill

Bui

lder

s®

1Ja

vier

spen

t al

l day

at

the

pool.

He

swim

s lik

e…

2Rita

easily

won t

he

race

. Sh

e ra

n lik

e…

3The

kitc

hen

was

a c

om

ple

te m

ess. It

looke

d lik

e…

4They

could

not

lift

the

bag

. It w

as a

s hea

vy

as…

5Ia

n ke

pt hi

s vo

ice

dow

n in

class

. He

was

as

quie

t as

…

6The

crow

d c

hee

red for

the

runner

s. T

hei

r ch

eers

wer

e as

loud a

s…

7

Ch

oo

se a

sim

ile f

rom

ab

ove

an

d t

hin

k o

f an

oth

er w

ord

to

co

mp

lete

th

e se

nte

nce

.

Rea

d e

ach

sen

ten

ce a

nd

co

mp

lete

th

e si

mile

.

RE

ME

MB

ER

: Si

mile

s ar

e co

mp

aris

on

s th

at s

how

ho

w tw

o v

ery

dif

fere

nt th

ing

s ar

e si

mila

r in

one

imp

ort

ant w

ay. S

imile

s us

e th

e w

ord

s lik

e o

r as

in th

e co

mp

aris

on.

a pi

gsty

.

thun

der.

a ch

eeta

h.

a m

ouse

.

a fis

h.

a hi

ppo.

Nam

e:

Vo

cab

ular

y

Sim

iles

& M

etap

hors

Nam

e:

1

LEV

EL

12

| V

oca

bul

ary

Sim

iles

& M

etap

hors

Lex

ia S

kill

Bui

lder

s®

1“T

he

store

was

a z

oo”

mea

ns

the

store

was

…

2“T

he

room

was

a p

igst

y” m

eans

the

room

was

…

3“H

er fee

t w

ere

ice

cubes

” m

eans

her

fee

t w

ere…

4“T

he

dog w

as a

sta

tue”

mea

ns

the

dog w

as…

5“Z

ara

is a

che

etah

on

the

trac

k” m

eans

Zar

a is…

6“T

he

car

was

a s

nai

l on the

snow

y ro

ad”

mea

ns

the

car

was

...

7

Rea

d t

hes

e se

nte

nce

s to

a p

artn

er a

nd

exp

lain

th

e m

ean

ing

of e

ach

met

aph

or.

Co

mp

lete

eac

h s

ente

nce

to

exp

lain

th

e m

ean

ing

of t

he

me

tap

ho

r.

RE

ME

MB

ER

: M

etap

hors

are

co

mp

aris

ons

that

sho

w h

ow

two

ver

y d

iffe

rent

thin

gs

are

sim

ilar i

n o

ne im

po

rtan

t way

.

free

zing

col

d.

very

slo

w.

supe

r m

essy

.

very

fas

t.

very

bus

y.

very

still.

Nam

e:

Vo

cab

ular

y

Sim

iles

& M

etap

hors

Vocabulary

Similes & Metaphors

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.


Similies & Metaphors


Nam

e:

3

LEV

EL

12

| V

oca

bul

ary

Sim

iles

& M

etap

hors

Lex

ia S

kill

Bui

lder

s®

7

Ch

oo

se a

sim

ile f

rom

ab

ove

an

d t

hin

k o

f an

oth

er w

ord

to

co

mp

lete

th

e se

nte

nce

.

RE

ME

MB

ER

: Si

mile

s ar

e co

mp

aris

on

s th

at s

how

ho

w tw

o v

ery

dif

fere

nt th

ing

s ar

e si

mila

r in

one

imp

ort

ant w

ay. S

imile

s us

e th

e w

ord

s lik

e o

r as

in th

e co

mp

aris

on.

1The

jet

rose

in t

he

sky. It

soar

ed lik

e…

2W

e co

uld

not

swim

in t

he

lake

. It w

as a

s co

ld a

s…

3The

sun s

et o

n t

he

pond. Th

e w

ater

spar

kled

lik

e…

4D

iya

can c

arry

the

huge

box.

