Reading Strategies Level D

Size: px
Start display at page:

Download "Reading Strategies Level D"

Transcription

1

2 Reading Strategies Level D Decoding Word Meanings When you are asked about a word you don t know, you need to decode it figure out what it might mean by using what you do know.one good way to do this is to look for word parts prefixes, suffixes, and roots that you already know. So, if you know that the prefix uni- means one,then you can guess that a unicycle is a cycle with one wheel. You can check your guess by using your definition in place of the word to make sure that it works. Words in Context To understand a word in context means to know its meaning as it is used in the sentence. Looking at how an unfamiliar word is used and what else is said about it may give you clues that will help you decode its meaning. Context is also important because words may have more than one meaning. To understand which meaning the author meant to use, ask yourself what topic the author is writing about. Then use your judgment to decide which definition makes the most sense. Don t forget to check your definition to see if it makes sense in the sentence. Finding Details All writing includes main ideas and details. The main idea is the most important idea. Details are less important facts or ideas that support the main idea. They explain how, where, when, why,and what.details might support an argument or explain the steps in a process. They also might describe something, or tell more about what happened. To answer questions about details, first ask yourself what idea or topic the detail supports. Then jump to that part of the passage to find the exact details you need. Text Structure Some questions ask you to think about how a text is organized. You may need to locate the main idea or identify text features such as titles or sections.you might be asked about cause-and-effect (how something in the story leads to something else happening) or about the sequence of events (in what order things happen). They may also ask you about what kind of writing the passage uses.the four main kinds of writing are persuasive (argues a point); informational (gives facts or explains); descriptive (describes a person, place, or thing); and entertaining (such as fiction or humorous writing). Author s Viewpoint It is important to understand why the author wrote the passage and what he or she thinks and feels about the topic. In a persuasive article, the author s viewpoint is usually 3 Go On To Next Page

3 The Countdown Coach Reading Strategies Level D (continued) expressed with direct statements and arguments. When you read a descriptive or informational passage you might ask yourself, What kind of information did the author include or leave out? Why? When you read a passage for entertainment, ask yourself what message or moral the story tells. Main Theme or Topic The main theme of a story is its main message or most important idea. The main topic of a nonfiction piece is what the passage is about. Questions about the main theme or topic will often ask you to summarize or restate the main ideas briefly. (They may also ask you for a good title for the passage; the title often contains the main theme or topic.) You will probably need to think about a new way to express the most important idea or ideas. Tone and Mood Questions about tone and mood make you think about how the passage makes you feel. Sometimes tone and mood are treated as if they are the same, but they may be different. For example, the tone is often the author s attitude towards the subject, while the mood is the feeling that the story s characters (or the reader) might feel as they go through the story. A story about trick-or-treating at an old haunted house may have a scary mood but a humorous tone.the tone ofa story is set by the kinds of words and phrases the author uses. The tone may be serious, silly, humorous, friendly, informative, lively, argumentative, or even pushy. The mood of a passage can come from things like setting (like a scary forest), and from what happens to the characters and how they react (like friends going on a roller coaster). Characterization To answer questions about characterization you need to understand what the character s personality is like, and possibly how it changes as the story goes on. Sometimes the author is direct, coming out and saying Joe is a great guy. More often, the author gives indirect clues by showing how the character thinks, feels,and acts.the reader can think about the evidence and draw conclusions on his or her own, which is often more convincing than a direct statement. You can learn a lot from how a character responds to problems. How would you or people you know respond to a similar situation? Figurative Language Figurative language tells what something is like in a fanciful way. It is a tool the author uses to wake up your imagination, set the tone, and describe things in ways that hint at a 4

4 Reading Strategies Level D (continued) lot without saying it all outright. A metaphor directly compares two things by describing one as if it were the other. A simile compares things less directly, by using the words as or like to describe one relative to the other. The following line is from Carl Sandburg s poem, The Fog : The fog comes on little cat feet. Reading Strategies Level D This metaphor does not mean the fog really has feet or that the fog is a cat. It means that the fog creeps in quietly and carefully, like a cat. To answer questions about figurative language, think about the things being compared and what qualities they might have in common. Drawing Conclusions If you are asked to draw a conclusion, you must examine the evidence in the passage to figure out on your own something that the author doesn t come out and say directly. The author may give you clues about what is happening, such as Sarah s teeth were chattering and her lips were turning blue. If you think about your own experience and use your common sense, then you will draw the conclusion that Sarah is cold. Making Inferences Sometimes drawing a conclusion and making an inference are treated as if they are the same thing. Both ask you to understand something the author does not tell you directly. However, an inference may be based more on your experience than on direct evidence it may even go against some of the evidence. An inference may also be less detailed than a conclusion. For example, a boy may say he does not care about winning a baseball game although he has trained hard all season. Using your own experience, you might infer that he is not telling the truth. As you read more of the story, you may be able to make more inferences and eventually draw a conclusion about why the boy is lying. Making Predictions Questions about predictions may ask you What might happen next? or What might have happened if? To make a logical prediction, think carefully about what has happened in the story. How the characters have acted so far is a strong clue to what they might do next. Understanding the author s viewpoint and the tone of the passage also help you understand what future events would make the most sense. You will also need to think about your own experiences to understand what could actually happen. 5

5 PASSAGE 1 Guided Practice Nonfiction Animals That Glide This is a magazine article about mammals, reptiles, amphibians, and fish that glide through the air. You ve probably heard of flying squirrels. You may even know that they don t really fly they glide. But did you know that there are other gliding animals? Lizards, lemurs, fish, even snakes can glide, too. 6

