Daily Reading Comprehension (sample readings for teachers)l

[Angel]

Day 16

To the Teachers:

Organization
By looking at how a passage or selection is organized, students can better understand the author’s intent, as well as predict what information is likely to appear later in the text. Texts are often organized sequentially, around main ideas and details, according to causes and effects, or by comparison and contrast .

Introduce the Organization strategy to students and explain: By looking at the organization of a passage, we can get a better idea of what the author intended to tell us. Many of the same types of passages are organized the same way. Explain to students that the passage they are about to read is a biography. Ask: What do we usually see in biographies? (dates, names, important events in a person’s life, etc.) Then say: I expect to see this passage organized sequentially around important dates in the life of this person. Have students read the instructions at the top of the page and read the passage. When students have finished reading, direct them to complete the strategy practice activity. Ask volunteers to share their responses. Then direct students to complete the skill practice activity. Review the answers together.

Reading:

Soldier in Disguise

In April 1863, a Civil War soldier known as Franklin Thompson deserted from the Union Army. Thompson was sick with malaria but was afraid to go to an army hospital. What was Thompson so afraid of? His real name was Sarah Edmonds—and “he” was one of hundreds of women who pretended to be men so that they could fight in the Civil War.

Edmonds was born in Canada in 1841 and came to the United States in 1858. She disguised herself as Franklin Thompson and worked as a book salesman. In May 1861, one month after the Civil War began, she enlisted in the Second Michigan Infantry.

For two years, Edmonds served in the army as Private Thompson. The Second Michigan Infantry fought in some important and violent battles, including First Bull Run in July 1861, Antietam in September 1862, and Fredericksburg in December 1862. Edmonds kept her gender a secret by sleeping in her own tent and sneaking off to bathe privately.

Upon leaving the army, Edmonds resumed her real identity. She eventually revealed her service as Thompson in order to get a pension as a Civil War soldier. In 1886, the War Department recognized her as a female soldier who had served faithfully as a private during the war. She received the $12-a-month pension and was cleared of the desertion charge. When she died in 1898, Edmonds was buried with military honors.

Questions:

STRATEGY PRACTICE: How does adding dates to the passage help organize it?

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. What caused Franklin Thompson to desert from the Union Army?
fear of fighting in the war
fear of illnesses such as malaria
fear of being discovered as a woman soldier
fear of being shot or killed in a bloody battle

2. Because Edmonds revealed the truth about her service in the Civil War, she .....
was buried with military honors
was forced to return to Canada
could resume her identity as a woman
could finally forget about the war

3. The War Department’s recognition of Edmonds proves that .....
the army was embarrassed by Sarah
Sarah gained the rank of officer
Sarah never learned to be a good soldier
the army respected Sarah’s war service

4. Which of these events happened first in Sarah Edmonds’s life?
She got malaria.
She deserted from the Union Army.
She sold books for a living.
She applied for a pension as a Civil War soldier.

[Angel]

Day 17

To the Teachers:

Remind students of the Organization strategy, and point out that by knowing the organization of a passage, good readers can pay more attention to important details and don’t have to work as hard to understand what the passage is about. Point out the first sentence in the second paragraph. Say: This sentence tells me that the passage will likely explain reasons why people believe something about General Custer. It will probably be organized around main ideas and explanations for those ideas. Have students read the instructions at the top of the page and the passage. When students have finished reading, direct them to complete the strategy and skill practice activities. Invite volunteers to share their responses.

Reading:

Digging into Custer’s Last Stand

For over a century, people have imagined the Battle of the Little Bighorn on June 25, 1876, as the brave “last stand” of General George Custer and his 7th Cavalry soldiers. Greatly outnumbered by Sioux and Cheyenne warriors, Custer and all 210 of his men died.

The belief in Custer’s bravery started because of how the battlefield looked when it was discovered. A cluster of bodies, including the body of Custer, were found along with dead horses on a hill. People wanted to believe that the soldiers put up a good fight. Some Native American accounts also described the soldiers’ bravery. Over time, a story developed of the soldiers on the hill fighting heroically to the end.

Then, in 1983, a prairie fire swept through the battlefield in Montana. The blaze burned off grass and shrubs, making it easier to dig for bullets and gun cartridges from the battle. Archaeologists examined old evidence in a new way. They used modern methods of investigation to better figure out what really happened. These new methods gave new clues about what happened to Custer and his men.

Using the bullets they found, experts were able to trace the shots fired by both sides. This allowed them to reconstruct the movements of different groups on the battlefield. Based on the numbers of certain bullets and where they were found, a different account of the battle emerged. Instead of a long, brave battle, Custer’s men may have panicked, become disorganized, and lost the battle in a short amount of time.

Questions:

STRATEGY PRACTICE: How does the author organize the evidence about different theories of what happened at Little Bighorn?