She

is a

s st

rong a

s…

5Th

e tr

uck

ran

ove

r th

e ca

n. N

ow

the

can is

as fla

t as

...

6H

e co

uld

eas

ily lift th

e ki

tten

. It w

as a

s lig

ht as

...

Rea

d e

ach

sen

ten

ce a

nd

co

mp

lete

th

e si

mile

.

diam

onds

.

a fe

athe

r.

ice.

a pa

ncak

e.

an e

agle

.

an o

x.

Nam

e:

Vo

cab

ular

y

Sim

iles

& M

etap

hors

Vocabulary

Similes & Metaphors

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.

LEVEL 12 | Comprehension



Nam

e:

LEV

EL

12

| C

om

pre

hens

ion

Pass

age

Co

mp

rehe

nsio

n 1

Lexi

a Sk

ill B

uild

ers®

2

Beco

min

g a

Fro

g

1 W

hat

looks

lik

e a

fish, sw

ims

like

a f

ish, an

d g

ets

air lik

e a

fish—

but

is n

ot

a fish

? The a

nsw

er

to t

hat

rid

dle

is

a ta

dpole

. A

tadpole

is n

ot

a f

ish. A

tadpole

gro

ws

and c

hanges

to b

eco

me a

fro

g.

2 Ta

dpole

s begin

their liv

es

in w

ater.

Tadpole

s hat

ch fro

m e

ggs

laid

by

an a

dult fem

ale fro

g. A t

adpole

has

a r

ound h

ead

and a

tai

l.

It b

reat

hes

thro

ugh g

ills, lik

e a

fish. The n

ew

ly h

atch

ed t

adpole

rest

s

at f

irst

. Then, as

its

tai

l gro

ws

big

ger

and s

tronger,

the t

adpole

use

s

it t

o s

wim

about. Its

mai

n food is

bits

of w

ater

pla

nts

.

3 O

ver

tim

e, th

e t

adpole

’s b

ody

chan

ges.

The c

han

ges

may

take

weeks

, m

onth

s, o

r

eve

n y

ear

s. T

he t

adpole

begin

s to

gro

w

legs. T

he h

ind legs

appear

first

, an

d t

hen

the fro

nt

legs. A

tongue form

s in

its

mouth

. In

side its

body, lungs

take

shap

e.

Lungs

are w

hat

lan

d a

nim

als

use

to b

reat

he

on lan

d. The tad

pole

’s g

ills

disap

pear

.

4 Fi

nal

ly, th

e a

nim

al leav

es

the w

ater.

It m

ay s

till

hav

e a

tai

l, w

hic

h b

egin

s to

shrink.

The a

nim

al is

not

a pla

nt

eat

er

anym

ore

. It

use

s it

s lo

ng t

ongue t

o

catc

h inse

cts

. The t

adpole

has

beco

me

a fr

og.

GLO

SSA

RY

gills

(noun, plu

ral) G

ills

are w

hat

fish u

se t

o b

reat

he in w

ater.

lungs

(noun, plu

ral) L

ungs

are w

hat

anim

als

use

to b

reat

he a

ir.

shrink

(verb

) To

shrink

is t

o g

et

smal

ler.

✔ ✔ ✔

★

Nam

e:

Co

mp

rehe

nsio

n

Pass

age

Co

mp

rehe

nsio

n 1

Nam

e:

LEV

EL

12

| C

om

pre

hens

ion

Pass

age

Co

mp

rehe

nsio

n 1

Lexi

a Sk

ill B

uild

ers®

1

1

Read a

nd u

nderl

ine t

he d

efinit

ion o

f th

e w

ord

belo

w. Know

ing t

his w

ord

and its

definitio

n

will

help

you c

om

ple

te t

he follo

win

g a

ctivi

ties.

develo

p (ve

rb)

To d

eve

lop is

to g

row

, le

arn, or

chan

ge.

2

Rere

ad t

he info

rmational te

xt

on t

he n

ext

pag

e, “B

eco

min

g a

Fro

g.”

Info

rmat

ional

texts

giv

e

facts

about

a to

pic

.

a U

se t

he g

loss

ary

to h

elp

you w

ith t

he m

ean

ing o

f unfa

mili

ar w

ord

s.

b

Explo

re t

he d

iag

ram

to h

elp

you u

nders

tand t

he w

ritt

en info

rmat

ion.