6 Word Count Gliders in the Wild There are many kinds of flying squirrels. They are found in places all over the world. These squirrels don t have real wings. They have flaps of loose skin that stretch from their front legs to their hind legs. The squirrels glide from tree to tree, using their skin flaps to catch air currents. The air currents keep them in the air. They don t flap their wings like birds; they simply sail. Some can go as fast as thirty miles an hour. They start their glide at a high point in a tree and end up at a lower point. Some flying squirrels are very small. One kind, found in North and Central America, weighs only two to four ounces. Others are very large. The Japanese giant flying squirrel is two feet long. It can glide more than 150 feet. The wooly flying squirrel is another large squirrel. It is found in the mountains of northern Pakistan. It is even longer than the Japanese squirrel. The flying dragon lizard is a gliding animal that lives in rain forests. It is found in southern India and parts of Asia. It has a long, thin body. Like the flying squirrel, the dragon lizard glides from tree to tree. It climbs a tree and then sets off, gliding to a lower branch or sometimes to the ground. It glides only to move, not to escape from enemies. If another animal threatens it, it will climb a tree to get away. 1. Animals That Glide Flying squirrels have flaps of loose skin that stretch from their front legs to their hind legs. Wallace s flying frog is a tiny animal that lives in Malaysia and Borneo. It has large, webbed hands and feet. It also has skin flaps on its sides. When this frog glides, it holds apart its fingers, toes, and legs. The flying frog can even make turns in the air. It is bright green and yellow, and it eats mostly insects. Southeast Asia is home to the flying lemur. It comes out at night to eat flowers, leaves, and fruit. It climbs a tall tree, using its sharp claws. When the lemur reaches the top, it can glide to another tree trunk. Then it will climb to the top of that tree and launch itself again. In a tree, a flying lemur will hang upside-down. It will never walk on the ground unless it must because it is very clumsy when it is out of the trees. Large fins help the flying fish to glide above the water. When another fish is chasing it, the flying fish will swim very fast. Then, with a sudden flick of its tail, it will launch itself into the air. It can Word Count Guided Practice Nonfiction Passage 7 Go On To Next Page

7 Word Count The Countdown Coach glide for a long way above the water. When it splashes back down, the fish chasing it will often be unable to find it. Flying snakes climb trees with smooth trunks. They have special scales on their bellies that help them climb. If an enemy threatens a flying snake, it will launch itself into the air. The snake will then expand its rib cage. Its special scales make wavy movements in the air. These movements help it glide. Sugar gliders are tiny, squirrel-like animals that glide from tree to tree. They live in Australia, Tasmania, New Guinea, and parts of Indonesia. They are about ten inches long, including their tails. They are called sugar gliders because they love sweet foods, such as fruit. Sugar gliders are active at night, when they glide from tree to tree in search of food. Their long tails help control the direction in which they fly. Sugar glider Level D Except for flying fish, all of these gliding animals have something in common. They move from tree to tree when they glide. Most live in areas with many trees, such as rain forests. Their special gliding skill helps them move easily. It allows them to find food and escape from enemies. So the next time you see a snake flying by, don t be alarmed! Gliders as Pets People often keep small flying squirrels and sugar gliders as pets. The Northern Flying Squirrel and the Southern Flying Squirrel, both found in North America, make good pets. Sugar gliders are also good pets. They like human company and can learn to glide onto your shoulder or hand. They will ride happily in a jacket pocket. Both flying squirrels and sugar gliders are nocturnal animals, though. They will sleep during the day. If you want to play with your pet, you will have to wait until evening. Then you can let it out to have some fun. It will glide from a curtain rod to a house plant, and jump around the room. Be prepared to have more than one, though. Gliders like to live in groups. They get very lonely when they are by themselves. You should keep at least two gliders together. Then you will have unusual, playful, and happy pets. Total Passage Word Count: Word Count

8 1. Flying squirrels don t fly they glide. What does the word glide mean? A. To flap wings B. To move upward C. To sail on air currents D. To fall Words in Context: Use the clues in the second paragraph surrounding the word glide.what do they tell about the motion of gliding? 1. Animals That Glide 4. The air currents keep them in the air. What does currents mean? A. Happening in the present time B. A kind of small dried fruit C. A very strong wind D. The movement of water, electricity, or air Words in Context: Try replacing the word currents with the definitions in each answer choice. Which one makes the most sense? Guided Practice Nonfiction Passage 2. How do flying squirrels glide? A. They use their wings. B. They use skin flaps to catch air currents. C. They move their legs wildly. D. They curl in a ball and let the wind carry them. Finding Details: Skim the passage for the keywords squirrels and glide and read the details in the sentence surrounding them. 3. Where would you be most likely to find this article? A. A book of short stories B. An electronics magazine C. A science and nature magazine D. A dictionary Text Structure: What kind of writing would you expect to find in each answer choice? How does that compare with the passage? 5. Which statement would the author be most likely to say? A. Gliding animals are dangerous. B. Gliding animals only live in zoos. C. Gliding animals are interesting and entertaining. D. Gliding animals should not be kept as pets. Author s Viewpoint: What kind of details does the author choose to discuss? What words does the author use to describe the animals? 9 Go On To Next Page

9 The Countdown Coach Level D 6. The flying snake s scales make wavy movements. What does wavy mean? A. Moving back and forth or up and down B. The movement of the ocean C. Very straight D. Moving in a circle Decoding Word Meanings: What other words do you know with similar word parts to wavy? 9. Which phrase best describes the main topic of this article? A. Gliders that make great pets B. How animals glide C. The dangers gliding animals face D. Gliding animals in the wild and as pets Main Theme or Topic: Which answer choice contains the main message of the entire passage, not just one section? 7. Where does the flying dragon lizard live? A. In North and Central America B. In Africa C. In southern India and parts of Asia D. In Australia and New Guinea Finding Details: Don t be fooled the article names places all over the world. Look for the key phrase flying dragon lizard to find the details you need. 10. What is the tone of the article? A. Funny and playful B. Informative and friendly C. Loud and arguing D. Sad and gloomy Tone and Mood: How does the article make you feel? How might it sound if someone were saying it to you instead of you reading it? 8. Why is there a break in the text after the tenth paragraph? A. Because it is grammatically correct B. Because the focus of the article changes C. Because the focus of the article stays the same D. There is no break in any part of the article. Text Structure: Look at how the passage is set up and at the titles of each section. How does the break help the reader? 11. Both flying squirrels and sugar gliders are nocturnal animals. What does the word nocturnal mean? A. Active during the day B. Active at night C. Active both day and night D. Not very active Words in Context: There is a direct context clue a definition after the unfamiliar word. What does the next sentence say about these animals? 10

