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Reading

Assessment Materials

03/2012 | Version 3.1edition created in partnership with

103/2012 | Version 3.1

Text

Rea

ding

and

Com

preh

ensi

on (T

RC

)

Kno

wle

dge

of P

rint

(KO

P)R

ead

ing

Leve

lTi

tle

K

it

Prin

t C

once

pts

The

Den

tist

Har

cour

t

Read

ing

Beha

vior

sLo

ok a

t M

e H

arco

urt

Leve

lTy

pe

Titl

eR

etel

l/ R

ecal

lO

ral

Co

mp

.W

ritt

en

Co

mp

.

Gu

ided

Rea

din

gR

ead

ing

Rec

ove

ry*

Lexi

le

B2

200 -

400

Fict

ion

At

the

Zoo

Yes

No

No

B2

Non

Fict

ion

The

Ballo

ons

Yes

No

No

C3

Fict

ion

Kat

e G

oes

to a

Far

mYe

sN

oN

o

C3

Fict

ion

Wak

e U

p, F

athe

r Be

arYe

sN

oN

o

C3

Non

Fict

ion

Fun

Day

s!Ye

sN

oN

o

C4

Fict

ion

The

Big

Plan

eYe

sN

oN

o

C4

Fict

ion

Litt

le C

at Is

Hun

gry

Yes

No

No

D5

Fict

ion

Litt

le T

eddy

Hel

ps M

ouse

Yes

GR

only

No

D5

Fict

ion

Sam

and

Litt

le B

ear

Yes

GR

only

No

D6

Fict

ion

Nic

k’s

Snow

man

Yes

Yes

No

D6

Fict

ion

The

Mer

ry-G

o-Ro

und

Yes

Yes

No

D6

Non

Fict

ion

Tall

Thin

gsYe

sYe

sN

o

E7

3

00

-

6

00

Fict

ion

Baby

Bea

r an

d th

e Bi

g Fi

shYe

sYe

sN

o

E7

Fict

ion

Litt

le R

abbi

t’s P

arty

Yes

Yes

No

E8

Fict

ion

The

Cat

and

the

Mic

eYe

sYe

sN

o

E8

Non

Fict

ion

My

Big

Sist

erYe

sYe

sN

o

F9

Fict

ion

Cle

ver

Litt

le D

inos

aur

RR o

nly

Yes

GR

only

F9

Fict

ion

Stuc

k in

the

Ditc

hRR

onl

yYe

sG

R on

ly

F10

Fict

ion

The

Hel

pful

Bul

ldoz

erN

oYe

sYe

s

F10

Fict

ion

Lost

at

the

Shop

ping

Mal

lN

oYe

sYe

s

F10

Non

Fict

ion

Cla

ssro

om R

ules

No

Yes

Yes

G11

Fict

ion

Late

For

Sch

ool

No

Yes

Yes

* Re

adin

g Re

cove

ry C

ounc

il of

Nor

th A

mer

ica

offic

ially

rec

ogni

zes

only

boo

k le

vels

thr

ough

leve

l 20

on it

s of

ficia

l boo

k lis

t. T

o be

tter

sup

port

our

cus

tom

ers

with

hig

her

text

leve

ls,

we

appe

nded

tex

t le

vels

on

par

with

ano

ther

com

mon

num

eric

al le

velin

g sy

stem

fou

nd in

the

cla

ssro

om.

2 03/2012 | Version 3.1

Common Core Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message.

Text

Rea

ding

and

Com

preh

ensi

on (c

ont’

d.)

Leve

lTy

pe

Titl

eR

etel

l/ R

ecal

lO

ral

Co

mp

.W

ritt

en

Co

mp

.

Gu

ided

Rea

din

gR

ead

ing

Rec

ove

ry*

Lexi

le

G11

200 -

400

300 -

600

Fict

ion

Tom

’s Tr

ain

Ride

No

Yes

Yes

G12

Fict

ion

Buyi

ng a

New

Hou

seN

oYe

sYe

s

G12

Fict

ion

Socc

er a

t Sc

hool

No

Yes

Yes

G12

Non

Fict

ion

Ani

mal

Hom

esN

oYe

sYe

s

H13

Fict

ion

The

Best

Run

ner

No

Yes

Yes

H13

Fict

ion

The

Fox

and

Chi

cken

-to-

Go

No

Yes

Yes

H14

Fict

ion

Litt

le H

en, M

ouse

, and

Rab

bit

No

Yes

Yes

H14

Fict

ion

The

Wat

er S

lide

No

Yes

Yes

H14

Non

Fict

ion

In t

he A

fter

noon

No

Yes

Yes

I15

Fict

ion

Litt

le S

teg

No

Yes

Yes

I15

Fict

ion

Skip

Goe

s to

the

Res

cue

No

Yes

Yes

I16

Fict

ion

The

Cla

ssro

om P

lay

No

Yes

Yes

I16

Fict

ion

Gre

at L

ion

and

Tiny

Mou

seN

oYe

sYe

s

I16

Non

Fict

ion

Des

ert

Clo

wns

No

Yes

Yes

J17

500 -

900

Fict

ion

Har

ry t

he T

ow T

ruck

No

Yes

Yes

J17

Fict

ion

The

Gre

edy

Dog

and

the

Bon

eN

oYe

sYe

s

J18

Fict

ion

The

Vaca

tion

Surp

rise

No

Yes

Yes

J18

Non

Fict

ion

Har

vest

Mic

eN

oYe

sYe

s

K19

Fict

ion

The

Old

Cab

in in

the

For

est

No

Yes

Yes

K19

Fict

ion

Tom

and

the

Sac

kN

oYe

sYe

s

K20

Fict

ion

Leo

the

Lion

Clu

bN

oYe

sYe

s

K20

Fict

ion

The

Skat

ing

Twin

sN

oYe

sYe

s

K20

Non

Fict

ion

Am

azin

g La

sers

No

Yes

Yes

L24

Fict

ion

Kw

an t

he A

rtis

tN

oYe

sYe

s

L24

Non

Fict

ion

The

Stat

ue o

f Li

bert

yN

oYe

sYe

s

L27

Fict

ion

The

Win

d an

d th

e Su

nN

oYe

sYe

s

M27

Fict

ion

Tric

ks w

ith a

Kite

No

Yes

Yes

M27

Non

Fict

ion

Tree

s on

Our

Pla

net

No

Yes

Yes

N30

Fict

ion

The

Mill

er, H

is S

on, a

nd T

heir

Don

key

No

Yes

Yes

N30

Non

Fict

ion

Gira

ffes

No

Yes

Yes

O34

Fict

ion

The

Cav

e Be

side

the

Wat

erfa

llN

oYe

sYe

s

303/2012 | Version 3.1

Leve

lTy

pe

Titl

eR

etel

l/ R

ecal

lO

ral

Co

mp

.W

ritt

en

Co

mp

.

Gu

ided

Rea

din

gR

ead

ing

Rec

ove

ry*

Lexi

le

G11

200 -

400

300 -

600

Fict

ion

Tom

’s Tr

ain

Ride

No

Yes

Yes

G12

Fict

ion

Buyi

ng a

New

Hou

seN

oYe

sYe

s

G12

Fict

ion

Socc

er a

t Sc

hool

No

Yes

Yes

G12

Non

Fict

ion

Ani

mal

Hom

esN

oYe

sYe

s

H13

Fict

ion

The

Best

Run

ner

No

Yes

Yes

H13

Fict

ion

The

Fox

and

Chi

cken

-to-

Go

No

Yes

Yes

H14

Fict

ion

Litt

le H

en, M

ouse

, and

Rab

bit

No

Yes

Yes

H14

Fict

ion

The

Wat

er S

lide

No

Yes

Yes

H14

Non

Fict

ion

In t

he A

fter

noon

No

Yes

Yes

I15

Fict

ion

Litt

le S

teg

No

Yes

Yes

I15

Fict

ion

Skip

Goe

s to

the

Res

cue

No

Yes

Yes

I16

Fict

ion

The

Cla

ssro

om P

lay

No

Yes

Yes

I16

Fict

ion

Gre

at L

ion

and

Tiny

Mou

seN

oYe

sYe

s

I16

Non

Fict

ion

Des

ert

Clo

wns

No

Yes

Yes

J17

500 -

900

Fict

ion

Har

ry t

he T

ow T

ruck

No

Yes

Yes

J17

Fict

ion

The

Gre

edy

Dog

and

the

Bon

eN

oYe

sYe

s

J18

Fict

ion

The

Vaca

tion

Surp

rise

No

Yes

Yes

J18

Non

Fict

ion

Har

vest

Mic

eN

oYe

sYe

s

K19

Fict

ion

The

Old

Cab

in in

the

For

est

No

Yes

Yes

K19

Fict

ion

Tom

and

the

Sac

kN

oYe

sYe

s

K20

Fict

ion

Leo

the

Lion

Clu

bN

oYe

sYe

s

K20

Fict

ion

The

Skat

ing

Twin

sN

oYe

sYe

s

K20

Non

Fict

ion

Am

azin

g La

sers

No

Yes

Yes

L24

Fict

ion

Kw

an t

he A

rtis

tN

oYe

sYe

s

L24

Non

Fict

ion

The

Stat

ue o

f Li

bert

yN

oYe

sYe

s

L27

Fict

ion

The

Win

d an

d th

e Su

nN

oYe

sYe

s

M27

Fict

ion

Tric

ks w

ith a

Kite

No

Yes

Yes

M27

Non

Fict

ion

Tree

s on

Our

Pla

net

No

Yes

Yes

N30

Fict

ion

The

Mill

er, H

is S

on, a

nd T

heir

Don

key

No

Yes

Yes

N30

Non

Fict

ion

Gira

ffes

No

Yes

Yes

O34

Fict

ion

The

Cav

e Be

side

the

Wat

erfa

llN

oYe

sYe

s

Leve

lTy

pe

Titl

eR

etel

l/ R

ecal

lO

ral

Co

mp

.W

ritt

en

Co

mp

.

Gu

ided

Rea

din

gR

ead

ing

Rec

ove

ryLe

xile

O34

500 -

900

Non

Fict

ion

A N

ew S

kate

park

No

Yes

Yes

P38

Fict

ion

Jack

and

the

Bea

nsta

lkN

oYe

sYe

s

P38

Non

Fict

ion

Beav

ers

No

Yes

Yes

Q40

Fict

ion

A G

reat

Sen

se o

f Sm

ell

No

Yes

Yes

Q40

Non

Fict

ion

The

Gam

e of

Soc

cer

No

Yes

Yes

R40

Fict

ion

Rikk

i-tik

ki-t

avi

No

Yes

Yes

R40

800 -

1000

Non

Fict

ion

Prep

arin

g fo

r a

Day

in t

he F

ores

tN

oYe

sYe

s

S44

Fict

ion

Trac

ks b

y th

e St

ream

No

Yes

Yes

S44

Non

Fict

ion

Mou

nt S

aint

Hel

ens

Blow

s Its

Top

No

Yes

Yes

T44

Fict

ion

Ford

ing

the

Rive

rN

oYe

sYe

s

T44

Non

Fict

ion

Cyc

lone

Tra

cy D

estr

oys

Dar

win

No

Yes

Yes

U50

Fict

ion

Blac

k Be

auty

Enc

ount

ers

a St

eam

Tra

inN

oYe

sYe

s

U50

Non

Fict

ion

65 M

illio

n Ye

ars

Ago

No

Yes

Yes

* Re

adin

g Re

cove

ry C

ounc

il of

Nor

th A

mer

ica

offic

ially

rec

ogni

zes

only

boo

k le

vels

thr

ough

leve

l 20

on it

s of

ficia

l boo

k lis

t. T

o be

tter

sup

port

our

cus

tom

ers

with

hig

her

text

leve

ls,

we

appe

nded

tex

t le

vels

on

par

with

ano

ther

com

mon

num

eric

al le

velin

g sy

stem

fou

nd in

the

cla

ssro

om.

