Understanding Complex Reading Level C

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Focus on Specific
S TA A R NEW!
STAAR Skills
Specific Focus on Reading & Writing
Understanding Understanding Understanding Understanding

Complex Reading Persuasive Text Poetry Drama
Literature & Informational Reading & Argumentative Reading to Analyze and Reading to Analyze and
Text by Theme Writing Interpret Interpret
ALIGNED TO THE ALIGNED TO THE ALIGNED TO THE ALIGNED TO THE
READINESS & SUPPORTING TEKS READINESS & SUPPORTING TEKS READINESS & SUPPORTING TEKS READINESS & SUPPORTING TEKS
GRADES 3-8 GRADES 3-8 GRADES 3-8 GRADES 3-8
Five Parts for Focused Teaches students how to understand Teaches students how to understand Teaches students how to
Instruction and analyze persuasive texts and and analyze different types of poetry, understanding and analyze dramatic
how to write persuasive essays. such as lyrical, free verse, limerick, and literature. Students will learn to
Part A: Understanding How to
Students will analyze a range of more. Students will learn the draw conclusions and make
Read Complex Passages with
persuasive texts including editorials, structural elements of poetry such as inferences about the structure and
rigorous passages and questions
letters, speeches, historical texts, and rhyme, meter, and stanzas. elements of drama. The book also
Part B: How to identify a theme responses to literature. Students teaches how to interpret interactions
learn about the purpose and Special Features: between characters, dialogue, and
Part C: Glossary of Complex
Reading Terms structure of persuasive texts, and Glossary of poetic terms stage directions.
then practice the techniques used to Instruction with individual as well as
Part D: Instruction with complex persuade readers. Special Features:
paired poems, followed by
texts Glossary of terms needed to
questions
Part E: Independent Practice: Special Features: understand dramatic literature
Each poem includes key background
Complex Reading Passages of Glossary of important terms Each dramatic piece is introduced
information to help students
multiple themes with multiple- Independent practice with five understand the text with background information to
choice and open-ended questions persuasive texts followed by help students understand the
Independent practice with multiple-
questions choice and open-ended questions work.
Independent practice with four Independent practice with
writing prompts multiple-choice and open-ended
questions
.
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UNDERSTANDING
COMPLEX C
READING
P LE
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Literature & Informational TextIG
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Copyright 2013 RALLY! EDUCATION. All rights reserved. No part of the material
protected by this copyright may be reproduced in any form by any means,
electronic or mechanical, including photocopying, recording, or by any
information storage and retrieval system, without permission in writing from the
copyright owner. Printed in the U.S.A.
1012
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R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Understanding How to Read Complex Passages . . . . . . . . . . .6

Information and Guidance on Understanding, Analyzing,
and Comparing Complex Passages
How to Identify a Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Information and Guidance on Understanding and Identifying
Themes in Complex Passages
P LE
SAM ATION
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
! ED U C
Definitions of the Key Terms Needed to Analyze Complex
Passages by Theme
RA LLY A LLY
9 9 R
Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
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One Single Passage and Two Sets of Passages Connected by E
BLA
a Theme with Background Information and Instruction C KLIN
A NOT BE
Passage 1: Birthday Surprise . . . D . .. .IT. .I.S. . . . . . . .O.O. K . . T. O . . . . . . . .18
IG H T E T H I S B
Passage Set 1:
K IS COPY.R. .. .. G.. I..V.. E.. N.. .. F.. O.. ..R.. .. .. .. .. A.. Y.. ... .. .. .. .. .. .. .. .. .. .. .. .. .28
Study Time .25
LE 2:BOOWhen NY .W. . . . . . . . . . . . . . . . .34

Get It Together
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Passage Set the Snow
and ODGrasshopper
PRthe RE . . . . . . . . . . . . . . . . . . . .35
Independent Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Two Single Passages and Three Sets of Passages Connected by
a Theme for Students to Complete on Their Own
Passage 1: Each in Its Own Place . . . . . . . . . . . . . . . . . . . . . . . . . .42
Passage 2: Make Your Own Memory Timeline . . . . . . . . . . . . . . . . .51
Passage Set 1: The Pet Donkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Designer Dogs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Passage Set 2: Ancient Greece . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Coretta Scott King . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Passage Set 3: The Fisherman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Natures Gifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Page 3
Introduction
Understanding Complex Reading: Literature & Informational Text by Theme
teaches students how to understand, analyze, and evaluate complex
passages while focusing on theme. Students will read a range of passages
with complex and sophisticated themes, including sets of passages
connected by a theme. Students will learn how to use close reading to
interpret passages and will develop the critical thinking skills necessary
to answer rigorous questions about the passages.
P LE
SAM ATION
Understanding How to Read Complex Passages
This section of the book describes the main features of complex passages
E D U C
and gives guidance on how to understand, analyze, and compare
!
complex passages.
R A L LY A LLY
How to Identify a Theme 9.R TER.
8 8 8 . 9
This section of the book explains what a theme is
IT IS NOand
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Glossary
The glossary gives definitions of the terms that students will need to
understand to analyze complex passages by theme. Students can refer to
the glossary as they learn to analyze complex passages.
Page 4
Instruction
This section contains one single passage and two sets of passages connected
by a theme. Each passage or set of passages is introduced with key
background information that will help students analyze and evaluate the
passage, understand the theme, and make connections between passages.
This section of the book contains both literature and informational
passages, and the passages and question sets increase in complexity and
rigor. Each question set includes multiple-choice, short-response, and
extended-response questions.
Independent Practice
P LE
SAM ATION
This section contains two single passages and three sets of passages connected
C
by a theme for students to complete on their own. This section of the book
ED U
contains both literature and informational passages, and the passages and
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question sets increase in complexity and rigor. Each question set includes
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multiple-choice, short-response, and extended-response questions.
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Understanding How to Read
Complex Passages
Understanding Complex Passages
Complex passages often have longer sentences and challenging vocabulary.
The first key to understanding complex passages is to understand the
language. If a sentence has difficult words, reread the sentence. The meaning
P LE
of words can often be worked out just by reading the sentence again and
SAM ATION
thinking about what meaning of the word makes sense. In other cases, the
meanings of difficult words may need to be looked up. If the meaning of a
ED C
sentence or paragraph is unclear, read it again more carefully. Difficult
U
sentences can be broken down into their different ideas. Paragraphs can also
!
LLY Y
be read sentence by sentence. This means making sure that each sentence is
RA A LL
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fully understood before moving on to the next one. You could also break a
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paragraph down by taking notes and listing its main ideas.
B LA C KLINE
Complex passages are usually longer passages.
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book explains howPto identifyRthemes EP and how to analyze a passage based
on its themes.
Analyzing Complex Passages

Complex passages usually require readers to find meaning. Ideas are often
not stated directly. Instead, readers draw conclusions and make inferences
based on details from the passage. This requires reading the passage closely
and making decisions based on what is read. Details from the passage are
used to draw conclusions and to make inferences. The key to analyzing
complex passages is to look closely at the passage and to always base
understanding on information and details from the passage.
Page 6
Comparing Complex Passages
Complex passages can be connected by a common theme. Questions about
passages connected by a theme require using information from both
passages. To answer these questions, each passage should first be
understood on its own. With a good understanding of each passage,
connections can then be made between them. While connected passages
are similar in some ways, they are different in other ways. Answering
questions about connected passages involves thinking about how they are
the same and how they are different.
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How to Identify a Theme
Understanding Themes
A theme is the central idea of a passage or the lesson or message that the
author wants to convey. A theme is different from the subject or the topic of
a passage. For example, a story might describe how a player acts badly after
losing a tennis match. The subject of the story is the tennis match, but the
theme is about being a good sport. An article might describe how Thomas
P LE
Edison invented the light bulb after trying many times. The topic of the
SAM ATION
article is Thomas Edison, but the theme is about never giving up. When
identifying themes, be exact rather than vague. For example, it is better to
ED
simply identifying that the theme is friendship.
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identify that the theme of a poem is how friendships require trust than
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Most passages do not state the theme directly. Instead, passages need to be
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analyzed to work out what the themes are. Many passages also have moreR.
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than one theme. When analyzing a passage, there may be twoLor IN E MA
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ideas or messages. In some cases, the themes may be T A BLACKimportant.
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IGHT FOR THIS OO minor themes.
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In literature, themes REPRpoem, or play together. As you read a
passage, think about what the central ideas are. Themes can be communicated
in different ways. In some passages, the theme will be a lesson a character
learns or a lesson the reader learns from the events. In some passages, a
characters main problem could reveal the theme. In other passages, the
events that take place could reveal the theme.
In informational texts, the theme can be the central topic of the text. For
example, an article about how to recycle paper could have the main theme
of recycling. It could also have themes based on opinions given in the text
or messages suggested by the text. For example, it could have themes about
creating too much waste or about taking care of the environment.
Page 8
To identify and analyze themes, follow the three steps below.
Part 1: Overview
Before looking at a passage closely, look at the passage overall. Here are
some questions that can help guide you.
What is the title? Does the title suggest a main idea or theme?
Is there a subtitle? If so, what does the subtitle suggest?
What genre is the passage? Does this give any clues about what
the theme might be or how to identify the theme?
LE
Is there any art? Does the art give any clues about the theme?
P
SAM ATION
Once you have looked at the passage overall, you will probably have some
to identify the theme.

