Written Comprehension Assessment Materials

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¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials

Table of Contents

¬. | © 2014 Amplify Education, Inc. All rights reserved.

Levels F–I

F A Pet From Grandpa 1

F The Sounds of Music 5

F Sam and Puff Look for Food 9

G Why Anansi Has Eight Thin Legs 13

G The Summer Party 17

G Take Care of Your Teeth! 21

H Laugh, Baby Sister 25

H Marta and the Camel 29

H The Right Teeth 33

I Inside the Rainbow 37

I Name Day 41

I Let’s Save Energy! 45

Levels J–M

J Carla’s Special Paintbrush 49

J The Picnic Basket 53

J Jane Goodall: Animal Scientist 57

K CatchaSnowflake 61

K The Best Field Trip Ever 65

K The Day the Pages Spoke 69

L Lizard Seeks the Sun 73

L The Green Tomato Mystery 77

L Under the Microscope 81

M Little Red Mix-Up 85

M The Not-So-Deserted Island 89

M Let’s Celebrate America! 93

Levels N–Q

N Anne and Helen: The Story of Anne Sullivan 97

N Brave Little One Inch 101

N The Grasshopper and the Ants 105

O Unexpected Visitors 109

O What Happened to Planet Pluto? 113


Table of Contents, cont’d

Levels N–Q (cont’d.)

O The Time Capsule 117

P Miss Mitchell’s Comet 121

P What Can Light Do? 125

P Felipe’s Journey 129

Q On the Wings of an Eagle 133

Q Sea Monsters 137

Q Ayasha and the Jingle Dance 141

Levels R–U

R A Snack for Grack 145

R Fabulous Flutes 149

R The Case of the Missing Basketball 153

S Beating the Dust 157

S Happy Turkey Day 161

S Robot Explorers 165

T Ali in the City 169

T The Country Store 173

T Blue Lobsters and Pink Dolphins 177

U Just Like Me 181

U Breakfast Anytime 185

U Women, Weather, and World War II 189

Levels V–Z

V Nature’s Spectacular Displays 193

V Ride! 197

W Home Run Help 201

W Living on the Space Station 205

X Lady Liberty 209

X What Lives in Antarctica? 213

Y How Animals Lost Their Tails (and Got Them Back Again) 217

Y Dancing Lights of the North 221

Z Solar Energy 225

Z Barbara Johns Stands Up 229


1

Common Core Standard: RL 1 2 Retell stories, including key details, and demonstrate understanding of their central message or lesson

A Pet From Grandpa

Guided Reading: F | Reading Recovery: 9–10

Name Date

Written Comprehension

Complete the chart to retell what happens in the story

Beginning

MiddleAllie and James make a banner It says, “Thank you, Grandpa!”

Ending


2

* Exemplar serves only as a sample response Other comparable responses are acceptable

A Pet From Grandpa


Common Core Standard: RL 1 2 Retell stories, including key details, and demonstrate

understanding of their central message or lesson

Complete the chart to retell what happens in the story

Score Point Scoring Guidelines

3 Complete Understanding

Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding

Exemplar*:

BeginningGrandpa sends an email He is bringing a pet

EndingGrandpa brings a lizard They name her Liz

2 General Understanding

Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding

Exemplar:

BeginningGrandpa sends an email

EndingIt is a lizard

1 Minimal Understanding

Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question

Exemplar:

BeginningMom calls Allie and James

EndingAllie and James want a new pet

0 No Understanding

Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing

Exemplar:

BeginningGrandpa is nice

EndingThank you, Grandpa


3

Common Core Standard: RL 1 6 Identify who is telling the story at various points in a text

A Pet From Grandpa


Name Date


Which characters wonder what the new pet will be? How do you know this?


4


A Pet From Grandpa



Which characters wonder what the new pet will be? How do you know this?




Exemplar*:

Allie and James wonder what the new pet will be I know this because the story shows them talking about the pet, and the pictures show what they think the pet might be



Exemplar:

Allie and James They talk about the new pet The pictures show pets



Exemplar:

The kids want a new pet

0 No Understanding


Exemplar:

Grandpa gets a pet


5

Common Core Standard: RI 1 3 Describe the connection between two individuals, events, ideas, or pieces of information in a text

The Sounds of Music


Name Date


1.Makea√intheboxthattellsabouteachinstrument

InstrumentYou blow

into it.It makes a

high sound.It makes a

deep sound.

Tuba

Flute

2 How are a tuba and a flute alike?


6


The Sounds of Music


Common Core Standard: RI 1 3 Describe the connection between two individuals, events, ideas, or

pieces of information in a text

1.Makea√intheboxthattellsabouteachinstrument

2 How are a tuba and a flute alike?




Exemplar*:

1 Tuba: You blow into it, and it makes a deep sound Flute: You blow into it, and it makes high sounds

2 You blow into both of them



Exemplar:

1 Tuba: You blow into it, and it makes a deep sound Flute: You blow into it, and it makes high sounds

2 They are both instruments



Exemplar:

1 Tuba: You blow into it, and it makes a deep sound Flute: It makes high sounds

2 They make sounds

0 No Understanding


Exemplar:

1 Tuba: It makes high sounds Flute: It makes a deep sound

2 Music is fun


7

Common Core Standard: RI 1 8 Identify the reasons an author gives to support points in a text

The Sounds of Music


Name Date


What are two instruments that are partly made of wood? Give two examples from the book

Instruments that are partly made of wood

1. 2.


8


The Sounds of Music



What are two instruments that are partly made of wood? Give two examples from the book




Exemplar*:

1 Banjo2 Piano



Exemplar:

1 Banjo2 Piano



Exemplar:

1 Banjo2 Drum

0 No Understanding


Exemplar:

1 Music2 Wood


9

Common Core Standard: RL 1 5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types

Sam and Puff Look for Food


Name Date


What are two things Grandma Skunk does that a real skunk would not do?

1

2


10




Common Core Standard: RL 1 5 Explain major differences between books that tell stories and

books that give information, drawing on a wide reading of a range of text types

What are two things Grandma Skunk does that a real skunk would not do?




Exemplar*:

Students should name two of the following: Grandma Skunk talks, hides food for the little animals to find, and shares the food with other skunks and rabbits



Exemplar:

Talks, hides food



Exemplar:

Talks

0 No Understanding


Exemplar:

Eats nuts


11

Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters, setting, or events



Name Date


Complete the chart to tell about the skunk family’s home

Skunk Family’s Home

Where is it found?

What is it made of?


12




Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters,

setting, or events

Complete the chart to tell about the skunk family’s home




Exemplar*:

Where is it found? Under a tree; in a forest/in the woods

What is it made of? Rocks in a circle around a hole



Exemplar:

Where is it found? Woods

What is it made of? Rocks



Exemplar:

Where is it found? Tree

What is it made of? A hole

0 No Understanding


Exemplar:

Where is it found? (No response from student)

What is it made of? Sticks


13

Common Core Standard: RL 1 1 Ask and answer questions about key details in a text

Why Anansi Has Eight Thin Legs

Guided Reading: G | Reading Recovery: 11–12

Name Date


What happened that made Anansi’s legs change from fat to thin? Use part of the story in your answer


14





What happened that made Anansi’s legs change from fat to thin? Use part of the story in

your answer




Exemplar*:

Each of Anansi’s legs was tied to a pot All eight animals pulled on the web at the same time This made Anansi’s legs stretch out thin



Exemplar:

Anansi’s web was tied to the pots The animals pulled on the web This made Anansi’s legs thin



Exemplar:

The web got pulled It pulled Anansi’s legs

0 No Understanding


Exemplar:

Spiders have eight legs


15

Common Core Standard: RL 1 4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses



Name Date


On the chart, write two things that Anansi says to make Rabbit and Monkey think he is helpful

What Anansi Says to Both Rabbit and Monkey

1.

2.


16




Common Core Standard: RL 1 4 Identify words and phrases in stories or poems that suggest

feelings or appeal to the senses

On the chart, write two things that Anansi says to make Rabbit and Monkey think he is helpful




Exemplar*:

1 I will help later 2 Pull my web when it’s time to stir Then I will come and help



Exemplar:

1 I will help 2 Pull my web I will come and help



Exemplar:

1 I will help 2 Pull my web

0 No Understanding


Exemplar:

1 Help2 Web


17

Common Core Standard: RL 1 3 Describe characters, settings, and major events in a story, using key details

The Summer Party


Name Date


What are the four settings, or places, in the story?

1.

2.

3.

4.


18


The Summer Party


Common Core Standard: RL 1 3 Describe characters, settings, and major events in a story, using

key details

What are the four settings, or places, in the story?




Exemplar*:

1 Sara’s house2 The airport

3 Aunt Anna and Uncle Lars’s house4 The festival



Exemplar:

1 Sara’s house2 The airport

3 The Maypole4 The festival



Exemplar:

1 Sweden2 The airport

3 Dance4 The festival

0 No Understanding


Exemplar:

1 Map2 Fly

3 (No response from student)4 (No response from student)


19


The Summer Party


Name Date


Write the word that tells how Sara feels

Turn to page 6 How does Sara feel about her aunt and uncle’s home?

Turn to page 16 How did Sara feel about the festival?


20


The Summer Party




Write the word that tells how Sara feels

Turn to page 6 How does Sara feel about her aunt and uncle’s home?

Turn to page 16 How did Sara feel about the festival?




Exemplar*:

Liked; fun



Exemplar:

Liked; good



Exemplar:

Liked; dance

0 No Understanding


Exemplar:

Dance


21

Common Core Standard: RI 1 1 Ask and answer questions about key details in a text

Take Care of Your Teeth!


Name Date


The author says some foods are good for your teeth and some are not so good Draw a picture to show a food from the book that is good for your teeth and one that is not so good

Food That Is Good for Your Teeth

Food That Is Not Good for Your Teeth


22




Common Core Standard: RI 1 1 Ask and answer questions about key details in a text

The author says some foods are good for your teeth and some are not so good Draw a picture to

show a food from the book that is good for your teeth and one that is not so good




Exemplar*:

Food That Is Good for Your Teeth Food That Is Not Good for Your Teeth

(Picture should show an apple or a carrot ) (Picture should show a sweet such as cake, cookies, ice cream, or candy )



Exemplar:


(Picture should show an apple or a carrot ) (Picture should show an apple or a carrot )



Exemplar:


(Picture should show a toothbrush ) (Picture is irrelevant to text )

0 No Understanding


Exemplar:


(Picture is irrelevant to text ) (Picture is irrelevant to text )


23

Common Core Standard: RI 1 4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text



Name Date


Read these sentences from the text

You will use your teeth all your life So it is your job to take care of them

In the book, what are two jobs you do to take care of your teeth?


24




Common Core Standard: RI 1 4 Ask and answer questions to help determine or clarify the meaning

of words and phrases in a text

In the book, what are two jobs you do to take care of your teeth?