3

Info

rmat

ional

texts

hav

e m

ain ideas

. The m

ain idea

of th

is t

ext

is in b

old

print

in P

arag

raph 1

.

Go b

ack

to t

he t

ext, a

nd p

ut

a s

tar

(★)

next

to t

he m

ain

idea.

4

Wri

te t

he m

ain

idea b

elo

w.

main

idea

5

Info

rmat

ional

text

s al

so h

ave k

ey

deta

ils that

support

the m

ain idea.

Thre

e k

ey

deta

ils a

re u

nderlin

ed

in t

he t

ext. G

o b

ack

to t

he t

ext, a

nd p

ut

a c

heckm

ark

(✔

) next

to e

ach

key d

eta

il.

6

Wri

te t

he t

hre

e k

ey d

eta

ils

belo

w.

key d

eta

il 1

key d

eta

il 2

key d

eta

il 3

7

Write

a q

uest

ion a

bout one o

f th

e k

ey

deta

ils in the text

or

the d

iagra

m. Fo

r exa

mple

, yo

u m

ight as

k,

How

does

a tadpole

’s body

change?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

8

Wri

te a

n a

nsw

er

to y

our

quest

ion u

sing y

our

note

s ab

ove

and d

eta

ils fro

m t

he t

ext.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

7

Cre

ate

a p

ost

er t

hat

illu

stra

tes

and

exp

lain

s w

hat

yo

u le

arn

ed a

bo

ut h

ow

a f

rog

dev

elo

ps.

A ta

dpole

gro

ws a

nd c

hang

es to

beco

me

a fr

og.

Tadp

oles

begi

n th

eir

lives

in w

ater

.

A ta

dpole

’s bo

dy c

hang

es o

ver

time.

The

anim

al fi

nally

leav

es the

wat

er.

Stud

ent qu

estio

ns w

ill va

ry.

Stud

ent an

swer

s wi

ll va

ry.

Nam

e:

Co

mp

rehe

nsio

n

Pass

age

Co

mp

rehe

nsio

n 1

Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.2.1

, RI

.2.1

0, R

I.2.

4, R

I.2.

7, R

L.2.

1, R

L.2.

10,

RL.2

.4,

RL.2

.7,

RI.2

.2,

RI.2

.5,

RL.2

.2,

RL.2

.5,

RL.2

.3,

RI.2

.3,

RI.2

.6,

RL.2

.6,

RL.2

.9,

RF.2

.4c,

L.2

.4e

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.




Nam

e:

LEV

EL

12

| C

om

pre

hens

ion

Pass

age

Co

mp

rehe

nsio

n 1

Lexi

a Sk

ill B

uild

ers®

4

Anyth

ing fo

r Yo

u

Forg

et

that

it’s

your

bir

thday

? N

eve

r!

Reve

al y

our

deepest

secr

ets

? N

o w

ay!

Incl

ude y

ou in m

y pla

ns?

Fore

ver!

Enco

ura

ge y

ou t

o d

ream

? O

kay!

Need a

help

ing h

and o

r hug?

I’m

there

!

Don’t h

ave y

our

lunch

today

? I’ll

shar

e!

Sw

eet

frie

nd, I hope y

ou k

now

I c

are.

Stud

ents

sho

uld u

nder

line

an

y th

ree

of the

line

s ab

ove.

Nam

e:

Co

mp

rehe

nsio

n

Pass

age

Co

mp

rehe

nsio

n 1

Nam

e:

LEV

EL

12

| C

om

pre

hens

ion

Pass

age

Co

mp

rehe

nsio

n 1

Lexi

a Sk

ill B

uild

ers®

3

1

Read a

nd u

nderl

ine t

he d

efinit

ion o

f th

e p

hra

se b

elo

w. Know

ing t

his p

hra

se a

nd its

definitio

n

will

help

you c

om

ple

te t

he follo

win

g a

ctivi

ties.

take

care

of (v

erb

) To

take

car

e o

f oth

ers

is

to b

e h

elp

ful an

d k

ind.