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. Information in the passage .....
disproves the new theory of Custer’s last stand
raises doubts about the old theory of Custer’s last stand
questions whether Custer won the battle
proves what happened to the horses

2. What first caused experts to reexamine what happened at Little Bighorn?
new Native American accounts of the battle
the discovery of the original battlefield
new technology for studying bullets
a prairie fire on the battlefield

3. According to the passage, the newer theory about Custer’s last stand started .....
just after the battle in 1876
in the 1980s
with the discovery of the soldiers’ bodies
with the belief that soldiers are always heroic

4. How does the author say investigators support the idea that there is a different theory for what happened at the Battle of the Little Bighorn?
Investigators described eyewitness accounts.
Investigators explained the methods of their investigation.
The investigators proved why the soldiers died quickly.
The investigators reconstructed movements on the battlefield.

[Angel]

Day 18

To the Teachers:

Remind students of the Organization strategy, and point out the instructions at the top of the page. Say: Another way writers organize passages is by cause and effect. This passage tells the causes and effects of a snake problem in Florida. When we read these types of passages, we are looking for what happens and why it happens. Explain that cause-and-effect signal words (because, as a result, therefore, etc.) can help them best understand this kind of text. Have students read the passage. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together.

Reading:

Florida’s Python Problem

Sometimes pets are more than we can handle, like when a small puppy grows up to be a huge dog. People can usually find a new home for a big dog, but a giant pet snake is not so easy to give away. As a result, some people in Florida have released their pet pythons into the wilderness of the Florida Everglades. Problem solved? Only for the pet owners.

The snakes that are the biggest problem are Burmese pythons. These snakes are not native to the Everglades. Pet dealers originally brought them to the United States from Southeast Asia. Because Burmese pythons are not native, they disrupt the natural order of the Everglades’ ecosystem.

The snakes’ size and strength are also a problem. Burmese pythons can grow to be 20 feet long. There are reports of terrifying battles between pythons and alligators in the Everglades. Even more worrisome is the impact on creatures that are no match for the monster snakes. For example, biologists have discovered endangered birds, bobcats, and woodrats in pythons’ stomachs.

Another effect of python dumping is the spread of these snakes beyond the Everglades. Pythons swim well and can move more than a mile a day on land. In addition, one snake can produce nearly 100 eggs. Their wide range of movement and high rate of birth means that the snakes can quickly overrun a habitat.

As a result of this scary scenario, Florida park rangers, wildlife officials, and others are on “python patrol.” They capture and kill Burmese pythons to try to keep the numbers under control. There is also a greater effort to teach people about the responsibilities of keeping a python.

Questions:

STRATEGY PRACTICE: Underline the words in the passage that signal cause and effect.

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. Which of these has caused Burmese pythons to be found in the Florida Everglades?
pet owners who let them go
pet dealers who released them into the wild
the large number of eggs the snakes produce
the snakes’ ability to swim and move well

2. One effect of pythons in the Everglades is .....
they can grow to 20 feet long
they put endangered animals at greater risk
biologists can study them in their natural habitat
they control the alligator population

3. Which evidence best explains why pythons are spreading beyond the Everglades?
Pythons are not native to the Everglades.
Burmese pythons can grow to 20 feet long.
Pythons can swim and move well on land.
Florida park rangers are on “python patrol.”

4. Which of these happened after pythons became a problem in Florida?
Pythons grew too big to handle at home.
Owners became educated about pythons.
People no longer got pythons as pets.
Pet dealers stopped bringing pythons to the United States

[Angel]

Day 19

To the Teachers:

Remind students of the Organization strategy, and have them recall the common ways a passage can be organized (by main idea, sequence, and cause and effect). Point out the instructions at the top of the page, and ask students to guess which way this passage is organized (sequentially). Say: Not all passages organized by sequence go from first to last or earliest to latest. Have students read the passage. When students have finished reading, direct them to complete the strategy practice activity and share their responses. Explain that writers will vary how they organize a passage in order to make it more interesting to the reader. Then direct students to complete the skill practice activity. Review the answers together.

Reading:

Growing Good Examples at the White House

In 2009, people praised First Lady Michelle Obama for planting a vegetable garden soon after moving into
the White House. The hope was that growing vegetables on the White House lawn would encourage Americans to eat more healthfully and motivate other families to grow fresh produce, too. It might seem like a new idea to plant a presidential garden to influence national behavior. However, earlier presidents and first ladies also used the White House grounds to set a good example.

In 1943, during World War II, First Lady Eleanor Roosevelt planted a “victory garden” at the White House. The goal was to get Americans to grow small gardens to feed themselves. That way, more food was available to send to American soldiers fighting overseas. Mrs. Roosevelt was widely admired, and her garden inspired many families to plant more food for themselves.

Twenty-five years earlier, during World War I, President Woodrow Wilson used the White House lawn to send a message to Americans. Wilson brought in a flock of sheep to cut the grass. It was a novel way to show how to use “natural resources” during wartime.

There was a time when a vegetable garden at the White House was simply practical. President John Adams planted the first garden in 1800. Adams didn’t need to set an example, since most of the nation were already farmers. He just wanted food for his family and guests to eat!.

Questions:

STRATEGY PRACTICE: Why do you think the author chose this way of organizing the passage?

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. Which of these events happened third?
World War I took place.
Michelle Obama became First Lady.
John Adams planted a garden.
Eleanor Roosevelt planted a victory garden.