Exemplar*:

Sample responses should include two of the following: clean/brush my teeth, floss, drink lots of water, eat good foods/apples and carrots, see a dentist



Exemplar:

Brush, food



Exemplar:

Brush

0 No Understanding


Exemplar:

Teeth


25


Laugh, Baby Sister

Guided Reading: H | Reading Recovery: 14

Name Date


Name three things Kent does that do not stop Hana’s crying

1

2

3


26


Laugh, Baby Sister



Name three things Kent does that do not stop Hana’s crying




Exemplar*:

Kent does a dance He makes a funny face He gives Hana the toy lamb



Exemplar:

Kent dances and gives Hana the toy lamb



Exemplar:

Kent helps his baby sister

0 No Understanding


Exemplar:

Kent eats pears


27


Laugh, Baby Sister


Name Date


Write words from the story that show Hana feels sad Write words from the story that show Hana feels happy

Sad Happy


28


Laugh, Baby Sister




Write words from the story that show Hana feels sad Write words from the story that show Hana

feels happy




Exemplar*:

Sad Happy

Started to cry; cried; cried some more; threw it on the floor

Laughed and clapped her hands; Hana sang, too



Exemplar:

Sad Happy

Cry Laughed and clapped



Exemplar:

Sad Happy

Cry Stopped crying

0 No Understanding


Exemplar:

Sad Happy

Hana (No response from student)


29


Marta and the Camel


Name Date


Who is talking in the story? Write your answers in the chart

A Character in the Story Says ...

Who Says This?

“We’re going to the zoo today.”

“I think she likes you.”

“Camels may be tall, but they are very fun to ride!”


30


Marta and the Camel



Who is talking in the story? Write your answers in the chart




Exemplar*:

A Character in the Story Says ... Who Says This?

“We’re going to the zoo today ” Mama

“I think she likes you ” The zoo helper

“Camels may be tall, but they are very fun to ride!” Marta



Exemplar:



“I think she likes you ” Marta

“Camels may be tall, but they are very fun to ride!” Marta



Exemplar:



“I think she likes you ” Marta

“Camels may be tall, but they are very fun to ride!” The zoo helper

0 No Understanding


Exemplar:



“I think she likes you ” (No response from student)

“Camels may be tall, but they are very fun to ride!” (No response from student)


31


Marta and the Camel


Name Date


Look at the picture on page 15 What does the picture tell you about how Marta feels about riding the camel at this point in the story?


32


Marta and the Camel



setting, or events

Look at the picture on page 15 What does the picture tell you about how Marta feels about riding

the camel at this point in the story?




Exemplar*:

At this point in the story, Marta is happy about riding the camel The picture shows her smiling



Exemplar:

Marta is happy because she is smiling



Exemplar:

She is happy

0 No Understanding


Exemplar:

She is on the camel


33

Common Core Standard: RI 1 2 Identify the main topic and retell key details of a text

The Right Teeth


Name Date


An animal must have the right teeth for what it eats Which kinds of teeth are good for eating which kinds of food? Write your answers in the chart

Kind of Teeth What Do They Eat?

Flat teeth

Sharp front teeth

Both sharp teeth and flat teeth


34


The Right Teeth



An animal must have the right teeth for what it eats Which kinds of teeth are good for eating which

kinds of food? Write your answers in the chart




Exemplar*:


Flat teeth Plants

Sharp front teeth Meat

Both sharp teeth and flat teeth Whatever food they can find



Exemplar:


Flat teeth Plants


Both sharp teeth and flat teeth What they find



Exemplar:


Flat teeth Plants


Both sharp teeth and flat teeth Food

0 No Understanding


Exemplar:


Flat teeth Horses

Sharp front teeth Lions

Both sharp teeth and flat teeth (No response from student)


35

Common Core Standard: RI 1 7 Use the illustrations and details in a text to describe its key ideas

The Right Teeth


Name Date


Look at the photo of the horse and the photo of the lion Are their teeth alike or different? Explain your answer


36


The Right Teeth


Common Core Standard: RI 1 7 Use the illustrations and details in a text to describe its key ideas

Look at the photo of the horse and the photo of the lion Are their teeth alike or different? Explain

your answer




Exemplar*:

A horse and a lion have different kinds of teeth The horse has flat teeth to chew plants, and the lion has sharp teeth to hold and cut up meat



Exemplar:

They have different kinds of teeth The horse has flat teeth The lion has sharp teeth



Exemplar:

Different Flat and sharp

0 No Understanding


Exemplar:

Alike


37


Inside the Rainbow

Guided Reading: I | Reading Recovery: 16

Name Date


What does Mom say to the kids at the beginning of the story? Why is it important?


38


Inside the Rainbow



What does Mom say to the kids at the beginning of the story? Why is it important?




Exemplar*:

Mom says, “It stopped raining!” and “There’s a huge rainbow outside!” It is important because that makes the family notice the steps in the rainbow



Exemplar:

Mom says there is a rainbow outside Then the family has an adventure in the rainbow



Exemplar:

There is a rainbow

0 No Understanding


Exemplar:

The rainbow is red


39


Inside the Rainbow


Name Date


What is one way that the different colored steps inside the rainbow are all alike?


40


Inside the Rainbow



setting, or events

What is one way that the different colored steps inside the rainbow are all alike?




Exemplar*:

In each step, the family sees things that are the color of the step



Exemplar:

The colors inside are the same



Exemplar:

The animals are the same color

0 No Understanding


Exemplar:

The animals can talk


41

Common Core Standard: RL 1 3 Describe characters, settings, and major events in a story, using key details

Name Day


Name Date


What are the stories of Leon’s and Matt’s names? Use part of the story in your answer

Leon

Matt


42


Name Day


Common Core Standard: RL 1 3 Describe characters, settings, and major events in a story, using

key details

What are the stories of Leon’s and Matt’s names? Use part of the story in your answer




Exemplar*:

Leon: His dad told him it means lion

Matt: His mom said she liked the name Matt His grandpa said his middle name, Huslu, means shaggy bear



Exemplar:

Leon: Means lion

Matt: Matt is just a name his mom liked Huslu is a shaggy bear



Exemplar:

Leon: Lion

Matt: Doesn’t know

0 No Understanding


Exemplar:

Leon: Friend

Matt: (No response from student)


43


Name Day


Name Date


How does Grandpa feel at the end of the story? Use the picture to help you


44


Name Day



setting, or events

How does Grandpa feel at the end of the story? Use the picture to help you




Exemplar*:

Grandpa feels happy and proud He smiles and hugs Matt



Exemplar:

Grandpa feels happy He is smiling



Exemplar:

Grandpa feels happy

0 No Understanding


Exemplar:

Grandpa and Matt


45


Let’s Save Energy!


Name Date


What are two ways to save energy by using less hot water?

1

2


46





What are two ways to save energy by using less hot water?




Exemplar*:

1 Take a shower instead of a bath 2 Wash clothes in cold water



Exemplar:

1 Take a shower 2 Use cold water



Exemplar:

1 Take a shower 2 Turn out lights

0 No Understanding


Exemplar:

1 Bottles 2 Cans


47




Name Date


Turn to page 4 What reasons does the author give for saving energy?


48





Turn to page 4 What reasons does the author give for saving energy?




Exemplar*:

Using less energy means we pay less money and help the planet



Exemplar:

We pay less when we use less energy



Exemplar:

We have to pay for electricity

0 No Understanding


Exemplar:

Recycle


49

Common Core Standard: RL 2 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

Carla’s Special Paintbrush

Guided Reading: J | Reading Recovery: 18

Name Date


What lesson did Carla learn from taking her special paintbrush to school?


50




Common Core Standard: RL 2 2 Recount stories, including fables and folktales from diverse

cultures, and determine their central message, lesson, or moral

What lesson did Carla learn from taking her special paintbrush to school?




Exemplar*:

She learned to be more careful with the paintbrush She learned that it could be fun but could also cause trouble



Exemplar:

She learned people could paint good things and bad things



Exemplar:

She learned to keep it at home

0 No Understanding


Exemplar:

She learned how to paint


51

Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action



Name Date


Complete the chart to tell the story in your own words Be sure to tell the beginning and the end

Beginning:

Middle:Carla shows her paintbrush to the class. Mrs. Bates uses it to paint a picture of rain. It starts raining outside.

End:


52




Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how

the beginning introduces the story and the ending concludes the action

Complete the chart to tell the story in your own words Be sure to tell the beginning and the end




Exemplar*:

Beginning: Carla dreams she has a special paintbrush When she wakes up, she has the paintbrush She paints an apple tree, and it comes to life Middle: Carla shows her paintbrush to the class Mrs Bates uses it to paint a picture of rain It starts raining outside Ending: Carla tells Mrs Bates to paint a sunny day The rain stops, and the sun comes out Carla decides to keep the paintbrush in a safe place



Exemplar:

Beginning: Carla has a special paintbrush She paints a real apple tree Middle: Carla shows her paintbrush to the class Mrs Bates uses it to paint a picture of rain It starts raining outside Ending: Mrs Bates paints a sunny day Carla decides to keep the paintbrush in a safe place



Exemplar:

Beginning: Carla paints an apple tree Middle: Carla shows her paintbrush to the class Mrs Bates uses it to paint a picture of rain It starts raining outside Ending: Mrs Bates paints the sun

0 No Understanding


Exemplar:

Beginning: Carla can paint Middle: Carla shows her paintbrush to the class Mrs Bates uses it to paint a picture of rain It starts raining outside Ending: Mrs Bates can paint


53

Common Core Standard: RL 2 3 Describe how characters in a story respond to major events and challenges

The Picnic Basket


Name Date


Why does Jayden give each family member a job to do? Use part of the story in your answer


54


The Picnic Basket


Common Core Standard: RL 2 3 Describe how characters in a story respond to major events and

challenges

Why does Jayden give each family member a job to do? Use part of the story in your answer




Exemplar*:

Jayden had an idea how to use items in the basket to decorate the basket He gave each person a job to do so they could quickly decorate the basket in a circus theme before the mayor gave out prizes



Exemplar:

Jayden gave each person a job to do so they could decorate the basket in time for the contest



Exemplar:

Jayden had an idea for the contest

0 No Understanding


Exemplar:

They had a picnic


55

Common Core Standard: RL 2 7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot

The Picnic Basket


Name Date


Use the pictures and text to tell how the family’s picnic basket changes during the story

Beginning:

Middle:The picnic basket has a blanket hanging over it.