2

Rere

ad t

he p

oem

on t

he n

ext

pag

e, “A

nyth

ing for

You.”

Poem

s use

the s

ound, as

well

as t

he

mean

ing, of w

ord

s to

exp

ress

feelin

gs

and ideas

.

3

Poets

use

word

s to

help

read

ers

form

pic

ture

s in

their m

inds.

Go b

ack

to t

he p

oem

, an

d

underl

ine t

hre

e e

xam

ple

s of ta

kin

g c

are

of a f

riend b

y bein

g h

elp

ful an

d k

ind.

4

The p

oem

giv

es

man

y exa

mple

s of ta

king c

are o

f a

frie

nd. W

rite

thre

e e

xam

ple

s fr

om

the

poem

in y

our

ow

n w

ord

s.

exam

ple

1

exam

ple

2

exam

ple

3

5

Poem

s oft

en h

ave w

ord

s th

at r

hym

e. This p

oem

use

s rh

yme t

o c

onnect

the m

any

exa

mple

s of

taki

ng c

are o

f a

frie

nd. G

o b

ack

to t

he p

oem

, an

d c

ircl

e t

he w

ord

at

the e

nd o

f each

lin

e.

6

Wri

te t

he r

hym

ing w

ord

s belo

w.

rhym

e 1

rhym

e 2

rhym

e 3

7

Poem

s al

so o

ften h

ave r

hyth

m. Rhyth

m is

like

a d

rum

beat

that

goes

with g

roups

of w

ord

s.

Read t

he p

oem

alo

ud,

and lis

ten fo

r th

e r

hyth

m.

8

How

do y

ou k

now

that

this

is

a p

oem

and n

ot

a s

tory

? U

se s

peci

fic

exa

mple

s fr

om

the p

oem

to s

upport

your

answ

er.

Write

on a

noth

er

pag

e.

7

Cir

cle

the

firs

t let

ter

of e

very

lin

e. W

hat

wo

rd d

o y

ou

see?

Th

is k

ind

of p

oem

is c

alle

d a

n ac

rostic

. C

ho

ose

a w

ord

th

at h

as s

pec

ial m

ean

ing

to

yo

u—

like

you

r n

ame

—an

d w

rite

yo

ur

ow

n ac

rost

ic p

oem

.

Stud

ent

answ

ers

shou

ld in

clude

thr

ee o

f th

e fo

llowi

ng

five

sam

ple

resp

onse

s: n

ever

for

get

a bi

rthd

ay,

not

reve

al s

ecre

ts, e

ncou

rage

dre

ams, g

ive h

elp

or

a h

ug, s

hare

a lu

nch.

Stud

ent an

swer

s sh

ould m

entio

n rh

yme,

rhyt

hm, a

nd s

truc

ture

.

neve

r, fo

reve

r

(no)

way

, oka

y

ther

e, s

hare

, car

e

Nam

e:

Co

mp

rehe

nsio

n

Pass

age

Co

mp

rehe

nsio

n 1

Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.2.1

, RI

.2.1

0, R

I.2.

4, R

I.2.

7, R

L.2.

1, R

L.2.

10,

RL.2

.4,

RL.2

.7,

RI.2

.2,

RI.2

.5,

RL.2

.2,

RL.2

.5,

RL.2

.3,

RI.2

.3,

RI.2

.6,

RL.2

.6,

RL.2

.9,

RF.2

.4c,

L.2

.4e

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.




Nam

e:

LEV

EL

12

| C

om

pre

hens

ion

Pass

age

Co

mp

rehe

nsio

n 1

Lexi

a Sk

ill B

uild

ers®

6

1

Com

ple

te t

he d

efinit

ion o

f th

e w

ord

belo

w.

mo

ral (n

oun)

The m

ora

l of a

story

is

the _

______________ it

teac

hes

about

life

.

2

Rere

ad t

he fable

belo

w, “T

he F

ox

and t

he C

row

.”

3

Cir

cle t

he n

am

es

of th

e t

wo m

ain

chara

cte

rs.