10 12. Why do you think gliding is a useful skill for flying fish? A. It allows them to catch insects in the air. B. It helps them move more quickly to get where they are going. C. Their enemies cannot follow them into the air. D. They appear more dangerous to other fish because of their skill. Making Inferences: What does the passage say about what the flying fish uses its gliding for? How does it help the flying fish? 14. Which of the following pictures shows what a sugar glider might do if you keep one as a pet? A. C. B. D. 1. Animals That Glide Guided Practice Nonfiction Passage 13. Which of the following is NOT a likely reason that gliding animals move from tree to tree instead of from tree to ground? A. They may be clumsy when on the ground. B. Foods they like, such as fruit or insects, are in the trees. C. They live in areas with many trees. D. People might keep them as pets. Drawing Conclusions: Use details from the story to decide whether or not each answer choice is a true statement. Which true statement does not seem like a good reason to avoid the ground? Finding Details: What does a sugar glider look like? Reread paragraph nine if necessary. 15. Judging from this article, which conclusion is the most accurate? A. Gliding is a useless but entertaining skill. B. Gliding is a skill that helps some animals survive. C. Only meat-eating animals are gliders. D. Gliding is only useful where there are trees. Drawing Conclusions: Be careful of very limiting words like only, always, or never.which conclusion has the most details from the passage supporting it? 11 Go On To Next Page

11 The Countdown Coach Level D 16. What might happen to gliding animals if humans cut down too many trees? Making Predictions: What does the passage tell you about gliding animals and trees? Combine that with what you already know can animals adapt to big changes in their surroundings as well as humans can? 12

Teacher Edition. Dragons. alphakidss. Written by Jenny Feely

Teacher Edition. Dragons. alphakidss. Written by Jenny Feely Teacher Edition Dragons alphakidss Written by Jenny Feely Published edition Eleanor Curtain Publishing 2004 Text Kerrie Shanahan Photographs Eleanor Curtain Publishing First published 2004 Apart from any

More information

too also additionally as well He would like some also. too added to what has already been mentioned

too also additionally as well He would like some also. too added to what has already been mentioned Pre- too as well also too additionally Example He would like some also. added to what has already been mentioned I want to go camping, too! I like to sing with,too. Jared is my friend, also. Also, I like...

More information

Author s Purpose. Example: David McCullough s purpose for writing The Johnstown Flood is to inform readers of a natural phenomenon that made history.

Author s Purpose. Example: David McCullough s purpose for writing The Johnstown Flood is to inform readers of a natural phenomenon that made history. Allegory An allegory is a work with two levels of meaning a literal one and a symbolic one. In such a work, most of the characters, objects, settings, and events represent abstract qualities. Example:

More information

Fry Instant Phrases. First 100 Words/Phrases

Fry Instant Phrases. First 100 Words/Phrases Fry Instant Phrases The words in these phrases come from Dr. Edward Fry s Instant Word List (High Frequency Words). According to Fry, the first 300 words in the list represent about 67% of all the words

More information

Power Words come. she. here. * these words account for up to 50% of all words in school texts

Power Words come. she. here. * these words account for up to 50% of all words in school texts a and the it is in was of to he I that here Power Words come you on for my went see like up go she said * these words account for up to 50% of all words in school texts Red Words look jump we away little

More information

Section I. Quotations

Section I. Quotations Hour 8: The Thing Explainer! Those of you who are fans of xkcd s Randall Munroe may be aware of his book Thing Explainer: Complicated Stuff in Simple Words, in which he describes a variety of things using

More information

The Basketball Game We had our game on Friday. We won against the other team. I was happy to win because we are undefeated. The coach was proud of us.

The Basketball Game We had our game on Friday. We won against the other team. I was happy to win because we are undefeated. The coach was proud of us. The Basketball Game We had our game on Friday. We won against the other team. I was happy to win because we are undefeated. The coach was proud of us. The Beach Party My friend John had a beach party last

More information

Table of Contents. 2 #8123 Let s Get This Day Started: Reading Teacher Created Resources

Table of Contents. 2 #8123 Let s Get This Day Started: Reading Teacher Created Resources Table of Contents Introduction 4 Using the Book 5 Unit 1 A Slow Animal 6 What Animal Am I? 7 When a Sloth Is Cold 8 Green Hair 9 The Oddest Thing 10 Write On! 11 Unit 2 The Coldest 12 Danger on the Ice!

More information

The First Hundred Instant Sight Words. Words 1-25 Words Words Words

The First Hundred Instant Sight Words. Words 1-25 Words Words Words The First Hundred Instant Sight Words Words 1-25 Words 26-50 Words 51-75 Words 76-100 the or will number of one up no and had other way a by about could to words out people in but many my is not then than

More information

Year 3 and 4 Grammar: Fronted Adverbials Learning From Home Activity Booklet

Year 3 and 4 Grammar: Fronted Adverbials Learning From Home Activity Booklet Year 3 and 4 Grammar: Fronted Adverbials Learning From Home Activity Booklet Statutory Requirements Activity Sheet Page Number Notes Pupils should be taught to use fronted adverbials. Pupils should be

More information

Word Fry Phrase. one by one. I had this. how is he for you

Word Fry Phrase. one by one. I had this. how is he for you Book 1 List 1 Book 1 List 3 Book 1 List 5 I I like at one by one use we will use am to the be me or you an how do they the a little this this is all each if they will little to have from we like words

More information

Visualizing. Visualizing is making pictures in your mind.