2. According to the passage, one reason for starting a White House garden is .
to help support the war effort
a lack of natural resources
being part of a nation of mainly farmers
having a first lady the country admired

3. Which statement is evidence that influencing national behavior is not a new idea?
Michelle Obama planted a garden in 2009.
A White House garden can encourage people to eat more vegetables.
The White House had a garden as early as 1800.
Most Americans grow their own fresh produce.

4. The earliest White House garden was used to .....
feed a flock of sheep
feed the president’s family
inspire others to grow food
support the war effort on the home front

[Angel]

Day 20

To the Teachers:

Remind students of the Organization strategy and say: Writers organize their stories in many ways. Some writers begin at the end of a story and then tell you what happened leading up to it. Other writers begin with the main problem a character faces and show how the problem is resolved. By understanding how the story is told, we can make sense of what we are reading. Have students read the instructions at the top of the page and the passage. When students have finished reading, direct them to complete the strategy and skill practice activities. Review the answers together.

Reading:

Three Parts for Three Characters

Denzel could hear the sounds of the song “Follow the Yellow Brick Road” as he walked closer to the auditorium. He was relieved that the auditions weren’t over. He really wanted to try out for the sixth-grade production of The Wizard of Oz. Waiting in the hall were his two best friends, Colin and Felipe. Colin was walking on his hands in a wide circle. Then he did a back flip, a cartwheel, and a backward leap into a handstand. Felipe was doing his favorite herky-jerky robot dance.

Just as Denzel reached the boys, there was a sudden boom outside. “What was that?” Denzel shouted. He had a voice that could be loud and strong one moment and drop to a whisper the next instant.

“It’s thunder,” Colin laughed. “You should audition for the role of the character who needs courage!”

“Come on!” Felipe urged with a stiff turn and bow to end his dance. “We’ll miss our turns!”

The trio hurried inside the auditorium. A girl named Rachel, with hair teased like a lion’s mane, was beginning her audition. The boys watched her. She pranced around the stage like a lion, but she spoke very quietly, and it was hard to hear her. When she finished, Felipe auditioned by dancing like a robot. Colin went next, showing his acrobatic skills. Denzel went last.

When the auditions ended, each boy had the perfect part for his talents. Colin was the Scarecrow, who is supposed to flop, slip, and slide all over the stage. Felipe’s robot moves were just like the Tin Man in his rusty metal suit. And Denzel’s booming roar and soft whisper made him the best Cowardly Lion the play could have..

Questions:

STRATEGY PRACTICE: If the author began the passage by telling you what part each boy received, how would it change your reaction to the story?

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. There is evidence in the passage to support the idea that Denzel .....
has never acted in a play before
is always late
is easily startled
does not get along with Colin

2. In the passage, which of these happens first?
The boys get the perfect parts.
Colin and Felipe practice in the hallway.
Denzel hears a loud clap of thunder.
A girl named Rachel finishes her audition.

3. What is the most likely reason that Denzel got the part of the Cowardly Lion?
It was the only part available.
He was scared of the thunder.
No one else auditioned for the part.
He had the right voice for the role.

4. Why did Colin probably get the role of Scarecrow?
He is good at doing acrobatics.
He is a very serious person.
He used dance moves during the audition.
He had his hair teased for the part.

[Angel]

Day 21

To the Teachers:

Ask Questions
By asking questions, readers can set a purpose for reading or make sure they understood what they have read. Good readers ask questions to involve themselves with the text and often ask questions before, during, and after they read.


Introduce the Ask Questions strategy to students. Explain: One way good readers stay engaged and check their understanding is to ask questions. You can ask questions before, during, or after you read. When we ask questions before we read, we set a purpose for reading. The questions we ask can guide our reading. Tell students they will read about a man who some people think created the Bigfoot legend. Prompt students to think of questions about what they might read. Model by saying: I want to know who this person is. I also want to know a little more about Bigfoot. On the board, write: “Who created the Bigfoot legend? Where is Bigfoot supposed to have lived?” Tell students they will look for these answers as they read. Then prompt students to think of a question they want to know the answer to. Have them write the question in the space provided for the strategy practice activity. Then direct students to read the instructions and passage before completing the strategy and skill activities. Review the answers together. If students have asked a question that cannot be answered by the passage, brainstorm ways of answering the question (looking up the topic; on the
Internet; etc.).

Reading:

Ray Wallace’s Bigfoot Hoax

For decades, people have heard about sightings of a gigantic creature in the forests of the Pacific
Northwest. According to the stories, the creature always left huge footprints. A logger named Ray Wallace helped popularize these stories about the creature known as Bigfoot.

In 1958, one of Wallace’s workers told a newspaper about spotting the creature’s tracks. Wallace explained that his workers were scared of the beast. The story spread, and some people connected the creature to other legendary monsters, especially the Abominable Snowman, or Yeti, said to live in the mountains of Nepal. Wallace had pictures and film footage of a huge, furry primate to back up his story. He also tried to sell castings of giant footprints and recordings of the creature’s cries.