Reading

503/2012 | Version 3.1


Clever Little Dinosaur

Reading Recovery: 9 | Guided Reading: F

Name __________________________________________ Date ____________________

Written Comprehension

What can you learn from Little Dinosaur? How do you know this? Use part of the story in your answer. What can you learn from Little Dinosaur?

How do you know this?

Reading

6 03/2012 | Version 3.1

What can you learn from Little Dinosaur? How do you know this? Use part of the story in your answer.

Score Point Scoring Guidelines:

3 Complete Understanding

Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding

Exemplar:

WhatcanyoulearnfromLittleDinosaur? Howdoyouknowthis?

Youcangetawayifyou’relittle.ORLittleDinosaursolvedaproblembyhimself.ORLittleDinosaurcantakecareofhimself.

Hegotawayfromthebigdinosaur.

2 General Understanding

Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding

Exemplar:


LittleDinosaurisverysmart. Heissafe.

1Minimal Understanding

Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion

Exemplar:


He’scleverandlittle.ORHeisfast.

Ilikehim.

0No Understanding

Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.

Exemplar:


Therearedinosaursnearmyhouse. Isawthem.




Reading

703/2012 | Version 3.1

Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.



Name __________________________________________ Date ____________________


Where do Little Dinosaur and Big Dinosaur live in the story? Use part of the story in your answer.

Little Dinosaur

Big Dinosaur

Reading

8 03/2012 | Version 3.1

Where do Little Dinosaur and Big Dinosaur live in the story? Use part of the story in your answer.




Exemplar:

LittleDinosaur UnderarockOR In a hole

BigDinosaur In the forestORNearariver



Exemplar:

LittleDinosaur In a hole

BigDinosaur Outside



Exemplar:

LittleDinosaur Outside

BigDinosaur Intheriver

0No Understanding


Exemplar:

LittleDinosaur In a house

BigDinosaur Inthelake




Reading

903/2012 | Version 3.1


Stuck in the Ditch


Name __________________________________________ Date ____________________


What is Red Truck’s problem?

Reading

10 03/2012 | Version 3.1

What is Red Truck’s problem?




Exemplar:Hedrivestoofast.Hegoesintotheditch.Hecan’tgetout.



Exemplar:Heisintheditch.



Exemplar:Heneedshelp.

0No Understanding


Exemplar:Heisred.

Stuck in the Ditch



Reading

1103/2012 | Version 3.1

Common Core Standard: RL.1.1. Ask and answer questions about key details in a text.

Stuck in the Ditch


Name __________________________________________ Date ____________________


Why is Yellow Bulldozer able to get Red Truck out of the ditch?

Reading

12 03/2012 | Version 3.1

Why is Yellow Bulldozer able to get Red Truck out of the ditch?

Stuck in the Ditch






Exemplar:Heisverybig.Heisstrong.Hepullshimout.



Exemplar:Heisstrong.



Exemplar:Hetrieshard.

0No Understanding


Exemplar:Hehelpstheredtruck.

Reading

1303/2012 | Version 3.1

Common Core Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

The Helpful Bulldozer


Name __________________________________________ Date ____________________


1. How does the Helicopter help the Bus? Use part of the story in your answer.

Reading

14 03/2012 | Version 3.1

How does the Helicopter help the Bus? Use part of the story in your answer.




Exemplar: Hegetsthebulldozer.Hesaysthebulldozerwillhelp.



Exemplar:Hegetsthebulldozer.



Exemplar:Hegetshelp.

0No Understanding


Exemplar: Hemovesthetree.




Reading

1503/2012 | Version 3.1

Common Core Standard: RL.1.6. Identify who is telling the story at various points in a text.



Name __________________________________________ Date ____________________


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

Who says this?

“But I have to go to town.”

“R-mmm! R-mmm!”

“I will go get the bulldozer.”

Reading

16 03/2012 | Version 3.1

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




Exemplar:

Whosaysthis?

“ButIhavetogototown.” bus

“R-mmm!R-mmm!” bulldozer

“Iwillgogetthebulldozer.” helicopter



Exemplar:

Whosaysthis?


“R-mmm!R-mmm!” bus

“Iwillgogetthebulldozer.” helicopter



Exemplar:

Whosaysthis?


“R-mmm!R-mmm!” bus

“Iwillgogetthebulldozer.” bulldozer

0No Understanding


Exemplar:

Whosaysthis?

“ButIhavetogototown.” bulldozer

“R-mmm!R-mmm!” helicopter

“Iwillgogetthebulldozer.” bus




Reading

1703/2012 | Version 3.1


Lost at the Shopping Mall


Name __________________________________________ Date ____________________


Draw a picture to show where Sally went when she left Jon.

Reading

18 03/2012 | Version 3.1

Draw a picture to show where Sally went when she left Jon.




Exemplar:(Pictureshouldshowamerry-go-round.)Sallywenttothelittlemerry-go-round.Shesawherfriend.



Exemplar:(Pictureshouldshowamerry-go-round.)Shewentaway.



Exemplar:(Pictureshouldbeamallscene,butnotamerry-go-round.)Sheleft.

0No Understanding


Exemplar:(Pictureisirrelevanttothestory.)Sallylikesherfriends.




Reading

1903/2012 | Version 3.1

Common Core Standard: RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.



Name __________________________________________ Date ____________________


What do you think Dad will do the next time he goes to the shopping mall with Sally and Jon? Use part of the story in your answer.

Reading

20 03/2012 | Version 3.1

What do you think Dad will do the next time he goes to the shopping mall with Sally and Jon? Use part of the story in your answer.







Exemplar:DadwillnotleaveSallyalone.Hewilltakeher.Hedoesnotwanthertogetlostagain.Sheistoolittle.



Exemplar:DadwillnotleaveSallyalone.Hewilltakeher.



Exemplar:DadwilltellSallytostay.

0No Understanding


Exemplar:DadwillletSallyeaticecream.

Reading

2103/2012 | Version 3.1

Common Core Standard: RI.1.1. Ask and answer questions about key details in a text.

Classroom Rules


Name __________________________________________ Date ____________________


Rule 5 says to take turns. What might happen if students do not follow rule 5?

Reading

22 03/2012 | Version 3.1

Rule 5 says to take turns. What might happen if students do not follow rule 5?




Exemplar:Peoplecangethurtifyoudon’ttaketurns.Theycouldbesadtoo.



Exemplar:Somebodywillnotgetaturn.



Exemplar:Theygetintrouble.

0No Understanding


Exemplar:Thereare5rules.

Classroom Rules



Reading

2303/2012 | Version 3.1


Classroom Rules


Name __________________________________________ Date ____________________


Which rule is the most important? Why?

Reading

24 03/2012 | Version 3.1

Which rule is the most important? Why?

Classroom Rules






Exemplar:Ithinkrule3isthemostimportant.Itisimportanttotalkaboutthings.Youshouldnothit.



Exemplar:Ithinkrule2isthemostimportant.Helpingisgood.



Exemplar:Rule1.

0No Understanding


Exemplar:Ilikethebook.

Reading

2503/2012 | Version 3.1

Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Late for School

Reading Recovery: 11 | Guided Reading: G

Name __________________________________________ Date ____________________


1. What are two words in the story that tell what sound the car makes?

Reading

26 03/2012 | Version 3.1

1. What are two words in the story that tell what sound the car makes?




Exemplar: rrr … rrrr and BRMMM!



Exemplar:Brmmm!ORrrr … rrrr



Exemplar:Thecarmakesenginenoises.

0No Understanding


Exemplar: Go go go!

Late for School



Reading

2703/2012 | Version 3.1


Late for School


Name __________________________________________ Date ____________________


What are the three settings or places in the story?

1.

2.

3.

Reading

28 03/2012 | Version 3.1

What are the three settings or places in the story?




Exemplar: 1.House2.Car3.School



Exemplar:1.House2.Class3.School



Exemplar:1.House2.Class3.Store

0No Understanding


Exemplar: 1.Soccer2.Driving3.Playing

Late for School



Reading

2903/2012 | Version 3.1


Tom’s Train Ride


Name __________________________________________ Date ____________________


Tell two ways Tom’s day and the girl’s day at the park are alike.

1.

2.

Reading

30 03/2012 | Version 3.1

Tell two ways Tom’s day and the girl’s day at the park are alike.




Exemplar:

1.Theyrideintheirwheelchairs. 2.Theyrideinthebigseat.



Exemplar:

1.Theyhavewheelchairs. 2.Theylikeparks.



Exemplar:

1.Theywaitonthetrain. 2.Theyliketheirfamilies.

0No Understanding


Exemplar:

1.Theygotoschool. 2.Theyhavefriends.

Tom’s Train Ride



Reading

3103/2012 | Version 3.1


Tom’s Train Ride


Name __________________________________________ Date ____________________


Tell at least two things you learned about Tom. Use part of the story in your answer.

1.

2.

Reading

32 03/2012 | Version 3.1

Tell at least two things you learned about Tom. Use part of the story in your answer.




Exemplar:

1.Heisinawheelchair.

2.Heisabletogoonthetrainjustlikeotherkids.



Exemplar:

1.Helikesthepark.

2.Heisinawheelchair.



Exemplar:

1.Hehadfun.

2.Hesatintheback.

0No Understanding


Exemplar:

1.Heissad.

2.Hewantstogohome.

Tom’s Train Ride



Reading

3303/2012 | Version 3.1


Buying a New House


Name __________________________________________ Date ____________________


Who is telling this story? How do you know? Use part of the story in your answer.

Reading

34 03/2012 | Version 3.1

Who is telling this story? How do you know? Use part of the story in your answer.




Exemplar: Thelittlebrother.HesayshehasabrothernamedBen.



Exemplar:Alittleboytellsit.



Exemplar:Aboy.

0No Understanding


Exemplar: Ben.

Buying a New House



Reading

3503/2012 | Version 3.1


Buying a New House


Name __________________________________________ Date ____________________


What do the boys do when they go inside the new house? Use part of the story in your answer.

Reading

36 03/2012 | Version 3.1

What do the boys do when they go inside the new house? Use part of the story in your answer.




Exemplar: Theygoupstairs.Theyseethebedrooms.ThebigoneisforBen.



Exemplar:Theyseebedrooms.



Exemplar:Theygoupstairs.

0No Understanding


Exemplar: Theywanttobringtheirbikes.

Buying a New House



Reading

3703/2012 | Version 3.1


Soccer at School


Name __________________________________________ Date ____________________


Draw a picture to show why the ball is taken away from Andy and his friends.

Reading

38 03/2012 | Version 3.1

Draw a picture to show why the ball is taken away from Andy and his friends.




Exemplar:(Thepictureshouldshowtheballhittingtheschool.)Theballhittheschool.Theteacherdoesn’tlikethat.Hetakesitaway.



Exemplar:(Thepictureshouldshowtheballhittingtheschool.)Theballhitstheschool.



Exemplar:(Thepictureshowsateacherorboysplayingsoccerbutnottheballhittingtheschool.)Theteachertakestheball.

0No Understanding


Exemplar:(Thepictureisirrelevant.)Thelittleboyswanttoplaywiththebigkids.

Soccer at School



Reading

3903/2012 | Version 3.1


Soccer at School


Name __________________________________________ Date ____________________


Why do Andy and his friends play soccer with Matt and James?

Reading

40 03/2012 | Version 3.1

Why do Andy and his friends play soccer with Matt and James?




Exemplar:Andyandhisfriendsdidn’thaveaballtoplaywith.Theirballwastakenaway.MattandJameshadaball.TheywantedtouseMattandJames’sball.