! ED U C
clues about the theme. You will also have some ideas about what to look for
the A
Part 2: Reading R L L Y A LLY
Passage
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E M A S
Now you can read the passage. As you read the passage,BLthink A C KLINabout what
OT A BE
you are reading. Think about the events that
D . IS Noccurring
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K and
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characters are saying and doing. Think
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you read the passage. Here are
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What is the passage mainly about? What is happening in
the passage?
What are the main events? Do these events reveal a theme?
Who is the main character? What is the main character like?
Is there a main problem or conflict? How is it solved?
Is there a turning point? Does something or someone change
in some way?
Does the passage have a main lesson or an important message
about life?
Page 9
What important ideas are in the passage? What does the author
most want readers to know?
What is the overall purpose of the passage?
How does the author feel about the topic? How does the author
make you feel about the topic?
What does the author seem to believe?
By considering these questions, you should have identified one or more

themes.
Part 3: Close and Careful Reading

P LE
SAM ATION
Now that you have identified some themes, you should read the passage
closely. This time, focus on the themes you have identified. Read the
! ED U C
passage and take notes on each theme. Identify details from the passage
that relate to the theme. Focus on what the passage says about the theme
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and how the passage gives information on the theme. You might record key
A
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events, important details, or key sentences from the passage. By close .
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reading, you will analyze the passage to identify what the themes
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Glossary
Authors Purpose
The authors purpose is why the author wrote the passage. Authors write
passages to entertain, to inform, to instruct, to explain, and to persuade.
Character
A character is a person in a story, poem, or play.
Characterization
P LE
Characterization refers to how an author tells the reader about a character.
SAM ATION
It can be by describing a character. It can also be by describing what a
character looks like, how a character feels, or what a character does.
Close Reading
! ED U C
RA LLY LLY
Close reading refers to reading a passage carefully and paying attention to
A
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the details of the passage. Close reading involves looking closely at what
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the passage says, thinking about the details of the passage, and
BLA C KLINEanalyzing
IT IS NOT A to Kidentify
the passage based on the details. Close reading is used
TO BE details to
IGHTED. R Tand
support conclusions, inferences, and predictions,
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themes are and how they are Ccommunicated.
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Conflict THIS SAM RMISSION I IN
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REPor struggle that takes place in a passage.
The conflict is the Pmain problem
The conflict can reveal the theme of the passage.
Details
Details are facts or pieces of information given. Two or more details can be
used to draw conclusions or to make inferences. The details in a passage are
the evidence used to support conclusions, inferences, predictions, and
decisions made about the main ideas and themes.
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Draw Conclusions
Drawing conclusions refers to making decisions based on facts and details
in a passage. For example, a text might describe how it is late at night and
how a character is yawning. These details could be used to conclude that
the character is tired.
Fact
A fact is a piece of information that can be proven to be true.
Genre
Genre refers to the form of a passage. There are many genres, and passages
in each genre have common features. Knowing the genre of a passage can
P LE
SAM ATION
help you determine the passages purpose. It can also help you analyze the
passages meaning and identify the passages themes.
Examples:
! ED U C
RA LLY
Fables have the main purpose of teaching a lesson. The theme of a
LLY
fable can be determined by focusing on what lesson the fable is
A
meant to teach.
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Adventure stories are exciting stories that involve K
AC sort of
BLsome
O T A E
danger. The theme could be revealed by
D . IT IShow OO K TO Bovercomes
N a character
or avoids danger.
O PY RIGHTE FOR THIS B
Narrative poems B OO K IS C a series
describe O T GIVofENevents.
NY WAY.meaning is often
The
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based SAMwhy the
THIS on M SION are Oimportant
ISevents DUCED to the poet or what the poet
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wants to express by describing them.
Odes are poems written to praise something. The theme of an ode
is often what is being praised or what makes the object being
praised special.
Biographies tell about a persons life. Biographies may include
lessons about life or have themes like making a difference or
overcoming challenges.
Lesson
In literature, a lesson is a truth about life a character learns or a truth about
life a reader learns from the passage.
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Main Idea
The main idea of a passage is what the whole passage is about. A passage
may include several ideas, but the main idea is the most important idea of
the whole passage. A main idea may be stated, or you may have to infer
what the main idea is.
Make Inferences
Making inferences refers to making a guess about something based on facts
and details from a passage. Inferences are made based on the information in
a passage, but can also use what you already know. Inferences can be made
about how characters feel, why something happens, or what a character
P LE
learns. Inferences can also be made about what an author thinks, what an
SAM ATION
authors purpose is, and what the authors message is.
Make Predictions
ED U C
A prediction is a guess made about what will happen in the future.
!
support the prediction.
RA LLY
When making predictions, details from the text should be used to
A LLY
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Mood
B LA C KLINE
T Areader Ofeel,
Mood refers to how a text or part of a text makesNO
D . IT IS the
OO K T BE or the
feelings created in the reader.
OP Y RIGHTE FOR THIS B
Narrator BO O K IS C O T GIVEN NY WAY.
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The narrator
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Opinion
An opinion is a statement that cannot be proven to be true, or a personal
view of something.
Plot
The plot is the pattern of events that takes place in a passage.
Point of View
Point of view refers to the position of the speaker of a work. The point of
view can be first person, second person, third person limited, or third
person omniscient.
Page 13
Position
The authors position refers to how the author feels about a topic, or the
authors viewpoint. The authors position or viewpoint can reveal the
theme.
Setting
The setting of a story, poem, or play refers to where and when the events
take place.
Structure
The structure of a passage is how the passage, or part of the passage, is
organized. Common structures include chronological order or sequence of
P LE
SAM ATION
events, cause and effect, problem and solution, main idea and supporting
details, compare and contrast, question and answer, and order of importance.
Style
! ED U C
authors write.
RA LY
The style of passages refers to how authors express themselves, or how
L A LLY
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Subtitle
BLA C KLINE
A subtitle is a second part of a title. Subtitles give O
IS T A information
N more O BE about a
IT K T
OO idea, message,
Y RIGHTED. purpose,
passage. They can show the passages focus,
R TH IS Bmain
or theme.
Examples:AMPLE
S
B
SI ON IS NO CED IN ANY
THIS IS
PERMWonderREPROD
U
Seeds: Natures
This subtitle suggests that seeds are amazing.
Storms: How to Stay Safe
This subtitle shows the main purpose of the article.
The Piano: Practice Makes Perfect
This subtitle states the message of the story.
Summarize
A summary is a short description of a passage that gives the main points.
When summarizing a passage, only the important events, details, and ideas
should be included.
Page 14
Supporting Detail
Supporting details are details included to support a main idea.
Symbolism
Symbolism is a literary technique where a word, object, or event is used to
stand for something else. For example, white snow might symbolize that
something is pure. Symbolism can be used to create meaning and can be
used to help communicate a theme.
Theme
A theme is the central idea of a passage or the lesson or message that the
author wants to convey. In literature, themes hold the story or poem
P LE
SAM ATION
together. In informational texts, the theme can be the central topic of the
passage or can be a message, thought, or idea communicated by the passage.
Title
! ED U C
RA LY
A title is what a passage is called. Some titles are straightforward and state
L A LLY
the topic of the passage or the main idea of the passage. Other titles are less
9 . R
straightforward and need to be analyzed to work out their meaning. Titles
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can be used as clues to understand passages and their themes. CKLINE
A BLA
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Examples:
D. IT IS NO
OOK TO BE
My First Airplane Flight O PY RIGHTE FOR THIS B
O O IS C of the
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This title states
P LE Bthe
IS NO IN A NY
IS SAMLiveERWell
THWell,
Eat M ISSION PRODUCED
P RE
This title states the main idea of the article.
Too Little Too Late
This title gives a clue about the theme of the story.
Tone
Tone is how the author feels about the subject.
Topic
The topic of a passage is what the passage is about or the subject of
the passage.
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Instruction
Each passage or set of passages is introduced with
key background information that will help students
LE
analyze and evaluate the passage, understand the
P
SAM ATION
theme, and make connections between passages
with common themes.
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Passage 1: Single Passage
Introduction: This passage is a story that will be analyzed on its own. The
main character in the story is Eric. It is Erics birthday and he has planned a
huge game of hide-and-seek with his friends. However, the game does not
go as he had planned. Erics main problem gives a clue to the main theme.
At the end of the story, the main problem is solved. At this point, Eric
learns something about what is important to him. Read the passage and see
if you can work out what Eric learns.
/ Birthday
M P LE
Surprise \
SA ATION
1
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Ready or not, here I come! Erics voice rang out loud and clear across
the quiet backyard. It was a Friday afternoon in June, and it was his
!
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birthday. All he had wanted to do on his birthday was have a huge
game of hide-and-seek with his friends.
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2 Eric looked across his big vacant yard. At least, it looked LA C INE Eric
KLempty.
B
knew it was really full of kids. He listened
IT IS NOT AbutKcould
closely, TO BEhear no
D . OO
laughter. Where should I look
O PY RIGHTE Eric
first?
F O
said
R S B loud, hoping to hear
THIout
a giggle from a nearbyOO IS C He Tdid
K bush. EN hear aWsound.
GIVnot AY.
P LE B IS NO A N Y
AM
HIS Sthat ON
ISSIhouse DUCEbeD IN
3 Eric T
knew the
E RMtree R O
would a good place to hide, so he
P REP
decided to check there first. He climbed the ladder quietly, hoping to
sneak up on whoever was inside. He excitedly reached the top and
pushed himself onto the wooden floor. A look of disappointment came
over Erics face. All he had found was a squirrel! The squirrel quickly
darted onto a branch and disappeared.
4 Eric climbed down the ladder. Eric stopped a moment and studied his
backyard. He tried to stay completely silent. Eric wanted to surprise his
hidden friends. Maybe someone would make a sound if they thought
he wasnt near. Then his eyes landed on the little blue shed at the other
end of the yard. He was so excited he forgot to be quiet. Eric leapt onto
Page 18
the grassy lawn at the other end. Grabbing the metal handles, he
yanked the sheds doors wide open. Surprise! he yelled.
5 It was Eric who was surprised. His voice echoed through the otherwise
quiet shed. No children ran out. Not even a squirrel hid there. Eric was
shocked he had not found one single person! He looked in every corner
and under every tool just to be sure. Quietly closing the shed door
behind him, Eric set out to continue his search.
6 Eric circled the yard. He looked behind every bush, behind the
doghouse, and even behind the trashcans. Now he was beginning to
worry. He had invited 29 friends to play in his birthday hide-and-seek
P LE
game. He thought he should have found at least one person by now.
7
SAM ATION
Eric went around the house to the front yard. He walked to the porch
! ED U C
and peeked behind the porch swing. Finding no one hiding there, he
sat on the swing to think. He had checked all of his favorite hiding
RA LLY LLY
places, and he had not found one person. The only reason he could
A
9 . R
think of to explain it was that nobody was hiding anywhere. Maybe
9 TER.his
888.
MA S
E at all.
friends had thought hide-and-seek was for babies and not
B LA C KLINcome
NOT A
Just then his mother peeked out the front door.
IT IS BE
K TO
TE D . BOO
8 Eric, dear, you arent wearing
OP IGH jacket!
YRyour F O THIS inside and put it on!
RCome
S C E N
P LE BOOK I IS NOT GIV A NY WAY.
Im fine, M shrugged.
AEric ON D IN
9
10
R
Its very important that you come inside and get your jacket right
now, his mother said firmly.
11 Eric got off the swing and followed his mother inside the house.
12 SURPRISE!
13 Eric could hardly believe his eyes. All 29 of the friends he had invited
stood smiling at him! They had been in the house all along! Eric laughed
as he remembered yelling Surprise! in the empty shed. He never
thought he would end up being surprised instead.
Page 19
14 In the middle of the excited crowd, Erics sister Monica held a chocolate
birthday cake.
15 Make a wish! his friend Marlon yelled.
16 Eric smiled. He had wanted more than anything to find his friends.
Looking around the room, Eric knew his wish had already come true.
17 Im glad that game of hide-and-seek is over! Eric said.
18 Who said its over? Marlon said. We know hide-and-seek is your

