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Dear Teacher, Thank you so much for taking the time to check out this preview. I created Text-Time to provide ready-to-use comprehension and close reading practice for your students. In this preview, you will find:
• Information about how this product is structured and suggestions for use.
• 3 full-sized Text Time passages (presented at two reading levels) so that you can try before you buy.
• A complete table of contents. • Thumbnails of additional
materials included.
These Text Time passages were created to provide ready-to-use comprehension and close reading practice. There are 60 passages, each presented at two reading levels (grades 3-4 and 4-5) for a total of 120 passages. The passages are a mix of high-interest and curriculum-based topics and include informational text, literature, and poetry. The included text-dependent questions address a variety of close reading skills. Please read the following points carefully so that you will know how best to use these passages with your students.
• The easier passages (grades 3-4) are marked with a single u in the lower left. All of the odd numbered pages are these easier selections. The harder passages (grades 4-5) are marked with a double uu, and are on the even pages. Set your printer to print only odd or only even pages if you would only like to print just one level. Please note that both levels are identified with the same Text Time number in the upper right hand corner.
• The Show What You Know questions on the right are identical for both reading levels. This allows you to discuss the passages all together, even if you have students using different reading levels. Note that some questions may be challenging for third grade students, especially near the start of the year.
• The passages are sequenced in cycles of six as follows:
1. IT: Informational Text (nonfiction) 2. L: Literature (fiction) 3. IT: Informational Text (nonfiction) with an illustration such as a map, chart, graph, diagram etc. 4. L: Literature (fiction) 5. IT: Informational Text (nonfiction) 6. P: Poetry
Breakdown by type: 1/2 Informational Text, 1/3 Literature, and 1/6 Poetry.
• All of the poems except the first one were curated from the Public Domain. The poem pages are identical at both reading levels (because a poem cannot be altered to make it more or less challenging). Including a duplicate copy allows the odd/even pattern to remain in tact for easy printing.
• Within the 60 passages, there are five sets of paired passages. The paired passages appear adjacent to each other and address a similar topic for comparing and contrasting. Three additional printables are included to use with these paired passages. These passages will also work as stand alone activities if you do not want to use them together.
Text Time: Teacher Information
Text Time Created by Rachel Lynette ©2015 all rights reserved www.rachel-lynette.com
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• The skills addressed in each passage are written in small print at the bottom on the left hand side. The skills address most of the RI and RL Common Core Standards and include: reading for details, main idea, summarizing, inference, predicting, genre setting/character/plot, theme, context clues/vocabulary, figurative language, author’s style, author’s purpose, point of view, mood/tone, text structure, comparing and contrasting, interpreting an illustration (map, chart, diagram, table, or photo), analysis, and evaluation. They are also listed in the table of contents for easy reference.
• Most of the passages can be used at any time during the school year. A few of them are themed around a season. I have tried to place them chronologically; however, school years and teacher usage vary.
• Answer keys for teacher use are provided. In many cases, answers will vary by student and sample answers are given.
Text Time: Teacher Information (continued)
Text Time Created by Rachel Lynette ©2015 all rights reserved www.rachel-lynette.com
2
• If you would like consistent practice all year long, use two Text Time pages per week, perhaps on Tuesdays and Thursdays. Another option is to use them three times a week, possibly Monday, Wednesday, and Friday, which will get you through most of the school year. A third possibility is to go ala carte, selecting passages for their subjects or the skills addressed, as needed.
• You will probably need to work through the first few with your students. Be sure to demonstrate how to annotate the passage (a student annotation guide is included) As skills improve, students should be able to complete the questions independently. Another option is to allow students to work in partners.
• Because the skills addressed go much deeper than simple comprehension, and are more aligned with close reading, students may need to read the passage more than once. You may want to model that practice.
• Students will benefit more if there is time to discuss the questions and answers. Because answers will sometimes vary, this is an excellent opportunity for students to justify their responses. This will also help struggling students as the skills repeat throughout the resource.
• These passages could be used for bell work, at a center or station, as part of a reading packet, with a small group, as homework, as enrichment for younger, highly capable students, as remediation for struggling students, or as test prep. For interactive notebooks, just cut the two sections apart.