Exemplar: Theyneededaballtoplaywith.TheycoulduseMattandJames’sball.



Exemplar: Theteacherhadtheirball.

0No Understanding


Exemplar: Theywantedtoplayonthegrass.

Soccer at School



Reading

4103/2012 | Version 3.1

Common Core Standard: RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Animal Homes


Name __________________________________________ Date ____________________


Tell how a beaver home and a rabbit home are different. Use parts of the book in your answer.

Reading

42 03/2012 | Version 3.1

Tell how a beaver home and a rabbit home are different. Use parts of the book in your answer.




Exemplar:Arabbitlivesinahole.Abeaverlivesinthewater.Beaversmakeahouseinthewater.Itisbuiltwithsticksandmud.Arabbitlivesunderground.



Exemplar: Arabbitlivesinahole.Abeaverlivesinthewater.



Exemplar: Rabbitsliveinahole.

0No Understanding


Exemplar: Ilikethebeaver’shouse.

Animal Homes


Common Core Standard: RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Reading

4303/2012 | Version 3.1

Common Core Standard: RI.1.8. Identify the reasons an author gives to support points in a text.

Animal Homes


Name __________________________________________ Date ____________________


Why is the beaver’s home called “an island in the water”? Use part of the book in your answer.

Reading

44 03/2012 | Version 3.1

Why is the beaver’s home called “an island in the water”? Use part of the book in your answer.




Exemplar:Becausetheirhousefloatsinthewater.Itismadeofsticksandmud.



Exemplar: Becausetheirhousefloatsinthewater.



Exemplar: Theirhouseismadeofmud.

0No Understanding


Exemplar: Beavershavebigteeth.

Animal Homes


Common Core Standard: RI.1.8. Identify the reasons an author gives to support points in a text.

Reading

4503/2012 | Version 3.1

Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

The Best Runner

Reading Recovery: 13 | Guided Reading: H

Name __________________________________________ Date ____________________


Write some words from the story that show Rachel is sad. Write some words from the story that show Rachel is worried.

Sad

Worried

Reading

46 03/2012 | Version 3.1

Write some words from the story that show Rachel is sad. Write some words from the story that show Rachel is worried.




Exemplar:

Sad Worried

Shehadwantedtobefirsttoday.ORShehadwantedtowin.

Sheranslowlyatfirst.ORShecan’tslowdown.



Exemplar:

Sad Worried

Shedidn’twin. Shewasslow.



Exemplar:

Sad Worried

Shelikestowin. Shesawaboyfall.

0No Understanding


Exemplar:

Sad Worried

Shecries. Sheisinfirstplace.

The Best Runner



Reading

4703/2012 | Version 3.1


The Best Runner


Name __________________________________________ Date ____________________


Tell what happens in the story. Tell what happens first, next, and last.

First

Next

Last

Reading

48 03/2012 | Version 3.1





Exemplar: First:Theclassgoestothepark.Next:Thekidsrace.Jameswins.Last:Thekidsraceagain.Rachelwins.



Exemplar:First:Theclassgoestothepark.Next:Jameswins.Last:Rachelwins.



Exemplar:First:Theygotothepark.Next:Therearealotofkids.Last:Theyhavefun.

0No Understanding


Exemplar: First:Theyareinschool.Next:Theywillhavefun.Last:Theywillgohome.

The Best Runner



Reading

4903/2012 | Version 3.1


The Fox and Chicken-to-Go


Name __________________________________________ Date ____________________


Draw a picture of how the father fox solved his problem.

Reading

50 03/2012 | Version 3.1

Draw a picture of how the father fox solved his problem.




Exemplar:(Thepictureshouldshowthefoxgettingachickenoutofthebaginfrontofthestore.)Thefoxfoundtrashinfrontofthechicken-to-gostore.Thetrashhadchickensinside.Hetookoneofthechickenstoeat.



Exemplar: (Thepictureshouldshowthefoxgettingachickenoutofthebag.)Thefoxfoundchickensinfrontofthestore.



Exemplar: (Thepictureshouldshowthefoxcarryingachicken.)Thefoxbringsachickentohisfamily.

0No Understanding


Exemplar: (Thepictureisirrelevant.)Thefoxlivesunderagardenshed.




Reading

5103/2012 | Version 3.1




Name __________________________________________ Date ____________________


What two things does the father fox do in this story that a real fox cannot do? Use part of the story in your answer.

1.

2.

Reading

52 03/2012 | Version 3.1

What two things does the father fox do in this story that a real fox cannot do? Use part of the story in your answer.




1. The father fox can talk. He says “I can’t get inside the chicken house.” Real foxes do not talk.

2. He also stops at a red light. Real foxes don’t do that.



Exemplar:

1. The father fox stops at a red light. He is careful. Real foxes don’t do that.

2. He is smart.



Exemplar:

1. The father fox stops.

2. He likes chicken.

0No Understanding


Exemplar:

1. Real foxes don’t live under sheds.

2. Real foxes don’t eat chicken.




Reading

5303/2012 | Version 3.1


Little Hen, Mouse, and Rabbit


Name __________________________________________ Date ____________________


Tell about Mouse and Rabbit. Use part of the story in your answer.

Reading

54 03/2012 | Version 3.1

Tell about Mouse and Rabbit. Use part of the story in your answer.




Exemplar:Theyarelazy.TheysleepandLittleHendoesallthework.



Exemplar:Theyarelazyandsleep.



Exemplar:Theysleep.

0No Understanding


Exemplar: Theyeatfood.




Reading

5503/2012 | Version 3.1

Common Core Standard: RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.



Name __________________________________________ Date ____________________


What do Mouse and Rabbit learn in the story? How do you know? Use part of the story in your answer.

Reading

56 03/2012 | Version 3.1

What do Mouse and Rabbit learn in the story? How do you know? Use part of the story in your answer.




Exemplar:Theylearnitisimportanttohelp.Theyshouldnotbelazy.LittleHensavedthem.TheysaytheyalwayswillhelpLittleHennow.



Exemplar:Theylearnnottobelazyandtodosomework.



Exemplar:Theylearntoworkandnotsleep.

0No Understanding


Exemplar: Theylearntoworkallday.



Common Core Standard: RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Reading

5703/2012 | Version 3.1


The Water Slide


Name __________________________________________ Date ____________________


Write some words from the story that show that Tim is a little excited. Write some words from the story that show that Tim is a little afraid.

Excited

Afraid

Reading

58 03/2012 | Version 3.1

Write some words from the story that show that Tim is a little excited. Write some words from the story that show that Tim is a little afraid.




Exemplar:

Excited Afraid

Theywillhavefuntoday. Thatslidelookstoobigforme.ORIdon’twanttogoonit.



Exemplar:

Excited Afraid

Itisfun. Hedoesn’twanttogoontheslide.



Exemplar:

Excited Afraid

Theygotothewaterslide. Heisinthewater.Heisswimming.

0No Understanding


Exemplar:

Excited Afraid

Heisswimming. MomandDadwon’ttellme.

The Water Slide



Reading

5903/2012 | Version 3.1


The Water Slide


Name __________________________________________ Date ____________________



First

Next

Last

Reading

60 03/2012 | Version 3.1





Exemplar: First:TimandhisfriendMichaelgotoapark.Next:Michaelgoesdowntheslide.Timdoesn’twanttogoonit.Last:TimandMichaelgodowntheslide.Timlikesit.



Exemplar:First:Theygotoapark.Next:Timdoesn’twanttogoontheslide.Last:Timgoesdowntheslide.Michaelgoestoo.



Exemplar:First:Theyareatapool.Next:Theyareswimming.Last:Theyhavefun.

0No Understanding


Exemplar: First:Theyareclimbinginapark.Next:Theyarehavingfun.Last:Theygohome.

The Water Slide



Reading

6103/2012 | Version 3.1

Common Core Standard: RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

In the Afternoon


Name __________________________________________ Date ____________________


Complete the chart. Write two more things the girl does at school and two more things the girl does at home.

At School At Home

1. She paints pictures. 1.

2. 2. She watches television with her mother and her sister.

3. 3.

Reading

62 03/2012 | Version 3.1

Complete the chart. Write two more things the girl does at school and two more things the girl does at home.




Exemplar:

At School At Home

1. She paints pictures. 1. She has something to eat and drink.

2. She sings songs with her friends. 2. She watches television with her mother and her sister.

3. She plays games 3. She plays outside with her sister.



Exemplar:

At School At Home

1. She paints pictures. 1. She has something to eat.

2. She sings. 2. She watches television with her mother and her sister.

3. She plays. 3. Her dad reads a story.



Exemplar:

At School At Home

1. She paints pictures. 1. She makes stuff.

2. She likes school. 2. She watches television with her mother and her sister.

3. She likes to play 3. She wants to go to school.

0No Understanding


Exemplar:

At School At Home

1. She paints pictures. 1. She wants to go to bed.

2. She likes school. 2. She watches television with her mother and her sister.

3. She wants to learn a lot. 3. She climbs a tree.

In the Afternoon



Reading

6303/2012 | Version 3.1


In the Afternoon


Name __________________________________________ Date ____________________


The girl in the story was helpful at home and at school. Tell three ways you are helpful at home or at school.

1.

2.

3.

Reading

64 03/2012 | Version 3.1

The girl in the story was helpful at home and at school. Tell three ways you are helpful at home or at school.




Exemplar:Iamhelpfulathome.Iputthedishesinthedishwasher.Icleanmyroom.AtschoolIhelptheteacher.Ihelpherputawaybooks.



Exemplar: Ihelpatschool.Ipassoutpapers.Icleanmydesk.



Exemplar: Iliketohelpatschool.Iputbooksaway.

0No Understanding


Exemplar: Iplaysoccer.

In the Afternoon



Reading

6503/2012 | Version 3.1


Little Steg

Reading Recovery: 15 | Guided Reading: I

Name __________________________________________ Date ____________________


Tell how Little Steg’s mother acts. What did you learn from what she did? Use part of the story in your answer.

Reading

66 03/2012 | Version 3.1

Tell how Little Steg’s mother acts. What did you learn from what she did? Use part of the story in your answer.




Exemplar: Shehitsthebigdinosaurwithhertail.ShesavesLittleSteg.Sheisbrave.



Exemplar:Shehitsthedinosaur.Sheisbrave.



Exemplar:Shehitsthedinosaur.He’sbleeding.

0No Understanding


Exemplar: Thebigdinosaurismean.

Little Steg



Reading

6703/2012 | Version 3.1


Little Steg


Name __________________________________________ Date ____________________


What is Little Steg’s problem? How is the problem solved? Use part of the story in your answer.

Problem

How is the problem solved?

Reading

68 03/2012 | Version 3.1

What is Little Steg’s problem? How is the problem solved? Use part of the story in your answer.




Exemplar:

Problem Howistheproblemsolved?

Heistoolittle.Heistooslow.TheBigDinosaurisgoingtocatchhim.

LittleSteg’smothersaveshim.Shegoesback.ShehitstheBigDinosaurwithhertail.Heishurtandcan’trun.



Exemplar:


TheBigDinosaurisgoingtocatchhim. LittleSteg’smotherhurtstheBigDinosaur.



Exemplar:


Heisintrouble. Hedoesn’tgeteaten.

0No Understanding


Exemplar:


LittleStegiseatinggreenleaves. Hehearsthumpthumpthump.

Little Steg



Reading

6903/2012 | Version 3.1


Skip Goes to the Rescue


Name __________________________________________ Date ____________________


Tell about the beginning of the story and the end of the story.

Beginning

End

Reading

70 03/2012 | Version 3.1

Tell about the beginning of the story and the end of the story.