Visualizing. Visualizing is making pictures in your mind. Visualizing Visualizing is making pictures in your mind. Look at a picture. Ask questions. What? How many? What size? There is one huge truck. Close your eyes and make a picture in your mind. There s a

More information

Mexican Animals - Role Play Activity

Mexican Animals - Role Play Activity Mexican Animals - Role Play Activity I have chosen a range here: all vertebrates including rain forest, desert and sea animals. Anaconda Jaguar Toucan Armadillo Pygmy Owl Coquette Hummingbird Mantled Howler

More information

Narrative Reading Learning Progression

Narrative Reading Learning Progression LITERAL COMPREHENSION Orienting I preview a book s title, cover, back blurb, and chapter titles so I can figure out the characters, the setting, and the main storyline (plot). I preview to begin figuring

More information

READING CONNECTIONS MAKING. Book E. Provides instructional activities for 12 reading strategies

READING CONNECTIONS MAKING. Book E. Provides instructional activities for 12 reading strategies MAKING READING CONNECTIONS Book E Provides instructional activities for 12 reading strategies Uses a step-by-step approach to achieve reading success Prepares student for assessment in reading comprehension

More information

This is a vocabulary test. Please select the option a, b, c, or d which has the closest meaning to the word in bold.

This is a vocabulary test. Please select the option a, b, c, or d which has the closest meaning to the word in bold. The New Vocabulary Levels Test This is a vocabulary test. Please select the option a, b, c, or d which has the closest meaning to the word in bold. Example question see: They saw it. a. cut b. waited for

More information

L.4.4a L.3.4a L.2.4a

L.4.4a L.3.4a L.2.4a L.4.4a L.3.4a L.2.4a p. 3-4: Scoot Directions p. 5-8: Set 1 Choose the definition that matches the word as it is used in the sentence. p. 9: Answer key p. 10-13: Set 2 Choose the sentence in which the

More information

Style, Tone, and Mood

Style, Tone, and Mood Style, Tone, and Mood What is STYLE? Every author has his or her own style that is, each author uses literary devices, tone, and mood in a particular way that makes his or her writing recognizable. When

More information

1-1 I Like Stars. A. It is in a room. A. It is looking at the stars through the window. A. They are a rabbit, a frog, a bird, and a mouse.

1-1 I Like Stars. A. It is in a room. A. It is looking at the stars through the window. A. They are a rabbit, a frog, a bird, and a mouse. - I Like Stars Q. Where is the rabbit? A. It is in a room. Q. What is the rabbit doing? A. It is looking at the stars through the window. Q. What animals are they? A. They are a rabbit, a frog, a bird,

More information

Name of Material: Pre- K Riddles

Name of Material: Pre- K Riddles PKriddle_petbed2 Pre- K Name of Material: Pre- K Riddles Assembly/printing instructions: Print each message double sided, so that the sentence is on one side and the picture is on the back. Fold and place

More information

the earth is a living thing Sleeping in the Forest What is our place in nature?

the earth is a living thing Sleeping in the Forest What is our place in nature? Before Reading the earth is a living thing Poem by Lucille Clifton Sleeping in the Forest Poem by Mary Oliver Gold Poem by Pat Mora What is our place in nature? KEY IDEA When you left the house to go to

More information

Grade 2 - English Ongoing Assessment T-2( ) Lesson 4 Diary of a Spider. Vocabulary

Grade 2 - English Ongoing Assessment T-2( ) Lesson 4 Diary of a Spider. Vocabulary Grade 2 - English Ongoing Assessment T-2(2013-2014) Lesson 4 Diary of a Spider Vocabulary Use what you know about the target vocabulary and context clues to answer questions 1 10. Mark the space for the

More information

Literal & Nonliteral Language

Literal & Nonliteral Language Literal & Nonliteral Language Grade Level: 4-6 Teacher Guidelines pages 1 2 Instructional Pages pages 3 5 Activity Page pages 6-7 Practice Page page 8 Homework Page page 9 Answer Key page 10-11 Classroom

More information

About Finish Line Indiana ELA 5

About Finish Line Indiana ELA 5 Table of COntenTS About Finish Line Indiana ELA 5 Unit 1: Key Ideas and Textual Support in Literature 7 LESSon 1 5.RL.2.1 Supporting Inferences in Literature 8 LESSon 2 5.RL.2.2 Determining the Theme of

More information

STRENGTHENING R eading L istening N ote T aking W riting

STRENGTHENING R eading L istening N ote T aking W riting STRENGTHENING R eading L istening N ote T aking W riting CURRICULUM ASSOCIATES, Inc. Level 2 Table of Contents Lesson 1............................. 2 Reading: Nonfiction Note Taking: Finding the Main

More information

Writing. the. the. through. slithers. snake. grass. Wild about

Writing. the. the. through. slithers. snake. grass. Wild about Wild about Writing through snake the the slithers grass Table of Contents Wild About Writing Parts of a Plant Unscramble These Parts of a Tree Fix the Sentences: Kitty Cat Fix the Sentences: Dog Days Form

More information

St. Thomas More College ENGLISH. English Listening Examination Procedures Teacher s Booklet

St. Thomas More College ENGLISH. English Listening Examination Procedures Teacher s Booklet St. Thomas More College Primary Schools Half Yearly Examinations ENGLISH English Listening Examination Procedures Teacher s Booklet Year 6 February 2012 Time: 15 minutes Page 1 of 6 Procedure for Task

More information

Writing Model. Report. Talk About It. The topic sentence tells what the report is about. Detail sentences tell facts about the topic.

Writing Model. Report. Talk About It. The topic sentence tells what the report is about. Detail sentences tell facts about the topic. Projectable 14.1 The Big Race Writing Write to Inform: Report Writing Model Report The topic sentence tells what the report is about. Detail sentences tell facts about the topic. Coyotes Coyotes are animals

More information

Letterland Lists by Unit. cat nap mad hat sat Dad lap had at map

Letterland Lists by Unit. cat nap mad hat sat Dad lap had at map Letterland Lists by Unit Letterland List: Unit 1 New Tricky the is my on a Review cat nap mad hat sat Dad lap had at map The cat is on my lap. The cat had a nap. Letterland List: Unit 2 New Tricky the

More information

Contents. Forms of Nonfiction Writing Writing a Summary Writing a Descriptive Essay Writing a How-to Essay...

Contents. Forms of Nonfiction Writing Writing a Summary Writing a Descriptive Essay Writing a How-to Essay... Contents How to Use This Book......................................... 4 Forms of Nonfiction Writing.................................. 7 Expository Writing Writing a.........................................