Suggestions for Use
About the Author:
With the exception of the poems, all of these passages were written by me, Rachel Lynette. I am a published author of over 120 nonfiction books for children on a variety of subjects. I have written for publishers such as Harcourt, Thompson-Gale, Rosen, Children’s Press, Evan-Moor, and several others. You can find my books on Amazon here (I also write under the names: Lynette Robbins and Tori Miller). These passages are well-researched, well-organized, and age appropriate. They are no different than those you would find in a published nonfiction book.
About Lexile Levels:
These passages are not leveled for two reasons: First, publishing Lexile results obtained from the Lexile site is a violation of the Lexile site’s terms of use. Doing so is not only illegal, but can result in an inaccurate score as these are not official Lexile rankings. Second, I have found that a Lexile score can be really thrown off by a few good vocabulary words. I use challenging words to help kids practice using context clues (so important!). I also think it is exciting and motivating for kids to learn to read and understand difficult words. If a student cannot figure out a word, then it is the perfect time for some real-life dictionary practice! Being able to use a more varied vocabulary also keeps the passages interesting.
About the Common Core:
Most of the Common Core Standards for Reading Literature (RL) and Reading Informational Text (RI) for grades 3-5 are addressed multiple times in this resource. There are a few standards that are beyond the reach of this kind of practice that could not be included. In addition, the Fluency standards for Reading Foundations (RF) and some Vocabulary Acquisition and Use for Language (L) are also covered. I chose not to note the specific standards because many schools, both inside and outside of the US do not use Common Core. Instead, I have listed the skills themselves in hopes that you know your grade level standards well enough to align them appropriately.
Terms of Use:
Everything included in this resource is licensed for single classroom use only. It may be photocopied by the original purchaser for his or her classroom only. It may not be put on the internet, sold, or distributed in any form. If you would like to share this product with your colleagues, please honor the time and energy put into it by purchasing multiple licenses on the product page on Teachers Pay Teachers. Thank you for respecting the copyright. J
About…
Text Time Created by Rachel Lynette ©2015 all rights reserved www.rachel-lynette.com
3
1. What is entomophagy? _______________________________________________________ 2. Give three reasons why raising insects is better than
raising livestock.
1)_____________________________________________________ _____________________________________________________
2)____________________________________________________ _____________________________________________________
3)____________________________________________________ _____________________________________________________
3. What is the author’s purpose?
a) to persuade b) to inform c) to entertain
Give evidence from the text to support your answer: __________________________________________________________ __________________________________________________________ __________________________________________________________
4. Would you try eating insects?_________________________ Why or why not? ________________________________________ __________________________________________________________
Would you eat crickets for dinner? It might not sound good to you, but around two billion people worldwide eat insects! Eating insects is called entomophagy and there are many good reasons to do it. First off, insects are really good for you! They are packed with protein. By weight, crickets and termites have more protein than beef. Second, raising insects cost less and is better for the earth than raising cows and other livestock. Insects take up much less space and need much less food and water than cows. Also, you can eat more parts of an insect than other animals. Insects also reach their adult size quickly. It does not take much time to raise insects to eat. Third, insects taste good! Many types of insects taste a little nutty. Some kinds of bugs taste like bacon, while others may taste like fish, or even fruit. Some insects, such as meal worms, don’t have much of a taste at all. They pick up the flavors of whatever they are cooked with. So, what are you waiting for? Why not try a beetle today?
Insects for Dinner Name Date
u Text Time Created by Rachel Lynette©2015 all rights reserved
TEXT TIME 7
Show What You Know
IT: vocabulary, author’s purpose, evaluation
Imagine eating a plateful of crickets for dinner with chocolate-covered ants for dessert. It might not sound too appetizing to you, but around two billion people worldwide eat insects regularly as a part of their diet. Eating insects is called entomophagy and there are many good reasons to do it. First off, insects are really good for you! They are packed with protein, fiber, vitamins and minerals. By weight, crickets and termites contain more protein than beef. Second, raising insects is less expensive and better for the earth than raising livestock. Insects take up much less space and need much less food and water than cows. Also, more parts of an insect are edible than of a cow or a chicken. In addition, insects have a much shorter lifespan, so the time spent raising them is much less than other edible animals. Third, believe it or not, if prepared well, insects actually taste good! Many types of insects taste a little nutty, especially if they are roasted. Some kinds of bugs taste like bacon, while others may taste like fish, or even fruit. Some insects, such as meal worms, don’t have much of a taste at all and pick up the flavors of whatever they are cooked with. So, what are you waiting for? Why not try a beetle today?
