Fresh reads for differentiated test practice grade 3 TM 188p

Fresh Reads for Differentiated Test Practice is designed to provide differentiated practice in reading comprehension skills and to prepare students to take the Reading/Language Arts sect

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Fresh Reads for Differentiated Test Practice is designed to provide

differentiated practice in reading comprehension skills and to prepare students

to take the Reading/Language Arts section of standardized tests, state tests,

or teacher-made tests The student book includes the weekly differentiated

practice tests to strengthen comprehension skills taught in Scott Foresman

Reading Street This Teacher’s Manual includes the following: (1) notes on

how to use the Fresh Read tests, (2) instructions on how to administer and

score a fluency test, (3) a chart on which you may record the progress of your

students, and (4) annotated copies of all of the Fresh Read tests indicating the

correct answer to all questions

How to Use the Fresh Read Tests

The purpose of the Fresh Read tests is to give weekly differentiated practice in

target comprehension skills taught in Scott Foresman Reading Street.

This book contains three Fresh Read tests for each week to be used

independently from the main selection in Scott Foresman Reading Street The

tests consist of a “Fresh Read” leveled passage and related comprehension

items that focus on the target and review comprehension skills of the week but

are written to address varying levels of proficiency—Strategic Intervention

(SI), On-Level (OL), and Advanced (A) A code at the bottom of each page

tells you the level of each test

You can assess students’ proficiency levels using their responses to discussion

questions in class and their work on the comprehension pages in the

Practice Book or Teacher’s Resource Book Fresh Read tests can be done

independently, or you may choose to work through them with students in small

groups, in order to give support and assess students’ progress

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• use the Strategic Intervention pages for whole-class practice with the

comprehension skills and/or test-taking skills

• use the Strategic Intervention pages after introducing the target and review

comprehension skills but prior to reading the main selection in the student

anthology of Scott Foresman Reading Street to assess students’ readiness

to read that selection

• use the On-Level pages as an assessment tool to check students’

understanding of the comprehension skills and/or test-taking skills

• use the On-Level pages to check students’ need for further practice,

reteaching, or more challenging materials

• use the Advanced pages as a substitute for the comprehension pages in

the Practice Book or Teacher’s Resource Book for students working above grade level

• use any of the pages as preparation for the unit Benchmark Test

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How to Administer and Score a Fluency Test

A fluency test measures a student’s reading rate, or the number of words

correctly read per minute (wcpm), on grade-level text the student has not seen

before You may want to use a copy of one of the “On-Level” leveled passages

from the Fresh Read tests for this purpose Make a photocopy for yourself of

the passage you will give the student (The pages in this Teacher’s Manual

have a scale of running numbers to make it easier for you to know how many

words the student read during the fluency check, while the passages in the

student edition do not have the numbers.) Make sure you have put the student’s

name and the test date at the top of your copy of the passage Have a watch or

clock with a second hand available for timing the reading

Give the student a copy of the passage for the test Note: The student should

NOT have seen the passage beforehand; it is a “fresh” reading passage for

the student Do NOT allow the student to read the passage silently before oral

reading

Have the student read the text aloud Do not have the student read the title as

part of the fluency reading; it is not included in the running word count (You

may want to tape-record the student’s reading for later evaluation.) Stop the

student at exactly one minute and note precisely where the student stopped

As the student reads orally, on your copy of the text mark any miscues or

errors the student makes during the reading (see the chart on page viii) Count

the total number of words the student read in one minute Subtract any words

the student read incorrectly Record the words correct per minute score on the

test

The formula is: Total # of words read – # of errors = words correct per minute

(wcpm)

You will likely want to keep the test in your folder for the student You may

also want to record students’ progress on the Reading Fluency Progress Chart

on page xi

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Using the passage on page ix, the chart below shows the kinds of miscues

and errors to look for as a student reads aloud and the notations to use to

mark them

Notes

• If the student hesitates over a word, wait several seconds before telling the

student what the word is

• If a student makes the same error more than once, count it as only one

error

• Self-correction is not counted as an actual error However, writing “SC”

over the word or words will help you identify words that give the student some difficulty

