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Teacher’sManual

Includes Blackline Mastersfor Test Practice

B

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Printed in the United States of America

1 2 3 4 5 6 7 8 9 RHR 13 12 11 10 09

Contents

Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . v

How to Use Time For Kids . . . . . . . . . . . . . . . . . . vi

ELAR TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . ix

ISSUE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Main Idea and Details TEKS 5.11 (A)Homophones TEKS 5.2 (B) Time Lines TEKS 5.13 (B)

New Immigrants Model the Skills

Coming to America Apply the Skills

I, Too Poetry

ISSUE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Main Idea and Details TEKS 5.11 (A)Idioms TEKS 5.2 (D) Photos and Captions TEKS 5.13 (B)

Green-Fuel Guide Model the Skills

From Trash to Treasures Apply the Skills

Are You Helping? Charts

ISSUE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Main Idea and Details TEKS 5.11 (A)Inflectional Endings TEKS 5.2 (B)Time Lines TEKS 5.13 (B)

Honoring Freedom Model the Skills

Rebuilding Jamestown Apply the Skills

Top 10 Historic Sites Tables

ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Problem and Solution TEKS 5.11 (C)Suffixes TEKS 5.2 (A)Photos and Captions TEKS 5.13 (B)

Welcome to the City of the Future

Model the Skills

All Steamed Up Apply the Skills

Out of Thin Air Diagrams

ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Draw Conclusions TEKS 5.11 (C)Word Families TEKS 5.2 (A)Maps TEKS 5.13 (B)

Mount Rushmore Gets a Facial Model the Skills

How They Chose These Words for the

Declaration of Independence

Apply the Skills

My Share Poetry

ISSUE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Sequence TEKS 5.11 (C)Greek and Latin Roots TEKS 5.2 (A)Time Lines TEKS 5.13 (B)

Baby Lucy Model the Skills

Early Man in America Apply the Skills

Archaeological Sites in Peru Maps

ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Main Idea and Details TEKS 5.11 (A)Context Clues TEKS 5.2 (B)Skimming and Scanning TEKS 5.11 (D)

The Trail of Tears Model the Skills

America in 1850 Apply the Skills

The Path to Independence Time Lines

ISSUE 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111

Sequence TEKS 5.11 (C)Homophones TEKS 5.2 (B)Tables TEKS 5.13 (B)

Virtual Millions Model the Skills

Money Counts Apply the Skills

Average Allowance Tables

ISSUE 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121

Compare and Contrast TEKS 5.11 (E)Homographs TEKS 5.2 (B)Tables TEKS 5.13 (B)

Magnetic Earth Model the Skills

Richard Serra: Artist Apply the Skills

Honoring Art and Artists Tables

ISSUE 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131

Compare and Contrast TEKS 5.11 (E)Similes and Metaphor TEKS 5.2 (D)Maps TEKS 5.13 (B)

Are We Killing the Oceans? Model the Skills

Our Packed Planet Apply the Skills

The Tyger Poetry

ISSUE 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141

Author’s Perspectives TEKS 5.10Content Clues TEKS 5.2 (B) Photos and Captions TEKS 5.13 (B)

The Amazing Watson Model the Skills

Unraveling a Secret Code Apply the Skills

Harriet Tubman’s Key Dates Time Lines

Short-Answer Reading Rubric . . . . . . . . . . . . . .T1

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2

ISSUE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

Author’s Purpose TEKS 5.10 Greek and Latin Roots TEKS 5.2 (A)Photos and Captions TEKS 5.13 (B)

Free to Celebrate Model the Skills

A Melting Pot Apply the Skills

A Nation of Many Languages Maps

ISSUE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Fact and Opinion TEKS 5.11 (B)Greek Roots TEKS 5.2 (A)Charts TEKS 5.13 (B)

Why the West is Burning Model the Skills

Who is This El Niño Anyway? Apply the Skills

A Bird Came Down the Walk Poetry

ISSUE 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91

Description TEKS 5.11 (C)Multiple-Meaning Words TEKS 5.2 (B) Skimming and Scanning TEKS 5.11 (D)

Equal Rights for All Model the Skills

It’s Our Constitutional Right! Apply the Skills

How We Elect a President Diagrams

ISSUE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Fact and Opinion TEKS 5.11 (B)Antonyms and Synonyms TEKS 5.2 (C) Diagrams TEKS 5.13 (B)

Catch a Comet by its Tail Model the Skills

Look! Up in the Sky! Apply the Skills

The Poet Stumbles Upon the Astronomer’s

Orchards Poetry

Pacing SuggestionsTHREE-MONTH PACING SUGGESTION

You might wish to use the Time for Kids, Student Edition as test preparation

starting from the beginning of the year up to the administration of the TAKS™.

Time for Kids, Student Edition Issue Related Teacher’s Edition Lesson

Issue 1 Unit 1 Week 1















SIX-WEEK PACING SUGGESTION

You can condense the pace of test preparation by using the Time for Kids,

Student Edition during the six weeks prior to the administration of the TAKS™.

Time for Kids, Student Edition Issue Week Prior to TAKS™

Issues 1–3 Week 6 Prior to TAKS™





Review Week 1 Prior to TAKS™

USING TIME FOR KIDS, STUDENT EDITION THROUGHOUT THE YEAR

You might wish to assign one article a week and read the poem or text feature

with the second article.

Teacher’s Manual v

How to Use Time for Kids

TIME FOR KIDS, STUDENT EDITION

Each issue in Time for Kids, Student Edition includes two articles and a text feature, such as a chart or a diagram, or a poem. Each issue relates to a Social Studies or Science Texas Essential Knowledge and Skills (TEKS) Student Expectation.

TRANSPARENCIES

A transparency is provided at www.macmillanmh.com for the first article in each issue. Use the transparency to model how to answer questions on English Language Arts and Reading (ELAR) TEKS Student Expectations in the format similar to that found on your state test. Questions are provided in Blackline Masters found in the Time for Kids Teacher’s Manual.

TEACHER’S MANUAL

The Teacher’s Manual contains lessons for each issue of Time for Kids.

Article 1: Model the Skills Use the transparency and Blackline Master to model how to answer comprehension, vocabulary, and text feature questions.

Article 2: Apply the Skills The Blackline Master for the second article offers students the opportunity to answer questions based on the same ELAR TEKS modeled with the first article.

Text Feature or Poetry: Apply the Skills A third Blackline Master is provided for students to review previously taught ELAR TEKS.

vi Time For Kids

COMPREHENSION AND VOCABULARY FOCUS

As noted earlier, each issue of Time for Kids relates to a Social Studies or Science TEKS. However, the items in the tests that accompany each issue focus on ELAR TEKS for comprehension, vocabulary, and text features.

SHORT-ANSWER PREPARATION

The first two tests for each issue of Time for Kids provide opportunities for students to practice responding to short-answer items. Although students are not expected to provide written responses to comprehension questions until the Grade 9 TAKS™ Reading test, these items will help students to begin building the skills and confidence they will need when they are faced with short-answer items in a testing situation.

LEVELS OF THINKING

Test questions can be broken down into four developmentally sequenced categories, based on the different levels of thinking required to answer them.

• A question may have an answer that is stated in the selection. At the most basic level, students can find or locate the answer in the selection. At the next level, the answers are stated in the text but cannot be found in a single sentence. The student must combine, or put together, information from different parts of the selection to find the answer.

• A question may have an answer that is not stated in the selection. For a question at the third level of thinking, the student must find clues and text evidence in the selection and connect them to find the inferred or implied answer to the question. A question that addresses the fourth level of thinking requires the student to analyze the selection and make judgments based on text evidence to determine the author’s style or purpose for writing.

Teacher’s Manual vii

TEKS 5.2 Reading/Vocabulary Development Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

(C) produce analogies with known antonyms and synonyms;

(D) identify and explain the meaning of common idioms, adages, and other sayings; and

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

TEKS 5.4 Reading/Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

TEKS 5.10 Reading/Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.

TEKS 5.11 Reading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;

(B) determine the facts in text and verify them through established methods;

(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;

(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; and

(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

TEKS 5.13 Reading/Comprehension of Informational Text/Procedural TextsStudents understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and

(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

ELAR TEKS in Time for Kids

viii Time For Kids

Issue Article Social Studies or Science TEKS

1 New ImmigrantsComing to America

Social Studies 5.14(C) Analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States.

2 Green-Fuel GuideFrom Trash to Treasures

Science 5.1(B) Make wise choices in the use and conservation of resources and the disposal or recycling of materials.

3 Honoring FreedomRebuilding Jamestown

Social Studies 5.1(A) Explain when, where, and why groups of people colonized and settled in the United States.

4 Welcome to the City of the Future

All Steamed Up

Science 5.8(A) Differentiate among forms of energy including light, heat, electrical, and solar energy.

5 Mount Rushmore Gets a Facial

How They Chose These Words for the Declaration of Independence

Science 5.11 (A) Identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow.

Social Studies 5.16(A) Identify the purposes and explain the importance of the Declaration of Independence.

6 Baby LucyEarly Man in America

Science 5.11(B) Draw conclusions about “what happened before” using data such as from tree-growth rings and sedimentary rock sequences.

7 The Trail of TearsAmerica in 1850

Social Studies 5.4(B) Identify reasons people moved west.Social Studies 5.4(G) Identify the challenges, opportunities, and contributions

of people from selected Native-American and immigrant groups.

8 Free to CelebrateA Melting Pot

Social Studies 5.23(B) Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States.

Social Studies 5.8(B) Describe clusters of settlement in the United States and explain their distribution.

9 Why the West is Burning

Who is This El Nino Anyway

Science 5.6(A) Identify events and describe changes that occur on a regular basis such as in daily, weekly, lunar, and seasonal cycles.

