understanding complex text grade 3

CUNDERSTANDINGCOMPLEXCOMPLEXREADINGREADING

Literature & Informational Textby Theme

Applying the TEKS for the STAAR

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Focus on SpecificSTAAR Skills

Specific Focus on Reading & Writing

UnderstandingComplex ReadingLiterature & InformationalText by Theme

ALIGNED TO THE

READINESS & SUPPORTING TEKSGRADES 3-8

Five Parts for FocusedInstructionPart A: Understanding How toRead Complex Passages withrigorous passages and questions

Part B: How to identify a theme

Part C: Glossary of ComplexReading Terms

Part D: Instruction with complextexts

Part E: Independent Practice:Complex Reading Passages ofmultiple themes with multiple-choice and open-ended questions

UnderstandingPersuasive TextReading & ArgumentativeWriting

ALIGNED TO THE


Teaches students how to understandand analyze persuasive texts andhow to write persuasive essays.Students will analyze a range ofpersuasive texts including editorials,letters, speeches, historical texts, andresponses to literature. Studentslearn about the purpose andstructure of persuasive texts, andthen practice the techniques used topersuade readers.

Special Features:• Glossary of important terms

• Independent practice with fivepersuasive texts followed byquestions

• Independent practice with fourwriting prompts

.

UnderstandingPoetryReading to Analyze andInterpret

ALIGNED TO THE


Teaches students how to understandand analyze different types of poetry,such as lyrical, free verse, limerick, andmore. Students will learn thestructural elements of poetry such asrhyme,meter, and stanzas.

Special Features:• Glossary of poetic terms• Instruction with individual as well aspaired poems, followed byquestions

• Each poem includes key backgroundinformation to help studentsunderstand the text

• Independent practice with multiple-choice and open-ended questions

UnderstandingDramaReading to Analyze andInterpret

ALIGNED TO THE


Teaches students how tounderstanding and analyze dramaticliterature. Students will learn todraw conclusions and makeinferences about the structure andelements of drama. The book alsoteaches how to interpret interactionsbetween characters, dialogue, andstage directions.

Special Features:• Glossary of terms needed tounderstand dramatic literature

• Each dramatic piece is introducedwith background information tohelp students understand thework.

• Independent practice withmultiple-choice and open-endedquestions

D

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UnderstandingComplex Reading

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UnderstandingPersuasive Text

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UnderstandingDrama

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Understanding the Common Core StandardsClass SetClass Set includes 15 of each title (total 60 books)

Level Reading Level $329

Level C 3 7558-6Level D 4 7559-3Level E 5 7560-9Level F 6 7561-6Level G 7 7562-3Level H 8 7563-0

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UNDERSTANDINGCOMPLEXCOMPLEXREADINGREADING

Literature & Informational Textby Theme

C

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Understanding How to Read Complex Passages . . . . . . . . . . .6

Information and Guidance on Understanding, Analyzing, and Comparing Complex Passages

How to Identify a Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Information and Guidance on Understanding and IdentifyingThemes in Complex Passages

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Definitions of the Key Terms Needed to Analyze ComplexPassages by Theme

Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

One Single Passage and Two Sets of Passages Connected by a Theme with Background Information and Instruction

Passage 1: Birthday Surprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Passage Set 1: Study Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Get It Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Passage Set 2: When the Snow Is on the Ground . . . . . . . . . . . . . . . . . .34

The Ants and the Grasshopper . . . . . . . . . . . . . . . . . . . .35

Independent Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Two Single Passages and Three Sets of Passages Connected by a Theme for Students to Complete on Their Own

Passage 1: Each in Its Own Place . . . . . . . . . . . . . . . . . . . . . . . . . .42Passage 2: Make Your Own Memory Timeline . . . . . . . . . . . . . . . . .51Passage Set 1: The Pet Donkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

Designer Dogs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Passage Set 2: Ancient Greece . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Coretta Scott King . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Passage Set 3: The Fisherman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

Nature’s Gifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

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IntroductionUnderstanding Complex Reading: Literature & Informational Text by Themeteaches students how to understand, analyze, and evaluate complexpassages while focusing on theme. Students will read a range of passageswith complex and sophisticated themes, including sets of passagesconnected by a theme. Students will learn how to use close reading tointerpret passages and will develop the critical thinking skills necessary to answer rigorous questions about the passages.

Understanding How to Read Complex PassagesThis section of the book describes the main features of complex passagesand gives guidance on how to understand, analyze, and compare complex passages.

How to Identify a ThemeThis section of the book explains what a theme is and teaches students how to identify themes. It describes a process to use for identifying andanalyzing themes in passages, and it shows how close reading based on apassage’s themes can be used to understand and analyze complex passages.

GlossaryThe glossary gives definitions of the terms that students will need tounderstand to analyze complex passages by theme. Students can refer to the glossary as they learn to analyze complex passages.

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InstructionThis section contains one single passage and two sets of passages connectedby a theme. Each passage or set of passages is introduced with keybackground information that will help students analyze and evaluate thepassage, understand the theme, and make connections between passages.This section of the book contains both literature and informationalpassages, and the passages and question sets increase in complexity andrigor. Each question set includes multiple-choice, short-response, andextended-response questions.

Independent PracticeThis section contains two single passages and three sets of passages connectedby a theme for students to complete on their own. This section of the bookcontains both literature and informational passages, and the passages andquestion sets increase in complexity and rigor. Each question set includesmultiple-choice, short-response, and extended-response questions.

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Understanding How to Read Complex Passages

Understanding Complex PassagesComplex passages often have longer sentences and challenging vocabulary.The first key to understanding complex passages is to understand thelanguage. If a sentence has difficult words, reread the sentence. The meaningof words can often be worked out just by reading the sentence again andthinking about what meaning of the word makes sense. In other cases, themeanings of difficult words may need to be looked up. If the meaning of asentence or paragraph is unclear, read it again more carefully. Difficultsentences can be broken down into their different ideas. Paragraphs can alsobe read sentence by sentence. This means making sure that each sentence isfully understood before moving on to the next one. You could also break aparagraph down by taking notes and listing its main ideas.

Complex passages are usually longer passages. There can be a lot ofinformation, but it is all linked together by a central idea. The central ideathat holds a passage together is the theme. One way to understand complexpassages is to focus on understanding the theme. The next section of thisbook explains how to identify themes and how to analyze a passage basedon its themes.

Analyzing Complex PassagesComplex passages usually require readers to find meaning. Ideas are oftennot stated directly. Instead, readers draw conclusions and make inferencesbased on details from the passage. This requires reading the passage closelyand making decisions based on what is read. Details from the passage areused to draw conclusions and to make inferences. The key to analyzingcomplex passages is to look closely at the passage and to always baseunderstanding on information and details from the passage.

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Comparing Complex PassagesComplex passages can be connected by a common theme. Questions aboutpassages connected by a theme require using information from bothpassages. To answer these questions, each passage should first beunderstood on its own. With a good understanding of each passage,connections can then be made between them. While connected passagesare similar in some ways, they are different in other ways. Answeringquestions about connected passages involves thinking about how they arethe same and how they are different.

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How to Identify a Theme

Understanding ThemesA theme is the central idea of a passage or the lesson or message that theauthor wants to convey. A theme is different from the subject or the topic ofa passage. For example, a story might describe how a player acts badly afterlosing a tennis match. The subject of the story is the tennis match, but thetheme is about being a good sport. An article might describe how ThomasEdison invented the light bulb after trying many times. The topic of thearticle is Thomas Edison, but the theme is about never giving up. Whenidentifying themes, be exact rather than vague. For example, it is better toidentify that the theme of a poem is how friendships require trust thansimply identifying that the theme is friendship.

Most passages do not state the theme directly. Instead, passages need to beanalyzed to work out what the themes are. Many passages also have morethan one theme. When analyzing a passage, there may be two or more centralideas or messages. In some cases, the themes may be equally important. Inother cases, there may be one major theme and one or more minor themes.