Exemplar:

Beginningofthestory Endofthestory

JesstellsSkipaboutaboy.Theboyisonanisland.Hehurthisarm.

Skipgetstheboy.Hisfatherhelps.Skiptakestheboytoland.



Exemplar:


Aboyisonanisland.Hehurthisarm. Skipgetstheboy.



Exemplar:


Skipneedstogetaboy. Theboylikestheplane.

0No Understanding


Exemplar:


Skipcan’tlandonrocks. Skipfliesonthewater.




Reading

7103/2012 | Version 3.1




Name __________________________________________ Date ____________________


Why do the people cheer at the end of the story? Use part of the story in your answer.

Reading

72 03/2012 | Version 3.1

Why do the people cheer at the end of the story? Use part of the story in your answer.




Exemplar: Theyarehappythelittleboyissafe.Skipsavedtheday.Skiptooktheboy.



Exemplar:Theyarehappythelittleboyissafe.



Exemplar:TheylikeSkip.

0No Understanding


Exemplar: BecauseSkipdidn’tlandontherocks.




Reading

7303/2012 | Version 3.1

Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

The Classroom Play


Name __________________________________________ Date ____________________


Tell the story in your own words. Write about the beginning, the middle, and the end of the story.

Beginning

Middle

End

Reading

74 03/2012 | Version 3.1

Tell the story in your own words. Write about the beginning, the middle, and the end of the story.




Exemplar:

Beginning Middle End

Theclasswilldoaplay.EmmaisLittleRedRidingHood.Sheishappy.SamistheBigBadWolf.Matthewissad.

EmmaasksMatthewtohelpherwiththeplay.Heisfunnyandisagoodwolf.Hedressesupandchasesher.

Samissick.Matthewisthewolf.Heisgoodatit.



Exemplar:


Theclasswilldoaplay.EmmaisLittleRedRidingHood.Matthewdoesn’tgettobetheBigBadWolf.

EmmaasksMatthewtohelpherpracticetheplay.

Matthewgetstobethewolf.



Exemplar:


Theclasswilldoaplay.EmmaisLittleRedRidingHood.

Emmapracticestheplay. Theplayisgood.

0No Understanding


Exemplar:


ThekidsliketheBigBadWolf. Thekidsarefunny. Theplaywaslong.

The Classroom Play



Reading

7503/2012 | Version 3.1


The Classroom Play


Name __________________________________________ Date ____________________


In this story, some characters are sad and some are happy. Write words from the story that show a character is sad. Then write words from the story that show a character is happy.

Feeling Sentence from the story

Sad

Happy

Reading

76 03/2012 | Version 3.1

In this story, some characters are sad and some are happy. Write words from the story that show a character is sad. Then write words from the story that show a character is happy.




Exemplar:

Feeling Sentencefromthestory

Sad Iwantedtobethewolf.

Happy Emmasmiled.



Exemplar:


Sad Matthewisn’tintheplay.

Happy Emmalaughedsohard.



Exemplar:


Sad Iwantedtobethewolf.

Happy Samisnotinschool.

0No Understanding


Exemplar:


Sad MatthewhelpsEmmawiththeplay.

Happy TheteachersaysSamisnotinschool.

The Classroom Play



Reading

7703/2012 | Version 3.1

Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.

Great Lion and Tiny Mouse


Name __________________________________________ Date ____________________


Why did the tiny mouse help the great lion? Use part of the story to tell about your answer.

Reading

78 03/2012 | Version 3.1

Why did the tiny mouse help the great lion? Use part of the story to tell about your answer.




Exemplar:Thetinymousehelpedthelionbecausethelionlethergo.Hehadtrappedherunderhispawbutsetherfree.Shewantedtodosomethingniceforhiminreturn.



Exemplar: Thetinymousehelpedthelionbecausethelionlethergetaway.



Exemplar: Themousehelpedthelionbecauseshewantedtobehisfriend.

0No Understanding


Exemplar: Themousewasveryscaredsoshehelpedthelion.




Reading

7903/2012 | Version 3.1

Common Core Standard: RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.



Name __________________________________________ Date ____________________


Fables teach lessons. What lesson does this fable teach? Use part of the story to tell about your answer.

Reading

80 03/2012 | Version 3.1

Fables teach lessons. What lesson does this fable teach? Use part of the story to tell about your answer.




Exemplar:Thelessonisthatyoucanbeabighelpevenifyouarelittle.Thelionthoughtthemousecouldn’thelphimbecauseshewastoosmall.Butheneededthelittlemousetohelphimintheend!



Exemplar: Thelessonisthatlittlepeoplecanhelptoo.



Exemplar: Itisimportanttohelpothers.

0No Understanding


Exemplar: Benicetoyourfriends.




Reading

8103/2012 | Version 3.1


Desert Clowns


Name __________________________________________ Date ____________________


The author says the roadrunner is “a different kind of bird.” Use details from the book to tell why it is different.

Reading

82 03/2012 | Version 3.1

The author says the roadrunner is “a different kind of bird.” Use details from the book to tell why it is different.




Exemplar:Itisdifferentbecauseitdoesnotflyverywell.Itcanonlyflyalittlebit.Itrunsontheroadtogetaround.



Exemplar: Itdoesnotfly.



Exemplar: Itlooksfunny.

0No Understanding


Exemplar: Itisaspecialbird.

Desert Clowns



Reading

8303/2012 | Version 3.1

Common Core Standard: RI.2.8. Describe how reasons support specific points the author makes in a text.

Desert Clowns


Name __________________________________________ Date ____________________


Tell why Desert Clowns is a good title for this book. Use details from the book in your answer.

Reading

84 03/2012 | Version 3.1

Tell why Desert Clowns is a good title for this book. Use details from the book in your answer.




Exemplar:Itisagoodtitlebecausethisiswhatpeoplecallthebird.Theycallitaclownbecauseithasablueandorangeface.



Exemplar: Itisagoodtitlebecausethisiswhatpeoplecallthebird.



Exemplar: Becauseitlooksfunny.

0No Understanding


Exemplar: It’sagoodtitle.

Desert Clowns


Common Core Standard: RI.2.8. Describe how reasons support specific points the author makes in a text.

Reading

8503/2012 | Version 3.1


Harry the Tow Truck

Reading Recovery: 17 | Guided Reading: J

Name __________________________________________ Date ____________________


What is the problem in this story and how is it solved? Use a detail from the story to help explain your answer.

Problem

Solution

Reading

86 03/2012 | Version 3.1

What is the problem in this story and how is it solved? Use a detail from the story to help explain your answer.




Exemplar:

Problem Solution

Theproblemisthatamovingvanflippedoverontheroad,andthecarscan’tusetheroad.

HarryandBobsolvetheproblem.Theyturnthevanoverandtowitaway.Nowthecarscandriveonthe road and go home



Exemplar:

Problem Solution

Aproblemisthatthereisavanstuckintheroad.

Harrytakesitaway.



Exemplar:

Problem Solution

There is a problem with the van.

Harrysolvestheproblem.

0No Understanding


Exemplar:

Problem Solution

Harryisatowtruckinthestory.

Thereisaproblem.

Harry the Tow Truck



Reading

8703/2012 | Version 3.1


Harry the Tow Truck


Name __________________________________________ Date ____________________


Explain how the people in the cars feel and why they feel this way. Use a detail from the story to help explain your answer.

Reading

88 03/2012 | Version 3.1

Explain how the people in the cars feel and why they feel this way. Use a detail from the story to help explain your answer.




Exemplar:Thepeopleinthecarsaregettingangry.Theywanttousetheroadtogohome,buttheycan’tbecausethemovingvanisintheway.Theytoottheirhornslouderandlouder.Theydon’twanttowait.



Exemplar: Thepeopleinthecarswanttogohome.Theyaremad.



Exemplar: Thepeoplearemad.

0No Understanding


Exemplar: Peopleareintheircars.

Harry the Tow Truck



Reading

8903/2012 | Version 3.1


The Greedy Dog and the Bone


Name __________________________________________ Date ____________________


What lesson does Jip learn in this story? Use a detail from the story to support your answer.

Reading

90 03/2012 | Version 3.1

What lesson does Jip learn in this story? Use a detail from the story to support your answer.




Exemplar:Helearnsnottobeagreedydog.Hesawadogwithabiggerbone.Hetriedtogetthedog’sbone.Thenhelosthisboneintheriver.Nowhehasnobonesbecausehewasselfish.



Exemplar: Helearnsnottobeagreedydog.Hethoughttherewasanotherdogwithabiggerbone.Hewantedit.



Exemplar: Heshouldn’ttrytogetbiggerbones.

0No Understanding


Exemplar: Helearnstobenice.




Reading

9103/2012 | Version 3.1

Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.



Name __________________________________________ Date ____________________


How did you find out there was no other dog in the river? Use a detail from the story or the pictures in your answer.

Reading

92 03/2012 | Version 3.1

How did you find out there was no other dog in the river? Use a detail from the story or the pictures in your answer.




Exemplar:IknewbecauseIlookedatthepictureandsawanotherdogthatlookedthesameasJip.Isawthereflection.ItwasjustJip.Youcanseehisbrownears.



Exemplar: IknewbecausethebooksaidthatJipwaslookingathimselflikeamirror.



Exemplar: Thepersoninthebooksaidso.

0No Understanding


Exemplar: BecauseJiphadtogetanotherbone.




Reading

9303/2012 | Version 3.1


The Vacation Surprise


Name __________________________________________ Date ____________________


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

Beginning

Middle

End

Reading

94 03/2012 | Version 3.1

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




Exemplar:


EmmaandMegareatthecabin.Itisatthelake.Theirgrandparentsarethere.Theywanttousethecanoes.

Theytrytogetthecanoes.Theyhearnoisesundertheshed.Theyfindamotherduckandhereggs!Theywaitfortheeggstohatch.

The babies come out of theeggs.Theyarewiththemother.Theyareswimminginthelake.EmmaandMeglikethem.



Exemplar:


EmmaandMegareatthelake.Theywanttousethecanoes.

Theytrytogetthecanoes.Theyfindamotherduckandhereggs!

Theeggshatch.theducksareswimminginthelake.



Exemplar:


EmmaandMegareatthecabin.

Theyseeducks. Theywanttousethecanoes.

0No Understanding


Exemplar:


EmmaandMeglikeducks. EmmaandMegstaywiththeirgrandparents.

EmmaandMeggointheboat.




Reading

9503/2012 | Version 3.1




Name __________________________________________ Date ____________________


How do Emma and Meg feel when they see the duck is gone? How do you know?

Reading

96 03/2012 | Version 3.1

How do Emma and Meg feel when they see the duck is gone? How do you know?




Exemplar:Theyareworried.Youcanseetheminthepicture.Theonegirlispointingattheemptynest.Alltheyseearebrokenshells.Theywanttoknowwheresheis.



Exemplar: Theyaresad.Thegirlsarelookingatthenest.Theeggsarebroken.



Exemplar: Theydon’tknowwheretheducksare.

0No Understanding


Exemplar: Mad.Theywanttousetheboat.




Reading

9703/2012 | Version 3.1

Common Core Standard: RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Harvest Mice


Name __________________________________________ Date ____________________


Look at the pages called Hiding from Danger. Tell the most important ideas in these pages.

Reading

98 03/2012 | Version 3.1

Look at the pages called Hiding from Danger. Tell the most important ideas in these pages.




Exemplar:Itisaboutanimalsthatwanttoeatthemice.Foxesandowlswanttoeatthem.Themicehideinthetallwheatinthesummer.



Exemplar: Itisaboutdifferentanimals.Theyhuntharvestmice.Theharvestmicehide.



Exemplar: Harvestmicehidefromanimals.

0No Understanding


Exemplar: Ilearnabouthidingfromdanger.

