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Fill in the bubble next to the correct answer. She applied for a pension as a Civil War soldier,. Evan-Moor Corp. EMC 3456 Daily Reading Comprehension. Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 9 Student Record Sheet Student: Number of Questions Answered Correctly Day 1 Day 2 Day 3 Day 4 Day. Daily Reading Comprehension Grade 4 Answer Key - Joomlaxe.com. Evan Moor Teaching Supplies Lesson Plans. Emc 3455 Evan Moor Corp Answer Key - Maharashtra. Evan-.

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Grade 6+

EMC 3456

GRaDe

6+

to State

Correlated Standards
• 150 fiction and nonfiction
passages
• 30 weekly units include:
–teacher lesson plan
–5 reproducible
student pages
• Direct instruction of
reading strategies & skills
• Perfect for test prep
• Supports any reading
program


Thank you for purchasing
an Evan-Moor e-book!
Attention Acrobat Reader Users: In order to use this e-book you need to have
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Using This E-book
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• engage students by projecting this e-book onto an interactive whiteboard
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GRADE

6+














Writing:Bonnie Brook
Communications
Content Editing:Marilyn Evans
James Spears
Copy Editing:Carrie Gwynne
Art Direction:Cheryl Puckett
Cover Design:Cheryl Puckett
Design/Production:Carolina Caird
Arynne Elfenbein
Yuki Meyer
Olivia Trinidad

EMC 3456

Congratulations on your
purchase of some of the
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in the world.

Photocopying the pages in this book
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Making photocopies for additional classes
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Entire contents © 2010 EVAN-MOOR CORP.
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Correlated

to State Standards

Visit teaching-standards.com to view a
correlation of this book’s activities to your
state’s standards. This is a free service.

CPSIA: Worldcolor Dubuque, 2470 Kerper Boulevard, Dubuque, IA USA. 52001 [7/2010]

3456.indb 1

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Contents
Week

Strategies and Skills

Page

1

Comprehension Strategy:

Monitor Comprehension


10

2

Comprehension Strategy:

Make Connections

16

3

Comprehension Strategy:

Visualization

22

4

Comprehension Strategy:

Organization

28

5

Comprehension Strategy:


Determine Important Information

34

6

Comprehension Strategy:

Ask Questions

40

7

Comprehension Skills:
Main Idea and Details, Sequence
Comprehension Strategies: Monitor Comprehension, Visualization

46

8

Comprehension Skills:
Cause and Effect, Evaluate Evidence
Comprehension Strategies: Determine Important Information, Ask Questions

52

9


Comprehension Skills:
Compare and Contrast, Make Inferences
Comprehension Strategies: Make Connections, Organization

58

10

Comprehension Skills:
Character and Setting, Theme
Comprehension Strategies: Monitor Comprehension, Visualization

64

11

Comprehension Skills:
Author’s Purpose, Prediction
Comprehension Strategies: Ask Questions, Make Connections

70

12

Comprehension Skills:
Nonfiction Text Features, Visual Information
Comprehension Strategies: Determine Important Information, Organization

76


13

Comprehension Skills:
Main Idea and Details, Sequence
Comprehension Strategies: Monitor Comprehension, Visualization

82

14

Comprehension Skills:
Cause and Effect, Evaluate Evidence
Comprehension Strategies: Determine Important Information, Ask Questions

88

15

Comprehension Skills:
Compare and Contrast, Make Inferences
Comprehension Strategies: Make Connections, Monitor Comprehension

94

2

3456.indb 2

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.


6/25/10 1:48 PM


Week

Strategies and Skills

16

Comprehension Skills:
Character and Setting, Theme
Comprehension Strategies: Monitor Comprehension, Visualization

100

17

Comprehension Skills:
Author’s Purpose, Prediction
Comprehension Strategies: Ask Questions, Make Connections

106

18

Comprehension Skills:
Nonfiction Text Features, Visual Information
Comprehension Strategies: Determine Important Information, Organization


112

19

Comprehension Skills:
Main Idea and Details, Sequence
Comprehension Strategies: Monitor Comprehension, Visualization

118

20

Comprehension Skills:
Cause and Effect, Evaluate Evidence
Comprehension Strategies: Determine Important Information, Ask Questions

124

21

Comprehension Skills:
Compare and Contrast, Make Inferences
Comprehension Strategies: Make Connections, Organization

130

22

Comprehension Skills:
Character and Setting, Theme

Comprehension Strategies: Monitor Comprehension, Visualization

136

23

Comprehension Skills:
Author’s Purpose, Prediction
Comprehension Strategies: Ask Questions, Make Connections

142

24

Comprehension Skills:
Nonfiction Text Features, Visual Information
Comprehension Strategies: Determine Important Information, Organization

148

25

Comprehension Skills:
Main Idea and Details, Sequence
Comprehension Strategies: Monitor Comprehension, Visualization

154

26


Comprehension Skills:
Cause and Effect, Evaluate Evidence
Comprehension Strategies: Determine Important Information, Ask Questions

160

27

Comprehension Skills:
Compare and Contrast, Make Inferences
Comprehension Strategies: Make Connections, Organization

166

28

Comprehension Skills:
Character and Setting, Theme
Comprehension Strategies: Monitor Comprehension, Visualization

172

29

Comprehension Skills:
Author’s Purpose, Prediction
Comprehension Strategies: Ask Questions, Make Connections

178


30

Comprehension Skills:
Nonfiction Text Features, Visual Information
Comprehension Strategies: Determine Important Information, Organization

184

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

3456.indb 3

Page

3

6/25/10 1:48 PM


How to Use Daily Reading Comprehension
Daily Reading Comprehension provides a unique integration of instruction and practice in both
comprehension strategies and comprehension skills.
Strategies—such as visualizing or asking questions—are general, metacognitive techniques that
a reader uses to better understand and engage with the text. Skills—such as finding a main idea or
identifying a sequence of events—focus on particular text elements that aid comprehension. See
page 6 for a complete list of strategies and skills covered in Daily Reading Comprehension.
The first six weeks of Daily Reading Comprehension introduce students to comprehension
strategies they will apply throughout the year. Weeks 7–30 focus on specific skill instruction and
practice. All 30 weeks follow the same five-day format, making the teaching and learning process
simpler. Follow these steps to conduct the weekly lessons and activities:

STEP 1   The weekly teacher page lists the strategy or skills that students will focus on during

that week and provides a brief definition of the strategy or the skills. Read the
definition(s) aloud to students each day before they complete the activities, or prompt
students to define the skills themselves. You may also wish to reproduce the
comprehension strategy and skill definitions on page 8 as a poster for your classroom.

STEP 2   The teacher page provides an instructional path for conducting each day’s lesson and

activities. Use the tips and suggestions in each day’s lesson to present the skills and
introduce the passage.

STEP 3   Each student page begins with directions for reading the passage. These directions

also serve as a way to establish a purpose for reading. Help students see the
connection between setting a purpose for reading and improving comprehension.

STEP 4   Because much of reading comprehension stems from a reader’s background

knowledge about a subject, take a moment to discuss the topic with students before
they read a passage. Introduce unfamiliar phrases or concepts, and encourage
students to ask questions about the topic.

STEP 5   After students have read a passage, two comprehension activities give students an

opportunity to practice the strategies and skills. In weeks 1–6, the first activity is an
open-ended writing or partner activity that encourages students to reflect on the
reading process, applying the weekly strategy. The second activity provides four
multiple-choice items that practice the week’s skills in a test-taking format.
In weeks 7–30, students complete the multiple-choice skill activity before practicing

the strategy activity. The teacher page for these weeks offers suggestions for teaching
the skills and gives tips for reminding students of the strategy(ies). Throughout the
week, use the Student Record Sheet on page 9 to track student progress and to note
which skills or strategies a student may need additional practice with.

4

3456.indb 4

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

6/25/10 1:48 PM


Weekly Teacher Page

Visualization

WEEK

Visualization allows readers to form mental images of what they are reading
about. By visualizing, good readers can better remember the main ideas or events
in a passage. Good readers use sensory words from the text to help them visualize
and adjust their mental images as they read.

3

Weekly skills are explained at
the top of each teacher page.


Introduce the Visualization strategy to students. Explain: When good readers read, they often
make mental pictures of what they are reading about. They turn what they are reading into a
kind of “movie” that plays in their mind. But this doesn’t mean they daydream. They pay
attention to important and descriptive words. Tell students to close their eyes and visualize as you
read the first four sentences of the first paragraph. Read the sentences slowly to give students time
to understand and visualize the important descriptions (evergreen forests; covered in clouds;
located on mountains; cool temperatures that create clouds covering the trees). Direct students to
read the passage and to complete the strategy and skill practice activities. Review the answers
together.

DAY

1

Remind students of the Visualization strategy. Say: It’s important to look for words we can easily
picture. Read the first sentence from the passage aloud. Ask: Which is easier to picture: Sunday,
airwaves, or kids? (kids) That’s because a kid is something we can see. When you visualize, look
for words that represent something physical or concrete. Have students read the instructions at
the top of the page and the passage. When students have finished reading, use a world map or globe
to help them find all of the nations mentioned in the passage. Then direct students to complete the
strategy and skill practice activities. Review the answers together.

DAY

2

Remind students of the Visualization strategy. Say: When you visualize as you read, it is
important to adjust your mental image when you get new information. Imagine that you are
reading a story about a black kitten. You might picture a small kitten. If you then read the kitten
was the size of a firetruck, you’d need to change your mental image to match the details in the

story. Direct students to read the passage and to complete the strategy and skill practice activities.
Review the answers together.

DAY

3

The daily instruction path provides
suggestions for modeling the skill
and guiding students through the
passage and activities.

Remind students of the Visualization strategy. Say: Good readers pay attention to the words in a
passage. Specific action words—or verbs—and clear describing words—or adjectives—help us
make mental images as we read. Which is a better verb, go or shuffle? (shuffle) Which is a clearer
adjective to describe french fries, good or salty? (salty) Have students read the instructions at the
top of the page and then read the passage. When students have finished reading, direct them to
complete the strategy and skill practice activities. Review the answers together.

DAY

4

Remind students of the Visualization strategy. Say: It may be easy for you to make a mental image
of what you are reading, but as a good reader, you must make sure to visualize only the most
important ideas or actions in a passage or story. It’s impossible to make a mental image of
everything you read. Point out the first sentence in the last paragraph. Ask: Do you think it’s
important to visualize scientists sitting around having a debate? (no) Say: You should visualize
the parts of the passage that support what the passage is mostly about. Then have students read
the instructions at the top of the page and the passage. When students have finished reading, pair

them for the strategy practice activity or complete it as a group. Prompt students to defend their
choices of what they visualized from the passage. Then direct students to complete the skill practice
activity. Review the answers together.

DAY

5

22

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

WEEK 3

Name:

Visualization
READ THE PASSAGE

DAY 3

  As you read, adjust your mental image when you come across new details.

Not Quite the Same

Name:
When most people want to see what they look like, they look in a mirror. I don’t need a mirror to see

Visualization


myself, though. I can just look at my identical twin sister, Sarita.

WEEK 3

DAY 2

Daily Student Pages

PASSAGE
  Look for words that help you form a mental picture.
SaritaREAD
and ITHE
have
always worn
our hair the same way—long and straight, with bangs. We have the

same dark eyes and big smile, and we both have one crooked tooth on the right. We both love the color

Take
the
Airwaves
green, hate eating fish, and think mayonnaise isKids
disgusting.
Weto
play
the violin,
and every year we compete
Name:
with each other for
of firstinviolin

in the
school
Onthe
theposition
first Sunday
March
each
year, orchestra.
kids get to take over the world’s airwaves. The United Nations
In some Children’s
ways, however,
we’re totally
different.
Sarita
always
wears
funky hats, which
I think
is really
Fund (UNICEF)
has
designated
that
day as
the International
Children’s
Day
of Broadcasting, or

Visualization


WEEK 3

DAY 1

Activity directions help students
establish a purpose for reading.

READ
THE
PASSAGE
Read slowly and pay attention to details that help you make a mental picture.
weird. She thinks
strange that
like jazz
music.
Somethe
thatyoung
our biggest
ICDB.it’s
Television
and Iradio
stations
around
worldsay
invite
peopledifference
to be part is
ofthat
their programming.

  people

Sarita is in a Thousands
wheelchair.of
She
was in a carand
accident
when she and
was the
veryprograms
young, and
heron
spine
was badly
broadcasters
kids participate,
focus
children’s
interests and issues.
injured. To me,
however,
real difference
betweenprocess,
us is thatlearning
Sarita has
courage
and
determination.
Sheare
Kids

are alsothe
involved
in the broadcast
how
radio and
television
programs
made.
Forests
of
Clouds
and
Mist
has never letICDB
beinggives
in a wheelchair
slow her
down,
she’s
almost
never
angrybut
or do
unhappy
about
what
children a voice
that
can probably
beand

heard
around
world.
You’ve
heard
ofthe
rainforests,
you know
what
a cloud forest is? Cloud forests are
happened to her. On
So ICDB
when in
I look
in young
theevergreen
mirror,
I see
I alsoonsee
Sarita,
better
version
2009,
people
allmyself—Celia—but
overthat
theare
globe
reported
that

affected
them.
Nearlyon100
forests
often
covered
inissues
clouds
oramist
and
are
located
mountains. Cool temperatures
of me. She’s children
the me Ifrom
try toIndia
be. recorded
stories about
a flcreate
ood in clouds
their area.
ChinaThere
drew are
pictures
on mountain
slopes
thatChildren
cover theintrees.
cloudwith
forests on most continents. Central

messages for their parents.
Senegal,
young
people
spoke
out
against
violence
bycan
giving
reports,
andInSouth
America
have
them,
as do
Asia
and Africa.
You
also
find cloud forests in Hawaii and on

Grade-appropriate text supports
comprehension.

conducting interviews, writing
poems,
and singing songs. German children talked with young people in
Caribbean
islands.


Sketch how you visualized the two girls.

  shared drawings and photographs. Australian kids voiced their opinions to children in Cambodia,
Serbia and
Cloud forests have different names, depending on where they are found. Cloud forests are also known

STRATEGY PRACTICE

Fiji, and Tonga. Kids produced
varietyforests.
of different
topics,
air cloud
pollution
to loneliness.
as fogvideos
forestson
or amossy
In Peru
and from
Bolivia,
forests
are part ofAcross
a larger ecosystem called
the world, young people expressed
theirmeans
feelings“warm
and sent
messages about what mattered most to them.

yungas, which
lands.”
After ICDB is over, UNICEF
holds
a contest
for the cloud
best radio
or to
television
program.
who make
Many
scientists
consider
forests
be a special
type People
of rainforest.
Cloud forests are not as warm
the programs that air during
ICDB can
send submit
their they
programs.
The at
winners
a special
as tropical
rainforests
because

are found
higher attend
elevations
that have colder air. But cloud forests
celebration. The 2009 radio
was
a stationboth
in Brazil
broadcasted
a show
foranimals
24 hours
about
andwinner
tropical
rainforests
havethat
many
different plants
and
living
within their ecosystems.
children from poor communities.
showrainforests,
used interviews,
and drip
music
to moisture,
promote peace.
The not often rain in a cloud forest.

LikeThe
tropical
cloud diaries,
forest trees
with
but it does
winner for the television program
a station
in as
Kenya.
show, which
hosted by two
Instead, was
the fog
collects
dew The
on leaves,
vines, was
and branches.
ThisKenyan
dew provides the water that the plants
youths, talked about the challenges
that
Kenyan
children
face and
highlighted
stories
about
young

need. Green
moss,
ferns,
and exotic,
colorful
orchid flpositive
owers hang
down
from
the canopy. Other plants and
people in their communities.
bushes crowd between the trees, and hundreds of insects crawl and fly amid the vegetation. Cloud forests
are as diverse and interesting as rainforests or temperate forests.

Each passage is followed by four
multiple-choice items, practicing
specific comprehension skills, as well
as an open-ended, strategy-based
activity. In weeks 1–6, the strategy
activity precedes the skill activity.

Cloud forests have animals that aren’t found anywhere else, such as mountain gorillas and a strange

STRATEGY PRACTICE   Write three nouns (people, places, or things) that were easy for you to picture.
SKILL PRACTICE   Read each question. Fill in the bubble next to the correct answer.
woolly mammal called the mountain tapir. The colorful quetzal bird is also found

  1.  What is the passage mostly about? 
  how twins compete


there, and golden toads

hop among the bushes.
Recently, scientists discovered a new cloud forest animal, a black and brown rodent
 3.  Which one is a difference between the twins? 
that looks like a cross between
a squirrel
a rat. Cloud forests probably contain hundreds of other rare
is more and
determined.
 Sarita

and fascinating plants and animals
that people have never seen before.
 Celia has shorter hair.
  Read each question. Fill in the bubble next to the correct answer.
 Sarita has a bigger smile.
 3.  What do TV and radio stations both do on ICDB? 
 Celia has darker eyes.
STRATEGY PRACTICE   Underline words or phrases from the passage that you were able to visualize.
  invite children to be part of programming
 2.  How are Celia and Sarita similar? 
 4.  Celia wants to be like Sarita because she 
.
  young people on television
  ask young people to talk to their parents
SKILL PRACTICE   Read each question. Fill in the bubble next to the correct answer.
  They both wear funky hats.
  is jealous of Sarita’s talents
  the ICDB

  raise money for UNICEF
 3.  The passage includes details about 
  1.  What is the passage mostly about? 
  They both play violin.
  thinks Sarita is prettier
children
communicating
encourage children to join
UNICEF
 
forest to  
  the animals of the cloud wants
  why scientists study cloud forests
They both love eating fish.
be a better violinist
  how Sarita was injured

SKILL PRACTICE

  how the twins are similar and different

  1.  What is the first paragraph mostly about? 

  how Celia feels about Sarita
  what UNICEF is

.

 


 
 2.  What is the second paragraph mostly about? 
 4.  The purpose of the ICDB is to 
. trees in cloud forests
  what the cloud forest is like
  the kinds of
  They both love jazz music.
  admires Sarita’s attitude
  programs that UNICEF
  raise money for children
where cloud forests are found
 offers
  the animals and plants of cloud forests

25 forests are endangered
  give young people a voice
  why cloud

© Evan-Moor Corp.
• EMC
3456 • Daily
Reading
Australian
children
 
how scientists study the
 Comprehension

cloud forest


  the ICDB in 2009

  help kids get jobs in broadcasting

  Malaysian videos  2.  Clouds form in the cloud forest

.
because 
 temperatures are cool

24

 there are so many trees
 the forests are so low

 4.  How are cloud forests and tropical

  give awards for broadcasting
rainforests different?

  Cloud forests have more plants.
  Cloud forests are wetter.

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

  Cloud forests are studied

by scientists.

 it is so moist there


  Cloud forests are found on

mountain slopes.

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

9

Student Record Sheet

23

Student:

Student Record Sheet

Number of Questions Answered Correctly
Day 1

Day 2

Day 3

Day 4

Day 5

Notes:


Week 1

The record sheet allows you
to record students’ progress and
identify areas in which individuals
need improvement.

Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Week 25

Week 26
Week 27
Week 28
Week 29
Week 30

© Evan-Moor Corp. • EMC 3453 • Daily Reading Comprehension

Week 13

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Comprehension Strategies and Skills
In Daily Reading Comprehension, students learn and practice the following commonly tested comprehension
strategies and skills, all proven to increase students’ abilities to read and understand a wide range of text
types. You may also wish to post or distribute copies of page 8, which provides a student-friendly list of skills
and helpful questions that students can ask themselves as they read.
Strategies
Make Connections

Students make connections to the text to aid their
comprehension. Connections can be made to personal
experiences or to things the students have seen or read.

Visualization

Students make mental images of what they are
reading. They learn to look for vivid language,
including concrete nouns, active verbs, and strong
adjectives.
Organization

Students learn to find the organizational pattern of
a text. This allows them to anticipate what they are
reading and helps them focus on the author’s central
message or important ideas.
Determine Important Information

Students learn to categorize information based on
whether or not it supports an author’s central message
or is important for a specific purpose.
Ask Questions

(Skills, continued)
Cause and Effect

Students identify what happens (effect) and why
it happens (cause).
Evaluate Evidence

Students study an author’s claims and the evidence
that the author gives to support those claims.
Compare and Contrast


Students note how two or more people or things
are alike and different.
Make Inferences

Students use their background knowledge and clues
from the text to infer information.
Character and Setting

Students identify who or what a story is about and
where and when the story takes place.
Theme

Students look for the moral or lesson in a fiction story
or an author’s view about the world in nonfiction.

Students learn to ask questions before reading to set a
purpose for reading, during reading to identify when
their comprehension breaks down, or after reading
as a way to check their understanding of a passage.

Author’s Purpose

Monitor Comprehension

Prediction

Students learn to pay attention to their own reading
process and notice when they are losing focus or when
comprehension is breaking down. They then can
employ another strategy to help them overcome their

difficulty.

Skills
Main Idea and Details

Students identify what a passage is mostly about and
find important details that support the main idea.

Students determine why an author wrote a passage
and whether the purpose is to entertain, to inform,
to persuade, or to teach.
Students use their background knowledge and clues
from the text to figure out what will happen next.
Nonfiction Text Features

Students study features that are not part of the main
body of text, including subheadings, captions, entry
words, and titles.
Visual Information

Students study pictures, charts, graphs, and other
forms of visual information.

Sequence

Students look for the order in which things happen
or identify the steps in a process.

6


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Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23

Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30












































Organization




















Determine
Important
Information


















Ask Questions
























Cause and Effect













Evaluate
Evidence











Make Inferences
























Character
and Setting









Theme










Author’s Purpose


























Visual
Information

Comprehension Skills











Compare and
Contrast



Prediction



Nonfiction Text
Features

Scope and Sequence












Main Idea
and Details



Sequence

Comprehension Strategies















Visualization

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Make
Connections

7

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

Monitor
Comprehension


How to Be a Good Reader
Ask yourself these questions to help you understand what you read:
Main Idea and Details

Sequence

Cause and Effect

Evaluate Evidence


Compare and Contrast

What happens first, next, and last?
What are the steps to do something?
What happens? (the effect)
Why did it happen? (the cause)
What claims is the author making?
What evidence supports these claims?
How are these people or things the same?
How are these people or things different?

Make Inferences

What clues does the story give?
What do I know already that will help?

Prediction

What clues does the story give?
What do I know already that will help?
What will happen next?

Character and Setting

Theme

Author’s Purpose

Nonfiction Text Features


Visual Information

3456.indb 8

What is the story mostly about?
What tells me more about the main idea?

Who or what is the story about?
Where and when does the story take place?
What lesson does this story teach?
How does the author feel about this topic?
Does the story entertain, inform, try
to persuade me, or teach me how to do
something?
What kind of text am I reading?
What does it tell me?
Is there a picture, chart, or graph?
What does it tell me?

6/25/10 1:48 PM


Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8

Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30

Student Record Sheet
Day 2

Day 3

Day 4


Number of Questions Answered Correctly
Day 1

Day 5

Notes:

Student:

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9

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension


WEEK

1

DAY

1

DAY

2


DAY

3

DAY

4

DAY

5

10

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Monitor Comprehension

When students monitor their comprehension, they keep track of how well they
understand the material and identify when their understanding breaks down.
Related activities include asking questions, taking notes, and paraphrasing what
has been read.