Identifying and Analyzing ThemesIn literature, themes hold the story, poem, or play together. As you read apassage, think about what the central ideas are. Themes can be communicatedin different ways. In some passages, the theme will be a lesson a characterlearns or a lesson the reader learns from the events. In some passages, acharacter’s main problem could reveal the theme. In other passages, theevents that take place could reveal the theme.

In informational texts, the theme can be the central topic of the text. Forexample, an article about how to recycle paper could have the main themeof recycling. It could also have themes based on opinions given in the textor messages suggested by the text. For example, it could have themes aboutcreating too much waste or about taking care of the environment.

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To identify and analyze themes, follow the three steps below.

Part 1: OverviewBefore looking at a passage closely, look at the passage overall. Here aresome questions that can help guide you.

• What is the title? Does the title suggest a main idea or theme?

• Is there a subtitle? If so, what does the subtitle suggest?

• What genre is the passage? Does this give any clues about what the theme might be or how to identify the theme?

• Is there any art? Does the art give any clues about the theme?

Once you have looked at the passage overall, you will probably have someclues about the theme. You will also have some ideas about what to look forto identify the theme.

Part 2: Reading the PassageNow you can read the passage. As you read the passage, think about whatyou are reading. Think about the events that are occurring and what thecharacters are saying and doing. Think about what information is given andwhat the author wants you to know. It can be a good idea to take notes asyou read the passage. Here are some things to think about as you read.

• What is the passage mainly about? What is happening in the passage?

• What are the main events? Do these events reveal a theme?

• Who is the main character? What is the main character like?

• Is there a main problem or conflict? How is it solved?

• Is there a turning point? Does something or someone change in some way?

• Does the passage have a main lesson or an important messageabout life?

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• What important ideas are in the passage? What does the authormost want readers to know?

• What is the overall purpose of the passage?

• How does the author feel about the topic? How does the authormake you feel about the topic?

• What does the author seem to believe?

By considering these questions, you should have identified one or morethemes.

Part 3: Close and Careful ReadingNow that you have identified some themes, you should read the passageclosely. This time, focus on the themes you have identified. Read thepassage and take notes on each theme. Identify details from the passagethat relate to the theme. Focus on what the passage says about the themeand how the passage gives information on the theme. You might record keyevents, important details, or key sentences from the passage. By closereading, you will analyze the passage to identify what the themes are andhow they are communicated.

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GlossaryAuthor’s PurposeThe author’s purpose is why the author wrote the passage. Authors writepassages to entertain, to inform, to instruct, to explain, and to persuade.

CharacterA character is a person in a story, poem, or play.

CharacterizationCharacterization refers to how an author tells the reader about a character.It can be by describing a character. It can also be by describing what acharacter looks like, how a character feels, or what a character does.

Close ReadingClose reading refers to reading a passage carefully and paying attention tothe details of the passage. Close reading involves looking closely at whatthe passage says, thinking about the details of the passage, and analyzingthe passage based on the details. Close reading is used to identify details tosupport conclusions, inferences, and predictions, and to identify what thethemes are and how they are communicated.

ConflictThe conflict is the main problem or struggle that takes place in a passage.The conflict can reveal the theme of the passage.

DetailsDetails are facts or pieces of information given. Two or more details can beused to draw conclusions or to make inferences. The details in a passage arethe evidence used to support conclusions, inferences, predictions, anddecisions made about the main ideas and themes.

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Draw ConclusionsDrawing conclusions refers to making decisions based on facts and detailsin a passage. For example, a text might describe how it is late at night andhow a character is yawning. These details could be used to conclude thatthe character is tired.

FactA fact is a piece of information that can be proven to be true.

GenreGenre refers to the form of a passage. There are many genres, and passagesin each genre have common features. Knowing the genre of a passage canhelp you determine the passage’s purpose. It can also help you analyze thepassage’s meaning and identify the passage’s themes.

Examples:

• Fables have the main purpose of teaching a lesson. The theme of afable can be determined by focusing on what lesson the fable ismeant to teach.

• Adventure stories are exciting stories that involve some sort ofdanger. The theme could be revealed by how a character overcomesor avoids danger.

• Narrative poems describe a series of events. The meaning is oftenbased on why the events are important to the poet or what the poetwants to express by describing them.

• Odes are poems written to praise something. The theme of an ode is often what is being praised or what makes the object being praised special.

• Biographies tell about a person’s life. Biographies may include lessons about life or have themes like making a difference orovercoming challenges.

LessonIn literature, a lesson is a truth about life a character learns or a truth aboutlife a reader learns from the passage.

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Main IdeaThe main idea of a passage is what the whole passage is about. A passagemay include several ideas, but the main idea is the most important idea ofthe whole passage. A main idea may be stated, or you may have to inferwhat the main idea is.

Make InferencesMaking inferences refers to making a guess about something based on factsand details from a passage. Inferences are made based on the information ina passage, but can also use what you already know. Inferences can be madeabout how characters feel, why something happens, or what a characterlearns. Inferences can also be made about what an author thinks, what anauthor’s purpose is, and what the author’s message is.

Make PredictionsA prediction is a guess made about what will happen in the future. When making predictions, details from the text should be used to support the prediction.

MoodMood refers to how a text or part of a text makes the reader feel, or thefeelings created in the reader.

NarratorThe narrator of a work is the person telling the story.

OpinionAn opinion is a statement that cannot be proven to be true, or a personalview of something.

PlotThe plot is the pattern of events that takes place in a passage.

Point of ViewPoint of view refers to the position of the speaker of a work. The point ofview can be first person, second person, third person limited, or thirdperson omniscient.

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PositionThe author’s position refers to how the author feels about a topic, or theauthor’s viewpoint. The author’s position or viewpoint can reveal thetheme.

SettingThe setting of a story, poem, or play refers to where and when the eventstake place.

StructureThe structure of a passage is how the passage, or part of the passage, isorganized. Common structures include chronological order or sequence ofevents, cause and effect, problem and solution, main idea and supportingdetails, compare and contrast, question and answer, and order of importance.

StyleThe style of passages refers to how authors express themselves, or howauthors write.

SubtitleA subtitle is a second part of a title. Subtitles give more information about apassage. They can show the passage’s focus, purpose, main idea, message, or theme.

Examples:

• Seeds: Nature’s WonderThis subtitle suggests that seeds are amazing.

• Storms: How to Stay SafeThis subtitle shows the main purpose of the article.

• The Piano: Practice Makes PerfectThis subtitle states the message of the story.

SummarizeA summary is a short description of a passage that gives the main points.When summarizing a passage, only the important events, details, and ideasshould be included.

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Supporting DetailSupporting details are details included to support a main idea.

SymbolismSymbolism is a literary technique where a word, object, or event is used tostand for something else. For example, white snow might symbolize thatsomething is pure. Symbolism can be used to create meaning and can beused to help communicate a theme.

ThemeA theme is the central idea of a passage or the lesson or message that theauthor wants to convey. In literature, themes hold the story or poemtogether. In informational texts, the theme can be the central topic of thepassage or can be a message, thought, or idea communicated by the passage.

TitleA title is what a passage is called. Some titles are straightforward and statethe topic of the passage or the main idea of the passage. Other titles are lessstraightforward and need to be analyzed to work out their meaning. Titlescan be used as clues to understand passages and their themes.

Examples:

•My First Airplane FlightThis title states the topic of the story.

• Eat Well, Live WellThis title states the main idea of the article.

• Too Little Too LateThis title gives a clue about the theme of the story.

ToneTone is how the author feels about the subject.

TopicThe topic of a passage is what the passage is about or the subject of the passage.

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InstructionEach passage or set of passages is introduced withkey background information that will help studentsanalyze and evaluate the passage, understand thetheme, and make connections between passages

with common themes.