End:


56


The Picnic Basket


Common Core Standard: RL 2 7 Use information gained from the illustrations and words in a print

or digital text to demonstrate understanding of its characters, setting, or plot

Use the pictures and text to tell how the family’s picnic basket changed




Exemplar*:

Beginning: The picnic basket is a plain yellow (or brown) box Middle: The picnic basket has a blanket hanging over it Ending: The picnic basket has stripes, a red and white top, a sign that says “circus,” and a prize ribbon



Exemplar:

Beginning: The picnic basket is plain Middle: The picnic basket has a blanket hanging over it Ending: The picnic basket is a circus tent



Exemplar:

Beginning: The picnic basket is a box Middle: The picnic basket has a blanket hanging over it Ending: The picnic basket is pretty

0 No Understanding


Exemplar:

Beginning: (No response from student)Middle: The picnic basket has a blanket hanging over it Ending: Eat sandwiches


57

Common Core Standard: RI 2 2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text

Jane Goodall: Animal Scientist


Name Date


Read the sentences in the web Write a sentence in the center that tells what they are all mainly about

Jane always loved animals

Jane dreamed of going to

Africa someday

Jane got a job after

high school

Jane saved her money to go to Africa


58




Common Core Standard: RI 2 2 Identify the main topic of a multiparagraph text as well as the

focusofspecificparagraphswithin the text

Read the sentences in the web Write a sentence in the center that tells what they are all

mainly about




Exemplar*:

Jane wanted to go to Africa to study animals from the time she was young



Exemplar:

Jane wanted to go to Africa



Exemplar:

Jane likes Africa

0 No Understanding


Exemplar:

Jane is a girl


59

Common Core Standard: RI 2 7 Explain how specific images (e g , a diagram showing how a machine works) contribute to and clarify a text



Name Date


Look at the map on page 9 Where are wild chimps found?


60




Common Core Standard: RI 2 7 Explain howspecificimages(e.g.,adiagramshowing how a

machine works) contribute to and clarify a text

Look at the map on page 9 Where are wild chimps found?




Exemplar*:

A park in Tanzania in Africa



Exemplar:

A park in Africa



Exemplar:

Africa

0 No Understanding


Exemplar:

At a zoo


61

Common Core Standard: RI 2 6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe

Catch a Snowflake

Guided Reading: K | Reading Recovery: 18

Name Date


Turn to page 7 Why did the author include Wilson Bentley’s snowflake pictures? What can you learn from the pictures?


62


Catch a Snowflake


Common Core Standard: RI 2 6 Identify the main purpose of a text, including what the author

wants to answer, explain, or describe

Turn to page 7 Why did the author include Wilson Bentley’s snowflake pictures? What can you learn

from the pictures?




Exemplar*:

The text says that Wilson Bentley was the first person to take pictures of snowflakes, so the author included some of his pictures The pictures show that snowflakes are different shapes and sizes



Exemplar:

Wilson Bentley learned that snowflakes come in different shapes and sizes



Exemplar:

The pictures show snowflakes Snowflakes are pretty!

0 No Understanding


Exemplar:

Snow falls in winter


63

Common Core Standard: RI 2 8 Describe how reasons support specific points the author makes in a text

Catch a Snowflake


Name Date


Complete the chart Write two reasons from the text that support the author’s point

Author’s Point Supporting Details

Snowflakes can be different sizes and shapes.

1.

2.


64


Catch a Snowflake


Common Core Standard: RI 2 8 Describe howreasonssupportspecificpointstheauthor

makes in a text

Complete the chart Write two reasons from the text that support the author’s point




Exemplar*:

1 Some snowflakes are tossed around in the clouds Water freezes on them and makes them bigger before they fall to the ground

2 Changes in air temperature cause snowflakes to have different shapes



Exemplar:

1 More water freezes on the snowflakes 2 Air temperature



Exemplar:

1 Clouds have water 2 Shapes change

0 No Understanding


Exemplar:

1 Snowflakes are white 2 (No response from student)


65

Common Core Standard: RL 2 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

The Best Field Trip Ever


Name Date


Why was the Science Center the best place for the class to go on a field trip? Use part of the story in your answer


66




Common Core Standard: RL 2 1 Ask and answer such questions as who, what, where, when, why,

and how to demonstrate understanding of key details in a text

Why was the Science Center the best place for the class to go on a field trip? Use part of your story

in your answer




Exemplar*:

The students were interested in dinosaurs, robots, sharks, and sports The Science Center had dinosaurs, robots, sharks, and even sports



Exemplar:

The children like dinosaurs, robots, and sharks The Science Center has all of them



Exemplar:

Ms Wu said it would be the best place, and she took them there

0 No Understanding


Exemplar:

Dinosaurs


67




Name Date


Tell where the students in the story went and what they saw at each place

Story Part Where They Went What They Saw

Beginning Hall of Dinosaurs Dinosaur bones and a dinosaur’s jaw

Middle 1. Shark pool

2.

1. Sharks being fed

2.

End


68






Tell where the students in the story went and what they saw at each place




Exemplar*:


Middle 2 Robot Room 2 Robot game and robot cars racing on a track

End Good Health Room Karate lesson



Exemplar:


Middle 2 Good Health Room 2 Robot cars

End Robot Room Karate



Exemplar:


Middle 2 Dinosaurs 2 Cars

End Sports Room Karate

0 No Understanding


Exemplar:


Middle 2 School (No response from student)

End Home Dinosaur


69

Common Core Standard: RL 2 4 Describe how words and phrases (e g , regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song

The Day the Pages Spoke


Name Date


Each fairy tale character gives a clue What do their words tell Kim and Martin to do?

What The Character Said What It Tells the Kids to Do

While I eat my snack,ask a boy named Jack.

Where is it, I wonder?Get down, then look under.


70




Common Core Standard: RL 2 4 Describe how words and phrases (e g , regular beats, alliteration,

rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song

Each fairy tale character gives a clue What do their words tell Kim and Martin to do?




Exemplar*:

What the Character Said What It Tells the Kids to Do

While I eat my snack, ask a boy named Jack Go look in the book Jack and the Beanstalk

Where is it, I wonder? Get down, then look under Get on the floor and look under the table



Exemplar:


While I eat my snack, ask a boy named Jack Find Jack in his book

Where is it, I wonder? Get down, then look under Look under the table



Exemplar:


While I eat my snack, ask a boy named Jack Jack

Where is it, I wonder? Get down, then look under Look on the floor

0 No Understanding


Exemplar:


While I eat my snack, ask a boy named Jack Go eat lunch

Where is it, I wonder? Get down, then look under (No response from student)


71

Common Core Standard: RL 2 6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud



Name Date


How does Kim feel when she discovers her bookmark is missing? How does she feel at the end of the story? Use details from the story in your answer

How She Feels at the Beginning

How She Feels at the End


72




Common Core Standard: RL 2 6 Acknowledge differences in the points of view of characters,

including by speaking in a different voice for each character when reading dialogue aloud

How does Kim feel when she discovers her bookmark is missing? How does she feel at the end of

the story? Use details from the story in your answer




Exemplar*:

How She Feels at the Beginning How She Feels at the End

She is surprised and upset when she discovers her bookmark is missing

She feels happy and thankful at the end of the story



Exemplar:


She is sad that her bookmark is missing She is happy



Exemplar:


Sad Happy

0 No Understanding


Exemplar:


Books (No response from student)


73


Lizard Seeks the Sun

Guided Reading: L | Reading Recovery: 20

Name Date


Complete the chart about the story’s main character

Character: Lizard

1. What does the character do?

2. Do you think the author wants us to like the character? Explain your answer.


74






Complete the chart about the story’s main character




Exemplar*:

1 Lizard looks over rocks and under leaves for the Sun She rests on a large rock and finds the sun She goes to the Emperor for help

2 Yes, because the author shows that Lizard doesn’t give up easily



Exemplar:

1 Lizard looks for and finds the Sun 2 Yes, because she works hard



Exemplar:

1 She finds the Sun 2 Yes, she is nice

0 No Understanding


Exemplar:

1 (No response from student)2 Yes


75




Name Date


At the end of the story, the author says, “Little Lizard felt proud ” Use details from the book to describe two things that could make Lizard feel proud


76






At the end of the story, the author says, “Little Lizard felt proud ” Use details from the book to

describe two things that could make Lizard feel proud




Exemplar*:

She could feel proud that she didn’t give up and her searching located the Sun She could also feel proud that she helped get the Sun back in the sky, because it was her idea to get the Emperor to help



Exemplar:

She feels proud that she found the Sun and helped get it back up in the sky



Exemplar:

She lay on a warm rock and found the sun

0 No Understanding


Exemplar:

Lizards are small and cute


77


The Green Tomato Mystery


Name Date


How long did it take Ava to solve the mystery? Why did it take that long?


78





challenges

How long did it take Ava to solve the mystery? Why did it take that long?




Exemplar*:

It took four days to solve the mystery It took that long because on each of the first three days, Ava only saw a part of the squirrel By the third day, she put the pieces together and realized she was looking for an animal On the fourth day, she saw the squirrel actually steal a tomato



Exemplar:

It took four days to solve the mystery On the fourth day, Ava saw the squirrel steal a tomato



Exemplar:

It took four days

0 No Understanding


Exemplar:

Ava ate tomatoes


79




Name Date


Tell what happens in this story Be sure to tell the beginning, the middle, and the end

Beginning:

Middle:

End:


80










Exemplar*:

Beginning Middle End

Ava’s mother is going to make fried green tomatoes She finds that her tomatoes are gone

Ava watches the garden She sees a squirrel grab a tomato

Ava’s mom covers the tomato plants with wire cage A week later, there are tomatoes Ava’s mom makes fried green tomatoes, and Ava loves them



Exemplar:


Ava’s mother finds the tomatoes are gone

Ava watches the garden She finds the squirrel

Ava’s mom covers the plants She makes fried green tomatoes



Exemplar:


The tomatoes are gone A squirrel takes a tomato Ava feeds the squirrel a snack

0 No Understanding


Exemplar:


Tomatoes Ava Squirrel


81

Common Core Standard: RI 2 3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text

Under the Microscope


Name Date


List the steps to follow to look at a drop of tap water under a microscope The first step is given

1. Put the drop of water on a glass slide.

2.

3.

4.