Build background by defining what an autopsy is (examination of a dead body) and explaining when
the practices discussed in the passage took place (c. 2500 bc). Have students read the passage
independently, and then introduce the Monitor Comprehension strategy. Explain: Good readers
monitor their comprehension by paying attention to how well they understand what they are
reading. Model the strategy: As I was reading, I realized I didn’t understand exactly who Edwin
Smith was. I reread that part of the passage slowly and figured out he was a man who bought
antiques. Direct students to complete the strategy practice activity, and then have them share their

responses. Then direct students to complete the skill practice activity. Review the answers together.
Remind students of the Monitor Comprehension strategy, and point out the instructions at the top of
the page. Ask: How would pausing after each paragraph help me monitor comprehension? (It
gives you a chance to think about the paragraph to make sure you understand it.) When students
have finished reading the passage, model the strategy: I didn’t understand what the author meant
when she said Isadore spent his time streaming world music. I reread and figured out that it
meant Isadore used the Internet to listen to music on his computer. After students complete the
strategy practice activity, have them share their responses. Then direct students to complete the skill
practice activity. Review the answers together.
Remind students of the Monitor Comprehension strategy. Then build background by helping
students pronounce words they may find difficult and explaining more about the Mayan culture and
civilization, if necessary. When students have finished reading, direct them to complete the strategy
practice activity. Ask volunteers to share their responses, and discuss their answers as a group. Then
direct students to complete the skill practice activity. Review the answers together.
Remind students of the Monitor Comprehension strategy, and build background by pointing out on a
map where the different places mentioned in the passage are located. When students have finished
reading, explain: One good way to monitor our comprehension is to recall the main idea of each
paragraph. Assign students or small groups different paragraphs to focus on as they complete the
strategy practice activity. Ask volunteers to share their responses and discuss how recalling the main
idea helped them understand the paragraph better. For the skill practice activity, direct students to
answer the items independently. Review the answers as a group.
Remind students of the Monitor Comprehension strategy. Then point out the timeline on the page
and say: Sometimes a passage will have a visual element, such as a timeline, that accompanies it.
It’s important that we understand both the main passage and the timeline. When students have
finished reading, direct them to complete the strategy and skill practice activities. Review the
answers together.

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

6/25/10 1:48 PM



WEEK 1

Name:

Monitor Comprehension
READ THE PASSAGE

DAY 1

  Read slowly. Reread any section you do not understand.

Medical Practices in Ancient Egypt
Learning from the Dead
To find out why people have died, today’s medical examiners perform autopsies (AW-top-seez). They
cut open the body and study its parts. Ancient Egyptians also performed autopsies to help understand
causes of death. In addition, autopsies helped ancient Egyptians study the human body. By comparing the
hearts of people who were different ages, for example, Egyptians could determine what a young, healthy
heart was supposed to look like.
Keeping a Written Record
The Egyptians not only studied the human body, but they also kept detailed records of what they
discovered. They wrote and drew their observations on papyrus, a form of paper. The papyrus records
became the medical textbooks of that time. Their observations allowed Egyptian doctors to share their
knowledge, including how to treat various diseases.
Edwin Smith Papyrus
In 1862, an American named Edwin Smith purchased a medical papyrus in Luxor, Egypt. Smith was not
a medical expert, but he knew a lot about old documents. He knew that what he had found was valuable.
The papyrus turned out to be an ancient textbook on surgery. The papyrus was probably written around
1600 bc, but it was based on information from a thousand years before that. The papyrus presents the

information as case studies, including an analysis of how patients survived or died.

STRATEGY PRACTICE

SKILL PRACTICE

  How did autopsies help ancient Egyptians learn about the human body?

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

1.  Which one best describes what the headings do?
  They tell the main idea of the passage.
  They describe when events happened.
  They tell what each section is mostly about.
  They compare modern and ancient medicine.

2.  What is the passage mostly about?
  Edwin Smith made an important discovery.
  The ancient Egyptians cut open bodies

to study their parts.

  The ancient Egyptians knew a lot about

the human body.

  Detailed records were written on papyrus.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

3456.indb 11


3.  Choose the detail that best supports this idea: 
Autopsies helped the Egyptians learn about
the human body.
  Egyptians were able to compare body parts.
  Today’s medical examiners perform autopsies.
  Medical examiners learn a lot about bodies.
  Egyptians made records of their findings.

4.  What are doctors in the year 3020 most likely to
learn by reading a medical textbook from 2020?
  how to perform the best surgery
  ancient Egyptian medical practices
  how to preserve bodies
  early twenty-first century medical practices

11

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WEEK 1

Name:

Monitor Comprehension
READ THE PASSAGE

DAY 2


  Think about how the brothers behave.

Ishmael and Isadore
Brothers Ishmael and Isadore were complete opposites. People who knew them both could hardly
believe they were from the same planet, let alone the same family. The boys were not unkind toward one
another, but their personalities were so different that it was difficult for them to reach a decision they both
liked. Their mother frequently played the referee in their disagreements.
Ishmael, the older brother, was tall and athletic, and he loved sports. He played baseball, football, and
basketball. Isadore, the younger brother, hated sports. He was quieter and less active than his brother. He
preferred spending his time on the computer, making short videos and writing blog entries.
The brothers’ taste in music was completely different, too. Ishmael loved classic rock. He listened to
bands like the Beatles, the Who, and the Rolling Stones. Isadore didn’t care much for those bands. He
preferred spending his time streaming world music, especially music from Central Africa. Luckily for their
parents, both boys enjoyed listening to music through headphones.
One other thing the brothers did agree on was that they wanted a pet. Mom had resisted getting one,
but after both brothers had pleaded and begged, she finally agreed.
“We can get a pet, as long as you two take care of it,” she said. “That means you do the feeding, you
do the training, and if it needs to be walked, you do the walking.”
“No problem, Mom,” Ishmael and Isadore said together.
“Good, we all agree,” Mom said. “Now, what kind of pet are we going to get?”

STRATEGY PRACTICE

SKILL PRACTICE

  Was there any part of the passage that you didn’t understand right away?
How did you figure it out?

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


1.  Which best describes what the passage is about?
  two brothers who argue with their mother
  two brothers who love sports
  two brothers who are very much alike
  two brothers who mostly disagree

2.  Which of these details supports the main idea  
of the passage?
  The brothers have different tastes in music.
  Mom says they must take care of the pet.
  The brothers have a lot in common.
  The brothers’ names are Ishmael and Isadore.

3.  Based on information about the brothers, which
of these do you predict will happen next?
  They will have trouble deciding what kind of
pet to get.
  They will both want a dog to play sports with.
  They will both want to get a snake.
  They will agree on their pet’s name.

4.  If the brothers get a dog, which of these 
is least likely to happen?
  Ishmael will run with the dog.
  Isadore will make videos of the dog.
  They will always agree on what to do with

the dog.

  They will argue about who walks the dog.


12

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Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

6/25/10 1:48 PM


WEEK 1

Name:

Monitor Comprehension
READ THE PASSAGE

DAY 3

  Underline or make notes about words you do not understand.

Mayan Calendars
The Maya were an influential people living in what is now Guatemala, Belize, Honduras, El Salvador,
and parts of southern Mexico. The ancient Maya developed sophisticated systems of agriculture, architecture,
science, mathematics, and writing. One of the most important Mayan developments was the creation
of calendars.
The ancient Maya had several calendars. The Tzolkin (ZOL-keen)
calendar was tied to religious beliefs. The Haab (hayb) calendar was based
on the length of a year.
Understanding astronomy helped the Maya accurately measure days,

months, and years. A year had 365 days by Mayan calculations, as it does
in our own calendar. The Mayan year, though, was made up of 18 months,
and each month had 20 days. An extra 5 days were added to complete the
calendar year. These days rounded out the calendar nicely, but the Maya
thought they were unlucky.
One of the most unusual Mayan calendars was actually a pyramid. Around ad 1050, the Maya built the
Pyramid of Kukulkan (KO-KUL-kan) at Chichén Itzá (chee-CHEN  eet-SAH). The pyramid had a stairway on
each of its four sides. Each stairway had 91 steps. Counting the platform at the top, there were 365 steps,
the same number of days in the calendar year.

STRATEGY PRACTICE

SKILL PRACTICE

  List one or two words you found confusing and describe how you figured out their
meanings.

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

1.  What is the second paragraph mostly about?
  The Maya were a very hardworking people.
  The Maya had different kinds of calendars.
  Mayan months consisted of 20 days.
  The Maya built a pyramid that was a calendar.

2.  What does the map show?
  how far Mayan culture spread
  locations of Mayan calendars
  where the Maya lived
  where people can visit Mayan ruins


3.  Which detail supports the idea that the  
Pyramid of Kukulkan was a calendar?
  The pyramid had 365 steps.
  The pyramid had four sides.
  The pyramid was very unusual.
  The pyramid was built around ad 1050.

4.  Which of these would a Mayan probably do
during the last five days of the year?
  make a dangerous trip
  take a risk or a chance
  stay home
  have a wild party

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

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6/25/10 1:48 PM


WEEK 1

Name:

Monitor Comprehension
READ THE PASSAGE


DAY 4

  Read slowly and think about the main idea of each section.

Ancient and Modern Chinese Characters
In the Beginning
When people write in English, they use letters of the alphabet. People who write in Chinese, however,
use characters that stand for words or ideas. Historians believe Chinese writing began as early as 1500 bc.
The earliest forms were called “oracle bones.” These were animal bones marked with pictures and symbols.
In addition to writing on bones, the Chinese also made marks on turtle shells. By 1400 bc, the Chinese
writing system had become more complex. It had more than 2,500 characters. Around 200 bc, Chinese
characters became standardized. This means that everyone used the same characters.
Then and Now
Many modern Chinese characters are similar to those from 2,000 years ago. For example, the
character that means man in the Lishu system from 200 bc is similar to the character that means man from
the Jiantizi, or modern simplified system, of the twentieth century.
A Simpler System
People have made efforts to change Chinese characters over the centuries. The most important
changes happened in the twentieth century. The Chinese government simplified many characters so that
more people could learn to read. This simpler system is used in mainland China and Singapore. Traditional
characters are used in Taiwan, Hong Kong, and Macau. Even with these changes, Chinese writing from
2,200 years ago is still understood today.

STRATEGY PRACTICE

SKILL PRACTICE

  Did you understand the main points the writer makes? Why or why not?


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

1.  What do the headings tell?
  the topic of each section
  a list of important Chinese characters

3.  What is the main idea of the passage?
  Modern Chinese characters are nothing like
those used in ancient China.

  important events in the development of

  Modern Chinese characters were developed

  how Chinese characters changed

  Chinese writing uses an alphabet.

the Chinese language

2.  Which detail supports the idea that ancient and
modern Chinese characters are related?
  Animal bones were used for writing.
  There were once more than 2,500 characters.

from symbols used in ancient China.

  Few people in ancient China could write.

4.  Which of these would be another good heading

for the third paragraph?
  “Provinces in China”

  The ancient Chinese wrote symbols and

  “The Language of Singapore”

  Most of the characters from 2,200 years ago

  “A Language for Everyone”

characters on bones and turtle shells.
can still be read today.

14

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  “Twentieth-century Changes”

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

6/25/10 1:48 PM


WEEK 1

Name:

Monitor Comprehension

READ THE PASSAGE

DAY 5

  Read slowly and pause after each paragraph.

Colossus of Rhodes
The Colossus of Rhodes, a giant bronze statue, was one of the Seven Wonders of the Ancient World.
Other ancient civilizations also built large statues, but the Colossus of Rhodes was one of the tallest. At
more than 105 feet (32 meters) tall, it was twice as big as most of the other colossi (kuh-LOSS-eye), or giant
statues, of ancient times. The Statue of Liberty, its modern counterpart, is only slightly taller.
The Colossus of Rhodes was designed and built by the sculptor Chares (CHAR-eez) of Lindos. It
showed the sun god Helios. The people of the Greek island of Rhodes had it built to celebrate the defeat of
Demetrius I in 305 bc. Chares and the artists in his workshop began building the statue in 292 bc. The
Colossus was completed twelve years later. It welcomed friends and warned foes as they approached the
island’s harbor.
Unfortunately, the statue stood for only 56 years. In 224 bc, a powerful earthquake hit Rhodes. The
quake damaged the Colossus, and it fell to the ground in giant pieces. The statue’s parts lay on the ground
for hundreds of years, and travelers came from all over to see these impressive ruins.

Demetrius I is defeated.

The remains of the Colossus
are finally removed.

Construction of the Colossus is finished.
The Colossus collapses due to an earthquake.

305 BC


280 BC

STRATEGY PRACTICE

SKILL PRACTICE

224 BC

0

Timeline not to scale.

AD 654

  List two important facts about the Colossus of Rhodes.

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

1.  Which best describes what the passage is about?
  the harbor in the ancient city of Rhodes
  how Rhodians defeated Demetrius I
  a giant statue built in ancient Greece
  building the Statue of Liberty

2.  Which detail explains why the Colossus was one
of the Seven Wonders of the Ancient World?
  It watched over the Mandraki Harbor.
  It showed the sun god Helios.
  It was built by Chares of  Lindos.
  It was twice as big as most ancient statues.


3.  What does the timeline tell you that the passage
does not?
  when the remains of the Colossus are removed
  the reason why the Colossus collapsed
  when the Colossus's construction was finished
  when Demetrius I was defeated

4.  Which of these would most likely become a
wonder of the modern world in the future?
  a life-size statue of a mayor of  Chicago, Illinois
  a building in Dubai that is over 2,600 feet tall
  a recording of the most popular song of  2011
  a trophy from a twenty-first century

World Series

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

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WEEK

2


DAY

1

DAY

2

DAY

3

DAY

4

DAY

5

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Make Connections

This strategy helps students put what they are reading into context by helping
them see the connections between the text and themselves, the world around them,
and other things they have read or seen.


Introduce the Make Connections strategy to students and explain: When good readers read, they
often will be reminded of something they have seen, done, or read before. This helps them
better understand the situation, the details, or the feelings involved in what they are reading.
But it is important to stay focused on the text and not be distracted by the connections you
make. Have students read the instructions at the top of the page and the passage. When students
have finished reading, model a connection you made with the text (e.g., Say: “Like the narrator, I
was nervous the first time I rode a horse.”). Direct students to complete the strategy and skill
practice activities. Review the answers together.
Remind students of the Make Connections strategy and ask them if they have ever done something
that was disgusting but important (cleaning the bathroom, taking out the trash, etc.). Say: You can
use that experience to make a connection with this passage. Have students read the passage.
When students have finished, direct them to complete the strategy practice activity. Ask volunteers
to share their responses, and have students discuss how they answered the question based on their
own experiences. Then direct students to complete the skill practice activity. Review the answers
together.
Tell students that making a connection is often good practice when reading about events or things
from the past. Point out the instructions and say: Even if the time and place of what we are
reading is unfamiliar, we can often understand more about a topic by connecting it to what we
know to be true today. Have students read the passage. Then direct students to complete the
strategy practice activity. Invite volunteers to share their responses, and point out the connections
they found between natural disasters in the past and today. Finally, direct students to complete the
skill practice activity. Review the answers together.
Remind students of the Make Connections strategy, and then point out the instructions and the
title. Say: As good readers, we connect what we are reading to other things that we have read or
seen before. Then elicit from students common traits of folk tales (talking animals; a moral; set in
ancient times; etc.). Have students read the passage. When students have finished the strategy
practice activity, have volunteers share their responses. Discuss responses that include other folk
tales or myths. Then direct students to complete the skill practice activity. Review the answers
together.
Remind students of the Make Connections strategy. Tell students they are going to read about a

group of kids who changed the way newspapers were sold. Then have students read the passage.
When students have finished, direct them to find two details from the passage that describe a very
different way of life from today. Ask students how making a connection to the life of a newsboy
could help a reader better understand the passage (e.g., Being treated unfairly by others helps a
reader understand what it was like for the newsboys to be cheated by the newspapers.). Direct
students to complete the strategy and skill practice activities. Review the answers together.

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

6/25/10 1:48 PM


WEEK 2

Name:

Make Connections
READ THE MEMOIR

DAY 1

  Think about how the writer probably feels.

Up to the Mountaintop
I like challenges, but this one was almost too difficult. I had begged Mom to take me on a completely
new adventure for my sixteenth birthday. Now, here we were, just Mom and me with our guide, Milo,
standing on the shore of Lake Arenal in Costa Rica. Towering above the lake was Volcán Arenal, one of the
active volcanoes in the region. I watched as the volcano spit out lava and coughed up big boulders. Luckily,
we were headed in the other direction.
Milo greeted us in Spanish and helped us mount our horses. Getting on my horse was difficult, but

controlling it was a little easier. We started on our tour. The guidebook said we’d cross three rivers. As we
splashed through a stream, I asked, “Was that the first river?”
“I don’t think so, Katie,” Mom said wryly.
Soon enough, we came to the first river. There was no mistaking it. I felt sick to my stomach when I saw
that the far shore was half a football field away! The 4-foot-deep river flowed over boulders. So much for dry
shoes—or jeans.
After two more rivers, the trail got even steeper and muddier. With each step of the horses’ hooves,
there were loud squishing and sucking sounds. The rainforest was magnificent and absolutely beautiful. But
I wondered whether my horse could keep its balance in knee-high mud. What did I know about horses? I
imagined my mare stumbling on rocks hidden beneath the sludge—and us crashing over a cliff and being
swept away by lava.
Three terrifying hours later, we came to a corral. Were we stopping, I wondered. To one side was a
gorgeous view of the lake and volcano, and to the other, a brightly painted restaurant. “Okay,” I laughed
nervously. “That was terrifying, but I’m so glad we did it!”

STRATEGY PRACTICE

SKILL PRACTICE

  Describe a personal experience that is similar to Katie’s experience.

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

1.  Which adjectives best describe Katie?
  sensitive and shy
  calm and relaxed

  boring

  adventurous but nervous


  busy

  interested but withdrawn

  crowded

2.  Which inference can you make about Katie’s
experience riding horses?
  She is an expert rider.

4.  What is the theme of Katie’s memoir?
  It is good to push yourself to try new things.

  She has probably trained others to ride.

  Fear stops people from trying new things.

  She dislikes horses.
  She has little experience riding horses.
© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

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3.  Which best describes the setting of the memoir?
  dangerous

  Most people fail when they try new things.
  What is familiar is better than what is


unknown.

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WEEK 2

Name:

Make Connections
READ THE PASSAGE

DAY 2

  Think about what Jeff Biggs does and how he feels about his job.

Dirty Job? Oh Yeah!
“You couldn’t pay me to do that job!” Have you ever said that? Some occupations are so gross that
most people would never be willing to do them.
Jeff Biggs has a job like that, but he likes it. He’s the kind of guy who, as a kid, loved to slosh around
in mud after a rainstorm, the kind of kid who loved squeezing oatmeal through his fingers.
Biggs’s dirty job is being a sewer inspector. “Believe me,” says Biggs, “gross doesn’t come close to
describing it; I creep, sometimes swim, through sewage all day.” City sewers carry household wastewater
and storm-drain runoff to water treatment plants. In addition to the unpleasant smells, sewer tunnels are
home to creatures such as cockroaches and rats. And these creatures aren’t shy.
What is it like to do a really disgusting job day after day? “Someone has to do it,” says Biggs.
“I seriously can’t imagine sitting in an office all day, and I earn a good salary. At the end of my workday, I’ve
accomplished something, and I’ve helped to keep our city’s water clean and drinkable.”

And after work? “I don’t walk into the house right away,” explains Biggs. “We installed the washing
machine in the garage and put a shower stall in there, too. I toss my clothes into the washer, take a shower,
and dress in clean clothes. Then I greet my family. Of course, sometimes, the clothes go into the trash, not
the washer.”

STRATEGY PRACTICE

SKILL PRACTICE

  What would happen if no one performed jobs like the one Jeff Biggs has?

  Fill in the bubble next to the correct answer for each question.

1.  Which adjectives best describe Jeff Biggs?
  flashy, conceited, loud
  positive, upbeat, thoughtful
  smart, wealthy, nervous
  negative, shy, withdrawn

2.  Which adjective best describes the setting  
in which Biggs works?
  disgusting
  boring
  pleasant
  appealing

3.  Which sentence best describes the central message
of the passage?
  Biggs’s job embarrasses him.
  Biggs cannot imagine having a nicer job.

  Biggs is proud of the work he does.
  Biggs is just doing his job until he gets

a better one.

4.  Which one would Jeff Biggs probably most 
enjoy being?
  a lawyer
  a poet
  a computer programmer
  a deep-sea diver

18

3456.indb 18

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

6/25/10 1:48 PM


WEEK 2

Name:

Make Connections
READ THE LETTER

DAY 3


  Think about how people today and from long ago have dealt with natural disasters.

A Letter from Antioch

Antioch, Syria
Saturday, May 23, ad 526

Dear Father,
I write to tell you the shocking news that has happened since your departure last month. On
Wednesday, Antioch suffered a terrible earthquake. Mother and I are safe, and our house is damaged
but still standing. However, over 220,000 people in the city have died, and officials expect even higher
numbers as the survivors search the rubble for their loved ones. Hundreds are fleeing the city, carrying
their few undamaged belongings on their backs.
Many of the familiar churches, markets, theaters, and monuments have been destroyed. Some
buildings that withstood the initial quake collapsed during aftershocks. One of the saddest losses was
the Great Church. Although it survived the aftershocks, it caught fire yesterday and burned.
Looters are going into collapsed buildings and stealing valuables. Thieves have attacked some people
who are fleeing the city. But all hope is not lost.  Just this morning, brave people rescued a young woman
and her child from the ruins of a house. As I write, volunteers are retrieving many of our pieces of  fine
mosaic art. They are loading them into boats to transport them to other locations. And messengers
arrived from Emperor Justin this morning. He has pledged to help us rebuild.
I wish you a safe journey and urge caution on your return.
Your son,
Simeon

STRATEGY PRACTICE

SKILL PRACTICE

  Do you think people in the past reacted any differently to disasters from the way

people do today? Explain.

  Fill in the bubble next to the correct answer for each question.

.
1.  From the letter, you can conclude that
  Antioch was a small village in the year ad 526
  most people were calm after the earthquake
  as days pass, the death toll will decrease
  in ad 526, Antioch was a large, cultured city

2.  Why are people probably fleeing the city?
  They are afraid to be caught with stolen items.
  They are afraid of more earthquakes.
  They are going to search for lost loved ones.
  They want to save the city’s mosaics.

3.  Which theme does the letter communicate?
  Most people stay calm during catastrophes.
  People only appreciate what they have

after they lose it.

  Even in tragedy, good things happen.
  Saving people is more important than

protecting art.

4.  How does Simeon feel about Antioch?
  sad about the city’s destruction

  disgusted by the city’s crime rate
  frustrated by the city’s leadership
  amused by the Emperor’s offer

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

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19

6/25/10 1:48 PM


WEEK 2

Name:

Make Connections
READ THE FOLK TALE

DAY 4

  Look for phrases or ideas that remind you of other folk tales.

The Elephant and the Hummingbird
Long, long ago—in the days when people could talk to animals and learn their stories—an elephant
walked slowly beside the Yellow River. This was before animals were tamed, even before the first Chinese
emperors ruled. That’s how long ago it was.
The elephant was enjoying a peaceful stroll. Thick grasses and beautiful lotus flowers bloomed, and the
water in the Yellow River made a pleasant swishing sound as it flowed past the elephant.