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Passage 1: Single Passage

Introduction: This passage is a story that will be analyzed on its own. Themain character in the story is Eric. It is Eric’s birthday and he has planned ahuge game of hide-and-seek with his friends. However, the game does notgo as he had planned. Eric’s main problem gives a clue to the main theme.At the end of the story, the main problem is solved. At this point, Ericlearns something about what is important to him. Read the passage and seeif you can work out what Eric learns.

/ Birthday Surprise \1 “Ready or not, here I come!” Eric’s voice rang out loud and clear acrossthe quiet backyard. It was a Friday afternoon in June, and it was hisbirthday. All he had wanted to do on his birthday was have a hugegame of hide-and-seek with his friends.

2 Eric looked across his big vacant yard. At least, it looked empty. Ericknew it was really full of kids. He listened closely, but could hear nolaughter. “Where should I look first?” Eric said out loud, hoping to heara giggle from a nearby bush. He did not hear a sound.

3 Eric knew that the tree house would be a good place to hide, so hedecided to check there first. He climbed the ladder quietly, hoping tosneak up on whoever was inside. He excitedly reached the top andpushed himself onto the wooden floor. A look of disappointment cameover Eric’s face. All he had found was a squirrel! The squirrel quicklydarted onto a branch and disappeared.

4 Eric climbed down the ladder. Eric stopped a moment and studied hisbackyard. He tried to stay completely silent. Eric wanted to surprise hishidden friends. Maybe someone would make a sound if they thoughthe wasn’t near. Then his eyes landed on the little blue shed at the otherend of the yard. He was so excited he forgot to be quiet. Eric leapt onto

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the grassy lawn at the other end. Grabbing the metal handles, heyanked the shed’s doors wide open. “Surprise!” he yelled.

5 It was Eric who was surprised. His voice echoed through the otherwisequiet shed. No children ran out. Not even a squirrel hid there. Eric wasshocked he had not found one single person! He looked in every cornerand under every tool just to be sure. Quietly closing the shed doorbehind him, Eric set out to continue his search.

6 Eric circled the yard. He looked behind every bush, behind thedoghouse, and even behind the trashcans. Now he was beginning toworry. He had invited 29 friends to play in his birthday hide-and-seekgame. He thought he should have found at least one person by now.

7 Eric went around the house to the front yard. He walked to the porchand peeked behind the porch swing. Finding no one hiding there, hesat on the swing to think. He had checked all of his favorite hidingplaces, and he had not found one person. The only reason he couldthink of to explain it was that nobody was hiding anywhere. Maybe hisfriends had thought hide-and-seek was for babies and not come at all.Just then his mother peeked out the front door.

8 “Eric, dear, you aren’t wearing your jacket! Come inside and put it on!”

9 “I’m fine,” Eric shrugged.

10 “It’s very important that you come inside and get your jacket rightnow,” his mother said firmly.

11 Eric got off the swing and followed his mother inside the house.

12 “SURPRISE!”

13 Eric could hardly believe his eyes. All 29 of the friends he had invitedstood smiling at him! They had been in the house all along! Eric laughedas he remembered yelling “Surprise!” in the empty shed. He neverthought he would end up being surprised instead.

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14 In the middle of the excited crowd, Eric’s sister Monica held a chocolatebirthday cake.

15 “Make a wish!” his friend Marlon yelled.

16 Eric smiled. He had wanted more than anything to find his friends.Looking around the room, Eric knew his wish had already come true.

17 “I’m glad that game of hide-and-seek is over!” Eric said.

18 “Who said it’s over?” Marlon said. “We know hide-and-seek is yourfavorite game and we wanted to make it the best game ever! Finding uswas just the warm-up. Now it’s time for you to find all your presents!”

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1 What is the most important surprise in the passage?

A Eric finding the squirrel in the tree house

B Eric finding that the shed was empty

C Eric seeing all his friends inside

D Eric seeing his birthday cake

2 Which sentence from the passage best shows that Eric is beginning toget upset?

A He listened closely, but could hear no laughter.

B Quietly closing the shed door behind him, Eric set out to continuehis search.

C He had invited 29 friends to play in his birthday hide-and-seek game.

D Maybe his friends had thought hide-and-seek was for babies and notcome at all.

3 Read this sentence from the passage.

“It’s very important that you come inside and get your jacket rightnow,” his mother said firmly.

What is the main reason Eric’s mother says this?

A She thinks the game is silly.

B She is worried Eric will get sick.

C She knows his friends are hiding inside.

D She has bought him a jacket for his birthday.

4 Which of these is the main theme of the passage?

A Mothers often know best.

B People can let you down.

C Friends make things special.

D It is mean to play tricks.

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5 Based on the events of the passage, how will Eric most likely feel aboutsearching for his presents? Use details from the passage to support your answer.

6 How would Eric’s birthday have been different if he had looked insidethe house first? Use at least two details from the passage to supportyour answer.

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7 Explain how Eric’s friends made his birthday special. Give two reasonsyou can tell that Eric’s friends are good friends. Use details from thepassage to support your answer.

In your response, be sure to• explain how Eric’s friends made his birthday special• give two reasons you can tell that Eric’s friends are good friends• use details from the passage to support your answer

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Passages 2 and 3: Passages Connected by a Theme

Introduction: The next two passages are connected by some commonideas. The first passage is called “Study Time.” The main purpose of thispassage is to teach readers how to study. It also gives instructions formaking a homework calendar. The second passage is called “Get ItTogether.” It also teaches readers how to study, and gives instructions formaking something to help readers study. Both passages are on the topic ofstudying and homework. They also have some ideas about studying andhomework in common. Read both passages and try to determine whatcommon ideas about homework and studying they share.

/ Study Time \1 Think about all of the classrooms you have ever seen. They may bedifferent in some ways, but there are some things that always seem tobe the same. They have desks, blackboards, books, bulletin boards, andpencil sharpeners. And this is just naming a few! There is a reason whyclassrooms have these things. To be a good student, you need certaintools. Just like every firehouse has a fire truck and every movie theaterneeds a movie screen, every classroom must have the supplies you needto do your job.

2 Part of your job involves homework! So where do you do this part ofyour job when you are at home? Do you have a special place set upwith the tools you need?

Selecting a Spot3 Having a study area at home is important. Your study area should notbe near the television or phone. Even though every home is different,there is likely to be some place where you can set up your own specialwork place. Maybe you can’t find any place at first. But look around.Think about it. Maybe you can use more than one space!

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4 When Nancy has to read a bookshe has a perfect spot. It’sbetween her bed and the wall.She puts a couple of pillows onthe floor, gets comfortable, andsettles down to enjoy the story.She feels hidden away fromeverything that is going on.

5 But that spot does not work whenshe has writing to do. Then shelikes to work at the kitchen table. There was a problem though. Her brothers would come in, tease her, andpush each other around. It often took her a long time to finish her work.Then her mother had an idea. She made a sign to put on the kitchendoor. It looks just like the signs you see around the city. However, thissign says: QUIET ZONE—SCHOOLWORK GOING ON! If the sign is up,her brothers cannot be loud. It took a while, but finally everyone gotused to the idea. Now even her brothers use the sign sometimes!

Tick Tock6 Managing your time can be one of the hardest parts of being a goodstudent. In addition to homework, there are clubs, chores, and manyother activities. Not only do you have to remember to do all thosethings, but you also have to decide what should be done first and whatcan wait. You have to decide what is most important.

7 Making a daily schedule can be the best way to organize your day. It iseasy to make a weekly calendar that will help you get everything done.

8 Divide a piece of paper into eight columns. At the top of the firstcolumn, write Time. Then write a day of the week at the top of each ofthe other columns.

QUIET ZONE

SCHOOLWORKGOING ON!