But in 2002, after Ray Wallace died, his family members had their own story to tell. They said that Wallace was a prankster and made the giant footprints himself. Wallace’s wife admitted dressing up in a Bigfoot costume as part of the hoax. Apparently, Ray Wallace enjoyed fooling people. He told his Bigfoot stories for decades. However, Wallace certainly was not responsible for all the other reported sightings of Bigfoot. In fact, some people continue to report seeing the monster. Despite some people’s belief that Bigfoot exists, when Ray Wallace passed away, his own son said, “Bigfoot is dead.”

Questions:

STRATEGY PRACTICE: Write a question you have about the passage. Then write the answer you found.

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. In the passage, the author mainly tries to .....
entertain readers with colorful tales about Bigfoot
inform readers about a famous prank
persuade readers that Wallace was a criminal
instruct readers on how to create their own hoaxes

2. Why does the author include the quotation from Wallace’s son at the end of the passage?
to show that many still believe in Bigfoot
to show how the son felt about his father’s death
to show that the son does not believe in Bigfoot
to persuade readers that the monster exists

3. Which detail might be true for a Yeti, but not for Bigfoot?
It lives in Nepal.
It is large and furry.
Ray Wallace invented stories about it.
People are frightened by it.

4. Which of these is one theme of “Ray Wallace’s Bigfoot Hoax”?
Many things in nature cannot be explained.
Nature is filled with terrifying things.
Secrets are safe with families, even after members of a family die.
One person’s monster may be another person’s prank.

[Angel]

Day 22

To the Teachers:

Remind students of the Ask Questions strategy. Say: When we ask questions during reading, we are monitoring our comprehension and focus. Asking a question while reading keeps us engaged with the text and sometimes alerts us to information in the text that we don’t understand. Have students read the instructions at the top of the page. Tell students to think of a question as they read the first paragraph. Direct students to write their question in the space provided for the strategy practice activity before they finish reading the passage. Have students read the rest of the passage, and then invite volunteers to share their questions. Discuss which questions helped students focus
and those that signaled being confused by information in the passage. Then direct students to complete the skill practice activity. Review the answers together.

Reading:

Ephesus

Although tourists might think the best place to view Roman ruins would be the modern city of Rome, they would be mistaken. There is one city that helps visitors understand better than any other what it must have been like to live in the ancient Roman world. That city, in western Turkey, is Ephesus (EF-ih-sus). In Ephesus, visitors find fabulous ruins from around ad 100, such as the magnificent library and a theater that once seated 24,000 audience members. The ruins are among the best-preserved in the world and include houses, temples, and baths. Tourists can also visit ancient residences, complete with marble floors and frescoes painted on the walls.

Ephesus used to serve as an important trading center for the Roman Empire because it had access to the Aegean Sea. However, the river that led to the Aegean filled with silt, and today Ephesus is miles inland. The city was deserted in the Middle Ages. Visitors to Ephesus can walk down a Roman road and see buildings that the ancient Romans saw. They can appreciate feats of engineering that are still impressive, such as the incredible acoustics in the huge open-air theater. Here, Roman audience members once listened to classical plays and watched gladiators fight. At Ephesus today, tourists can experience the ancient Roman Empire in its most inspiring form.

Questions:

STRATEGY PRACTICE: Write a question you thought of while reading each paragraph.

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. The author is mainly trying to .....
inform readers how Ephesus has changed over time
persuade readers that Ephesus is the best place to see Roman ruins
entertain readers with a story about Ephesus
compare the ruins in Ephesus to the ruins in Rome

2. Unlike Rome, the city of Ephesus .....
was deserted in the Middle Ages
is still an important city
was a major center of the ancient Roman Empire
contains ancient ruins

3. Which one best describes the author’s attitude toward Ephesus?
The author is critical of Ephesus.
The author is upset that Ephesus was abandoned.
The author thinks Ephesus is important.
The author is pleased that visitors prefer Rome to Ephesus.

4. One theme of the passage is that .....
it is important today to visit spiritual centers
people can learn more from cities in the present than cities in the past
important civilizations developed near water
people can learn about the past by exploring ancient ruins

[Angel]

Day 23

To the Teachers:

Remind students of the Ask Questions strategy. Tell students that asking a question after they read is a good way to check that they understood what they have read. Say: When we ask questions after we read, we are reviewing what we have read to make sure we understand it. We ask ourselves the types of questions that we find on tests or in our textbooks. Have students read the instructions at the top of the page and the passage. Then direct students to complete the strategy practice activity in pairs or as a group. Have students ask each other questions. Finally, direct students to complete the skill practice activity independently. Review the answers together.

Reading:

Taking Action

At Seven Oaks Middle School, Daniela Carrera was searching for a club to join. There was a dance club, a choir, an exercise club, and an action club that found creative ways to raise money for other people. Daniela was thinking about joining the dance club because she loved dancing.

Then Daniela’s friend Ciara told her about the action club’s new project. At first, Daniela was skeptical. “Why would people in a nursing home want a video-game console?” she asked Ciara.

“This would be a specific kind of console that plays fitness games. The games help people who need to exercise and move around but who can’t get to a gym or exercise safely outdoors. Besides, everybody loves video games, don’t they?” Ciara replied.