Noticing what appeared to be a hummingbird, the elephant stopped. Although they don’t exist in China
today, the elephant had seen hummingbirds before. He’d watched them hover above lotus flowers, their
wings beating so quickly that they appeared only as a blur. The elephant sometimes wished he could move
as quickly as a hummingbird. This one, however, was lying upside down, her wings motionless and her legs
pointing toward the sky. Occasionally, the little bird would sigh heavily or grunt, as if working extra hard.
“What are you doing?” asked the elephant. He slowly walked around the hummingbird, trying to
understand the odd behavior. “You look ridiculous, you know.”
“I am holding up the sky,” replied the hummingbird calmly. “I overheard that it might fall today.”
The elephant raised his trunk and made a sound that today might pass as a deep laugh. “You’re
holding up the sky? Why, just look at it. The sky is bigger than I am, and I doubt you could hold me up. Even
if the sky were going to fall, your tiny legs could not possibly do the job.”
“Ah,” said the hummingbird, “but these are the only legs I have. I might not be able to do it by myself,
but I am doing what I can.”

STRATEGY PRACTICE

SKILL PRACTICE

  Describe a story, movie, or experience that this folk tale reminds you of.

  Fill in the bubble next to the correct answer for each question.

1.  Where and when does the folk tale take place?
  on a ship on the Yellow River

3.  What is the message of the folk tale?
  People do what they can with what they have.

  on a Yellow River bridge around ad 1400


  Past wisdom is better than present wisdom.

  in a Chinese flower garden

  It is always best not to look ridiculous.

  beside a river in ancient China

  It is risky to try things that other people

2.  How does the elephant probably feel about  
what the hummingbird is doing?
  He thinks she is smart.
  He thinks she is arrogant.
  He thinks she is wasting her time.
  He thinks she is selfish.

20

3456.indb 20

say are impossible.

4.  Which of these conflicts is important  
in the story?
  good vs. evil
  trying vs. watching
  strength vs. weakness
  being tame vs. being free


Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

6/25/10 1:48 PM


WEEK 2

Name:

Make Connections
READ THE PASSAGE

DAY 5

  Look for descriptions of things or practices that have changed since 1899.

Newsies Strike New York
Today, people can buy a newspaper from a machine or at a newsstand. But back in the 1800s,
newsboys, or “newsies,” were the principal sellers of newspapers. Newsies sold their newspapers, or
“papes,” on New York’s streets. Newsies bought their newspapers from the companies that printed them.
The newsboys then made their money by selling the newspapers to customers.
For two weeks in 1899, however, the newsies went on strike, refusing to sell papers. Boys from 5 to
15 years old united to make two newspaper companies reduce the price that they charged newsies for the
newspapers. Striking newsboys held rallies, gave speeches, and chose leaders. One rally drew more than
7,000 striking newsies. Newsboys who continued to sell papers were harassed by the strikers. Some
strikers threw the newspapers away, and others threatened to hurt the newsboys who wouldn’t stop selling
newspapers.
What started the strike? During the Spanish-American War, people were eager to read the news, so the
Journal and Evening World raised the price that they charged for their newspapers. Newsies had to pay ten
cents more for the papers. A dime made a difference to the kids who earned less than a dollar each day.

Most newsies lived on the streets. Others used their earnings to help their struggling families. When the war
ended, newsies expected newspaper companies to reduce their prices, but that did not happen.
Although the cost of papers to newsies never dropped, the strike was considered a success. The two
offending newspaper companies agreed to buy back all unsold papers, and eventually this strike helped
bring about child labor laws in the United States.

STRATEGY PRACTICE

SKILL PRACTICE

  What does the newsies’ strike of 1899 remind you of today?

  Fill in the bubble next to the correct answer for each question.

1.  Where and when did the strike occur?
  in a Spanish-American colony in the 1800s

3.  What lesson can you learn from the passage?
  Working together gets things done.

  in New York City in the 1950s and 60s

  People should not read about war.

  in New York City in 1899

  Holding rallies is not a good strategy

  in Spain in the 1890s


2.  How do you think the strike helped bring about
labor laws?
  The public became aware of the newsboys’
problems.
  The newspaper companies decided to help all

newsboys.

  People decided to buy their newspapers

from machines and newsstands.

  Newspaper companies stopped selling their

for changing things.

  Businesses that treat workers badly do not

succeed.

4.  Based on the passage, which characteristics 
were most common in a newsboy?
  kind, sweet-tempered, and gentle
  cruel, defiant, and undependable
  smart, quiet, and considerate
  self-reliant, hardworking, and loyal

newspapers to the public.

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension


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WEEK

3

DAY

1

DAY

2

DAY

3

DAY

4

DAY


5

22

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Visualization

Visualization allows readers to form mental images of what they are reading
about. By visualizing, good readers can better remember the main ideas or events
in a passage. Good readers use sensory words from the text to help them visualize
and adjust their mental images as they read.

Introduce the Visualization strategy to students. Explain: When good readers read, they often
make mental pictures of what they are reading about. They turn what they are reading into a
kind of  “movie” that plays in their mind. But this doesn’t mean they daydream. They pay
attention to important and descriptive words. Tell students to close their eyes and visualize as you
read the first four sentences of the first paragraph. Read the sentences slowly to give students time
to understand and visualize the important descriptions (evergreen forests; covered in clouds;
located on mountains; cool temperatures that create clouds covering the trees). Direct students to
read the passage and to complete the strategy and skill practice activities. Review the answers
together.
Remind students of the Visualization strategy. Say: It’s important to look for words we can easily
picture. Read the first sentence from the passage aloud. Ask: Which is easier to picture: Sunday,
airwaves, or kids? (kids) That’s because a kid is something we can see. When you visualize, look
for words that represent something physical or concrete. Have students read the instructions at
the top of the page and the passage. When students have finished reading, use a world map or globe
to help them find all of the nations mentioned in the passage. Then direct students to complete the
strategy and skill practice activities. Review the answers together.
Remind students of the Visualization strategy. Say: When you visualize as you read, it is

important to adjust your mental image when you get new information. Imagine that you are
reading a story about a black kitten. You might picture a small kitten. If you then read the kitten
was the size of a firetruck, you’d need to change your mental image to match the details in the
story. Direct students to read the passage and to complete the strategy and skill practice activities.
Review the answers together.
Remind students of the Visualization strategy. Say: Good readers pay attention to the words in a
passage. Specific action words—or verbs—and clear describing words—or adjectives—help us
make mental images as we read. Which is a better verb, go or shuffle? (shuffle) Which is a clearer
adjective to describe french fries, good or salty? (salty) Have students read the instructions at the
top of the page and then read the passage. When students have finished reading, direct them to
complete the strategy and skill practice activities. Review the answers together.
Remind students of the Visualization strategy. Say: It may be easy for you to make a mental image
of what you are reading, but as a good reader, you must make sure to visualize only the most
important ideas or actions in a passage or story. It’s impossible to make a mental image of
everything you read. Point out the first sentence in the last paragraph. Ask: Do you think it’s
important to visualize scientists sitting around having a debate? (no) Say: You should visualize
the parts of the passage that support what the passage is mostly about. Then have students read
the instructions at the top of the page and the passage. When students have finished reading, pair
them for the strategy practice activity or complete it as a group. Prompt students to defend their
choices of what they visualized from the passage. Then direct students to complete the skill practice
activity. Review the answers together.

Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.

6/25/10 1:48 PM


WEEK 3

Name:


Visualization
READ THE PASSAGE

DAY 1

  Read slowly and pay attention to details that help you make a mental picture.

Forests of Clouds and Mist
You’ve probably heard of rainforests, but do you know what a cloud forest is? Cloud forests are
evergreen forests that are often covered in clouds or mist and are located on mountains. Cool temperatures
on mountain slopes create clouds that cover the trees. There are cloud forests on most continents. Central
and South America have them, as do Asia and Africa. You can also find cloud forests in Hawaii and on
Caribbean islands.
Cloud forests have different names, depending on where they are found. Cloud forests are also known
as fog forests or mossy forests. In Peru and Bolivia, cloud forests are part of a larger ecosystem called
yungas, which means “warm lands.”
Many scientists consider cloud forests to be a special type of rainforest. Cloud forests are not as warm
as tropical rainforests because they are found at higher elevations that have colder air. But cloud forests
and tropical rainforests both have many different plants and animals living within their ecosystems.
Like tropical rainforests, cloud forest trees drip with moisture, but it does not often rain in a cloud forest.
Instead, the fog collects as dew on leaves, vines, and branches. This dew provides the water that the plants
need. Green moss, ferns, and exotic, colorful orchid flowers hang down from the canopy. Other plants and
bushes crowd between the trees, and hundreds of insects crawl and fly amid the vegetation. Cloud forests
are as diverse and interesting as rainforests or temperate forests.
Cloud forests have animals that aren’t found anywhere else, such as mountain gorillas and a strange
woolly mammal called the mountain tapir. The colorful quetzal bird is also found there, and golden toads
hop among the bushes. Recently, scientists discovered a new cloud forest animal, a black and brown rodent
that looks like a cross between a squirrel and a rat. Cloud forests probably contain hundreds of other rare
and fascinating plants and animals that people have never seen before.


STRATEGY PRACTICE
SKILL PRACTICE

  Underline words or phrases from the passage that you were able to visualize.

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

1.  What is the passage mostly about?
  the animals of the cloud forest
  what the cloud forest is like

  the kinds of trees in cloud forests

  where cloud forests are found

  the animals and plants of cloud forests

  how scientists study the

  why cloud forests are endangered

cloud forest

2.  Clouds form in the cloud forest 
.
because
  temperatures are cool
  there are so many trees
  the forests are so low

  it is so moist there

© Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension

3456.indb 23

3.  The passage includes details about
  why scientists study cloud forests

.

4.  How are cloud forests and tropical 
rainforests different?
  Cloud forests have more plants.
  Cloud forests are wetter.
  Cloud forests are studied

by scientists.

  Cloud forests are found on

mountain slopes.

23

6/25/10 1:48 PM


Источник: https://text.123docz.net/document/5668140-daily-reading-comprehension-6.htm

Evan Moor Corp Emc 3456 Daily Reading Comprehension

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    Daily Reading Comprehension (Grade 6+)

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    Evan-moor Educational Publishers, 2011. – 193 p.
    ISBN 9781608237562
    Daily Reading Comprehension presents students with direct instruction and practice on the comprehension strategies and skills they need to become strong and successful readers. 150 original fiction and non-fiction passages with comprehension items help engage students in reading, thinking about, and responding to a variety of texts. And because activities are presented in an exam format, students practice important test-taking skills while they strengthen comprehension.
    Daily Reading Comprehension
    - provides students with direct instruction and practice on reading skills and strategies. Grade 2–6+ students are presented with six reading strategies including asking questions and visualizing.
    - has 150 original fiction and non-fiction passages. Each passage is crafted to support the reading strategy and skills students are practicing. In addition, the diversity of passages exposes students to a variety of fiction and non-fiction text genres.
    - supports struggling and reluctant readers. Direct instruction of reading strategies provides struggling readers with specific ways to understand what they read.
    - integrates easily into any language program and any classroom. Each 10 to 15-minute lesson can be used in whole or small-group instruction to reinforce reading skills taught in your core program.
    - works great for test-prep. Lessons cover the major grade-level reading and comprehension skills students need to perform well on standardized reading assessments.
    - is based on current research on reading instruction. Research proves that direct, explicit instruction on reading strategies improves students' reading comprehension.
    - is correlated to state standards.
    An answer key is included.