Substitution

The student substitutes words or

parts of words for the words in the

text

Sanya’s mom came into the room

Insertion

The student inserts words or parts of

words that are not in the text

Sanya was tired of looking at her screen and turned to look out the window

The student hesitates over a word

and the teacher provides the word

It was raining on Planet Octor

Self-correction

The student reads a word incorrectly

but then corrects the error

Mom agreed, so they jumped into their spaceship and headed for Earth

her

around

place

H sc

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Sample Fluency Test

Here is the passage marked as shown on the previous page This is the

“On-Level” passage from Grade 3, Unit 1, Week 1 As the student reads the passage

aloud to you, mark miscues and errors Have the student read for exactly one

minute, and then mark the last word the student reads

Sanya was tired of looking at her screen and turned to look out the window It

was raining on Planet Octor Sanya had to write a report for science class about a

planet she had never visited

Sanya’s mom came into the room “Why aren’t you reading your teaching

screen?” she asked

“Oh, I have been I’ve decided to write about Earth,” Sanya said “Why don’t we

go there? I can’t think of a better way to learn about a planet.”

Mom agreed, so they jumped into their spaceship and headed for Earth Sanya

looked out the window as they traveled She recognized Norbeed, a red planet she

and her family had visited on vacation It still had a red halo around it

Name

Sanya’s Science Report

Boom Town

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H

97 - 5 = 92 sc

Total number of words read

number of errors Words correct per minute

97 – 5 92

around

her

place

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According to published norms for oral reading fluency, students at the end of

Grade 3 should be reading fluently at 120 words correct per minute in text that

is on grade level This chart gives recommended progress toward that goal

If a student’s reading rate is lower than the suggested progress toward the

standard for his or her grade level, your notes on the student’s miscues may

help you determine why the rate is low Does the student make errors that

indicate his or her decoding skills are poor? If so, further instruction in phonics

may be needed Do the errors reflect a lack of comprehension or limited

vocabulary? In that case, instruction in comprehension strategies and exposure

to more vocabulary words may help A lack of fluency may indicate a lack of

exposure to models of fluent oral reading It may also mean that the student

isn’t reading enough material at his or her reading level “Matching Students to

Texts” in the Additional Resources section at the back of the Scott Foresman

Reading Street Teacher’s Editions gives suggestions on increasing reading

fluency

End of Unit/Grade Reading Rate (wcpm)

Grade 3 Unit 1 80 to 90Grade 3 Unit 2 85 to 95Grade 3 Unit 3 90 to 100Grade 3 Unit 4 95 to 105Grade 3 Unit 5 102 to 112Grade 3 Unit 6 110 to 120End of Year Goal 120

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Name

Turn the page.

Read the selection Then answer the questions that follow.

Lucky Lucy

Lucy Mouse was excited Today a new mouse was coming to class

“Meet our new student, Ted Mouse,” said Mr Toad “Let’s make him feel

welcome.”

No one said a word They were all staring because Ted had no tail!

At lunch, no one invited Ted to join them Lucy felt sorry for Ted, but she was

going to sit with her friends Then she slipped and dropped all her food No one

said a word They all just stared at her

Only Ted walked over to Lucy He said, “Don’t worry I’ll help you.”

Ted helped Lucy get more food Then Ted and Lucy ate lunch together

Boom Town

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3 How is this fantasy most like a realistic story?

䡬 Two mice talk to each other

䡬 Two students help each other

䡬 The new student is a mouse

䡬 The teacher is a toad

4 What is the first clue that this story is a fantasy?

The first clue is that Lucy Mouse is excited.

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Boom Town

Name

Turn the page.