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9 The Time column is going to have three parts: Before School, DuringSchool, and After School. Draw three lines across the page. You willneed the least space for “During School” because that part of your dayis usually decided for you. “Before School” is where you will writereminders about taking library books, assignments, or other materials toschool. “After School” will need the most space because that is whereyou will write activities, homework assignments, chores, and anythingelse important.

10 Every Sunday night, take the time to fill in the calendar for the week.Every day when you come home from school, fill in the new thingsthat belong on the calendar. You might add homework that has to bedone that day, a quiz that is scheduled for tomorrow, or a project that isdue by the end of the week. If you keep a good calendar, you will beable to get everything done on time. You will also be ready for everysingle school day.

Time

BeforeSchool

DuringSchool

AfterSchool

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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/ Get It Together \1 Has this ever happened to you? You sit down to do your homework.After a couple of minutes you have to go and find some more paper. Afew minutes later, the pencil point breaks and you get up to search for apen or pencil. You put papers for different classes in different piles, butthey start to get mixed up. It would be so nice to have a paper clip, butyou don’t want to have to search for that, too! Well, there’s a betterway. You can make your own study box. It’s a toolbox for a student thatcan help you stay organized and stop you wasting time!

2 Before making your study box, organize your papers into folders. Youmay want to choose different colored folders: red for math, blue forwriting, and so on. Label each folder clearly. Then gather all the othertools you will need to use when you study.

Your Study Box3 Your study box will hold your folders and all of the other supplies youneed. You can take it with you to wherever you plan to study. It will beall packed and ready to go!

Materials Needed

• A large carton• Colored paper• Ruler• Scissors• Glue• Markers or crayons• Large piece of cardboard that is at least as long as the carton

4 You will need a carton that is big enough for file folders and all yourother supplies. Write down the measurements and take them to thegrocery store. You can usually get empty boxes of every size there.

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5 1. On a long side of the carton, use your ruler to draw a square. Thesides of the square should be about 2 inches from the sides of thecarton. The bottom of the square should be about 3 inches from thebottom of the carton. Have a grown-up cut out this section.

6 2. Now you will use colored paper to cover your carton. For the sidethat has been cut out, use the ruler to measure for strips that will fiton each side of the opening. Use the ruler to draw these shapes onthe colored paper and then cut them out. Use a marker or crayon todecorate the strips and write your name on the strip that will goalong the bottom. Glue the strips onto the carton.

7 3. Measure one of the short sides of the carton. Use your ruler to drawthat shape on your colored paper. Cut the shape out. Then tracearound it on the paper to make the same shape again. Glue them onthe short sides of the carton. Measure and cut out paper for the lastside and glue it on.

8 4. Now you will make a divider. Measure the length of the carton. Cut out three pieces of cardboard that are exactly the length of thecarton and 7 inches wide. Try one piece in the carton to see that itfits as tightly as possible without bending. You may have to trim it abit. Once that piece is perfect, cut two other pieces the same size.Now glue the three pieces together. Put the divider in the middle ofthe carton.

9 5. Put your folders in the area between the divider and the uncut sideof the carton. Put a paper or plastic cup over to the side in the frontpart of the carton. Put your pens and pencils in it. Find a small boxfor paper clips and put that next to the cup. Scissors, rulers, andother items can also fit in this section.

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8 What is the main link between the first paragraph of “Study Time” andthe passage “Get It Together”?

A The paragraph lists classroom items that can be put in a study box.

B The paragraph describes how students need tools to do their work.

C The paragraph suggests places that students could study.

D The paragraph explains that not all classrooms are the same.

9 How is the item made in “Study Time” similar to the item made in “Get It Together”?

A It helps students combine schoolwork with other activities.

B It helps students choose the best time and place to study.

C It helps students use their study time well and not waste time.

D It helps students remember the dates of important events.

10 The sections “Your Study Box” and “Tick Tock” are mainly organized by —

A describing a problem and then a solution

B listing things to do in order

C comparing different ways of studying

D stating the effects of studying well

11 How do the authors of both passages most likely feel about homework?

A Students are given too much homework.

B Homework is an important part of school.

C Students should have fun doing their homework.

D Homework is often too difficult.

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12 According to the passages, how can students waste time when doinghomework? Use details from both passages to support your answer.

13 The passage “Study Time” suggests having more than one study space.How could the information in “Get It Together” help students work inmore than one space? Use details from both passages to support youranswer.

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14 Good students are organized students. Explain why it is important forstudents to be organized. Describe how students can stay organized. Usedetails from both passages to support your answer.

In your response, be sure to• explain why it is important for students to be organized• describe how students can stay organized• use details from both passages to support your answer

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Introduction: The next two passages are connected by a common theme.The first passage is a poem called “When the Snow Is on the Ground.” Thepoet describes how a robin is searching for food in winter. The secondpassage is a fable called “The Ants and the Grasshopper.” Fables often useanimal characters to teach readers lessons about life. The grasshopper in thefable has a similar problem to the robin’s. He is also searching for food, andthen learns an important lesson from the ants. Read both passages and seeif you can determine the main lesson that both the grasshopper and therobin need to learn.

/ When the Snow \Is on the Ground

1 The little robin grievesWhen the snow is on the ground,For the trees have no leaves,And no berries can be found.

2 The air is cold, the worms are hid;For robin here what can be done?Let’s strow1 around some crumbs of bread,And then he’ll live till snow is gone.

1strow — scatter

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/ The Ants and the Grasshopper \Adapted from a Fable by Aesop

1 In a field of grass one summer’s day, a grasshopper was hopping about.He was chirping and singing to his heart’s content. An ant passed bycarrying an ear of corn he was taking to the nest.

2 “Why not come and chat with me?” said the grasshopper. “Why bothertoiling in that way?”

3 “I am helping to lay up food for the winter,” said the ant. “I recommendthat you do the same.”

4 “Why bother about winter?” said the grasshopper. “We have got plentyof food at present. And look at what a beautiful day it is. It would be aterrible shame to waste such a lovely day by doing something as silly as working.”

5 The ant stopped and rested the ear of corn on the ground. He thoughtabout the grasshopper’s words. He looked up at the clear blue sky andnoticed that it was a lovely day and a perfect day for play. He thoughtbriefly of how nice it would be to sing and dance and be free. But afterjust a minute of rest, he hoisted the ear of corn onto his back and wenton his way. For the rest of the day, the ant continued his toil. All thetime, he could hear the grasshopper’s happy song. Each time he passedby with another ear of corn, he could see the grasshopper still playingin the fields without a care in the world.

6 In the same field many months later, winter had arrived. Thegrasshopper searched high and low for food, but could find none. Thegrass was covered with snow, and most of the trees had lost their leaves.The grasshopper had found only the tiniest amount of food in weeks.While there was once food everywhere he looked, he now had to searchfor days just to find a little. He became weaker and weaker. He was toohungry to sing or dance, and was soon too hungry to even search for

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food. While the grasshopper was resting on a bare branch hoping forwinter to end soon, the ant he had met in summer passed by. The anthad a happy trot in his walk.

7 “How can you be so full of energy?” the grasshopper asked.

8 The ant explained that he had plenty of food. The grasshopper used allthe energy he had left to follow the ant to find this hidden supply. Hesaw the ant join his mates. There, corn and grain were passed out for allthe ants to share. The grasshopper watched the ants bustling around.Then he humbly walked up to the head ant and asked for a grain to eat.The ant looked shocked by the request.

9 “I’m sure you don’t need any of our food,” the head ant said. “Didn’tyou store anything away for the winter?”

10 The grasshopper shrugged and shook his head.

11 “But you must have known winter was coming,” the head antcontinued. “It comes every year, just the same as always.”

12 “I was just so busy that I didn’t have time to store up any food,”whined the grasshopper.

13 “What in the world were you so busy doing all last summer?” the headant asked.

14 “I was so busy making music and playing that before I knew it, thesummer was gone,” the grasshopper explained.