“Not my great-grandmother,” Daniela said, laughing. But she agreed to go to the club meeting the next day.

At the meeting, Mr. Washington, the club’s advisor, explained to Daniela and the others how fitness video games help motivate people to move. He described how the consoles can even help distract people who suffer from severe pain. That was all Daniela needed to hear.

“How can I help?” she asked as she signed up for the club.

“We’re selling raffle tickets. With the money we raise, we’ll buy two fitness consoles. We’ll give one to the winner of the raffle. We’ll give the other console to the nursing home,” explained Mr. Washington.

“Great! Let’s get started. I’m motivated to sell some tickets today!” said Daniela.

Questions:

STRATEGY PRACTICE:Write a question about information from the passage. Then ask a partner to answer it.

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. What is one theme of “Taking Action”?
It is important to help your family.
Helping others is important.
Exercising is more important than having fun.
When we fail, we must try again.

2. How is the action club different from the other clubs Daniela could join?
You need to be invited to join the action club.
You need to try out for the other clubs.
In the action club, you raise money for causes.
In the other clubs, you make more friends.

3. What is the author’s main purpose for writing “Taking Action”?
to inform readers about nursing homes
to describe clubs at a school
to persuade readers to buy video games
to tell readers a story about a club project

4. Which of the following is not a theme of the passage?
Doing good deeds will win you friends.
Working together, you can help others.
Young people can make a difference.
Friends can inspire each other to do good things.

[Angel]

Day 24

To the Teachers:

Remind students of the Ask Questions strategy. Then ask: When you read, when should you ask questions, and why? (before reading to set a purpose for reading, during reading to stay engaged and identify areas of confusion, and after reading to check comprehension) Tell students they are going to read about modern tigers and smilodons, or saber-toothed tigers. Have students read the instructions at the top of the page and the passage. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together.

Reading:

The Smilodon and the Tiger

Although the now-extinct smilodon is also known as the saber-toothed tiger, it was not a close relative
of the modern tiger. The more scientists study the two big cats, the more differences they find.

Tigers travel by themselves and run fast while chasing their prey. The smilodon, on the other hand, probably lived in packs. With much shorter tails than today’s tigers, the smilodon did not have the balance to run at top speeds. It probably caught its prey by hiding quietly until an animal came near. Then, the smilodon would surprise its prey.

Another main difference between today’s tiger and the smilodon is the size of the smilodon’s teeth. It is known as a “saber-toothed” cat because of two enormous teeth that grew from the top of its jaw. These teeth grew up to seven inches long and were surprisingly fragile. The smilodon probably used the teeth to bite into soft parts of its prey’s body, such as its stomach. A modern tiger’s teeth are much smaller, but they are stronger.

The smilodon lived in North and South America from about two million years ago until about ten thousand years ago. Tigers, of course, still exist today and live in eastern and southeastern Asia. No one knows for sure why the smilodon became extinct. However, scientists do know that many of today’s tiger species are in danger of becoming extinct because of loss of habitat and human activity.

Questions:

STRATEGY PRACTICE: Write a question you had while reading. If you learned the answer, write it down.

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. Although the smilodon and the tiger were not close relatives, what did they have in common?
Both lived in North and South America.
Both had long tails and long legs.
Both hunted prey.
Both became extinct because of hunting.

2. What is the author’s purpose of the passage?
to persuade readers to protect tigers
to entertain readers with a story about a make-believe animal
to inform readers about tiger habitats
to describe two kinds of big cats

3. According to the passage, one difference between the smilodon and the tiger is .....
the size of their teeth
the size of their ears
the kind of food eaten
the length of time they lived on Earth

4. One message of the passage is that .....
the largest animals are the best hunters
animals that look similar can actually be quite different
modern tigers need to be more like smilodons if they are to survive
the fate of animals of the past was controlled by humans

[Angel]

Day 25

To the Teachers:

Remind students of the Ask Questions strategy. Tell students they are going to read about physical education in ancient Greece. Then have students read the instructions at the top of the page and read the passage. When students have finished, pair students or complete the strategy practice activity as a group. Then direct students to complete the skill practice independently. Review the answers together.

Reading:

Ancient Greek PE

If your favorite class is physical education, you would have been happy in ancient Greece, especially if you were a boy. The ancient Greeks believed that physical fitness was important and that a strong body was necessary for a strong mind. Teachers taught boys gymnastics and other sports. Boys also learned to swim, wrestle, and throw a discus and spear.

From the time they were seven years old, boys went to school at a gymnasium, where all of their education took place. On the other hand, young girls were educated at home, mostly by their mothers. All girls learned domestic skills, and wealthy girls learned to read and write. While they did learn to dance, physical education was not thought to be as important for girls.

In the gymnasiums, live music accompanied physical training. Ancient Greeks believed that music was important for the soul. As wealthy boys grew into young men, they trained to take part in important competitions like the Olympic Games. The best athletes competed for their regions. Although winners did not receive prize money, they did win fame. Greeks believed the winners were favored by their gods. The physical training that boys received also helped turn them into the strong and fit soldiers that they were expected to become.