82




Common Core Standard: RI 2 3 Describe the connection between a series of historical events,

scientificideasorconcepts,orstepsintechnicalproceduresin a text

List the steps to follow to look at a drop of tap water under a microscope The first step is given




Exemplar*:

2 Put the slide on the microscope stage

3 Look through the eyepiece

4 Turn the knobs to focus the lenses



Exemplar:

2 Put the slide on the microscope

3 Look through the eyepiece

4 See clear tap water



Exemplar:

2 Put the slide on the microscope

3 Look at it

4 What do you see?

0 No Understanding


Exemplar:

2 Get a drop of water

3 Get pond water

4 (No response from student)


83




Name Date


Complete the chart Give two examples that support the author’s point

Author’s Point: Tools can help us take a close look at the world around us

Example 1:

Example 2:


84




Common Core Standard: RI 2 8 Describe howreasonssupportspecificpointstheauthormakes

in a text

Complete the chart Give two examples that support the author’s point




Exemplar*:

1 A microscope can help you see the scales on a butterfly’s wings 2 A microscope can help you compare tap water and pond water It lets you see small living

things in pond water



Exemplar:

1 A microscope can show you a butterfly’s wings 2 A microscope can show you pond water



Exemplar:

1 A microscope is a tool 2 (No response from student)

0 No Understanding


Exemplar:

1 Tools are helpful 2 (No response from student)


85


Little Red Mix-Up

Guided Reading: M | Reading Recovery: 20

Name Date


What are three things that go wrong during the play? Write them in the web

Problems with the puppet

show


86


Little Red Mix-Up




What are three things that go wrong during the play? Write them on the web




Exemplar*:

Little Red Riding Hood loses her basket Grandmother’s wig comes off The Wolf knocks the stage over



Exemplar:

Little Red Riding Hood loses her basket Grandmother’s wig comes off The stage breaks



Exemplar:

Little Red Riding Hood drops her sock A puppet’s wig comes off The children make jokes

0 No Understanding


Exemplar:

The children put on a show A lot of things go wrong


87


Little Red Mix-Up


Name Date


In what three ways do the children use their puppets to fix the mistakes? Use details from the story and the pictures in your answer


88


Little Red Mix-Up




In what three ways do the children use their puppets to fix the mistakes? Use details from the story

and the pictures in your answer




Exemplar*:

Daniel uses his Wolf puppet to pick up the basket that was dropped Nita uses her Little Red Riding Hood puppet to put the Grandmother’s wig back on Then, Troy and Nita use their puppets make a joke after Daniel knocks the stage down



Exemplar:

Daniel’s puppet gets the basket, and Nita’s puppet gets the wig Then Troy and Nita make people laugh



Exemplar:

The Wolf picks up the basket Little Red Riding Hood gets the wig

0 No Understanding


Exemplar:

They put on a show


89


The Not-So-Deserted Island


Name Date


Explain how Gabe and Ana feel at the end of the story and why they feel this way Use details from the story and the pictures to help explain your answer


90





challenges

Explain how Gabe and Ana feel at the end of the story and why they feel this way Use details from

the story and the pictures to help explain your answer




Exemplar*:

They are happy to be back on the crowded beach They found that their own beach was boring and lonely It had bugs, monkeys, and rain They learned that they’d have more fun on the crowded beach



Exemplar:

They are happy to back on the crowded beach where there are no bugs, monkeys, or rain



Exemplar:

They feel happy They have sandwiches to eat

0 No Understanding


Exemplar:

They are wet from the rain


91




Name Date



Beginning:

Middle:

End:


92










Exemplar*:


Gabe and Ana’s sandcastle gets knocked down, and there’s sand in their sandwiches They wish they could find a beach of their own that is not so crowded

Gabe and Ana get their wish They are on a beautiful beach, but there is no one to play with Monkeys throw mangos at Gabe, and then it rains They wish to go back to their old beach

Gabe and Ana are happy to be back on their noisy, crowded beach They happily eat their sandy sandwiches



Exemplar:


Gabe and Ana are not happy They wish they could find a beach of their own

They get their wish, but the beach is not fun They wish to go back to their old beach

Gabe and Ana are happy to be back on their old beach and eat their sandy sandwiches



Exemplar:


Gabe and Ana make a wish to be on their own beach

They don’t like it They like their crunchy sandwiches

0 No Understanding


Exemplar:


Gabe and Ana go to the beach

They see a monkey It rains


93

Common Core Standard: RI 2 5 Know and use various text features (e g , captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently

Let’s Celebrate America!


Name Date


What part of the book gives you meanings of words?

What is the meaning of the word signature?


94




Common Core Standard: RI 2 5 Know and use various text features (e g , captions, bold print,

subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a

text efficiently

What part of the book gives you meanings of words?

What is the meaning of the word signature?




Exemplar*:

The glossary; a person’s name written in his or her own handwriting



Exemplar:

The glossary; a person’s name



Exemplar:

Contents; name

0 No Understanding


Exemplar:

Sign


95




Name Date


What details from the text support the idea that people celebrate the Fourth of July in different ways? Write the supporting details on the web

People celebrate the Fourth of July

in different ways


96




Common Core Standard: RI 2 8 Describe howreasonssupportspecificpointstheauthormakes

in a text

What details from the text support the idea that people celebrate the Fourth of July in different

ways? Write the supporting details on the web




Exemplar*:

Watch a parade; get together and cook food over a grill; play games or contests; watch fireworks



Exemplar:

Watch a parade; get together; games; fireworks



Exemplar:

Watch a parade; fireworks

0 No Understanding


Exemplar:

I like parades


97

Common Core Standard: RI 3 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

Anne and Helen: The Story of Anne Sullivan

Guided Reading: N | Reading Recovery: 22

Name Date


Write two effects to complete the chart

Cause Effects

Helen learned fast and found a joy in learning.

1.

2.


98




Common Core Standard: RI 3 3 Describe the relationship between a series of historical events,

scientificideasorconcepts,orstepsintechnicalproceduresinatext,usinglanguagethatpertains

to time, sequence, and cause/effect

Write two effects to complete the chart




Exemplar*:

1 People wanted to meet Helen and Anne 2 Helen graduated from college



Exemplar:

1 Helen learned more 2 Helen graduated from college



Exemplar:

1 Helen spelled the word “water ”2 Anne helped Helen

0 No Understanding


Exemplar:

1 Helen was deaf 2 Helen was blind


99

Common Core Standard: RI 3 8 Describe the logical connection between particular sentences and paragraphs in a text (e g , comparison, cause/effect, first/second/third in a sequence)



Name Date


How does the second paragraph on page 1 connect to the first paragraph on page 2? Use details from the book to explain your answer


100




Common Core Standard: RI 3 8 Describe the logical connection between particular sentences and

paragraphsinatext(e.g.,comparison,cause/effect,first/second/thirdinasequence)

How does the second paragraph on page 1 connect to the first paragraph on page 2? Use details

from the book to explain your answer




Exemplar*:

Page 1 tells about Helen’s problems, how she needed a teacher, and how the director offered the job to Anne Page 2 tells about how and why Anne accepted the job



Exemplar:

Page 1 tells how Helen needs a teacher and the director gave Anne a job Page 2 tells that Anne took the job



Exemplar:

Page 1 tells how Helen was deaf and blind Page 2 tells how Anne was her teacher

0 No Understanding


Exemplar:

They are about Helen and Anne


101

Common Core Standard: RL 3 5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections

Brave Little One Inch


Name Date


Think about the scene in the story where Little One Inch meets the nobleman for the first time Little One Inch wants to be a soldier, but the nobleman offers him a different job How does this change what happens in the story?


102




Common Core Standard: RL 3 5 Refer to parts of stories, dramas, and poems when writing

or speaking about a text, using terms such as chapter, scene, and stanza; describe how each

successive part builds on earlier sections

Think about the scene in the story where Little One Inch meets the nobleman for the first time

Little One Inch tells the nobleman that he wants to be a soldier But the nobleman offers him a

different job How does this change what happens in the story?




Exemplar*:

If the nobleman didn’t offer Little One Inch the job of being the princess’s assistant, he and the princess wouldn’t have become friends, he wouldn’t have had the opportunity to show his courage and teach the nobleman that size does not make a hero, and he would not have grown to full size



Exemplar:

Little One Inch may not have had a chance to teach the nobleman that size doesn’t make a hero, and he wouldn’t have grown to full size



Exemplar:

Little One Inch and the princess would not have become friends

0 No Understanding


Exemplar:

Little One Inch is a soldier


103

Common Core Standard: RL 3 4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language



Name Date


The author describes the wild monkey as greedy What does the monkey do to show it is greedy?


104




Common Core Standard: RL 3 4 Determine the meaning of words and phrases as they are used in

a text, distinguishing literal from nonliteral language

The author describes the wild monkey as greedy What does the monkey do to show it is greedy?




Exemplar*:

Even though the monkey’s hands are full of plums, it wants the juicy one offered by Little One Inch



Exemplar:

The monkey takes all the plums



Exemplar:

The monkey’s hands are full

0 No Understanding


Exemplar:

The monkey takes the comb


105

Common Core Standard: RL 3 2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

The Grasshopper and the Ants


Name Date


What can you learn from the story of the grasshopper and the ants? How do you know this?

What can you learn from the story of the grasshopper and the ants?

How do you know this?


106




Common Core Standard: RL 3 2 Recount stories, including fables, folktales, and myths from

diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed

through key details in the text





Exemplar*:


You can learn that there are different ways to work hard

The ant told Grasshopper that they all worked hard to get ready for winter



Exemplar:


The ant didn’t have to worry about Grasshopper

Grasshopper bought some wheat



Exemplar:


Grasshopper had a job on TV The ant saw her on TV

0 No Understanding


Exemplar:

What can you learn from the friendship between the kind ant and Grasshopper? How do you know this?

There are ants on the playground I saw them


107




Name Date


Why did the kind ant continue to worry even after the grasshopper said she had a plan?


108







Why did the kind ant continue to worry even after the grasshopper said she had a plan?




Exemplar*:

The kind ant thought that saving wheat was the only way to save for winter



Exemplar:

The ant didn’t know Grasshopper would be okay



Exemplar:

Grasshopper got lost

0 No Understanding


Exemplar:

He saw Grasshopper


109

Common Core Standard: RL 3 3 Describe characters in a story (e g , their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Unexpected Visitors

Guided Reading: O | Reading Recovery: 24

Name Date


Why does the teacher tell the students to break a leg? How do the aliens feel about this?

Why does the teacher tell the students to break a leg?

How do the aliens feel about this?


110


Unexpected Visitors


Common Core Standard: RL 3 3 Describe characters in a story (e g , their traits, motivations, or

feelings) and explain how their actions contribute to the sequence of events

Why does the teacher tell the students to break a leg? How do the aliens feel about this?




Exemplar*:

The teacher tells the students to break a leg because that is how people wish actors good luck The aliens are so afraid that their legs will be broken that they leave in their spaceship



Exemplar:

Break a leg means good luck The aliens are afraid, and they leave



Exemplar:

The teacher doesn’t mean they should break their legs The aliens leave

0 No Understanding


Exemplar:

There is a play The aliens come see it


111

Common Core Standard: RL 3 7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e g , create mood, emphasize aspects of a character or setting)

Unexpected Visitors


Name Date


Look at the picture on page 1 What in the picture confuses the aliens? Why are they confused?


112


Unexpected Visitors


Common Core Standard: RL 3 7 Explain howspecificaspectsofatext’sillustrationscontribute

to what is conveyed by the words in a story (e g , create mood, emphasize aspects of a character

or setting)

Look at the picture on page 1 What in the picture confuses the aliens? Why are they confused?




Exemplar*:

The picture shows the children are wearing costumes for their play about the first Thanksgiving The aliens are confused because they know the first Thanksgiving took place in 1621



Exemplar:

The children wear Thanksgiving costumes The aliens think it is 1621



Exemplar:

It is Thanksgiving The aliens don’t understand

0 No Understanding


Exemplar:

They are in school


113

Common Core Standard: RI 3 5 Use text features and search tools (e g , key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently

What Happened to Planet Pluto?


Name Date


Turn to page 2 The word Eris is boldfaced in the text It is also listed in the glossary on page 5 Why do you think this word is so important to the book?