10 Equal Rights for All It’s Our Constitutional

Right!

Social Studies 5.5(B) Identify the accomplishments of notable individuals such as Carrie Chapman Catt, Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell, and Franklin D. Roosevelt who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.

Social Studies 5.16(B) Explain the purposes of the U.S. Constitution as identified in the Preamble to the Constitution.

Content Standards

Teacher’s Manual ix

Content Standards

Issue Article Social Studies or Science TEKS

11 Catch a Comet by its Tail

Look! Up in the Sky!

Science 5.12 Know that the natural world includes earth materials and objects in the sky.

12 Virtual MillionsMoney Counts

Social Studies 5.14(A) Analyze how people in different parts of the United States earn a living, past and present.

13 Magnetic EarthRichard Serra: Artist

Science 5.7(A) Classify matter based on its physical properties including magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound.

14 Are We Killing the Oceans?

Our Packed Planet

Science 5.1(B) Make wise choices in the use and conservation of resources and the disposal or recycling of materials.

15 The Amazing Watson Unraveling a Secret

Code

Social Studies 5.24(C) Explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States.

Social Studies 5.23 (C) Summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity.

x Time For Kids

Main idea and Details

MODEL THE SKILL

Have students open to page 5 of Time for Kids, Student

Edition. Look at the cover and read the article titles aloud with

the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the main idea and details of a reading.

Display Transparency pp. 6–7 of the article “New Immigrants”

and distribute Blackline Master 1. Ask students to open to

page 6 of Time for Kids. Have students look at the title, pictures,

captions, and time line before they read the article. Ask students

to read the article carefully and identify any words they do not

know. Underline these words on the transparency and review

them with the class. Then read the following question and

answer choices aloud:

From Blackline Master 1

1 The goal of the “Day Without Immigrants” was to —

A explain how immigrants enter the country

B stop immigrants from going to work and school

C keep immigrants from spending their money in stores

D show the importance of immigrants to the U.S. economy

Think Aloud This question asks about the goal of the “Day

Without Immigrants.” I need to look carefully in the text to find

details about what the goal of this day was. I can to combine

this information to determine the correct answer.

Explain to students that they do not need to reread the whole

article. They can scan, or read quickly, through the article to find

the specific information that tells what the goal of this day was.

Explain that while all of the answers mention information from

the text, only one answer (D) explains that the goal of the “Day

Without Immigrants” was to show the importance of immigrants

to the U.S. economy. Invite a student volunteer to underline the

sentence on the transparency that answers the question.

For further practice with the comprehension skill, have students

work independently or together to answer question 2 on

Blackline Master 1.

Materials

Transparency

pp. 6–7

Blackline Masters

1, 2, 3

TFK Pages 6–7

ELAR Student Expectations

Main Idea and DetailsTEKS 5.11(A)

Summarize the main idea

and supporting details.

Objective 1

Homophones TEKS 5.2 (B)

Use context to determine

or clarify the meaning of

multiple meaning words.

Objective 1

Time LinesTEKS 5.13 (B)

Interpret information

presented in timelines.

Objective 3

Teacher’s Manual 1

TFK Pages 6–7

Time Lines

MODEL THE SKILL

Review with students that a time line is a record of key historical

events in the order in which they occurred. It may be presented

horizontally or vertically. Tell students that graphic features such

as time lines can help them to understand text more fully. Direct

students to the time line on Transparency pp. 6–7. Point out the

main title and read aloud the introductory text. Then read each

individual entry and date.

Then read question 3 aloud.

Think Aloud The question asks what happened after the

Transcontinental Railroad was completed. I will look at the time

line to see when the railroad was completed and what happened

later. I will combine these details to determine the correct answer.

Remind students that this time line runs from top to bottom,

from the earliest event to the most recent. Have students

determine which answer choice is correct (C).

Homophones

MODEL THE SKILL

Remind students that homophones are words that are

pronounced the same way but have different spellings and

different meanings, such as no (n-o) and know (k-n-o-w). Explain

that context clues can help them to to figure out the correct

meaning of a homophone in the text and keep them from

confusing it with another word that sounds the same.


Think Aloud This questions asks for a word that is pronounced

the same as shown. I can pick the answer choice that is

pronounced the same as shown and use context clues to make

sure I connected the right meaning to the word.

Reread the sentence and answer choices aloud. Explain that

one of the answer choices is a homophone for the word shown

because it is pronounced the same. Have students determine

which answer choices is correct (G).

4 Which word is pronounced the

same as the word shown in the

last paragraph on page 7?

F shun

G shone

H shin

J sheen


3 Look at the time line on page 7.

Which event happened after the

Transcontinental Railroad was

completed?

A Many Chinese went to California for the Gold Rush.

B Chinese immigrants were hired to work on the Transcontinental Railroad.

C The Chinese Exclusion Act became law.

D A discovery of gold in 1849 led to the California Gold Rush.


2 Time For Kids • Issue 1

Short Answer

MODEL WRITING A SHORT ANSWER

Tell students that short-answer questions will ask them to write

answers in complete sentences on the lines provided.

Read the following short-answer question aloud:


5 What are the two main views in the debate over illegal immigrants in the United

States? Explain your answer and support it with details from the article.

Think Aloud This question asks about the two main views in the

debate about illegal immigrants in the United States. I will go

back to the selection to find details about the two different views

people have toward illegal immigrants. Then I can combine the

details to find the answer.

Have students work in pairs to find details from the article to

answer the question, and have volunteers underline these details

on the transparency. Write a short answer together. Remind

students to use complete sentences in their answers.

Possible response: There are two main views in the debate over

illegal immigrants. Some people want a kind solution. They want

to let people who have been in the United States for many years

have a chance to become citizens. Other people want a stricter

solution. They want to send illegal immigrants home and punish

people who helped them come to the United States.

See pages T1 in the Teacher’s Manual for a short-answer rubric.

See page T2 for answers to Blackline Master 1.

TFK Pages 6–7


1 The goal of the “Day Without

Immigrants” was to —

A explain how immigrants enter the country

B stop immigrants from going to work and school

C keep immigrants from spending their money in stores

D show the importance of immigrants to the U.S. economy

2 In 2006, the United States decided

to stop immigrants from entering the

country illegally by —

F building a fence along the Mexico–U.S. border

G closing businesses that are run by immigrants

H eliminating jobs at farms and factories

J patrolling airports in Miami and New York

Student Name


Which event happened after the

Transcontinental Railroad was

completed?

A Many Chinese went to California for the Gold Rush.

B Chinese immigrants were hired to work on the Transcontinental Railroad.

C The Chinese Exclusion Act became law.

D A discovery of gold in 1849 led to the California Gold Rush.

4 Which word is pronounced the

same as the word shown in the last

paragraph on page 7?

F Shun

G Shone

H Shin

J Sheen

Use “New Immigrants” to answers questions 1–5.

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Blackline Master 1

Grade 54 Time For Kids New Immigrants

Student Name

5 What are the two main views in the debate over illegal immigrants in the United

States? Explain your answer and support it with details from the article.

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Blackline Master 1

Grade 5New Immigrants Time For Kids 5

TFK Pages 8–11

Show What You Know

APPLY THE SKILLS

Tell students that some of the questions they will see on a test

will focus on main idea and details, identifying homophones,

and using time lines. Introduce “Coming to America” by having

students open to page 8 of Time for Kids. Point out to students

that important ideas of an article can be found in the title and

illustrations. Have students look at the photographs, captions,

time line, and headings, and then ask, What do you think the article is mainly about?

Encourage students to share what they think is the main idea of

the article. Have them point to the text and text features in the

article to show how they came up with their answers. Record

their responses on the board.

Remind students to use context clues and their knowledge of

homophones as they read to determine the meaning of words in

the text. Then have students read the article independently.

Distribute Blackline Master 2 on pages 7–8 of the Teacher’s

Manual. Tell students that they will take a practice test on the

article they just read. Share these specific suggestions with

students to help them answer test questions.

Have students complete Blackline Master 2. Answers can be

found on pages T2–T3 of the Teacher’s Manual.

1. Before you read, look at the pictures, captions, and title to give you an

idea of what the article is about.

2. Read “Coming to America” and the questions on the worksheet very

carefully. Make sure you understand what the questions are asking.

3. Make sure your answers are based on the article and the pictures. If you

are not sure about the details, go back and read that part again.

4. For the short-answer question, plan your answer carefully before you

write. Make sure you answer every part of the question and use support

from the article in your answer.

5. Be sure to write complete sentences.


Student Name

Use “Coming to America” to answers questions 1–5.

3 Look at the time line on

pages 10–11. Which group of

immigrants began coming to the

United States in the 1830s?

A French

B Africans

C Spaniards

D Chinese

1 Look at the following diagram of information from the article.

Immigrants dug waterways and laid railroad tracks

Immigrants came from Ireland, England, and Germany in the 1840s

Newcomers worked in factories and built cities

Immigrants from Russia and Italy came from 1890 to 1924

Main Idea

Which belongs in the Main Idea oval?

A The United States is a nation built by immigrants

B A new wave of immigrants is coming to America

C Immigrants need help when they get to the United States

D Many immigrants arrived at Ellis Island in New York

2 What is the main idea of the third


F New rules were made to keep people out of the United States.

G Immigration policies in the United States have changed since September 11, 2001.

H More than three million new immigrants have arrived since January 2000.

J Foreign visitors face high-tech screenings and longer waiting periods.

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Blackline Master 2

Grade 5Coming to America Time For Kids 7

Student Name

4 Which word is pronounced the same as the word break in the

second paragraph on page 9?

F Brick

G Brace

H Brake

J Bread

5 How has the “great melting pot” changed in the United States? Explain your answer

and support it with details from the article.

