passage from click and treat: the story of karen pryor · 3 karen went to dog shows, zoos, and...

RED Leveled Literacy Intervention Student Test Preparation Booklet 17

Read the passage from the nonfiction book Click and Treat: The Story of KarenPryor. Then answer questions 1 and 2.

Passage from

Click and Treat: The Story of Karen Pryorby Jean Marshall

The Clicker

1 Karen wanted to share what she knew about training animals. So she wrote abook about her work with the dolphins.

2 Many people around the world read her book. Dog trainers wrote to Karen.They asked her to teach them how to train their dogs with praise. Horse trainersand zookeepers wanted to learn, too.

3 Karen went to dog shows, zoos, and animal shelters. She spoke to big groups ofpeople. She showed them how to use a clicker as a signal and when to give treats.

4 A clicker is easier to use than a whistle. When you press a clicker, it makes aclicking sound. Animals learn to listen for the click.

Click and Treat

5 Now Karen gives a clicker to every animal trainer she meets.6 “Click and treat,” she says.7 It does not matter if the animal is a dog or a horse. It could be a cat or a bird.8 Karen Pryor knows how animals learn. She teaches people that praise works

better than punishment. Because of her work, people all over the world now clickand treat to reward their animals for jobs well done.

Reading ComprehensionNow answer questions 1 and 2 by writing your responses on the lines provided.

1. What does a clicker do? Why are clickers important in Karen Pryor’s work with animals?

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Lesson 31: Practice

© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.May not be reproduced without permission

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18 RED Leveled Literacy Intervention Student Test Preparation Booklet

2. What do you think is one of the most important ideas in this passage? Whatmakes you think so? Explain your answer using details from the passage.

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Read the abridged version of the nonfiction book Alfa and Beto: The Biblioburros.Then answer questions 1 through 3.

Abridged version of

Alfa and Beto: The Biblioburrosby Paula Morrow

1 In an area of hills and valleys, only rugged dirt roads lead from one smallvillage to the next. People are poor in this part of Colombia, and many of themcan’t read or write. Only some children go to school, and families may not havemoney for books. Libraries are too far away to visit.

2 Luis Soriano wanted to change things for children in Colombia. He loves toread, and he wanted children to discover the joy of reading, too. But first, thechildren needed books. Luis wondered, “If children can’t go to a library, why notbring a library to them?” So he came up with the idea of a moving library.

3 Luis had 70 books and two burros. Twice a week, he chose books to take tochildren in small villages. He loaded the packs on his burros, named Alfa (AHL-fuh) and Beto (BEH-toh). Luis and the burros walked along muddy trails with atreasure for children. The treasure wasn’t money and it wasn’t toys—it was books.Biblio means book, so Luis named his moving library Biblioburro.

4 Luis, Alfa, and Beto began to visit 15 different villages. The roads are rough androcky. The trip can be dangerous, too. On one trip, Luis fell off his burro and brokehis leg. Another time, people on the road tried to rob him. But Luis wouldn’t quit.He believes it’s important to bring books to the children.

5 When Biblioburro arrives in a village, the children rush to greet it. Theycan’t wait to see the books that Luis has brought. First, Luis reads or tellsstories. The stories help the kids learn about the world beyond theirvillage. Then, Luis opens his packs and displays the books for them to see.The children get excited as they look through thebooks. Each child chooses one.

6 The kids can take their books home andkeep them until Luis comes back the next time.He has only two rules:

1. Wash your hands before reading abook. That way, the book will not getdirty.

2. Don’t write on the pages.

Lesson 31: On Your Own


continued on next page

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20 RED Leveled Literacy Intervention Student Test Preparation Booklet

7 Many people heard about Luis and wanted to help him. They sent books andmoney. So, now Luis has thousands of books to share. Also, he has built a freelibrary next to his home for children to visit. And Luis, Alpha, and Beto still carrybooks to children who live far away.

8 Luis believes that books are truly a treasure. Reading books helps people learnabout distant places. It introduces them to all kinds of people. It helps themdiscover new ideas. Reading can help every child grow up to be “a good citizenand a useful person,” Luis said. Luis, Alfa, and Beto carry books. But they alsocarry more: they carry dreams for the children’s futures.

Reading ComprehensionNow answer questions 1 through 3 by writing your responses on the lines provided.

1. Why do many of the children have no books to read?

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2. How would you describe Luis Soriano? Explain your answer.

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3. Do you feel that what Luis Soriano does is important? Why or why not?

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31TEST PREPARATION LESSON

• Level L Student Test Preparation Booklets• Think Together Chart 31

You Will Need

Student Test Preparation Booklet, Level L, Lessons 29–32

Student Test Preparation Booklet

Name:

LEVEL LLESSONS 29–32

Leveled Literacy Intervention RED System

e Develop understanding of the termsconstructed-response item, shortconstructed-response item, and extendedconstructed-response item.

e Distinguish between a short constructed-response item and an extendedconstructed-response item.

e Notice key words in constructed-responseitems, such as identify, summarize, explain,describe, and compare, as well as questionwords.

e Identify and reread the importantinformation in a passage.

e Organize thinking by devising a main ideaand identifying supporting details.

e Apply thinking to constructed-responseitems related to a familiar text.

e Practice responding to constructed-response items related to a familiar text.