15 The head ant shrugged his shoulders in disgust.

16 “Did you hear that, everyone?” the head ant cried out. “All duringsummer, he was too busy making music to store any food away, andnow he has none. For all you young ones that are always asking, that iswhy we work every day even when times are good.”

17 With that, he turned his back on the grasshopper and went on with his work.

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15 Which of these is a main theme in both the poem and the story?

A How wise older people can be

B How good times do not last

C How the seasons bring change

D How you should help others in need

16 What is a main difference between the robin and the grasshopper?

A The robin is helped, but the grasshopper is not.

B The robin plans ahead, while the grasshopper does not.

C The robin did not know that winter was coming.

D The robin can live longer without any food.

17 Based on the poem, how is the robin most likely similar to the grasshopper?

A He lives in a field of grass.

B He likes to sing during summer.

C He did not store any food for winter.

D He often begs for food.

18 Which word best describes how the grasshopper and the robin feelduring winter?

A Embarrassed

B Lonely

C Puzzled

D Upset

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19 Compare the poet’s feelings about the robin’s problem to the head ant’sfeelings about the grasshopper’s problem. Use details from both thepoem and the story to support your answer.

20 Explain why animals have trouble finding food in winter. Use detailsfrom both the poem and the story to support your answer.

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21 Read these sentences from “The Ants and the Grasshopper.”

“But you must have known winter was coming,” the head antcontinued. “It comes every year, just the same as always.”

What main idea is the head ant describing? Explain how this main idearelates to both the poem and the story. Use details from both the poemand the story to support your answer.

In your response, be sure to• describe the main idea the head ant is describing in the sentences• explain how this main idea relates to the poem• explain how this main idea relates to the story• use details from both the poem and the story to support your answer

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Independent PracticeThis section contains two individual passages withquestions for students to complete on their own, andthree pairs of passages connected by a theme withquestions for students to complete on their own.

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/ Each in Its Own Place \TIME: a hundred years agoPLACE: a tiny house in the country

1 [The tiny kitchen is seen. The SAUSAGE is stirring the pot. The COAL istending the fire. The SALT is laying the table. Enter STRAW with a load of wood.]

2 STRAW (throwing down some wood): Do you think you’ll need morewood for the dinner, Sausage? (Sausage does not answer. She gets into thepot to flavor the vegetables.)

3 COAL (whispers to Straw): Sausage is quite put out.

4 STRAW: What’s the trouble?

5 COAL: No one knows.

6 [Enter SNOWFLAKE with a pail of water.]

7 SNOWFLAKE (looking about): Where’s Sausage?

8 STRAW: She is flavoring the vegetables.

9 [Sausage comes out of the pot.]

10 SNOWFLAKE: Here is the water, Sausage.

11 [Sausage does not answer.]

12 SNOWFLAKE (speaking louder): Will you come for the water, Sausage?

13 SAUSAGE (sharply): No, madam, I will not!

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14 THE OTHERS (with surprise): Sausage!

15 SAUSAGE: I’ve been trapped here long enough!

16 THE OTHERS (with surprise): Sister Sausage!

17 SAUSAGE: I am tired of doing all this work!

18 SNOWFLAKE: But we all do our share. I fetch the water, Straw brings inwood, Coal makes the fire, and Salt sets the table.

19 SAUSAGE: I must stand over the fire. I must not only stir the dinner,but flavor it with myself as well. For each of you there is one duty, butfor me there are plainly three.

20 STRAW: But, sister—

21 SAUSAGE (interrupting): Don’t “sister” me!

22 SNOWFLAKE: Sausage, dear, would you break up our pretty home?

23 SAUSAGE: There must be a change! Someone else can stand over thefire, or stir the pot, or flavor the vegetables.

24 COAL: If I flavored them, they could not be eaten.

25 SAUSAGE: That’s what you’re always saying, but I’m not so sure of it.

26 SNOWFLAKE: If I stirred the pot, it would be the end of me.

27 SAUSAGE: Yes, you say that often enough, but I’m not so sure.

28 STRAW: Should I stand over the fire, I’d be no more.

29 SALT: It is plain that I should not get into the pot. It would be goodbyefor me!

30 SAUSAGE: Excuses! Excuses! I say there must be a change! I will bringthe wood or draw the water.

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31 COAL: But, Sausage, you should stay within.

32 SAUSAGE: Not I, sir! I’ll go out of the house, I will! I’ll see a bit of theworld, I will!

33 SALT (sighing): Well, if she will, she will!

34 SAUSAGE: We will make a change. Straw will tend to the fire, Salt willdraw the water, Snowflake will stir the pot, Coal will lay the table, and Iwill collect the wood. Now, Straw, go and see if the fire needs wood onit. (Straw hesitates.) Come on, do your duty!

35 [Straw crosses the hearth and looks into the fire. He is very careful, but thefire reaches him and he is gone in a puff!]

36 SNOWFLAKE: Poor Straw! Well, it is now my duty to stir the pot.

37 [She crosses to the hearth, but just as she reaches it, she disappears without so much as a cry.]

38 SALT: Poor Snowflake! Well, it is now my duty to draw the water.

39 [She forgets that the pail is full, falls into it, and is seen no more.]

40 COAL: Poor Salt! Well, it is my duty to lay the table nicely.

41 [He forgets that he is still burning from having tended the fire. As he placesthe plates, the tablecloth catches fire and wraps itself around him.]

42 COAL (from inside the burning cloth): This is the end of me!

43 SAUSAGE (weeping): Dear me! Dear me! Who would have thought itwould turn out so badly! Well, it is my duty to bring in wood.

44 [Sausage opens the door and is face to face with a hungry dog who is sniffing about.]

45 DOG: Ah, I thought you’d be coming out soon!

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46 SAUSAGE (pleased): Do you want to see me, sir?

47 DOG: Why, yes, I’ve been waiting for you.

48 SAUSAGE: How good to be out in the world! They always said my placewas within.

49 DOG: They did, eh? Well, just to please them, I’ll put you there.

50 [He swallows her quickly, and Sausage is no more.]

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1 Based on the way the other characters react to Sausage, you can inferthat they —

A are content with how things are

B are afraid of going outside

C are used to her getting upset

D are bored with doing the same tasks

2 Read these lines from the passage.

SNOWFLAKE (speaking louder): Will you come for the water,Sausage?

SAUSAGE (sharply): No, madam, I will not!

What does the word sharply suggest about Sausage?

A She is startled by Snowflake.

B She is pointing at Snowflake.

C She is about to cry.

D She is feeling angry.

3 Read this line from the passage.

SAUSAGE (weeping): Dear me! Dear me! Who would havethought it would turn out so badly! Well, it is my duty to bringin wood.

What does Sausage’s decision to go outside to bring in the wood suggest?

A She feels sorry for what she did.

B She has not learned her lesson.

C She is glad that things have changed.

D She is pleased to be all alone.

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4 The end result of changing the tasks for Straw is that he —

A catches on fire

B is attacked by a dog

C gets blown away

D burns the house down

5 Based on the events of the passage, explain what the title of the passagemeans. Use details from the passage to support your answer.

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6 Identify two reasons that Sausage wants to swap the tasks around. Useat least two details from the passage to support your answer.

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7 Why did each character in the passage have a set task? How does thepassage show that each character was suited to the task? Use detailsfrom the passage to support your answer.

In your response, be sure to• explain why each character had a set task• describe how the passage shows that each character was suited to the task

• use details from the passage to support your answer

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The Life of Albert Einstein1879

Einstein is born.

He finishes high school.1896

1905He publishes five important papers.

He receives a Nobel Prize.1922

1955He dies at the age of 76.

1860 1880 1900 1920 1940 1960

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/ Make Your Own \Memory Timeline

1 You might have seen timelines before when studying history. A timelineis a display of a list of events. The events are described from earliest tolatest, and the dates of events are listed. Timelines can describe manydifferent things. A timeline could list all the American presidents andthe year they became president. It could list the dates of importantinventions. Timelines also often describe the life of a person. They listthe important events of the person’s life.