favorite game and we wanted to make it the best game ever! Finding us
P LE
was just the warm-up. Now its time for you to find all your presents!
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
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MA S
BLA C KLINE
IT IS NOT A K TO BE
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Page 20
1 What is the most important surprise in the passage?
A Eric finding the squirrel in the tree house
B Eric finding that the shed was empty
C Eric seeing all his friends inside
D Eric seeing his birthday cake
2 Which sentence from the passage best shows that Eric is beginning to
get upset?
A He listened closely, but could hear no laughter.
LE
B Quietly closing the shed door behind him, Eric set out to continue
P
SAM ATION
his search.
C He had invited 29 friends to play in his birthday hide-and-seek game.
ED U C
D Maybe his friends had thought hide-and-seek was for babies and not
!
come at all.
RA LLY A LLY
9 9 . R TER.
888.
M A S
3 Read this sentence from the passage.
B LA C KLINE
T Ayour jacket
Its very important that you come inside Iand
D. IT S NOget
OO K TO BEright
now, his mother said firmly.IGHTE THIS B
C O PY R F OR
What is the main E B OO K IS Erics
reason NO T GIVENsays Nthis?
mother Y WAY.
P L IS IN A
SAM
THISthinks M ISSIOisNsilly. O DUCED
A She the
P E Rgame
REP R
B She is worried Eric will get sick.
C She knows his friends are hiding inside.
D She has bought him a jacket for his birthday.
4 Which of these is the main theme of the passage?

A Mothers often know best.
B People can let you down.
C Friends make things special.
D It is mean to play tricks.
Page 21
5 Based on the events of the passage, how will Eric most likely feel about
searching for his presents? Use details from the passage to support
your answer.
P LE
SAM ATION
! ED U C
6
RA LLY LLY
How would Erics birthday have been different if he had looked inside
A
9 . R
the house first? Use at least two details from the passage to supportR.
9 STE
888.
your answer. NE MA
LI LACK
T A B
D . IT IS NO OOK TO BE
E N
DUC E D IN A
T PERM REPRO
Page 22
7 Explain how Erics friends made his birthday special. Give two reasons
you can tell that Erics friends are good friends. Use details from the
passage to support your answer.
In your response, be sure to
explain how Erics friends made his birthday special
give two reasons you can tell that Erics friends are good friends
use details from the passage to support your answer
P LE
SAM ATION
! ED U C
RA LLY A LLY
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P LE
SAM ATION
! ED U C
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9 9 . R TER.
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MA S
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IT IS NOT A K TO BE
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Page 24
Passages 2 and 3: Passages Connected by a Theme
Introduction: The next two passages are connected by some common
ideas. The first passage is called Study Time. The main purpose of this
passage is to teach readers how to study. It also gives instructions for
making a homework calendar. The second passage is called Get It
Together. It also teaches readers how to study, and gives instructions for
making something to help readers study. Both passages are on the topic of
studying and homework. They also have some ideas about studying and
homework in common. Read both passages and try to determine what
common ideas about homework and studying they share.
P LE
/ Study Time
S A M
C ATI\
ON
Y ! ED U
RALL 99.RALLY
1 Think about all of the classrooms you have ever seen. They may be
different in some ways, but there are some things that always seem to
.
TERand
888.
be the same. They have desks, blackboards, books, bulletin boards, E MA S
pencil sharpeners. And this is just naming a few! AThere B LACKisLIaN reason why
classrooms have these things. To be aDgood IT IS NOT you
student, K BE certain
TOneed
. OO
tools. Just like every firehouse
O PY RIGHaTEfire Ftruck
has O R IS Bevery movie theater
THand
needs a movie screen,OO IS C classroom
Kevery T GIVENmustNhave . supplies you need
WAYthe
P LE B IS NO IN A Y
M
IS SAjob. N
to doTHyour MISSIO DUCED
P ER REPRO
2 Part of your job involves homework! So where do you do this part of
your job when you are at home? Do you have a special place set up
with the tools you need?
Selecting a Spot
3 Having a study area at home is important. Your study area should not
be near the television or phone. Even though every home is different,
there is likely to be some place where you can set up your own special
work place. Maybe you cant find any place at first. But look around.
Think about it. Maybe you can use more than one space!
Page 25
4 When Nancy has to read a book
she has a perfect spot. Its
between her bed and the wall. QUIET ZONE
She puts a couple of pillows on
the floor, gets comfortable, and
settles down to enjoy the story.
She feels hidden away from SCHOOLWORK
everything that is going on.
5 But that spot does not work when GOING ON!

she has writing to do. Then she
P LE
likes to work at the kitchen table.
SAM ATION
There was a problem though. Her brothers would come in, tease her, and
push each other around. It often took her a long time to finish her work.
E D C
Then her mother had an idea. She made a sign to put on the kitchen
U
door. It looks just like the signs you see around the city. However, this
!
RA LLY LY
sign says: QUIET ZONESCHOOLWORK GOING ON! If the sign is up,
A L
8 . 99 . R
her brothers cannot be loud. It took a while, but finally everyone got
used to the idea. Now even her brothers use the sign sometimes!
E MA STER.
KLIN
Tick Tock 8 8 IG
I T IS
HTED. R THIS BOO
B LA C
NOT A K TO BE
Y R
COPone ofGthe FO
6 Managing your time can
O OK IS be T IV ENhardest W
parts
AY. of being a good
A MPLE B toSIhomework,
student. In addition
ON IS NO there D I ANYclubs, chores, and many
Nare
IS S S do you C E
U to remember to do all those
otherTHactivities. RMIonly
PENot REPRO
Dhave
things, but you also have to decide what should be done first and what
can wait. You have to decide what is most important.
7 Making a daily schedule can be the best way to organize your day. It is
easy to make a weekly calendar that will help you get everything done.
8 Divide a piece of paper into eight columns. At the top of the first
column, write Time. Then write a day of the week at the top of each of
the other columns.
Page 26
Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Before
School
During
School
After
School
P LE
SAM ATION
9 The Time column is going to have three parts: Before School, During
School, and After School. Draw three lines across the page. You will
! ED C
need the least space for During School because that part of your day
U
is usually decided for you. Before School is where you will write
RA LLY LY
reminders about taking library books, assignments, or other materials to
A L
9 9 . R
school. After School will need the most space because that is where
TER.
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you will write activities, homework assignments, chores, and MA S
anything
else important. BLA C KLINE
TA
IS NO OOK TO BE
D . IT
10 Every Sunday night, take the YtimeR TE fill in the
IGHto SB
THIcalendar for the week.
S C O P N F O R
Every day when you K I home E
GIV school, . the new things
AYin
P LE BOOcome IS NOT from A NY fill
W
N homework that has to be
N You might Iadd
Mon the calendar.
HIS SA PERMISSIO EPRODUCED
that belong
T
done that day, a quiz that Ris scheduled for tomorrow, or a project that is
due by the end of the week. If you keep a good calendar, you will be
able to get everything done on time. You will also be ready for every
single school day.
Page 27
/ Get It Together \
1 Has this ever happened to you? You sit down to do your homework.
After a couple of minutes you have to go and find some more paper. A
few minutes later, the pencil point breaks and you get up to search for a
pen or pencil. You put papers for different classes in different piles, but
they start to get mixed up. It would be so nice to have a paper clip, but
you dont want to have to search for that, too! Well, theres a better
way. You can make your own study box. Its a toolbox for a student that
can help you stay organized and stop you wasting time!
P LE
SAM ATION
2 Before making your study box, organize your papers into folders. You
may want to choose different colored folders: red for math, blue for
ED C
writing, and so on. Label each folder clearly. Then gather all the other
U
tools you will need to use when you study.
!
BoxALLY
Your StudyR LLY
9 9 . R A TER.
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E MA S
3 Your study box will hold your folders and all of the other
BLA C KLINsupplies you
need. You can take it with you to wherever you A to study.
NOTplan BE It will be
IT IS K TO
all packed and ready to go!
Materials Needed O OK IS COP T GIVEN FO WAY.
HIS PERM
T A large carton
IS DU
REPRO
Colored paper
Ruler
Scissors
Glue
Markers or crayons
Large piece of cardboard that is at least as long as the carton
4 You will need a carton that is big enough for file folders and all your
other supplies. Write down the measurements and take them to the
grocery store. You can usually get empty boxes of every size there.
Page 28
5 1. On a long side of the carton, use your ruler to draw a square. The
sides of the square should be about 2 inches from the sides of the
carton. The bottom of the square should be about 3 inches from the
bottom of the carton. Have a grown-up cut out this section.
6 2. Now you will use colored paper to cover your carton. For the side
that has been cut out, use the ruler to measure for strips that will fit
on each side of the opening. Use the ruler to draw these shapes on
the colored paper and then cut them out. Use a marker or crayon to
decorate the strips and write your name on the strip that will go
along the bottom. Glue the strips onto the carton.
7
P LE
3. Measure one of the short sides of the carton. Use your ruler to draw
SAM ATION
that shape on your colored paper. Cut the shape out. Then trace
around it on the paper to make the same shape again. Glue them on
D U C
the short sides of the carton. Measure and cut out paper for the last
! E
side and glue it on.
RA LLY A LLY
8
9 . R
4. Now you will make a divider. Measure the length of the carton.ER.
9 MASofT the
888.
Cut out three pieces of cardboard that are exactly the K LINE
length
carton and 7 inches wide. Try one piece in T
the
O A BLAC to Esee that it
carton
. I T IS N You may OK OB
Thave
fits as tightly as possible without
IG HTE D
bending.
H IS B O to trim it a
OP Y R R T
bit. Once that piece Iis
O K S Cperfect, GI N FOother pieces
cut Etwo
V AY . the same size.
O
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NY divider in the middle of
Now glueMP
SA the
S O N IS Ntogether.
C E D N Athe
Put
I
S
THIcarton. IS U
the PERM PROD RE
9 5. Put your folders in the area between the divider and the uncut side
of the carton. Put a paper or plastic cup over to the side in the front
part of the carton. Put your pens and pencils in it. Find a small box
for paper clips and put that next to the cup. Scissors, rulers, and
other items can also fit in this section.
Page 29
8 What is the main link between the first paragraph of Study Time and
the passage Get It Together?
A The paragraph lists classroom items that can be put in a study box.
B The paragraph describes how students need tools to do their work.
C The paragraph suggests places that students could study.
D The paragraph explains that not all classrooms are the same.
9 How is the item made in Study Time similar to the item made in
Get It Together?
LE
A It helps students combine schoolwork with other activities.
P
SAM ATION
B It helps students choose the best time and place to study.
C It helps students use their study time well and not waste time.
ED U C
D It helps students remember the dates of important events.
!
RA LLY A LLY
9 9 . R TER.
10 The sections Your Study Box and Tick Tock are mainly organized
888.
MA S
NE
by LACKLI
IS NOT A B TO BE
A
IGHTED. IT THIS BOOK
describing a problem and then a solution
B listing things to do in
IS OPYR IVEN FOR
Corder
LE
K
BOO ways S N TG
Ostudying A NY WAY.
C comparing P different I of IN
TH IS SAM ERMISSION RODUCED
D P
stating the effects REP well
of studying
11 How do the authors of both passages most likely feel about homework?
A Students are given too much homework.
B Homework is an important part of school.
C Students should have fun doing their homework.
D Homework is often too difficult.
Page 30
12 According to the passages, how can students waste time when doing
homework? Use details from both passages to support your answer.
P LE
SAM ATION
! ED U C
13 The passage Study Time suggests having more than one study space.
RA LLY LLY
How could the information in Get It Together help students work in
A
9 . R
more than one space? Use details from both passages to support your
9 TER.
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MA S
answer. LINE LACK
T A B
E N
DUC E D IN A
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Page 31
14 Good students are organized students. Explain why it is important for
students to be organized. Describe how students can stay organized. Use
details from both passages to support your answer.
explain why it is important for students to be organized
describe how students can stay organized
use details from both passages to support your answer
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
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BLA C KLINE
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P LE
SAM ATION
! ED U C
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9 9 . R TER.
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MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
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Page 33
Introduction: The next two passages are connected by a common theme.
The first passage is a poem called When the Snow Is on the Ground. The
poet describes how a robin is searching for food in winter. The second
passage is a fable called The Ants and the Grasshopper. Fables often use
animal characters to teach readers lessons about life. The grasshopper in the
fable has a similar problem to the robins. He is also searching for food, and
then learns an important lesson from the ants. Read both passages and see
if you can determine the main lesson that both the grasshopper and the
robin need to learn.
P LE
/ When the CSnow
S A M
ATIO\
N
Is on
Y ! ED
theUGround
L
RAL 99.RALLY TER.
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1 The little robin grieves MA S
When the snow is on the ground, BLA C KLINE
OT A E
For the trees have no leaves, IT IS N BOOK TO B
Y RIGHTED. R THIS
COP
And no berries can be found.
IS E N F O .
P LE BOOK IS NOT GIV IN ANY WAY
2
THI AM the
The air SisScold,
E RMISSION arePRhid;
worms
ODUCE
D
For robin here Pwhat can beREdone?
Lets strow1 around some crumbs of bread,
And then hell live till snow is gone.
1
strow scatter
Page 34
/ The Ants and the Grasshopper \
Adapted from a Fable by Aesop
1 In a field of grass one summers day, a grasshopper was hopping about.