Harvest Mice


Common Core Standard: RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Reading

9903/2012 | Version 3.1

Common Core Standard: RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Harvest Mice


Name __________________________________________ Date ____________________


How does the picture on page 11 help you learn more about harvest mice?

Reading

100 03/2012 | Version 3.1

How does the picture on page 11 help you learn more about harvest mice?




Exemplar:Itshowsmewhattheharvestmousenestlookslike.Thenestismadeofgrassandwheat.Themicehideinthenest.



Exemplar: Itshowsmetheirnest.Itismadeofgrass.



Exemplar: Iknowwheretheharvestmouselives.

0No Understanding


Exemplar: Theharvestmousehasblackeyes.

Harvest Mice


Common Core Standard: RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Reading

10103/2012 | Version 3.1


The Old Cabin in the Forest

Reading Recovery: 19 | Guided Reading: K

Name __________________________________________ Date ____________________


How does Mom act when she sees the little boy? Tell what she says and what she does. Write your answers in the chart.

What Mom Says What Mom Does1. 1.

2. 2.

Reading

102 03/2012 | Version 3.1

How does Mom act when she sees the little boy? Tell what she says and what she does. Write your answers in the chart.




Exemplar:

WhatMomSays WhatMomDoes

Shetellshimheissafe. Shegiveshimahug.

Shesaystheywillfindhisparents. Shegiveshimachocolatecandy.



Exemplar:


Shetellshimheissafe. Shegiveshimahug.

Shesaysheissad. Shegiveshimfood.



Exemplar:


Shesaysheshouldn’tbealone. Shegiveshimahug.

Sheissad. Shelikeshim.

0No Understanding


Exemplar:


Shesaysheisabadboy. Sheplayswiththeboy.




Reading

10303/2012 | Version 3.1


The Old Cabin in the Forrest


Name __________________________________________ Date ____________________


Tell what happens in this story in your own words. Write about the beginning, the middle, and the end of the story.

Beginning

Middle

End

Reading

104 03/2012 | Version 3.1





Exemplar:


ZackandMitchandtheparentsaregoingonabikeride.Theyaregoingtotheoldcabin.

Theyrideonapathtothecabin.ZackandMitchridefast.Theyhearanoisebehindthecabin.Theyfindalittleboy!Heislost.

Theyhelpthelittleboy.Theybringhimbacktohisparents.Thentheygobacktothecabin.



Exemplar:


ZackandMitchandtheparentsaregoingonabikeride.

Theyrideonapathtothecabin.Theyfindalittleboyatthecabin!

Theyhelpthelittleboy.Theybringhimbacktohisparents.



Exemplar:


ZackandMitchandtheparentsareridingbikes.

There’salittleboy. Theyhelphim.

0No Understanding


Exemplar:


ZackandMitchplaytogether. Theylookforcats. Theydon’tfindcats.




Reading

10503/2012 | Version 3.1


Tom and the Sack


Name __________________________________________ Date ____________________



Beginning

Middle

End

Reading

106 03/2012 | Version 3.1





Exemplar:


Tom and his mother ran out offood.Hetakeshissackandgoes down the road to find some.

Firsthecatchessomebees.Thenhegetsahenfromaladybecausesheloseshisbees.Thenamanloseshishen.HegivesTomagoat.

Tom’smotherishappythathebroughthomeagoat.Nowtheycanhavemilkandcheese.



Exemplar:


Tom and his mother ran out of food.Tomgoestofindsome.

Firsthegetsbees.Thenhegetsahen.Thenhegetsagoat.

Tom’smotherishappy.Theycanhavefoodfromthegoat.



Exemplar:


Tomwantstofindfood. Firsthegetsbees. Thenhegetsagoat.

0No Understanding


Exemplar:


Tomwantstogetagoat. Tom’smotherishungry. Tomseesanimals.

Tom and the Sack



Reading

10703/2012 | Version 3.1


Tom and the Sack


Name __________________________________________ Date ____________________


What problem does Tom have in this story? How does Tom solve the problem?

Problem

Solution

Reading

108 03/2012 | Version 3.1

What problem does Tom have in this story? How does Tom solve the problem?




Exemplar:

Problem Solution

Tomandhismotherdonothavefood.Theyarehungry.

Hetriestodoworkforpeople.Amangiveshimagoat.NowTomandhismotherwillhavemilkandcheese.



Exemplar:

Problem Solution

Tomandhismotherdonothavefood. Hefindsagoattoeat.



Exemplar:

Problem Solution

Thereisnofood. Heishungry.

0No Understanding


Exemplar:

Problem Solution

Thereisaproblemwiththeanimals. TheykeepgettingawayfromTom.

Tom and the Sack



Reading

10903/2012 | Version 3.1


Leo the Lion Cub


Name __________________________________________ Date ____________________


How does Leo stay safe when he is alone? Use two details from the story in your answer.

Reading

110 03/2012 | Version 3.1

How does Leo stay safe when he is alone? Use two details from the story in your answer.




Exemplar:Leowassmartandknewhehadtokeepoutofdanger.Hegotupinatree.Hesleptupthere.Hewassafe.



Exemplar: Leowassmart.Herolledonhisbackwhenhewasindanger.



Exemplar: Hestayedinthetrees.

0No Understanding


Exemplar: Leocouldn’tfindhisfamily.

Leo the Lion Cub



Reading

11103/2012 | Version 3.1


Leo the Lion Cub


Name __________________________________________ Date ____________________


Write what happens in the story. Be sure to tell what happens in the beginning, the middle, and the end.

Beginning

Middle

End

Reading

112 03/2012 | Version 3.1

Write what happens in the story. Be sure to tell what happens in the beginning, the middle, and the end.




Exemplar:


Leo’smomdied.Hegoeswithhisauntsandhiscousins.Heissmallsohecan’tgofast.Helosesthefamily.

Heisscared.Hehidesinatree.Hegetswet.

Thenhehearshisfamily!Heishappy.Heistiredtoo.



Exemplar:


Leoloseshisauntsandcousins.

Heisveryscared.Hehidesinthetree.Anotherlionalmosteatshim!

Thenhefindshisfamilyagain.



Exemplar:


Leohasnofamily.Helosesthem.

Thenheisinatree. Heislost.

0No Understanding


Exemplar:


Leoisalion. Leoisverywet. Theend.

Leo the Lion Cub



Reading

11303/2012 | Version 3.1


The Skating Twins


Name __________________________________________ Date ____________________


Write two reasons Nick and Sarah enjoyed skating along the beachfront. Use details from the story to tell about your answer.

Reading

114 03/2012 | Version 3.1

Write two reasons Nick and Sarah enjoyed skating along the beachfront. Use details from the story to tell about your answer.




Exemplar:Theylikeskatingatthebeachbecausetherearenoflowersintheway.Theycanskatewiththeirdadatthebeachtoo.



Exemplar: Theylikeskatingatthebeachbecausetherearenoflowersintheway.Andtheycanhavefunthere.



Exemplar: Therearealotofpeopleskatingatthebeach.

0No Understanding


Exemplar: Theydon’thavetorentskates.Theyhavetheirown.

The Skating Twins



Reading

11503/2012 | Version 3.1


The Skating Twins


Name __________________________________________ Date ____________________


Is The Skating Twins a good title for this story? Use details from the story to explain your answer.

Reading

116 03/2012 | Version 3.1

Is The Skating Twins a good title for this story? Use details from the story to explain your answer.




Exemplar:Itisnotagoodtitle.NickandSarahspendalotoftimewiththeirdad.Helearnshowtoskatesotheycangotogether.ItshouldbecalledTheSkatingFamily.ORItisagoodtitle.ThebookisaboutNickandSarah.Theyaretwins.Theyliketoskate.Theyaretheskatingtwins.



Exemplar: Ithinkit’sagoodtitlebecausethebookismostlyabouttheskatingtwins.TheirnamesareNickandSarah.



Exemplar: Ilikethetitle.Therearetwinsinthebook.

0No Understanding


Exemplar: Itisnotagoodtitlebecausetheygotoabeach.

The Skating Twins



Reading

11703/2012 | Version 3.1

Common Core Standard: RI.3.6. Distinguish their own point of view from that of the author of a text.

Amazing Lasers


Name __________________________________________ Date ____________________


The author says lasers are amazing. What is another word to describe lasers? Explain why you chose this word.

Reading

118 03/2012 | Version 3.1

The author says lasers are amazing. What is another word to describe lasers? Explain why you chose this word.




Exemplar:Lasersareuseful.TheyhelpusdothingslikeplayCDsorcheckoutbooksatthelibrary.Theymakeourliveseasier.



Exemplar: Lasersareimportant.Theyhelpus.



Exemplar: Lasersarecool.

0No Understanding


Exemplar: Lasersareinthelibrary.

Amazing Lasers



Reading

11903/2012 | Version 3.1

Common Core Standard: RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Amazing Lasers


Name __________________________________________ Date ____________________


Explain how lasers have made some jobs easier. Use information from the book in your answer.

Reading

120 03/2012 | Version 3.1

Explain how lasers have made some jobs easier. Use information from the book in your answer.




Exemplar:Lasersmakeadoctor’sjobeasier.Theycanuselaserstooperate.Theymaketinycutssopeopledon’thurtthatmuch.Lasersareusedatthegrocerystoretoo.Theyreadthebarcodesandtellyouhowmuchtopay.Thismakesiteasierforpeoplewhoworkatthestore.



Exemplar: Lasersmakeadoctor’sjobeasier.Theycanuselaserstooperate.



Exemplar: Doctorsusethem.

0No Understanding


Exemplar: Lasersaretinybeamsoflight.

Amazing Lasers



Reading

12103/2012 | Version 3.1

Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Kwan the Artist

Reading Recovery: 24 | Guided Reading: L

Name __________________________________________ Date ____________________


Tell what Kwan paints and why he paints what he does. Use two specific details to support your answer.

Reading

122 03/2012 | Version 3.1

Tell what Kwan paints and why he paints what he does. Use two specific details to support your answer.




Exemplar:Kwanpaintsanairplane.Hepaintstheairplanebecauseheremembersitverywell.Hetookanairplanetogettohisnewcountry.Itwasjustafewdaysago.



Exemplar: Hepaintsanairplane.Hetookonetothiscountry.



Exemplar: Anairplane.

0No Understanding


Exemplar: Hepaintsonapieceofpaper.

Kwan the Artist



Reading

12303/2012 | Version 3.1

Common Core Standard: RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Kwan the Artist


Name __________________________________________ Date ____________________


Explain how Kwan feels at the end of the story. Use a detail from the story to support your answer.

Reading

124 03/2012 | Version 3.1

Explain how Kwan feels at the end of the story. Use a detail from the story to support your answer.




Exemplar:Kwanismuchhappier.Heknowsthestudentsthinkheisagoodartist.Heisproud.



Exemplar: Kwanisveryhappy.Hestillcan’tunderstandallthewords,butheishappyabouthispicture.



Exemplar: Kwanisbetter.

0No Understanding


Exemplar: Kwanissadaboutmoving.

Kwan the Artist



Reading

12503/2012 | Version 3.1

Common Core Standard: RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

The Statue of Liberty


Name __________________________________________ Date ____________________


Identify three text features used in the book. Explain the information you learned from the text feature.

Text Feature What I learned

Reading

126 03/2012 | Version 3.1

Identify three text features used in the book. Explain the information you learned from the text feature.




Exemplar:

Text Feature What I Learned

subheadings They tell me about what different parts of the book are about. Some parts are about building the statue. Some parts are about freedom.

captions They tell me about what the pictures are about, like when they built the base on page 9.

timeline It told me about how long it took to build the statue.



Exemplar:


words They told me about the statue.

pictures In one picture I saw what Bartholdi looked like.

index It told me where to find information in the book.