Goals

ThinkTogether

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e Today we are going to think together about another kind of test item called aconstructed-response item. Instead of giving you possible answers, this item asks youto write your own answer. Sometimes you’ll be asked to write a response that is abouttwo or three sentences long. This is called a short constructed-response item. Othertimes you’ll be asked to write one or two paragraphs. This is an extended constructed-response item. You can tell how long your answer should be by looking at the numberof lines you are given for writing.

e When you come to a constructed-response item:

• Read the item carefully.

• Find and underline the important words and think what the item is about.

• Look back at the passage. Find the sentences with information that will help you writeyour answer. Reread these sentences or paragraphs.

• Organize your thinking by putting your main idea into one sentence.

• Find examples, reasons, or other details that support your idea.

• Think about how you can make your response fit in the space given in the Student TestPreparation Booklet.

e Some constructed-response items use question words. Some items use words such asidentify, summarize, explain, describe, or compare instead of question words. Theseimportant words tell you what to do in your writing.

e Let’s look at a short constructed-response item and think together about importantwords we find there (Think Together Chart 31).

(1) Explain how Remya Jose showed her imagination as a teenager.

There are no question words in this item. However, you should underline the wordexplain. You can find and underline other important words, such as Remya Jose,imagination, and teenager. Thinking about the underlined words, you can see that thisitem is focused on a trait of Remya Jose—her imagination.

LLI RED SYSTEM REVISED TEST PREP LEVEL L LESSON 31: LESSON PLAN

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e You may wish to restate the item as an incomplete sentence. This can help you focus onwhat you want to say. For instance, you could write: (1a) Remya Jose shows herimagination when she ___.

e Now you could look back at the passage to find sentences about her imagination as ateenager. Point out the importance of finding and rereading appropriate parts of thetext before starting to write.

e Help students recognize that at this point they should begin to organize theirthoughts. What is your main idea? When you can say your main idea in one sentence,look in the text to find one or two examples and details to back up your idea. Remindstudents to look again at the amount of space provided for the answer. Help themrecognize that short constructed-response items can be answered with one basicidea, possibly with a detail or two.

e Now let’s look at an extended constructed-response item (Think Together Chart 31).

(2) Remya’s parents and friends are doubtful about her invention. How doesRemya respond? What do Remya’s actions tell you about what type ofperson she is?

e This item actually contains one statement and two questions. The statement hasimportant words that tell you that you need to think about Remya’s invention andabout the doubt other people feel. The item also contains two question words—howand what—and other important words, Remya, respond, actions, and type of person.The how question asks you to think about Remya’s actions. The what question asks youto explain what her actions show about the type of person she is. Help students seehow closely related the two questions are. Note that it would be hard to give acomplete answer in just one or two lines. Explain that extended constructed-response items ask them to think deeply and to connect their thoughts smoothly.

e Show the following items, inviting students to identify and underline the importantwords. Encourage students to discuss the steps they would take to find informationin the passage, to come up with a main idea, and to find supporting details.

Short Constructed-Response Items

(3) According to the author, how did people respond to Karen Pryor’s book?

(4) How does howling help a pack of wolves? Give one or two examples in your answer.

(5) Write a summary of the events in “A Father, a Son, and a Donkey.”

Extended Constructed-Response Items

(6) Based on Click and Treat, how might Karen Pryor’s ideas be used withdifferent animals?

(7) How important is howling to wolves? In your answer, explain different waysthat wolves use howling in their lives.

(8) Based on the folktale, do you think that the father cares too much aboutother people’s opinion of him? Why or why not?


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e Have students look at the inside back cover of their Student Test PreparationBooklets to review the steps for constructed-response items:

1. Read the item carefully.

2. Find and underline important words and think what the item is about.

3. Look back at the passage or passages. Find sentences with information that will helpyou write your answer. Reread these sentences.

4. Organize your thinking. Put your main idea into a sentence. Then find details tosupport your idea.

5. Think how you can fit your idea and supporting details in the space given.

e Now turn to page 17 in your Student Test Preparation Booklets. The passage is from anonfiction book you have already read, Click and Treat: The Story of Karen Pryor.Read the passage to yourself. When you finish reading, work with your partner to planand write a response to the constructed-response items.

[Students read the passage independently and plan and write responses to the constructed-

response items with a partner.]

1. What does a clicker do? Why are clickers important in Karen Pryor’s work withanimals?

A clicker makes a sound that an animal can hear. A clicker is important inKaren Pryor’s way of training animals. She makes a click to give a signal to theanimal. The animal learns to listen for a click. If the animal does something well,then it gets a treat. The clicker helps the animal know when to do the thing it isbeing trained to do.

Thinking Beyond the Text

2. What do you think is one of the most important ideas in this passage? What makesyou think so? Explain your answer using details from the passage.