More information

ENGLISH (Communicative)

ENGLISH (Communicative) SET-3 Series RLH/2 Code No. 1/2/3 Roll No. Candidates must write the Code on the title page of the answer-book. Please check that this question paper contains 8 printed pages. Code number given on the

More information

Magicicada, 2016: They re Back!

Magicicada, 2016: They re Back! Magicicada, 2016: They re Back! Something amazing will happen soon! One evening, just after sunset, Magicicada Brood V will emerge from the ground in some areas of the eastern United States. These places

More information

Contents. Using This Book... 4 Comprehension Skills At-a-Glance... 4 Meeting the Common Core State Standards Passages

Contents. Using This Book... 4 Comprehension Skills At-a-Glance... 4 Meeting the Common Core State Standards Passages Contents Using This Book.... 4 Comprehension Skills At-a-Glance.... 4 Meeting the Common Core State Standards.... 6 Passages 1. In the Band...7 2. Animal Ways...8 3. Doris Practices...9 4. Wise About Words....

More information

ENGLISH (Communicative)

ENGLISH (Communicative) SET-2 Series RLH/2 Code No. 1/2/2 Roll No. Candidates must write the Code on the title page of the answer-book. Please check that this question paper contains 8 printed pages. Code number given on the

More information

Movin. Original Music by Hap Palmer. Hap-Pal Music and Educational Activities

Movin. Original Music by Hap Palmer. Hap-Pal Music and Educational Activities Movin Original Music by Hap Palmer Hap-Pal Music and Educational Activities www.happalmer.com This is a richly produced collection of original instrumental music written especially for movement exploration

More information

LITERAL UNDERSTANDING Skill 1 Recalling Information

LITERAL UNDERSTANDING Skill 1 Recalling Information LITERAL UNDERSTANDING Skill 1 Recalling Information general classroom reading 1. Write a question about a story answer the question. 2. Describe three details from a story explain how they helped make

More information

Lesson 18: Sentence Structure

Lesson 18: Sentence Structure CCS: L.6.3a What if all sentences were short? What if all sentences started the same way? What if these short sentences continued? What if the whole book was filled with them? What if these sentences put

More information

eats leaves. Where? It

eats leaves. Where? It Amazing animals 10 1 Circle T (True) or F (False). 1 The giraffe eats fruit. T F 2 The penguin flies. T F 3 The hippo lives in rivers. T F 4 The snowy owl lives in a cold place. T F 5 The elephant eats

More information

LESSON 57 BEFORE READING. Hard Words. Vocabulary Definitions. Word Practice. New Vocabulary EXERCISE 1 EXERCISE 4 EXERCISE 2 EXERCISE 3

LESSON 57 BEFORE READING. Hard Words. Vocabulary Definitions. Word Practice. New Vocabulary EXERCISE 1 EXERCISE 4 EXERCISE 2 EXERCISE 3 LESSON 57 BEFORE READING (Have students find lesson 57, part A, in their textbooks.) Hard Words EXERCISE 1 1. Look at column 1. These are hard words from your textbook stories. 1. heron 2. trio 3. Sylvia

More information

Model the Masters Response

Model the Masters Response COLOR ANALYSIS of POEM #1 Fog The fog come on little cat feet. It sits looking over harbor and city on silent haunches and then moves on. --Carl Sandburg Circle these words and phrases in GREEN COLOR ANALYSIS

More information

In-Class Activity Packet

In-Class Activity Packet READING DEVELOPMENT In-Class Activity Packet Program for Entering 1st Graders Emergency Contact Information Please fill this out and return it to your teacher by the end of the first class. Student s

More information

They have chosen the strategies of: Embedded Learning Opportunities: Embedding is the intentional use of

They have chosen the strategies of: Embedded Learning Opportunities: Embedding is the intentional use of Love to the teachers I am delighted that you are reading one of my Conscious Stories. I send you deep love and appreciation for the work you do to nurture our children. To support you in delivering evidence-based

More information

Table of Contents. (Fact and Opinion)... 19

Table of Contents. (Fact and Opinion)... 19 Table of Contents Introduction...2 How to Use the Program................ 3 Setting Up the Books................... 4 Connection to the Standards............. 4 Six Reasons to Teach Nonfiction..........

More information

Introducing the Read-Aloud

Introducing the Read-Aloud Insects That Glow and Sing Introducing the Read-Aloud 6A 10 minutes What Have We Already Learned? 5 minutes Ask students to name the common characteristics of all insects. (six-legs; three body parts of

More information

Absurdities REM 201C A TEACHING RESOURCE FROM... C RITICAL THINKING SKILLS

Absurdities REM 201C A TEACHING RESOURCE FROM... C RITICAL THINKING SKILLS C RITICAL THINKING SKILLS Absurdities A TEACHING RESOURCE FROM... REM 201C AUTHOR / ILLUSTRATOR Ellie Weiler 1983, 1997, 2001 Copyright by Remedia Publications, Inc. All Rights Reserved. Printed in the

More information

LAUGH? What makes us. Breaking the Ice. Before Reading. Essay by Dave Barry

LAUGH? What makes us. Breaking the Ice. Before Reading. Essay by Dave Barry Before Reading Breaking the Ice Essay by Dave Barry What makes us LAUGH? READING 7 Understand, make inferences, and draw conclusions about the varied structural patterns and features of literary nonfiction.

More information

Enjoy your holidays!

Enjoy your holidays! Enjoy your holidays! Grammar Worksheet 1 1 Read and circle. Complete the sentence for you. 1 I read / listen to books. 2 I watch / read DVDs. 3 I use / write in my diary. What do you do in the library?

More information

WORKSTATION FLIP CHART. Reading

WORKSTATION FLIP CHART. Reading WORKSTATION FLIP CHART A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright by Macmillan/McGraw-Hill.