Insects for Dinner Name Date
uu
TEXT TIME 7
Show What You Know 1. What is entomophagy? _______________________________________________________ 2. Give three reasons why raising insects is better than
raising livestock.
1)_____________________________________________________ _____________________________________________________
2)____________________________________________________ _____________________________________________________
3)____________________________________________________ _____________________________________________________
3. What is the author’s purpose?
a) to persuade b) to inform c) to entertain
Give evidence from the text to support your answer: __________________________________________________________ __________________________________________________________ __________________________________________________________
4. Would you try eating insects?_________________________ Why or why not? ________________________________________ __________________________________________________________
IT: vocabulary, author’s purpose, evaluation Text Time Created by Rachel Lynette ©2015 all rights reserved
1. What kind of story is this?
a) fable b) fairytale c) tall tale d) myth
How do you know? __________________________________________________________
__________________________________________________________ __________________________________________________________ 2. Why did Gorilla give Monkey a banana? ________________________________________________________ ________________________________________________________ 3. Summarize the story: ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
4. What is the moral (or lesson) of this story?
a) You should always share.
b) Monkeys are smarter than baboons. c) Give something to get something.
d) You can trade water for bananas.
Gorilla sat under a tree eating bananas. Gorilla was thirsty. He wanted to go to the river to get a drink, but then someone might steal his bananas. Baboon came and sat beside him. “May I have one of your bananas?” asked Baboon. “No, you may not!” replied Gorilla. “I picked all these bananas myself. If you want some bananas, go get your own.” “But the bananas are all gone. You have picked them all and they are all there in your big pile,” said Baboon. “That is not my problem,” Gorilla said grumpily. “Now go away and leave me alone.” A few minutes later, Monkey came to sit beside Gorilla. “I won’t give you a banana,” said Gorilla. “So don’t even ask.” “Oh no,” said Monkey. “I just thought you might like some cool water from the river.” Monkey gave Gorilla a coconut shell full of water. Gorilla took the shell and drank it all. He felt much better. “Thank you,” he said to Monkey. “Please, take one of my bananas for your trouble.” Monkey gladly accepted.
The Gorilla and the Monkey Name Date
u
TEXT TIME 8
Show What You Know
L: genre, summary, main idea, moral (theme) Text Time Created by Rachel Lynette ©2015 all rights reserved
Gorilla sat beneath a tree eating bananas. It was hot, and Gorilla was thirsty. Gorilla wanted to go down to the river to get a drink, but if he did, someone was sure to steal his bananas. Gorilla was thinking about his dilemma when Baboon swung down from the tree and sat beside him. “May I have one of your bananas?” asked Baboon. “No, you may not!” replied Gorilla. “I spent all morning picking these bananas. If you want some bananas, go get your own.” “But the bananas are all gone. You have picked them all and they are all there in your big pile,” complained Baboon. “That is not my problem,” Gorilla said grumpily. “Now go away and leave me in peace.” A few minutes later, Monkey came to sit beside Gorilla. “I suppose you want my bananas too,” said Gorilla. “Well you can’t have any.” “Oh no,” said Monkey. “I was only thinking that you might enjoy some cool water from the river.” Monkey offered Gorilla a coconut shell full of water. Gorilla took the shell and drank greedily. He felt much better when he was done. “Thank you,” he said to Monkey. “Please, take one of my bananas for your trouble.” Monkey gladly accepted.
The Gorilla and the Monkey Name Date
uu
TEXT TIME 8
Show What You Know
1. What kind of story is this?
a) fable b) fairytale c) tall tale d) myth
How do you know? __________________________________________________________
__________________________________________________________ __________________________________________________________ 2. Why did Gorilla give Monkey a banana? ________________________________________________________ ________________________________________________________ 3. Summarize the story: ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
4. What is the moral (or lesson) of this story?
a) You should always share.
b) Monkeys are smarter than baboons. c) Give something to get something.
d) You can trade water for bananas.
L: genre, summary, main idea, moral (theme) Text Time Created by Rachel Lynette ©2015 all rights reserved
People often confuse alligators and crocodiles. Alligators and crocodiles are both reptiles. They both live in the water and they both have sharp teeth. Crocodiles live in salt water. They have special glands on their tongues to get rid of the extra salt. Alligators don’t have these glands, so they live in fresh water. Alligators have wide, U-shaped snouts. A crocodile’s snout is longer and more pointed, like a V. Also, crocodiles have teeth on their lower jaws that stick out. You can see them even when the crocodile’s mouth is closed. Alligators do not have any teeth that stick out.