Questions:

STRATEGY PRACTICE: Write a question about something that confused you in the passage. Discuss it with a partner.

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. The author’s purpose in writing this passage is mainly to ....
convince readers to improve physical education programs in this country
inform readers about physical education in ancient Greece
entertain readers with a story about the Olympic Games
persuade readers to exercise more

2. What is one difference in the way boys and girls were educated in ancient Greece?
Girls were educated at home.
Girls were educated in a boarding school.
Boys were educated by their mothers.
Boys were educated at home.

3. Why does the author include information about girls’ education in ancient Greece?
to show what happened at gymnasiums
to illustrate the equal treatment that boys and girls received
to explain how girls became skilled musicians
to contrast how boys and girls were educated

4. What physical fitness activity did girls learn?
homemaking
dancing
running
jumping

[Angel]

Day 26

To the Teachers:

Main Idea and Details
Students look for the central idea or message of a passage or story. They also find details that best support the main idea.
Sequence
Students look for the order of events or steps in a process.

Tell students that reading comprehension almost always involves looking for the Main Idea and Details. Explain: Each passage has a main idea, and each paragraph in a passage has a main idea. Also, within each paragraph, there are important details that support the main idea of the passage or paragraph. Good readers can distinguish between ideas that support the main idea and those that are extra information. Have students read the instructions at the top of the page. Then remind them of the Monitor Comprehension strategy (Week 1). Tell students to read slowly and think about what they are reading. Then direct students to read the passage and complete the skill practice activity. Review the answers together. For the strategy practice activity, pair students or complete it as a group.

Reading:

Prometheus

In ancient Greek mythology, Prometheus was a Titan, one of the most powerful gods. Yet even though he was a god, he found humans interesting. Zeus, the ruler of all the gods, did not care about human struggles, but Prometheus wanted to help mortals.

According to the myths, Prometheus looked for ways to help humans solve their problems. For example, he taught people how to make bricks to build homes, how to tell the seasons by looking at the stars, and how to navigate their ships. Humans, with the help of Prometheus’s knowledge, began to advance. They became more independent.

Zeus ordered Prometheus not to help the humans, but Prometheus continued. After Prometheus stole fire from Zeus and gave it to people, Zeus grew incredibly angry. Until then, Zeus alone had controlled fire. By giving it to the humans, Prometheus was offering them the final power they needed to grow and prosper without the help of the gods.

Zeus was furious. “You dared to defy me?” cried Zeus. “You brought fire to those too foolish to use it properly. Now you must be punished!” Zeus chained Prometheus to a mountain and sent an eagle to tear at his flesh. While Prometheus remained bound and helpless, the eagle ate his liver. Each day, the liver grew back, and the eagle attacked it anew.

Prometheus’s torture continued for years. Finally, Heracles, a brave warrior and one of Zeus’s sons, could no longer stand to see Prometheus suffer. Heracles killed the eagle and set Prometheus free.

Questions:

STRATEGY PRACTICE: Summarize what you learned about Prometheus for a partner.

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. Which of these statements best tells the main idea of the passage?
Zeus and Prometheus fought about Heracles.
Zeus told Prometheus to avoid humans.
Prometheus was chained to a mountain, and an eagle ate his liver.
Prometheus disobeyed Zeus by sharing knowledge with humans.

2. Which of these is the main idea of the second paragraph?
Prometheus wanted to see humans prosper.
Prometheus thought humans were foolish.
Zeus kept Prometheus away from humans.
Prometheus helped humans, but they were ungrateful.

3. Which detail explains why Zeus finally decided to punish Prometheus?
Prometheus gave fire to humans.
Prometheus was a Titan.
Prometheus taught humans to make bricks and build homes.
Prometheus got help from Heracles.

4. Which of these details shows that Prometheus’s torture was ongoing?
Zeus chained Prometheus to a mountain.
Prometheus’s liver grew back, and the eagle attacked it again and again.
Prometheus was bound and helpless.
Heracles killed the eagle and freed Prometheus.


ANSWER KEY:

1. D 2. A 3. A 4. B

Sample summary:
Prometheus, a Titan from ancient Greek mythology, wanted to help humans. He disobeyed Zeus and gave humans fire. As a punishment, Zeus chained Prometheus to a mountain and sent an eagle to eat his liver, which regrew daily. Heracles later freed Prometheus.

[Angel]

Day 27

To the Teachers:

Ask students to recall what a main idea is and what details are. (The main idea tells what something is mostly about, and details are additional information that supports the main idea.) Tell students that fictional stories can have a main idea, just as nonfiction passages do. Then remind students of the Visualization strategy (Week 3). Say: As you read, make a mental image of what is happening in the story. This will allow you to recall the important details more easily. Have students read the instructions at the top of the page and the passage. When students have finished, direct them to complete the skill and strategy practice activities. Review the answers together.

Reading:

A Diagnosis

Every Sunday at exactly 11:00 am, my whole family gathers in the lobby of the Oak Valley Manor for Senior Citizens. That’s when my parents, my brother Phillip, and I join my great-grandmother June for Sunday brunch, a spectacular buffet of omelets, pancakes, French toast, and all the other foods people don’t usually have time to prepare or get to eat during the school week.