More information

SECTION A (KNOWLEDGE)- 35Marks

SECTION A (KNOWLEDGE)- 35Marks ATOMIC ENERGY CENTRAL SCHOOL 3, MUMBAI TERM-1 Model Paper (2017-18) Subject: English Std. III Time: 3 Hours Name : Roll No. MM: 80 SECTION A (KNOWLEDGE)- 35Marks A1. Choose the correct word and fill in

More information

Dolch Pre-Primer Sight Vocabulary. I in is it jump little look make me my not one play red

Dolch Pre-Primer Sight Vocabulary. I in is it jump little look make me my not one play red Dolch Pre-Primer Sight Vocabulary a and away big blue can come down find for funny go help here I in is it jump little look make me my not one play red run said see the three to two up we where yellow

More information

Table of Contents TABLE OF CONTENTS

Table of Contents TABLE OF CONTENTS Table of Contents TABLE OF CONTENTS About This Book... v About the Author... v Standards...vi Syllables...1-5 Word Parts...6-37 Prefixes...6-19 Suffixes...20-33 Roots...34-37 Word Relationships...38-56

More information

Three Watson Irvine, CA

Three Watson Irvine, CA Three Watson Irvine, CA 92618 www.sdlback.com ISBN-13: 978-1-56254-205-4 ISBN-10: 1-56254-205-2 ebook: 978-1-60291-500-8 Copyright 1997, 2008 by Saddleback Educational Publishing. All rights reserved.

More information

24 Riddle Cards For Inference, Key Details, and Vocabulary. Linda Nelson. Linda Nelson, Primary Inspiration, 2012, All Rights Reserved

24 Riddle Cards For Inference, Key Details, and Vocabulary. Linda Nelson. Linda Nelson, Primary Inspiration, 2012, All Rights Reserved 24 Riddle Cards For Inference, Key Details, and Vocabulary Linda Nelson Linda Nelson, Primary Inspiration, 2012, All Rights Reserved Solving riddles is a fun-filled and motivating way to lay the groundwork

More information

Creative writing. A form poem. A syllable poem. A haiku. Let s write poetry!

Creative writing. A form poem. A syllable poem. A haiku. Let s write poetry! Creative writing Let s write poetry! A form poem A form poem consists of four lines. The first and third lines contain four words each, and they rhyme with each other. The second and fourth lines contain

More information

===========================================================================================

=========================================================================================== Because of Winn Dixie by Heather Blue Grade Level: Grade 3 Subject Area: English Language Arts Lesson Length: 2 hours Lesson Keywords: Because of Winn Dixie Lesson Description: The goal of this exemplar

More information

Downloaded from SA2QP Total number of printed pages 10

Downloaded from   SA2QP Total number of printed pages 10 SUMMATIVE TEST 2 (March 2014) ENGLISH CLASS: III Time: 2 hrs Name: Section: Roll No: School: Date: MM: 50 M.O. Sign of Examiner: Sign of Invigilator: Sign of checker: SECTION A (Reading)-10 marks A1. Read

More information

My Elephant Thinks I'm Wonderful

My Elephant Thinks I'm Wonderful Unit 5 Pre-Assessment Read the poem below about a boy and his pet elephant. As you read, think about their opinions towards each other. My Elephant Thinks I'm Wonderful A Funny Elephant Poem for Kids --Kenn

More information

! Tone is the AUTHOR S a2tude towards the audience, the subject, or the character! You can recognize the tone/ a2tude by the language/word choices

! Tone is the AUTHOR S a2tude towards the audience, the subject, or the character! You can recognize the tone/ a2tude by the language/word choices ! Tone is the AUTHOR S a2tude towards the audience, the subject, or the character! You can recognize the tone/ a2tude by the language/word choices the author uses. His language will reveal his perspecdve/opinion

More information

The Table of Contents is a list to help the reader find where information can be found. It lists Chapters or Sections with the page numbers.

The Table of Contents is a list to help the reader find where information can be found. It lists Chapters or Sections with the page numbers. The Table of Contents is a list to help the reader find where information can be found. It lists Chapters or Sections with the page numbers. Table of Contents: Chapter 1: The Differences Between Frogs

More information

Finding Topics and Main Ideas. Tools for reading nonfiction

Finding Topics and Main Ideas. Tools for reading nonfiction Finding Topics and Main Ideas Tools for reading nonfiction What s the Point? Read this short paragraph: Engineers create wealth for society. So, tennis is a game and the resources of the earth are scarce.

More information

Brilliant Activities for Reading Non-fiction

Brilliant Activities for Reading Non-fiction Brilliant Activities for Reading Non-fiction Comprehension Activities for 7 11 Year Olds May Stevenson Brilliant Publications Contents Page Introduction 4 Year 3 1. Fact or fiction? 5 2. About balloons

More information

Reading Strategies for Literature

Reading Strategies for Literature Level 7 Reading Strategies for Literature CURRICULUM ASSOCIATES, Inc. Table of Contents Lesson 1........................................... 2 Strategy: Paint a Picture Reading: Yoshiko and the Snow Cranes

More information

-ation. -ion. -sion. -ous. Austin s Amazing Bats. Spelling Words

-ation. -ion. -sion. -ous. Austin s Amazing Bats. Spelling Words Suffixes -ous, -sion, -ion, -ation Generalization When adding -ous, -sion, -ion, and -ation, some base words change. A final e or y may be dropped: famous, furious. Some words have other changes: decision.

More information

Dandelion Dandelion yellow and bright Reaching to the sun Dandelion closed up tight When the day is done

Dandelion Dandelion yellow and bright Reaching to the sun Dandelion closed up tight When the day is done Dandelion Dandelion yellow and bright Reaching to the sun Dandelion closed up tight When the day is done Next time you open you re flyaway white Seeds dancing in the wind Dandelion plant yourself right

More information

6th Grade Reading: 3rd 6-Weeks Common Assessment Review. Name: Period: Date:

6th Grade Reading: 3rd 6-Weeks Common Assessment Review. Name: Period: Date: 6th Grade Reading: 3rd 6-Weeks Common Assessment Review Name: Period: Date: Match the term with the correct definition or example. 1 simile A Her eyes are stars, shining brightly. 2 metaphor B He was so

More information

We will explain how illustrations contribute to a story.