4

Char

acte

rs in fab

les

are o

ften t

ricke

d b

y oth

er

char

acte

rs. H

ow

does

Cro

w lose

her

cheese

?

The m

ajor

eve

nts

in t

he fab

le a

re u

nderlin

ed.

a Put

a c

heckm

ark

(✔

) next

to t

he m

ajo

r event

at

the b

egin

nin

g o

f th

e fable

.

b

Put

a c

heckm

ark

(✔

) next

to t

he m

ajo

r event

in t

he m

iddle

of th

e fable

.

c Put

a c

heckm

ark

(✔

) next

to t

he m

ajo

r event

at

the e

nd o

f th

e fable

.

5

Put

a s

tar

(★)

next

to t

he m

ora

l at

the e

nd o

f th

e fab

le.

The F

ox a

nd t

he C

row

1 Fo

x lo

oke

d u

p in a

tre

e a

nd s

aw C

row

. Sh

e h

eld

a c

hunk

of ch

eese

in h

er

beak.

Fox

wan

ted t

hat

cheese

, an

d h

e h

ad a

pla

n t

o g

et

it.

2 Fo

x sa

id, “W

hat

a f

ine b

ird I s

ee o

n t

he b

ranch

! H

er

bla

ck

feat

hers

gle

am in t

he s

un. Sh

e looks

beau

tifu

l!” A

s Fo

x sp

oke

, Cro

w felt p

roud.

3 Fo

x w

ent

on. “T

hat

bird is

so f

ine-looki

ng. It is

a sh

ame t

hat

she

cannot

sing.”

4 Cro

w w

ante

d F

ox

to h

ear

her

sing. “C

AW

, CAW

,” s

he s

ang.

5 W

hen s

he o

pened h

er

beak,

Cro

w d

ropped t

he c

heese

, an

d it

fell

to t

he g

round. Fo

x pic

ked u

p t

he c

heese

and t

rott

ed o

ff w

ith it.

6 The m

ora

l is D

on’t t

rust

anyo

ne

who g

ives

too m

any

com

plim

ents

. ★

✔ ✔✔

less

on

Nam

e:

Co

mp

rehe

nsio

n

Pass

age

Co

mp

rehe

nsio

n 1

Nam

e:

LEV

EL

12

| C

om

pre

hens

ion

Pass

age

Co

mp

rehe

nsio

n 1

Lexi

a Sk

ill B

uild

ers®

5

1

Read a

nd u

nderl

ine t

he d

efinit

ion o

f th

e w

ord

belo

w. Know

ing t

his w

ord

and its

definitio

n

will

help

you c

om

ple

te t

he follo

win

g a

ctivi

ties.

mo

ral (n

oun)

The m

ora

l of a

story

is

the less

on it

teac

hes

about

life

.

2

Rere

ad t

he fable

belo

w,

“A D

og’s

Mis

take

.” F

able

s ar

e s

hort

sto

ries

with a

mora

l.

3

The c

har

acte

rs in a

fab

le a

re o

ften a

nim

als. C

ircl

e t

he n

am

e o

f th

e m

ain

chara

cte

r.

4

Char

acte

rs in fab

les

oft

en m

ake

mis

take

s. H

ow

does

Dog lose

his m

eat

? The m

ajor

eve

nts

in t

he

fable

are

underlin

ed.

a Put

a c

heckm

ark

(✔

) next

to t

he m

ajo

r event

at

the b

egin

nin

g o

f th

e fable

.

b

Put

a c

heckm

ark

(✔

) next

to t

he m

ajo

r event

in t

he m

iddle

of th

e fable

.

c Put

a c

heckm

ark

(✔

) next

to t

he m

ajo

r event

at

the e

nd o

f th

e fable

.

5

Fable

s hav

e a

mora

l. Put

a s

tar

(★)

next

to t

he m

ora

l at

the e

nd o

f th

e fab

le.

A D

og’s

Mis

take

1 D

og h

ad found a

pie

ce o

f m

eat

. N

ow

he w

as h

ead

ing h

om

e w

ith it.

2 D

og c

ame t

o a

log b

ridge t

hat

cro

ssed a

str

eam

. O

n t

he b

ridge, he

looke

d d

ow

n a

t th

e w

ater.