Something different about Sunday brunch lately was the change in Dr. Shepard, a friend of my Great-Grandma June, who eats brunch with us. When I first met Dr. Shepard, he used a walker to get around but still stood straight and tall and always smiled. Lately he seemed to move more slowly, hunched over his walker, and rarely smiled.

Recently, our dog Scout had been tired and hadn’t wanted to play. Since pets are allowed in the Manor on Sundays, we decided to bring Scout along. As we walked in, we heard someone holler, “Come, Scout!” From a nearby chair, Dr. Shepard reached out his arms. Scout ran to him, her tail wagging wildly. He scratched behind Scout’s ears and gently rubbed her belly.

“Dogs are the best!” he said. “And I should know. I used to be a vet.”

“Wow, you were that kind of doctor? Maybe you can figure out what’s wrong with Scout.”

Dr. Shepard chuckled. “Maybe I can!” And with a huge smile he added, “Go ahead and join your family. I’ll stay right here with Scout and see if I can make a diagnosis.”

Questions:

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. What change does the narrator notice about Dr. Shepard before Dr. Shepard sees Scout?
Dr. Shepard no longer joins the family for brunch.
Dr. Shepard moves more slowly and smiles less often.
Dr. Shepard is healthier and happier.
Dr. Shepard is no longer friends with Great-Grandma June.

2. What is the main idea of the passage?
A family brings their dog Scout to see a vet.
The Manor has a great buffet every Sunday.
Scout and Dr. Shepard are not feeling well but may be able to help each other.
The family visits Great-Grandma June at Oak Valley Manor every Sunday.

3. Which detail from the passage tells you that something is wrong with Scout?
Scout is tired.
Scout runs to Dr. Shepard.
Scout wags her tail wildly.
Scout visits the Manor.

4. What does the family normally do at Oak Valley Manor?
They take Scout to see Dr. Shepard.
They eat brunch with Great-Grandma June.
They spend the morning with Scout.
They pick up Great-Grandma June for a day out.

STRATEGY PRACTICE: Describe the part of the passage that was easiest for you to visualize.


ANSWER KEY:

1.B 2.C 3.A 4.B

Answers will vary but should include vivid language from the passage.

[Angel]

Day 28

To the Teachers:

Introduce the Sequence skill to students. Say: Sequence can refer to the order of things in a series, the order of things based on when they happen, or the order of steps or instructions that need to be followed. Tell students they will read about a pond ecosystem. Say: As you read, pay attention to when things happen. Then remind students of the Monitor Comprehension strategy. Say: As you read, you may wish to make notes in the margin to help you remember what happens first, second, and so on, in a pond. Have students read the instructions at the top of the page and the passage. When students have finished, direct them to complete the skill and strategy practice activities. Review the answers together.

Reading:

The World in a Pond

An ecosystem is a community of living and nonliving things that work together. Organisms, light, heat, soil, water, and the atmosphere are all parts of an ecosystem. Any alteration to an ecosystem—such as changes in temperature, the kinds of animals living there, or pollution—can affect all parts of it. This can be especially obvious in the small, enclosed ecosystem of a pond.

In a pond, sunlight helps tiny plants called algae grow. Algae release oxygen, which fish need in order to breathe. Algae are also food for other tiny organisms. Fish eat the organisms and give off carbon dioxide, which plants use to grow.

Imagine what would happen, however, if something changed in the pond. For example, if sunlight didn’t reach the pond because of thick pollution, or if the temperature of the water grew colder or warmer, the algae wouldn’t grow. Without algae, there would first be less oxygen. Tiny organisms would starve. Fish would then die from the lack of oxygen. Plants would die without the carbon dioxide that fish give off. Then larger animals that eat the plants and smaller animals would not get enough food. Even humans, who eat the plants, fish, and larger animals, would feel the impact. The whole ecosystem would suffer.

Questions:

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.
1. Which of these would happen first if algae stopped growing in a pond?
Fish would die.
There would be less carbon dioxide.
There would be less oxygen.
Plants would die.

2. After the tiny organisms that eat algae died, the next thing to happen would be that ....
the fish would die
plants would lack carbon dioxide
humans would go hungry
larger animals would have less food

3. Plants would die in a pond after ....
the amount of oxygen decreased
humans were affected
larger animals went hungry
the amount of carbon dioxide decreased

4. Which of these would be the last to feel the effects of a lack of algae?
fish
plants
humans
tiny organisms

STRATEGY PRACTICE: Make a numbered list telling the sequence of events that occur after algae disappears from a pond.

ANSWER KEY:

1.C 2.A 3.D 4.C

1. Algae disappears.
2. There is less oxygen in the pond.
3. Tiny organisms starve.
4. Fish starve.
5. Plants die.
6. Humans would feel the impact.