We will explain how illustrations contribute to a story. Concept Development The words and illustrations contribute to the character traits, setting, and mood of a story. A character trait is a way to describe what a character is like. Examples: brave, friendly,

More information

CBSE Sample Paper-02 SUMMATIVE ASSESSMENT II English Communicative Class X

CBSE Sample Paper-02 SUMMATIVE ASSESSMENT II English Communicative Class X CBSE Sample Paper-02 SUMMATIVE ASSESSMENT II English Communicative Class X Time allowed: 3 hours Maximum Marks: 70 General Instructions: (i) The Question paper is divided into three sections: Section A

More information

able, alone, animal, become, call, catch, country, monkey, thin, word; baby, clean, eat, enjoy, family, fruit, jump, kind, man, parent

able, alone, animal, become, call, catch, country, monkey, thin, word; baby, clean, eat, enjoy, family, fruit, jump, kind, man, parent able of Contents Target g Words 1 cry, drive, funny, hope, laugh, nice, smile, strong, student, young; big, boy, child, have, loud, story, swim, today, watch, worry 2 able, alone, animal, become, call,

More information

How does growing up change us?

How does growing up change us? UNIT 2 How does growing up change us? Reading 2: Becoming Naomi Leon Vocabulary & Word Study Literary Words: dialogue & setting In fiction ( ), you can learn a lot about a character by paying attention

More information

Test Booklet. Subject: LA, Grade: 03 Week 3 Quiz. Student name:

Test Booklet. Subject: LA, Grade: 03 Week 3 Quiz. Student name: Test Booklet Subject: LA, Grade: 03 Week 3 Quiz Student name: Author: Samantha Ciulla School: JHC Butler Elementary Printed: Tuesday March 14, 2017 1 Which sentence shows the correct way to write a plural

More information

GLOSSARY OF TERMS. It may be mostly objective or show some bias. Key details help the reader decide an author s point of view.

GLOSSARY OF TERMS. It may be mostly objective or show some bias. Key details help the reader decide an author s point of view. GLOSSARY OF TERMS Adages and Proverbs Adages and proverbs are traditional sayings about common experiences that are often repeated; for example, a penny saved is a penny earned. Alliteration Alliteration

More information

Commas - 1. Name: The comma will put a PAUSE in your sentence. The comma allows you to combine 2 IDEAS into one sentence.

Commas - 1. Name: The comma will put a PAUSE in your sentence. The comma allows you to combine 2 IDEAS into one sentence. Worksheet Commas - 1 The comma will put a AUE in your sentence. q If you would clean your room, we could play outside. The comma allows you to combine 2 IDEA into one sentence. q While I washed the dishes,

More information

Personal Narrative STUDENT SELF-ASSESSMENT

Personal Narrative STUDENT SELF-ASSESSMENT 1 Personal Narrative Does my topic relate to a real event in my life? Do I express the events in time order and exclude unnecessary details? Does the narrative have an engaging introduction? Does the narrative

More information

SALTY DOG Year 2

SALTY DOG Year 2 SALTY DOG 2018 Year 2 Important dates Class spelling test: Term 3, Week 3, Monday 30 th July School competition: Term 3, Week 7, Wednesday 29 th August Interschool competition: Term 3, Week 10, Wednesday

More information

*High Frequency Words also found in Texas Treasures Updated 8/19/11

*High Frequency Words also found in Texas Treasures Updated 8/19/11 Child s name (first & last) after* about along a lot accept a* all* above* also across against am also* across* always afraid American and* an add another afternoon although as are* after* anything almost

More information

STAAR Reading Terms 5th Grade

STAAR Reading Terms 5th Grade STAAR Reading Terms 5th Grade Group 1: 1. synonyms words that have similar meanings 2. antonyms - words that have opposite meanings 3. context clues - words or phrases that help give meaning to unknown

More information

P3 Hold On Tight. Do you want to have some fun? Dah dah dah dah Do you want to have some fun? Then come along with me.

P3 Hold On Tight. Do you want to have some fun? Dah dah dah dah Do you want to have some fun? Then come along with me. P3 Hold On Tight Do you want to have some fun? Dah dah dah dah Do you want to have some fun? Then come along with me. The rollercoaster goes up The rollercoaster goes down Ahh ooh whee Come on let s ride

More information

EXTENSIONS IN READING B. Extensions in. Reading. Name

EXTENSIONS IN READING B. Extensions in. Reading. Name EXTENSIONS IN READING B Extensions in Reading Name Table of Contents STRATEGY ONE Finding Main Idea..................................4 STRATEGY TWO Recalling Facts and Details...........................14

More information

Jumping Bodies By ReadWorks

Jumping Bodies By ReadWorks Jumping Bodies Jumping Bodies By ReadWorks This is the story of how I convinced my best friend I could jump bodies. The first time it happened, I was sitting in Ms. Perry s sixth grade English class. We

More information

DIAGNOSTIC EVALUATION

DIAGNOSTIC EVALUATION Servicio de Inspección Educativa Hezkuntzako Ikuskapen Zerbitzua 2 0 1 1 / 1 2 DIAGNOSTIC EVALUATION 4th YEAR of PRIMARY EDUCATION ENGLISH LITERACY Name / surname(s):... School:... Group:... City / Town:.