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Blackline Master 2

Grade 58 Time For Kids Coming to America

Poetry

APPLY THE SKILLS

Tell students they will read a poem and answer questions about

it. Point out some of the differences between poetry and prose.

For example, poems do not necessarily have sentences with

subjects and verbs. They are divided into lines and stanzas, not

paragraphs. Some poems rhyme, but some do not. Poems often

use vivid words and imagery to appeal to the reader’s senses and

feelings. Poems may use repetition, sound effects, or figurative

language to help express important ideas and support the

meaning the poet is trying to convey.

Have students open to “I, Too” on page 12 of Time for Kids. Ask

students to read the title of the poem and share their ideas on

what the poem is about. Write their ideas on the board. Then

read the poem aloud with students.

Distribute Blackline Master 3 on page 10 of the Teacher’s

Manual. Read aloud the first question and the answer choices.

Tell students to look back at the poem to find the answer.

Think Aloud This question asks how the reader can tell that this

poem is written in free verse. I know that free verse generally does

not use elements like a regular rhythmic pattern or sound effects

like rhyme. I will go back to the poem and connect the elements

I find to determine the best answer.

After students have determined the correct answer (B), ask for

volunteers to explain how they arrived at the correct answer.


found on page T3 of the Teacher’s Manual.

1 How can the reader tell that this

poem is written in free verse?

A It is written in stanzas.

B It does not use rhyme.

C It does not use imagery.

D It uses quotation marks.


TFK Page 12


PoetryTEKS 5.4

Analyze how poets use sound

effects to reinforce meaning

in poems.

Objective 3


Student Name

Use “I, Too” to answer questions 1–3.

1 How can the reader tell that this

poem is written in free verse?

A It is written in stanzas.

B It does not use rhyme.

C It does not use imagery.

D It uses quotation marks.

2 “I, Too” is an effective poem

because the poet —

F uses difficult vocabulary

G rhymes every second line

H refers to famous people

J repeats words and phrases

3 The message in this poem is that

the speaker —

A will travel to America to eat good food

B plans to have company come to visit him in his house

C soon will feel beautiful and become strong

D is as much of an American as anyone else

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Grade 510 Time For Kids I, Too

Blackline Master 3

Main Idea and Details

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to identify the main idea and supporting details of a reading selection.

Display Transparency pp. 14–15 of the article “Green-Fuel

Guide” and distribute Blackline Master 4. Ask students to open

to page 14 of Time for Kids. Have students look at the title,

pictures, and captions before they read the article. Then have

students read the article carefully and identify any words they

do not know. Underline these words on the transparency and

review them with the class. Then read the following question

and answer choices aloud:


1 What is the main idea of this article?

A Cars that run on gasoline and diesel should not be used.

B There are many different ways to power a car.

C Diesel and gasoline are nonrenewable fuels.

D Many cars are powered by green fuels.

Think Aloud I know that the main idea is the most important

idea the author presents in the article. To find the main idea of

this article, I need to think about the entire article and look for

clues about what is most important. Then I can connect the text

evidence to find the answer.

Tell students that they should read all of the answer choices

carefully. Point out to students that while several answer choices

may mention details from the text, only one answer fully

explains the main idea. Explain to students that they should

think about all of the information they have read to determine

the main idea of the article. Allow students to select an answer

choice. Then call on volunteers to explain how they reached the

correct answer (B).



Blackline Master 4.

Materials

Transparency

pp. 14–15

Blackline Masters

4, 5, 6

TFK Pages 14–15


Main Idea and DetailsTEKS 5.11 (A)



Objective 1

IdiomsTEKS 5.2 (D)

Identify and explain the

meaning of common idioms.

Objective 1

Photos and Captions5.13 (B)


presented in illustrations.

Objective 3


TFK Pages 14–15

Photos and Captions

MODEL THE SKILL

Explain to students that texts often are accompanied by

photographs and captions that help support the main idea by

providing additional information about the topic. Photos and

captions also can help readers to better understand an article.


Think Aloud The text discusses many ways to power a car.

Biodiesel is one of those ways. I have to find the photograph that

shows biodiesel and read the caption to find out where biodiesel

comes from. Then I can combine the details to find the answer.

Explain that photographs and captions sometimes contain

information that is not in the text. Have students find the photo

in the “Biodiesel” section of the article. Then have them choose

the correct answer (A). Invite a volunteer to explain how to

determine the answer.

Idioms

MODEL THE SKILL

Tell students that idioms are phrases or sayings that mean

something different from what the words actually say. Idioms

cannot be translated literally. Context clues can help a reader

figure out what an idiom means.

Then read question 4 and the answer choices aloud.

Think Aloud This question asks about the meaning of the idiom,

“piece of cake.” I know that idioms cannot be translated literally.

I need to read the sentences around the idiom and think about

how the expression fits in with the meaning of the rest of the

article. Then I can connect the details to figure out the answer.


the phrase “piece of cake” is an idiom. Have students determine

which answer choice best fits the context of the sentence (J).

Point out the sentence that provides context for the idiom.

(There are plenty of alternatives to gasoline for powering our cars,

but choosing one is no piece of cake).

3 Where does biodiesel come

from?

A Vegetable oils and cooking oils

B Corn and sugarcane

C Chemicals

D Animal fat


4 On page 14, the phrase “piece

of cake” means —

F the best way

G a part of a whole

H tasty snack

J easy task



Short Answer






5 Explain which power sources would appeal to a person who wants to use recycled

materials. Support your answer with details from the article.

Think Aloud This question asks about power sources that come

from recycled materials. I will scan the article to find the places

where it discusses power sources and recycled materials. Then I

will connect the text evidence to answer the question.





Possible response: A person who wants to use recycled

materials to power a car should choose either a battery-operated

car or a biodiesel car. Batteries can be recharged and can also be

recycled. Biodiesel can be made from recycled cooking oil. Both

of these power sources use recycled materials.

See page T1 in the Teacher’s Manual for a short-answer rubric.


TFK Pages 14–15


Use “Green-Fuel Guide” to answer questions 1–5.

1 What is the main idea of this article?

A Cars that run on gasoline and diesel should not be used.

B There are many different ways to power a car.

C Diesel and gasoline are nonrenewable fuels.

D Many cars are powered by green fuels.

2 Some people consider ethanol a poor

fuel choice for a car because it —

F is a renewable fuel

G can reduce greenhouse gas emissions

H is a type of alcohol

J takes a lot of energy to produce

Student Name

3 Where does biodiesel come from?

A Vegetable oils and cooking oils

B Corn and sugarcane

C Chemicals

D Animal fat

4 On page 14, the phrase “piece of

cake” means —

F the best way

G a part of a whole

H tasty snack

J easy task

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Grade 114 Time For Kids Green-Fuel Guide

Student Name

5 Explain which power sources would appeal to a person who wants to use recycled

materials. Support your answer with details from the article.

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Grade 5Green-Fuel Guide Time For Kids 15

TFK Pages 16–19

Show What You Know

APPLY THE SKILLS


will focus on main idea and details, understanding idioms, and

using photos and captions. Introduce “From Trash to Treasures”

by having students open to page 16 of Time for Kids. Point out

to students that important ideas of an article can be found in the

title and illustrations. Have students look at the photographs,

captions, and headings, and then ask, What do you think the article is mainly about?


the article. Have them point to the text and text features in the


their answers on the board.


idioms as they read to determine the meaning of unfamiliar

words. Then have students read the article independently.









2. Read “From Trash to Treasures” and the questions on the worksheet very








16 Time For Kids • Issue 116 Time For Kids • Issue 2

Student Name

Use “From Trash to Treasures” to answer questions 1–5.

3 In the first paragraph on page 19, the

phrase “passed down” means —

A transferred from one person to another

B thrown at someone

C caused to happen

D refused to accept or take advantage of


Main Idea DetailsArt based on cultural

traditions or community

Art made for everyday use

Art made with used materials and trash

Which idea belongs in the empty box?

A Folk art is made by people who are not trained artists

B The artists come from many different cultures

C Recycled art began long before people started recycling

D A museum in New Mexico features folk art in one of its exhibits

2 Which detail supports the idea that

using your imagination to create art

makes up for low quality materials?

F Fine artists use expensive tools to shape materials into works of art.

G Some artists use mahogany, marble, and bronze to make their art.

H Cans of shoe polish and bottle caps were made into a train.

J Some toys reflect what life is like for many children.

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Grade 5From Trash to Treasures Time For Kids 17

Student Name

4 Which caption from the article supports the idea that folk art can be made

for everyday use?

F These two figures are made of bottle caps, wood, and wire.

G These dustpans were made in Mexico from old license plates.

H Artists can take discarded cans and junk and turn them into art.

J This helicopter was made from flip-flop sandals.

5 How has recycling changed in the United States over the years? Explain your answer


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Grade 518 Time For Kids From Trash to Treasures

Charts

APPLY THE SKILLS

Tell students that they will practice what they learned about

reading charts. Remind students that charts usually are

organized by categories. Details about the categories are listed

in columns that can be read from top to bottom and rows that

can be read from left to right.

Have students open to “Are You Helping?” on page 20 of

Time for Kids. Distribute Blackline Master 6 on page 20 of the

Teacher’s Manual. Then read the title and the introductory text

to students.

Read aloud the first question and answer choices. Remind

students to look back at the chart to find the answers.

Think Aloud This question asks about reusing old clothes. There

is a lot of text in this chart. I need to scan the chart to find the

phrase “old clothes.” Then I can read the details and combine

them to determine the best answer.

Have students scan the chart for the phrase “old clothes” and

then read the information to identify the correct answer (A).

Ask a volunteer to identify the entry on the chart that addresses

the question.



1 Look at the chart on

page 20. What does the chart

recommend that people should

do with old clothes?