Exemplar:


pictures I saw the Statue of Liberty.

words It taught me stuff.

atlas It told me about a map.

0No Understanding


Exemplar:


special words Hard words

atlas A map

characters Bartholdi



Common Core Standard: RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Reading

12703/2012 | Version 3.1

Common Core Standard: RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.



Name __________________________________________ Date ____________________


If you could rename the Statue of Liberty, what would you call it? Use information from the book to explain your answer.

Reading

128 03/2012 | Version 3.1

If you could rename the Statue of Liberty, what would you call it? Use information from the book to explain your answer.




Exemplar:IwouldcallittheStatueofFreedombecausefreedomisanotherwordforliberty.Thestatueremindspeoplehowgooditistobefree.



Exemplar: IwouldcallitaBartholdi’sStatuebecausehemadeit.



Exemplar: Iwouldcallitanicestatuebecauseit’saprettystatue.

0No Understanding


Exemplar: IlikethenameStatueofLiberty.




Reading

12903/2012 | Version 3.1


The Wind and the Sun


Name __________________________________________ Date ____________________


Complete the cause and effect chart.

Cause EffectWind whistled, howled, and roared.

The man took off his cloak.

Explain who won the argument. Use details from the story to explain your answer.

Reading

130 03/2012 | Version 3.1

Complete the cause and effect chart. Explain who won the argument. Use details from the story to explain your answer.




Exemplar:Cause:Thesunwasveryhot.Effect:Themankeptonhiscoat/Hepulledhiscloakmoretightlyaroundhim.

Thesunwontheargumentbecausehewastheonetomakethemantakeoffhiscoat.Whenthewindblewhard,themanwantedtokeephiscoatonevenmore.Whenthesunbeatdown,hewantedtotakeitoffbecauseitwastoohot.Hispowersarestronger.



Exemplar: Cause:Thesunwasveryhot.Effect:Themankeptonhiscoat/Hepulledhiscloakmoretightlyaroundhim.

Thesunwontheargumentbecausehewastheonetomakethemantakeoffhiscoat.



Exemplar: Cause: HotEffect:Thecoat.

Themantookoffhiscoatbecauseitwastoohot.

0No Understanding


Exemplar: Cause:Hedidn’tlikehiscoat.Effect:Itgotwindy.

Thesun.




Reading

13103/2012 | Version 3.1

Common Core Standard: RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.



Name __________________________________________ Date ____________________


Fables teach lessons. What lesson does this fable teach? Use details from the story to explain your answer.

Reading

132 03/2012 | Version 3.1

Fables teach lessons. What lesson does this fable teach? Use details from the story to explain your answer.




Exemplar:Thisstoryteachesalesson.Thelessonisthatyoudon’thavetobebigandstrongtobepowerful.Thewindhuffedandpuffedandusedhismusclestotryandriptheman’scoatoff.Butthesunjustshonebrightlydownfromthesky.Themantookoffhiscoatbecauseofthesun.



Exemplar: Thelessonisthatyoucanbepowerfulevenifyoudon’tusestrength.Huffingandpuffingdidn’tworkforthewind.



Exemplar: Thelessonisthathuffingandpuffingdoesn’twork.Youdon’thavetomakesomuchnoise.

0No Understanding


Exemplar: Thereisalessoninthisstory.




Reading

13303/2012 | Version 3.1


Tricks with a Kite

Reading Recovery: 27 | Guided Reading: M

Name __________________________________________ Date ____________________


Tell about Lee’s letter. What does he write about in the beginning, the middle, and the end of the letter?

Beginning

Middle

End

Reading

134 03/2012 | Version 3.1

Tell about Lee’s letter. What does he write about in the beginning, the middle, and the end of the letter?




Exemplar:


LeesaysthehewenttothebeachwithUncleKen.UncleKenflewakite.

Leetellshowtoflyakite.Hesayshisuncledoestricks.

ThenLeesaysitwashisturntoflythekite.Itcrashed.Butheisgettingbetteratflyingkitesnow.



Exemplar:


LeesaysthehewenttothebeachwithUncleKen.

Leetellshowtoflyakite.Hesayshisuncledoestricks.

ThenLeesaysitwashisturntoflythekite.Itcrashed.



Exemplar:


Leesaysthehewenttothebeach.

UncleKenfliesakite. Leewantstogohome.

0No Understanding


Exemplar:


UncleKenteachesLeetoflyakite.

Leecrashesthekite. Leegoestothebeach.

Tricks with a Kite



Reading

13503/2012 | Version 3.1

Common Core Standard: RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Tricks with a Kite


Name __________________________________________ Date ____________________


At first, how does Lee feel about flying the kite by himself? How does he feel about it later? Use a detail from the story in your answer.

How he feels at first

How he feels later

Reading

136 03/2012 | Version 3.1

At first, how does Lee feel about flying the kite by himself? How does he feel about it later? Use a detail from the story in your answer.




Exemplar:

How he feels at first How he feels later

Firstheisnervous.Hedoesn’trememberwhattodo.

Thenhefeelshappybecausehelearnshowtoflyitright.



Exemplar:


Firstheisscared. Thenhefeelshappy.



Exemplar:


Heisveryscaredtodoit. Helikesit.

0No Understanding


Exemplar:


Leewatchesthekite. Hewatcheshisuncle.

Tricks with a Kite


Common Core Standard: RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Reading

13703/2012 | Version 3.1

Common Core Standard: RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Trees on Our Planet


Name __________________________________________ Date ____________________


Explain why the author wrote this book. Use at least two key ideas from the book in your answer.

Reading

138 03/2012 | Version 3.1

Explain why the author wrote this book. Use at least two key ideas from the book in your answer.




Exemplar:Whentreesarecutdown,goodsoiliswashedaway.Thisisbecausethetreerootskeepthesoilinplace.Andthetreebrancheshelpblocktherainfromwashingthesoilaway.Whengoodsoiliswashedaway,cropscan’tgrow.



Exemplar: Soilgetswashedawaywhentreesarecutdown.Therootsaren’tthereanymoretohelpthesoilstay.



Exemplar: Treeshelpsoil.Soilismissingwhentreesarecutdown.

0No Understanding


Exemplar: Plantsandtreesgrowinsoil.

Trees on Our Planet


Common Core Standard: RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Reading

13903/2012 | Version 3.1

Common Core Standard: RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Trees on Our Planet


Name __________________________________________ Date ____________________


Describe the effects of cutting down trees in the forest. Use at least two details from the book to support your answer.

Reading

140 03/2012 | Version 3.1





Exemplar:Theauthorwrotethisbooktotellusthattreesareimportant.Treesareuseful,buttoomanytreeshavebeencutdown.Theauthorwantspeopletoknowthatcuttingdownalotoftreesisnotgood.Itcanruintheland.Peoplearegrowingnewtreestoreplacetheonesthatwerecutdown.Theauthorwantsallofustohelpputthetreesbackonourplanet.



Exemplar: Theauthorwrotethisbookbecauseshewantstotellabouttrees.Peoplearecuttingthemdownandshesaysit’sbad.Shewantspeopletoplantmoretrees.



Exemplar: Theauthorsaysthattreesarebeingcutdowntomakefarms.

0No Understanding


Exemplar: Theauthorlikestrees.

Trees on Our Planet


Common Core Standard: RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Reading

14103/2012 | Version 3.1


The Miller, His Son, and Their Donkey

Reading Recovery: 30 | Guided Reading: N

Name __________________________________________ Date ____________________


Summarize this story and explain the lesson it teaches.

Summary

Lesson

Reading

142 03/2012 | Version 3.1





Exemplar:

Summary Lesson

Thestoryisaboutamiller,hisson,andtheirdonkey.Theyaregoingtosellthedonkeyintown.Onthewaytheymeetalotofpeople.Themillerkeepschanginghismindeverytimesomeonesayssomethingtohim.Intheend,helosesthedonkey.

He learns that he should do what he wants insteadoftryingtomakeeveryonehappy.Helearnstothinkforhimself.



Exemplar:

Summary Lesson

Themillerisgoingtosellthedonkeyintown.He sees a lot of people who tell him what to do aboutthedonkey.

He learns that he should do what he wants insteadoftryingtomakeeveryonehappy.



Exemplar:

Summary Lesson

Themillerisgoingtosellthedonkeyintown.Thenthedonkeyislost. Helearnstobehappy.

0No Understanding


Exemplar:

Summary Lesson

Itisanicestoryaboutadonkey. Themillerlearnsalot.




Reading

14303/2012 | Version 3.1




Name __________________________________________ Date ____________________


How do the miller’s actions change what happens in the story? Use a detail from the story to support your answer.

Reading

144 03/2012 | Version 3.1

How do the miller’s actions change what happens in the story? Use a detail from the story to support your answer.




Exemplar:Themillerkeepschanginghismindeverytimehepassessomeoneontheroad.Firstheiswalkingthedonkey.Thensomeonetellshimtorideitsohedoes.Thensomeonetellshimthathissonshouldn’tberidingthedonkey.Sohemakesthesongetoff.Ifthemillerdidn’tkeepchanginghismind,thedonkeyprobablywouldn’thavegottenlostattheend.



Exemplar: Themillerkeepslisteningtowhateveryoneelsetellshimtodoandhemakesthedonkeygetlostbecausethedonkeyisscared.



Exemplar: Themillerchangeshismindalot.Helistenstotoomanypeople.

0No Understanding


Exemplar: Themilleristhemaincharacter.




Reading

14503/2012 | Version 3.1


Giraffes


Name __________________________________________ Date ____________________


Based on information in the book, what do giraffes have on their heads? Use two details from the book to support your answer.

Reading

146 03/2012 | Version 3.1

Based on information in the book, what do giraffes have on their heads? Use two details from the book to support your answer.




Exemplar:Theyallhavehorns.Eventhebabygiraffes.Thehornsarecoveredwithskinandhair.



Exemplar: Theyhavehorns.Thebabieshavethemtoo.



Exemplar: Hairontheirhorns.

0No Understanding


Exemplar: Giraffeshaveears.

Giraffes



Reading

14703/2012 | Version 3.1


Giraffes


Name __________________________________________ Date ____________________


Explain two key ideas in this book. Use a detail from the book to support each key idea.

Reading

148 03/2012 | Version 3.1

Explain two key ideas in this book. Use a detail from the book to support each key idea.




Exemplar:Onekeyideaisthatgiraffeshavelongnecks.Theneckisimportantforeatingandreachingtalltrees.Anotherkeyideaisthatgiraffesgallop.Theycangofasterthanlions.



Exemplar: GiraffesliveinAfricaisonekeyidea.Anotherkeyideaisthattheyhavebignecks.



Exemplar: Giraffesarethetallestanimalsintheworld.Theyarebig.

0No Understanding


Exemplar: Giraffescanliveinzoos.

Giraffes



Reading

14903/2012 | Version 3.1


The Cave Beside the Waterfall

Reading Recovery: 34 | Guided Reading: O

Name __________________________________________ Date ____________________


Explain why the dry stream is important to the story. Support your answer using a detail from the story.

Reading

150 03/2012 | Version 3.1

Explain why the dry stream is important to the story. Support your answer using a detail from the story.




Exemplar:Thecharactersthinkitisexciting.Andit’ssecret.Theythinkpeoplecouldsearchandsearchandneverfindit.Badguyscouldbeusingitasahidingplacetoo!



Exemplar: Thecharactersthinkitiscoolbecauseitissecretandhardtofind.



Exemplar: Thecharacterslikeitbecausetheyfoundit.

0No Understanding


Exemplar: Thecharactersarescaredofthecave.




Reading

15103/2012 | Version 3.1




Name __________________________________________ Date ____________________


What do the characters think about the cave? Use two specific details from the story to support your answer.