2 Timelines are not just for recording events in history or details aboutimportant people. A timeline can show any series of events. Whatevents are special to you? It does not matter if you have not doneanything as great as Albert Einstein! Not everybody can change theworld. The events in your life are still important to you because theyhappened to you!

3 Everyone has special memories that are important to them. A memorytimeline is a great way to organize your memories. It helps you seewhen things happened. A timeline always goes in the order of dates. It goes from what happened first to the last thing that happened.

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4 To make a timeline of your life, you do not have to read history books.It is about you! And who knows more about your memories than youdo? Choose the memories you want to put on your timeline. You canask family members for help with dates.

5 A timeline is very cheap and simple to make. But that doesn’t meanthat it isn’t special. It is special because it is all about you.

To make your timeline, you will need:

• 2 pieces of paper• a pen or pencil• a ruler

To make your timeline, follow these steps:

6 1) On one piece of paper, make a list of your favorite memories.

7 2) Now number your memories. Put the number 1 in front of yourearliest memory. Then number the rest of your memories in theorder they happened.

8 3) Turn your second piece of paper sideways so that the paper is longerfrom left to right and shorter from top to bottom.

9 4) Use the ruler to draw a horizontal line across the middle of the page.

10 5) At the left end of the line, write the year you were born. At the rightend of the line, write the year it is now.

11 6) Divide the line into sections for each year of your life. Try to makethe sections as even as possible. Write the year for each section. Forexample, if you were born in 1997, then the second line sectionshould say 1998. The third line should say 1999, and so on. There should be a section for each year of your life.

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12 7) Now write your memories in the correct sections. Draw a shortvertical line in the section where a memory should go. That shortline is like an arrow. It points to the memory on the timeline.Underneath that line, write a short description of your memory.Suppose you learned how to ride a bike in 2002. Then write “learnedto ride a bike” in the section for that year.

13 8) You can add photos from your life to go with some of the memories.

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8 Based on the passage, which statement would the author most likelyagree with?

A Everyone should try to keep busy.

B Everyone should try to do great things.

C Everyone should study history.

D Everyone should remember their past.

9 Which sentence best supports the idea that each person’s memories are special?

A It does not matter if you have not done anything as great asAlbert Einstein!

B The events in your life are still important to you because theyhappened to you!

C A memory timeline is a great way to organize your memories.

D It goes from what happened first to the last thing that happened.

10 How is the timeline titled “The Life of Albert Einstein” different fromthe timeline at the end of the passage?

A It describes a person’s life.

B It lists events in order.

C It is about a famous person.

D It shows when a person was born.

11 In which step of making the timeline would a person make it mostunique and special?

A Step 3

B Step 5

C Step 6

D Step 8

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12 How does the list of items in paragraph 5 support the idea that thetimeline is cheap and simple to make? Use details from the passage tosupport your answer.

13 Would a memory timeline about your own life be as important as atimeline about the life of someone like Albert Einstein? Use at least twodetails from the passage to support your answer.

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14 If you were going to make a memory timeline, explain how you wouldchoose the memories to put on it. Explain whether it would be a goodidea to ask other people to help you choose memories to put on it. Usedetails from the passage to support your answer.

In your response, be sure to• describe how you would choose the memories to put on your memory timeline

• explain whether it would be a good idea to ask other people to helpyou choose the memories

• use details from the passage to support your answer

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/ The Pet Donkey \Adapted from a Sioux Legend

1 Maka was the daughter of a Sioux chief. She grew up and married abrave warrior named Dyami. After a few years of marriage, Maka andDyami had twins. They had a daughter named Winona and a sonnamed Chayton. On the children’s first birthday, their grandmotherhandcrafted two leather saddlebags for them and presented them with a donkey.

2 “I want my grandchildren to ride in the best way possible,” she said toMaka. “This donkey is patient, steady, and cautious. He shall transportthe children in these saddlebags.”

3 A few days later, Maka and Dyami were preparing to go on a trip. Maka positioned the leather saddlebags on the donkey’s back as thegrandmother had instructed. She placed Winona on one side andChayton on the other. Dyami, however, was very proud of his children.Dyami felt they deserved to ride upon the back of his swiftest and mostbeautiful pony. He shifted the saddlebags onto the pony’s back andplaced Winona and Chayton in them. He told Maka to stack thetraveling supplies on the donkey. She heaped teepee poles, blankets,and food onto the donkey’s back.

4 Suddenly, the donkey began to buck and kick. He brayed loudly. Theitems on his back fell to the ground, and he stomped on them. Thechildren’s grandmother came out of her home to see what was goingon. She smiled when she saw the chaos the donkey had caused.

5 “This donkey is smarter than you may realize,” said the grandmother.She took the children down from the pony. She placed the saddlebagsback on the donkey, and put the children back in the saddlebags. The

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donkey settled down and nuzzled the grandmother’s palm with his nose.

6 “He knows that these are the chief’s grandchildren and that he is meantto carry and protect them. You insult him by making him carryhousehold items,” she explained.

7 Maka and Dyami nodded in understanding and loaded their belongingsonto the pony. Then, they started their journey into the forest.

8 The next day, as the family trekked through the thick forest, stormclouds began to develop overhead. The sky turned dark, thunder roared,lightning sliced the sky, and the wind shrieked. Sheets of rain made itimpossible for Maka and Dyami to see. As the storm raged on, theysought shelter and tried to set up camp. They spent the night in thefreezing rain and cold.

9 The storm finally ended the next morning. Maka and Dyami collecteditems that had been blown away by the wind. Glancing around, Makanoticed that the ponies were still huddled together under a large rock,but the donkey was no longer with them.

10 “Dyami, where are Winona, Chayton, and the donkey?” Maka cried.

11 Dyami sprinted through the woods. He searched in caves and bushes,but it was no use. The donkey and the children had disappeared.

12 Maka and Dyami finally decided that it was time to return to thevillage. They had to tell the dreadful news to their family. The journeyhome seemed longer and more difficult than usual. Maka broke downinto sobs several times along the way. Maka and Dyami finally stumbledinto the village.

13 As she approached her teepee, Maka could hardly believe her eyes.There, standing outside her front door and chomping on an ear of corn,was the donkey. Next to him, Winona slept in the arms of hergrandmother. Chayton was safely in the arms of his grandfather.

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14 “Where have you been?” asked the grandmother.

15 Maka reached for her husband’s arm to steady herself. “Dyami,” shesaid, “please tell me that I am not dreaming.”

16 Dyami approached the donkey and rubbed his hand across its nose. He lifted the children from their grandparents’ arms and placed them in the arms of their elated mother.

17 “You are not dreaming,” he said.

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/ Designer Dogs \1 Have you ever heard of a labradoodle? It’s a dog that comes fromcrossing a Labrador with a poodle. The idea is to get a dog with thegood nature of a Labrador, but the smaller size of a poodle. Of course,it’s also likely to be a very cute dog. This is one example of a designerdog. These are dogs created by combining different breeds. Designerdogs can be created to have some features that people will like, such asnot shedding hair. However, they are also often designed based onlooks. A scoodle is the result of crossing a poodle with a Scottish terrier.One of the reasons crosses like this are so popular is that the resultingdog is very cute.

2 This crossing of dog breeds is not a new idea. It has been happening for centuries. However, in the past, its main purpose was not based onthe dog’s looks. Instead, it was based on the dog being better able to doits job.

3 Around 10,000 years ago, dogs were important parts of families.However, dogs were not just important as pets like they are today.Instead, dogs had important roles to play. They were used to help thefamily seek food and to protect the family.