I think one of the most important ideas in this passage is praise works betterthan punishment to train animals. This is the idea that Karen Pryor uses to trainanimals. She wrote a book to share everything she knew about animal training.She wrote about her work with dolphins, but she knows that using praise workswell to train all kinds of animals.

The title of one section of the passage is “Click and Treat.” This is also part ofthe title of the whole book, Click and Treat: The Story of Karen Pryor. The secondpart of “Click and Treat” is the part that has to do with praise. After an animaldoes well, Karen praises it when she gives it a treat. According to the author, usingpraise works with dolphins, dogs, horses, animals in zoos, cats, and birds. Shebelieves that this works so much better than punishing an animal when it doessomething wrong.


e After students have completed the Practice with a partner, discuss any items thatthey found difficult. You may want to share one or both of the sample responsesshown. If so, remind students that there are no “correct” answers to constructed-response items. Explain that the two responses given show examples that arethoughtful and well written.

e Remind students that they need to write legibly and use their best spelling andpunctuation.

Critical Thinking 1. Analyze and explain

important informationin a text.

2. Analyze and explainmain idea in anonfiction text.

Have a Try


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On YourOwn

e Turn to page 19 in your Student Test Preparation Booklets. Earlier you read the bookAlpha and Beto: The Biblioburros. Today you are going to read an abridged version ofthat book to yourself carefully.

e Then, for each constructed-response item, read the item carefully.

e Find and underline the important words and use these words to think what the itemis about.

e In the passage, find the sentences that will help you write your answer.

e State your main idea in one sentence. Then find details in the passage to support your idea.

e Think about how to fit your idea and supporting details into the space given forwriting.

[Students read the passage independently and plan and write responses to the constructed-

response items on their own.]

1. Why do many of the children have no books to read?

The children in this part of Colombia are poor, and their families don’t haveenough money to buy books. They also cannot get books from a library becausethe library is too far to visit.

Thinking Within the Text

2. How would you describe Luis Soriano? Explain your answer.

Luis Soriano is brave and determined. Even though it is hard and dangerous forLuis to bring the books to the villages, he keeps doing it. He believes strongly thatit is important for children to read. The roads are rough, and Luis breaks his legone time. He is also robbed. But none of this makes Luis quit bringing books to thechildren.

Thinking Within the Text

3. Do you feel that what Luis Soriano does is important? Why or why not?

I think that bringing books to children in villages is very important. WithoutLuis Soriano, the children in these villages would not have books to read. Theywould not learn important things like what it’s like in other places. Books teach usabout other people and adventures and ideas. The children can read the books andthink about adventures they might not have in their own villages. They can thinkabout people they might never meet in their own villages. And they can know moreabout the world beyond their villages. Maybe reading the books will make thechildren want to go out and have adventures! Maybe the books can teach thechildren how to do things they never thought of doing. For these reasons, whatLuis does is very important.


e After students have completed On Your Own, take time to discuss any items theyfound difficult. You might select certain items in order to point out importantwords and to discuss how those words gave clues to students about the nature of thetest item.

Critical Thinking 1. Identify important

information in a text.

2. Identify and explainkey details in a text.

3. Think critically about atext and supportopinions withevidence.


LLI RED SYSTEM TEST PREPARATION 1Fountas & Pinnell Leveled Literacy Intervention. Copyright ©2013 by Irene C. Fountas and Gay Su Pinnell. This page may be photocopied.

(1) Explain how Remya Jose showed her imagination as

a teenager.

(2) Remya’s parents and friends are doubtful about her

invention. How does Remya respond? What do

Remya’s actions tell you about what type of person

she is?

(2a) Remya’s parents and friends are doubtful about her

invention. Remya responds by _____. Her actions tell

me that she is the type of person who _____.

THINK TOGETHER CHART 31

You may wish to print these pages to display the individual stem for the Think Together items.

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(3) According to the author, how did people respond toKaren Pryor’s book?

(3a) According to the author, people responded to KarenPryor’s book by _____.

(4) How does howling help a pack of wolves? Give one ortwo examples in your answer.

(4a) Howling helps a pack of wolves by _____.

(5) Write a summary of the events in “A Father, a Son, and a Donkey.”


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(6) Based on Click and Treat, how might Karen Pryor’s

ideas be used with different animals?

(6a) Based on Click and Treat, Karen Pryor’s ideas might

be used with different animals by _____.

(7) How important is howling to wolves? In your answer,

explain different ways that wolves use howling in

their lives.

(7a) Howling is important in wolves’ lives. Wolves use

howling in different ways, such as _____.


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(8) Based on the folktale, do you think that the father

cares too much about other people’s opinion of him?

Why or why not?

(8a) Based on the folktale, I think that the father cares

too much about other people’s opinion of him

because _____.

(8b) Based on the folktale, I think that the father does not

care too much about people’s opinion of him because

_____.


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passage from click and treat: the story of karen pryor · 3 karen went to dog shows, zoos, and...

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