A Cut them into rags.

B Add them to the recycling bin.

C Reuse them as containers.

D Mix them with lawn clippings.


TFK Page 20


ChartsTEKS 5.13 (B)


presented in charts.

Objective 3


Student Name

1 Look at the chart on page 20. What

does the chart recommend that

people should do with old clothes?

A Cut them into rags.

B Add them to the recycling bin.

C Reuse them as containers.

D Mix them with lawn clippings.

2 Based on the chart, which is an

example of reducing waste?

F Writing on both sides of paper

G Using old food containers to store items

H Fixing faucets that drip

J Shipping packages in old boxes

3 How can people conserve resources

while at the store?

A Ask the clerk not to double-bag your items.

B Ask an official how to separate materials for recycling.

C Use coffee cans to hold paint or other items.

D Use cereal cartons to collect old paper for recycling.

Use “Are You Helping?” to answer questions 1–3.

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Blackline Master 6


MODEL THE SKILL

Have students open to page 21 of Time for Kids, Student Edition.

Look at the cover and read the article titles aloud with the class.

Have students preview the photos. Tell students, We will use these articles to learn how to identify the main idea and details of a reading.

Display Transparency pp. 22–23 of the article “Honoring

Freedom” and distribute Blackline Master 7. Ask students to

open to page 22 of Time for Kids. Have students look at the title,







1 What is this article mainly about?

A Remembering slavery in the United States and the people who fought for freedom

B Recreating buildings that were stops on the Underground Railroad

C How the National Underground Railroad Freedom Center teaches people to make a difference

D John Rankin and Harriet Tubman, who risked their lives to help free enslaved people

Think Aloud This question asks for the main idea of the article.

I need to find information that tells me the central idea of each

paragraph. Then I can connect the clues and text evidence to

figure out the main idea of the entire article.

Explain to students that they do not need to reread the

entire selection, but that they should scan the article to find

information about the central idea of the selection. Explain that

while all of the answer choices mention details from the text,

only one answer gives the main idea. Invite a student volunteer

to underline the sentences on the transparency that help answer

the question. Ask students to explain how they reached the

correct answer (A).



Blackline Master 7.

Materials

Transparency

pp. 22–23

Blackline Masters

7, 8, 9

TFK Pages 22–23


Main Idea and DetailsTEKS 5.11 (A)

Summarize the main idea and

supporting details.

Objective 1

Inflectional EndingsTEKS 5.2 (B)



unfamiliar words.

Objective 1




Objective 3


TFK Pages 22–23

Time Lines

MODEL THE SKILL

Review with students that a time line is a record of key historical

events in the order in which they occurred. It may be presented

horizontally or vertically. Tell students that it is important to use

text features such as time lines because they will help them to

better understand the text and to answer test questions. Point

to the time line on Transparency pp. 22–23. Point out the main

title and read aloud the introductory text. Then identify and read

each individual entry on the time line, emphasizing the date.

Read question 3 aloud.

Think Aloud The question tells me to use the time line to

determine what happened after a specific event. I need to find

the entry about Harriet Tubman on the time line and then look

for an event that occurs at a later date. I can combine the details

to find the answer.

Tell students that they need to reread the time line until they find

the event in the question, then look for the year of the event.

Have students determine which answer choice is correct (C).

Inflectional Endings

MODEL THE SKILL

Remind students that inflectional endings are added to the end

of words. Inflectional endings can change verbs from present to

past tense. They also can change nouns from singular to plural.

Share with students a common inflectional ending such as –ed

added to the verb walk. The inflectional ending –ed changes the

present tense verb walk to walked, which is past tense.

Think Aloud I know that inflectional endings can change a

present-tense verb to the past tense. I will have to look at the

answer choices carefully to locate the word that is in the past

tense based on its ending.


each underlined word is a verb, but the endings of the words

are different. Have students determine which of the verbs is

written in the past tense to indicate that something occurred in

the past. Have volunteers explain how they arrived at the correct

answer (F).

3 Look at the time line on page

23. What event happened after

Harriet Tubman brought 300

escaped slaves north?

A The Underground Railroad started helping runaway slaves.

B John Rankin published Letters on American Slavery.

C The Thirteenth Amendment abolished slavery.

D Fort Moses was founded near St. Augustine, Florida.


4 Which underlined word

from the article shows that

something occurred in the past?

F Thousands risked their lives to help enslaved people find freedom.

G The Underground Railroad was a network of people who made it possible for those held in slavery to find freedom.

H Visitors can enter the slave pen’s cramped space.

J She hopes that the museum shows people that they can stand up and make a difference.



Short Answer






5 What are the purposes of the National Underground Railroad Freedom Center?

Explain your answer and support it with details from the article.

Think Aloud This question asks for the purposes of the National

Underground Railroad Freedom Center. I can go back to the

article to find information and details about the museum

and what visitors do there. Then I can combine the details in

my answer.





Possible response: The National Underground Railroad

Freedom Center has several purposes. Through its exhibits, such

as the slave pen, it shows what life was like for enslaved people.

The Freedom Center also teaches visitors about individuals who

helped to bring freedom to the United States.



TFK Pages 22–23


Use “Honoring Freedom” to answers questions 1–5.

1 What is this article mainly about?

A Remembering slavery in the United States and the people who fought for freedom

B Recreating buildings that were stops on the Underground Railroad

C How the National Underground Railroad Freedom Center teaches people to make a difference

D John Rankin and Harriet Tubman, who risked their lives to help free enslaved people

2 Visitors to the National Underground

Railroad Freedom Center can learn

about people who helped bring

freedom to enslaved people by —

F visiting an exhibit about Captain John Anderson

G offering students a guided tour of the museum

H spending some time in the slave pen exhibit

J going through the Hall of Everyday Heroes

3 Look at the time line on page 23. What

event happened after Harriet Tubman

brought 300 escaped slaves north?

A The Underground Railroad started helping runaway slaves.

B John Rankin published Letters on American Slavery.

C The Thirteenth Amendment abolished slavery.

D Fort Moses was founded near St. Augustine, Florida.

4 Which underlined word from the

article shows that something occurred

in the past?

F Thousands risked their lives to help enslaved people find freedom.

G The Underground Railroad was a network of people who made it possible for those held in slavery to find freedom.

H Visitors can enter the slave pen’s cramped space.

J She hopes that the museum shows people that they can stand up and make a difference. ©

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Blackline Master 7

Grade 524 Time For Kids Honoring Freedom

Student Name

5 What are the purposes of the National Underground Railroad Freedom Center?


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Grade 5Honoring Freedom Time For Kids 25

Show What You Know

APPLY THE SKILLS


will focus on main idea and details, inflectional endings, and

using time lines. Introduce “Rebuilding Jamestown” by having


that some of the important ideas of an article can be found in

the title and illustrations. Have students look at the photographs,



the selection. Have them point to the text and text features to

show how they connected clues and text evidence to come up

with their answers. Record their responses on the board.


inflectional endings as they read to determine the meanings of




selection they just read. Share these specific suggestions with




TFK Pages 24–27



2. Read “Rebuilding Jamestown” and the questions on the worksheet very







5. Be sure to write complete sentences in your answer.


Student Name

Use “Rebuilding Jamestown” to answer questions 1–5.


What event took place in the year

after Jamestown was founded?

A People from Spain founded St. Augustine in Florida.

B The French started a settlement in Quebec, Canada.

C The Pilgrims arrived in Plymouth, Massachusetts.

D Thirty Dutch people settled at Fort Orange in New York.


History is being rediscovered in

Jamestown, Virginia.

Archaeologists discovered over 180,000 artifacts from the early 1600s.

The archaeology team found the south wall of the fort.

The archaeology team found the tower, or bulwark.

Which idea belongs in the empty oval?

A Jamestown colonists arrived in 1607 and founded a settlement.

B During the 1940s, archaeologists began digging in Jamestown.

C A fire destroyed the colonists’ fort in Jamestown in 1608.

D Kelso and his archaeology team found pottery from the 1607 fort.

2 What is the main idea of the last


F Native American people called the Powhatan lived in Jamestown.

G The colonists in Jamestown built a fort for protection.

H Life was difficult for the colonists who landed in Jamestown.

J Many Algonquians lived on the east coast of North America.

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Blackline Master 8

4 Which underlined word from the article shows more than one?

F In April 1994 he and others began digging at a tempting new spot.

G Kelso and his team soon found bits of pottery that could only have been from the 1607 fort.

H Colonists may have used this precious metal to buy peace with the Powhatan.

J One skeleton was found with a musket ball in its right leg.

5 What have experts learned about life in Jamestown from their discoveries? Explain

your answer and support it with details from the article.

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Grade 528 Time For Kids Rebuilding Jamestown

Tables

APPLY THE SKILLS

Tell students that they will read a table and answer questions

about it. Review the features of tables with students. Tables

present compact visual summaries of important information

using numbers or words. Information in tables may be

organized by categories and presented in columns and rows.

Remind students that tables should be read both vertically and

horizontally.

Have students open to “Top 10 Historic Sites” on page 28 of

Time for Kids. Introduce “Top 10 Historic Sites” by reading

the title aloud with students. Ask them to brainstorm ideas

about what historical sites they think will be listed. Record their

answers on the board. Ask students to think about their ideas as

they read through the table to see if their ideas were correct.


Manual. Read aloud the first question and answer choices. Tell

students to look at the table to find the answer.

Think Aloud This question asks about the location of the second

most popular historic site in the United States. I need to look at

the table to find the answer. I see that the sites are organized by

rank from 1 to 10, so I can find the second most popular site by

finding the site ranked number 2. But the table does not tell me

where the sites are located, so I need to look at the pictures and

combine the information from the pictures with the facts from

the table to figure out the correct answer.