Read the selection Then answer the questions that follow

Sanya’s Science Report

Sanya was tired of looking at her screen and turned to look out the window It

was raining on Planet Octor Sanya had to write a report for science class about a

planet she had never visited

Sanya’s mom came into the room “Why aren’t you reading your teaching

screen?” she asked

“Oh, I have been I’ve decided to write about Earth,” Sanya said “Why don’t we

go there? I can’t think of a better way to learn about a planet.”

Mom agreed, so they jumped into their spaceship and headed for Earth Sanya

looked out the window as they traveled She recognized Norbeed, a red planet she

and her family had visited on vacation It still had a red halo around it

Sanya knew from her teaching screen that Earth was different from Octor and

Norbeed Earth was a planet of blue water and green land After three days, the blue

and green planet came into view Just as the spaceship was coming into landing

orbit, Sanya heard a loud noise

“Don’t worry,” Mom said “That’s just a signal from the Earth crew letting us

know they’re ready to pull us in.”

Sanya smiled She was eager to learn about Planet Earth

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1 How was Sanya’s mother like a real mom?

䡬 She wanted to help her daughter

䡬 She knew how to fly a spaceship

䡬 She visited Norbeed

䡬 She lived on Octor

2 What makes this story a fantasy?

䡬 It is about people making a long trip

䡬 It gives facts about space travel

䡬 It asks a question and gives more than one answer

䡬 It is about something that could not happen

3 How did Sanya feel at the end of the story?

䡬 proud

䡬 eager

䡬 worried

䡬 afraid

4 Which event in this story tells you it is a fantasy?

䡬 A girl had to write a science report

䡬 A girl traveled to another planet

䡬 A girl learned about another planet

䡬 A family took a vacation

5 What is the first clue that this story is a fantasy?

It was raining on Planet Octor.

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Boom Town

Name

Turn the page.

The Fire Stealer

Once upon a time, there was no fire on the Earth, and animals everywhere were

freezing They could see the fire in the sun but could not get even a tiny coal

from fierce Firekeeper, the sun’s guardian One day the animals were so cold they

decided to take some fire

Brave Crow said, “I will fly to the sun and take a piece of coal Firekeeper

will not miss such a tiny piece.”

But Firekeeper noticed him and was so furious that he burned the feathers off of

Crow’s head as punishment

Then Wily Possum said, “Maybe I can take some fire and hide it in my tail

Firekeeper will not notice a small coal hidden in my bushy tail.”

But Possum could not fool Firekeeper, and angry Firekeeper burned the fur off

Possum’s tail as punishment

Finally, tiny Water Spider said, “I will get so wet that the sun cannot burn me,

and I will spin thread to make a little bowl on my back where I can carry the small

piece of fire that I take.”

Water Spider was so small she could easily slip by Firekeeper When the animals

saw her carrying back the fire, they all cheered

Bear said, “You are the smallest in our animal family, yet you gave us this

precious gift of fire.”

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1 Based on Water Spider’s actions, you can say that she was

䡬 small and afraid

䡬 smart and brave

䡬 big and strong

䡬 sad and lonely

2 You can tell this story is a fantasy because

䡬 there are no people in the story

䡬 a problem is solved

䡬 animals talk

䡬 it takes place in the past

3 How was Water Spider like a real person?

䡬 The sun could not burn her

䡬 She was so small she could hardly be seen

䡬 She talked with her animal friends

䡬 She made a plan to do something

4 How do you know that Firekeeper is not a real person?

5 What part of this story could really happen?

Animals could be cold.

In real life, there is not a person who guards the sun.

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Name

Turn the page.

First Place

Gene woke up nervous The music contest was on Monday Gene was scared

“I can’t do it,” Gene said to his parents

“First you need to practice I will help you,” Gene’s dad said They practiced the

piano together every day

Then Gene and his dad went to the contest Gene heard the other students play

They played very well I don’t have a chance, Gene thought to himself.