114




Common Core Standard: RI 3 5 Use text features and search tools (e g , key words, sidebars,

hyperlinks) to locate information relevant to a given topic efficiently

Turn to page 2 The word Eris is boldfaced in the text It is also listed in the glossary on page 5 Why

do you think this word is so important to the book?




Exemplar*:

Eris was bigger than Pluto After it was discovered, scientists questioned whether or not Pluto should be called a planet



Exemplar:

Eris was bigger than Pluto Scientists didn’t know if it was a planet



Exemplar:

Bigger than Pluto

0 No Understanding


Exemplar:

Planet


115

Common Core Standard: RI 3 8 Describe the logical connection between particular sentences and paragraphs in a text (e g , comparison, cause/effect, first/second/third in a sequence)



Name Date


Complete the timeline with information from the selection

1930

1977 Scientists find other icy objects like Pluto.

Eris is discovered.2005

2006


116




Common Core Standard: RI 3 8 Describe the logical connection between particular sentences and

paragraphsinatext(e.g.,comparison,cause/effect,first/second/thirdinasequence)

Complete the timeline with information from the selection




Exemplar*:

1930: Scientist discovers Pluto and names it as the ninth planet 2006: Scientists vote to define a planet Pluto is now called a dwarf planet



Exemplar:

1930: Scientist discovers Pluto 2006: Scientists define planet Pluto is now a dwarf planet



Exemplar:

1930: Pluto found 2006: Pluto is not a planet

0 No Understanding


Exemplar:

1930: Planets 2006: (No response from student)


117

Common Core Standard: RL 3 6 Distinguish their own point of view from that of the narrator or those of the characters

The Time Capsule


Name Date


Great-aunt Kate has lived in her house for a long time Which detail from the story supports this idea?


118


The Time Capsule


Common Core Standard: RL 3 6 Distinguish their own point of view from that of the narrator or

those of the characters

Great-aunt Kate has lived in her house for a long time Which detail from the story supports

this idea?




Exemplar*:

Great-aunt Kate has lived in her house since she was at least 12 years old because that is when she buried the time capsule in her backyard



Exemplar:

Great-aunt Kate has lived in her house since she was 12



Exemplar:

Great-aunt Kate buried a time capsule in her backyard

0 No Understanding


Exemplar:

She lives in the house


119


The Time Capsule


Name Date


List two things that Great-aunt Kate and Jenna have in common How do you know this? Use part of the story in your answer

List two things that Great-aunt Kate and Jenna have in common.



120


The Time Capsule




List two things that Great-aunt Kate and Jenna have in common How do you know this? Use part of

the story in your answer




Exemplar*:

List two things that Great-aunt Kate and Jenna have in common. How do you know this?

They are both excited about keeping a time capsule They both love The Black Stallion

Great-aunt Kate can’t wait to open the time capsule, and Jenna wants to start her own time capsule Jenna says she loves the story, and Aunt Kate says she loved it, too



Exemplar:


They like time capsules They like The Black Stallion

Great-aunt Kate had a time capsule Jenna wants one The story says they love this book



Exemplar:

List two things that Great-Aunt Kate and Jenna have in common. How do you know this?

They dig up a time capsule They want to put a book in the time capsule

The story says so

0 No Understanding


Exemplar:


They find a book They dig a hole


121


Miss Mitchell’s Comet

Guided Reading: P | Reading Recovery: 24

Name Date


How does Maria’s father feel about her interest in astronomy? Use two specific details from the story to support your answer


122






How does Maria’s father feel about her interest in astronomy? Use two specific details from the

story to support your answer




Exemplar*:

Her father supports her interest He built the observatory at their house He wants to contact his friend so Maria can win a prize for discovering a comet



Exemplar:

Her father supports her interest He wants her to win a prize for discovering a comet



Exemplar:

Wants her to win a prize

0 No Understanding


Exemplar:

Mr Mitchell


123

Common Core Standard: RL 3 6 Distinguish their own point of view from that of the narrator or those of the characters



Name Date


How does the author feel about how women scientists were treated in Maria Mitchell’s time? Do the characters in the book also feel this way about women scientists? Use details from the book to support your answers


124




Common Core Standard: RL 3 6 Distinguish their own point of view from that of the narrator or

those of the characters

How does the author feel about how women scientists were treated in Maria Mitchell’s time? Do

the characters in the book also feel this way about women scientists? Use details from the book to

support your answers




Exemplar*:

The author and the characters in the book feel it was unfair that other astronomers didn’t welcome women in their group The author shows Lucas and Maria’s father convincing Maria to let her discovery be recognized She also shows that Maria won a gold medal and became the first American woman astronomer



Exemplar:

The author feels women astronomers weren’t treated fairly She shows Lucas and Maria’s father convincing Maria to let her discovery be recognized



Exemplar:

The author feels women astronomers were important Maria became a famous astronomer

0 No Understanding


Exemplar:

Maria finds a star


125

Common Core Standard: RI 3 2 Determine the main idea of a text; recount the key details and explain how they support the main idea

What Can Light Do?


Name Date


Turn to page 1 How does the example of how stones and shells look different underwater support the main idea?


126


What Can Light Do?


Common Core Standard: RI 3 2 Determine the main idea of a text; recount the key details and

explain how they support the main idea

Turn to page 1 How does the example of how stones and shells look different underwater support

the main idea?




Exemplar*:

The example on page 1 shows that stones and shells can look different when they are underwater This supports the main idea that light bends when it passes through water and makes objects underwater look different



Exemplar:

The example of stones and shells shows that things look different underwater because the light bends



Exemplar:

Stones and shells can look different underwater

0 No Understanding


Exemplar:

Light shines on the shells


127

Common Core Standard: RI 3 7 Use information gained from illustrations (e g , maps, photographs) and the words in a text to demonstrate understanding of the text (e g , where, when, why, and how key events occur)

What Can Light Do?


Name Date


Look at the photo on the front cover of the book Use information from the book to explain what you see


128


What Can Light Do?


Common Core Standard: RI 3 7 Use information gained from illustrations (e g , maps, photographs)

and the words in a text to demonstrate understanding of the text (e g , where, when, why, and how

key events occur)

Look at the photo on the front cover of the book Use information from the book to explain

what you see




Exemplar*:

In the photo on the cover of the book, the cat’s head looks bigger than it really is when it is seen from behind the bowl full of water This is because of the way light bends as it moves through water, making things look different



Exemplar:

The cover shows that light makes objects look different in the water The cat’s head looks big



Exemplar:

The cat’s head looks big

0 No Understanding


Exemplar:

There is a fishbowl


129

Common Core Standard: RL 3 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

Felipe’s Journey


Name Date


Complete the web to show three important things that happened after Felipe moved to the United States One is completed for you

Important Things That Happened

Papa’s restaurant was

a success


130


Felipe’s Journey


Common Core Standard: RL 3 1 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers

Complete the web to show three important things that happened after Felipe moved to the United

States One is completed for you




Exemplar*:

Felipe learned English; Papa’s restaurant was a success; Felipe missed playing soccer; He found friends who love soccer; He lived in the city and saw buildings instead of mountains



Exemplar:

Learned English; Papa’s restaurant was a success; played soccer



Exemplar:

Played soccer; Papa’s restaurant was a success

0 No Understanding


Exemplar:

Florida; Papa’s restaurant was a success


131


Felipe’s Journey


Name Date


How does the scene where Paula teaches Felipe English relate to the last scene in the story? Use details from the story to support your answer


132


Felipe’s Journey





How does the scene where Paula teaches Felipe English relate to the last scene in the story? Use

details from the story to support your answer




Exemplar*:

Paula teaches Felipe English, and he learns about the difference between American football and soccer In the last scene, Felipe understands his teacher, and he makes friends playing soccer



Exemplar:

Both scenes have learning English and soccer Felipe understands English and plays soccer at the end



Exemplar:

Soccer Felipe’s favorite sport is soccer

0 No Understanding


Exemplar:

Felipe goes to school


133

Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

On the Wings of an Eagle

Guided Reading: Q | Reading Recovery: 26

Name Date


What is the theme of On the Wings of an Eagle? Name two important details in the text that support this theme


134




Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas

What is the theme of On the Wings of an Eagle? Name two important details in the text that support

this theme




Exemplar*:

The theme is that when you miss someone you love, you shouldn’t give up and you should find a way to communicate with them One supporting detail is that when the sister first sees the eagle, she wishes it were a carrier pigeon Another supporting detail is that when she is sad about the news of Ben’s illness, she sends a message to Ben using the eagle



Exemplar:

The main idea is that it’s hard when someone is far away and you should try to communicate with them Details are that the girl wishes she could communicate with Ben and that she sends him a message using the eagle



Exemplar:

Ben’s sister keeps a diary She misses her brother who is fighting in the war

0 No Understanding


Exemplar:

This story is about Ben and his sister


135

Common Core Standard: CCRA R 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza) relate to each other and the whole



Name Date


Ben’s sister describes someone seeing an eagle in three different scenes How do these different scenes show the ways in which her feelings change during the story?


136




Common Core Standard: CCRA R 5 Analyze the structure of texts, including howspecific

sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza)

relate to each other and the whole

Ben’s sister describes someone seeing an eagle in three different scenes How do these different

scenes show the way in which her feelings change during the story?




Exemplar*:

At first, the eagle reminds Ben’s sister that she wishes she knew how Ben was doing Then the eagle helps her to feel hopeful that Ben will regain his health Finally, she writes that Ben thinks he saw an eagle, and she is happy that he is better



Exemplar:

The eagle makes Ben’s sister think about him Later, she makes a wish when she sees an eagle, and Ben gets better



Exemplar:

Ben’s sister is sad at first Then after she sees the eagle he gets better

0 No Understanding


Exemplar:

She is sad about the eagle


137

Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

Sea Monsters


Name Date


According to the text, which sea creatures are like monsters because they are poisonous, and which are like monsters because of their strange appearance or behavior? Fill in the chart

Poisonous Strange Appearance or Behavior


138


Sea Monsters


Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to

makelogicalinferencesfromit;citespecifictextualevidencewhen writing or speaking to support

conclusions drawn from the text

According to the text, which sea creatures are like monsters because they are poisonous, and which

are like monsters because of their strange appearance or behavior? Fill in the chart




Exemplar*:


Jellyfish Colossal squid

Goblin shark

Anglerfish



Exemplar:


Jellyfish Squid

Shark

Angle



Exemplar:


Jellyfish Squid

0 No Understanding


Exemplar:


Jellyfish (No response from student)


139

Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone

Sea Monsters


Name Date


How do the following words or phrases help you understand the sea creature each describes? Use ideas from the book in your response The first response is completed for you

1. See-through (page 1): This word helps me understand why divers must be alert to avoid box jellyfish.

2. Legend (page 2):

3. Shoot forward (page 3):

4. Flabby and lumpy (page 4):


140


Sea Monsters


Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text,

includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecific

word choices shape meaning or tone

How do the following words or phrases help you understand the sea creature each describes?