Alligator or Crocodile? Name Date
u
TEXT TIME 9
Show What You Know
The easiest way to tell an alligator from a crocodile is by looking at the snout.
IT: compare and contrast, interpreting an illustration Text Time Created by Rachel Lynette ©2015 all rights reserved
1. What do alligators and crocodiles have in common? ______________________________________________________ ______________________________________________________
2. How are alligators and crocodiles different? ______________________________________________________
______________________________________________________ ______________________________________________________
______________________________________________________
3. Which text structure did the author use?
a) description b) cause and effect
c) problem and solution d) compare and contrast 4. Is the animal closest to the bottom of the page an
alligator or a crocodile?_____________________________
How do you know? __________________________________________________________ __________________________________________________________ __________________________________________________________
__________________________________________________________
It’s a reptile. It lives in the water, and it has big, sharp teeth. Can you guess the what it is? It’s an alligator, of course - or is it a crocodile? Let’s find out: If it lives in salt water, such as an estuary or mangrove swamp, it is a crocodile. Crocodiles have special glands on their tongues to get rid of extra salt. Alligators don’t have these glands, so they live in fresh water. Alligators also have wider, U-shaped snouts, while a crocodile’s snout is longer and more pointed, like a V. Also, crocodiles have teeth on their lower jaws that stick out. You can see them even when the crocodile’s mouth is closed. Alligators do not have any teeth that stick out.
Alligator or a Crocodile? Name Date
uu
TEXT TIME 9
Show What You Know
The easiest way to tell an alligator from a crocodile is by looking at the snout.
IT: compare and contrast, interpreting an illustration Text Time Created by Rachel Lynette ©2015 all rights reserved
1. What do alligators and crocodiles have in common? ______________________________________________________ ______________________________________________________
2. How are alligators and crocodiles different? ______________________________________________________
______________________________________________________ ______________________________________________________
______________________________________________________
3. Which text structure did the author use?
a) description b) cause and effect
c) problem and solution d) compare and contrast 4. Is the animal closest to the bottom of the page an
alligator or a crocodile?_____________________________
How do you know? __________________________________________________________ __________________________________________________________ __________________________________________________________
__________________________________________________________
Table of Contents (1 of 3)
Text Time Created by Rachel Lynette ©2015 all rights reserved www.rachel-lynette.com
TT# Title Type Type and Skills Addressed u uu
1 A Real Life Batman IT inference, vocabulary, understanding quotes 9 10
2 At the Amusement Park L inference, sequence, summary, theme 11 12
3 Be a Tree Detective IT main idea, inference, interpreting an illustration 13 14
4 California Bound! L genre, cause and effect, making connections 15 16
5 So Many Satellites! IT vocabulary, main idea, author’s purpose 17 18
6 Victory P inference, author’s style, point of view 19 20
7 Insects for Dinner IT vocabulary, author’s purpose, evaluation 21 22
8 The Gorilla and the Monkey L genre, summary, main idea, moral (theme) 23 24
9 Alligator or Crocodile? IT compare and contrast, interpreting an illustration 25 26
10 Why I am Afraid of Balloons L point of view, figurative language, inference 27 28
11 Author Louis Sachar IT genre, main idea/supporting details, analysis 29 30
12 A Boy’s Summer Song P setting, figurative language, mood, analysis 31 32
13 The Pony Express IT reading for detail, summary, inference, context 33 34
14 My Brother the Rider L point of view, reading for detail, inference, genre 35 36
15 One Country or Four? IT interpreting an illustration, evaluation 37 38
16 The Case of the Missing Poodle L genre, characters, figurative language, inference 39 40
17 A Quarterback Who Gives Back IT main idea, understanding quotes, author’s purpose 41 42
18 Little-Girl-Two-Little-Girls P rhyming pattern, style, inference, character 43 44
19 Mission to Mars IT summarizing, reading for detail, evaluation 45 46
20 A New Life on Mars L genre, figurative language, character, inference. 47 48
Paired Texts
Paired Texts
Use this Table of contents as a printing guide. Remember all of the easier passages are on odd pages and the more challenging passages are on even pages.