Later it was Gene’s turn He looked at his dad and felt better Gene played

without any mistakes He could not believe it when he heard his name called as the

first-place winner

Finally, Gene wasn’t nervous anymore

What About Me?

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1 The author probably wrote “First Place” to

䡬 tell a story about a boy who wins a contest

䡬 persuade people to enter a music contest

䡬 warn people to be patient

䡬 teach people about music

2 What was the last thing that happened in this story?

䡬 Gene and his dad practiced piano

䡬 Gene heard his name called

䡬 Gene wasn’t nervous anymore

䡬 It was Gene’s turn to play

3 What did Gene probably do just after he played the piano in the contest?

䡬 took another turn

䡬 called his dad

䡬 went back to his seat

䡬 went home

4 What do you think Gene and his dad most likely did after the contest?

Answers may vary Possible response: Gene and his dad had ice cream to celebrate.

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Name

Turn the page.

What About Me? Read the selection Then answer the questions that follow

The Backyard Party

Angie and Gina wanted to have a party because school was almost over for the

summer They wanted to invite all their friends, but their houses were too small for

so many people Gina thought that her big backyard would be perfect for the party,

so she asked her mom if she could have the party there Gina’s mom agreed, so the

girls began to make plans for the best party ever

First, Angie and Gina made a list of their friends Then they made fancy

invitations that told the time and place of the party Next, Angie began writing

names on the cards, while Gina made a list of food to buy Because the weather was

warm, Gina wanted to have ice cream for dessert

“What games should we play?” Angie asked

“Let’s play the ring-toss game that we played last summer,” Gina said

Just then Gina’s mom came into the room “What’s the date of the party?” she

asked

Gina and Angie looked at each other and laughed They had been so busy making

plans for the party that they’d forgotten to pick a day for it!

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1 What do you think Gina and Angie will do next?

䡬 plan a beginning of the school year party

䡬 pick a day for the party

䡬 give Gina’s mom a list of food to buy

䡬 practice the ring-toss game

2 What clue words tell you the sequence of events in the second paragraph?

䡬 made, began

䡬 first, then, next

䡬 told, because

䡬 time, place

3 The author probably wrote this story to

䡬 persuade the reader to have a party

䡬 express a point of view

䡬 entertain the reader

䡬 give facts about summer

4 Which of the following happened first?

䡬 Gina got permission to have the party

䡬 Angie and Gina made invitations

䡬 Gina’s mom asked about the date of the party

䡬 Gina and Angie made a list of friends to invite

5 If you were planning a party, what would you do first, second, and third?

Answers may vary Possible response: First, I would decide

when to have the party Second, I would decide whom to

invite Third, I would decide what food to serve.

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Name

Turn the page.

What About Me?Read the selection Then answer the questions that follow

Henry’s New Bed

My cat Henry could sleep almost anywhere and anytime Sometimes I found him

curled up in an armchair, or sleeping on a pile of clothes, or napping in my bed

One day my mom told me that it was time for Henry to have a bed of his own

“Carl, you should make a bed for Henry,” Mom said “I’ll help you.”

First, we looked for a basket in the basement and found an old laundry basket

that we didn’t use anymore Next, we needed something soft for Henry to sleep on

I suggested my pillow, but Mom didn’t think that was a good idea She found some

old towels and put them in the basket I wanted to show the bed to Henry right

away, but Mom said that we should put one of his favorite toys in the basket first I

found Henry’s toy mouse and put it in the basket

“Now we need to find a place to put Henry’s bed,” Mom said

We decided to put Henry’s bed on the floor near my bed When I showed Henry

his new bed, he jumped right in, turned around a few times, and then quickly fell

asleep From then on, we found him in his own bed more often than in mine

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1 What happened right after Mom and Carl found the basket for Henry?