After students have determined the correct answer (A), ask them

to explain how they found it.



1 Look at the table on page 28.

Where is the second most

popular historic site located?

A Washington, D.C.

B Arizona

C Tennessee

D North Carolina


TFK Page 28


TablesTEKS 5.13 (B)


presented in tables and

illustrations.

Objective 3


Student Name

Use “Top 10 Historic Sites” to answer questions 1–3.

1 Look at the table on page 28. Where

is the second most popular historic

site located?

A Washington, D.C.

B Arizona

C Tennessee

D North Carolina

2 According to the table, which is the

seventh most popular site?

F Grand Canyon National Park

G Independence National Historical Park

H Statue of Liberty

J Vietnam Memorial

3 About how many visitors went to the

Lincoln Memorial in 2005?

A 2.5 million

B 3 million

C 3.6 million

D 4 million

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Grade 530 Time For Kids Top 10 Historic Sites

Problem and Solution

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to identify problems and solutions in a text.

Display Transparency pp. 30–31 of the article “Welcome to

the City of the Future” and distribute Blackline Master 10. Ask

students to open to page 30 of Time for Kids. Have students

look at the title, pictures, and captions before they read the

article. Then have students read the article carefully and identify

any words they do not know. Underline these words on the

transparency and review them with the class. Then read the

following question and answer choices aloud:


1 What is the main problem mentioned in this article?

A Scientists want to encourage more Earth-friendly living.

B Airports and dumps can be cleaned up and turned into parks.

C Clean energy will change the way we live in the future.

D Human activities have played a large role in global warming.

Think Aloud This question asks about the main problem in this

article. I need to look at the article to see what it is mostly about

and what kind of problem it focuses on. Then I can combine these


Explain to students that sometimes there is only one problem in

a text, but at other times there may be many problems. Similarly,

there may be one solution or many solutions presented in a text. Remind students that they do not need to reread the whole

article. They can scan, or read quickly, through the article to find

the information they need. Explain that while all of the answers

mention information from the text, only answer (D) states the

main problem. Invite a volunteer to underline the sentence on

the transparency that answers the question. (Most scientists

now say that human activities have played a large role in global

warming.)



Blackline Master 10.

Materials

Transparency

pp. 30–31

Blackline Masters

10, 11, 12

TFK Pages 30–31


Problem and SolutionTEKS 5.11(C)

Analyze how the

organizational pattern

influences the relationships

among the ideas.

Objective 3

Suffixes TEKS 5.2 (A)

Determine the meaning of

words derived from Latin,

Greek, or other linguistic

roots and affixes.

Objective 1

Photos and CaptionsTEKS 5.13 (B)



Objective 3


TFK Pages 30–31

Photos and Captions

MODEL THE SKILL

Tell students that photographs and pictures often have captions

that explain or describe what is happening in a picture. Explain

that pictures and captions often provide information that may

not be found in the text.


Think Aloud The question asks which numbered part on the

picture shows that buildings can get electricity from clean forms

of energy. The picture has numbers on the buildings but does not

include explanations. To find out what the numbers mean, I have

to look at the text on page 31. Then I can combine the facts from

the picture and the text to figure out the answer.

Point to the picture on Transparency pp. 30–31. Draw students’

attention to the numbers on the buildings and other areas. Then

point out that the text on page 31 includes references to the

numbers. Have students look at the answer choices and find the

numbers on the picture and in the text. Have students determine

which answer choice is correct (C).

Suffixes

MODEL THE SKILL

Tell students that they may not know the meaning of every word

in a text. Remind students that suffixes can help them figure out

the meanings of unfamiliar words. Review with students that

suffixes are word parts added to the end of a root or base word.


Think Aloud I see the word renewable in the article, but the

article does not tell me what renewable means. I recognize the

suffix -able, and I know that the base word is renew (or new).

I can connect these details to help determine the meaning.

Write the word renewable on the board. Draw a circle around

able. Remind students that –able is a suffix that means “can be

done.” Draw a line under renew. Guide them to see that the word

renewable means “able to be renewed.” Ask students which of the

answer choices most closely fits that meaning (J).

4 In the third paragraph on

page 31, the word renewable

means —

F not renewed

G renew before

H a person who renews

J able to be renewed


3 Look at the picture on page 30.

Which numbered part shows

that buildings can get electricity

from clean forms of energy?

A Number 3

B Number 4

C Number 6

D Number 12



Short Answer




Then read the following short-answer question aloud:


5 How does Earth-friendly living help to solve the problem of global warming?


Think Aloud I need to scan the article to look for information

about how experts are encouraging Earth-friendly living for the

future. I will look for details about what experts are doing and

how their efforts will encourage Earth-friendly living. Then I can

combine these details to write the answer.

Work with students to find details from the article to answer the

question, and have volunteers underline these details on the

transparency. Write a short answer together. Remind students to

use complete sentences in their answers.

Possible response: Earth-friendly living helps to solve the problem

of global warming by building energy-smart communities. Experts

want to build energy-saving houses with plants and grass on

their roofs to collect rainwater and absorb heat. Some homes will

be made from recycled materials. Experts also want to develop

new energy sources, such as solar and wind power. Fuels such as

ethanol and biodiesel will be used to power cars.



TFK Pages 30–31


Use “Welcome to the City of the Future” to answer questions 1–5.

1 What is the main problem mentioned

in this article?

A Scientists want to encourage more Earth-friendly living.

B Airports and dumps can be cleaned up and turned into parks.

C Clean energy will change the way we live in the future.

D Human activities have played a large role in global warming.

2 According to the article, using more

mass transportation will help to —

F use the power of nature to make electricity

G reduce the use of gasoline

H decrease the amount of trash we throw away

J lower the cost of food

Student Name

3 Look at the picture on page 30.

Which numbered part shows that

buildings can get electricity from

clean forms of energy?

A Number 3

B Number 4

C Number 6

D Number 12

4 In the third paragraph on page 31,

the word renewable means —

F not renewed

G renew before

H a person who renews

J able to be renewed

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Grade 534 Time For Kids Welcome to the City of the Future

Student Name

5 How does Earth-friendly living help to solve the problem of global warming?


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Grade 5Welcome to the City of the Future Time For Kids 35

Show What You Know

APPLY THE SKILLS


will focus on problem and solution, suffixes, and using photos

and captions. Introduce “All Steamed Up” by having students

open to page 32 of Time for Kids. Point out to students that

important ideas of an article can be found in the title, headings,

and illustrations. Have students look at the photos and the

headings, and then ask, What is the article mainly about?

Encourage students to share what problem may be the focus of

this article. Have them point to the text and text features in the


their responses on the board.


suffixes as they read to determine the meaning of unfamiliar








TFK Pages 32-–35



2. Read “All Steamed Up” and the questions on the worksheet very









3 Look at the photograph on page 33.

Steam is released into the air

through —

A turbine blades

B molten rock

C geothermal vents

D power plants


SolutionXianyang will build a geothermal system to power the city.

Problem

Xianyang burns coal to generate power.

Burning coal causes pollution.

Geothermal power does not pollute the air.

Which idea belongs in the Problem box?

A Reykjavik, Iceland, has crystal clear air.

B Every province in China has geothermal resources.

C Xianyang is one of the most polluted cities in China.

D Iceland’s capital gets heat from renewable energy sources.

2 How did the 2008 Olympic Games

help to clean up China’s air?

F Heating and cooling systems used geothermal pumps.

G About 90 percent of the energy came from coal plants.

H China added 102 gigawatts to its electrical grid.

J Beijing buildings generated their own electrical power.

Student Name

Use “All Steamed Up” to answer questions 1–5.

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Blackline Master 11

Student Name

4 In the second paragraph on page 32, the word successful means —

F without success

G filled with success

H before success

J one who has success

5 How will engineers solve the problem of pollution in Xianyang, China? Explain your

answer and support it with details from the article.

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Blackline Master 11

Grade 538 Time For Kids All Steamed Up

Diagrams

APPLY THE SKILLS

Tell students that they will practice reading a diagram and

answering questions about it. Explain that a diagram presents

information in a visual form. There may be an introductory text

to explain or describe the diagram. There also may be labels or

callouts to identify or explain different parts of the diagram.

Have students open to “Out of Thin Air” on page 36 of Time

for Kids and distribute Blackline Master 12 on page 40 of

the Teacher’s Manual. Read the title of the diagram aloud with

students. Ask them to suggest ideas of what the diagram will be

about. Record their answers on the board. Ask students to think

about their ideas as they read through the diagram to see if they

were correct.

Read aloud the question and answer choices. Tell students to

look at the diagram to find the answer.

Think Aloud The question asks what happens as a result of the

blades turning. I need to look for information in the diagram that

tells me about the blades and what happens when they turn.

Then I can combine these details to find the answer.

After students have identified the correct answer (B), ask them to

explain where on the diagram they found the information.



1 Look at the diagram on page 36. What happens as a result of the blades turning?

A The wind blows.

B The shaft spins.

C Electricity is used.

D Air turns to steam.


TFK Page 36


DiagramsTEKS 5.13 (B)


presented in diagrams.

Objective 3


Student Name

1 Look at the diagram on page 36.

What happens as a result of the

blades turning?

A The wind blows.

B The shaft spins.

C Electricity is used.

D Air turns to steam.

2 Electricity created by wind turbines

is carried to homes and businesses

by —

F cables

G blades

H a shaft

J a generator

3 Ancient people first used wind

power to —

A grind corn

B saw wood

C pump water

D move ships

Use “Out of Thin Air” to answer questions 1–3.

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Grade 540 Time For Kids Out of Thin Air

Blackline Master 12

Draw Conclusions

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to draw conclusions based on information in the text.