He was chirping and singing to his hearts content. An ant passed by
carrying an ear of corn he was taking to the nest.
2 Why not come and chat with me? said the grasshopper. Why bother
toiling in that way?
P LE
I am helping to lay up food for the winter, said the ant. I recommend
SAM ATION
that you do the same.
4 Why bother about winter? said the grasshopper. We have got plenty
D U C
of food at present. And look at what a beautiful day it is. It would be a
! E
as working.
RA LY
terrible shame to waste such a lovely day by doing something as silly
L A LLY
9 9 . R TER.
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M A S
E thought
5 The ant stopped and rested the ear of corn on the ground.
BLA C KLINHe
about the grasshoppers words. He looked upNat A clear blue
OTthe BE sky and
I T IS K TO
noticed that it was a lovely day and
IG
.
HTEaDperfect day
H OOplay. He thought
IS Bfor
Y R R T
briefly of how nice it would
O O K IS COPbe toT Gsing
IV ENand FO dance Yand
W A . be free. But after
just a minuteM
B he hoisted
PofLE rest, N IS NO theCear Iof NY onto his back and went
N Acorn
SA
S For the IS SI O E D
THIway.
on his PERMrest of Rthe ODUthe ant continued his toil. All the
EPRday,
time, he could hear the grasshoppers happy song. Each time he passed
by with another ear of corn, he could see the grasshopper still playing
in the fields without a care in the world.
6 In the same field many months later, winter had arrived. The
grasshopper searched high and low for food, but could find none. The
grass was covered with snow, and most of the trees had lost their leaves.
The grasshopper had found only the tiniest amount of food in weeks.
While there was once food everywhere he looked, he now had to search
for days just to find a little. He became weaker and weaker. He was too
hungry to sing or dance, and was soon too hungry to even search for
Page 35
food. While the grasshopper was resting on a bare branch hoping for
winter to end soon, the ant he had met in summer passed by. The ant
had a happy trot in his walk.
7 How can you be so full of energy? the grasshopper asked.
8 The ant explained that he had plenty of food. The grasshopper used all
the energy he had left to follow the ant to find this hidden supply. He
saw the ant join his mates. There, corn and grain were passed out for all
the ants to share. The grasshopper watched the ants bustling around.
Then he humbly walked up to the head ant and asked for a grain to eat.
The ant looked shocked by the request.
P LE
SAM ATION
9 Im sure you dont need any of our food, the head ant said. Didnt
you store anything away for the winter?
10
! ED U C
The grasshopper shrugged and shook his head.
11
RA LLY LLY
But you must have known winter was coming, the head ant
A
9 . R
continued. It comes every year, just the same as always.
9 TER.
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E MA S
12 I was just so busy that I didnt have time to storeA up B L CKLINfood,
Aany
whined the grasshopper. IT IS NOT K TO BE
D. O O
O PY RIGHTE FOR THIS B
13 What in the world Owere
B O K IS Cyou soOTbusy N
GIVEdoing N AY. summer? the head
allWlast
Y
ant asked.SAM P LE IS N IN A
THIS E RM ISSION PRODUCED
P RE
14 I was so busy making music and playing that before I knew it, the
summer was gone, the grasshopper explained.
15 The head ant shrugged his shoulders in disgust.
16 Did you hear that, everyone? the head ant cried out. All during
summer, he was too busy making music to store any food away, and
now he has none. For all you young ones that are always asking, that is
why we work every day even when times are good.
17 With that, he turned his back on the grasshopper and went on with
his work.
Page 36
15 Which of these is a main theme in both the poem and the story?
A How wise older people can be
B How good times do not last
C How the seasons bring change
D How you should help others in need
16 What is a main difference between the robin and the grasshopper?

A The robin is helped, but the grasshopper is not.
B The robin plans ahead, while the grasshopper does not.
P LE
C The robin did not know that winter was coming.
SAM ATION
D The robin can live longer without any food.
! ED U C
the grasshopper?
RA LLY
17 Based on the poem, how is the robin most likely similar to
A LLY
9 9 . R TER.
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A He lives in a field of grass. MA S
BLA C KLINE
B He likes to sing during summer.
I T IS NOT A K TO BE
C HTED. R THIS BOO
He did not store any food forIGwinter.
Y R
D K IS COP T GIVEN FO WAY.
He often begs forOfood.
O
SA M PLE B SION IS NO CED IN ANY
THIS PERM
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18 Which word best describes how the grasshopper and the robin feel
during winter?
A Embarrassed
B Lonely
C Puzzled
D Upset
Page 37
19 Compare the poets feelings about the robins problem to the head ants
feelings about the grasshoppers problem. Use details from both the
poem and the story to support your answer.
P LE
SAM ATION
! ED U C
RA LLY LLY
20 Explain why animals have trouble finding food in winter. Use details
A
9 . R
from both the poem and the story to support your answer.
9 R. STE
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NE MA
T A BLACKLI
E N
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Page 38
21 Read these sentences from The Ants and the Grasshopper.
But you must have known winter was coming, the head ant
continued. It comes every year, just the same as always.
What main idea is the head ant describing? Explain how this main idea
relates to both the poem and the story. Use details from both the poem
and the story to support your answer.
describe the main idea the head ant is describing in the sentences
explain how this main idea relates to the poem
explain how this main idea relates to the story
LE
use details from both the poem and the story to support your answer
P
SAM ATION
! ED U C
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9 9 . R TER.
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MA S
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Independent Practice
This section contains two individual passages with
questions for students to complete on their own, and
LE
three pairs of passages connected by a theme with
P
SAM ATION
questions for students to complete on their own.
! ED U C
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Page 41
/ Each in Its Own Place \