䡬 Henry jumped into the basket

䡬 Carl found Henry’s toy

䡬 Carl found a place for the basket

䡬 Mom found some towels

2 The author probably wrote this story to

䡬 describe a funny cat

䡬 explain how to make a cat bed

䡬 persuade the reader to buy a cat

䡬 frighten the reader

3 Henry saw his new bed for the first time right after Mom and Carl

䡬 put the towels in the basket

䡬 found a basket

䡬 looked for a basket

䡬 found a place for the bed

4 Why was it important to put one of Henry’s favorite toys in the basket before showing him

his new bed?

5 What are the clue words that tell you the sequence of events in this story?

Answers may vary Possible response: It was important so

that the new bed would not seem so strange.

one day, first, next, now, from then on

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Makoto’s Garden

Every day after school Makoto helped her grandmother in the garden One day

Makoto asked her grandmother if she could have a plant of her own

Grandmother smiled and said, “First, get a pot and fill it with dirt from the shed.”

Makoto came back with a pot filled with dirt “What’s next?” she asked

Grandmother showed Makoto some packages of seeds

“What do you want to grow?” she asked

Makoto chose the tomato seeds Then her grandmother showed her how to bury

the seeds in the dirt and gently water them

“Now the pot needs to get some sun,” said Grandmother

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1 When did Makoto plant her seeds?

䡬 after she watered them

䡬 after she put the dirt in the pot

䡬 after she put the pot in the sun

䡬 before she got the dirt from the shed

2 How can you tell that Makoto liked gardening?

䡬 She liked tomatoes

䡬 She knew how to plant seeds

䡬 She asked for her own plant

䡬 She played outside after school

3 If the pot of seeds gets enough sun and water, what will happen next?

䡬 It will be time for school

䡬 Grandmother will be angry at Makoto

䡬 Tomato plants will start to grow

䡬 Makoto will fill the pot with dirt

4 What will Makoto and her grandmother probably do next with the pot?

They will put it in the sun.

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Hot Dog Wraps

Here is a treat for your whole family You will need some help to make them

You will need:

butter

4 slices of bread

4 slices of cheese

4 hot dogs

Spread butter on each slice of bread Spread it on one side only Then put the

bread on a baking sheet with the butter side down Put one slice of cheese on each

slice of bread Put one hot dog across each slice of cheese Place the hot dog from

one top corner to the opposite bottom corner of the bread

Then ask a grown-up to help you turn on the oven to 375°

Next, for each slice of bread, fold the two other corners over the hot dog Push

two toothpicks through the bread and into the hot dog to hold them together This is

what makes the wrap

Ask for help putting the baking sheet into the oven Bake for about 10 minutes

The bottoms of the bread should be a light brown Ask for help again to take the

baking sheet out of the oven Use a spatula to put the hot dog wraps on plates

Eat up!

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1 What do you do right after you put the hot dog on the bread?

䡬 Wait for ten minutes

䡬 Put the cheese on the bread

䡬 Put butter on one side of the bread

䡬 Get help turning on the oven

2 What is happening while you are wrapping up the hot dogs?

䡬 The hot dogs are cooking

䡬 The oven is heating

䡬 The cheese is melting

䡬 The bread is turning brown

3 Why do you use a spatula to take the wraps off the baking sheet?

䡬 to keep the hot dogs from falling off

䡬 so that you will not burn your fingers

䡬 so that you will not need help

䡬 to make sure they are done on top

4 What would you do before you started making Hot Dog Wraps?

䡬 Turn on the oven to 375°

䡬 Butter the bread and cook the hot dogs

䡬 Make sure a grown-up was around to help

䡬 Tell your family that dinner was ready

5 Why must you butter the bread first?

Answers may vary Possible response: because you can’t

butter the bread when the cheese and hot dogs are on it

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Basketball Practice

Benny and Derrick walked to the gym together for basketball practice as they

did every Saturday morning There they found a note from Coach Saba taped to the

door The note said that the coach had been called away and that practice would

begin one hour late

Benny and Derrick did not want to walk all the way back home, so they walked

to the bookstore instead When they got there, the store was closed They started

walking back to the gym, but on the way they met Rafael The three friends decided

to walk to the park

After walking through the park, the boys headed back toward the gym On the

way, they met Erica who was going to the library The four friends walked to the

library together

When Benny and Derrick finally got back to the gym, Coach Saba was waiting

for them

“OK, we’re going to warm up by running around the gym,” he said

“Oh, no,” said Benny “I feel as if I already ran around the gym at least twice.”