Use ideas from the book in your response The first response is completed for you




Exemplar*:

1 See-through: helps me understand why divers have to be alert to avoid box jellyfish

2 Legend: helps me understand how rare it is to see a colossal squid

3 Shoot forward: helps me understand how strange the goblin shark looks and acts

4 Flabby and lumpy: helps me understand how ugly the anglerfish is



Exemplar:


2 Legend: the colossal squid is very rare

3 Shoot forward: goblin shark is very strange

4 Flabby and lumpy: anglerfish is ugly



Exemplar:


2 Legend: story

3 Shoot forward: fast

4 Flabby and lumpy: ugly

0 No Understanding


Exemplar:


2 Legend:

3 Shoot forward: it moves fast

4 Flabby and lumpy:


141


Ayasha and the Jingle Dance


Name Date


What is the central theme of this story? How do you know?


142






What is the central theme of this story? How do you know?




Exemplar*:

The central theme of the story is that if you stop and concentrate hard, you can solve a problem I know this because it is only after Ayasha closes her eyes and thinks hard that Grandmother finds the fan



Exemplar:

The theme is that if you think about something you lost, you can find it Ayasha thinks about when she had the fan, and Grandmother sees it



Exemplar:

If you think hard you can find things Grandmother finds the fan

0 No Understanding


Exemplar:

It is about a fan


143

Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words



Name Date


Turn to page 3 Use evidence from the story to describe the look on each character’s face in the picture


144




Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media

and formats, including visually and quantitatively, as well as in words

Turn to page 3 Use evidence from the story to describe the look on each character’s face in

the picture




Exemplar*:

This picture shows that Ayasha and her grandmother are both upset Ayasha is upset because she lost her feather fan Her grandmother is upset because Ayasha is unhappy



Exemplar:

Ayasha and her grandmother are both upset because Ayasha lost her feather fan



Exemplar:

Ayasha and her grandmother are sad

0 No Understanding


Exemplar:

They are looking


145


A Snack for Grack

Guided Reading: R | Reading Recovery: 26

Name Date


What are two ways Will helps Grack in the story? What is one way Grack helps Will?

1. One way Will helps Grack is

.

2. Another way Will helps Grack is

.

3. One way Grack helps Will is

.


146


A Snack for Grack




What are two ways Will helps Grack in the story? What is one way Grack helps Will?




Exemplar*:

1 One way Will helps Grack is by feeding him

2 Another way Will helps Grack is by helping him when he gets stuck in the spaceship

3 One way Grack helps Will is by eating fur caps so Will doesn’t have to pick them



Exemplar:

1 One way Will helps Grack is by feeding him

2 Another way Will helps Grack is by taking care of him

3 One way Grack helps Will is by eating fur caps



Exemplar:

1 One way Will helps Grack is feeding him

2 Another way Will helps Grack is by

3 One way Grack helps Will is by eating

0 No Understanding


Exemplar:



3 One way Grack helps Will is he likes to eat


147

Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text

A Snack for Grack


Name Date


How would a story told from Grack’s point of view be different? What do you think he would he say?


148


A Snack for Grack


Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and

style of a text

How would a story told from Grack’s point of view be different? What do you think he would say?




Exemplar*:

If the story were told from Grack’s point of view, I think he would talk about how happy he is that Will takes care of him I also think he would say it takes a long time for the family to learn that he likes to eat fur caps



Exemplar:

Grack would talk about Will and how he likes to eat fur caps



Exemplar:

Grack would say he is hungry

0 No Understanding


Exemplar:

Grack eats a lot


149


Fabulous Flutes


Name Date


How does the author support the idea that people have loved flutes for over 40,000 years?


150


Fabulous Flutes




How does the author support the idea that people have loved flutes for over 40,000 years?




Exemplar*:

The author includes a description of flutes found in a cave in Germany that were more than 40,000 years old



Exemplar:

The author wrote about old flutes



Exemplar:

There were old flutes

0 No Understanding


Exemplar:

People love flutes


151


Fabulous Flutes


Name Date


Look at the illustrations What are two things they show you about flutes? Use part of the story in your answer

1 The illustrations show me:

2 The illustrations also show me:


152


Fabulous Flutes


Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words

Look at the illustrations What are two things they show you about flutes? Use part of the story in

your answer




Exemplar*:

1 The illustrations show me that people all over the world play flutes 2 The illustrations also show me that there are two ways to play a flute



Exemplar:

1 The illustrations show me that a lot of people play flutes 2 The illustrations also show me different flutes



Exemplar:

1 The illustrations show me people playing flutes 2 The illustrations also show me lots of flutes

0 No Understanding


Exemplar:

1 The illustrations show me flutes 2 The illustrations also show me … (No response from student)


153

Common Core Standard: CCRA R 3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text

The Case of the Missing Basketball


Name Date


Why couldn’t Claire solve the mystery after talking to the roofer, Pete, and Mr Gonzales? Give details from the story to explain your response


154




Common Core Standard: CCRA R 3 Analyze how and why individuals, events, or ideas develop and

interact over the course of a text

Why couldn’t Claire solve the mystery after talking to the roofer, Pete, and Mr Gonzales? Give

details from the story to explain your response




Exemplar*:

Claire didn’t have enough facts after she spoke to the roofer, Pete, and Mr Gonzales Each person gave her a piece of information, but she didn’t have enough to put it together and solve the mystery Also, the roofer’s information made her think a small kid took the basketball, which was not true



Exemplar:

The roofer told Claire a little kid took the ball That wasn’t true Pete and Mr Gonzales didn’t give her the facts she needed



Exemplar:

The roofer was wrong Claire couldn’t solve the mystery

0 No Understanding


Exemplar:

Marcus took the ball


155




Name Date


How does the author show Claire’s personality? How can you tell?


156





style of a text

How does the author show Claire’s personality? How can you tell?




Exemplar*:

Claire is friendly, because she talks to everyone around her She is smart, because she thinks about clues and uses them to solve the mystery



Exemplar:

Claire talks to everyone and solves the mystery



Exemplar:

Claire can solve the mystery

0 No Understanding


Exemplar:

Claire lost her basketball


157

Common Core Standard: CCRA R 3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text

Beating the Dust

Guided Reading: S | Reading Recovery: 26

Name Date


Why do the characters change their minds about leaving their farms? How do you know this?

Why do the characters change their minds about leaving their farms?



158


Beating the Dust


Common Core Standard: CCRA R 3 Analyze how and why individuals, events, or ideas develop and

interact over the course of a text

Why do the characters change their minds about leaving their farms? How do you know this?




Exemplar*:

Why do the main characters change their minds about leaving their farms? How do you know this?

They change their minds because Abigail reminds them why it is important to not lose hope

None of the families sign the paper to give up their farms



Exemplar:


Abigail tells them not to lose hope No one signs the paper



Exemplar:


Abigail tells them to Abigail talks to them

0 No Understanding


Exemplar:


They want to leave Abigail


159


Beating the Dust


Name Date


How does Abigail feel about her family’s farm? Use details from the story in your answer


160


Beating the Dust



style of a text

How does Abigail feel about her family’s farm? Use details from the story in your answer




Exemplar*:

Abigail wants to stay on the farm She helps to bring neighbors to her house and speaks her mind at the meeting This shows that the farm is very important to her



Exemplar:

She wants to stay She tells everyone they should stay



Exemplar:

She wants to stay

0 No Understanding


Exemplar:

Abigail lives on a farm


161


Happy Turkey Day


Name Date


How does Gabriela show that she cares about other people? Use part of the story in your answer


162


Happy Turkey Day


Common Core Standard:CCRA R 2 Determine central ideas or themes of a text and analyze their


How does Gabriela show that she cares about other people? Use part of the story in your answer




Exemplar*:

Gabriela shows she cares by inviting Mrs Mendoza for dinner and then speaking to the city council to set up a dinner for all of the people who would be alone on Thanksgiving



Exemplar:

Gabriela shows she cares by inviting Mrs Mendoza and her friends to a community dinner so they won’t be alone on Thanksgiving



Exemplar:

Gabriela sets up the dinner

0 No Understanding


Exemplar:

Gabriela is nice


163


Happy Turkey Day


Name Date


Why does Gabriela cheer “loudest of all” on page 4?


164


Happy Turkey Day





Why does Gabriela cheer “loudest of all” on page 4?




Exemplar*:

Gabriela cheers the loudest because she has just learned that Turkey Day, a tradition she started, will be celebrated every year She is happy that her idea was so popular and that she is helping other people



Exemplar:

Gabriela cheers the loudest because she is happy there will be a Turkey Day every year



Exemplar:

Gabriela cheers because it was her idea

0 No Understanding


Exemplar:

Gabriela is nice


165


Robot Explorers


Name Date


For each of the following words or phrases:

1 Find a sentence or sentences that use the word or phrase and write it in the box

2 Write the meaning of the word or phrase as it is used in the book

Soil samples (page 3):

1.

2.

Snake robots (page 3):

1.

2.

Millimeter (page 4):

1.

2.


166


Robot Explorers

Guided Reading: S | Reading Recovery: 26Common Core Standard:CCRA R 4 Interpret words and phrases as they are used in a text, including determining technical,

connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaning or tone

For each of the following words or phrases: Find a sentence or sentences that use the word or phrase and write it in the box

Write the meaning of the word or phrase as it is used in the book




Exemplar*:

Soil samples: 1 They take photographs and collect soil samples 2 Samples of soil from the surface of a planetSnake robots: 1 New snake robots are being built to work alongside these Mars robots They will

wriggle into places the larger robots cannot 2 Robots that can wriggle into small placesMillimeter: 1 Tiny robots, less than 1 millimeter in size, are being developed to explore even

stranger places 2 Measurement for something tiny



Exemplar:

Soil samples: 1 They collect soil samples 2 Samples of soil Snake robots: 1 New snake robots are being built to work alongside these Mars robots 2 Robots that can wriggle Millimeter: 1 Tiny robots, less than 1 millimeter in size, are being developed 2 A small size



Exemplar:

Soil samples: 1 Soil samples 2 Kinds of soilSnake robots: 1 New snake robots 2 Wriggle Millimeter: 1 Less than 1 millimeter in size 2 A size

0 No Understanding


Exemplar:

Soil samples: 1 (No response from student) 2 (No response from student)Snake robots: 1 (No response from student) 2 Robots that are snakesMillimeter: 1 (No response from student) 2 (No response from student)


167

Common Core Standard: CCRA R 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

Robot Explorers


Name Date


Turn to page 3 Locate two details from the text and the photograph to support the author’s claim that the robots Spirit and Opportunity are exploring the surface of the planet Mars Use these details to complete the chart

Author’s claim: Two robots called Spirit and Opportunity are exploring the surface of the planet Mars.