Reading

152 03/2012 | Version 3.1

What do the characters think about the cave? Use two specific details from the story to support your answer.




Exemplar:Thedrystreamisimportantbecauseithelpsthecharactersfindthecave.Ifitstillhadwaterinit,theywouldn’thavebeenabletogothroughthetunnelandgettothecave.



Exemplar: Thedrystreamisimportantbecauseithelpsthemfindthecave.Thecharacterstakethetunneltogettothecave.



Exemplar: Thecharactersuseittogettothecave.

0No Understanding


Exemplar: Thedrystreamisimportantbecauseitdoesn’thavewaterforanimalstodrink.




Reading

15303/2012 | Version 3.1


A New Skatepark


Name __________________________________________ Date ____________________


Do you agree with building a new skatepark? Explain your answer. Use a detail from the book in your answer.

Reading

154 03/2012 | Version 3.1

Do you agree with building a new skatepark? Explain your answer. Use a detail from the book in your answer.




Exemplar:Yes,Iagreewithanewskatepark.Kidsneedsomewheretogotoridetheirskateboards.Theyarebreakingthebenchesandscaringpeoplenearthestore.Iftheyhadaskateparktheywouldnothavetorideinfrontofthestore.ORNo,Idonotagreewithbuildinganewskatepark.Eventhoughsomekidswouldlikeit,theskateparkwouldcostalotofmoneyandnotallkidsrideskateboards.Themoneycouldbeusedtobuildsomethingthatmorekidscoulduse.



Exemplar: No,Idonotagree.Skateparksareexpensive.Thetownwouldhavetogetmoneytobuildit.



Exemplar: Iagree.Kidsneedtoskatesomewhere.

0No Understanding


Exemplar: IliketorideaskateboardjustlikekidsatBayCityElementarySchool.

A New Skatepark



Reading

15503/2012 | Version 3.1

Common Core Standard: RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

A New Skatepark


Name __________________________________________ Date ____________________


How are paragraphs 2 and 3 connected to each other? Use a detail from the book to explain your answer.

Paragraph 2

Paragraph 3

Reading

156 03/2012 | Version 3.1

How are paragraphs 2 and 3 connected to each other? Use a detail from the book to explain your answer.




Exemplar:

Paragraph2 Paragraph3

Paragraph2talksaboutaproblem.Kidsridetheirskateboardsonthesidewalk.Theyarebreakingthingslikebenches.Theyarescaringoldpeople.

Paragraph3tellshowtosolvetheproblem.Itsaystobuildaskatepark.



Exemplar:


Paragraph2tellsaboutwherethekidsareskatingnow.Theybreakthings.

Paragraph3tellswheretheywanttoskate.Theywantaskatepark.



Exemplar:


Paragraph2sayskidsarebreakingthings. Theydon’twanttobreakthings.That’swhatitsaysinparagraph3.

0No Understanding


Exemplar:


Paragraphs2and3areaboutskateboards.

A New Skatepark


Common Core Standard: RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Reading

15703/2012 | Version 3.1

Common Core Standard: RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Jack and the Beanstalk

Reading Recovery: 38 | Guided Reading: P

Name __________________________________________ Date ____________________


Read this sentence from the story.

The furious giant tore after him so fast that he nearly touched poor Jack.

Explain the meaning of tore as it is used in this sentence. Then, tell which context clue helped you understand the meaning.

Reading

158 03/2012 | Version 3.1

Explain the meaning of tore as it is used in this sentence. Then, tell which context clue helped you understand the meaning.




Exemplar:Toremeanstogofast.Iknowthisbecauselaterthegiantsteppedonastone,sohemusthavebeenrunning.



Exemplar: Toremeanstorunfast.



Exemplar: Toremeanstogo.

0No Understanding


Exemplar: Toremeansripped.



Common Core Standard: RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Reading

15903/2012 | Version 3.1




Name __________________________________________ Date ____________________


Describe one of Jack’s character traits. Support your answer with one detail from the story.

Reading

160 03/2012 | Version 3.1

Describe one of Jack’s character traits. Support your answer with one detail from the story.




Exemplar:Jackissmart.Heknewhehadtostopthegiantfromgettinghim,sohequicklygotahatchetandcutdownthebeanstalk.



Exemplar: Jackisstrong.Hecutdownthebeanstalk.



Exemplar: Jackisveryfast.

0No Understanding


Exemplar: Jackissadinthisstorybecausehedidn’thavetheharp.




Reading

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Common Core Standard: RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Beavers


Name __________________________________________ Date ____________________


Describe a beaver lodge. Use information and pictures from the book to support your answer.

Reading

162 03/2012 | Version 3.1

Describe a beaver lodge. Use information and pictures from the book to support your answer.




Exemplar:Thebeaverlodgeisinthemiddleofthelake.Itisinthemiddlelikeanisland.Itismadefrommudandbranches.Youcanseethebeaverslivinginsideofitinthepicture.Theentranceisunderwater.



Exemplar: Thelodgeismadefrommudandbranches.Itisnexttothedam.Thebeaversswimtogettoit.



Exemplar: Thebeaverlodgeisinthelake.Theyliveontopofthewaterandtheyswimunderwatertogetoutofthelodge.

0No Understanding


Exemplar: Thebeaversliveinadamandalodge.

Beavers


Common Core Standard: RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Reading

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Common Core Standard: RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Beavers


Name __________________________________________ Date ____________________


Describe the steps in building a beaver dam. Write one step in each of the boxes.

1.

2.

3.

4.

Reading

164 03/2012 | Version 3.1

Describe the steps in building a beaver dam. Write one step in each of the boxes.




Exemplar:1. Beaverscutdowntrees.2. Beaversdraglogsandbranchesintoastream.Theyburytheendsinstonesandgravel.3. Thentheypackmorestonesandmudaroundthelogs.4. Theyputmoremudandweedsinthegaps.OR1. Beaversdraglogsandbranchesintoastream.2. Theyburytheendsinstonesandgravel.3. Thentheypackmorestonesandmudaroundthelogs.4. Theyputmoremudandweedsinthegaps.



Exemplar: 1. Beaverscutdowntrees.2. Beaversdraglogsandbranchesintoastream.3. Thentheypackmorestonesandmudaroundthelogs.4. Theycutdownmoretrees.



Exemplar: 1. Beaverscutdowntrees.2. Beaversbringthelogstothewater.3. Theybringmudandstonestothewater.4. Theyareintheirhouse.

0No Understanding


Exemplar: 1. Beaversbuilddams.2. Theybuilddamswithlogs.3. Theyusemud.4. Theyusetrees.

Beavers


Common Core Standard: RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Reading

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Common Core Standard: RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

A Great Sense of Smell

Reading Recovery: 40 | Guided Reading: Q

Name __________________________________________ Date ____________________


Explain what Sophie does when she thinks something is wrong. Use at least two details from the book to support your answer.

Reading

166 03/2012 | Version 3.1

Explain what Sophie does when she thinks something is wrong. Use at least two details from the book to support your answer.




Exemplar:Sheuseshersensestohelpherfigurethingsout.Inthestory,firstshelistenedfornoises,andthensheusedhernosetosmell.



Exemplar: Sophieuseshersenseofsmell.Shesmelledthesmokebeforeanyoneelse.



Exemplar: Sheusesherearsandhernosetohelpherlikeshedidinthestory.

0No Understanding


Exemplar: Sophielikestotalktopeople.




Reading

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Common Core Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).



Name __________________________________________ Date ____________________


Describe Sophie and Ella’s friendship. Use at least two details from the book to support your answer.

Reading

168 03/2012 | Version 3.1

Describe Sophie and Ella’s friendship. Use at least two details from the book to support your answer.




Exemplar:Thegirlsliketospendtimetogether.SophiestaysatElla’shouseontheweekend.Theydolotsofthingstogether,likefishing.



Exemplar: Thegirlsaregoodfriends.Theyspendtimetogether.



Exemplar: Theyliketobetogether.

0No Understanding


Exemplar: Theyeatfood.




Reading

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The Game of Soccer


Name __________________________________________ Date ____________________


Explain the different ways that players can handle the ball. Use at least two details from the book in your answer.

Reading

170 03/2012 | Version 3.1

Explain the different ways that players can handle the ball. Use at least two details from the book in your answer.




Exemplar:Playerscankicktheball.Ortheycanhititwiththeirheadorchestorotherpartsoftheirbodies.Theycan’tusetheirhands.Onlythegoaliecanusehishands.



Exemplar: Playersmostlykicktheball.Ortheycanhititwiththeirhead.Theycan’tusetheirhands.



Exemplar: Playersmostlykicktheball.

0No Understanding


Exemplar: Kickingaballisveryeasy.

The Game of Soccer



Reading

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Common Core Standard: RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

The Game of Soccer


Name __________________________________________ Date ____________________


Write a summary of this book. Include at least four key ideas.

Reading

172 03/2012 | Version 3.1

Write a summary of this book. Include at least four key ideas.




Exemplar:Thisbooktellsyouhowtoplaysoccer.Itdescribesthefield.Itexplainshowplayerscanmovetheball.Itexplainshowyouscoreapoint.Anditsayswhatthesoccerballlookslike.



Exemplar: Thisbooktellsyouhowtoplaysoccer.Ittellsaboutthefield.Itexplainshowtoscore.Ittellshowtokicktheball.



Exemplar: Thisbookisaboutsoccer.Peopleplaysocceronateam.

0No Understanding


Exemplar: Iliketoplaysocceratrecessjustlikeinthisbook.

The Game of Soccer


Common Core Standard: RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Reading

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Common Core Standard: RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Rikki-tikki-tavi

Reading Recovery: 40 | Guided Reading: R

Name __________________________________________ Date ____________________


Write a summary of this story. Use at least four key events in your summary.

Reading

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Write a summary of this story. Use at least four key events in your summary.




Exemplar:Rikki-tikki-taviseesthecobranamedNaginthebathroom.Thecobraistheretokillthepeopleinthehouse.ThismakesRikki-tikki-taviangrysohemakesaplan.HewillbiteNagonthehead.RikkijumpsonNagandbiteshishead.Nagshakeshim,butRikkidoesn’tletgo.Thenthestoryendsandwedon’tknowwhathappens!



Exemplar: Rikki-tikki-taviseesameancobranamedNaginthebathroom.RikkidecidestojumponNag’sheadtobitehim.Thesnakeshakeshim,andheholdsontight.



Exemplar: Thereisacobrainthebathroom.Rikkiistheretosavetheday.Hebitesthecobraonthehead.

0No Understanding


Exemplar: Rikki-tikki-taviisamongoose.

Rikki-tikki-tavi


Common Core Standard: RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Reading

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Rikki-tikki-tavi


Name __________________________________________ Date ____________________


Use two character traits to describe Rikki-tikki-tavi. Support each trait with a detail from the story.

Reading

176 03/2012 | Version 3.1

Use two character traits to describe Rikki-tikki-tavi. Support each trait with a detail from the story.




Exemplar:Rikkiisbrave.Heisbravebecauseheiswillingtofightadeadlycobra,eventhoughheisveryscared.Rikkiisalsosmart.Hethinksabouthisplanforalongtime.Hethinksaboutwhereheshouldbitethecobra.Heknowstheneckistoothickforhimtobite.



Exemplar:Rikkiiscareful.Hethinksabouthisplanforalongtimeandmakessurethathecanbeatthecobra.He’sbravetoo.



Exemplar:Rikkiisverybrave.

0No Understanding


Exemplar:Rikkifightsacobra.

Rikki-tikki-tavi



Reading

17703/2012 | Version 3.1

Common Core Standard: RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Preparing for a Day in the Forest


Name __________________________________________ Date ____________________


Describe how this book is organized. Use two specific details from the book to support your answer.