And the two friends began to laugh

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1 What was the first thing Benny and Derrick did in this story?

䡬 found the note from Coach Saba

䡬 met Rafael

䡬 walked to the gym

䡬 went to the bookstore

2 What will Benny and Derrick probably do now?

䡬 run around the gym

䡬 say hello to Erica

䡬 wait for the coach to get there

䡬 walk home

3 Why did Benny feel as if he had already run around the gym?

䡬 He was upset that practice started late

䡬 He had been to the library

䡬 He had gotten up early

䡬 He had been walking for an hour

4 What probably would have happened if Benny and Derrick had met Erica before they met

Rafael?

5 Tell what Erica most likely did at the library Use sequence words in your answer.

They would have gone to the library before they went to the

park.

Answers may vary Possible response: First she returned

a book, then she found a new book to read, and last she

checked out the new book.

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Name

Turn the page.

If You Made a MillionRead the selection Then answer the questions that follow

Pond Day

Shandra and her mom lived in a small underground hole near a pond Pond Day

was coming soon Shandra planned to paint some smooth stones to give as gifts to

her mouse friends

“Let’s paint one stone for each season,” said Shandra’s mom

First they found some stones Then they got some paint and brushes

“For fall, I will paint leaves in bright fall colors,” said Shandra

They began painting, and as each stone was finished, they put it in the sun to dry

Shandra looked at the colorful stones

“This will be the best Pond Day ever,” said Shandra

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1 What is the first thing that Shandra does in this story?

䡬 chooses a season to paint

䡬 decides what to make as gifts

䡬 gets some bright paint and brushes

䡬 dries some smooth stones

2 What tells you that Shandra is not a real person?

䡬 She lives with her mother

䡬 She celebrates holidays

䡬 She lives in an underground hole

䡬 She lives near a pond

3 Which of these could not happen?

䡬 a mouse painting stones

䡬 a mother helping a daughter

䡬 a friend giving gifts

䡬 a painted stone drying in the sun

4 What part of this story could really happen?

A friend could make gifts for other friends.

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Name

Turn the page.

The Rabbit Thief

Nolo was a clever but lazy rabbit He did not want to work for his food like the

other animals One day Katutu, the elephant king, called the animals together to

build a new village All the animals worked except Nolo Instead of working, Nolo

hid near the kitchen until the cooks left Then he ate all the beans they had cooked

for dinner

When Katutu returned and learned that all the beans were gone, he was very

angry But Mbo, the turtle, had a plan to catch the thief

Mbo said, “Tell your cooks to hide me in the pot of beans.”

The next day the cooks did as Mbo asked Soon Nolo came to steal the beans, but

just as Nolo began to eat, Mbo jumped up, bit his nose, and held on tight

When the king and the other animals came home from the forest, they found

Mbo hanging on to Nolo’s nose Mbo had caught the thief just as she had planned

The king ordered that Nolo should not eat for three days, and Nolo never stole

again

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1 You can tell this story is a fantasy because the animals

䡬 have unusual names

䡬 work together

䡬 plan to catch a thief

䡬 live in a forest

2 Which event in this story could really happen?

䡬 an elephant king building a village

䡬 a rabbit eating beans

䡬 a turtle asking to hide in a pot of beans

䡬 cooks listening to a turtle’s plan

3 When did Katutu learn that the beans were gone?

䡬 after working all day

䡬 before leaving for work

䡬 after calling the animals together

䡬 after hearing Mbo’s plan

4 In this story, which event could not really happen?

䡬 a village being built

䡬 a king asking for help

䡬 a rabbit not eating for three days

䡬 an animal cooking beans

5 How is this story like a realistic story?

Answers may vary Possible response: A character steals

things, someone makes a plan to catch him, and the thief

gets punished.