Supporting Detail Supporting Detail


168


Robot Explorers


CommonCoreStandard:CCRA.R.8.Delineateandevaluatetheargumentandspecificclaimsina

text,includingthevalidityofthereasoningaswellastherelevanceandsufficiencyofthe evidence

Turn to page 3 Locate two details from the text and the photograph to support the author’s claim

that the robots Spirit and Opportunity are exploring the surface of the planet Mars Use these

details to complete the chart




Exemplar*:

The photograph shows that the robot Opportunity has cameras for taking photos The text says that the robots collect soil samples



Exemplar:

The photograph shows that Opportunity has cameras The text says they collect soil samples



Exemplar:

The robots take photos and collect samples

0 No Understanding


Exemplar:

I like robots


169


Ali in the City

Guided Reading: T | Reading Recovery: 28

Name Date


Complete the chart with three details from the story that support the important idea

Ali learns that the city is a great place to live.

Supporting Detail

Supporting Detail

Supporting Detail


170


Ali in the City




Complete the chart with three details from the story that support the important idea




Exemplar*:

1 Ali visits the aquarium and sees sharks, otters, and manatees 2 Ali makes a new friend, Emily, in her apartment 3 Ali is excited to learn that the zoo has a snow leopard cub



Exemplar:

1 Ali visits the aquarium 2 Ali makes a friend 3 Grandma is coming to visit



Exemplar:

1 The city has cabs 2 Ali visits the aquarium 3 Grandma is moving to the city

0 No Understanding


Exemplar:

1 Manatees live there 2 Emails3 (No response from student)


171


Ali in the City


Name Date


What do Grandma’s emails tell you about her view of Ali’s move to the city? Use details from the story to support your answer


172


Ali in the City



style of a text

What do Grandma’s emails tell you about her view of Ali’s move to the city? Use details from the

story to support your answer




Exemplar*:

Grandma thinks Ali’s move is good She tells Ali to give the city a chance She explains that Ali’s mom’s job is a wonderful opportunity She does research and finds things for Ali to visit



Exemplar:

Grandma is happy about Ali’s move to the city She tells Ali to give the city a chance



Exemplar:

Grandma seems happy Grandma misses Ali Grandma tells Ali fun things to do

0 No Understanding


Exemplar:

Ali doesn’t like the city


173


The Country Store


Name Date


How do you think Jed feels about working in the store at the beginning of the story? Use part of the story in your answer


174


The Country Store





How do you think Jed feels about working in the store at the beginning of the story? Use part of the

story in your answer




Exemplar*:

Jed feels sad, upset, or frustrated He wants to help in the store, but he isn’t allowed to because he isn’t tall enough to reach the shelves



Exemplar:

Jed is sad because he doesn’t get to help in the store



Exemplar:

Jed can’t reach up high

0 No Understanding


Exemplar:

Jed is in the store


175


The Country Store


Name Date


Read each sentence from the story How does each one move the plot along? The first answer is filled out for you

1. All Jed ever got to do was sweep the floor.

1. This sentence tells about the main character, Jed, and his conflict.

2. “Oh no, that was our last bottle!” Mr. Thompson exclaimed.

3. Jed pushed open the tiny door to the attic and squeezed in, wriggling upward.

4. As Mrs. Swenson thanked Jed, his dad gave him a hug and said, “But we could never spare you around here, Jed!”


176


The Country Store





Read each sentence from the story How does each one move the plot along? The first answer is

filled out for you




Exemplar*:

1 Tells about the main character, Jed, and his conflict2 Tells the problem that Jed will try to solve, getting the pain cream from the attic3 Shows Jed trying to get the pain cream4 Shows Jed’s dad knows Jed is helpful



Exemplar:

1 Tells about the main character, Jed, and his conflict2 Tells why Jed will get a chance to help3 Shows Jed getting the pain cream4 Shows his dad was happy



Exemplar:

1 Tells about the main character, Jed, and his conflict2 Tells what Jed has to do 3 Shows what Jed did4 Shows the end

0 No Understanding


Exemplar:

1 Tells about the main character, Jed, and his conflict2 (No response from student)3 (No response from student)4 He got the cream


177


Blue Lobsters and Pink Dolphins


Name Date


The sections about black penguins and blue lobsters are organized in similar ways Describe how the text is organized in these sections


178







The sections about black penguins and blue lobsters are organized in similar ways Describe how

the text is organized in these sections




Exemplar*:

The author first tells what most penguins or lobsters look like and why She tells how the animals’ color helps protect them in nature Then she describes the unusual color that a few of that kind of animal have and tells how rare the animals with those colors are



Exemplar:

The author tells what most penguins and lobsters look like and how that protects them She says a few penguins are black and lobsters are blue



Exemplar:

Most penguins are black and white, and most lobsters are green and brown Some penguins are black, and some lobsters are blue

0 No Understanding


Exemplar:

Penguins and lobsters


179




Name Date


Read the text on page 2 How is the blue lobster different from most lobsters? Why is this difference important to the blue lobster?


180




Common Core Standard: Read closely to determine what the text says explicitly and to make

logicalinferencesfromit;citespecifictextualevidencewhen writing or speaking to support


Read the text on page 2 How is the blue lobster different from most lobsters? Why is this difference

important to the blue lobster?




Exemplar*:

Most lobsters are green and brown This camouflage helps lobsters hide from their enemies But blue lobsters are bright and don’t blend in with their surroundings This color makes it easier for predators to find them



Exemplar:

Most lobsters are green and brown They can blend in with the ocean But some lobsters have blue shells They don’t blend in



Exemplar:

Most lobsters are green and brown But some lobsters have blue shells

0 No Understanding


Exemplar:

There are lots of lobsters


181


Just Like Me

Guided Reading: U | Reading Recovery: 28

Name Date


Turn to page 4 How does the picture illustrate the end of the story?


182


Just Like Me


Common Core Standard:CCRA R 7 Integrate and evaluate content presented in diverse media and


Turn to page 4 How does the picture illustrate the end of the story?




Exemplar*:

In the end of the story, Jason makes two bowls of popcorn because he knows Jason Too would hog the popcorn bowl The picture shows them each eating their popcorn and watching TV



Exemplar:

They are eating their popcorn and watching TV



Exemplar:

Popcorn

0 No Understanding


Exemplar:

Jason Too


183


Just Like Me


Name Date


How do you think the author feels about Jason Too? Explain your response using information from the book


184


Just Like Me



style of a text

How do you think the author feels about Jason Too? Explain your response using information

from the book




Exemplar*:

I think the author thinks Jason Too is funny The robot looks a lot like Jason and does funny things like holding the popcorn in his claw hands I think the author likes the way Jason Too shows Jason his bad habits when Jason Too does whatever Jason does Writing a story with a happy ending shows she likes the characters



Exemplar:

I think the author likes Jason Too The robot looks a lot like Jason and does funny things I think the author likes the way Jason Too shows Jason his bad habits



Exemplar:

The author must like Jason Too The robot looks a lot like Jason in a funny way Jason Too is a nice robot

0 No Understanding


Exemplar:

Jason Too is a robot


185


Breakfast Anytime


Name Date


Maddy is not afraid when she first sees the Supersaurus Then something happens to make her become afraid Complete the chart to explain why her feelings about the Supersaurus change

How Maddy Feels About the Supersaurus

Evidence to Show Why She Feels This Way

At first, Maddy is not afraid of the Supersaurus.

Later, she is afraid of the Supersaurus.


186


Breakfast Anytime



style of a text

Maddy is not afraid when she first sees the Supersaurus Then something happens to make her

become afraid Complete the chart to explain why her feelings about the Supersaurus change




Exemplar*:

At first, Maddy is not afraid of the Supersaurus. Later, she is afraid of the Supersaurus.

She knows that Supersaurus dinosaurs only eat plants, not people She believes her lucky nickel will keep her safe

When the Supersaurus moves toward Maddy, the tangerine she’s holding out to it trembles She drops it and runs behind a tree



Exemplar:


She knows that Supersaurus dinosaurs only eat plants, not people

The Supersaurus moves toward Maddy



Exemplar:


She has a lucky nickel Maddy drops the tangerine

0 No Understanding


Exemplar:


Maddy does not want to stop at the diner Maddy tries to give the Supersaurus a tangerine


187


Breakfast Anytime


Name Date


How do the pictures on pages 2 and 4 connect events in the story?


188


Breakfast Anytime




How do the pictures on pages 2 and 4 connect events in the story?




Exemplar*:

Page 2 shows the living Supersaurus dinosaurs Page 4 shows one of the same animals as a skeleton The nickel in the base of the exhibit on page 4 shows that it is the same dinosaur



Exemplar:

Page 2 shows the living Supersaurus dinosaurs Page 4 shows the same animal as a skeleton



Exemplar:

Page 2 shows green dinosaurs Page 4 shows bones

0 No Understanding


Exemplar:

Page 2 is outside Page 4 is inside


189


Women, Weather, and World War II


Name Date


Read this sentence from the book: The package rises as the weather balloon on which it hangs floats upward

Explain the meaning of the word upward Write the clue you used to figure out the meaning of the word


190







Explain the meaning of the word upward Write the clue you used to figure out the meaning

of the word




Exemplar*:

Upward means moving to a higher place The words rises and floats are clues



Exemplar:

Upward means going higher The clue is rises



Exemplar:

Balloons go up

0 No Understanding


Exemplar:

Balloons pop


191



Name Date


Read the author’s claim Write two details from the book that support this idea

Author’s claim: Women meteorologists helped the U S win World War II

1

2



192






Read the author’s claim Write two details from the book that support this idea

Author’s claim: Women meteorologists helped the U S win World War II




Exemplar*:

1, They gave radio reports about the weather 2 They helped leaders plan when to move soldiers, ships, and aircraft



Exemplar:

1 They predicted weather 2 They helped leaders move soldiers, ships, and aircraft



Exemplar:

1 They told the weather 2 They moved ships

0 No Understanding


Exemplar:

1 World War II2, (No response from student)


193

Nature’s Spectacular Displays

Guided Reading: V | Reading Recovery: 28

Name Date


How does the text explain each weather event?

Event Explanation

1. Raining frogs and fish

2. St. Elmo’s Fire

3. Sundogs

Common Core Standard: CCRA R 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text


194




Common Core Standard: CCRA R 3 Analyze how and why individuals, events, and ideas develop

and interact over the course of a text

How does the text explain each weather event?




Exemplar*:

1 Waterspouts pick up animals and carry them inland 2 An electrical charge from a thunderstorm produces the light 3 Sunlight bends as it passes through ice crystals high in the sky



Exemplar:

1 Waterspouts2 Electrical charges in a storm3 Sunlight on ice



Exemplar:

1 Water2 Thunder3 Rainbows

0 No Understanding


Exemplar:

1 Fish2 Storms3 (No response from student)


195



Name Date


How are the first two paragraphs on page 4 different from the last paragraph?



196







Howarethefirsttwoparagraphsonpage4differentfromthelastparagraph?




Exemplar*:

The first two paragraphs are all about sundogs The last paragraph is about all the weather events in the book



Exemplar:

The author talks about sundogs Then she talks about all the weather



Exemplar:

Sundogs and weather

0 No Understanding


Exemplar:

Sun


197


Ride!


Name Date


What is the central idea of this text? How do you know?