4 Hunting dogs have been used for thousands of years. Before peoplewere able to simply go out to a grocery store and buy food, they had tohunt their own food. Dogs were used to help in the hunt for food.Hounds are breeds of dogs that are able to track down animals. Whilehounds have the ability to track well, they are not as intelligent as otherbreeds. It became common to cross hounds with other breeds. A houndcrossed with a collie produced a new breed of dog known as a lurcher. A lurcher could track well. It also had the intelligence of a collie. It wasnot the prettiest animal, but it was great at its job.

5 What type of dog would best protect a family? It depends what thefamily needs. Sometimes dogs were needed to protect the family’s

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livestock. A dog’s role would be to keep other animals away. A dogsuited to this purpose would be large enough and tough enough toscare away animals such as wolves or foxes. However, it would also needto be a dog that wants to protect. It is no good if the dog is also goingto attack the livestock! Dogs were bred that had the size, intelligence,and nature needed to protect.

6 Another way dogs protected the family was by noticing threats. Thesedogs were like guard dogs for the family. However, they did not need tobe fierce and frightening guard dogs. The guard dogs were not trainedto attack. Instead, a dog might bark to let the family know about thingslike foxes or snakes. This type of dog had to be able to spot threats, butalso needed to have a good nature. It needed to look after youngchildren and bond with them. Different types of dogs were crossed tocreate a dog that had all the right features. A larger hunting dog withthe ability to spot threats might be crossed with a smaller breed tocreate a dog better suited to living with a family.

Is the Chow Chow the Perfect Dog?7 A chow chow is a small but sturdy dog that comes from China. Chowchows were once hunting and herding dogs. They make good guarddogs because of their ability to spot threats. They dislike strangers andform strong bonds with their owners. They are small enough to safelyplay with children, but tough enough to guard a family. Chow chowshave become popular pets all over the world.

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15 Which of these is a main idea about animals in both passages?

A They come in many different breeds.

B They have many different purposes.

C They can be smarter than they look.

D They do not always do as they are told.

16 Which sentence about the lurcher best shows how it is similar to thedonkey in the story?

A A hound crossed with a collie produced a new breed of dog knownas a lurcher.

B A lurcher could track well.

C It also had the intelligence of a collie.

D It was not the prettiest animal, but it was great at its job.

17 Which statement best explains why the donkey in the story and thechow chow in the article both make good pets for children?

A They mainly want to play.

B They are slow and patient.

C They want to protect.

D They are easy to train.

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18 Read this sentence from the story.

Dyami felt they deserved to ride upon the back of his swiftest andmost beautiful pony.

How is Dyami’s view of the pony most similar to an idea in “Designer Dogs”?

A It suggests that animals need to be fast.

B It suggests that people focus too much on looks.

C It shows that animals need to be cared for.

D It shows that everything has a purpose.

19 Describe at least two ways that animals can help protect people. Usedetails from both the story and the article to support your answer.

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20 Think about the donkey in the story and the guard dogs described inthe article. Describe how they show that an animal chosen to protectmay not be what people expect. Use details from both the story and thearticle to support your answer.

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21 Pets are often selected based on looks, but looks are not the mostimportant things to consider. Explain what roles pets can play in afamily and describe two features of a good pet. Use details from boththe story and the article to support your answer.

In your response, be sure to• explain what roles pets can play in a family• describe two features of a good pet• use details from both the story and the article to support your answer

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/ Ancient Greece \1 What is your everyday life like? What do you want to do with your life?How will your life be different as you grow older? People today willhave many different answers. There are many choices. You might notrealize how lucky you are to have these choices. For some people, life isdecided for them.

2 In ancient Greece, people did not have as many choices. A lot of thingswere decided the second a person was born. If you were a boy, youfollowed one path. If you were a girl, you followed another. Here iswhat life might have been like if you had been born in ancient Greece.

3 After your birth into your Greek family, your father lifts you into theair. He performs a special dance with you. He places an emblem aboveyour family’s door. Already, it is important for the family to let everyoneknow whether you are a boy or a girl. If you are a boy, an olive branchis displayed. If you are a girl, a piece of wool is displayed. A few dayslater, your relatives and friends meet to welcome you. After that, yourlife could go two very different ways.

The Life of a Boy4 At age 7, you start going to the local primary school. Books are costly,so you have to remember all of the information your teacher provides.You study reading, writing, music, and sometimes art.

5 At age 12, you go to another formal school for four more years. Youlearn about math, government, public speaking, and drama.

6 At age 18, you are considered an adult. You are required to join thearmy. You will train in the army for two years. You are expected to bestrong, loyal, and wise.

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7 As an adult, you have a job and a family. You might work as abusinessman, politician, soldier, or farmer. Your work keeps you busymost of the day. In the evening, you dine with your wife and children.As a man, you are allowed to attend sporting events, public hearings,and festivals.

8 In old age, if you have had a son, he must make sure that you and yourwife are cared for. The elderly are highly respected in ancient Greece.However, those without a son usually continue to work for the rest oftheir lives.

The Life of a Girl9 At age 7, while your brothers attend school, your mother teaches youhow to manage a household. You learn how to cook, clean, and sew.Only the daughters of rich families are taught to read and write.

10 From ages 7 to 14, you help your mother maintain the household andcare for younger siblings. You rarely journey outside of your parents’home because women are not allowed to appear in public often. You areallowed to attend some events, but not many.

11 At age 14, you are no longer expected to act like a child. It is time foryou to prepare to be married. Your father will select a husband for you.Most boys complete school and army training before they marry. Yourhusband will probably be a lot older than you.

12 As an adult, your only jobs are to be a wife and mother. You must makesure your household runs smoothly, and you must take care of yourchildren. You may spend time with other wives and mothers, but mostof your time is spent with your family.

13 In old age, your husband has probably retired. You will now spendmore time together enjoying your family. Your son and his wife willmost likely care for you. You might also help look after yourgrandchildren and pass your skills on to them.

Photo courtesy of The Library of Congress

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/ Coretta Scott King \Early Life

1 Coretta Scott was born on April27, 1927. She was born on a farmin Alabama. The world was verydifferent back then. In Alabama,and much of the South, AfricanAmericans had different lawsthan white people. Early in herlife, Coretta had to live withunfair laws because she wasAfrican American. Coretta walkedfive miles to a tiny school thathad just one room. Whitestudents did not have to walk.They rode buses to a large school.

2 Coretta rose above these struggles. She did not let her problems holdher back. She just worked as hard as she could. She did very well inelementary school. She then went to Lincoln High School and did verywell again. In 1945, she finished high school at the top of her class.Because of her good grades, she was given money to study at AntiochCollege in Ohio. While at college, she became interested in civil rights,or the fight for African American people and white people to be treatedalike. She joined a group that tried to help African Americans get thesame rights as white people.

3 Coretta finished at Antioch College. She then won money to study at acollege in Boston. In Boston, Coretta met Martin Luther King, Jr. Thetwo were soon married. In September of 1954, Dr. King got a job at achurch in Alabama. Coretta returned with him to her home state.

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Making a Difference4 In Alabama, the couple became more involved in the fight for civilrights. White people and African Americans were still not treatedequally. They sometimes had to follow different laws. One unfair lawstated that African American bus passengers had to sit at the back of thebus. It also stated that they had to give their seats to white buspassengers. One African American woman named Rosa Parks refused togive her seat to a white bus passenger. She got in a lot of trouble.African Americans in Alabama became angry with the unfair laws. Theyjoined together and stopped using the buses. Coretta and her husbandboth stood up for Rosa Parks. They asked African Americans and whitepeople not to follow the laws that were unfair to African Americans.

5 Many people did not like the Kings because of their struggle for equalrights. This made life very dangerous for Coretta and their fourchildren. However, she still did not give up. Even while she was busyraising her children, Coretta found time to help people. She traveled allover the country with her husband, spreading messages about civilrights. She was the first woman ever to speak at Harvard University’sClass Day.