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Name

Turn the page.

Friends Helping Friends

A long time ago an ant was walking in a forest and growing thirsty He went to

the lake for a drink of water Suddenly a strong wind blew the ant into the water

“Help!” cried the ant “I can’t swim.”

Nearby in the lake a duck was paddling about, and she heard the ant’s cry for

help She swam as fast as she could to where the ant was struggling to stay above

water “Climb onto my beak,” she said, “and I’ll carry you to shore where you’ll

be safe.” Then she lowered her beak to the level of the water so that the ant could

climb onto it

Safe on shore, the ant thanked the duck for saving his life “You are very

welcome,” said the duck “I was glad to be able to help.”

Then, as the duck was waddling away the ant noticed a fox hiding in the grass,

surely planning to eat the duck The ant hurried toward the fox, climbed up his leg,

and bit him hard, again and again The fox screamed out Hearing the fox’s yell, the

duck quickly flew away

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1 What tells you that this story is a fantasy?

䡬 A duck swam to shore

䡬 A fox hid in the grass

䡬 An ant walked in a forest

䡬 An ant talked to a duck

2 Which of these happened last?

䡬 An ant helped a duck

䡬 An ant was thirsty

䡬 A duck helped an ant

䡬 An ant saw a fox

3 Which of these could not really happen?

䡬 A fox is in a forest

䡬 An ant yelled for help

䡬 A duck flew away

䡬 An ant bit a fox

4 Write one thing that happens in this story that could really happen.

5 What might the duck say to the ant the next time they see each other?

Answers may vary Possible response: A fox could want to eat

a duck

Answers may vary Possible response: Thank you for saving

my life.

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Name

Turn the page.

Rows and Piles of CoinsRead the selection Then answer the questions that follow

The Clever Crow

Once upon a time a crow was flying home from school He was tired and thirsty

He saw a glass on a table by the road and flew over to look inside There was a

little water at the bottom but he could not reach it He tried to tip the glass over but

it was too heavy Then he picked up some stones and dropped them into the glass

As he dropped the stones, the water began to move to the top Soon the crow could

reach the water with his beak The clever crow took a drink and flew away

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Trang 34

1 Where does this story take place?

䡬 at school

䡬 at home

䡬 by a road

䡬 near a pond

䡬 The crow was thirsty

䡬 The crow flew home

䡬 The crow could pick up stones

䡬 The crow went to school

3 What word best describes the crow in this story?

䡬 gentle

䡬 foolish

䡬 creative

䡬 careless

4 What do the crow’s actions tell you about his character?

He will try different ways of doing things He will not give up

until he gets what he wants.

Trang 35

Name

Turn the page.

Chatty Charlie

Charlie Chipmunk loved to talk When Charlie got to school in the morning, he

told his friends about his pet cat In the afternoon, Charlie told everyone about his

favorite soccer team Charlie also liked to answer Mr Owl’s questions even when

Mr Owl had asked other students to answer

Charlie’s teacher called Charlie’s mom and dad “Can you help me stop Charlie

from talking so much?” he asked

Mr Chipmunk had an idea He told Charlie, “Put this rubber band on your wrist

Then when you feel like talking, pull it instead.”

The next day Charlie was surprised It seemed as if he was pulling the rubber

band all day! On the second day, Charlie didn’t pull it as much On the third day,

Charlie hardly pulled the rubber band at all

Now Charlie didn’t do all the talking When the teacher asked a question, Charlie

let other students answer Charlie listened to his friends’ stories instead of always

telling his own stories

“You did it, and we’re proud of you, Charlie,” said his mom and dad “You can

take the rubber band off now.”