TIME: a hundred years ago
PLACE: a tiny house in the country
1 [The tiny kitchen is seen. The SAUSAGE is stirring the pot. The COAL is
tending the fire. The SALT is laying the table. Enter STRAW with a load
of wood.]
P LE
2
SAM ATION
STRAW (throwing down some wood): Do you think youll need more
wood for the dinner, Sausage? (Sausage does not answer. She gets into the
pot to flavor the vegetables.)
! ED U C
3
RA LLY LLY
COAL (whispers to Straw): Sausage is quite put out.
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4 STRAW: Whats the trouble? MA S
BLA C KLINE
5 COAL: No one knows.
I T IS NOT A K TO BE
6 [Enter SNOWFLAKE withISaCpail OP of water.]
IV EN FO WAY.
O OK T G
SA M LE B
P(looking S ION NO
IS Wheres C E D IN ANY
7
THIS
SNOWFLAKE
PERM
IS about): DU Sausage?
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8 STRAW: She is flavoring the vegetables.
9 [Sausage comes out of the pot.]
10 SNOWFLAKE: Here is the water, Sausage.
11 [Sausage does not answer.]
12 SNOWFLAKE (speaking louder): Will you come for the water, Sausage?
13 SAUSAGE (sharply): No, madam, I will not!
Page 42
14 THE OTHERS (with surprise): Sausage!
15 SAUSAGE: Ive been trapped here long enough!
16 THE OTHERS (with surprise): Sister Sausage!
17 SAUSAGE: I am tired of doing all this work!
18 SNOWFLAKE: But we all do our share. I fetch the water, Straw brings in
wood, Coal makes the fire, and Salt sets the table.
19 SAUSAGE: I must stand over the fire. I must not only stir the dinner,
but flavor it with myself as well. For each of you there is one duty, but
for me there are plainly three.
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20 STRAW: But, sister
SAM ATION
21
! ED U C
SAUSAGE (interrupting): Dont sister me!
22
RA LLY A LLY
SNOWFLAKE: Sausage, dear, would you break up our pretty home?
9 9 . R TER.
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MA S
23 SAUSAGE: There must be a change! Someone else can stand
BLA C KLINEover the
fire, or stir the pot, or flavor the vegetables. OT A
D . IT IS N O O K TO BE
24 COAL: If I flavored them, they
OPY R IGHTE notFObeR eaten.
could THIS B
BO O K IS C O T GIVEN NY WAY.
E N
25
HIS MPL what
SAUSAGE:SAThats
IS SI N IS always
youre
O DUC E D IN A but Im not so sure of it.
saying,
T PERM REPRO
26 SNOWFLAKE: If I stirred the pot, it would be the end of me.
27 SAUSAGE: Yes, you say that often enough, but Im not so sure.
28 STRAW: Should I stand over the fire, Id be no more.
29 SALT: It is plain that I should not get into the pot. It would be goodbye
for me!
30 SAUSAGE: Excuses! Excuses! I say there must be a change! I will bring

the wood or draw the water.
Page 43
31 COAL: But, Sausage, you should stay within.
32 SAUSAGE: Not I, sir! Ill go out of the house, I will! Ill see a bit of the
world, I will!
33 SALT (sighing): Well, if she will, she will!
34 SAUSAGE: We will make a change. Straw will tend to the fire, Salt will
draw the water, Snowflake will stir the pot, Coal will lay the table, and I
will collect the wood. Now, Straw, go and see if the fire needs wood on
it. (Straw hesitates.) Come on, do your duty!
35
P LE
[Straw crosses the hearth and looks into the fire. He is very careful, but the
SAM ATION
fire reaches him and he is gone in a puff!]
36 SNOWFLAKE: Poor Straw! Well, it is now my duty to stir the pot.
! ED U C
[She crosses to the hearth, but just as she reaches it, she disappears without
Y
37
so much as a cry.]
RA LL A LLY
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38
E MAS
SALT: Poor Snowflake! Well, it is now my duty to draw the water.
C KLIN
B LA
A no more.]
39 [She forgets that the pail is full, falls into it, and
I T IS NisOTseen K TO BE
D . OO
OP Y R IGHTEto lay F O R IS B
THtable
40 COAL: Poor Salt! Well, IitS is
K C my duty
GIVEN the
AY. nicely.
EB O O T Y W
SA M PLhe SI ON IS NOfromCEhaving
D IN ANtended
41
THIS
[He forgets that
P E R
is still
MIS burning
E P RO DU the fire. As he places
the plates, the tablecloth catches R fire and wraps itself around him.]
42 COAL (from inside the burning cloth): This is the end of me!
43 SAUSAGE (weeping): Dear me! Dear me! Who would have thought it
would turn out so badly! Well, it is my duty to bring in wood.
44 [Sausage opens the door and is face to face with a hungry dog who is
sniffing about.]
45 DOG: Ah, I thought youd be coming out soon!
Page 44
46 SAUSAGE (pleased): Do you want to see me, sir?
47 DOG: Why, yes, Ive been waiting for you.
48 SAUSAGE: How good to be out in the world! They always said my place
was within.
49 DOG: They did, eh? Well, just to please them, Ill put you there.
50 [He swallows her quickly, and Sausage is no more.]
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Page 45
1 Based on the way the other characters react to Sausage, you can infer
that they
A are content with how things are
B are afraid of going outside
C are used to her getting upset
D are bored with doing the same tasks
2 Read these lines from the passage.

SNOWFLAKE (speaking louder): Will you come for the water,
Sausage?
P LE
SAM ATION
SAUSAGE (sharply): No, madam, I will not!
! ED U C
What does the word sharply suggest about Sausage?
RA LY
A She is startled by Snowflake.
L
B She is pointing at Snowflake.
A LLY
9 9 . R TER.
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C She is about to cry. MA S
BLA C KLINE
D She is feeling angry.
IT IS NOT A K TO BE
Y R IGHTED. R THIS BOO
3 Read this line fromO OK
the S COP T GIVEN FO WAY.
Ipassage.
S A MPLE B SION IS NO CED IN ANY
THIS IS
PERM Dear
U me! Who would have
me!DDear
REPRO
SAUSAGE (weeping):
thought it would turn out so badly! Well, it is my duty to bring
in wood.
What does Sausages decision to go outside to bring in the
wood suggest?
A She feels sorry for what she did.
B She has not learned her lesson.
C She is glad that things have changed.
D She is pleased to be all alone.
Page 46
4 The end result of changing the tasks for Straw is that he
A catches on fire
B is attacked by a dog
C gets blown away
D burns the house down
5 Based on the events of the passage, explain what the title of the passage
means. Use details from the passage to support your answer.
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SAM ATION
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6 Identify two reasons that Sausage wants to swap the tasks around. Use
at least two details from the passage to support your answer.
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7 Why did each character in the passage have a set task? How does the
passage show that each character was suited to the task? Use details
from the passage to support your answer.
explain why each character had a set task
describe how the passage shows that each character was suited
to the task
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/ Make Your Own \

Memory Timeline
1 You might have seen timelines before when studying history. A timeline
is a display of a list of events. The events are described from earliest to
latest, and the dates of events are listed. Timelines can describe many
LE
different things. A timeline could list all the American presidents and
P
SAM ATION
the year they became president. It could list the dates of important
inventions. Timelines also often describe the life of a person. They list
! ED U C
the important events of the persons life.
RA LLY A LLY The Life of Albert Einstein

1879
9 9 . R 1905 1955
ASTER
.
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Einstein is born. He publishes five important papers. ageE ofM76.
He dies at the N
T A B LACKLI
D. IT IS NO OOK TO BE
1860 1880 1900
O PY R IGHTE 1920
F O R THIS B 1940 1960
B O O K IShighC school.OT GIVEN He receives
N Y AY. Prize.
Wa Nobel
P LE He finishes IS N A
AM N D IN
THIS S PER1896 MISSIO EPRODUCE 1922
R
2 Timelines are not just for recording events in history or details about
important people. A timeline can show any series of events. What
events are special to you? It does not matter if you have not done
anything as great as Albert Einstein! Not everybody can change the
world. The events in your life are still important to you because they
happened to you!
3 Everyone has special memories that are important to them. A memory

timeline is a great way to organize your memories. It helps you see
when things happened. A timeline always goes in the order of dates.
It goes from what happened first to the last thing that happened.
Page 51
4 To make a timeline of your life, you do not have to read history books.
It is about you! And who knows more about your memories than you
do? Choose the memories you want to put on your timeline. You can
ask family members for help with dates.
5 A timeline is very cheap and simple to make. But that doesnt mean
that it isnt special. It is special because it is all about you.
To make your timeline, you will need:
2 pieces of paper
a pen or pencil
a ruler
P LE
SAM ATION
To make your timeline, follow these steps:
6
D U C
1) On one piece of paper, make a list of your favorite memories.
! E
7
RA LLY LLY
2) Now number your memories. Put the number 1 in front of your
A
9 . R
earliest memory. Then number the rest of your memories in theR.
9 STE
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order they happened. NE M A
LI LACK
T A B
8 3) Turn your second piece of paper sideways IT IS Nso K BE is longer
O that theTOpaper
D .
HTE top to OO
from left to right and shorterP Y RIGfrom O R HIS B
Tbottom.
O F
B OO K IS C O T GIVEN NY WAY.
4) Use the E
MPL to draw IS N
aN horizontal A
IN across
9
HIS SAruler IS SIO D UC E Dline the middle of the page.
T E RM R O
10
P REP
5) At the left end of the line, write the year you were born. At the right
end of the line, write the year it is now.
11 6) Divide the line into sections for each year of your life. Try to make
the sections as even as possible. Write the year for each section. For
example, if you were born in 1997, then the second line section
should say 1998. The third line should say 1999, and so on.
There should be a section for each year of your life.
Page 52
12 7) Now write your memories in the correct sections. Draw a short
vertical line in the section where a memory should go. That short
line is like an arrow. It points to the memory on the timeline.
Underneath that line, write a short description of your memory.
Suppose you learned how to ride a bike in 2002. Then write learned
to ride a bike in the section for that year.
13 8) You can add photos from your life to go with some of the memories.
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8 Based on the passage, which statement would the author most likely
agree with?
A Everyone should try to keep busy.
B Everyone should try to do great things.
C Everyone should study history.
D Everyone should remember their past.
9 Which sentence best supports the idea that each persons memories
are special?
LE
A It does not matter if you have not done anything as great as
P
SAM ATION
Albert Einstein!
B The events in your life are still important to you because they
happened to you!
! ED U C
RA LLY
C A memory timeline is a great way to organize your memories.
A LLY
9 9 R
D It goes from what happened first to the last thing that happened.
. TER.
888.
M A S
B LA C KLINE
10 How is the timeline titled The Life of Albert IS OT A
NEinstein TO BE from
different
D . IT O O K
OP Y IGHTE FOR THIS B
the timeline at the end of the passage?
R
C
K IS life. GIVEN NY WAY.
O O
A It describes aE persons
B N O T
AMPL in order.
HIS Sevents IS SION IS
DUC E D IN A
B ItTlists
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C It is about a famous person.
D It shows when a person was born.
11 In which step of making the timeline would a person make it most