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    Grade 6+ EMC 3456 GRaDe 6+ to State Correlated Standards • 150 fiction and nonfiction passages • 30 weekly units include: –teacher lesson plan –5 reproducible student pages • Direct instruction of reading strategies & skills • Perfect for test prep • Supports any reading program Thank you for purchasing an Evan-Moor e-book! Attention Acrobat Reader Users: In order to use this e-book you need to have Adobe Reader 8 or higher. To download Adobe Reader for free, visit www.adobe.com. Using This E-book This e-book can be used in a variety of ways to enrich your classroom instruction. You can: • engage students by projecting this e-book onto an interactive whiteboard • save paper by printing out only the pages you need • find what you need by performing a keyword search … and much more! For helpful teaching suggestions and creative ideas on how you can use the features of this e-book to enhance your classroom instruction, visit www.evan-moor.com/ebooks. User Agreement With the purchase of Evan-Moor electronic materials, you are granted a single-user license which entitles you to use or duplicate the content of this electronic book for use within your classroom or home only. Sharing materials or making copies for additional individuals or schools is prohibited. Evan-Moor Corporation retains full intellectual property rights on all its products, and these rights extend to electronic editions of books. If you would like to use this Evan-Moor e-book for additional purposes not outlined in the single-user license (described above), please visit www.evan-moor.com/help/copyright.aspx for an Application to Use Copyrighted Materials form. GRADE 6+ Writing: Bonnie Brook Communications Content Editing: Marilyn Evans James Spears Copy Editing: Carrie Gwynne Art Direction: Cheryl Puckett Cover Design: Cheryl Puckett Design/Production: Carolina Caird Arynne Elfenbein Yuki Meyer Olivia Trinidad EMC 3456 Congratulations on your purchase of some of the finest teaching materials in the world. Photocopying the pag; es in this book is permitted for single-classroom use only. Making photocopies for additional classes or schools is prohibited. For information about other Evan-Moor products, call 1-800-777-4362, fax 1-800-777-4332, or visit our Web site, www.evan-moor.com. Entire contents © 2010 EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA. Correlated to State Standards Visit teaching-standards.com to view a correlation of this book’s activities to your state’s standards. This is a free service. CPSIA: Worldcolor Dubuque, 2470 Kerper Boulevard, Dubuque, IA USA. 52001 [7/2010] 3456.indb 2 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 3 Page 3 6/25/10 1:48 PM How to Use Daily Reading Comprehension Daily Reading Comprehension provides a unique integration of instruction and practice in both comprehension strategies and comprehension skills. Strategies—such as visualizing or asking questions—are general, metacognitive techniques that a reader uses to better understand and engage with the text. Skills—such as finding a main idea or identifying a sequence of events—focus on particular text elements that aid comprehension. See page 6 for a complete list of strategies and skills covered in Daily Reading Comprehension. The first six weeks of Daily Reading Comprehension introduce students to comprehension strategies they will apply throughout the year. Weeks 7–30 focus on specific skill instruction and practice. All 30 weeks follow the same five-day format, making the teaching and learning process simpler. Follow these steps to conduct the weekly lessons and activities: STEP 1 The weekly teacher page lists the strategy or skills that students will focus on during that week and provides a brief definition of the strategy or the skills. Read the definition(s) aloud to students each day before they complete the activities, or prompt students to define the skills themselves. You may also wish to reproduce the comprehension strategy and skill definitions on page 8 as a poster for your classroom. STEP 2 The teacher page provides an instructional path for conducting each day’s lesson and activities. Use the tips and suggestions in each day’s lesson to present the skills and introduce the passage. STEP 3 Each student page begins with directions for reading the passage. These directions also serve as a way to establish a purpose for reading. Help students see the connection between setting a purpose for reading and improving comprehension. STEP 4 Because much of reading comprehension stems from a reader’s background knowledge about a subject, take a moment to discuss the topic with students before they read a passage. Introduce unfamiliar phrases or concepts, and encourage students to ask questions about the topic. STEP 5 After students have read a passage, two comprehension activities give students an opportunity to practice the strategies and skills. In weeks 1–6, the first activity is an open-ended writing or partner activity that encourages students to reflect on the reading process, applying the weekly strategy. The second activity provides four multiple-choice items that practice the week’s skills in a test-taking format. In weeks 7–30, students complete the multiple-choice skill activity before practicing the strategy activity. The teacher page for these weeks offers suggestions for teaching the skills and gives tips for reminding students of the strategy(ies). Throughout the week, use the Student Record Sheet on page 9 to track student progress and to note which skills or strategies a student may need additional practice with. 4 3456.indb 4 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM Weekly Teacher Page Visualization WEEK Visualization allows readers to form mental images of what they are reading about. By visualizing, good readers can better remember the main ideas or events in a passage. Good readers use sensory words from the text to help them visualize and adjust their mental images as they read. 3 Weekly skills are explained at the top of each teacher page. Introduce the Visualization strategy to students. Explain: When good readers read, they often make mental pictures of what they are reading about. They turn what they are reading into a kind of “movie” that plays in their mind. But this doesn’t mean they daydream. They pay attention to important and descriptive words. Tell students to close their eyes and visualize as you read the first four sentences of the first paragraph. Read the sentences slowly to give students time to understand and visualize the important descriptions (evergreen forests; covered in clouds; located on mountains; cool temperatures that create clouds covering the trees). Direct students to read the passage and to complete the strategy and skill practice activities. Review the answers together. DAY 1 Remind students of the Visualization strategy. Say: It’s important to look for words we can easily picture. Read the first sentence from the passage aloud. Ask: Which is easier to picture: Sunday, airwaves, or kids? (kids) That’s because a kid is something we can see. When you visualize, look for words that represent something physical or concrete. Have students read the instructions at the top of the page and the passage. When students have finished reading, use a world map or globe to help them find all of the nations mentioned in the passage. Then direct students to complete the strategy and skill practice activities. Review the answers together. DAY 2 Remind students of the Visualization strategy. Say: When you visualize as you read, it is important to adjust your mental image when you get new information. Imagine that you are reading a story about a black kitten. You might picture a small kitten. If you then read the kitten was the size of a firetruck, you’d need to change your mental image to match the details in the story. Direct students to read the passage and to complete the strategy and skill practice activities. Review the answers together. DAY 3 The daily instruction path provides suggestions for modeling the skill and guiding students through the passage and activities. Remind students of the Visualization strategy. Say: Good readers pay attention to the words in a passage. Specific action words—or verbs—and clear describing words—or adjectives—help us make mental images as we read. Which is a better verb, go or shuffle? (shuffle) Which is a clearer adjective to describe french fries, good or salty? (salty) Have students read the instructions at the top of the page and then read the passage. When students have finished reading, direct them to complete the strategy and skill practice activities. Review the answers together. DAY 4 Remind students of the Visualization strategy. Say: It may be easy for you to make a mental image of what you are reading, but as a good reader, you must make sure to visualize only the most important ideas or actions in a passage or story. It’s impossible to make a mental image of everything you read. Point out the first sentence in the last paragraph. Ask: Do you think it’s important to visualize scientists sitting around having a debate? (no) Say: You should visualize the parts of the passage that support what the passage is mostly about. Then have students read the instructions at the top of the page and the passage. When students have finished reading, pair them for the strategy practice activity or complete it as a group. Prompt students to defend their choices of what they visualized from the passage. Then direct students to complete the skill practice activity. Review the answers together. DAY 5 22 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. WEEK 3 Name: Visualization READ THE PASSAGE DAY 3 As you read, adjust your mental image when you come across new details. Not Quite the Same Name: When most people want to see what they look like, they look in a mirror. I don’t need a mirror to see Visualization myself, though. I can just look at my identical twin sister, Sarita. WEEK 3 DAY 2 Daily Student Pages PASSAGE for words thatway—long help you form a mentalwith picture. SaritaREAD and ITHE have always wornLook our hair the same and straight, bangs. We have the same dark eyes and big smile, and we both have one crooked tooth on the right. We both love the color Take the Airwaves green, hate eating fish, and think mayonnaise isKids disgusting. Weto play the violin, and every year we compete Name: with each other for of firstinviolin in the school Onthe theposition first Sunday March each year, orchestra. kids get to take over the world’s airwaves. The United Nations In some Children’s ways, however, we’re totally different. Sarita always wears funky hats, which I think is really Fund (UNICEF) has designated that day as the International Children’s Day of Broadcasting, or Visualization WEEK 3 DAY 1 Activity directions help students establish a purpose for reading. READ THE PASSAGE Read and attention details thatprogramming. help you make a mental picture. weird. She thinks strange that like jazz music. Somethe people say that ourpay biggest difference is ICDB.it’s Television and Iradio stations around worldslowly invite young people to betopart ofthat their Sarita is in a Thousands wheelchair.of She was in a carand accident when she and was the veryprograms young, and heron spine was badly broadcasters kids participate, focus children’s interests and issues. injured. To me, however, real difference betweenprocess, us is thatlearning Sarita has courage and determination. Sheare Kids are alsothe involved in the broadcast how radio and television programs made. Forests of Clouds and Mist has never letICDB beinggives in a wheelchair slow her down, she’s almost never angrybut or do unhappy about what children a voice that can probably beand heard around world. You’ve heard ofthe rainforests, you know what a cloud forest is? Cloud forests are happened to her. On So ICDB when in I look in young theevergreen mirror, I see I alsoonsee Sarita, better version 2009, people allmyself—Celia—but overthat theare globe reported that affected them. Nearlyon100 forests often covered inissues clouds oramist and are located mountains. Cool temperatures of me. She’s children the me Ifrom try toIndia be. recorded stories about a flcreate ood in clouds their area. ChinaThere drew are pictures on mountain slopes thatChildren cover theintrees. cloudwith forests on most continents. Central messages for their parents. Senegal, young people spoke out against violence bycan giving reports, andInSouth America have them, as do Asia and Africa. You also find cloud forests in Hawaii and on Grade-appropriate text supports comprehension. conducting interviews, writing poems, and singing songs. German children talked with young people in Caribbean islands. STRATEGY PRACTICE Sketch how you visualized the two girls. Serbia and shared drawings and photographs. Australian voiced their opinions to children Cambodia, Cloud forests have different kids names, depending on where they areinfound. Cloud forests are also known Fiji, and Tonga. Kids produced varietyforests. of different topics, air cloud pollution to loneliness. as fogvideos forestson or amossy In Peru and from Bolivia, forests are part ofAcross a larger ecosystem called the world, young people expressed theirmeans feelings“warm and sent messages about what mattered most to them. yungas, which lands.” After ICDB is over, UNICEF holds a contest for the cloud best radio or to television program. who make Many scientists consider forests be a special type People of rainforest. Cloud forests are not as warm the programs that air during ICDB can send submit their they programs. The at winners a special as tropical rainforests because are found higher attend elevations that have colder air. But cloud forests celebration. The 2009 radio was a stationboth in Brazil broadcasted a show foranimals 24 hours about andwinner tropical rainforests havethat many different plants and living within their ecosystems. children from poor communities. showrainforests, used interviews, and drip music to moisture, promote peace. The not often rain in a cloud forest. LikeThe tropical cloud diaries, forest trees with but it does winner for the television program a station in as Kenya. show, which hosted by two Instead, was the fog collects dew The on leaves, vines, was and branches. ThisKenyan dew provides the water that the plants youths, talked about the challenges that Kenyan children face and highlighted stories about young need. Green moss, ferns, and exotic, colorful orchid flpositive owers hang down from the canopy. Other plants and people in their communities. bushes crowd between the trees, and hundreds of insects crawl and fly amid the vegetation. Cloud forests are as diverse and interesting as rainforests or temperate forests. Each passage is followed by four multiple-choice items, practicing specific comprehension skills, as well as an open-ended, strategy-based activity. In weeks 1–6, the strategy activity precedes the skill activity. Cloud forests have animals that aren’t found anywhere else, such as mountain gorillas and a strange STRATEGY PRACTICE Write three nouns (people, places, or things) that were easy for you to picture. SKILL PRACTICE Read each question.woolly Fill inmammal the bubble nextthe to the correcttapir. answer. called mountain The colorful quetzal bird is also found 1. What is the passage mostly about?  how twins compete  how Sarita was injured SKILL PRACTICE there, and golden toads hop among the bushes. Recently, discovered a new 3. Which onescientists is a difference between the cloud twins?forest animal, a black and brown rodent that looks like a cross between a squirrel a rat. Cloud forests probably contain hundreds of other rare is more and determined.  Sarita and fascinating plants and animals that people have never seen before.  Celia has shorter hair. Read each question. Fill in the bubble next to the correct answer.  Sarita has a bigger smile. 3. What do TV and radio stations both do on ICDB? darker eyes. from the passage that you were able to visualize.  Celia has STRATEGY PRACTICE Underline words or phrases invite children to be part of programming  how the twins are similar and different 1. What is the first paragraph mostly about?  how Celia feels about Sarita  what UNICEF is  2. How are Celia and Sarita similar? 4. Celia wants to beask like Sarita because she to their parents . young people to talk  young people on television Fill in SKILL PRACTICE Read each question. the bubble next to the correct answer.  They both wear funky hats.  is jealous of Sarita’s talents  the ICDB  raise money for UNICEF 3. The passage includes details about 1. What is the passage mostly about? Sarita is prettier  They both play violin.  thinks UNICEF  children communicating the animals of the cloud forest  encourage children to join   why scientists study cloud forests They both love eating fish. wants to be a better violinist .   2. What is the second paragraph mostly about? 4. The purpose of the ICDB is to . trees in cloud forests the cloud forest is like the kinds of  what  They both love jazz music.  admires Sarita’s attitude  programs that UNICEF  raise money for children where cloud forests are found  offers  the animals and plants of cloud forests 25 forests are endangered  give young people a voice  why cloud © Evan-Moor Corp. 3456 • Daily Reading Australian children • EMC how scientists study the  Comprehension cloud forest  the ICDB in 2009  help kids get jobs in broadcasting  Malaysian videos 2. Clouds form in the cloud forest . because  temperatures are cool 24  there are so many trees  the forests are so low 4. How are cloud forests and tropical  give awards for broadcasting rainforests different?  Cloud forests have more plants.  Cloud forests are wetter. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.  Cloud forests are studied by scientists.  it is so moist there  Cloud forests are found on mountain slopes. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 9 Student Record Sheet 23 Student: Student Record Sheet Number of Questions Answered Correctly Day 1 Day 2 Day 3 Day 4 Day 5 Notes: Week 1 The record sheet allows you to record students’ progress and identify areas in which individuals need improvement. Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 14 Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 © Evan-Moor Corp. • EMC 3453 • Daily Reading Comprehension Week 13 © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 5 5 6/25/10 1:48 PM Comprehension Strategies and Skills In Daily Reading Comprehension, students learn and practice the following commonly tested comprehension strategies and skills, all proven to increase students’ abilities to read and understand a wide range of text types. You may also wish to post or distribute copies of page 8, which provides a student-friendly list of skills and helpful questions that students can ask themselves as they read. Strategies Make Connections Students make connections to the text to aid their comprehension. Connections can be made to personal experiences or to things the students have seen or read. Visualization Students make mental images of what they are reading. They learn to look for vivid language, including concrete nouns, active verbs, and strong adjectives. Organization Students learn to find the organizational pattern of a text. This allows them to anticipate what they are reading and helps them focus on the author’s central message or important ideas. Determine Important Information Students learn to categorize information based on whether or not it supports an author’s central message or is important for a specific purpose. Ask Questions (Skills, continued) Cause and Effect Students identify what happens (effect) and why it happens (cause). Evaluate Evidence Students study an author’s claims and the evidence that the author gives to support those claims. Compare and Contrast Students note how two or more people or things are alike and different. Make Inferences Students use their background knowledge and clues from the text to infer information. Character and Setting Students identify who or what a story is about and where and when the story takes place. Theme Students look for the moral or lesson in a fiction story or an author’s view about the world in nonfiction. Students learn to ask questions before reading to set a purpose for reading, during reading to identify when their comprehension breaks down, or after reading as a way to check their understanding of a passage. Author’s Purpose Monitor Comprehension Prediction Students learn to pay attention to their own reading process and notice when they are losing focus or when comprehension is breaking down. They then can employ another strategy to help them overcome their difficulty. Skills Main Idea and Details Students identify what a passage is mostly about and find important details that support the main idea. Students determine why an author wrote a passage and whether the purpose is to entertain, to inform, to persuade, or to teach. Students use their background knowledge and clues from the text to figure out what will happen next. Nonfiction Text Features Students study features that are not part of the main body of text, including subheadings, captions, entry words, and titles. Visual Information Students study pictures, charts, graphs, and other forms of visual information. Sequence Students look for the order in which things happen or identify the steps in a process. 6 3456.indb 6 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 • • • • • • • • • • • • • • • • • • • • • • • • • • Organization • • • • • • • • • Determine Important Information • • • • • • • • Ask Questions • • • • • • • • • • • • Cause and Effect • • • • • • Evaluate Evidence • • • • • Make Inferences • • • • • • • • • • • Character and Setting • • • • Theme • • • • Author’s Purpose • • • • • • • • • • • • Visual Information Comprehension Skills • • • • • Compare and Contrast • Prediction • Nonfiction Text Features Scope and Sequence • • • • • Main Idea and Details • Sequence Comprehension Strategies • • • • • • • • • • Visualization 6/25/10 1:48 PM 3456.indb 7 Make Connections 7 © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension Monitor Comprehension How to Be a Good Reader Ask yourself these questions to help you understand what you read: Main Idea and Details Sequence Cause and Effect Evaluate Evidence Compare and Contrast What happens first, next, and last? What are the steps to do something? What happens? (the effect) Why did it happen? (the cause) What claims is the author making? What evidence supports these claims? How are these people or things the same? How are these people or things different? Make Inferences What clues does the story give? What do I know already that will help? Prediction What clues does the story give? What do I know already that will help? What will happen next? Character and Setting Theme Author’s Purpose Nonfiction Text Features Visual Information 3456.indb 8 What is the story mostly about? What tells me more about the main idea? Who or what is the story about? Where and when does the story take place? What lesson does this story teach? How does the author feel about this topic? Does the story entertain, inform, try to persuade me, or teach me how to do something? What kind of text am I reading? What does it tell me? Is there a picture, chart, or graph? What does it tell me? 6/25/10 1:48 PM Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 Student Record Sheet Day 2 Day 3 Day 4 Number of Questions Answered Correctly Day 1 Day 5 Notes: Student: 6/25/10 1:48 PM 3456.indb 9 9 © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension WEEK 1 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 10 3456.indb 10 Monitor Comprehension When students monitor their comprehension, they keep track of how well they understand the material and identify when their understanding breaks down. Related activities include asking questions, taking notes, and paraphrasing what has been read. Build background by defining what an autopsy is (examination of a dead body) and explaining when the practices discussed in the passage took place (c. 2500 bc). Have students read the passage independently, and then introduce the Monitor Comprehension strategy. Explain: Good readers monitor their comprehension by paying attention to how well they understand what they are reading. Model the strategy: As I was reading, I realized I didn’t understand exactly who Edwin Smith was. I reread that part of the passage slowly and figured out he was a man who bought antiques. Direct students to complete the strategy practice activity, and then have them share their responses. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the Monitor Comprehension strategy, and point out the instructions at the top of the page. Ask: How would pausing after each paragraph help me monitor comprehension? (It gives you a chance to think about the paragraph to make sure you understand it.) When students have finished reading the passage, model the strategy: I didn’t understand what the author meant when she said Isadore spent his time streaming world music. I reread and figured out that it meant Isadore used the Internet to listen to music on his computer. After students complete the strategy practice activity, have them share their responses. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the Monitor Comprehension strategy. Then build background by helping students pronounce words they may find difficult and explaining more about the Mayan culture and civilization, if necessary. When students have finished reading, direct them to complete the strategy practice activity. Ask volunteers to share their responses, and discuss their answers as a group. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the Monitor Comprehension strategy, and build background by pointing out on a map where the different places mentioned in the passage are located. When students have finished reading, explain: One good way to monitor our comprehension is to recall the main idea of each paragraph. Assign students or small groups different paragraphs to focus on as they complete the strategy practice activity. Ask volunteers to share their responses and discuss how recalling the main idea helped them understand the paragraph better. For the skill practice activity, direct students to answer the items independently. Review the answers as a group. Remind students of the Monitor Comprehension strategy. Then point out the timeline on the page and say: Sometimes a passage will have a visual element, such as a timeline, that accompanies it. It’s important that we understand both the main passage and the timeline. When students have finished reading, direct them to complete the strategy and skill practice activities. Review the answers together. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 1 Read slowly. Reread any section you do not understand. READ THE PASSAGE Medical Practices in Ancient Egypt Learning from the Dead To find out why people have died, today’s medical examiners perform autopsies (AW-top-seez). They cut open the body and study its parts. Ancient Egyptians also performed autopsies to help understand causes of death. In addition, autopsies helped ancient Egyptians study the human body. By comparing the hearts of people who were different ages, for example, Egyptians could determine what a young, healthy heart was supposed to look like. Keeping a Written Record The Egyptians not only studied the human body, but they also kept detailed records of what they discovered. They wrote and drew their observations on papyrus, a form of paper. The papyrus records became the medical textbooks of that time. Their observations allowed Egyptian doctors to share their knowledge, including how to treat various diseases. Edwin Smith Papyrus In 1862, an American named Edwin Smith purchased a medical papyrus in Luxor, Egypt. Smith was not a medical expert, but he knew a lot about old documents. He knew that what he had found was valuable. The papyrus turned out to be an ancient textbook on surgery. The papyrus was probably written around 1600 bc, but it was based on information from a thousand years before that. The papyrus presents the information as case studies, including an analysis of how patients survived or died. STRATEGY PRACTICE SKILL PRACTICE How did autopsies help ancient Egyptians learn about the human body? Read each question. Fill in the bubble next to the correct answer. 1. Which one best describes what the headings do?  They tell the main idea of the passage.  They describe when events happened.  They tell what each section is mostly about.  They compare modern and ancient medicine. 2. What is the passage mostly about?  Edwin Smith made an important discovery.  The ancient Egyptians cut open bodies to study their parts.  The ancient Egyptians knew a lot about the human body.  Detailed records were written on papyrus. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 11 3. Choose the detail that best supports this idea: Autopsies helped the Egyptians learn about the human body.  Egyptians were able to compare body parts.  Today’s medical examiners perform autopsies.  Medical examiners learn a lot about bodies.  Egyptians made records of their findings. 4. What are doctors in the year 3020 most likely to learn by reading a medical textbook from 2020?  how to perform the best surgery  ancient Egyptian medical practices  how to preserve bodies  early twenty-first century medical practices 11 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 2 Think about how the brothers behave. READ THE PASSAGE Ishmael and Isadore Brothers Ishmael and Isadore were complete opposites. People who knew them both could hardly believe they were from the same planet, let alone the same family. The boys were not unkind toward one another, but their personalities were so different that it was difficult for them to reach a decision they both liked. Their mother frequently played the referee in their disagreements. Ishmael, the older brother, was tall and athletic, and he loved sports. He played baseball, football, and basketball. Isadore, the younger brother, hated sports. He was quieter and less active than his brother. He preferred spending his time on the computer, making short videos and writing blog entries. The brothers’ taste in music was completely different, too. Ishmael loved classic rock. He listened to bands like the Beatles, the Who, and the Rolling Stones. Isadore didn’t care much for those bands. He preferred spending his time streaming world music, especially music from Central Africa. Luckily for their parents, both boys enjoyed listening to music through headphones. One other thing the brothers did agree on was that they wanted a pet. Mom had resisted getting one, but after both brothers had pleaded and begged, she finally agreed. “We can get a pet, as long as you two take care of it,” she said. “That means you do the feeding, you do the training, and if it needs to be walked, you do the walking.” “No problem, Mom,” Ishmael and Isadore said together. “Good, we all agree,” Mom said. “Now, what kind of pet are we going to get?” STRATEGY PRACTICE SKILL PRACTICE Was there any part of the passage that you didn’t understand right away? How did you figure it out? Read each question. Fill in the bubble next to the correct answer. 1. Which best describes what the passage is about?  two brothers who argue with their mother  two brothers who love sports  two brothers who are very much alike  two brothers who mostly disagree 2. Which of these details supports the main idea of the passage?  The brothers have different tastes in music.  Mom says they must take care of the pet.  The brothers have a lot in common.  The brothers’ names are Ishmael and Isadore. 3. Based on information about the brothers, which of these do you predict will happen next?  They will have trouble deciding what kind of pet to get.  They will both want a dog to play sports with.  They will both want to get a snake.  They will agree on their pet’s name. 4. If the brothers get a dog, which of these is least likely to happen?  Ishmael will run with the dog.  Isadore will make videos of the dog.  They will always agree on what to do with the dog.  They will argue about who walks the dog. 12 3456.indb 12 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 3 Underline or make notes about words you do not understand. READ THE PASSAGE Mayan Calendars The Maya were an influential people living in what is now Guatemala, Belize, Honduras, El Salvador, and parts of southern Mexico. The ancient Maya developed sophisticated systems of agriculture, architecture, science, mathematics, and writing. One of the most important Mayan developments was the creation of calendars. The ancient Maya had several calendars. The Tzolkin (ZOL-keen) calendar was tied to religious beliefs. The Haab (hayb) calendar was based on the length of a year. Understanding astronomy helped the Maya accurately measure days, months, and years. A year had 365 days by Mayan calculations, as it does in our own calendar. The Mayan year, though, was made up of 18 months, and each month had 20 days. An extra 5 days were added to complete the calendar year. These days rounded out the calendar nicely, but the Maya thought they were unlucky. One of the most unusual Mayan calendars was actually a pyramid. Around ad 1050, the Maya built the Pyramid of Kukulkan (KO-KUL-kan) at Chichén Itzá (chee-CHEN eet-SAH). The pyramid had a stairway on each of its four sides. Each stairway had 91 steps. Counting the platform at the top, there were 365 steps, the same number of days in the calendar year. STRATEGY PRACTICE SKILL PRACTICE List one or two words you found confusing and describe how you figured out their meanings. Read each question. Fill in the bubble next to the correct answer. 1. What is the second paragraph mostly about?  The Maya were a very hardworking people.  The Maya had different kinds of calendars.  Mayan months consisted of 20 days.  The Maya built a pyramid that was a calendar. 2. What does the map show?  how far Mayan culture spread  locations of Mayan calendars  where the Maya lived  where people can visit Mayan ruins 3. Which detail supports the idea that the Pyramid of Kukulkan was a calendar?  The pyramid had 365 steps.  The pyramid had four sides.  The pyramid was very unusual.  The pyramid was built around ad 1050. 4. Which of these would a Mayan probably do during the last five days of the year?  make a dangerous trip  take a risk or a chance  stay home  have a wild party © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 13 13 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 4 Read slowly and think about the main idea of each section. READ THE PASSAGE Ancient and Modern Chinese Characters In the Beginning When people write in English, they use letters of the alphabet. People who write in Chinese, however, use characters that stand for words or ideas. Historians believe Chinese writing began as early as 1500 bc. The earliest forms were called “oracle bones.” These were animal bones marked with pictures and symbols. In addition to writing on bones, the Chinese also made marks on turtle shells. By 1400 bc, the Chinese writing system had become more complex. It had more than 2,500 characters. Around 200 bc, Chinese characters became standardized. This means that everyone used the same characters. Then and Now Many modern Chinese characters are similar to those from 2,000 years ago. For example, the character that means man in the Lishu system from 200 bc is similar to the character that means man from the Jiantizi, or modern simplified system, of the twentieth century. A Simpler System People have made efforts to change Chinese characters over the centuries. The most important changes happened in the twentieth century. The Chinese government simplified many characters so that more people could learn to read. This simpler system is used in mainland China and Singapore. Traditional characters are used in Taiwan, Hong Kong, and Macau. Even with these changes, Chinese writing from 2,200 years ago is still understood today. STRATEGY PRACTICE SKILL PRACTICE Did you understand the main points the writer makes? Why or why not? Read each question. Fill in the bubble next to the correct answer. 1. What do the headings tell?  the topic of each section  a list of important Chinese characters 3. What is the main idea of the passage?  Modern Chinese characters are nothing like those used in ancient China.  important events in the development of  Modern Chinese characters were developed  how Chinese characters changed  Chinese writing uses an alphabet. the Chinese language 2. Which detail supports the idea that ancient and modern Chinese characters are related?  Animal bones were used for writing.  There were once more than 2,500 characters. from symbols used in ancient China.  Few people in ancient China could write. 4. Which of these would be another good heading for the third paragraph?  “Provinces in China”  The ancient Chinese wrote symbols and  “The Language of Singapore”  Most of the characters from 2,200 years ago  “A Language for Everyone” characters on bones and turtle shells. can still be read today. 14 3456.indb 14  “Twentieth-century Changes” Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 5 Read slowly and pause after each paragraph. READ THE PASSAGE Colossus of Rhodes The Colossus of Rhodes, a giant bronze statue, was one of the Seven Wonders of the Ancient World. Other ancient civilizations also built large statues, but the Colossus of Rhodes was one of the tallest. At more than 105 feet (32 meters) tall, it was twice as big as most of the other colossi (kuh-LOSS-eye), or giant statues, of ancient times. The Statue of Liberty, its modern counterpart, is only slightly taller. The Colossus of Rhodes was designed and built by the sculptor Chares (CHAR-eez) of Lindos. It showed the sun god Helios. The people of the Greek island of Rhodes had it built to celebrate the defeat of Demetrius I in 305 bc. Chares and the artists in his workshop began building the statue in 292 bc. The Colossus was completed twelve years later. It welcomed friends and warned foes as they approached the island’s harbor. Unfortunately, the statue stood for only 56 years. In 224 bc, a powerful earthquake hit Rhodes. The quake damaged the Colossus, and it fell to the ground in giant pieces. The statue’s parts lay on the ground for hundreds of years, and travelers came from all over to see these impressive ruins. Demetrius I is defeated. The remains of the Colossus are finally removed. Construction of the Colossus is finished. The Colossus collapses due to an earthquake. 305 BC 280 BC STRATEGY PRACTICE SKILL PRACTICE 224 BC 0 Timeline not to scale. AD 654 List two important facts about the Colossus of Rhodes. Read each question. Fill in the bubble next to the correct answer. 1. Which best describes what the passage is about?  the harbor in the ancient city of Rhodes  how Rhodians defeated Demetrius I  a giant statue built in ancient Greece  building the Statue of Liberty 2. Which detail explains why the Colossus was one of the Seven Wonders of the Ancient World?  It watched over the Mandraki Harbor.  It showed the sun god Helios.  It was built by Chares of Lindos.  It was twice as big as most ancient statues. 3. What does the timeline tell you that the passage does not?  when the remains of the Colossus are removed  the reason why the Colossus collapsed  when the Colossus's construction was finished  when Demetrius I was defeated 4. Which of these would most likely become a wonder of the modern world in the future?  