More information

Theme 5 Lesson 23 Day 4

Theme 5 Lesson 23 Day 4 Theme 5 Lesson 23 Day 4 Question of the Day What responsibilities do you have at home? Some of my responsibilities at home are. Write several sentences to answer the prompt above. Remember to use a capital

More information

STAAR Reading Terms 6th Grade. Group 1:

STAAR Reading Terms 6th Grade. Group 1: STAAR Reading Terms 6th Grade Group 1: 1. synonyms words that have similar meanings 2. antonyms - words that have opposite meanings 3. context clues - words, phrases, or sentences that help give meaning

More information

4th Quarter Kindergarten Samples of Proficient Writing KINDERGARTEN

4th Quarter Kindergarten Samples of Proficient Writing KINDERGARTEN KINDERGARTEN This is a collection of writing samples collected from kindergarten students at the end of the fourth quarter of 2011-2012. Teachers were asked to submit point in time examples of proficient

More information

Name: Class: School:

Name: Class: School: HALF YEARLY EXAMINATIONS Maria Regina College always Creative, Innovative, Professional Scholastic Year 2014/2015 Year 4 English Time: 1hour 15 minutes (Reading Comprehension, Language and Writing) Name:

More information

7 th Grade Poetry Packet: Assigned Monday, May 9 th Due: Tuesday, May 24 th

7 th Grade Poetry Packet: Assigned Monday, May 9 th Due: Tuesday, May 24 th 7 th Grade Poetry Packet: Assigned Monday, May 9 th Due: Tuesday, May 24 th Over the next few weeks, you will review and learn some new terms related to poetry. You will look at different styles of poems

More information

Kaelyn Parker Figurative Language in Song Lyrics Lit Pkt.

Kaelyn Parker Figurative Language in Song Lyrics Lit Pkt. Kaelyn Parker Figurative Language in Song Lyrics Lit Pkt. Firework: Katy Perry Onomatopoeia The First example of figurative language in the song Firework is the use of onomatopoeia. The line of the song

More information

Understanding the FCAT Writing Test. Spanish Lake Elementary Parent Writing Workshop November 17, 2010

Understanding the FCAT Writing Test. Spanish Lake Elementary Parent Writing Workshop November 17, 2010 Understanding the FCAT Writing Test Spanish Lake Elementary Parent Writing Workshop November 17, 2010 Purpose As a result of attending this presentation, participants will: Understand what is tested in

More information

Section 1: Characters. Name: Date: The Monkey s Paw SKILL:

Section 1: Characters. Name: Date: The Monkey s Paw SKILL: THE LANGUAGE ARTS MAGAZINE Name: Date: The Monkey s Paw SKILL: Back to Basics: Literary Elements and Devices Identifying the basic elements of a literary work helps you understand it better. Use this activity

More information

ANIMALS LESSON PLAN Advance Lesson Two - Day Lessons

ANIMALS LESSON PLAN Advance Lesson Two - Day Lessons ANIMALS LESSON PLAN Advance Lesson Two - Day Lessons VOCABULARY: Beginner Words animals rabbit tiger elephant snake horse bird mouse pig dog cat bear frog duck sheep lion chicken cow fish frog Intermediate

More information

Spelling. Be ready for SATs. Countdown to success. City Wide Learning Body SHEFFIELD. Hints and tips

Spelling. Be ready for SATs. Countdown to success. City Wide Learning Body SHEFFIELD. Hints and tips Spelling Be ready for SATs Countdown to success Hints and tips City Wide Learning Body SHEFFIELD Spelling How is spelling tested? As part of SATs week, children are given a spelling test. This is a passage

More information

Beginning Discuss Photograph Point to the frog and say, It s a. Intermediate Develop Concept Write the words pets and wildlife

Beginning Discuss Photograph Point to the frog and say, It s a. Intermediate Develop Concept Write the words pets and wildlife ORAL LANGUAGE Build Background Read Aloud Expand VOCABULARY Teach Words in Context Paragraph Clues COMPREHENSION Strategy: Make Inferences and Analyze Skill: Character, Setting, Plot SMALL GROUP OPTIONS

More information

Time to Talk. vocabulary builder. elementary yellow. Casey Malarcher Anne Taylor

Time to Talk. vocabulary builder. elementary yellow. Casey Malarcher Anne Taylor Time to Talk vocabulary builder elementary yellow Casey Malarcher Anne Taylor Time to Talk vocabulary builder elementary yellow Table of Contents Introduction 6 How to Use 7 Unit 1 2 Words to Learn act,

More information

Glossary of Literary Terms

Glossary of Literary Terms Glossary of Literary Terms Alliteration Audience Blank Verse Character Conflict Climax Complications Context Dialogue Figurative Language Free Verse Flashback The repetition of initial consonant sounds.

More information

Personification Adjective Alliteration Assonance Metaphor Onomatopoeia Hyperbole

Personification Adjective Alliteration Assonance Metaphor Onomatopoeia Hyperbole Simile Personification Adjective Alliteration Assonance Metaphor Onomatopoeia Hyperbole A simile is when you indirectly compare two unlike things using the words like or as. The sun looked like a ball

More information

High Frequency Word Sheets Words 1-10 Words Words Words Words 41-50

High Frequency Word Sheets Words 1-10 Words Words Words Words 41-50 Words 1-10 Words 11-20 Words 21-30 Words 31-40 Words 41-50 and that was said from a with but an go to at word what there in be we do my is this he one your it she all as their for not are by how I the

More information

Persuasion: Author s Purpose

Persuasion: Author s Purpose Name: Persuasion: Author s Purpose Persuasive text is written to Convince someone to do something Make someone believe something Change someone s mind Some examples are Commercials Billboards Posters Letters

More information

Broken Arrow Public Schools 3 rd Grade Literary Terms and Elements

Broken Arrow Public Schools 3 rd Grade Literary Terms and Elements Broken Arrow Public Schools 3 rd Grade Literary Terms and Elements Terms NEW to 3 rd Grade Students: Beat- a sound or similar sounds, recurring at regular intervals, and produced to help musicians keep

More information

Meet. Words by. Pictures by

Meet. Words by. Pictures by Curriculum Guide Meet, a lovable monster and a real-life salamander who s looking for friends in this lively picture book that includes Spanish vocabulary. Spike is a scary-looking salamander who keeps

More information

ENGLISH (Communicative)

ENGLISH (Communicative) SET-1 Series RLH Code No. 1/1 Roll No. Candidates must write the Code on the title page of the answer-book. Please check that this question paper contains 8 printed pages. Code number given on the right

More information

Lesson Objectives. Core Content Objectives. Language Arts Objectives

Lesson Objectives. Core Content Objectives. Language Arts Objectives Lesson Objectives Insects That 6 Glow and Sing Core Content Objectives Students will: Classify and identify insects as small six-legged animals with three body parts Identify and describe the three body

More information