Reading

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Exemplar:Thisbookiswrittenlikedirections.Itislikeachecklist.Itgivesstepstotakebeforeyougohikingintheforest,suchasweartherightclothesandpackalunch.



Exemplar:Thetextgivesdirectionsabouthowtogohiking.Itsaystotakeabackpackwithyou.



Exemplar:Itisdirectionsabouttheforest.

0No Understanding


Exemplar:Ittellsaboutgoingtotheforest.



Common Core Standard: RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Reading

17903/2012 | Version 3.1

Common Core Standard: RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.



Name __________________________________________ Date ____________________


Read this sentence from the book.

But it is very important to be well prepared for any emergency.

Explain how the author supports this idea. Use two specific details from the book in your answer.

Reading

180 03/2012 | Version 3.1

Explain how the author supports this idea. Use two specific details from the book in your answer.




Exemplar:Theauthorsupportsthisideabytalkingaboutanadult.Itisveryimportanttobringonealongandnotgoalone.Theadultshouldtakeacellphoneandafirst-aidkitincaseofanemergency.



Exemplar:Theauthorsaystotakeanadultwithyoutobepreparedforanemergency.Theadultshouldhaveacellphone.



Exemplar:Anadultshouldgotoo,theauthorsays.

0No Understanding


Exemplar:Therecanbeemergenciesintheforestsobeready.



Common Core Standard: RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

Reading

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Common Core Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Tracks by the Stream

Reading Recovery: 44 | Guided Reading: S

Name __________________________________________ Date ____________________


Describe how Ben likely feels when he sees the bear tracks. Use a specific detail from the story to support your answer.

Reading

182 03/2012 | Version 3.1

Describe how Ben likely feels when he sees the bear tracks. Use a specific detail from the story to support your answer.




Exemplar:Benmaybesurprised.Heseesthehugepawprintsandhewhistlesandsays,“Agrizzly!”



Exemplar:Benissurprised.HelooksatthetrackswithJo.



Exemplar:Benwhistlesatthetracks.

0No Understanding


Exemplar:Benisveryafraidandwantstohide.




Reading

18303/2012 | Version 3.1




Name __________________________________________ Date ____________________


Explain two ways the characters use features of the setting to live. Use a detail from the story to support each way.

Reading

184 03/2012 | Version 3.1

Explain two ways the characters use features of the setting to live. Use a detail from the story to support each way.




Exemplar:Thecharactersusethestreamstocatchfish.Theyalsousepineconestofueltheirfire.



Exemplar:Thecharactersarehappytobenearmountainsandsnowbecausetheywereatthehotplainsbefore.Theyusewatertoo.



Exemplar:Theyusewatertolive.

0No Understanding


Exemplar:Theirlifeishard.




Reading

18503/2012 | Version 3.1

Common Core Standard: RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Mount Saint Helens Blows Its Top


Name __________________________________________ Date ____________________



Reading

186 03/2012 | Version 3.1





Exemplar:Thisisanewspaperarticlethattellsaboutavolcanoexplosion.Itiswritteninchronologicalorder.Itstartsbysayingat8:39A.M.thevolcanoblewup.Thenittellswhathappensnext.Thenorthsideblewaway,smokeandashcameout,andabigblackcloudwasmade.



Exemplar:Thisarticletellsabouteventsinorder.First,MoutSt.Helensexploded.Itwasabadexplosion.



Exemplar:Thisisanewspaperarticle.IttellsaboutMountSt.Helens.

0No Understanding


Exemplar:Abigvolcanoblewup.



Common Core Standard: RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Reading

18703/2012 | Version 3.1

Common Core Standard: RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.



Name __________________________________________ Date ____________________


Provide two main ideas in this book and support each main idea with a key detail.

Reading

188 03/2012 | Version 3.1





Exemplar:OnemainideaofthisbookisthatMountSaintHelenshadabigexplosion.Iknowthisbecausethegreatroarwasheard200milesawayandabigblackcloudformed.Anothermainideaisthatpeoplediedintheexplosion.Itsaysthat8peopledied,butinthefootnoteitsaysitis61.



Exemplar:ThefirstmainideaisthatMountSaintHelenshadabigexplosion.Therewasalotofsmokeandash.Thenanothermainideaisthatpeopleneededtobesaved.



Exemplar:ThemainideaisthatMountSaintHelenswasdangerous.

0No Understanding


Exemplar:MountSaintHelensmadeacratertwomileslong.




Reading

18903/2012 | Version 3.1


Fording the River

Reading Recovery: 44 | Guided Reading: T

Name __________________________________________ Date ____________________


Explain how Ben likely feels while he is in the river. Use a specific detail from the story to support your answer.

Reading

190 03/2012 | Version 3.1

Explain how Ben likely feels while he is in the river. Use a specific detail from the story to support your answer.




Exemplar:Benisokayatfirst.Hetellsthepeoplethatthereisagoodsandybottom.Butthenthewaterisdeepandhegoesunder.Thenheisprobablyscared!Thebooksayshewasclingingdesperatelytothesaddle.HewasprobablygladwhenStarbroughthimtoshore.



Exemplar:Heisscared.HeneedsStartohelphim.



Exemplar:Heisnervous.Hedoesn’tknowifhecanmakeit.

0No Understanding


Exemplar:Bendoesnotliketheriver.

Fording the River



Reading

19103/2012 | Version 3.1

Common Core Standard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Fording the River


Name __________________________________________ Date ____________________


Describe the theme of this story. Use at least two details from the story to support your answer.

Reading

192 03/2012 | Version 3.1

Describe the theme of this story. Use at least two details from the story to support your answer.




Exemplar:Thisstoryisaboutworkingtogethertosolveaproblem.Bencan’tswim,buthishorsecan,soBenholdsontothesaddle.Starpullshimalongandtheymakeittothebank.



Exemplar:Itisimportanttohelpeachother.Benusesthehorsetogetacrosstheriver.



Exemplar:Thehorsehelpshimacross.

0No Understanding


Exemplar:Bencan’tswim.

Fording the River


Common Core Standard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Reading

19303/2012 | Version 3.1

Common Core Standard: RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Cyclone Tracy Destroys Darwin


Name __________________________________________ Date ____________________



A man using a radio transmitter reported, “Darwin looks as though it has been hit by an atom bomb.”

Explain why the man uses this sentence to describe Darwin. Use a specific detail from the book to support your answer.

Reading

194 03/2012 | Version 3.1

Explain why the man uses this sentence to describe Darwin. Use a specific detail from the book to support your answer.




Exemplar:ThemansaysDarwinlookslikeitwashitbyanatombombbecauseatombombscausealotofdamage,justlikethiscyclonedidtoDarwin.Thehouseslooklikecrushedmatchboxes.Thatiswhatthey’dlooklikeafterabombtoo.



Exemplar:ThemansaysDarwinlookslikeitwashitbyanatombombbecausethereissomuchdamage.Itlooksliketherewasabomb,butitwasahurricane.



Exemplar:Darwinlookslikeabombhitit.

0No Understanding


Exemplar:Peopleareverymadaboutthehurricane.



Common Core Standard: RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Reading

19503/2012 | Version 3.1

Common Core Standard: RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.



Name __________________________________________ Date ____________________



At about 4 a.m. there was a brief lull as the eye of the storm passed over, but the gales returned with even greater fury soon afterward, coming from the southwest.

Explain the meaning of gales. Write a clue you used to figure out the meaning of the word.

Reading

196 03/2012 | Version 3.1

Explain the meaning of gales. Write a clue you used to figure out the meaning of the word.



Common Core Standard: RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.




Exemplar:Galesisanotherwordforwind.Iknowthisbecauseanotherwordforcyclonesishurricaneandhurricaneshavewind.



Exemplar:Galesmeanswind.Ireadit.



Exemplar:Itiswindy.

0No Understanding


Exemplar:Thereisabadstormthathasgales.

Reading

19703/2012 | Version 3.1

Common Core Standard: RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

Black Beauty Encounters a Steam Train

Reading Recovery: 50 | Guided Reading: U

Name __________________________________________ Date ____________________


Explain how Black Beauty feels about the trains when she first sees them. Then, explain how this story would be different if it were told by the cows in the field. Use two specific details from the story to support your answer.

Reading

198 03/2012 | Version 3.1

Explain how Black Beauty feels about the trains when she first sees them. Then, explain how this story would be different if it were told by the cows in the field. Use two specific details from the story to support your answer.




Exemplar:BlackBeautyisscaredofthetrains.Shecallsthemterriblecreatures.Shethinkstheyaregoingtohurtherwhilesheiseating.Ifthecowstoldthisstory,thetrainswouldn’tbecalledterriblecreatures.Thecowsdonotcareaboutthetrains.BlackBeautysaystheyhardlyraisedtheirheadswhenthetraincameby.



Exemplar:BlackBeautyisscaredofthetrains.Sheispanicked.Thecowsdon’tcareaboutthemthough.Ifthecowstoldthestory,thetrainswouldn’tbescary.



Exemplar:BlackBeautydoesnotlikethetrains.Thecowsarenotscaredofthetrains.

0No Understanding


Exemplar:Therearehorsesandcowsinthisstory.



Common Core Standard: RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

Reading

19903/2012 | Version 3.1




Name __________________________________________ Date ____________________


Describe how Black Beauty changes from the beginning of the story to the end of the story. Use two specific details from the story to support your answer.

Reading

200 03/2012 | Version 3.1

Describe how Black Beauty changes from the beginning of the story to the end of the story. Use two specific details from the story to support your answer.







Exemplar:Atfirst,BlackBeautyisscaredbythetrains.Shehasneverseenthembefore.Shethinkstheyaremonsters.Afterawhile,shesayssherealizedtheywouldnotharmher.Shelearnstobebraveattheend.Shecallsherselffearless.



Exemplar:Atfirst,BlackBeautyisscaredbythetrains.Shelearnstobefearlessattheend.She’sbrave.



Exemplar:BlackBeautyisveryscaredbythetrains,butthensheisdifferentattheend.

0No Understanding


Exemplar:Thetrainsmakealoudnoisethatscareshorses.

Reading

20103/2012 | Version 3.1

Common Core Standard: RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

65 Million Years Ago


Name __________________________________________ Date ____________________


Explain how you believe scientists learned about the meteorite. Use two specific details from the book to support your answer.

Reading

202 03/2012 | Version 3.1

Explain how you believe scientists learned about the meteorite. Use two specific details from the book to support your answer.




Exemplar:Thescientistsusedevidencetofindoutaboutthemeteorite.Theysawthatathinlayerofunusualrockfromthemeteoritedustwasfoundinmanyplaces.TheyalsosawthatthereisabigcrateronthecoastofMexico.



Exemplar:ThereisabigcrateronthecoastofMexico.Theymeasuredit.



Exemplar:Scientistsfoundoutaboutthemeteorite.Theysawspecialrocks.

0No Understanding


Exemplar:Scientistslearnedaboutdinosaurs.



Common Core Standard: RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Reading

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Name __________________________________________ Date ____________________



Reading

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Exemplar:Onemainideaisthatameteoritehittheearth65millionyearsago.Itcausedalotofdustandmadedayturnintonight.Oneothermainideaisthattheblackcloudharmedanimalsandplants.Therewasnosunsoplantsdied.Thedinosaursdiedbecausetherewasnothingtoeat.



Exemplar:Amainideaisthattheblackcloudkilledplantsandanimals.Therewasnosun.Ameteoritehittheearth.



Exemplar:Themainideaisthatameteoritehittheearth.

0No Understanding


Exemplar:Abigcloudcameanddinosaursturnedintofossils.

Reading

20503/2012 | Version 3.1

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