a life-size statue of a mayor of Chicago, Illinois  a building in Dubai that is over 2,600 feet tall  a recording of the most popular song of 2011  a trophy from a twenty-first century World Series © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 15 15 6/25/10 1:48 PM WEEK 2 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 16 3456.indb 16 Make Connections This strategy helps students put what they are reading into context by helping them see the connections between the text and themselves, the world around them, and other things they have read or seen. Introduce the Make Connections strategy to students and explain: When good readers read, they often will be reminded of something they have seen, done, or read before. This helps them better understand the situation, the details, or the feelings involved in what they are reading. But it is important to stay focused on the text and not be distracted by the connections you make. Have students read the instructions at the top of the page and the passage. When students have finished reading, model a connection you made with the text (e.g., Say: “Like the narrator, I was nervous the first time I rode a horse.”). Direct students to complete the strategy and skill practice activities. Review the answers together. Remind students of the Make Connections strategy and ask them if they have ever done something that was disgusting but important (cleaning the bathroom, taking out the trash, etc.). Say: You can use that experience to make a connection with this passage. Have students read the passage. When students have finished, direct them to complete the strategy practice activity. Ask volunteers to share their responses, and have students discuss how they answered the question based on their own experiences. Then direct students to complete the skill practice activity. Review the answers together. Tell students that making a connection is often good practice when reading about events or things from the past. Point out the instructions and say: Even if the time and place of what we are reading is unfamiliar, we can often understand more about a topic by connecting it to what we know to be true today. Have students read the passage. Then direct students to complete the strategy practice activity. Invite volunteers to share their responses, and point out the connections they found between natural disasters in the past and today. Finally, direct students to complete the skill practice activity. Review the answers together. Remind students of the Make Connections strategy, and then point out the instructions and the title. Say: As good readers, we connect what we are reading to other things that we have read or seen before. Then elicit from students common traits of folk tales (talking animals; a moral; set in ancient times; etc.). Have students read the passage. When students have finished the strategy practice activity, have volunteers share their responses. Discuss responses that include other folk tales or myths. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the Make Connections strategy. Tell students they are going to read about a group of kids who changed the way newspapers were sold. Then have students read the passage. When students have finished, direct them to find two details from the passage that describe a very different way of life from today. Ask students how making a connection to the life of a newsboy could help a reader better understand the passage (e.g., Being treated unfairly by others helps a reader understand what it was like for the newsboys to be cheated by the newspapers.). Direct students to complete the strategy and skill practice activities. Review the answers together. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 2 Name: Make Connections DAY 1 Think about how the writer probably feels. READ THE MEMOIR Up to the Mountaintop I like challenges, but this one was almost too difficult. I had begged Mom to take me on a completely new adventure for my sixteenth birthday. Now, here we were, just Mom and me with our guide, Milo, standing on the shore of Lake Arenal in Costa Rica. Towering above the lake was Volcán Arenal, one of the active volcanoes in the region. I watched as the volcano spit out lava and coughed up big boulders. Luckily, we were headed in the other direction. Milo greeted us in Spanish and helped us mount our horses. Getting on my horse was difficult, but controlling it was a little easier. We started on our tour. The guidebook said we’d cross three rivers. As we splashed through a stream, I asked, “Was that the first river?” “I don’t think so, Katie,” Mom said wryly. Soon enough, we came to the first river. There was no mistaking it. I felt sick to my stomach when I saw that the far shore was half a football field away! The 4-foot-deep river flowed over boulders. So much for dry shoes—or jeans. After two more rivers, the trail got even steeper and muddier. With each step of the horses’ hooves, there were loud squishing and sucking sounds. The rainforest was magnificent and absolutely beautiful. But I wondered whether my horse could keep its balance in knee-high mud. What did I know about horses? I imagined my mare stumbling on rocks hidden beneath the sludge—and us crashing over a cliff and being swept away by lava. Three terrifying hours later, we came to a corral. Were we stopping, I wondered. To one side was a gorgeous view of the lake and volcano, and to the other, a brightly painted restaurant. “Okay,” I laughed nervously. “That was terrifying, but I’m so glad we did it!” STRATEGY PRACTICE SKILL PRACTICE Describe a personal experience that is similar to Katie’s experience. Read each question. Fill in the bubble next to the correct answer. 1. Which adjectives best describe Katie?  sensitive and shy  calm and relaxed  boring  adventurous but nervous  busy  interested but withdrawn  crowded 2. Which inference can you make about Katie’s experience riding horses?  She is an expert rider. 4. What is the theme of Katie’s memoir?  It is good to push yourself to try new things.  She has probably trained others to ride.  Fear stops people from trying new things.  She dislikes horses.  She has little experience riding horses. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 17 3. Which best describes the setting of the memoir?  dangerous  Most people fail when they try new things.  What is familiar is better than what is unknown. 17 6/25/10 1:48 PM WEEK 2 Name: Make Connections DAY 2 Think about what Jeff Biggs does and how he feels about his job. READ THE PASSAGE Dirty Job? Oh Yeah! “You couldn’t pay me to do that job!” Have you ever said that? Some occupations are so gross that most people would never be willing to do them. Jeff Biggs has a job like that, but he likes it. He’s the kind of guy who, as a kid, loved to slosh around in mud after a rainstorm, the kind of kid who loved squeezing oatmeal through his fingers. Biggs’s dirty job is being a sewer inspector. “Believe me,” says Biggs, “gross doesn’t come close to describing it; I creep, sometimes swim, through sewage all day.” City sewers carry household wastewater and storm-drain runoff to water treatment plants. In addition to the unpleasant smells, sewer tunnels are home to creatures such as cockroaches and rats. And these creatures aren’t shy. What is it like to do a really disgusting job day after day? “Someone has to do it,” says Biggs. “I seriously can’t imagine sitting in an office all day, and I earn a good salary. At the end of my workday, I’ve accomplished something, and I’ve helped to keep our city’s water clean and drinkable.” And after work? “I don’t walk into the house right away,” explains Biggs. “We installed the washing machine in the garage and put a shower stall in there, too. I toss my clothes into the washer, take a shower, and dress in clean clothes. Then I greet my family. Of course, sometimes, the clothes go into the trash, not the washer.” STRATEGY PRACTICE SKILL PRACTICE What would happen if no one performed jobs like the one Jeff Biggs has? Fill in the bubble next to the correct answer for each question. 1. Which adjectives best describe Jeff Biggs?  flashy, conceited, loud  positive, upbeat, thoughtful  smart, wealthy, nervous  negative, shy, withdrawn 2. Which adjective best describes the setting in which Biggs works?  disgusting  boring  pleasant  appealing 3. Which sentence best describes the central message of the passage?  Biggs’s job embarrasses him.  Biggs cannot imagine having a nicer job.  Biggs is proud of the work he does.  Biggs is just doing his job until he gets a better one. 4. Which one would Jeff Biggs probably most enjoy being?  a lawyer  a poet  a computer programmer  a deep-sea diver 18 3456.indb 18 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 2 Name: Make Connections DAY 3 Think about how people today and from long ago have dealt with natural disasters. READ THE LETTER A Letter from Antioch Antioch, Syria Saturday, May 23, ad 526 Dear Father, I write to tell you the shocking news that has happened since your departure last month. On Wednesday, Antioch suffered a terrible earthquake. Mother and I are safe, and our house is damaged but still standing. However, over 220,000 people in the city have died, and officials expect even higher numbers as the survivors search the rubble for their loved ones. Hundreds are fleeing the city, carrying their few undamaged belongings on their backs. Many of the familiar churches, markets, theaters, and monuments have been destroyed. Some buildings that withstood the initial quake collapsed during aftershocks. One of the saddest losses was the Great Church. Although it survived the aftershocks, it caught fire yesterday and burned. Looters are going into collapsed buildings and stealing valuables. Thieves have attacked some people who are fleeing the city. But all hope is not lost. Just this morning, brave people rescued a young woman and her child from the ruins of a house. As I write, volunteers are retrieving many of our pieces of fine mosaic art. They are loading them into boats to transport them to other locations. And messengers arrived from Emperor Justin this morning. He has pledged to help us rebuild. I wish you a safe journey and urge caution on your return. Your son, Simeon STRATEGY PRACTICE SKILL PRACTICE Do you think people in the past reacted any differently to disasters from the way people do today? Explain. Fill in the bubble next to the correct answer for each question. . 1. From the letter, you can conclude that  Antioch was a small village in the year ad 526  most people were calm after the earthquake  as days pass, the death toll will decrease  in ad 526, Antioch was a large, cultured city 2. Why are people probably fleeing the city?  They are afraid to be caught with stolen items.  They are afraid of more earthquakes.  They are going to search for lost loved ones.  They want to save the city’s mosaics. 3. Which theme does the letter communicate?  Most people stay calm during catastrophes.  People only appreciate what they have after they lose it.  Even in tragedy, good things happen.  Saving people is more important than protecting art. 4. How does Simeon feel about Antioch?  sad about the city’s destruction  disgusted by the city’s crime rate  frustrated by the city’s leadership  amused by the Emperor’s offer © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 19 19 6/25/10 1:48 PM WEEK 2 Name: Make Connections READ THE FOLK TALE DAY 4 Look for phrases or ideas that remind you of other folk tales. The Elephant and the Hummingbird Long, long ago—in the days when people could talk to animals and learn their stories—an elephant walked slowly beside the Yellow River. This was before animals were tamed, even before the first Chinese emperors ruled. That’s how long ago it was. The elephant was enjoying a peaceful stroll. Thick grasses and beautiful lotus flowers bloomed, and the water in the Yellow River made a pleasant swishing sound as it flowed past the elephant. Noticing what appeared to be a hummingbird, the elephant stopped. Although they don’t exist in China today, the elephant had seen hummingbirds before. He’d watched them hover above lotus flowers, their wings beating so quickly that they appeared only as a blur. The elephant sometimes wished he could move as quickly as a hummingbird. This one, however, was lying upside down, her wings motionless and her legs pointing toward the sky. Occasionally, the little bird would sigh heavily or grunt, as if working extra hard. “What are you doing?” asked the elephant. He slowly walked around the hummingbird, trying to understand the odd behavior. “You look ridiculous, you know.” “I am holding up the sky,” replied the hummingbird calmly. “I overheard that it might fall today.” The elephant raised his trunk and made a sound that today might pass as a deep laugh. “You’re holding up the sky? Why, just look at it. The sky is bigger than I am, and I doubt you could hold me up. Even if the sky were going to fall, your tiny legs could not possibly do the job.” “Ah,” said the hummingbird, “but these are the only legs I have. I might not be able to do it by myself, but I am doing what I can.” STRATEGY PRACTICE SKILL PRACTICE Describe a story, movie, or experience that this folk tale reminds you of. Fill in the bubble next to the correct answer for each question. 1. Where and when does the folk tale take place?  on a ship on the Yellow River 3. What is the message of the folk tale?  People do what they can with what they have.  on a Yellow River bridge around ad 1400  Past wisdom is better than present wisdom.  in a Chinese flower garden  It is always best not to look ridiculous.  beside a river in ancient China  It is risky to try things that other people 2. How does the elephant probably feel about what the hummingbird is doing?  He thinks she is smart.  He thinks she is arrogant.  He thinks she is wasting her time.  He thinks she is selfish. 20 3456.indb 20 say are impossible. 4. Which of these conflicts is important in the story?  good vs. evil  trying vs. watching  strength vs. weakness  being tame vs. being free Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 2 Name: Make Connections DAY 5 Look for descriptions of things or practices that have changed since 1899. READ THE PASSAGE Newsies Strike New York Today, people can buy a newspaper from a machine or at a newsstand. But back in the 1800s, newsboys, or “newsies,” were the principal sellers of newspapers. Newsies sold their newspapers, or “papes,” on New York’s streets. Newsies bought their newspapers from the companies that printed them. The newsboys then made their money by selling the newspapers to customers. For two weeks in 1899, however, the newsies went on strike, refusing to sell papers. Boys from 5 to 15 years old united to make two newspaper companies reduce the price that they charged newsies for the newspapers. Striking newsboys held rallies, gave speeches, and chose leaders. One rally drew more than 7,000 striking newsies. Newsboys who continued to sell papers were harassed by the strikers. Some strikers threw the newspapers away, and others threatened to hurt the newsboys who wouldn’t stop selling newspapers. What started the strike? During the Spanish-American War, people were eager to read the news, so the Journal and Evening World raised the price that they charged for their newspapers. Newsies had to pay ten cents more for the papers. A dime made a difference to the kids who earned less than a dollar each day. Most newsies lived on the streets. Others used their earnings to help their struggling families. When the war ended, newsies expected newspaper companies to reduce their prices, but that did not happen. Although the cost of papers to newsies never dropped, the strike was considered a success. The two offending newspaper companies agreed to buy back all unsold papers, and eventually this strike helped bring about child labor laws in the United States. STRATEGY PRACTICE SKILL PRACTICE What does the newsies’ strike of 1899 remind you of today? Fill in the bubble next to the correct answer for each question. 1. Where and when did the strike occur?  in a Spanish-American colony in the 1800s 3. What lesson can you learn from the passage?  Working together gets things done.  in New York City in the 1950s and 60s  People should not read about war.  in New York City in 1899  Holding rallies is not a good strategy  in Spain in the 1890s 2. How do you think the strike helped bring about labor laws?  The public became aware of the newsboys’ problems.  The newspaper companies decided to help all newsboys.  People decided to buy their newspapers from machines and newsstands.  Newspaper companies stopped selling their for changing things.  Businesses that treat workers badly do not succeed. 4. Based on the passage, which characteristics were most common in a newsboy?  kind, sweet-tempered, and gentle  cruel, defiant, and undependable  smart, quiet, and considerate  self-reliant, hardworking, and loyal newspapers to the public. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 21 21 6/25/10 1:48 PM WEEK 3 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 22 3456.indb 22 Visualization Visualization allows readers to form mental images of what they are reading about. By visualizing, good readers can better remember the main ideas or events in a passage. Good readers use sensory words from the text to help them visualize and adjust their mental images as they read. Introduce the Visualization strategy to students. Explain: When good readers read, they often make mental pictures of what they are reading about. They turn what they are reading into a kind of “movie” that plays in their mind. But this doesn’t mean they daydream. They pay attention to important and descriptive words. Tell students to close their eyes and visualize as you read the first four sentences of the first paragraph. Read the sentences slowly to give students time to understand and visualize the important descriptions (evergreen forests; covered in clouds; located on mountains; cool temperatures that create clouds covering the trees). Direct students to read the passage and to complete the strategy and skill practice activities. Review the answers together. Remind students of the Visualization strategy. Say: It’s important to look for words we can easily picture. Read the first sentence from the passage aloud. Ask: Which is easier to picture: Sunday, airwaves, or kids? (kids) That’s because a kid is something we can see. When you visualize, look for words that represent something physical or concrete. Have students read the instructions at the top of the page and the passage. When students have finished reading, use a world map or globe to help them find all of the nations mentioned in the passage. Then direct students to complete the strategy and skill practice activities. Review the answers together. Remind students of the Visualization strategy. Say: When you visualize as you read, it is important to adjust your mental image when you get new information. Imagine that you are reading a story about a black kitten. You might picture a small kitten. If you then read the kitten was the size of a firetruck, you’d need to change your mental image to match the details in the story. Direct students to read the passage and to complete the strategy and skill practice activities. Review the answers together. Remind students of the Visualization strategy. Say: Good readers pay attention to the words in a passage. Specific action words—or verbs—and clear describing words—or adjectives—help us make mental images as we read. Which is a better verb, go or shuffle? (shuffle) Which is a clearer adjective to describe french fries, good or salty? (salty) Have students read the instructions at the top of the page and then read the passage. When students have finished reading, direct them to complete the strategy and skill practice activities. Review the answers together. Remind students of the Visualization strategy. Say: It may be easy for you to make a mental image of what you are reading, but as a good reader, you must make sure to visualize only the most important ideas or actions in a passage or story. It’s impossible to make a mental image of everything you read. Point out the first sentence in the last paragraph. Ask: Do you think it’s important to visualize scientists sitting around having a debate? (no) Say: You should visualize the parts of the passage that support what the passage is mostly about. Then have students read the instructions at the top of the page and the passage. When students have finished reading, pair them for the strategy practice activity or complete it as a group. Prompt students to defend their choices of what they visualized from the passage. Then direct students to complete the skill practice activity. Review the answers together. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 3 Name: Visualization DAY 1 Read slowly and pay attention to details that help you make a mental picture. READ THE PASSAGE Forests of Clouds and Mist You’ve probably heard of rainforests, but do you know what a cloud forest is? Cloud forests are evergreen forests that are often covered in clouds or mist and are located on mountains. Cool temperatures on mountain slopes create clouds that cover the trees. There are cloud forests on most continents. Central and South America have them, as do Asia and Africa. You can also find cloud forests in Hawaii and on Caribbean islands. Cloud forests have different names, depending on where they are found. Cloud forests are also known as fog forests or mossy forests. In Peru and Bolivia, cloud forests are part of a larger ecosystem called yungas, which means “warm lands.” Many scientists consider cloud forests to be a special type of rainforest. Cloud forests are not as warm as tropical rainforests because they are found at higher elevations that have colder air. But cloud forests and tropical rainforests both have many different plants and animals living within their ecosystems. Like tropical rainforests, cloud forest trees drip with moisture, but it does not often rain in a cloud forest. Instead, the fog collects as dew on leaves, vines, and branches. This dew provides the water that the plants need. Green moss, ferns, and exotic, colorful orchid flowers hang down from the canopy. Other plants and bushes crowd between the trees, and hundreds of insects crawl and fly amid the vegetation. Cloud forests are as diverse and interesting as rainforests or temperate forests. Cloud forests have animals that aren’t found anywhere else, such as mountain gorillas and a strange woolly mammal called the mountain tapir. The colorful quetzal bird is also found there, and golden toads hop among the bushes. Recently, scientists discovered a new cloud forest animal, a black and brown rodent that looks like a cross between a squirrel and a rat. Cloud forests probably contain hundreds of other rare and fascinating plants and animals that people have never seen before. STRATEGY PRACTICE SKILL PRACTICE Underline words or phrases from the passage that you were able to visualize. Read each question. Fill in the bubble next to the correct answer. 1. What is the passage mostly about?  the animals of the cloud forest  what the cloud forest is like  the kinds of trees in cloud forests  where cloud forests are found  the animals and plants of cloud forests  how scientists study the  why cloud forests are endangered cloud forest 2. Clouds form in the cloud forest . because  temperatures are cool  there are so many trees  the forests are so low  it is so moist there © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 23 3. The passage includes details about  why scientists study cloud forests . 4. How are cloud forests and tropical rainforests different?  Cloud forests have more plants.  Cloud forests are wetter.  Cloud forests are studied by scientists.  Cloud forests are found on mountain slopes. 23 6/25/10 1:48 PM WEEK 3 Name: DAY 2 Visualization Look for words that help you form a mental picture. READ THE PASSAGE Kids Take to the Airwaves On the first Sunday in March each year, kids get to take over the world’s airwaves. The United Nations Children’s Fund (UNICEF) has designated that day as the International Children’s Day of Broadcasting, or ICDB. Television and radio stations around the world invite young people to be part of their programming. Thousands of broadcasters and kids participate, and the programs focus on children’s interests and issues. Kids are also involved in the broadcast process, learning how radio and television programs are made. ICDB gives children a voice that can be heard around the world. On ICDB in 2009, young people all over the globe reported on issues that affected them. Nearly 100 children from India recorded stories about a flood in their area. Children in China drew pictures with messages for their parents. In Senegal, young people spoke out against violence by giving reports, conducting interviews, writing poems, and singing songs. German children talked with young people in Serbia and shared drawings and photographs. Australian kids voiced their opinions to children in Cambodia, Fiji, and Tonga. Kids produced videos on a variety of different topics, from air pollution to loneliness. Across the world, young people expressed their feelings and sent messages about what mattered most to them. After ICDB is over, UNICEF holds a contest for the best radio or television program. People who make the programs that air during ICDB can send submit their programs. The winners attend a special celebration. The 2009 radio winner was a station in Brazil that broadcasted a show for 24 hours about children from poor communities. The show used interviews, diaries, and music to promote peace. The winner for the television program was a station in Kenya. The show, which was hosted by two Kenyan youths, talked about the challenges that Kenyan children face and highlighted positive stories about young people in their communities. STRATEGY PRACTICE SKILL PRACTICE Write three nouns (people, places, or things) that were easy for you to picture. Read each question. Fill in the bubble next to the correct answer. 1. What is the first paragraph mostly about?  what UNICEF is 3. What do TV and radio stations both do on ICDB?  invite children to be part of programming  young people on television  ask young people to talk to their parents  the ICDB  raise money for UNICEF  children communicating  encourage children to join UNICEF 2. What is the second paragraph mostly about?  programs that UNICEF offers 4. The purpose of the ICDB is to  raise money for children  Australian children  give young people a voice  the ICDB in 2009  help kids get jobs in broadcasting  Malaysian videos  give awards for broadcasting 24 3456.indb 24 . Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 3 Name: Visualization DAY 3 As you read, adjust your mental image when you come across new details. READ THE PASSAGE Not Quite the Same When most people want to see what they look like, they look in a mirror. I don’t need a mirror to see myself, though. I can just look at my identical twin sister, Sarita. Sarita and I have always worn our hair the same way—long and straight, with bangs. We have the same dark eyes and big smile, and we both have one crooked tooth on the right. We both love the color green, hate eating fish, and think mayonnaise is disgusting. We play the violin, and every year we compete with each other for the position of first violin in the school orchestra. In some ways, however, we’re totally different. Sarita always wears funky hats, which I think is really weird. She thinks it’s strange that I like jazz music. Some people say that our biggest difference is that Sarita is in a wheelchair. She was in a car accident when she was very young, and her spine was badly injured. To me, however, the real difference between us is that Sarita has courage and determination. She has never let being in a wheelchair slow her down, and she’s almost never angry or unhappy about what happened to her. So when I look in the mirror, I see myself—Celia—but I also see Sarita, a better version of me. She’s the me I try to be. STRATEGY PRACTICE SKILL PRACTICE Sketch how you visualized the two girls. Read each question. Fill in the bubble next to the correct answer. 1. What is the passage mostly about?  how twins compete  how Sarita was injured  Celia has shorter hair.  how the twins are similar and different  Sarita has a bigger smile.  how Celia feels about Sarita  Celia has darker eyes. 2. How are Celia and Sarita similar?  They both wear funky hats. 4. Celia wants to be like Sarita because she  is jealous of Sarita’s talents  They both play violin.  thinks Sarita is prettier  They both love eating fish.  wants to be a better violinist  They both love jazz music.  admires Sarita’s attitude © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 25 3. Which one is a difference between the twins?  Sarita is more determined. . 25 6/25/10 1:48 PM WEEK 3 Name: Visualization DAY 4 Look for strong verbs and clear nouns and adjectives. READ THE PASSAGE A Plane in the Hudson River Some airplanes are made specifically to land on water, but US Airways Flight 1549 was not one of those planes. The plane took off from LaGuardia Airport on January 15, 2009, with 155 people on board. Just three minutes later, the pilot, Captain Chesley Sullenberger, radioed that the plane was in trouble. It had hit some large geese. The left engine had exploded in fire, smoke, and metal. Captain Sullenberger quickly realized that the plane could not make it back to the airport. The aircraft was rapidly losing power and would soon be too slow to stay in the air. Sullenberger turned the plane toward the Hudson River, which flows between New York and New Jersey. “Brace for impact!” Captain Sullenberger announced over the intercom. Many passengers were tense and scared, but the flight crew did their best to keep everyone calm. Most passengers lowered their heads and got ready for a rough crash landing. After several tension-filled minutes, Captain Sullenberger landed the plane perfectly on the surface of the Hudson River. People watching from ferries that were traveling between New York and New Jersey were shocked at the sight. The plane’s passengers climbed onto the wings as the plane began to fill with water and sink. Boats from both sides of the river rushed to aid the stranded passengers. The waters were icy cold, and the smell of gasoline filled the air. As passengers scrambled from the plane to the waiting boats, rescuers handed them blankets, coats, and life jackets to stay warm. All 155 people were brought to safety, and Captain Sullenberger was celebrated as a hero. It was the first time a major aircraft had ever crash-landed in water with no deaths. STRATEGY PRACTICE SKILL PRACTICE Underline the verbs and draw a box around the adjectives that helped you visualize the scene as you read. Read each question. Fill in the bubble next to the correct answer. 1. What is the passage mostly about?  the reasons planes crash  the courage of Captain Sullenberger  the emergency landing of Flight 1549  the dangers of flying 2. The plane’s engines quit working because . the plane  filled with water  had hit birds  began to sink  carried too many people 26 3456.indb 26 3. How did this landing differ from other emergency water landings?  This plane was designed to land on water.  This plane did not sink.  The engines continued to run.  Everyone survived the crash. 4. People in New York and New Jersey . were shocked because  they saw large birds in the air  boats came to rescue the passengers  there was an airplane in the river  Captain Sullenberger stayed on the plane Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 3 Name: Visualization DAY 5 Make a mental image of the events described in the passage. READ THE PASSAGE The World’s Biggest Wave A tsunami is a giant ocean wave. It is usually created by an earthquake on the seafloor and can travel hundreds or even thousands of miles across the ocean. The biggest local tsunami ever to hit land happened on July 9, 1958, when an earthquake shook the undersea fault near Lituya Bay, Alaska. Lituya Bay is part of Alaska’s Glacier Bay National Park. The magnitude 8.0 earthquake shook 40 million cubic yards of dirt, rocks, and ice from a mountain at the head of the bay. The landslide fell 3,000 feel and hit the water with tremendous force, which created the enormous tsunami wave. The wave was more than 1,640 feet (500 meters) high and crashed over five square miles of land, uprooting millions of trees. There were no towns in the area, so unlike the deadly tsunami of 2004, in which more than 200,000 people in Indonesia and elsewhere were killed, the 1958 tsunami killed two people. They were on a fishing boat anchored in the bay when the wave swamped them. Another boat, the Badger, was carrying William Swanson and his wife. The boat rode the wave inland before it began to sink. The Swansons were able to leap to a small skiff and were rescued a few hours later. A third boat, the Edrie, with Howard Ulrich and his seven-year-old son aboard, rode the wave over land and then back out to the bay. The Ulriches, amazingly, were unharmed. For many years, scientists debated about what really caused the tsunami in Lituya Bay. Some scientists claimed the amount of debris that fell into the bay was not enough to cause such a massive wave. They thought that the earthquake itself triggered the wave. However, as our understanding of geology, earthquakes, and tsunamis improved, most scientists now accept the rockslide as the true cause for the wave. No one disputes, however, that the wave was the largest ever recorded and will likely remain so for years to come. STRATEGY PRACTICE SKILL PRACTICE Describe to a partner the parts of the passage you thought were the most important to visualize in order to understand the main idea of the passage. Read each question. Fill in the bubble next to the correct answer. 1. Most tsunamis occur because  dirt and ice fall into the sea .  there is an earthquake on the seafloor  The 2004 tsunami was a bigger wave.  there is a storm far out at sea  Nobody died in the 2004 tsunami.  there is an earthquake on land  The 2004 tsunami killed a lot of people. 2. How high was the tsunami in Lituya Bay?  more than 1,640 feet 4. What happened to the Ulriches?  Their boat was swamped.  5 square miles  They escaped in a skiff.  40 million cubic yards  They rode the wave.  500 feet  They were killed by the wave. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 27 3. How were the 1958 and 2004 tsunamis different?  More people died in the 1958 tsunami. 27 6/25/10 1:48 PM WEEK 4 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 28 3456.indb 28 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. 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. 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. 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. 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. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 1 Look for important events in the life of Sarah Edmonds. READ THE PASSAGE 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. STRATEGY PRACTICE SKILL PRACTICE How does adding dates to the passage help organize it? 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  Sarah gained the rank of officer  fear of being discovered as a woman soldier  Sarah never learned to be a good soldier  fear of being shot or killed in a bloody battle  the army respected Sarah’s war service 2. Because Edmonds revealed the truth about . her service in the Civil War, she  was buried with military honors 4. Which of these events happened first in Sarah Edmonds’s life?  She got malaria.  was forced to return to Canada  She deserted from the Union Army.  could resume her identity as a woman  She sold books for a living.  could finally forget about the war  She applied for a pension as © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 29 3. The War Department’s recognition of Edmonds proves that .  the army was embarrassed by Sarah a Civil War soldier. 29 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 2 Think about the evidence the author presents to support the passage’s main points. READ THE PASSAGE 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. STRATEGY PRACTICE SKILL PRACTICE How does the author organize the evidence about different theories of what happened at Little Bighorn? 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 3. According to the passage, the newer theory about Custer’s last stand started .  just after the battle in 1876  in the 1980s  questions whether Custer won the battle  with the discovery of the soldiers’ bodies  proves what happened to the horses  with the belief that soldiers are always heroic 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 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. 30 3456.indb 30 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 3 Look for the causes and effects of the python problem in Florida. READ THE PASSAGE 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. STRATEGY PRACTICE SKILL PRACTICE Underline the words in the passage that signal cause and effect. 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  Burmese pythons can grow to 20 feet long.  the large number of eggs the snakes produce  Pythons can swim and move well on land.  the snakes’ ability to swim and move well  Florida park rangers are on “python patrol.” 2. One effect of pythons in the Everglades . is  they can grow to 20 feet long 4. Which of these happened after pythons became a problem in Florida?  Pythons grew too big to handle at home.  they put endangered animals at greater risk  Owners became educated about pythons.  biologists can study them in their natural  People no longer got pythons as pets. habitat  they control the alligator population © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 31 3. Which evidence best explains why pythons are spreading beyond the Everglades?  Pythons are not native to the Everglades.  Pet dealers stopped bringing pythons to the United States. 31 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 4 Think about the order in which the events in the passage occurred. READ THE PASSAGE 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! STRATEGY PRACTICE SKILL PRACTICE Why do you think the author chose this way of organizing the passage? 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 32 3456.indb 32 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 5 Think about how the author introduces each character and tells the events in the story. READ THE PASSAGE 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. STRATEGY PRACTICE SKILL PRACTICE If the author began the passage by telling you what part each boy received, how would it change your reaction to the story? 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  He was scared of the thunder.  is easily startled  No one else auditioned for the part.  does not get along with Colin  He had the right voice for the role. 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. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 33 3. What is the most likely reason that Denzel got the part of the Cowardly Lion?  It was the only part available. 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. 33 6/25/10 1:48 PM WEEK 5 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 34 3456.indb 34 Determine Important Information When readers determine important information, they identify the type of text they are reading and then concentrate on finding the essential ideas, events, or details from that text. For nonfiction, determining the important information often means finding the main idea. For fiction, it means understanding essential plot points, themes, or character actions. Introduce the Determine Important Information strategy to students. Explain: Good readers look for information that helps them understand what they are reading or answers a question they have. Ask: If you wanted to know which players scored during a football game, what information would you look for in a newspaper story about the game? (mention of the times that each team scored points) Information about the coaches or weather would not help you find out what you wanted to know. The important information would be the part of the story that told you who scored touchdowns or kicked field goals. Direct students to read the instructions at the top of the page, study the Web page, and complete the strategy and skill practice activities. Review the answers together. Remind students of the Determine Important Information strategy. Point out the graph and text on the page. Say: When you see a graph or chart along with text, it’s helpful to study the relationship between them. First look for the information they have in common. Then you can look for the information that one tells you that the other does not. Consider what information is best presented in a graph. This graph shows the number of people who use the Internet. What else can you learn from looking at this graph? (The number of people who use the Internet is increasing.) Have students read the directions at the top of the page. Then have students read the passage and study the graph. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together. Point out the index on the page to students and ask: Why do some books have an index? (to help us find information in the book about a specific topic) Would you expect to find a main idea statement or a character’s description in an index? (no) When we read different kinds of text, the information that is important is often different. So, sometimes an index will be organized in a special way. Point out the text to the left of the index. Say: The text tells us how the index is organized. We should read the text first so that we make the best sense of the index as we study it. Have students read the instructions at the top of the page. Then direct students to read the text and study the index. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together. Remind students of the Determine Important Information strategy. Have students look at the newspaper column briefly, and then ask: What did you notice first? Allow volunteers to share their answers, and then say: I noticed the title of the column first. This is important information because it tells me what I am reading. When I look through a newspaper, the hea
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    Daily Reading Comprehension (Grade 6+)