Display Transparency pp. 38–39 of the article “Mount Rushmore

Gets a Facial” and distribute Blackline Master 13. Ask students

to open to page 38 of Time for Kids. Have students look at the

title, pictures, and captions before they read the article. Then

have students read the article carefully and identify any words

they do not know. Underline these words on the transparency

and review them with the class. Then read the following question



1 How do cold winters contribute to the wear on Mount Rushmore?

A Snow covers the presidents’ faces and wears them down.

B Animals build nests on the presidents’ faces to keep warm.

C Ice develops and forms cracks on the presidents’ faces.

D The strong wind wears down the presidents’ faces.

Think Aloud This question asks how cold winters contribute to

the wear on Mount Rushmore. I need to look back at the article

and find the part that describes what happens to the monument

in the winter. Then I can connect the text evidence and draw a

conclusion to find the answer.

Tell students that drawing conclusions requires thinking about

facts or pieces of information in the article and then connecting

those pieces of information to arrive at a new understanding

about an event or idea. The conclusion will not be stated in the

text. The reader must draw a conclusion from the text evidence.

Have students read the answer choices carefully. Then call on

student volunteers to share their answers and explain how they

reached the correct answer (C).




Materials

Transparency

pp. 38–39

Blackline Masters

13, 14, 15

TFK Pages 38–39


Draw ConclusionsTEKS 5.11 (C)

Analyze how the



among the ideas.

Objective 4

Word FamiliesTEKS 5.2 (A)




roots and affixes.

Objective 1

MapsTEKS 5.13 (B)


presented in maps.

Objective 3


TFK Pages 38–39

Maps

MODEL THE SKILL

Tell students that a map is a graphic feature than can provide

additional information about the topic of an article. Maps are

visual representations of locations. They use graphic symbols

like stars and dots to represent specific places. A map may show

a large place, such as a continent or country, or a small place,

such as a neighborhood. Tell students that using features such as

maps will help them understand the article better.


Think Aloud This question asks about the capital of South

Dakota. I look at the enlarged map of South Dakota and see a

star. Next to the star is the name Pierre. I can find the answer by

combining these details.

Point to the map of South Dakota on Transparency

pp. 38–39. Draw students’ attention to features of the map.

Review with students the meaning of the star on the map. Then

have students determine which answer choice is correct (C).

Word Families

MODEL THE SKILL

Explain to students that word families are made up of words

that are related. The words in the family all come from the same

root, like the people on a family tree. For example, the words

placement, replace, and displace are in the same word family

because they all come from the word place.


Think Aloud This question asks for the word from the article that

is in the same word family as face. I know that a word family

contains words that come from the same root, so I have to

connect the answer choices with face to find the one that has the

same root.

Have students share any words they might know that are in the

same word family as face. Then have students eliminate any

answers that do not come from the same root as face to find the

one that is in the same word family (J).

4 The caption on page 38 says,

“Workers prepare Thomas

Jefferson’s face for power

washing.” Which word from

the article is in the same word

family as face?

F head

G free

H wash

J facial


3 Look at the map on page 38.

What is the capital of South

Dakota?

A Mount Rushmore

B Rapid City

C Pierre

D Washington



Short Answer



an answer in complete sentences on the lines provided.



5 Why do you think the German company that cleaned Mount Rushmore offered to do

the job for free? Explain your answer and support it with details from the article.

Think Aloud I need to skim and scan the article to find clues

about why the German company offered to clean Mount

Rushmore for free. Then I have to figure out my answer by

connecting the evidence that I find in the text.

Work with students to find details from the article to help

them draw a conclusion and answer the question. Then have

a volunteer underline the text evidence on the transparency.

Write a short answer together. Remind students to use complete

sentences in their answers.

Possible response: I think the German company offered to

clean Mount Rushmore for free because they thought it was

an important job. Keeping the monument clean will help to

preserve it for the millions of people who visit it every year. The

head of the cleaning project, Thorsten Mowes, said that he was

“proud to be eye to eye with George Washington.”



TFK Pages 38–39


Student Name

Use “Mount Rushmore Gets a Facial” to answers questions 1–5.

1 How do cold winters contribute to

the wear on Mount Rushmore?

A Snow covers the presidents’ faces and wears them down.

B Animals build nests on the presidents’ faces to keep warm.

C Ice develops and forms cracks on the presidents’ faces.

D The strong wind wears down the presidents’ faces.

2 Why was getting to the monument

the hardest part of the cleaning job?

F There were too many tourists in the way.

G The monuments are very large.

H The equipment was not the proper size.

J There was no water nearby.

3 Look at the map on page 38. What is

the capital of South Dakota?

A Mount Rushmore

B Rapid City

C Pierre

D Washington

4 The caption on page 38 says,

Workers prepare Thomas Jefferson’s face for power washing. Which word

from the article is in the same word

family as face?

F head

G free

H wash

J facial

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Grade 544 Time For Kids Mount Rushmore Gets a Facial

Student Name

5 Why do you think the German company that cleaned Mount Rushmore offered to do

the job for free? Explain your answer and support it with details from the article.

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Grade 5Mount Rushmore Gets a Facial Time For Kids 45

Show What You Know

APPLY THE SKILLS

Tell students that some of the questions they will see on a

test will focus on drawing conclusions, word families, and

reading maps. Introduce “How They Chose These Words for the

Declaration of Independence” by having students open to

page 40 of Time for Kids. Point out to students that important

ideas of an article can be found in the title and illustrations. Have

students look at the photographs, captions, and headings, and

then ask, What do you think this article is about?

Encourage students to share their ideas. Have them point to the

text and text features in the article to show how they came up

with their answers.

Remind students to use what they know about word families

and context clues as they read to determine the meaning

of unfamiliar words. Then have students read the article

independently.







TFK Pages 40–43

1. Before you read, look at the pictures, captions, maps, and title to give

you an idea of what the article is about.

2. Read “How They Chose These Words for the Declaration of

Independence” and the questions on the worksheet very carefully.

Make sure you understand what the questions are asking.

3. Make sure your answers are based on the article, the map, and the

pictures. If you are not sure about the details, go back to the article and

read that part again.






Student Name

Use “How They Chose These Words for the Declaration of Independence” to answer questions 1–5.


Independence Hall is located on —

A 5th Street

B Spruce Street

C Chestnut Street

D Walnut Street


Jefferson was only 33 years old when he was chairman of the committee to draft the Declaration of Independence.

Jefferson used his own ideas and the ideas of other writers to write the Declaration.


A Congress members should have made fewer changes to the Declaration.

B Thomas Jefferson was too inexperienced to handle such an important job.

C Benjamin Franklin should have been the person to write the Declaration.

D The other members of the committee had confidence in Thomas Jefferson.

2 Why did Jefferson show his draft of

the Declaration to Franklin?

F Franklin had more experience in politics and writing.

G John Hancock was not available to help Jefferson.

H Jefferson had trouble figuring out what to say.

J Jefferson was upset by the actions of the committee.

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Blackline Master 14

Student Name

4 Which word from the article comes from the same word family as historic

on page 43?

F declaration

G important

H document

J historian

5 Why did John Hancock say, “We must all hang together” after he signed the

Declaration? Explain your answer and support it with details from the article.

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Grade 548 Time For Kids How They Chose These Words for the Declaration of Independence

Poetry

APPLY THE SKILLS



For example, poems do not have to have sentences with subjects

and verbs, and they are not split into paragraphs, but into

stanzas and lines. Some poems rhyme, but some do not. Poems

often use vivid words and imagery to appeal to the reader’s

senses and feelings. Sometimes poems use repetition, sound

devices, or figurative language to help express important ideas

and support the poet’s message.

Have students open to “My Share” on page 44 of Time for Kids.

Ask students to read the title of the poem and share their ideas

on what the poem is about. Write their ideas on the board.

Then read the poem aloud, or have students read the poem

independently.


Manual. Read aloud question 1 and the answer choices. Tell

students to look at the poem to find the answer.

Think Aloud This question asks how the poet describes the

granny’s hands. I will go back to the part of the poem that

mentions a granny and her hands. I will look for text evidence

that I can connect to reach the answer.

After students have determined the correct answer (A), ask for

volunteers to go back and read the part of the poem that helped

them arrive at the correct answer.



1 What image does the poet use

to describe the granny’s hands?

A dried, shrunken cucumbers

B left in the field

C like cotton-candy

D busy with something


TFK Page 44


PoetryTEKS 5.4

Understand the structure and

elements of poetry.

Objective 3


Student Name

Use the poem “My Share” to answer questions 1–3.

1 What image does the poet use to

describe the granny’s hands?

A dried, shrunken cucumbers

B left in the field

C like cotton-candy

D busy with something

2 In this poem, the poet creates many

different images of people who

are —

F writing

G having fun

H selling things

J working

3 Which line best expresses the theme

of this poem?

A with his bag that has seen so many countries

B the wheeler-dealer who buys and sells land

C everyone’s busy with something

D the worker who wakes up for the night shift

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Grade 550 Time For Kids My Share

Blackline Master 15

Sequence

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the order of events in a text.

Display Transparency pp. 46–47 of the article “Baby Lucy” and

distribute Blackline Master 16. Ask students to open to page

46 of Time for Kids. Have students look at the title, pictures,

captions, and time line before they read the article. Then have






1 Which of the following was on Earth first?

A Lucy

B Selam

C Dr. Alemseged

D Addis Ababa

Think Aloud This question asks about who or what was on Earth

first. The article discusses the oldest known human fossil. The

oldest fossil would be the one that was on Earth before the rest.

I need to combine details from the article to determine the name

of the source of that fossil.

Tell students that they do not need to read the whole text again.

They can scan the article to find factual details and then combine

those details to find the answer. Explain that they should be

looking for details about the oldest human fossil found. After

students have had a chance to scan the text, point out the

correct answer (B). Invite a volunteer to underline the sentences

in the text that contain the correct answer. (When Lucy was

discovered in 1974, it was the oldest known human fossil. Selam is

about 150,000 years older.)