Text Time Created by Rachel Lynette ©2015 all rights reserved www.rachel-lynette.com
TT# Title Type Type and Skills Addressed u uu
21 The Layers of the Earth IT details, text structure, interpreting an illustration 49 50
22 Pandora’s Box L character trait, genre, moral/theme, evaluation 51 52
23 Coniferous and Deciduous Trees IT text structure, context clue, reading for details 53 54
24 Brother and Sister P context clues, plot, mood/style, analysis 55 56
25 The Invention of Earmuffs IT text structure, reading for details, inference 57 58
26 Hamster Adventures L inference, evaluation, point of view 59 60
27 Too Much Sugar! IT author’s purpose, interpreting an illustration, text structure 61 62
28 Kirla’s Quest L genre, context clues, predicting 63 64
29 Mountain Food Chains IT reading for details, context clues, predicting 65 66
30 Which are You? P compare and contrast, context clues, theme, evaluation 67 68
31 Sojourner Truth IT genre, sequence, context clues 69 70
32 Snow Day L figurative language, inference, summary, predicting 71 72
33 Animal Bedtimes IT interpreting an illustration, main idea, evaluation 73 74
34 The Best Day Ever L point of view, sequence, inference, characterization 75 76
35 Our Incredible Sun IT main idea, vocabulary, author’s purpose 77 78
36 Stopping by Woods on a Snowy Evening P rhyme, inference, setting, prediction 79 80
37 Amazing Anacondas IT context clues, reading for details, questioning 81 82
38 I Saw an Anaconda L setting, inference, character, summary, text structure 83 84
39 The Population of Australia IT context clues, interpreting an illustration 85 86
40 Sam and the Swim Team L setting, visualization, character traits, theme 87 88
Paired Texts
Table of Contents (2 of 3) Use this Table of contents as a printing guide. Remember all of the easier passages are on odd pages and the more challenging passages are on even pages.
Text Time Created by Rachel Lynette ©2015 all rights reserved www.rachel-lynette.com
TT# Title Type Type and Skills Addressed u uu
41 The Early Life of Benjamin Franklin IT genre, context clues, fact and opinion 89 90
42 Chicago Poet P inference, figurative language, tone and mood 91 92
43 Conductors and Insulators IT analysis, inference 93 94
44 Safety First L setting, sequence, evaluation 95 96
45 Hurricanes IT main idea, inference, interpreting an illustration 97 98
46 Jamie and the Bear L genre, figurative language, style/tone 99 100
47 Staying Safe in the Sun IT main idea, reading for detail, text structure 101 102
48 The Wind P figurative language, poetic device, tone 103 104
49 Reading to Rover IT inference, understanding quotes, reading for detail 105 106
50 Super Cheese Man to the Rescue! L inference,, summary, visualization, tone/style 107 108
51 China’s Terracotta Soldiers IT interpreting an illustration, author’s purpose, questioning 109 110
52 An Ancient Soldier L Inference, analysis, figurative language 111 112
53 Ice Cream in a Baggie IT interpreting a text feature, sequence, genre 113 114
54 The Grass So Little Has to Do P reading for detail, style, main idea, evaluation 115 116
55 Machu Picchu IT author’s purpose, reading for detail, summarizing 117 118
56 Lizzy’s Lemonade Stand L character traits, inference, problem-solution 119 120
57 Wind Power IT sequence, main idea, vocabulary, interpreting an illustration 121 122
58 The Wind and the Sun L figurative language, cause and effect, theme 123 124
59 Hooray for Peanut Butter! IT author’s purpose, main idea, context clues, details 125 126
60 The Fisherman P figurative language, inference 127 128
“Mark it Up!” half-page Student Annotation Guide 129
Compare and Contrast Printables (Chart, Graphic Organizer, Written Response) 130-132
Answer Keys 133-142
Paired Texts
Table of Contents (3 of 3) Use this Table of contents as a printing guide. Remember all of the easier passages are on odd pages and the more challenging passages are on even pages.
Paired Texts
In addition to all of the No Prep Text Time passage pages, you also get answer keys and….
3 printables to use with the included 5 sets of paired passages
Half-page Annotation Guide
Thank you so much for purchasing Text Time! If you would like to do more with close reading using your own selections, please considering adding one or both of these Close Reading Toolkits to your resource collection. They include, posters, discussion prompt cards, graphic organizers, and dozens of text-dependent questions. There are also plenty of tips and suggestions!
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