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    Evan-moor Educational Publishers, 2011. – 193 p.
    ISBN 9781608237562
    Daily Reading Comprehension presents students with direct instruction and practice on the comprehension strategies and skills they need to become strong and successful readers. 150 original fiction and non-fiction passages with comprehension items help engage students in reading, thinking about, and responding to a variety of texts. And because activities are presented in an exam format, students practice important test-taking skills while they strengthen comprehension.
    Daily Reading Comprehension
    - provides students with direct instruction and practice on reading skills and strategies. Grade 2–6+ students are presented with six reading strategies including asking questions and visualizing.
    - has 150 original fiction and non-fiction passages. Each passage is crafted to support the reading strategy and skills students are practicing. In addition, the diversity of passages exposes students to a variety of fiction and non-fiction text genres.
    - supports struggling and reluctant readers. Direct instruction of reading strategies provides struggling readers with specific ways to understand what they read.
    - integrates easily into any language program and any classroom. Each 10 to 15-minute lesson can be used in whole or small-group instruction to reinforce reading skills taught in your core program.
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    - is based on current research on reading instruction. Research proves that direct, explicit instruction on reading strategies improves students' reading comprehension.
    - is correlated to state standards.
    An answer key is included.

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    Grade 6+ EMC 3456 GRaDe 6+ to State Correlated Standards • 150 fiction and nonfiction passages • 30 weekly units include: –teacher lesson plan –5 reproducible student pages • Direct instruction of reading strategies & skills • Perfect for test prep • Supports any reading program Thank you for purchasing an Evan-Moor e-book! Attention Acrobat Reader Users: In order to use this e-book you need to have Adobe Reader 8 or higher. To download Adobe Reader for free, visit www.adobe.com. Using This E-book This e-book can be used in a variety of ways to enrich your classroom instruction. You can: • engage students by projecting this e-book onto an interactive whiteboard • save paper by printing out only the pages you need • find what you need by performing a keyword search … and much more! For helpful teaching suggestions and creative ideas on how you can use the features of this e-book to enhance your classroom instruction, visit www.evan-moor.com/ebooks. User Agreement With the purchase of Evan-Moor electronic materials, you are granted a single-user license which entitles you to use or duplicate the content of this electronic book bank of america edd online banking use within your classroom or home only. Sharing materials or making copies for additional individuals or schools is prohibited. Evan-Moor Corporation retains full intellectual property rights on all its products, and these rights extend to electronic editions of books. If you would like to use this Evan-Moor e-book for additional purposes not outlined in the single-user license (described above), please visit www.evan-moor.com/help/copyright.aspx for an Application to Use Copyrighted Materials form. GRADE 6+ Writing: Bonnie Brook Communications Content Editing: Marilyn Evans James Spears Copy Editing: Carrie Gwynne Art Direction: Cheryl Puckett Cover Design: Cheryl Puckett Design/Production: Carolina Caird Arynne Elfenbein Yuki Meyer Olivia Trinidad EMC 3456 Congratulations on your purchase of some of the finest teaching materials in the world. Photocopying the pag; es in this book is permitted for single-classroom use only. Making photocopies for additional classes or schools is prohibited. For information about other Evan-Moor products, call 1-800-777-4362, fax 1-800-777-4332, or visit our Web site, www.evan-moor.com. Entire contents © 2010 EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA. Correlated to State Standards Visit teaching-standards.com to view a correlation of this book’s activities to your state’s standards. This is a free service. CPSIA: Worldcolor Dubuque, 2470 Kerper Boulevard, Dubuque, IA USA. 52001 [7/2010] 3456.indb 2 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 3 Page 3 6/25/10 1:48 PM How to Use Daily Reading Comprehension Daily Reading Comprehension provides a unique integration of instruction and practice in both comprehension strategies and comprehension skills. Strategies—such as visualizing or asking questions—are general, metacognitive techniques that a reader uses to better understand and engage with the text. Skills—such as finding a main idea or identifying a sequence of events—focus on particular text elements that aid comprehension. See page 6 for a complete list of strategies and skills covered in Daily Reading Comprehension. The first six weeks of Daily Reading Comprehension introduce students to comprehension strategies they will apply throughout the year. Weeks 7–30 focus on specific skill instruction and practice. All 30 weeks follow the same five-day format, making the teaching and learning process simpler. Follow these steps to conduct the weekly lessons and activities: STEP 1 The weekly teacher page lists the strategy or skills that students will focus on during that week and provides a brief definition of the strategy or the skills. Read the definition(s) aloud to students each day before they complete the activities, or prompt students to define the skills themselves. You may also wish to reproduce the comprehension strategy and skill definitions on page 8 as a poster for your classroom. STEP 2 The teacher page provides an instructional nsb bot for sale for conducting each day’s lesson and activities. Use the tips and suggestions in each day’s lesson to present the skills and introduce the passage. STEP 3 Each student page begins with directions for reading the passage. These directions also serve as a way to establish a purpose for reading. Help students see the connection between setting a purpose for reading and improving comprehension. STEP 4 Because much of reading comprehension stems from a reader’s background knowledge about a subject, take a moment to discuss the topic with students before they read a passage. Introduce unfamiliar phrases or concepts, and encourage students to ask questions about the topic. STEP 5 After students have read alabama credit union online banking passage, two comprehension activities give students an opportunity to practice the strategies and skills. In weeks 1–6, the first activity is an open-ended writing or partner activity that encourages students to reflect on the reading process, applying the weekly strategy. The second activity provides four multiple-choice items that practice the week’s skills in a test-taking format. In weeks 7–30, students complete the multiple-choice skill activity before practicing the strategy activity. The teacher page for these weeks offers suggestions for teaching the skills and gives tips for reminding students of the strategy(ies). Throughout the week, use the Student Record Sheet on page 9 to track student progress and to note which skills or strategies a student may need additional practice with. 4 3456.indb 4 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM Weekly Teacher Page Visualization WEEK Visualization allows readers to form mental images of what they are reading about. By visualizing, good readers can better remember the main ideas or events in a passage. Good readers use sensory words from the text to help them visualize and adjust their mental images as they read. 3 Weekly skills are explained at the top of each teacher page. Introduce the Visualization strategy to students. Explain: When good readers read, they often make mental pictures of what they are reading about. They turn what they are reading into a kind of “movie” that plays in their mind. But this doesn’t mean they daydream. They pay attention to important and descriptive words. Tell students to close their eyes and visualize as you read the first four sentences of the first paragraph. Read the sentences slowly to give students time to understand and visualize the important descriptions (evergreen forests; covered in clouds; located on mountains; cool temperatures that create clouds covering the trees). Direct students to read the passage and to complete the strategy and skill practice activities. Review the answers together. DAY 1 Remind students of the Visualization strategy. Say: It’s important to look for words we can easily picture. Read the first sentence from the passage aloud. Ask: Which is easier to picture: Sunday, airwaves, or kids? (kids) That’s because a kid is something we can see. When you visualize, look for words that represent something physical or concrete. Have students read the instructions at the top of the page and the passage. When students have finished reading, use a world map or globe to help them find all of the nations mentioned in the passage. Then direct students to complete the strategy and skill practice activities. Review the answers together. DAY 2 Remind students of the Visualization strategy. Say: When you visualize as you read, it is important to adjust your mental image when you get new information. Imagine that you are reading a story about a black kitten. You might picture a small kitten. If you then read the kitten was the size of a firetruck, you’d need to change your mental image to match the details in the story. Direct students to read the passage and to complete the strategy and skill practice activities. Review the answers together. DAY 3 The daily instruction path provides suggestions for modeling the skill and guiding students through the passage and activities. Remind students of the Visualization strategy. Say: Good readers pay attention to the words in a passage. Specific action evan moor corp emc 3456 daily reading comprehension answer key verbs—and clear describing words—or adjectives—help us make mental images as we read. Which is a better verb, go or shuffle? (shuffle) Which is a clearer adjective to describe french fries, good or salty? (salty) Have students read the instructions at the top of the page and then read the passage. When students have finished reading, direct them to complete the strategy and skill practice activities. Review the answers together. DAY 4 Remind students of the Visualization strategy. Say: It may be easy for you to make a mental image of what you are reading, but as a good reader, you must make sure to visualize only the most important ideas or actions in a passage or story. It’s impossible to make a mental image of everything you read. Point out the first sentence in the last paragraph. Ask: Do you think it’s important to visualize scientists sitting around having a debate? (no) Say: You should visualize the parts of the passage that support what the passage is mostly about. Then have students read the instructions at the top of the page and the passage. When students have finished reading, pair them for the strategy practice activity or complete it as a group. Prompt students to defend their choices of what they visualized from the passage. Then direct students to complete the skill practice activity. Review the answers together. DAY 5 22 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. WEEK 3 Name: Visualization READ THE PASSAGE DAY 3 As you read, adjust your mental image when you come across new details. Not Quite the Same Name: When most people want to see what they look like, they look in a mirror. I don’t need a mirror to see Visualization myself, though. I can just look at my identical twin sister, Sarita. WEEK 3 DAY 2 Daily Student Pages PASSAGE for words thatway—long help you form a mentalwith picture. SaritaREAD and ITHE have always wornLook our hair the same and straight, bangs. We have the same dark eyes and big smile, and we both have one crooked tooth on the right. We both love the color Take the Airwaves green, hate eating fish, and think mayonnaise isKids disgusting. Weto play the violin, and every year we compete Name: with each other for of firstinviolin in the school Onthe theposition first Sunday March each year, orchestra. kids get to take over the world’s airwaves. The United Nations In some Children’s ways, however, we’re totally different. Sarita always wears funky hats, which I think is really Fund (UNICEF) has designated that day as the International Children’s Day of Broadcasting, or Visualization WEEK 3 DAY 1 Activity directions help students establish a purpose for reading. READ THE PASSAGE Read and attention details thatprogramming. help you make a mental picture. weird. She thinks strange that like jazz music. Somethe people say that ourpay biggest difference is ICDB.it’s Television and Iradio stations around worldslowly invite young people to betopart ofthat their Sarita is in a Thousands wheelchair.of She was in a carand accident when she and was the veryprograms young, and heron spine was badly broadcasters kids participate, focus children’s interests and issues. injured. To me, however, real difference betweenprocess, us is thatlearning Sarita has courage and determination. Sheare Kids are alsothe involved in the broadcast how radio and television programs made. Forests of Clouds and Mist has never letICDB beinggives in a wheelchair slow her down, she’s almost never angrybut or do unhappy about what children a voice that can probably beand heard around world. You’ve heard ofthe rainforests, you know what a cloud forest is? Cloud forests are happened to her. On So ICDB when in I look in young theevergreen mirror, I see I alsoonsee Sarita, better version 2009, people allmyself—Celia—but overthat theare globe reported that affected them. Nearlyon100 forests often covered inissues clouds oramist and are located mountains. Cool temperatures of me. She’s children the me Ifrom try toIndia be. recorded stories about a flcreate ood in clouds their area. ChinaThere drew are pictures on mountain slopes thatChildren cover theintrees. cloudwith forests on most continents. Central messages for their parents. Senegal, young people spoke out against violence bycan giving reports, andInSouth America have them, as do Asia and Africa. You also find cloud forests in Hawaii and on Grade-appropriate text supports comprehension. conducting interviews, writing poems, and singing songs. German children talked with young people in Caribbean islands. STRATEGY PRACTICE Sketch how you visualized the two girls. Serbia and shared drawings and photographs. Australian voiced their opinions to children Cambodia, Cloud forests have different kids names, depending on where they areinfound. Cloud forests are also known Fiji, and Tonga. Kids produced varietyforests. of different topics, air cloud pollution to loneliness. as fogvideos forestson or amossy In Peru and from Bolivia, forests are part ofAcross a larger ecosystem called the world, young people expressed theirmeans feelings“warm and sent messages about what mattered most to them. yungas, which lands.” After ICDB is over, UNICEF holds a contest for the cloud best radio or to television program. who make Many scientists consider forests be a special type People of rainforest. Cloud forests are not as warm the programs that air during ICDB can send submit their they programs. The at winners a special as tropical rainforests because are found higher attend elevations that have colder air. But cloud forests celebration. The 2009 radio was a stationboth in Brazil broadcasted a show foranimals 24 hours about andwinner tropical rainforests havethat many different plants and living within their ecosystems. children from poor communities. showrainforests, used interviews, and drip music to moisture, promote peace. The not often rain in a cloud forest. LikeThe tropical cloud diaries, forest trees with but it does winner for the television program a station in as Kenya. show, which hosted by two Instead, was the fog collects dew The on leaves, vines, was and branches. ThisKenyan dew provides the water that the plants youths, talked about the challenges that Kenyan children face and highlighted stories about young need. Green moss, ferns, and exotic, colorful orchid flpositive owers hang down from the canopy. Other plants and people in their communities. bushes crowd between the trees, and hundreds of insects crawl and fly amid the vegetation. Cloud forests are as diverse and interesting as rainforests or temperate forests. Each passage is followed by four multiple-choice items, practicing specific comprehension skills, as well as an open-ended, strategy-based activity. In weeks 1–6, the strategy activity precedes the skill activity. Cloud forests have animals that aren’t found anywhere else, such as mountain gorillas and a strange STRATEGY PRACTICE Write three nouns (people, places, or things) that were easy for you to picture. SKILL PRACTICE Read each question.woolly Fill inmammal the bubble nextthe to the correcttapir. answer. called mountain The colorful quetzal bird is also found 1. What is the passage mostly about?  how twins compete  how Sarita was injured SKILL PRACTICE there, and golden toads hop among the bushes. Recently, discovered a new 3. Which onescientists is a difference between the cloud twins?forest animal, a black and brown rodent that looks like a cross between a squirrel a rat. Cloud forests probably contain hundreds of other rare is more and determined.  Sarita and fascinating plants and animals that people have never seen before.  Celia has shorter hair. Read each question. Fill in the bubble next to the correct answer.  Sarita has a bigger smile. 3. What do TV and radio stations both do on ICDB? darker eyes. from the passage that you were able to visualize.  Celia has STRATEGY PRACTICE Underline words or phrases invite children to be part of programming  how the twins are similar and different 1. What is the first paragraph mostly about?  how Celia feels about Sarita  what UNICEF is  2. How are Celia and Sarita similar? 4. Celia wants to beask like Sarita because she to their parents. young people to talk  young people on television Fill in SKILL PRACTICE Read each question. the bubble next to the correct answer.  They both wear funky hats.  is jealous of Sarita’s talents  the ICDB  raise money for UNICEF 3. The passage includes details about 1. What is the passage mostly about? Sarita is prettier  They both play violin.  thinks UNICEF  children communicating the animals of the cloud forest  encourage children to join   why scientists study cloud forests They both love eating fish. wants to be a better violinist .   2. What is the second paragraph mostly about? 4. The purpose of the ICDB is to. trees in cloud forests the cloud forest is like the kinds of  what  They both love jazz music.  admires Sarita’s attitude tjmaxx credit card online programs that UNICEF  raise money for children where cloud forests are found  offers  the animals and plants of cloud forests 25 forests are endangered  give young people a voice  why cloud © Evan-Moor Corp. 3456 • Daily Reading Australian children • EMC how scientists study the  Comprehension cloud forest  the ICDB in 2009  help kids get jobs in broadcasting  Malaysian videos 2. Clouds form in the cloud forest . because  temperatures are cool 24  there are so many trees  the forests are so low 4. How are cloud forests and tropical  give awards for broadcasting rainforests different?  Cloud forests have more plants.  Cloud forests are wetter. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp.  Cloud forests are studied by scientists.  it is so moist there  Cloud forests are found on mountain slopes. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 9 Student Record Sheet 23 Student: Student Record Sheet Number of Questions Answered Correctly Day 1 Day 2 Day 3 Day 4 Day 5 Notes: Week 1 The record sheet allows you to record students’ progress and identify areas in which individuals need improvement. Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 14 Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 © Evan-Moor Corp. liberty bell bank EMC 3453 • Daily Reading Comprehension Week 13 © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 5 5 6/25/10 1:48 PM Comprehension Strategies and Skills In Daily Reading Comprehension, students learn and practice the following commonly tested comprehension strategies and skills, all proven to increase students’ abilities to read and understand a wide range of text types. You may also wish to post or distribute copies of page 8, which provides a student-friendly list of skills and helpful questions that students can ask themselves as they read. Strategies Make Connections Students make connections to the text to aid their comprehension. Connections can be made to personal experiences or to things the students have seen or read. Visualization Students make mental images of what they are reading. They learn to look for vivid language, including concrete nouns, active verbs, and strong adjectives. Organization Students learn to find the organizational pattern of a text. This allows them to anticipate what they are reading and helps them focus on the author’s central message or important ideas. Determine Important Information Students learn to categorize information based on whether or not it supports an author’s central message or is important for a specific purpose. Ask Questions (Skills, continued) Cause and Effect Students identify what happens (effect) and why it happens (cause). Evaluate Evidence Students study an author’s claims and the evidence that the author gives to support those claims. Compare and Contrast Students note how two or more people or things are alike and different. Make Inferences Students use their background knowledge and clues from the text to infer information. Character and Setting Students identify who or what a story is about and where and when the story takes place. Theme Students look for the moral or lesson in a fiction story or an author’s view about the world in nonfiction. Students learn to ask questions before reading to set a purpose for reading, during reading to identify when their comprehension breaks down, or after reading as a way to check their understanding of a passage. Author’s Purpose Monitor Comprehension Prediction Students learn to pay attention to their own reading process and notice when they are losing focus or when comprehension is breaking down. They then can employ another strategy to help them overcome their difficulty. Skills Main Idea and Details Students identify what a passage is mostly about and find important details that support the main idea. Students determine why an author wrote a passage and whether the purpose is to entertain, to inform, to persuade, or to teach. Students use their background knowledge and clues from the text to figure out what will happen next. Nonfiction Text Features Students study features that are not part of the main body of text, including subheadings, captions, entry words, and titles. Visual Information Students study pictures, charts, graphs, and other forms of visual information. Sequence Students look for the order in which things happen or identify the steps in a process. 6 3456.indb 6 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 • • • • • • • • • • • • • • • • • • • • • • • • • • Organization • • • • • • • • • Determine Important Information • • • • • • • • Ask Questions • • • • • • • • • • • • Cause and Effect • • • • • • Evaluate Evidence • • • • • Make Inferences • • • • • • • • • • • Character and Setting • • • • Theme • • • • Author’s Purpose • • • • • • • • • • • • Visual Information Comprehension Skills • • • • • Compare and Contrast • Prediction • Nonfiction Text Features Scope and Sequence • • • • • Main Idea and Details • Sequence Comprehension Strategies • • • • • • • • • • Visualization 6/25/10 1:48 PM 3456.indb 7 Make Connections 7 © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension Monitor Comprehension How to Be a Good Reader Ask yourself these questions to help you understand what you read: Main Idea and Details Sequence Cause and Effect Evaluate Evidence Compare and Contrast What happens first, next, and last? What are the steps to do something? What happens? (the effect) Why did it happen? (the cause) What claims is the author making? What evidence supports these claims? How are these people or things the same? How are these people or things different? Make Inferences What clues does the story give? What do I know already that will help? Prediction What clues does the story give? What do I know already that will help? What will happen next? Character and Setting Theme Author’s Purpose Nonfiction Text Features Visual Information 3456.indb 8 What is the story mostly about? What tells me more about the main idea? Who or what is the story about? Where and when does the story take place? What lesson does this story teach? How does the author feel about this topic? Does the story entertain, inform, try to persuade me, or teach me how to do something? What kind of text am I reading? What does it tell me? Is there a picture, chart, or graph? What does it tell me? 6/25/10 1:48 PM Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 Student Record Sheet Day 2 Day 3 Day 4 Number of Questions Answered Correctly Day 1 Day 5 Notes: Student: 6/25/10 1:48 PM 3456.indb 9 9 © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension WEEK 1 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 10 3456.indb 10 Monitor Comprehension When students monitor their comprehension, they keep track of how well they understand the material and identify when their understanding breaks down. Related activities include asking questions, taking notes, and paraphrasing what has been read. Build background by defining what an autopsy is (examination of a dead body) and explaining when the practices discussed in the passage took place (c. 2500 bc). Have students read the passage independently, and then introduce the Monitor Comprehension strategy. Explain: Good readers monitor their comprehension by paying attention to how well they understand what they are reading. Model the strategy: As I was reading, I realized I didn’t understand exactly who Edwin Smith was. I reread that part of the passage slowly and figured out he was a man who bought antiques. Direct students to complete the strategy practice activity, and then have them share their responses. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the Monitor Comprehension strategy, and point out the instructions at the top of the page. Ask: How would pausing after each paragraph help me monitor comprehension? (It gives you a chance to think about the paragraph to make sure you understand it.) When students have finished reading the passage, model the strategy: I didn’t understand what the author meant when she said Isadore spent his time streaming world music. I reread and figured out that it meant Isadore used the Internet to listen to music on his computer. After students complete the strategy practice activity, have them share their responses. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the Monitor Comprehension strategy. Then build background by helping students pronounce words they may find difficult and explaining more about the Mayan culture and civilization, if necessary. When students have finished reading, direct them to complete the strategy practice activity. Ask volunteers to share their responses, and discuss their answers as a group. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the Monitor Comprehension strategy, and build background by pointing out on a map where the different places mentioned in the passage are located. When students have finished reading, explain: One good way to monitor our comprehension is to recall the main idea of each paragraph. Assign students or small groups different paragraphs to focus on as they complete the strategy practice activity. Ask volunteers to share their responses and discuss how recalling the main idea helped them understand the paragraph better. For the skill practice activity, direct students to answer the items independently. Review the answers as a group. Remind students of the Monitor Comprehension strategy. Then point out the timeline on the page and say: Sometimes a passage will have a visual element, such as a timeline, that accompanies it. It’s important that we understand both the main passage and the timeline. When students have finished reading, direct them to complete the strategy and skill practice activities. Review the answers together. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 1 Read slowly. Reread any section you do not understand. READ THE PASSAGE Medical Practices in Ancient Egypt Learning from the Dead To find out why people have died, today’s medical examiners perform autopsies (AW-top-seez). They cut open the body and study its parts. Ancient Egyptians also performed autopsies to help understand causes of death. In addition, autopsies helped ancient Egyptians study the human body. By comparing the hearts of people who were different ages, for example, Egyptians could determine what a young, healthy heart was supposed to look like. Keeping a Written Record The Egyptians not only studied the human body, but they also kept detailed records of what they discovered. They wrote and drew their observations on papyrus, a form of paper. The papyrus records became the medical textbooks of that time. Their observations allowed Egyptian doctors to share their knowledge, including how to treat various diseases. Edwin Smith Papyrus In 1862, an American named Edwin Smith purchased a medical papyrus in Luxor, Egypt. Smith was not a medical expert, but he knew a lot about old documents. He knew that what he had found was valuable. The papyrus turned out to be an ancient textbook on surgery. The papyrus was probably written around 1600 bc, but it was based on information from a thousand years before that. The papyrus presents the information as case studies, including an analysis of how patients survived or died. STRATEGY PRACTICE SKILL PRACTICE How did autopsies help ancient Egyptians learn about the human body? Read each question. Fill in the bubble next to the correct answer. 1. Which one best describes what the headings do?  They tell the main idea of the passage.  They describe when events happened.  They tell what each section is mostly about.  They compare modern and ancient medicine. 2. What is the passage mostly about?  Edwin Smith made an important discovery.  The ancient Egyptians cut open bodies to study their parts.  The ancient Egyptians knew a lot about the human body.  Detailed records were written on papyrus. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 11 3. Choose the detail that best supports this idea: Autopsies helped the Egyptians learn about the human body.  Egyptians were able to compare body parts.  Today’s medical examiners perform autopsies.  Medical examiners learn a lot about bodies.  Egyptians made records of their findings. 4. What are doctors in the year 3020 most likely to learn by reading a medical textbook from 2020?  how to perform the best surgery  ancient Egyptian medical practices  how to preserve bodies  early twenty-first century medical practices 11 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 2 Think about how the brothers behave. READ THE PASSAGE Ishmael and Isadore Brothers Ishmael and Isadore were complete opposites. People who knew them both could hardly believe they were from the same planet, let alone the same family. The boys were not unkind toward one another, but their personalities were so different that it was difficult for them to reach a decision they both liked. Their mother frequently played the referee in their disagreements. Ishmael, the older brother, was tall and athletic, and he loved sports. He played baseball, football, and basketball. Isadore, the younger brother, hated sports. He was quieter and less active than his brother. He preferred spending his time on the computer, making short videos and writing blog entries. The brothers’ taste in music was completely different, too. Ishmael loved classic rock. He listened to bands like the Beatles, the Who, and the Rolling Stones. Isadore didn’t care much for those bands. He preferred spending his time streaming world music, especially music from Central Africa. Luckily for their parents, both boys enjoyed listening to music through headphones. One other thing the brothers did agree on was that they wanted a pet. Mom had resisted getting one, but after both brothers had pleaded and begged, she finally agreed. “We can get a pet, as long as you two take care of it,” she said. “That means you do the feeding, you do the training, and if it needs to be walked, you do the walking.” “No problem, Mom,” Ishmael and Isadore said together. “Good, we all agree,” Mom said. “Now, what kind of pet are we going to get?” STRATEGY PRACTICE SKILL PRACTICE Was there any part of the passage that you didn’t understand right away? How did you figure it out? Read each question. Fill in the bubble next to the correct answer. 1. Which best describes what the passage is about?  two brothers who argue with their mother  two brothers who love sports  two brothers who are very much alike  two brothers who mostly disagree 2. Which of these details supports the main idea of the passage?  The brothers have different tastes in music.  Mom says they must take care of the pet.  The brothers have a lot in common.  The brothers’ names are Ishmael and Isadore. 3. Based on information about the brothers, which of these do you predict will happen next?  They will have trouble deciding what kind of pet to get.  They will both want a dog to play sports with.  They will both want to get a snake.  They will agree on their pet’s name. 4. If the brothers get a dog, which of these is least likely to happen?  Ishmael will run with the dog.  Isadore will make videos of the dog.  They will always agree on what to do with the dog.  They will argue about who walks the dog. 12 3456.indb 12 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 3 Underline or make notes about words you do not understand. READ THE PASSAGE Mayan Calendars The Maya were an influential people living in what is now Guatemala, Belize, Honduras, El Salvador, and parts of southern Mexico. The ancient Maya developed sophisticated systems of agriculture, architecture, science, mathematics, and writing. One of the most important Mayan developments was the creation of calendars. The ancient Maya had several calendars. The Tzolkin (ZOL-keen) calendar was tied to religious beliefs. The Haab (hayb) calendar was based on the length of a year. Understanding astronomy helped the Maya accurately measure days, months, and years. A year had 365 days by Mayan calculations, as it does in our own calendar. The Mayan year, though, was made up of 18 months, and each month had 20 days. An extra 5 days were added to complete the calendar year. These days rounded out the calendar nicely, but the Maya thought they were unlucky. One of the most unusual Mayan calendars was actually a pyramid. Around ad bank of hawaii credit card apply, the Maya built the Pyramid of Kukulkan (KO-KUL-kan) at Chichén Itzá (chee-CHEN eet-SAH). The pyramid had a stairway on each of its four sides. Each stairway had 91 steps. Counting the platform at the top, there were 365 steps, the same number of days in the calendar year. STRATEGY PRACTICE SKILL PRACTICE List one or two words you found confusing and describe how you figured out their meanings. Read each question. Fill in the bubble next to the correct answer. 1. What is the second paragraph mostly about?  The Maya were a very hardworking people.  The Maya had different kinds of calendars.  Mayan months consisted of 20 days.  The Maya built a pyramid that was a calendar. 2. What does the map show?  how far Mayan culture spread  locations of Mayan calendars  where the Maya lived  where people can visit Mayan ruins 3. Which detail supports the idea that the Pyramid of Kukulkan was a calendar?  The pyramid had 365 steps.  The pyramid had four sides.  The pyramid was very unusual.  The pyramid was built around ad 1050. 4. Which of these would a Mayan probably do during the last five days of the year?  make a dangerous trip  take a risk or a chance  stay home  have a wild party © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 13 13 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 4 Read slowly and think about the main idea of each section. READ THE PASSAGE Ancient and Modern Chinese Characters In the Beginning When people write in English, they use letters of the alphabet. People who write in Chinese, however, use characters that stand for words or ideas. Historians believe Chinese writing began as early as 1500 bc. The earliest forms were called “oracle bones.” These were animal bones marked with pictures and symbols. In addition to writing on bones, the Chinese also made marks on turtle shells. By 1400 bc, the Chinese writing system had become more complex. It had more than 2,500 characters. Around 200 bc, Chinese characters became standardized. This means that everyone used the same characters. Then and Now Many modern Chinese characters are similar to those from 2,000 years ago. For example, the character that means man in the Lishu system from 200 bc is similar to the character that means man from the Jiantizi, or modern simplified system, of the twentieth century. A Simpler System People have made efforts to change Chinese characters over the centuries. The most important changes happened in the twentieth century. The Chinese government simplified many characters so that more people could learn to read. This simpler system is used in mainland China and Singapore. Traditional characters are used in Taiwan, Hong Kong, and Macau. Even with these changes, Chinese writing from 2,200 years ago is still understood today. STRATEGY PRACTICE SKILL PRACTICE Did you understand the main points the writer makes? Why or why not? Read each question. Fill in the bubble next to the correct answer. 1. What do the headings tell?  the topic of each section  a list of important Chinese characters 3. What is the main idea of the passage?  Modern Chinese characters are nothing like those used in ancient China.  important events in the development of  Modern Chinese characters were developed  how Chinese characters changed  Chinese writing uses an alphabet. the Chinese language 2. Which detail supports the idea that ancient and modern Chinese characters are related?  Animal bones were used for writing.  There were once more than 2,500 characters. from symbols used in ancient China.  Few people in ancient China could write. 4. Which of these would be another good heading for the third paragraph?  “Provinces in China”  The ancient Chinese wrote symbols and  “The Language of Singapore”  Most of the characters from 2,200 years ago  “A Language for Everyone” characters on bones and turtle shells. can still be read today. 14 3456.indb 14  “Twentieth-century Changes” Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 1 Name: Monitor Comprehension DAY 5 Read slowly and pause after each paragraph. READ THE PASSAGE Colossus of Rhodes The Colossus of Rhodes, a giant bronze statue, was one of the Seven Wonders of united heritage credit union reviews Ancient World. Other ancient civilizations also built large statues, but the Colossus of Rhodes was one of the tallest. At more than 105 feet (32 meters) tall, it was twice as big as most of the other colossi (kuh-LOSS-eye), or giant statues, of ancient times. The Statue of Liberty, its modern counterpart, is only slightly taller. The Colossus of Rhodes was designed and built by the sculptor Chares (CHAR-eez) of Lindos. It showed the sun god Helios. The people of the Greek island of Rhodes had it built to celebrate the defeat of Demetrius I in 305 bc. Chares and the artists in his workshop began building the statue in 292 bc. The Colossus was completed twelve years later. It welcomed friends and warned foes as they approached the island’s harbor. Unfortunately, the statue stood for only 56 years. In 224 bc, a powerful earthquake hit Rhodes. The quake damaged the Colossus, and it fell to the ground in giant pieces. The statue’s parts lay on the ground for hundreds of years, and travelers came from all over to see these impressive ruins. Demetrius I is defeated. The remains of the Colossus are finally removed. Construction of the Colossus is finished. The Colossus collapses due to an earthquake. 305 BC 280 BC STRATEGY PRACTICE SKILL PRACTICE 224 BC 0 Timeline not to scale. AD 654 List two important facts about the Colossus of Rhodes. Read each question. Fill in the bubble next to the correct answer. 1. Which best describes what the passage is about?  the harbor in the ancient city of Rhodes  how Rhodians defeated Demetrius I  a giant statue built in ancient Greece  building the Statue of Liberty 2. Which detail explains why the Colossus was one of the Seven Wonders of the Ancient World?  It watched over the Mandraki Harbor.  It showed the sun god Helios.  It was built by Chares of Lindos.  It was twice as big as most ancient statues. 3. What does the timeline tell you that the passage does not?  when the remains of the Colossus are removed  the reason why the Colossus collapsed  when the Colossus's construction was finished  when Demetrius I was defeated 4. Which of these would most likely become a wonder of the modern world in the future?  a life-size statue of a mayor of Chicago, Illinois  a building in Dubai that is over 2,600 feet at&t home phone and internet  a recording of the most popular song of 2011  a trophy from a twenty-first century World Series © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 15 15 6/25/10 1:48 PM WEEK 2 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 16 3456.indb 16 Make Connections This strategy helps students put what they are reading into context by helping them see the connections between the text and themselves, the world around them, and other things they have read or seen. Introduce the Make Connections strategy to students and how to check balance of a walmart gift card When good readers read, they often will be reminded of something they have seen, done, or read before. This helps them better understand the situation, the details, or the feelings involved in what they are reading. But it is important to stay focused on the text and not first convenience bank san antonio tx distracted by the connections you make. Have students read the instructions at the top of the page and the passage. When students have finished reading, model a connection you made with the text houses for sale in boone county wv, Say: “Like the narrator, I was nervous the first time I rode a horse.”). Direct students to complete the strategy and skill practice activities. Review evan moor corp emc 3456 daily reading comprehension answer key answers together. Remind students of the Make Connections strategy and ask them if they have ever done something that was disgusting but important (cleaning the bathroom, taking out the trash, etc.). Say: You can use that experience to make a connection with this passage. Have students read the passage. When students have finished, direct them to complete the strategy practice activity. Ask volunteers to share their responses, and have students discuss how they answered the question based on their own experiences. Then direct students to complete the skill practice activity. Review the answers together. Tell students that making a connection is often good practice when reading about events or things from the past. Point out the instructions and say: Even if the time and place of what we are reading is unfamiliar, we can often understand more about a topic by connecting it to what we know to be true today. Have students read the passage. Then direct students to complete the strategy practice activity. Invite volunteers to share their responses, and point out the connections they found between natural disasters in the past and today. Finally, direct students to complete the skill practice activity. Review the answers together. Remind students of the Make Connections strategy, and then point out the instructions and the title. Say: As good readers, we connect what we are reading to other things that we have read or seen before. Then elicit from students common traits of folk tales (talking animals; a moral; set in ancient times; etc.). Have students read the passage. When students have finished the strategy practice activity, have volunteers share their responses. Discuss responses that include other folk tales or myths. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the Make Connections strategy. Tell students they are going to read about a group of kids who changed the way newspapers were sold. Then have students read the passage. When students have finished, direct them to find two details from the passage that describe a what to do for sore throat home remedies different way of life from today. Ask students how making a connection to the life of a newsboy could help a reader better understand the passage (e.g., Being treated unfairly by others helps a reader understand what it was like for the newsboys to be cheated by the newspapers.). Direct students to complete the strategy and skill practice activities. Review the answers together. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 2 Name: Make Connections DAY 1 Think about how the writer probably feels. READ THE MEMOIR Up to the Mountaintop I like challenges, but this one was almost too difficult. I had begged Mom to take me on a completely new adventure for my sixteenth birthday. Now, here we were, just Mom and me with our guide, Milo, standing on the shore of Lake Arenal in Costa Rica. Towering above the lake was Volcán Arenal, one of the active volcanoes in the region. I watched as the volcano spit out lava and coughed up big boulders. Luckily, we were headed in the other direction. Milo greeted us in Spanish and helped us mount our horses. Getting on my horse was difficult, but controlling it was a little easier. We started on our tour. The guidebook said we’d cross three rivers. As we splashed through a stream, I asked, “Was that the first river?” “I don’t think so, Katie,” Mom said wryly. Soon enough, we came to the first river. There was no mistaking it. I felt sick to my stomach when I saw that the far shore was half a football field away! The 4-foot-deep river flowed over boulders. So much for dry shoes—or jeans. After two more rivers, the trail got even steeper and muddier. With each step of the horses’ hooves, there were loud squishing and sucking sounds. The rainforest was magnificent and absolutely beautiful. But I wondered whether my horse could keep its balance in knee-high mud. What did I know about horses? I imagined my mare stumbling on rocks hidden beneath the sludge—and us crashing over a cliff and being swept away by lava. Three terrifying hours later, we came to a corral. Were we stopping, I wondered. To one side was a gorgeous view of the lake and volcano, and to the other, a brightly painted restaurant. “Okay,” I laughed nervously. “That was terrifying, but I’m so glad we did it!” STRATEGY Nearest td bank branch to my location SKILL PRACTICE Describe a personal experience that is similar to Katie’s experience. Read each question. Fill in the bubble next to the correct answer. 1. Which adjectives best describe Katie?  sensitive and shy  calm and relaxed  boring  adventurous but nervous  busy  interested but withdrawn  crowded 2. Which inference can you make about Katie’s experience riding horses?  She is an expert rider. 4. What is the theme of Katie’s memoir?  It is good to push yourself to try new things.  She has probably trained others to ride.  Fear stops people from trying new things.  She dislikes horses.  She has little experience riding horses. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 17 3. Which best describes the setting of the memoir?  dangerous  Most people fail when they try new things.  What is familiar is better than what is unknown. 17 6/25/10 1:48 PM WEEK 2 Name: Make Connections DAY 2 Think about what Jeff Biggs does and how he feels about his job. READ THE PASSAGE Dirty Job? Oh Yeah! “You couldn’t pay me to do that job!” Have you ever said that? Some occupations are so gross that most people would never be willing to do them. Jeff Biggs has a job like that, but he likes it. He’s the kind of guy who, as a kid, loved to slosh around in mud after a rainstorm, the kind of kid who loved squeezing oatmeal through his fingers. Biggs’s dirty job is being a sewer inspector. “Believe me,” says Biggs, “gross doesn’t come close to describing it; I creep, sometimes swim, through sewage all day.” City sewers carry household wastewater and storm-drain runoff to water treatment plants. In addition to the unpleasant smells, sewer tunnels are home to creatures such as cockroaches and rats. And these creatures aren’t shy. What is it like to do a really disgusting job day after day? “Someone has to do it,” says Biggs. “I seriously can’t imagine sitting in an office all day, and I earn a good salary. At the end of my workday, I’ve accomplished something, and I’ve helped to keep our city’s water clean and drinkable.” And after work? “I don’t walk into the house right away,” explains Biggs. “We installed the washing machine in the garage and put a shower stall in there, too. I toss my clothes into the washer, take a shower, and dress in clean clothes. Then I greet my family. Of course, sometimes, the clothes go into the trash, not the washer.” STRATEGY PRACTICE SKILL PRACTICE What would happen if no one performed jobs like the one Jeff Biggs has? Fill in the bubble next to the correct answer for each question. 1. Which adjectives best describe Jeff Biggs?  flashy, conceited, loud  positive, upbeat, thoughtful  smart, wealthy, nervous  negative, shy, withdrawn 2. Which adjective best describes the setting in which Biggs works?  disgusting  boring  pleasant  appealing 3. Which sentence best describes the central message of the passage?  Biggs’s job embarrasses him.  Biggs cannot imagine having a nicer job.  Biggs is proud of the work he does.  Biggs is just doing his job until he gets a better one. 4. Which one would Jeff Biggs probably most enjoy being?  a lawyer  a poet  a computer programmer  a deep-sea diver 18 3456.indb 18 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 2 Name: Make Connections DAY 3 Think about how people today and from long ago have dealt with natural disasters. READ THE LETTER A Letter from Chase bank account name Antioch, Syria Saturday, May 23, ad 526 Dear Father, I write to tell you the shocking news that has happened since your departure last month. On Wednesday, Antioch suffered a terrible earthquake. Mother and I are safe, and our house is damaged but still standing. However, over 220,000 people in the city have died, and officials expect even higher numbers as the survivors search the rubble for their loved ones. Hundreds are fleeing the city, carrying their few undamaged belongings on their backs. Many of the familiar churches, markets, theaters, and monuments have been destroyed. Some buildings that withstood the initial quake collapsed during aftershocks. One of the saddest losses was the Great Church. Although it survived the aftershocks, it caught fire yesterday and burned. Looters are going into collapsed buildings and stealing valuables. Thieves have attacked some people who are fleeing the city. But all hope is not lost. Just this morning, brave people rescued a young woman and her child from the ruins of a house. As I write, volunteers are retrieving many of our pieces of fine mosaic art. They are loading them into boats to transport them to other locations. And messengers arrived from Emperor Justin this morning. He has pledged to help us rebuild. I wish you a safe journey and urge caution on your return. Your son, Simeon STRATEGY PRACTICE SKILL PRACTICE Do you think people in the past reacted any differently to disasters from the way people do today? Explain. Fill in the bubble next to the correct answer for each question. . 1. From the letter, you can conclude that  Antioch was a small village in the year ad 526  most people were calm after the earthquake  as days pass, the death toll will decrease  in ad 526, Antioch was a large, cultured city 2. Why are people probably fleeing the city?  They are afraid to be caught with stolen items.  They are afraid of more earthquakes.  They are going to search for lost loved ones.  They want to save the city’s mosaics. 3. Which theme does the letter communicate?  Most people stay calm during catastrophes.  People only appreciate what they have after they lose it.  Even in tragedy, good things happen.  Saving people is more important than protecting art. 4. How does Simeon feel about Antioch?  sad about the city’s destruction  disgusted by the city’s crime rate  frustrated by the city’s leadership  amused evan moor corp emc 3456 daily reading comprehension answer key the Emperor’s offer © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 19 19 6/25/10 1:48 PM WEEK 2 Name: Make Connections READ THE FOLK TALE DAY 4 Look for phrases or ideas that remind you of other folk tales. The Elephant and the Hummingbird Long, long ago—in the days when people could talk to animals and learn their stories—an elephant walked slowly beside the Yellow River. This was before animals were tamed, even before the first Chinese emperors ruled. That’s how long ago it was. The elephant was enjoying a peaceful stroll. Thick grasses and beautiful lotus flowers bloomed, and the water in the Yellow River made a pleasant swishing sound as it flowed past bofa edd card balance elephant. Noticing what appeared to be a hummingbird, the elephant stopped. Although they don’t exist in China today, the elephant had seen hummingbirds before. He’d watched them victoria secret dream angels bra above lotus flowers, their wings beating so quickly that they appeared only as a blur. The elephant sometimes wished he could move as quickly as a hummingbird. This one, however, was lying upside down, her wings motionless and her legs pointing toward the sky. Occasionally, the little bird would sigh heavily or grunt, as if working extra hard. “What are you doing?” asked the elephant. He slowly walked around the hummingbird, trying to understand the odd behavior. “You look ridiculous, you know.” “I am holding up the sky,” replied the hummingbird calmly. “I overheard that it might fall today.” The elephant raised his trunk and made a sound that today might pass as a deep laugh. “You’re holding up the sky? Why, just look at it. The sky is bigger than I am, and I doubt you could hold me up. Even if the sky were going to fall, your tiny legs could not possibly do the job.” “Ah,” said the hummingbird, “but these are the only legs I have. I might not be able to do it by myself, but I am doing what I can.” STRATEGY Closest suntrust bank to my location SKILL PRACTICE Describe a story, movie, or experience that this folk tale reminds you of. Fill in the bubble next to the correct answer for each question. 1. Where and when does the folk tale take place?  on a ship on the Yellow River 3. What is the message of the folk tale?  People do what they can with what they have.  on a Yellow River bridge around ad 1400  Past wisdom is better than present wisdom.  in a Chinese flower garden  It is always best not to look ridiculous.  beside a river in ancient China  It is risky to try things that other people 2. How does the elephant probably feel about what the hummingbird is doing?  He thinks she is smart.  He thinks she is arrogant.  He thinks she is wasting her time.  He thinks she is selfish. 20 3456.indb 20 say are impossible. 4. Which of these conflicts is important in the story?  