unique and special?
A Step 3
B Step 5
C Step 6
D Step 8
Page 54
12 How does the list of items in paragraph 5 support the idea that the
timeline is cheap and simple to make? Use details from the passage to
support your answer.
P LE
SAM ATION
! ED U C
RA LLY LLY
13 Would a memory timeline about your own life be as important as a
A
9 . R
timeline about the life of someone like Albert Einstein? Use at leastRtwo
9 TE .
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M A S
details from the passage to support your answer. LINE LACK
T A B
E N
DUC E D IN A
T PERM REPRO
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14 If you were going to make a memory timeline, explain how you would
choose the memories to put on it. Explain whether it would be a good
idea to ask other people to help you choose memories to put on it. Use
details from the passage to support your answer.
describe how you would choose the memories to put on your
memory timeline
explain whether it would be a good idea to ask other people to help
you choose the memories
P LE
SAM ATION
! ED U C
RA LLY A LLY
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/ The Pet Donkey \

Adapted from a Sioux Legend
1 Maka was the daughter of a Sioux chief. She grew up and married a
brave warrior named Dyami. After a few years of marriage, Maka and
Dyami had twins. They had a daughter named Winona and a son
named Chayton. On the childrens first birthday, their grandmother
P LE
handcrafted two leather saddlebags for them and presented them with
a donkey.
SAM ATION
2
! ED U C
I want my grandchildren to ride in the best way possible, she said to
RA LLY
Maka. This donkey is patient, steady, and cautious. He shall transport
the children in these saddlebags.
A LLY
9 9 . R AST ER.
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3 A few days later, Maka and Dyami were preparing to go onNEa M trip.
K LI
Maka positioned the leather saddlebags on the donkeys
O T A BLAC backE as the
IT IS N onOOone K B and
TOside
grandmother had instructed. She placed D. Winona
Chayton on the other. Dyami, O PY R IGHTE Fwas
however, O R HIS Bproud of his children.
Tvery
Dyami felt they BO OK IS Cto rideOTupon
deserved GIVENthe back
NY WofAY.his swiftest and most
P LE IS N IN A
AM ISSION thePRsaddlebags
UCED onto the ponys back and
THIS Spony.PHe
beautiful
ERMshifted O D
placed Winona and Chayton RE in them. He told Maka to stack the
traveling supplies on the donkey. She heaped teepee poles, blankets,
and food onto the donkeys back.
4 Suddenly, the donkey began to buck and kick. He brayed loudly. The
items on his back fell to the ground, and he stomped on them. The
childrens grandmother came out of her home to see what was going
on. She smiled when she saw the chaos the donkey had caused.
5 This donkey is smarter than you may realize, said the grandmother.
She took the children down from the pony. She placed the saddlebags
back on the donkey, and put the children back in the saddlebags. The
Page 58
donkey settled down and nuzzled the grandmothers palm with his nose.
6 He knows that these are the chiefs grandchildren and that he is meant
to carry and protect them. You insult him by making him carry
household items, she explained.
7 Maka and Dyami nodded in understanding and loaded their belongings

onto the pony. Then, they started their journey into the forest.
8 The next day, as the family trekked through the thick forest, storm
clouds began to develop overhead. The sky turned dark, thunder roared,
lightning sliced the sky, and the wind shrieked. Sheets of rain made it
LE
impossible for Maka and Dyami to see. As the storm raged on, they
P
SAM ATION
sought shelter and tried to set up camp. They spent the night in the
freezing rain and cold.
! ED U C
The storm finally ended the next morning. Maka and Dyami collected
RA LLY A LLY
items that had been blown away by the wind. Glancing around, Maka
9 9 . R
noticed that the ponies were still huddled together under a large rock,
TER.
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but the donkey was no longer with them. E MA S
B LA C KLIN
Dyami, where are Winona, Chayton, andISthe TA
NOdonkey? BE cried.
10
D . I T OO K TOMaka
OP Y RIGHTEHe searched
F OR
B
THIS in
11 Dyami sprinted through
OO K IS C
the woods.
T GIV EN W AY . caves and bushes,
SA LE BThe donkey
but it was no Puse.
M SI ON
O the children
IS Nand C E D IN ANY had disappeared.
THIS MIS DU
12 Maka and Dyami PERfinally REPRO that it was time to return to the
decided
village. They had to tell the dreadful news to their family. The journey
home seemed longer and more difficult than usual. Maka broke down
into sobs several times along the way. Maka and Dyami finally stumbled
into the village.
13 As she approached her teepee, Maka could hardly believe her eyes.
There, standing outside her front door and chomping on an ear of corn,
was the donkey. Next to him, Winona slept in the arms of her
grandmother. Chayton was safely in the arms of his grandfather.
Page 59
14 Where have you been? asked the grandmother.
15 Maka reached for her husbands arm to steady herself. Dyami, she
said, please tell me that I am not dreaming.
16 Dyami approached the donkey and rubbed his hand across its nose.
He lifted the children from their grandparents arms and placed them
in the arms of their elated mother.
17 You are not dreaming, he said.
P LE
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/ Designer Dogs \
1 Have you ever heard of a labradoodle? Its a dog that comes from
crossing a Labrador with a poodle. The idea is to get a dog with the
good nature of a Labrador, but the smaller size of a poodle. Of course,
its also likely to be a very cute dog. This is one example of a designer
dog. These are dogs created by combining different breeds. Designer
dogs can be created to have some features that people will like, such as
not shedding hair. However, they are also often designed based on
looks. A scoodle is the result of crossing a poodle with a Scottish terrier.
LE
One of the reasons crosses like this are so popular is that the resulting
P
SAM ATION
dog is very cute.
ED U C
This crossing of dog breeds is not a new idea. It has been happening
for centuries. However, in the past, its main purpose was not based on
!
RA LLY LY
the dogs looks. Instead, it was based on the dog being better able to do
A L
its job.
9 9 . R TER.
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MA S
3 Around 10,000 years ago, dogs were important partsLof A C LINE
Kfamilies.
B
T A they are
However, dogs were not just important as Ipets
D. IT S NOlike
OO K TO BEtoday.
Instead, dogs had important roles
O P Y RIGHtoTEplay.
F O
They
R
B used to help the
THISwere
C
family seek food andOKtoISprotect VEN
LE B O S N O T GIfamily.
the
A NY WAY.
P
SAM haveMbeen I IN
4 THIS dogs
Hunting E R ISSIONusedPRforO DUCED
thousands of years. Before people
P R E
were able to simply go out to a grocery store and buy food, they had to
hunt their own food. Dogs were used to help in the hunt for food.
Hounds are breeds of dogs that are able to track down animals. While
hounds have the ability to track well, they are not as intelligent as other
breeds. It became common to cross hounds with other breeds. A hound
crossed with a collie produced a new breed of dog known as a lurcher.
A lurcher could track well. It also had the intelligence of a collie. It was
not the prettiest animal, but it was great at its job.
5 What type of dog would best protect a family? It depends what the
family needs. Sometimes dogs were needed to protect the familys
Page 61
livestock. A dogs role would be to keep other animals away. A dog
suited to this purpose would be large enough and tough enough to
scare away animals such as wolves or foxes. However, it would also need
to be a dog that wants to protect. It is no good if the dog is also going
to attack the livestock! Dogs were bred that had the size, intelligence,
and nature needed to protect.
6 Another way dogs protected the family was by noticing threats. These
dogs were like guard dogs for the family. However, they did not need to
be fierce and frightening guard dogs. The guard dogs were not trained
to attack. Instead, a dog might bark to let the family know about things
P LE
like foxes or snakes. This type of dog had to be able to spot threats, but
SAM ATION
also needed to have a good nature. It needed to look after young
children and bond with them. Different types of dogs were crossed to
E D C
create a dog that had all the right features. A larger hunting dog with
U
the ability to spot threats might be crossed with a smaller breed to
!
R A L L Y LY
create a dog better suited to living with a family.
A L
9 9 . R TER.
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Is the Chow Chow the Perfect Dog? M A S
BL A C KLINE
7 A chow chow is a small but sturdy dog that comes
I T IS NOT A fromK TO
China.
BE Chow
chows were once hunting and herding HTED. dogs. O good guard
IS BOmake
They
Y RIG R TH
O OK IS COPto spot
dogs because of their ability
T GIV EN FO They
threats.
W AYdislike
. strangers and
PLE B with
form strongMbonds O
IS Nowners.
their They
I Y small enough to safely
N ANare
SA SI O N C E D
HIS children,
play Twith IS
PERMbut tough DU to guard a family. Chow chows
REPRO
enough
have become popular pets all over the world.
Page 62
15 Which of these is a main idea about animals in both passages?
A They come in many different breeds.
B They have many different purposes.
C They can be smarter than they look.
D They do not always do as they are told.
16 Which sentence about the lurcher best shows how it is similar to the
donkey in the story?
A A hound crossed with a collie produced a new breed of dog known
as a lurcher.
P LE
B A lurcher could track well.
SAM ATION
C It also had the intelligence of a collie.
ED U C
D It was not the prettiest animal, but it was great at its job.
!
RA LLY A LLY
9 9 . R
17 Which statement best explains why the donkey in the story and ER.
Tthe
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MA S
NE
LACKLI
chow chow in the article both make good pets for children?
IS NOT A B TO BE
A They mainly want to play.
IGHTED. IT THIS BOOK
B COPYR GIVEN FOR
They are slow and patient.
IS
LE BOO K
S NOT A NY WAY.
C They want Pto protect. I IN
THIS SAM ERMISSION RODUCED
D P to train. REP
They are easy
Page 63
18 Read this sentence from the story.
Dyami felt they deserved to ride upon the back of his swiftest and
most beautiful pony.
How is Dyamis view of the pony most similar to an idea in
Designer Dogs?
A It suggests that animals need to be fast.
B It suggests that people focus too much on looks.
C It shows that animals need to be cared for.
D It shows that everything has a purpose.
P LE
SAM ATION
19 Describe at least two ways that animals can help protect people. Use
details from both the story and the article to support your answer.
! ED U C
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20 Think about the donkey in the story and the guard dogs described in
the article. Describe how they show that an animal chosen to protect
may not be what people expect. Use details from both the story and the
article to support your answer.
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21 Pets are often selected based on looks, but looks are not the most
important things to consider. Explain what roles pets can play in a
family and describe two features of a good pet. Use details from both
the story and the article to support your answer.
explain what roles pets can play in a family
describe two features of a good pet
use details from both the story and the article to support your answer
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/ Ancient Greece \
1 What is your everyday life like? What do you want to do with your life?
How will your life be different as you grow older? People today will
have many different answers. There are many choices. You might not
realize how lucky you are to have these choices. For some people, life is
decided for them.
P LE
SAM ATION
2 In ancient Greece, people did not have as many choices. A lot of things
were decided the second a person was born. If you were a boy, you
ED C
followed one path. If you were a girl, you followed another. Here is
U
what life might have been like if you had been born in ancient Greece.
!
3
RA LLY A LLY
After your birth into your Greek family, your father lifts you into the
9 9 . R
air. He performs a special dance with you. He places an emblem TER.
above
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M A S
your familys door. Already, it is important for the family A C NElet everyone
KLIto
B L
know whether you are a boy or a girl. If Tyou IS OT aAboy, an
Nare BE branch
TO olive
D . I OO K
O PY IGHTEof wool
is displayed. If you are a girl, aRpiece
F O R SB
TisHIdisplayed. A few days
IS C E N Y. After that, your
LE B OK friends
later, your relativesOand
IS N T GIVto welcome
Omeet A N Y WAyou.
life couldSgo P
AMtwo verySdifferent
ION CED IN
ways.
THIS PERM
IS DU
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The Life of a Boy
4 At age 7, you start going to the local primary school. Books are costly,
so you have to remember all of the information your teacher provides.
You study reading, writing, music, and sometimes art.
5 At age 12, you go to another formal school for four more years. You
learn about math, government, public speaking, and drama.
6 At age 18, you are considered an adult. You are required to join the
army. You will train in the army for two years. You are expected to be
strong, loyal, and wise.
Page 68
7 As an adult, you have a job and a family. You might work as a
businessman, politician, soldier, or farmer. Your work keeps you busy
most of the day. In the evening, you dine with your wife and children.
As a man, you are allowed to attend sporting events, public hearings,
and festivals.
8 In old age, if you have had a son, he must make sure that you and your
wife are cared for. The elderly are highly respected in ancient Greece.
However, those without a son usually continue to work for the rest of
their lives.
The Life of a Girl