Central idea:

How I know:



Ride!




What is the central idea of this text? How do you know?




Exemplar*:

The central idea is that biking has many benefits The title is Ride!, which shows that the author thinks riding is a good idea Every paragraph is about some way in which riding a bike is good for you, such as strengthening your muscles or helping your weight



Exemplar:

The central idea is that biking is good for you The book is all about ways that biking is good for you



Exemplar:

Biking is good for you

0 No Understanding


Exemplar:

Riding bikes

198


199

Ride!


Name Date


Complete the chart Write two reasons from the text that support the author’s argument

Author’s Argument: Everyone should ride a bicycle.

Support

Support



200


Ride!




Complete the chart Write two reasons from the text that support the author’s argument




Exemplar*:

1 Biking provides greater body and brain fitness 2 Biking provides many social opportunities



Exemplar:

1 Biking is healthy 2 Biking is fun



Exemplar:

1 People ride bikes 2 It is fun

0 No Understanding


Exemplar:

1 I like to ride my bike2 (No response from student)


201

Home Run Help

Guided Reading: W | Reading Recovery: 28

Name Date


The narrator’s last sentence is, “For those few moments of Maria’s glorious home run, we were all winners ” What does she mean?



202


Home Run Help




The narrator’s last sentence is, “For those few moments of Maria’s glorious home run, we were all

winners ” What does she mean?




Exemplar*:

At this point in the story, the narrator does not know which team will win the game She thinks that isn’t important because people can win when they do the right thing



Exemplar:

It doesn’t matter who wins because everyone is happy



Exemplar:

It’s good to help people

0 No Understanding


Exemplar:

Maria gets hurt


203

Home Run Help


Name Date


Turn to page 3 How does the picture help you understand the meaning of the phrase “acting as human crutches”?



204


Home Run Help




Turn to page 3 How does the picture help you understand the meaning of the phrase “acting as

human crutches”?




Exemplar*:

A crutch helps a person walk, and people use crutches by putting them under their arms The two players from the other team are “human crutches” because they are helping her walk and her arms are around their shoulders



Exemplar:

They are helping Maria walk, as crutches help you to walk



Exemplar:

They are walking

0 No Understanding


Exemplar:

She gets hurt


205

Living on the Space Station


Name Date


Explain what astronauts on the Space Station need to do in order to accomplish each of these activities

Exercising:

Eating:

Sleeping:








Explain what astronauts on the Space Station need to do in order to accomplish each of these

activities




Exemplar*:

Exercising: Astronauts have to be strapped into equipment so they don’t float away Eating: Astronauts eat out of small packages using spoons Spices are liquid Sleeping: Some astronauts strap themselves to the wall so they don’t float around



Exemplar:

Exercising: They have to be strapped in Eating: They eat out of packages Salt is a liquid Sleeping: Some astronauts strap themselves to the wall



Exemplar:

Exercising: They have to stay strong Eating: They eat packages Sleeping: They float around

0 No Understanding


Exemplar:

Exercising: (No response from student)Eating: They eat food Sleeping: They sleep on the spaceship

206


207



Name Date


What does the author think about living on the space station? How do you know this?

What does the author think about living on the space station?




208





style of a text





Exemplar*:


The author thinks it is difficult to live on the space station but that it was built to make the astronauts as comfortable as possible

The author gives examples of how astronauts have to do everyday activities in a different way, such as strap themselves to a wall while they sleep so they don’t float away The last paragraph says it was built with the comfort of the astronauts in mind



Exemplar:


It is difficult to live on the space station, but it’s possible

Astronauts have to do everyday things in a different way



Exemplar:


It’s hard Things float around

0 No Understanding


Exemplar:


They live in space The pictures


209

Lady Liberty

Guided Reading: X | Reading Recovery: 30

Name Date


How did the Civil War in the U S inspire France to create the Statue of Liberty?



210


Lady Liberty





How did the Civil War in the U S inspire France to create the Statue of Liberty?




Exemplar*:

The Civil War let the U S continue to be a democracy and also ended slavery French officials wanted to honor the U S for these things



Exemplar:

The French officials wanted to honor the U S after the war



Exemplar:

Ended slavery

0 No Understanding


Exemplar:

Gave a statue


211

Lady Liberty


Name Date


Turn to page 4 How does the photo help you understand the Statue of Liberty’s “tall stone pedestal”?



212


Lady Liberty





Turn to page 4 How does the photo help you understand the Statue of Liberty’s “tall stone

pedestal”?




Exemplar*:

The photo shows how tall the pedestal is compared to the statue It also shows how the statue stands on top of the pedestal



Exemplar:

You can see the pedestal and statue together



Exemplar:

You see how tall it is

0 No Understanding


Exemplar:

Statue


213

What Lives in Antarctica?


Name Date


Turn to page 4 What sentence shows what the author thinks about the fact that plants and animals can live in a place that is as cold and dry as Antarctica?



214





style of a text

Turn to page 4 What sentence shows what the author thinks about the fact that plants and animals

can live in a place that is as cold and dry as Antarctica?




Exemplar*:

“It is amazing how many plants and animals can live in the desert of Antarctica ”



Exemplar:

“It is amazing ”



Exemplar:

Amazing

0 No Understanding


Exemplar:

Penguins


215



Name Date


Why do you think the author presented the book’s title as a question? Use details from the book to support your answer



216






Why do you think the author presented the book’s title as a question? Use details from the book to

support your answer




Exemplar*:

The author wrote the title as a question because Antarctica is a cold, dry desert, so people might be surprised that any plant or animal can live there



Exemplar:

Antarctica is cold and dry, but plants and animals can live there



Exemplar:

Antarctica is cold

0 No Understanding


Exemplar:

South Pole


217

How Animals Lost Their Tails (and Got Them Back Again)

Guided Reading: Y | Reading Recovery: 30

Name Date


How can you tell that the Weather Maker didn’t mean to cause so much trouble for the animals?



218






How can you tell that the Weather Maker didn’t mean to cause so much trouble for the animals?




Exemplar*:

The Weather Maker was asleep when the weather caused the animals to lose their tails When he found out what had happened, he was horrified, and he fixed the problem right away He promised to be more careful next time



Exemplar:

The Weather Maker was asleep and didn’t know what was happening Then he was sorry and gave them their tails back



Exemplar:

He was asleep

0 No Understanding


Exemplar:

The animals lost their tails


219



Name Date


Turn to page 3 Use the picture and text to describe the animals’ climb up to the Weather Maker’s tower



220






Turn to page 3 Use the picture and text to describe the animals’ climb up to the Weather

Maker’s tower




Exemplar*:

The text says the climb had dangerous rock pathways and thousands of slippery steps The picture shows the animals are roped together to climb the steep rocks



Exemplar:

The climb had rock pathways and slippery steps The animals used a rope



Exemplar:

The animals had to climb up

0 No Understanding


Exemplar:

The animals are walking


221


Dancing Lights of the North


Name Date


Write the sequence of events that happen to create the Northern Lights The first and third steps in the process are completed for you

1. Solar wind escapes the Sun’s gravity.

2.

3. The winds enter the upper atmosphere and crash into air molecules.

4.


222






Write the sequence of events that happen to create the Northern Lights The first and third steps in

the process are completed for you




Exemplar*:

1 Solar wind escapes the Sun’s gravity 2 The Earth’s magnetic force pulls the solar winds toward Earth 3 The winds enter the upper atmosphere and crash into air molecules 4 The crash creates energy that shows up in the form of light



Exemplar:

1 Solar wind escapes the Sun’s gravity 2 The winds are pulled toward Earth 3 The winds enter the upper atmosphere and crash into air molecules 4 The energy turns into light



Exemplar:

1 Solar wind escapes the Sun’s gravity 2 Magnet3 The winds enter the upper atmosphere and crash into air molecules 4 Lights

0 No Understanding


Exemplar:

1 Solar wind escapes the Sun’s gravity 2 (No response from student)3 The winds enter the upper atmosphere and crash into air molecules 4 Air


223



Name Date


Explain what atoms and molecules do to form the Northern Lights



224







Explain what atoms and molecules do to form the Northern Lights




Exemplar*:

Atoms break apart with so much energy that particles stream away from the Sun as solar wind Solar winds crash into molecules, which are groups of atoms, to create the Northern Lights



Exemplar:

Atoms cause the solar winds The winds crash into molecules and make the Northern Lights



Exemplar:

Atoms cause the solar winds

0 No Understanding


Exemplar:

They make light


225


Solar Energy

Guided Reading: Z | Reading Recovery: 32–34

Name Date


Name the central idea of the book and list two details that the author uses to support this idea

Central idea:

Supporting detail 1: Supporting detail 2:


226


Solar Energy




Name the central idea of the book and list two details that the author uses to support this idea




Exemplar*:

Central idea: Solar energy is an important renewable resource Supporting detail 1: Solar energy can be replaced, but other energy sources can’t Supporting detail 2: Solar energy can meet our future energy needs



Exemplar:

Central idea: Solar energy is important Supporting detail 1: People use a lot of energy, and solar energy can be replaced Supporting detail 2: The sun produces enough energy to meet our future needs



Exemplar:

Central idea: Solar energy Supporting detail 1: People use a lot of energy Supporting detail 2: The sun makes solar energy

0 No Understanding


Exemplar:

Central idea: SolarSupporting detail 1: The sun Supporting detail 2: (No response from student)


227

Solar Energy


Name Date


Complete the chart Write two reasons that support the author’s argument

Author’s Point Support

Solar energy is not as popular as it should be.



228


Solar Energy




Complete the chart Write two reasons that support the author’s argument




Exemplar*:

1 Solar energy is expensive because solar panels cost a lot 2 Solar energy only works when the sun is shining It isn’t available at night



Exemplar:

1 It costs a lot 2 It only works in the daytime



Exemplar:

1 Costs a lot2 Solar panels

0 No Understanding


Exemplar:

1 The sun2 (No response from student)


229


Barbara Johns Stands Up


Name Date


Why do you think the author chose to stress Barbara’s age in both the first and the last paragraphs of the book?


230







Why do you think the author chose to stress Barbara’s age in both the first and the last paragraphs

of the book?




Exemplar*:

Barbara was only sixteen when she did something that made life better for many Americans The author pointed this out in the first paragraph to get our attention and in the last paragraph to remind us how unusual she was



Exemplar:

Barbara was only sixteen when she got the students to strike She was very young



Exemplar:

Barbara was only sixteen

0 No Understanding


Exemplar:

Barbara Johns


231



Name Date


How would you describe the author’s view of segregation? Use details from the book in your response



232


Barbara Johns Speaks Up



style of a text

How would you describe the author’s view of segregation? Use details from the book in

your response




Exemplar*:

The author believes segregation is wrong She describes some of the unfair treatment of African Americans, including African American students whose schools were crowded and in bad shape, as a result of segregation



Exemplar:

The author believes that segregation is wrong She gives details of how African Americans were treated badly



Exemplar:

The author wrote about segregation

0 No Understanding


Exemplar:

Segregation

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