[Angel]

Day 29

To the Teachers:

Remind students of the Sequence skill. Then say: The passage you are about to read contains dates. When good readers see dates in a passage, they often pay attention to these dates and the events that are connected to them. Draw a timeline on the board. Say: If you read something that contains many dates, a timeline is a good way to organize information you are reading. Then remind students of the Visualization strategy. Say: You can also make a mental image of the event that is described for each date. This will help you remember the date better. Have students read the instructions at the top of the page and the passage. Then direct students to complete the strategy practice activity. Invite volunteers to use their own answers to fill in the timeline that you drew. Then direct students to complete the skill practice activity. Review the answers together.

Reading:

The Cliff Dwellers

Mesa Verde, which means “green table” in Spanish, is a high plateau in Colorado. Made of sandstone and shale, this plateau rises almost 2,000 feet above surrounding land. The mesa has many canyons with streams and rivers running through them. At the tops of the rocky canyon walls, there are many overhangs and cave-like alcoves that have formed from water seeping into the sandstone.

People first came to Mesa Verde sometime around AD 550. These early inhabitants dug into the floors of the alcoves, creating what are now called pit houses. Around 750, people moved out of the pit houses in the canyon walls and built above-ground houses from mud and stone. Then, around the year 1200, they returned to the alcoves in the canyon walls.

Nobody knows why the people returned to the cliff pit houses. They may have feared attack from other groups and believed the alcoves offered better protection. They may have wanted better shelter from the wind and blistering sun. Whatever the reason, the cliff dwellers stayed less than a hundred years in the pit houses after they had moved back.

By 1300, the cliff dwellings had been abandoned, probably because of a severe drought in the area. It wasn’t until over four hundred years later that cowboys, trappers, and prospectors began to visit and photograph Mesa Verde, astonished by the sight of hundreds of cliff houses built into the walls of the canyons.

Questions:

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. According to the passage, which event happened last?
Mesa Verde inhabitants created pit houses.
Water seeped into the rock and created alcoves.
Cowboys, trappers, and prospectors learned of the cliff dwellings.
Cliff dwellers abandoned the canyon walls because of drought.

2. What kind of homes did the Mesa Verde inhabitants first build?
pit houses
cave houses
stone and mud houses
wooden houses

3. The Mesa Verde inhabitants returned to the alcoves in canyon walls ....
before ad 550
around 750
around 1200
after 1300

4. What were the last homes that the Mesa Verde people inhabited?
cliff tops
pit houses
stone and mud houses
wooden houses

STRATEGY PRACTICE: Describe how you visualized the cliff dwellings of the Mesa Verde people.


ANSWER KEY:

1.C 2.A 3.C 4.B

Responses will vary.

[Angel]

Day 30

To the Teachers:

Tell students they will practice both the Main Idea and Details and Sequence skills. Remind students of the Monitor Comprehension strategy. Say: Read each item in the skill practice activity before you read the passage. Then, as you are reading the passage, you can look for the information that you need to answer the questions. Have students read the instructions at the top of the page and read the passage. Then direct students to complete the skill and strategy practice activities. Review the answers together.

Reading:

Marching to the Sea

On March 12, 2005, several hundred people marched 240 miles from the city of Ahmedabad (AH-mud-uh-BAHD) to the village of Dandi on the seacoast of India. They were reenacting Mahatma Gandhi’s Salt March of 1930. Gandhi was an Indian whose nonviolent protests, or civil disobedience, led to India’s independence from Great Britain. His program of civil disobedience began with the Salt March.

In 1930, India was a colony of Great Britain. The British had imposed a tax on salt in India to raise money. Salt was vitally important to Indians of every class and income level because it helped them preserve food and stay healthy in the country’s intense heat. Gandhi and 78 followers decided to protest the tax by walking 240 miles to the sea.

The journey lasted 23 days. Every town Gandhi passed emptied as the inhabitants ran out to watch the march. By the time Gandhi reached the sea, thousands of people had joined him. People all over India bought and sold salt illegally. The protests grew to include peaceful defiance of other laws and taxes. Gandhi was arrested and jailed by the British, but he had achieved his goal of bringing the plight of India to the world’s attention. He had also started the movement that, 17 years later, would end in India becoming an independent nation.

Questions:

SKILL PRACTICE: Read each question. Fill in the bubble next to the correct answer.

1. What is the main idea of the passage?
India obtained independence from Great Britain in the 1940s.
Gandhi led a famous nonviolent protest in 1930.
Salt is vital to the people of India.
Great Britain imposed an unjust salt tax on India.

2. According to the passage, what happened before the march ended?
Gandhi was arrested and jailed.
India achieved independence.
Thousands of people joined the protest.
The British stopped taxing salt.

3. What happened after the march ended?
Inhabitants left their towns.
Gandhi was arrested and jailed.
Britain imposed a salt tax.
Gandhi began a program of civil disobedience.

4. Which detail tells you that people supported Gandhi?
They refused to use salt.
They stopped protesting unfair laws.
They protested his arrest.
They bought and sold salt illegally.

STRATEGY PRACTICE: What was the reason for Gandhi’s Salt March to the sea?


ANSWER KEY:

1.B 2.C 3.B 4.D

Sample answer: Gandhi protested the salt tax imposed by the British.