Materials

Transparency

pp. 46–47

Blackline Masters

16, 17, 18

TFK Pages 46–47


SequenceTEKS 5.11(C)

Analyze how the



among the ideas.

Objective 3

Greek and Latin RootsTEKS 5.2 (A)




roots and affixes.

Objective 1




Objective 3


TFK Pages 46–47

Time Lines

MODEL THE SKILL

Review with students that a time line is a record of events that

shows the order in which they occurred. Tell students that time

lines may be illustrated, may contain varying amounts of text,

and may be presented horizontally or vertically. Point to the time

line on Transparency pp. 46–47. Point out the main title and

read aloud the introductory text.


Think Aloud This question asks me about a discovery made in

1959. I need to look at the time line to find this date and see what

discoveries were made that year. I can locate the correct answer

in one of the labels on the time line.

Tell students that they need to reread the time line until they find

the year in the question, then look for information about

the event. Have students determine which answer choice is

correct (D).

Greek and Latin Roots

MODEL THE SKILL

Explain to students that words come from a variety of sources,

including Greek and Latin roots. Tell students that root words can

help them understand the meaning of words. Share with students

a common Latin root such as caput, which means “head.” The word

captain refers to the head of a team of other group.


Think Aloud I see the word laboratory, but I’m not sure what it

means. I will have to use what I know about roots to help figure

out its meaning. I can connect the meaning of the root word

labor to the word laboratory to determine the correct answer.

Tell students that they can understand words better by learning

about where they come from. Write the word laboratory on the

chalkboard. Tell students that the word comes from the Latin

root word labor, which means “to work.” Ask students which of

the answer choices most closely fits that meaning (G).

4 The word laboratory comes

from the root word labor. In the

last paragraph on page 47, the

word laboratory means a —

F person who looks for fossils

G place where scientists work

H person who studies history

J place where newborn babies sleep


3 Look at the time line on

page 47. Which discovery was

made in 1959?

A Footprints were discovered in Tanzania.

B Lucy was discovered in Ethiopia.

C Selam was discovered in Ethiopia.

D Nutcracker Man was discovered in Tanzania.



Short Answer






5 What did the scientists do after they discovered Selam’s skeleton? Explain your


Think Aloud I remember from the article that after the scientists

discovered the skeleton, they had to get it out of the sandstone.

I need to go back to the text to find the details about what

happened and combine the details to write the answer.

Work with students to find specific details from the article

to answer the question, and have a volunteer underline the

details on the transparency. Write a short answer together.

Remind students to write complete sentences, with subject and

predicate, in their answers.

Possible response: After scientists discovered the skeleton, they

had to get it out of the sandstone. They used small drills and

picks to remove the bones. It took five years for them to remove

most of the fossil parts. Then they sent it to a laboratory in Addis

Ababa for further study.



TFK Pages 46–47


1 Which of the following was on Earth

first?

A Lucy

B Selam

C Dr. Alemseged

D Addis Ababa

2 The first thing fossil hunters saw

when they discovered Baby Lucy

was a —

F hand

G finger

H face

J toe

Student Name


Which discovery was made in 1959?

A Footprints were discovered in Tanzania.

B Lucy was discovered in Ethiopia.

C Selam was discovered in Ethiopia.

D Nutcracker Man was discovered in Tanzania.

4 The word laboratory comes from

the root word labor. In the last

paragraph on page 47, the word

laboratory means a —

F person who looks for fossils

G place where scientists work

H person who studies history

J place where newborn babies sleep

Use “Baby Lucy” to answers questions 1–5.

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Grade 554 Time For Kids Baby Lucy

Student Name

5 What did the scientists do after they discovered Selam’s skeleton? Explain your


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Grade 5Baby Lucy Time For Kids 55

TFK Pages 48–51

Show What You Know

APPLY THE SKILLS


will focus on sequence of events, Greek and Latin roots, and

using time lines. Introduce “Early Man in America” by having




and headings, and then ask, What do you think the article is mainly about?

Encourage students to share what they think is the main idea

of the selection and what kinds of events may be presented in

sequential or chronological order. Have them point to the text

and text features to show how they came up with their answers.


root words as they read to determine the meaning of unfamiliar








1. Before you read, look at the pictures, captions, and diagram to give you

an idea of what the article is about.

2. Read “Early Man in America” and the questions on the worksheet very









Student Name

Use “Early Man in America” to answer questions 1–5.


What event in 2004 led to learning

more about Kennewick Man?

A More bones were discovered in Washington.

B Scientists filed a lawsuit to allow further study of Kennewick Man.

C The U.S. Appeals court ruled in favor of the scientists.

D Tests showed that Kennewick Man’s remains were over 9,000 years old.


Two college students find a skull near Kennewick, Washington.

Different groups disagree over what should be done with the skeleton.

In 2005, scientists study Kennewick Man for ten days.

Which event belongs in the empty box?

A Scientists determine that Kennewick Man was about 38 years old.

B More bones are found, and the skeleton is called Kennewick Man.

C Native American groups claim the bones and want to bury them.

D Scientists discover that the skeleton suffered a spear jab to the hip.

2 According to the article, which place

was settled by humans first?

F Clovis, New Mexico

G Daisy Cave, California

H Kennewick, Washington

J Monte Verde, Chile

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Grade 5Early Man in America Time For Kids 57

Student Name

4 On page 51, the word prehistoric comes from a root word that means —

F knowledge or learning

G people

H family or community

J government

5 According to the scientists, what happened to Kennewick Man after he died? Explain


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Grade 558 Time For Kids Early Man in America

Maps

APPLY THE SKILLS

Tell students that maps offer information about the locations

of people, places, and objects. Have students open to

“Archaeological Sites in Peru” on page 52 of Time for Kids. Have

students read the accompanying text before they study the map.

Point out the key, the compass rose, and the boxed information

on the map.



students to look back at the map to find details and combine

these details to find the answer.

Think Aloud I can look at the key to help me understand which

symbol indicates an ancient city. I can combine this with the

boxed information on the map to find the correct answer.

After students have determined the correct answer (B), ask for

volunteers to go back to the map and point out where they

found the information that helped them answer the question.




What is the oldest city in the

Americas?

A Kuélap Fortress

B Caral

C Machu Picchu

D Puruchuco


TFK Page 52


MapsTEKS 5.13 (B)


presented in maps.

Objective 3


Use “Archaeological Sites in Peru” to answer questions 1–3.

Student Name

1 Look at the map on page 52. What is the oldest city in the Americas?

A Kuélap Fortress

B Caral

C Machu Picchu

D Puruchuco

2 The ancient city located just west of Cuzco is called —

F Machu Picchu

G Titicaca

H Nazca

J Lima

3 What did archaeologists find at Puruchuco?

A An Inca fortress

B Line drawings

C Inca mummies

D Gold pieces

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Blackline Master 18


MODEL THE SKILL



the class. Have students preview the photos. Tell students,

We will use these articles to learn how to recognize the main idea and details in a text.

Display Transparency pp. 54–55 of the article “The Trail of

Tears” and distribute Blackline Master 19. Ask students to open








1 What is the main idea of the article?

A The Cherokee people run schools, health programs, and casinos in Oklahoma.

B The U.S. government forced thousands of Cherokee people to leave their land.

C Senators Daniel Webster and Davy Crockett fought for the Cherokee people’s rights.

D Two members of the Cherokee tribe signed a treaty with the U.S. government.

Think Aloud This question asks for the main, or most important,

idea of the article. I need to review and think about the entire

article. Then I will connect clues and text evidence to determine

the correct answer.

Remind students that while several answer choices may mention

details from the article, only one answer fully explains the main

idea. Remind students that the main idea is the most important

idea in the article. Explain that they should think about all of

the information they have read, including photographs and

captions, to determine the main idea of the article. Then call on

students to share their answers and explain how they reached

the correct answer (B).




Materials

Transparency

pp. 54–55

Blackline Masters

19, 20, 21

TFK Pages 54–55


Main Idea and DetailsTEKS 5.11(A)



Objective 1

Context CluesTEKS 5.2 (B)



unfamiliar words.

Objective 1

Text Features/Skimming and ScanningTEKS 5.11 (D)

Use text features and

graphics to gain an overview

and to locate information.

Objective 3


TFK Pages 54–55

Text Features/Skimming and Scanning

MODEL THE SKILL

Review with students that skimming and scanning are

techniques used to find information in an article. Skimming

involves looking for the main ideas within the passage to get

the overall impression of the content. You should read the title,

subheadings, the first paragraph, and the first sentence of each

paragraph. Scanning involves looking for a certain piece of

information.


Think Aloud I need to scan the article to find the phrase Nunna

daul Tsuny. Then I will combine details from the text to determine

what the phrase means.

Tell students that they need to scan the article until they find

the phrase in the question, then look for information about

the phrase. Have students determine which answer is correct (D).

Context Clues

MODEL THE SKILL

Tell students that they may not know the meaning of every

word they read in a selection. Review with students that they

may be able to determine the meaning of a word by reading the

sentence that contains the word and the sentences before and

after the word. Sometimes the author will supply the definition

of a word in the text. This is called restatement.


Think Aloud I am not sure what the word sovereign means. I

should read the words and sentences around the word to find

context clues that will help me to determine the meaning.

Have students locate the word sovereign in the selection. Remind

students that the sentences including and surrounding the word.

may help determine the meaning. Point out that the author

provides the meaning of sovereign in the phrase meaning that

it was a country. Ask students which of the answer choices most

closely fits that meaning (F).