P LE
SAM ATION
9 At age 7, while your brothers attend school, your mother teaches you
how to manage a household. You learn how to cook, clean, and sew.
! ED U C
Only the daughters of rich families are taught to read and write.
10
LLY LY
From ages 7 to 14, you help your mother maintain the household and
RA A L
9 9 . R
care for younger siblings. You rarely journey outside of your parents
ER. are
TYou
888.
home because women are not allowed to appear in public often. MA S
allowed to attend some events, but not many. A BLACK
LINE
IT IS NOT K TO BE
D. OO
11
O PY RIGHTE toFact
At age 14, you are no longer expected
O R HIS aBchild. It is time for
Tlike
BO K IS C Your
you to prepare to beOmarried.
O T IVEN willY select
Gfather N WAY. a husband for you.
P LE IS N IN A
TH IS M ERMISschool
Most boysSAcomplete SION andOarmy
R DUCEDtraining before they marry. Your
P
husband will probably P older than you.
be aRElot
12 As an adult, your only jobs are to be a wife and mother. You must make
sure your household runs smoothly, and you must take care of your
children. You may spend time with other wives and mothers, but most
of your time is spent with your family.
13 In old age, your husband has probably retired. You will now spend
more time together enjoying your family. Your son and his wife will
most likely care for you. You might also help look after your
grandchildren and pass your skills on to them.
Page 69
/ Coretta Scott King \
Early Life
1 Coretta Scott was born on April
27, 1927. She was born on a farm
in Alabama. The world was very
different back then. In Alabama,
and much of the South, African
Americans had different laws
than white people. Early in her
P LE
SAM ATION
Photo courtesy of The Library of Congress

life, Coretta had to live with
unfair laws because she was
African American. Coretta walked
five miles to a tiny school that
! ED U C
had just one room. White
RA LLY A LLY
students did not have to walk.
9 9 . R TER.
888.
They rode buses to a large school. MA S
B LA C KLINE
T A her problems
2 Coretta rose above these struggles. She didISnot
D . IT NOlet
O O K TO BE hold
her back. She just worked as hard
O PY RIGHasTEshe Fcould.
OR S B did very well in
THIShe
C wentGto
K ISthen N
IVELincoln
elementary school. She
LE B OO
S NO T A NY WAY. School and did very
High
P
M 1945, she I IN at the top of her class.
IS SAIn ISSION PRODUCED
well again. finished high school
TH E RM
Because of her Pgood grades, REshe was given money to study at Antioch
College in Ohio. While at college, she became interested in civil rights,
or the fight for African American people and white people to be treated
alike. She joined a group that tried to help African Americans get the
same rights as white people.
3 Coretta finished at Antioch College. She then won money to study at a

college in Boston. In Boston, Coretta met Martin Luther King, Jr. The
two were soon married. In September of 1954, Dr. King got a job at a
church in Alabama. Coretta returned with him to her home state.
Page 70
Making a Difference
4 In Alabama, the couple became more involved in the fight for civil
rights. White people and African Americans were still not treated
equally. They sometimes had to follow different laws. One unfair law
stated that African American bus passengers had to sit at the back of the
bus. It also stated that they had to give their seats to white bus
passengers. One African American woman named Rosa Parks refused to
give her seat to a white bus passenger. She got in a lot of trouble.
African Americans in Alabama became angry with the unfair laws. They
joined together and stopped using the buses. Coretta and her husband
both stood up for Rosa Parks. They asked African Americans and white
P LE
SAM ATION
people not to follow the laws that were unfair to African Americans.
5 Many people did not like the Kings because of their struggle for equal
D U C
rights. This made life very dangerous for Coretta and their four
! E
RA LY
children. However, she still did not give up. Even while she was busy
L A LLY
raising her children, Coretta found time to help people. She traveled all
9 9 . R
over the country with her husband, spreading messages about civil TER.
888.
MA S
rights. She was the first woman ever to speak at Harvard
LA C INE
KLUniversitys
A B
Class Day. IS NOT TO BE
IG HTED. IT THIS BOOK
Keeping Up the Fight IS COPYR GIVEN FOR
LE BOOK
S NOT A NY WAY.
P
M King passed I IN
6 Even H IS SADr.
Tafter E RMISSION away,
R O DUCED continued to fight for civil
Coretta
P Americans.
rights for African REPShe also stood up for others who were not
treated equally. She wanted everyone to have the same opportunities in
life. Coretta started a group to honor her husbands lifelong work. In
1969, Coretta wrote a book that described her and her husbands life.
She fought to make her husbands birthday, January 15, a holiday in the
United States. In 1986, she won this fight. Martin Luther King, Jr. Day
is now celebrated every year. People also still celebrate Corettas life and
her hard work to help African Americans. She is one of the reasons that
people today are treated more fairly.
Page 71
22 Based on the passages, how was Corettas life different from the lives of
most girls in ancient Greece?
A She was able to go to school.
B She got married.
C She looked after her children.
D She had to follow many rules.
23 Which statement is most likely true about the authors of the passages?
A Both authors believe it is good that people are treated more
fairly today.
P LE
SAM ATION
B Both authors wish that life today was more like how it used to be.
C Both authors think that people today have too many choices.
ED U C
D Both authors worry that people today do not fight for their rights.
!
RA LLY A LLY
9 . R
24 Coretta Scott King would probably think it most unfair that ASTER.
9
888. A C K LINE M
L
A boys in ancient Greece had to remember all Ttheir
IS NO A B lessons O BE
Twrite
B D
only rich girls in ancient GreeceTlearned. IT to readOO
andK
O PY RIGH E FOR THIS B
C young men in ancient
B OO K IS CGreeceO T
had N join theAarmy
GIVEto N Y W Y.
P LE IS N A
IN keep working in old age
D AM in ancient
some people ON Greece hadD to
R
25 How is the passage Coretta Scott King different from the passage
Ancient Greece?
A It tells about one persons life.
B It describes events in order.
C It is based on facts.
D It includes opinions.
Page 72
26 Compare how the information is organized in the sections The Life
of a Boy and Early Life. Use details from both passages to support
your answer.
P LE
SAM ATION
! ED U C
RA LLY LLY
27 If Coretta Scott King could have spoken to girls in ancient Greece, what
A
9 . R
advice would she probably have given? Use details from both passages
9 TER.
888.
MA S
to support your answer. LINE LACK
T A B
E N
DUC E D IN A
T PERM REPRO
Page 73
28 Think about the way people were treated unfairly in ancient Greece and
in the early 1900s. Describe at least one way the unfair treatment was
similar. Describe at least one way the unfair treatment was different.
Use details from both passages to support your answer.
refer to how people were treated unfairly in ancient Greece and
in the early 1900s
describe at least one way the unfair treatment was similar
describe at least one way the unfair treatment was different
use details from both passages to support your answer
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
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MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
IS DU
REPRO
Page 74
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
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MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
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Page 75
/ The Fisherman \
by Abbie Farwell Brown
1 The fisherman goes out at dawn