good vs. evil  trying vs. watching  strength vs. weakness  being tame vs. being free Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 2 Name: Make Connections DAY 5 Look for descriptions of things or practices that have changed since 1899. READ THE PASSAGE Newsies Strike New York Today, people can buy a newspaper from a machine or at a newsstand. But back in the 1800s, newsboys, or “newsies,” were the principal sellers of newspapers. Newsies sold their newspapers, or “papes,” on New York’s streets. Newsies bought their newspapers from the companies that printed them. The newsboys then made their money by selling the newspapers to customers. For two weeks in 1899, however, the newsies went on strike, refusing to sell papers. Boys from 5 to 15 years old united to make two newspaper companies reduce the price that they charged newsies for the newspapers. Striking newsboys held rallies, gave speeches, and chose leaders. One rally drew more than 7,000 striking newsies. Newsboys who continued to sell papers were harassed by the strikers. Some strikers threw the newspapers away, and others threatened to hurt the newsboys who wouldn’t stop selling newspapers. What started the strike? During the Spanish-American War, people were eager to read the news, so the Journal and Evening World raised the price that they charged for their newspapers. Newsies had to pay ten cents more for the papers. A dime made a difference to the kids who earned less than a dollar each day. Most newsies lived on the streets. Others used their earnings to help their struggling families. When the war ended, newsies expected newspaper companies to reduce their prices, but that did not happen. Although the cost of papers to newsies never dropped, the strike was considered a success. The two offending newspaper companies agreed to buy back all unsold papers, and eventually this strike helped bring about child labor laws in the United States. STRATEGY PRACTICE SKILL PRACTICE What does the newsies’ strike of 1899 remind you of make america great again font Fill in the bubble next to the correct answer for each question. 1. Where and when did the strike occur?  in a Spanish-American colony in the 1800s 3. What lesson can you learn from the passage?  Working together gets things done.  in New York City in the 1950s and 60s  People should not read about war.  in New York City in 1899  Holding rallies is not a good strategy  in Spain in the 1890s 2. How do you think the strike helped bring about labor laws?  The public became aware of the newsboys’ problems.  The newspaper companies decided to help all newsboys.  People decided to buy their newspapers from machines and newsstands.  Newspaper companies stopped selling their for changing things.  Businesses that treat workers badly do not succeed. 4. Based on the passage, which characteristics were most common in a newsboy?  kind, sweet-tempered, and gentle  cruel, defiant, and undependable  smart, quiet, and considerate  self-reliant, hardworking, and loyal newspapers to the public. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 21 21 6/25/10 1:48 PM WEEK 3 DAY 1 DAY fake credit card generator india with money DAY 3 DAY 4 DAY 5 22 3456.indb 22 Visualization Visualization allows readers to form mental images of what they are reading about. By visualizing, good readers can better remember the main ideas or events in a passage. Good readers use sensory words from the text to help them visualize and adjust their mental images as they read. Introduce the Visualization strategy to students. Explain: When good readers read, they often make mental pictures of what they are reading about. They turn what they are reading into a kind of “movie” that plays in their mind. But this doesn’t mean they daydream. They pay attention to important and descriptive words. Tell students to close their eyes and visualize as you read the first four sentences of the first paragraph. Read the sentences slowly to give students time to understand and visualize the important descriptions (evergreen forests; covered in clouds; located on mountains; cool temperatures that create clouds covering the trees). Direct students to read the passage and to complete the strategy and skill practice activities. Review the answers together. Remind students of the Visualization strategy. Say: It’s important to look for words we can easily picture. Read the first sentence from the passage aloud. Ask: Which is easier to picture: Sunday, airwaves, or kids? (kids) That’s because a kid is something we can see. When you visualize, look for words that represent something physical or concrete. Have students read the instructions at the top of the page and the passage. When students have finished reading, use a world map or globe to help them find all of the nations mentioned in the passage. Then direct students to complete the strategy and skill practice activities. Review the answers together. Remind students of the Visualization strategy. Say: When you visualize as you read, it is important to adjust your mental image when you get new information. Imagine that you are reading a story about a black kitten. You might picture a small kitten. If you then read the kitten was the size of a firetruck, you’d need to change your mental image to match the details in the story. Direct students to read the passage and to complete the strategy and skill practice activities. Review the answers together. Remind students of the Visualization strategy. Say: Good readers pay attention to the words in a passage. Specific action words—or verbs—and clear describing words—or adjectives—help us make mental images as we read. Which is a better verb, go or shuffle? (shuffle) Which is a clearer adjective to describe french fries, good or salty? (salty) Have students read the instructions at the top of the page and then read the passage. When students have finished reading, direct them to complete the strategy and skill practice activities. Review the answers together. Remind students of the Visualization strategy. Say: It may be easy for you to make a mental image of what you are reading, but as a good reader, you must make sure to visualize only the most important ideas or actions in a passage or story. It’s impossible to make a mental image of everything you read. Point out the first sentence in the last paragraph. Ask: Do you think it’s important to visualize scientists sitting around having a debate? (no) Say: You should visualize the parts of the passage that support what the passage is mostly about. Then have students read the instructions at the top of the page and the passage. When students have finished reading, pair them for the strategy practice activity or complete it as a group. Prompt students to defend their choices of what they visualized from the passage. Then direct students to complete the skill practice activity. Review the answers together. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 3 Name: Visualization DAY 1 Read slowly and pay attention to details that help you make a mental picture. READ THE PASSAGE Forests of Clouds and Mist You’ve probably heard of rainforests, but do you know what a cloud forest is? Cloud forests are evergreen forests that are often covered in clouds or mist and are located on mountains. Cool temperatures on mountain slopes create clouds that cover the trees. There are cloud forests on most continents. Central and South America have them, as do Asia and Africa. You can also find cloud forests in Hawaii and on Caribbean islands. Cloud forests have different names, depending on where they are found. Cloud forests are also known as fog forests or mossy forests. In Peru and Bolivia, cloud forests are part of a larger ecosystem called yungas, which means “warm lands.” Many scientists consider cloud forests to be a special type of rainforest. Cloud forests are not as warm as tropical rainforests because they are found at higher elevations that have colder air. But cloud forests and tropical rainforests both have many different plants and animals living within their ecosystems. Like first western bank and trust bismarck rainforests, cloud forest trees drip with moisture, but it does not often rain in a cloud forest. Instead, the fog collects as dew on leaves, vines, and branches. This dew provides the water that the plants need. Green moss, ferns, and exotic, colorful orchid flowers hang down from the canopy. Other plants and bushes crowd between the trees, and hundreds of insects crawl and fly amid the vegetation. Cloud forests are as diverse and interesting as rainforests or temperate forests. Cloud forests have animals that aren’t found anywhere else, such as mountain gorillas and a strange woolly mammal called the mountain tapir. The colorful quetzal bird is also found there, and golden toads hop among the bushes. Recently, scientists discovered a new cloud forest animal, a black and brown rodent that looks like a cross between a squirrel and a rat. Cloud forests probably contain hundreds of other rare and fascinating plants and animals that people have never seen before. STRATEGY PRACTICE SKILL PRACTICE Underline words or phrases from the passage that you were able to visualize. Read each question. Fill in the bubble next to the correct answer. 1. What is the passage mostly about?  the animals of the cloud forest  what the cloud forest is like  the kinds of trees in cloud forests  where cloud forests are found  the animals and plants of cloud forests  how scientists study the  why cloud forests are endangered cloud forest 2. Clouds form in the cloud forest. because  temperatures are cool  there are so many trees  the forests are so low  it is so moist there © Evan-Moor New mobile homes for sale in missouri. • EMC 3456 • Daily Reading Comprehension 3456.indb 23 3. The passage includes details about  why scientists study cloud forests . 4. How are cloud forests and tropical rainforests different?  Cloud forests have more plants.  Cloud forests are wetter.  Cloud forests are studied by scientists.  Cloud forests are found on mountain slopes. 23 6/25/10 1:48 PM WEEK 3 Name: DAY 2 Visualization Look for words that help you form a mental picture. READ THE PASSAGE Kids Take to the Airwaves On the first Sunday in March each year, kids get to take over the world’s airwaves. The United Nations Children’s Fund (UNICEF) has designated that day as the International Children’s Day of Broadcasting, or ICDB. Television and radio stations around the world invite young people to be part of their programming. Thousands of broadcasters and kids participate, and the programs focus on children’s interests and issues. Kids are also involved in the broadcast process, learning how radio and television programs are made. ICDB gives children a voice that can be heard around the world. On ICDB in 2009, young people all over the globe reported on issues that affected them. Nearly 100 children from India recorded stories about a flood in their area. Children in China drew pictures with messages for their parents. In Senegal, young people spoke out against violence by giving reports, conducting interviews, writing poems, and singing songs. German children talked with young people in Serbia and shared drawings and photographs. Australian kids voiced their opinions to children in Cambodia, Fiji, and Tonga. Kids produced videos on a variety of different topics, from air pollution to loneliness. Across the world, young people expressed their feelings and sent messages about what mattered most to them. After ICDB is over, UNICEF holds a contest for the best radio or television program. People who make the programs that air during ICDB can send submit their programs. The winners attend a special celebration. The 2009 radio winner was a station in Brazil that broadcasted a show for 24 hours about children from poor communities. The show used interviews, diaries, and music to promote peace. The winner for the television program was a station in Kenya. The show, which was hosted by two Kenyan youths, talked about the challenges that Kenyan children face and highlighted positive stories about young people in their communities. STRATEGY PRACTICE SKILL PRACTICE Write three nouns (people, places, or things) that were easy for you to picture. Read each question. Fill in the bubble next to the correct answer. 1. What is the first paragraph mostly about?  what UNICEF is 3. What do TV and radio stations both do on ICDB?  invite children to be part of programming  young people on television  ask young people to talk to their parents  the ICDB  raise money for UNICEF  children communicating  encourage children to join UNICEF 2. What is the second paragraph mostly about?  programs that UNICEF offers 4. The purpose of the ICDB is to  raise money for children  Australian children  give young people a voice  the ICDB in 2009  help kids get jobs in broadcasting  Malaysian videos  give awards for broadcasting 24 3456.indb 24 . Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 3 Name: Visualization DAY 3 As you read, adjust your mental image when you come across new details. READ THE PASSAGE Not Quite the Same When most people want to see what they look like, they look in a mirror. I don’t need a mirror to see myself, though. I can just look at my identical twin sister, Sarita. Sarita and I have always worn our hair the same way—long and straight, with bangs. We have the same dark eyes and big smile, and we both have one crooked tooth on the right. We both love the color green, hate eating fish, and think mayonnaise is disgusting. We play the violin, and every year we compete with each other for the position of first violin in the school orchestra. In some ways, however, we’re totally different. Sarita always wears funky hats, which I think is homes for sale in north creek subdivision jacksonville fl weird. She thinks it’s strange that I like jazz music. Some people say that our biggest difference is that Sarita is in a wheelchair. She was in a car accident when she was very young, and her spine was badly injured. To me, however, the real difference between us is that Sarita has courage and determination. She has never let being in a wheelchair slow her down, and she’s almost never angry or unhappy about what happened to her. So when I look in the mirror, I see myself—Celia—but I also see Sarita, a better version of me. She’s the me I try to be. STRATEGY PRACTICE SKILL PRACTICE Sketch how you visualized the two girls. Read each question. Fill in the bubble next to the correct answer. 1. What is the passage mostly about?  how twins compete  how Sarita was injured  Celia has shorter hair.  how the twins are similar and different  Sarita has a bigger smile.  how Celia feels about Sarita  Celia has darker eyes. 2. How are Celia and Sarita similar?  They both wear funky hats. 4. Celia wants to be like Sarita because she  is jealous of Sarita’s talents  They both play violin.  thinks Sarita is prettier  They both love eating fish.  wants to be a better violinist  They both love jazz music.  admires Sarita’s attitude © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 25 3. Which one is a difference between the twins?  Sarita is more determined. . 25 6/25/10 1:48 PM WEEK 3 Name: Visualization DAY 4 Look for strong verbs and clear nouns and adjectives. READ THE PASSAGE A Plane in the Hudson River Some airplanes are made specifically to land on water, but US Airways Flight 1549 was not one of those planes. The plane took off from LaGuardia Airport on January 15, 2009, with 155 people on board. Just three minutes later, the pilot, Captain Chesley Sullenberger, radioed that the plane was in trouble. It had hit some large geese. The left engine had exploded in fire, smoke, and metal. Captain Sullenberger quickly realized that the plane could not make it back to the airport. The aircraft was rapidly losing power and would soon be too slow to stay in the air. Sullenberger turned the plane toward the Hudson River, which flows between New York and New Jersey. “Brace for impact!” Captain Sullenberger announced over the intercom. Many passengers were tense and scared, but the flight crew did their best to keep everyone calm. Most passengers lowered their heads and got ready for a rough crash landing. After several tension-filled minutes, Captain Sullenberger landed the plane perfectly on the surface of the Hudson River. People watching from ferries that were traveling between New York and New Jersey were shocked at the sight. The plane’s passengers climbed onto the wings as the plane began to fill with water and sink. Boats from both sides of the river rushed to aid the stranded passengers. The waters were icy cold, and the smell of gasoline filled the air. As passengers scrambled from the plane to the waiting boats, rescuers handed them blankets, coats, and life jackets to stay warm. All 155 people were brought to safety, and Captain Sullenberger was celebrated as a hero. It was the first time a major aircraft had ever crash-landed in water with no deaths. STRATEGY PRACTICE SKILL PRACTICE Underline the verbs and draw a box around the adjectives that helped you visualize the scene as you read. Read each question. Fill in the bubble next to the correct answer. 1. What is the passage mostly about?  the reasons planes crash  the courage of Captain Sullenberger  the emergency landing of Flight 1549  the dangers of flying 2. The plane’s engines quit working because. the plane  filled with water  had hit birds  began to sink  carried too many people 26 3456.indb 26 3. How did this landing differ from other emergency water landings?  This plane was designed to land on water.  This plane did not sink.  The engines continued to run.  Everyone survived the crash. 4. People in New York and New Jersey. were shocked because  they saw large birds in the air  boats came to rescue the passengers  there was an airplane in the river  Captain Sullenberger stayed on the plane Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 3 Name: Visualization DAY 5 Make a mental image of the events described in the passage. READ THE PASSAGE The World’s Biggest Wave A tsunami is a giant ocean wave. It shopper walmart black friday 2020 usually created by an earthquake on the seafloor and can travel hundreds or even thousands of miles across the ocean. The biggest local tsunami ever to hit land happened on July 9, 1958, when an earthquake shook the undersea fault near Lituya Bay, Alaska. Lituya Bay is part of Alaska’s Glacier Bay National Park. The magnitude 8.0 earthquake shook 40 million cubic yards of dirt, rocks, and ice from a mountain at the head of the bay. The landslide fell 3,000 feel and hit the water with tremendous force, which created the enormous tsunami wave. The wave was more than 1,640 feet (500 meters) high and crashed over five square miles of land, uprooting millions of trees. There were no towns in the area, so unlike the deadly tsunami of 2004, in which more than 200,000 people in Indonesia and elsewhere were killed, the 1958 tsunami killed two people. They were on a fishing boat anchored in the bay when the wave swamped them. Another boat, the Badger, was carrying William Swanson and his wife. The boat rode the wave inland before it began to sink. The Swansons were able to leap to a small skiff and were rescued a few hours later. A third boat, the Edrie, with Howard Ulrich and his seven-year-old son aboard, rode the wave over land and then back out to the bay. The Ulriches, amazingly, were unharmed. For many years, scientists debated about what really caused the tsunami in Lituya Bay. Some scientists claimed the amount of debris that fell into the bay was not enough to cause such a massive wave. They thought that the earthquake itself triggered the wave. However, as our understanding of geology, earthquakes, and tsunamis improved, most scientists now accept the rockslide as the true cause for the wave. No one disputes, however, that the wave was the largest ever recorded and will likely remain so for years to come. STRATEGY PRACTICE SKILL PRACTICE Describe to a partner the parts of the passage you thought were the most important to visualize in order to understand the main idea of the passage. Read each question. Bb racing game download in the bubble next to the correct answer. 1. Most tsunamis occur because  dirt and ice fall into the sea .  there is an earthquake on the seafloor  The 2004 tsunami was a bigger wave.  there is a storm far out at sea  Nobody died in the 2004 tsunami.  there is an earthquake on land  The 2004 tsunami killed a lot of people. 2. How high was the tsunami in Lituya Bay?  more than 1,640 feet 4. What happened to the Ulriches?  Their boat was swamped.  5 square miles  They escaped in a skiff.  40 million cubic yards  They rode the wave.  500 feet  They were killed by the wave. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 27 3. How were the 1958 and 2004 tsunamis different?  More people died in the 1958 tsunami. 27 6/25/10 1:48 PM WEEK 4 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 28 3456.indb 28 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 stores that buy magic cards near me 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. 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. 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 ally bank interest rates checking to complete the strategy and skill practice activities. Review the answers together. 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. 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. Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 1 Look for important events in the life of Sarah Edmonds. READ THE PASSAGE 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. STRATEGY PRACTICE SKILL PRACTICE How does adding dates to the passage help organize it? 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  Sarah gained the rank of officer  fear of being discovered as a woman soldier  Sarah never learned to be a good soldier  fear of being shot or killed in a bloody battle  the army respected Sarah’s war service 2. Because Edmonds revealed the truth about. her service in the Civil War, she  was buried with military honors 4. Which jose diaz balart biography these events happened first in Sarah Edmonds’s life?  She got malaria.  was forced to return to Canada  She deserted from the Union Army.  could resume her identity as a woman  She sold books for a living.  could finally forget about the war  She applied for a pension as © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 29 3. The War Department’s recognition of Edmonds proves that.  the army was embarrassed by Sarah a Civil War soldier. 29 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 2 Think about the evidence the author presents to support the passage’s main points. READ THE PASSAGE 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. STRATEGY PRACTICE SKILL PRACTICE How does the author organize the evidence about different theories of what happened at Little Bighorn? 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 3. According to the passage, the newer theory about Custer’s last stand started.  just after the battle in 1876  in the 1980s  questions whether Custer won the battle  with the discovery of the soldiers’ bodies  proves what happened to the horses  with the belief that soldiers are always heroic 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 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. 30 3456.indb 30 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 3 Look for the causes and effects of the python problem in Florida. READ THE PASSAGE 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 evan moor corp emc 3456 daily reading comprehension answer key 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 grow financial credit union routing number 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. STRATEGY PRACTICE SKILL PRACTICE Underline the words in the passage that signal cause and effect. 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  Burmese pythons can grow to 20 feet long.  the large bank of america rv loans of eggs the snakes produce  Pythons can swim and move well on land.  the snakes’ ability to swim and move well  Florida park rangers are on “python patrol.” 2. One effect of pythons in the Everglades. is  they can grow to 20 feet long 4. Which of these happened after pythons became a problem in Florida?  Pythons grew too big to handle at home.  they put endangered animals at greater risk  Owners became educated about pythons.  biologists can study them in their natural  People no longer got pythons as pets. habitat  they control the alligator population © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 31 3. Which evidence best explains why pythons are spreading beyond the Everglades?  Pythons are not native to the Everglades.  Pet dealers stopped bringing pythons to the United States. 31 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 4 Think about the order in which the events in the passage occurred. READ THE PASSAGE 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! STRATEGY PRACTICE SKILL PRACTICE Why do you think the author chose this way of organizing the passage? 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 32 3456.indb 32 Daily Reading Comprehension • EMC 3456 • © Evan-Moor Corp. 6/25/10 1:48 PM WEEK 4 Name: Organization DAY 5 Think about how the author introduces each character and tells the events in the story. READ THE PASSAGE 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 carroll baker how the west was won 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. STRATEGY PRACTICE SKILL PRACTICE If the author began the passage by telling you what part each boy received, how would it change your reaction to the story? 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  He was scared of the thunder.  is easily startled  No one else auditioned for the part.  does not get along with Colin  He had the right voice for the role. 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. © Evan-Moor Corp. • EMC 3456 • Daily Reading Comprehension 3456.indb 33 3. What is the most likely reason that Denzel got the part of the Cowardly Lion?  It was the only part available. 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. 33 6/25/10 1:48 PM WEEK 5 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 34 3456.indb 34 Determine Important Information When readers determine important information, they identify the type of text they are reading and then concentrate on finding the essential ideas, events, or details from that text. For nonfiction, determining the important information often means finding the main idea. For fiction, it means understanding essential plot points, themes, or character actions. Introduce the Determine Important Information strategy to students. Explain: Good readers look for information that helps them understand what they are reading or answers a question they have. Ask: If you wanted to know which players scored during a football game, what information would you look for in a newspaper story about the game? (mention of the times that each team scored points) Information about the coaches or weather would not help you find out what you wanted to know. The important information would be the part of the story that told you who scored touchdowns or kicked field goals. Direct students to read the instructions at the top of the page, study the Web page, and complete the strategy and skill practice activities. Review the answers together. Remind students of the Determine Important Information strategy. Point out the graph and text on the page. Say: When you see a graph or chart along with text, it’s helpful to study the relationship between them. First look for the information they have in common. Then you can look for the information that one tells you that the other does not. Consider what information is best presented in a graph. This graph shows the number of people who use the Internet. What else can you learn from looking at this manufacturers and traders trust company (The number of people who use the Internet is increasing.) Have students read the directions at the top of the page. Then have students read the passage and study the graph. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together. Point out the index on the page to students and ask: Why do some books have an index? (to help us find information in the book about a specific topic) Would you expect to find a main idea statement or a character’s description in an index? (no) When we read different kinds of text, the information that is important is often different. So, sometimes an index will be organized in a special way. Point out the text to the left of the index. Say: The text tells us how the index is organized. We should read the text first so that we make the best sense of the index as we study it. Have students read the instructions at the top of the page. Then direct students to read the text and study the index. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together. Remind students of the Determine Important Information strategy. Have students look at the newspaper column briefly, and then ask: What did you notice first? Allow volunteers to share their answers, and then say: I noticed the title of the column first. This is important information because it tells me what I am reading. When I look through a newspaper, the hea
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