“I think I’ll keep it on to remind myself to be quiet But not all the time,” Charlie

said and laughed

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Trang 36

1 What is one reason that Charlie talked too much?

䡬 He came from a family that talked a lot

䡬 He did not realize he was talking so much

䡬 He thought he knew more than everyone else

䡬 He was nervous, and talking calmed him down

2 Which of Mr Owl’s actions tells you that he cared about his students?

䡬 He called Charlie’s parents

䡬 He wanted Charlie to answer all his questions

䡬 He took his students on field trips

䡬 He told Charlie to stop talking

䡬 A teacher is annoyed with a student

䡬 A student answers a teacher’s questions

䡬 Parents talk to their son

䡬 Animals talk to each other

4 Where does most of the story take place?

䡬 at a store

䡬 at the beach

䡬 at school

䡬 at a party

5 What did Charlie learn by wearing the rubber band?

Charlie learned that he talked too much, and he could stop

doing it

Trang 37

Name

Turn the page.

Libby’s Dad

My dad repairs spaceships He has a garage near my school where customers

bring their vehicles to be fixed Every day after school, I fly to my dad’s shop and

usually find him inside a ship When I say hello, he pokes his head out, his face

covered with grease and his hands full of wires

“Hello, Libby How was school?” he always asks

Even though he’s busy, he listens while I tell him about the events of my day

People are constantly flying in and out of the shop Dad always listens closely to

what they tell him From that, he estimates what needs to be done and how much it

will cost them Generally they smile and shake his hand

Sometimes my dad finds things people have left behind in their spaceships Once

he found a wallet He called the owner immediately, and needless to say, the man

was quite relieved

After the shop closes, my dad and I put all the tools back on their racks and use

the vacuum to clean up

Yesterday, just as we had finished cleaning, a woman came to get her ship

“I hope you grow up to be just like your dad,” she whispered to me as she was

getting ready to leave

“I do too,” I whispered to myself

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Trang 38

1 What words best describe Libby’s dad?

䡬 careful about his appearance

䡬 trusted and admired

䡬 less than honest

䡬 too busy to listen

2 Where did this story mostly take place?

䡬 in a parking lot

䡬 at school

䡬 on the way home

䡬 in a garage

䡬 people fly into the shop

䡬 a man fixes vehicles

䡬 a girl goes to school

䡬 people lose things

4 What do the actions of Libby’s dad tell you about him?

5 What can you tell about Libby from the way she describes her dad?

She loves her father She is observant.

He is honest He loves his daughter He works hard He listens

to people even when he’s busy.

Trang 39

Name

Turn the page.

Read the selection Then answer the questions that follow.

Dogs with Jobs

Dogs make good pets Many dogs have special jobs too

Dogs have a very good sense of smell This means they can help find people who

are lost

Some dogs are trained to help people who can’t hear For example, some

dogs are trained to alert their owners, who cannot hear, that a phone is ringing

The dogs become good friends to the people they help

Dogs also cheer up older people who may be lonely People often feel happy

when they can pet a dog

Dogs work hard every day They make life easier for many people

Penguin Chick

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1 What is the main idea of this selection?

䡬 Dogs make good pets and do many jobs

䡬 People need dogs to help them every day

䡬 Only dogs with good hearing and sight can be trained

䡬 Dogs cheer up people who are older or lonely

2 What must happen before a dog can alert someone about a ringing phone?

䡬 The dog and the person have to be friends

䡬 The dog needs a good sense of sight

䡬 The person has to feed the dog

䡬 The dog needs to be trained

3 What is the main idea of the second paragraph?

䡬 A dog’s sense of smell helps it to find missing people

䡬 Dogs have a very good sense of sight

䡬 Dogs are trained to find missing people

䡬 When people get lost, a dog can find them

4 What would be another good title for this selection?

Answers will vary Possible responses: Helpful Dogs;

Hard-Working Dogs

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