When every ones abed,
And from the bottom of the sea
Draws up his daily bread.
P LE
SAM ATION
2 His life is strange; half on the shore
And half upon the sea
Not quite a fish, and yet not quite
! ED U C
The same as you and me.
RA LLY A LLY
3 The fisherman has curious eyes;
9 9 . R TER.
888.
They make you feel so queer, MA S
As if they had seen many things BLA C KLINE
IT IS NOT A K TO BE
HTED. R THIS BOO
Of wonder and of fear.
Y RIG
4 Theyre like the seaOO K
on S COP days
Ifoggy T GI
VEN FO WAY.
Not gray, A
nor
S M LE Bquite Iblue;
Pyet S ON IS NO CED IN ANY
THIS RMIS
Theyre like thePEwondrous EPROhe DU
Rtales tells
Not quite yet maybe true.
5 He knows so much of boats and tides,

Of winds and clouds and sky!
But when I tell of city things,
He sniffs and shuts one eye!
Page 76
/ Natures Gifts \
Based on an excerpt from The Land of the Blue Flower
by Frances Hodgson Burnett
1 The Land of the Blue Flower was not called by that name until the
beautiful King Amor came down from his castle on the mountain crag
and began to reign. Before that time it was called King Mordreths Land.
The first King Mordreth had been a fierce and cruel king. This gloomy
name suited the land.
2
LE
His fair mother sent for her friend and teacher, who was said to be the
P
SAM ATION
oldest and wisest man in the world. The lovely Queen showed him the
tiny baby sleeping by her side.
! ED U C
The Queen held out the little newborn one in her arms. Take him
LLY Y
away quickly. Take him to the castle on the mountain crag. Keep him
RA A LL
9 9 R
there until he is old enough to come down and be King. If he is with
. MASTE
R.
888.
you he will learn what Kings should know.
B LA C KLINE
4 The Ancient One took the child to the mountain.
IT IS NOT A He Kclimbed
TO BE and
E D . OO
OPY IGHTsoundly
climbed, and little King Amor slept
R F O R T S B folds of his gray
inHIthe
O O IS C at last.
robe. He reached the Ksummit
T EN lookedWout
GIVHe AY. over the mountains
E B NO NY
edge at theAM
HIS S PLand theSIOsky
sea
IS DUC E D IN A plains below.
S the spreading
N Iand
5
T PERM RO
REPsaid.
The stars are very near, he Waken, young King, and see how
near they are and know they are your brothers. Your brother the wind is
bringing to you the breath of the trees. You are at home.
6 Then King Amor opened his eyes, and when he saw the stars in the
dark blueness above him he smiled.
7 The castle was huge. The little King Amor lived alone but for the
companionship of the Ancient One and a servant as old as himself.
But they knew a secret that had kept them young in spite of the years
they had passed through. They knew that they were the brothers of all
things in the world.
Page 77
8 One of the very first things the child King Amor remembered in his life,
and he remembered it always, was a dawning day when the Ancient
One wakened him gently. He carried him up the winding and narrow
stone stairway. At last they stepped out on the top of the huge castle. It
seemed to the little creature to be so high that it was quite close to the
wonderful sky itself.
9 The sun is going to rise and wake the world, said the Ancient One.
Young King, watch the wonder of it.
10 Amor lifted his little head and looked. He was only just old enough to
be beginning to understand things, but he loved the Ancient One and
all he said and did.
P LE
11
SAM ATION
Every dawn they rose and saw together the wonder of the day. The first
! ED U C
time the sky was heavy with gray clouds and the sun did not leap
upward from behind the edge of the world, Amor asked why.
RA LLY A LLY
12
9 9 . R
The burning gold is behind the lowering gray and purple, the Ancient
ER.
STthey
888.
One said. The clouds are heavy with soft rain. When they Ebreak M A
will drop it in showers or splendid storms, and the B LA C KLINearth will
thirsty
drink it up. The grains will drink it and IT
theIS NOT AandKthe
seeds BE The
TO roots.
E D. O O
world will be joyous and rich PY RIGHTfresh
with R
life.
O HIS Bsprings will bubble up
TThe
O F
like crystal, andEtheB OO K IS C willOrush
brooks T EN
GIVbabbling N Y WAY. the green of the
through
P L IS N A
forest. M
S SAdrinking
THIThe RM SSION for Rthe
Iplaces O D CED INwill be full and clear, and men
Ucattle
and women will
E
P feel restedRand EP cool. Lift your head high when you
walk, young King, and often look upward. Never forget the clouds.
13 Taller and stronger he grew each day. He became wiser and more
beautiful. Each plant, each weed, each animal thing, each wind, and
each star of heaven taught him its wonders and its wisdom.
Page 78
29 Which word best describes both King Amor and the fisherman?
A Wise
B Lonely
C Shy
D Dishonest
30 The fisherman spends his time at sea, while the Ancient One spends
his time at the castle on the top of the mountain. How are these two
settings similar?
A They are both hard places to reach.
P LE
SAM ATION
B They are both peaceful places.
C They are both dangerous places.
D They are both busy places.
! ED U C
RA LLY A LLY
31 Both the poem and the story are about
9 9 . R TER.
888.
MA S
A how a good ruler acts
BLA C KLINE
B being with nature I T IS NOT A K TO BE
C knowing who you are OPYRIG
HTED. R THIS BOO
OO K IS C T GIV EN FO WAY.
D
S
E BchildrenN IS NO
taking carePLof
A M SI O C E D IN ANY
THIS PERM
IS DU
REPRO
32 Read this sentence from Natures Gifts.
Each plant, each weed, each animal thing, each wind, and each star
of heaven taught him its wonders and its wisdom.
Which stanza from the poem best shows that the fisherman knows
about similar things?
A Stanza 1
B Stanza 2
C Stanza 4
D Stanza 5
Page 79
33 Dawn is mentioned in both the poem and the story. How is the
importance of dawn to the fisherman different from the importance of
dawn for King Amor? Use details from both the poem and the story to
support your answer.
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 . R
34 How are the fishermans and King Amors views of the world most likely
9 TER.
888.
M A S
BLA KLINE from both
different from other peoples views of the world? Use details
C
the poem and the story to support your answer.OT A E
IS N TO B
D . IT OOK
E N
DUC E D IN A
T PERM REPRO
Page 80
35 The fisherman and King Amor both spend time away from everyday
things. How do these experiences change them? Do you feel that the
changes are good or bad? Use details from both the poem and the story
to support your answer.
explain how the fishermans experiences change him
explain how King Amors experiences change him
give your opinion on whether the changes are good or bad
use details from both the poem and the story to support your answer
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
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Page 81
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
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Page 82
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
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Page 83
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
IS DU
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Page 84
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
IS DU
REPRO
Page 85
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
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Page 86
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
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Page 87
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
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Page 88
P LE
SAM ATION
! ED U C
RA LLY A LLY
9 9 . R TER.
888.
MA S
BLA C KLINE
IT IS NOT A K TO BE
THIS PERM
IS DU
REPRO
Applying the TEKS for the STAARUnderstanding Complex Reading: Literature &
Informational Text by Theme teaches students how to understand, analyze, and evaluate
complex passages while focusing on theme. Students will learn how to use close reading to
interpret passages, and will develop the necessary critical thinking skills to answer rigorous
questions about the passages.
The book is divided into five parts:

Understanding How to Read Complex Passages
Information and Guidance on Understanding, Analyzing, and Comparing Complex Passages
How to Identify a Theme
Information and Guidance on Understanding and Identifying Themes in Complex Passages
Glossary
P LE
SAM ATION
Definitions of the Key Terms Needed to Analyze Complex Passages by Theme
Instruction
ED U C
One Single Passage and Two Sets of Passages Connected by a Theme with Background
!
RA LL
Information and Instruction
Y A LLY
9 9 . R TER.
888.
MA S
Independent Practice B LA C KLINE
T A for Students
Two Single Passages and Three Sets of Passages Connected
D . IT ISbyNaOTheme
O O K TO BE to
Complete on Their Own
O P Y RIGHTE FOR THIS B
B O O K IS C O T GIVEN NY WAY.
E N
H IS S AMPL IS SIO N IS
DU C E D IN A
T PERM REPRO
www.rallyeducation.com
22 Railroad Avenue, Glen Head, NY 11545

Understanding Complex Reading Level C

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Understanding Complex Reading Level C

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Applying the TEKS for the STAAR

Literature & Informational Text

Understanding Understanding Understanding Understanding

Fax: 5166717900 22 Railroad Ave.

Email: Maria@RALLYEDUCATION.com Glen Head, NY 11545

Understanding the Common Core Standards Understanding Understanding Understanding Understanding

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

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

LE 2:BOOWhen NY .W. . . . . . . . . . . . . . . . .34

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

Analyzing Complex Passages

to identify the theme.

By considering these questions, you should have identified one or more

Part 3: Close and Careful Reading

15 Make a wish! his friend Marlon yelled.

17 Im glad that game of hide-and-seek is over! Eric said.

18 Who said its over? Marlon said. We know hide-and-seek is your

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

5 But that spot does not work when GOING ON!

1 In a field of grass one summers day, a grasshopper was hopping about.

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

15 The head ant shrugged his shoulders in disgust.

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

/ Each in Its Own Place \

9 [Sausage comes out of the pot.]

10 SNOWFLAKE: Here is the water, Sausage.

11 [Sausage does not answer.]

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

15 SAUSAGE: Ive been trapped here long enough!

16 THE OTHERS (with surprise): Sister Sausage!

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

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

30 SAUSAGE: Excuses! Excuses! I say there must be a change! I will bring

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

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

45 DOG: Ah, I thought youd be coming out soon!

47 DOG: Why, yes, Ive been waiting for you.

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

2 Read these lines from the passage.

/ Make Your Own \

RA LLY A LLY The Life of Albert Einstein

3 Everyone has special memories that are important to them. A memory

To make your timeline, you will need:

11 In which step of making the timeline would a person make it most

/ The Pet Donkey \

7 Maka and Dyami nodded in understanding and loaded their belongings

17 You are not dreaming, he said.

The Life of a Girl

Photo courtesy of The Library of Congress

3 Coretta finished at Antioch College. She then won money to study at a

1 The fisherman goes out at dawn

5 He knows so much of boats and tides,

The book is divided into five parts:

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