He w

as s

urp

rise

d t

o s

ee a

dog looki

ng u

p

at h

im, an

d t

hat

dog h

ad m

eat

in h

is m

outh

!

3 “T

hat

dog’s

meat

looks

bett

er

than

min

e,”

Dog s

aid. “A

nd I w

ant

it!”

He d

ropped h

is o

wn m

eat

and leap

ed into

the w

ater.

The s

tream

carr

ied o

ff D

og’s

meat

.

4 There

was

no o

ther

dog. W

hen D

og h

ad looke

d d

ow

n fro

m t

he

bridge, he h

ad s

een h

imse

lf in t

he w

ater.

The w

ater

was

lik

e a

mirro

r.

5 D

og s

aid s

adly, “N

ow

I h

ave n

o m

eat

at

all.”

6 The m

ora

l is B

e happy

with w

hat yo

u h

ave

.★

✔ ✔✔

Nam

e:

Co

mp

rehe

nsio

n

Pass

age

Co

mp

rehe

nsio

n 1

Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.2.1

, RI

.2.1

0, R

I.2.

4, R

I.2.

7, R

L.2.

1, R

L.2.

10,

RL.2

.4,

RL.2

.7,

RI.2

.2,

RI.2

.5,

RL.2

.2,

RL.2

.5,

RL.2

.3,

RI.2

.3,

RI.2

.6,

RL.2

.6,

RL.2

.9,

RF.2

.4c,

L.2

.4e

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.




Nam

e:

LEV

EL

12

| C

om

pre

hens

ion

Pass

age

Co

mp

rehe

nsio

n 1

Lexi

a Sk

ill B

uild

ers®

7

1

Com

ple

te t

he c

hart

belo

w. U

se t

he m

ark

ings

you m

ade o

n e

ach

text

to h

elp

you.

“A

Dog’s

Mis

take

”“The F

ox a

nd t

he C

row

”

main

ch

ara

cte

rsan

d

maj

or

event

1

(begin

nin

g)

✔✔

maj

or

event

2

(mid

dle)

✔✔

maj

or

event

3

(end)

✔✔

mo

ral

★★

2

How

are

“The F

ox a

nd t

he C

row

” a

nd “

A D

og’s

Mis

take

” a

like

? H

ow

are

they d

iffe

rent?

Use

your

note

s an

d e

xam

ple

s from

the fab

les

to s

upport

your

answ

er.

Write

on a

noth

er

pag

e.

7

Ch

oo

se o

ne

of t

he

fab

les

to r

ead

alo

ud

to

a p

artn

er. P

ract

ice

spea

kin

g in

a d

iffe

ren

t vo

ice

for

each

char

acte

r an

d t

he

nar

rato

r (t

he

voic

e te

llin

g t

he

sto

ry).

Dog

Dog

fou

nd a

piece

of

mea

t.

Dog

dro

pped

the

m

eat an

d jum

ped

in th

e wa

ter.

Dog

was

sad

bec

ause

he

had

no

mea

t.

Be h

appy

with

wha

t yo

u ha

ve.

Fox

want

ed the

ch

eese

and

had

a

plan

to

get it.

Crow

wan

ted

Fox

to h

ear

her

sing.

Crow

dro

pped

the

ch

eese

on

the

grou

nd.

Don

’t tr

ust an

yone

wh

o gi

ves

too

man

y co

mpl

imen

ts.

Fox

Crow

Stud

ent an

swer

s wi

ll va

ry.

Nam

e:

Co

mp

rehe

nsio

n

Pass

age

Co

mp

rehe

nsio

n 1

Comprehension


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.2

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.2.1

, RI

.2.1

0, R

I.2.

4, R

I.2.

7, R

L.2.

1, R

L.2.

10,

RL.2

.4,

RL.2

.7,

RI.2

.2,

RI.2

.5,

RL.2

.2,

RL.2

.5,

RL.2

.3,

RI.2

.3,

RI.2

.6,

RL.2

.6,

RL.2

.9,

RF.2

.4c,

L.2

.4e

Cor

e5 L

evel

12

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.

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