Keeping Up the Fight6 Even after Dr. King passed away, Coretta continued to fight for civilrights for African Americans. She also stood up for others who were nottreated equally. She wanted everyone to have the same opportunities inlife. Coretta started a group to honor her husband’s lifelong work. In1969, Coretta wrote a book that described her and her husband’s life.She fought to make her husband’s birthday, January 15, a holiday in theUnited States. In 1986, she won this fight. Martin Luther King, Jr. Day is now celebrated every year. People also still celebrate Coretta’s life andher hard work to help African Americans. She is one of the reasons thatpeople today are treated more fairly.

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22 Based on the passages, how was Coretta’s life different from the lives ofmost girls in ancient Greece?

A She was able to go to school.

B She got married.

C She looked after her children.

D She had to follow many rules.

23 Which statement is most likely true about the authors of the passages?

A Both authors believe it is good that people are treated more fairly today.

B Both authors wish that life today was more like how it used to be.

C Both authors think that people today have too many choices.

D Both authors worry that people today do not fight for their rights.

24 Coretta Scott King would probably think it most unfair that —

A boys in ancient Greece had to remember all their lessons

B only rich girls in ancient Greece learned to read and write

C young men in ancient Greece had to join the army

D some people in ancient Greece had to keep working in old age

25 How is the passage “Coretta Scott King” different from the passage“Ancient Greece”?

A It tells about one person’s life.

B It describes events in order.

C It is based on facts.

D It includes opinions.

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26 Compare how the information is organized in the sections “The Life of a Boy” and “Early Life.” Use details from both passages to support your answer.

27 If Coretta Scott King could have spoken to girls in ancient Greece, whatadvice would she probably have given? Use details from both passagesto support your answer.

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28 Think about the way people were treated unfairly in ancient Greece andin the early 1900s. Describe at least one way the unfair treatment wassimilar. Describe at least one way the unfair treatment was different.Use details from both passages to support your answer.

In your response, be sure to• refer to how people were treated unfairly in ancient Greece and in the early 1900s

• describe at least one way the unfair treatment was similar• describe at least one way the unfair treatment was different• use details from both passages to support your answer

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/ The Fisherman \by Abbie Farwell Brown

1 The fisherman goes out at dawnWhen every one’s abed,And from the bottom of the seaDraws up his daily bread.

2 His life is strange; half on the shoreAnd half upon the sea —Not quite a fish, and yet not quiteThe same as you and me.

3 The fisherman has curious eyes;They make you feel so queer,As if they had seen many thingsOf wonder and of fear.

4 They’re like the sea on foggy days —Not gray, nor yet quite blue;They’re like the wondrous tales he tellsNot quite — yet maybe — true.

5 He knows so much of boats and tides,Of winds and clouds and sky!But when I tell of city things,He sniffs and shuts one eye!

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/ Nature’s Gifts \Based on an excerpt from The Land of the Blue Flower

by Frances Hodgson Burnett

1 The Land of the Blue Flower was not called by that name until thebeautiful King Amor came down from his castle on the mountain cragand began to reign. Before that time it was called King Mordreth’s Land.The first King Mordreth had been a fierce and cruel king. This gloomyname suited the land.

2 His fair mother sent for her friend and teacher, who was said to be theoldest and wisest man in the world. The lovely Queen showed him thetiny baby sleeping by her side.

3 The Queen held out the little newborn one in her arms. “Take himaway quickly. Take him to the castle on the mountain crag. Keep himthere until he is old enough to come down and be King. If he is withyou he will learn what Kings should know.”

4 The Ancient One took the child to the mountain. He climbed andclimbed, and little King Amor slept soundly in the folds of his grayrobe. He reached the summit at last. He looked out over the mountain’sedge at the sea and the sky and the spreading plains below.

5 “The stars are very near,” he said. “Waken, young King, and see hownear they are and know they are your brothers. Your brother the wind isbringing to you the breath of the trees. You are at home.”

6 Then King Amor opened his eyes, and when he saw the stars in thedark blueness above him he smiled.

7 The castle was huge. The little King Amor lived alone but for thecompanionship of the Ancient One and a servant as old as himself. But they knew a secret that had kept them young in spite of the yearsthey had passed through. They knew that they were the brothers of allthings in the world.

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8 One of the very first things the child King Amor remembered in his life,and he remembered it always, was a dawning day when the AncientOne wakened him gently. He carried him up the winding and narrowstone stairway. At last they stepped out on the top of the huge castle. Itseemed to the little creature to be so high that it was quite close to thewonderful sky itself.

9 “The sun is going to rise and wake the world,” said the Ancient One.“Young King, watch the wonder of it.”

10 Amor lifted his little head and looked. He was only just old enough tobe beginning to understand things, but he loved the Ancient One andall he said and did.

11 Every dawn they rose and saw together the wonder of the day. The firsttime the sky was heavy with gray clouds and the sun did not leapupward from behind the edge of the world, Amor asked why.

12 “The burning gold is behind the lowering gray and purple,” the AncientOne said. “The clouds are heavy with soft rain. When they break theywill drop it in showers or splendid storms, and the thirsty earth willdrink it up. The grains will drink it and the seeds and the roots. Theworld will be joyous and rich with fresh life. The springs will bubble uplike crystal, and the brooks will rush babbling through the green of theforest. The drinking places for the cattle will be full and clear, and menand women will feel rested and cool. Lift your head high when youwalk, young King, and often look upward. Never forget the clouds.”

13 Taller and stronger he grew each day. He became wiser and morebeautiful. Each plant, each weed, each animal thing, each wind, andeach star of heaven taught him its wonders and its wisdom.

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29 Which word best describes both King Amor and the fisherman?

A Wise

B Lonely

C Shy

D Dishonest

30 The fisherman spends his time at sea, while the Ancient One spends his time at the castle on the top of the mountain. How are these twosettings similar?

A They are both hard places to reach.

B They are both peaceful places.

C They are both dangerous places.

D They are both busy places.

31 Both the poem and the story are about —

A how a good ruler acts

B being with nature

C knowing who you are

D taking care of children

32 Read this sentence from “Nature’s Gifts.”

Each plant, each weed, each animal thing, each wind, and each starof heaven taught him its wonders and its wisdom.

Which stanza from the poem best shows that the fisherman knowsabout similar things?

A Stanza 1

B Stanza 2

C Stanza 4

D Stanza 5

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33 Dawn is mentioned in both the poem and the story. How is theimportance of dawn to the fisherman different from the importance ofdawn for King Amor? Use details from both the poem and the story tosupport your answer.

34 How are the fisherman’s and King Amor’s views of the world most likelydifferent from other people’s views of the world? Use details from boththe poem and the story to support your answer.

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35 The fisherman and King Amor both spend time away from everydaythings. How do these experiences change them? Do you feel that thechanges are good or bad? Use details from both the poem and the storyto support your answer.

In your response, be sure to• explain how the fisherman’s experiences change him• explain how King Amor’s experiences change him• give your opinion on whether the changes are good or bad• use details from both the poem and the story to support your answer

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Applying the TEKS for the STAAR—Understanding Complex Reading: Literature &Informational Text by Theme teaches students how to understand, analyze, and evaluatecomplex passages while focusing on theme. Students will learn how to use close reading tointerpret passages, and will develop the necessary critical thinking skills to answer rigorousquestions about the passages.

The book is divided into five parts:

Understanding How to Read Complex PassagesInformation and Guidance on Understanding, Analyzing, and Comparing Complex Passages

How to Identify a ThemeInformation and Guidance on Understanding and Identifying Themes in Complex Passages

GlossaryDefinitions of the Key Terms Needed to Analyze Complex Passages by Theme

Instruction One Single Passage and Two Sets of Passages Connected by a Theme with BackgroundInformation and Instruction

Independent PracticeTwo Single Passages and Three Sets of Passages Connected by a Theme for Students toComplete on Their Own

understanding complex text grade 3

Documents

level e

level d

level f

level h

bookslevel reading level

level gradelevel c

text independent practice

glossary of terms