4 In the fourth paragraph, the word sovereign means —

F able to rule itself

G possessing wealth

H having human rights

J needing a new government


3 Which phrase from the article

tells what “Nunna daul Tsuny”

means?

A American Indians

B land was rich in gold

C forced to march 1,000 miles

D the trail where they cried



Short Answer






5 How did some officials try to help the Cherokee people? Explain your answer and

support it with details from the article.

Think Aloud I remember from the article that some people tried

to help the Cherokee people keep their land. I will go back to the

text to find where this is discussed and then combine the details

to write my answer.


question and have a volunteer underline these details on the



Possible response: Some officials tried to help the Cherokee

people. The U.S. Supreme Court said that Congress could not

take the Cherokees’ land without their agreement. Senators Davy

Crockett and Daniel Webster fought for the Cherokees’ rights.

U.S. Army General John Wood refused to move the tribe and

resigned instead.



TFK Pages 54–55


1 What is the main idea of the article?

A The Cherokee people run schools, health programs, and casinos in Oklahoma.

B The U.S. government forced thousands of Cherokee people to leave their land.

C Senators Daniel Webster and Davy Crockett fought for the Cherokee people’s rights.

D Two members of the Cherokee tribe signed a treaty with the U.S. government.

2 Which detail best supports the idea

that the Cherokee people were

treated poorly?

F The Cherokee people named the route they traveled the Trail of Tears.

G More than 4,000 Cherokees died during the march to Oklahoma.

H The gold prospectors abandoned the Cherokee land and left ghost towns behind.

J General John Wood refused to move the Cherokee people to Oklahoma.

Student Name

3 Which phrase from the article tells

what “Nunna daul Tsuny” means?

A American Indians

B land was rich in gold

C forced to march 1,000 miles

D the trail where they cried

4 In the fourth paragraph, the word

sovereign means —

F able to rule itself

G possessing wealth

H having human rights

J needing a new government

Use “The Trail of Tears” to answers questions 1–5.

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Grade 564 Time For Kids The Trail of Tears

Student Name

5 How did some officials try to help the Cherokee people? Explain your answer and


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Grade 5The Trail of Tears Time For Kids 65

Show What You Know

APPLY THE SKILLS


will focus on main idea and details, skimming and scanning,

and using context clues. Introduce “America in 1850” by having




headings and chart, and then ask, What do you think the article is mainly about?


the article. Have them point to the text and text features to show

how they came up with their answers.

Remind students to use context clues as they read to determine

the meaning of unfamiliar words. Then have students read the

article independently.



selection they just read. Share these specific suggestions with




TFK Pages 56-59



2. Read “America in 1850” and the questions on the worksheet very









Student Name

Use “America in 1850” to answer questions 1–5.

3 P.T. Barnum was in the news in 1850

because he —

A made the first sewing machine

B brought singer Jenny Lind to America

C began making the first blue jeans

D campaigned for women’s right to vote


Brigham Young and his followers moved to Utah.

Farming and ranching spread

quickly across the Midwest.

Thousands of people moved to the Pacific coast.

Which idea belongs in the empty main idea oval?

A Pioneers faced land disputes with Native Americans.

B Cattle drives to California took five to six months.

C 1850 was a time of growth for the United States.

D In New England, writers were producing literature.

2 What is the main idea of the second


F Many people moved to the Northeast.

G Children worked in factories and mills.

H Rivers were used to transport goods.

J Industry was booming in the Northeast.

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Grade 5America in 1850 Time For Kids 67

Blackline Master 20

Student Name

4 In the first paragraph on page 57, the word profitable means —

F making money

G very tiring

H changing quickly

J very exciting

5 How did people in different parts of America earn money in 1850? Explain your


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Blackline Master 20

Grade 568 Time For Kids America in 1850

Time Lines

APPLY THE SKILLS

Tell students that they will read a time line and answer questions

about it. Review with students that a time line highlights key

historical events that happened during a certain period of time.

A time line may be illustrated and may be presented horizontally

or vertically.

Have students open to “The Path to Independence” on page 60

of Time for Kids and distribute Blackline Master 21 on page 70

of the Teacher’s Manual. Ask students to share their ideas about

the time line’s purpose, and write their ideas on the board. Then

have students read “The Path to Independence.”

Read aloud question 1 and the answer choices. Tell students to

look at the time line to find the answer.

Think Aloud This question asks what happened before

Jamestown was founded. I need to look at the time line to find

the date when Jamestown was established. Then I can look

for events that happened before that date and combine the

information with the answer choices to figure out the answer.

After students have determined the correct answer (A), point out

that the other answer choices mention events on the time line

that happened after Jamestown was founded. Remind students

to look at each answer choice carefully to be sure they are

choosing the one that best answers the question.



1 Look at the time line on page

60. Which event happened

before Jamestown was

established in Virginia?

A St. Augustine was settled by the Spanish.

B Plymouth Colony was founded in Massachusetts.

C African slaves were brought to Jamestown.

D The British took over New Amsterdam from the Dutch.


TFK Page 60





Objective 3


Student Name

Use “The Path to Independence” to answer questions 1–3.


Which event happened before

Jamestown was established in

Virginia?

A St. Augustine was settled by the Spanish.

B Plymouth Colony was founded in Massachusetts.

C African slaves were brought to Jamestown.

D The British took over New Amsterdam from the Dutch.

2 Which event began in 1754?

F The American Revolution

G The French and Indian War

H The founding of New York

J The first Continental Congress

3 The Boston Tea Party took place

in —

A 1580

B 1600

C 1773

D 1789

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Grade 570 Time For Kids The Path to Independence

Blackline Master 21

Author’s Purpose

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the author’s purpose for writing a text.

Display Transparency pp. 62–63 of the article “Free to

Celebrate” and distribute Blackline Master 22. Ask students to








1 The author wrote this article to —

A explain why June 19th is an important day in history

B describe the celebrations that take place on Juneteenth

C explain how ex-slaves raised money to purchase parks

D describe the conditions in Texas during the 1900s

Think Aloud This question asks about why the author wrote

the article. I need to go back to the article to see what kind of

information the author provides and what the author’s main

point is in the article. Then I can analyze this information to

figure out the author’s purpose for writing the article.

Tell students that they should review the text to look for

information that will help them determine the author’s purpose.

Explain that they should think about whether the author is

writing to persuade the reader, to create a story for enjoyment,

to present information about a topic, or to teach a lesson.

Allow students time to select an answer. Then call on student

volunteers to share their answers and explain how they reached

the correct answer (A).




Materials

Transparency

pp. 62–63

Blackline Masters

22, 23, 24

TFK Pages 62–63


Author’s PurposeTEKS 5.10

Evaluate how well the

author’s purpose was

achieved.

Objective 3

Greek and Latin Roots TEKS 5.2 (A)




roots and affixes.

Objective 1




Objective 3


TFK Pages 62–63

Photos and Captions

MODEL THE SKILL

Review with students that articles often include photographs

to help support the author’s purpose. These photos often have

captions that explain what is happening in the pictures or what

they are about. Explain that photographs and captions may

provide information that is not found in the text.


Think Aloud This question asks about who helped raise money

for a park in Houston. I need to go back and look at the photos

on page 63, find the one that shows a park in Houston, and read

the caption that goes with the photograph. Then I can combine

the details to find the answer.

Point to the photograph of Emancipation Park on Transparency

pp. 62–63. Draw students’ attention to the caption next to the

photograph. Have students read this information and determine


Greek and Latin Roots

MODEL THE SKILL


in a text. Review with students that words come from a variety of

sources, including Greek and Latin roots. Tell students that root

words can help them understand the meaning of words. Share

with students a common Latin root, such as bene, which means

“well.” The word benefit means “to aid or promote well being.”


Think Aloud I see the word liberty, but I am not sure what it

means in this sentence. I can look for clues in the other words

and phrases in the sentence and the paragraph. I can also use

what I know about Greek and Latin roots. Then I can connect this

information to figure out the meaning.

Have students locate the word liberty in the second paragraph

on page 63. Tell students that the word comes from the Latin

word liber. Read the context in the paragraph surrounding the

word liberty. Lead students to see that liber means “free” (G).

4 The word liberty on page 63

comes from a Latin root that

means —

F place

G free

H people

J rights


3 Look at the photos and captions

on page 63. Who helped raise

money for Emancipation Park

in Houston?

A Booker T. Washington

B Abraham Lincoln

C Reverend Jack Yates

D General Gordon Granger



Short Answer






5 Why does the author begin the article by mentioning General Gordon Granger’s

arrival in Galveston Harbor? Explain your answer and support it with details from

the article.

Think Aloud I remember that the author began the article by

describing General Gordon Granger’s arrival into Galveston

Harbor. I need to go back to the article to see what information

the author includes and how it is presented. Then I can analyze

these details to figure out why the author began the article

this way.





Possible response: The author begins the article by mentioning

General Granger’s arrival in Galveston Harbor because Granger

brought good news to Texas: The slaves were free. Texas was the

last state to free the slaves, more than two years after Lincoln’s

Emancipation Proclamation. The day that Granger sailed into the

harbor—June 19th, or Juneteenth—is celebrated every year. The

author wants readers to know why this date is so important.


See pages T16 for answers to Blackline Master 22.

TFK Pages 62–63


Student Name

Use “Free to Celebrate” to answers questions 1–5.

1 The author wrote this article to —

A explain why June 19th is an important day in history

B describe the celebrations that take place on Juneteenth

C explain how ex-slaves raised money to purchase parks

D describe the conditions in Texas during the 1900s

2 The author mentions President

Lincoln’s Emancipation

Proclamation in this article to —

F explain why an official African American holiday was created in the United States

G provide evidence that Texas was the first state to make Juneteenth a holiday

H prove that this was the most important action taken by Lincoln in his presidency

J reveal that Texans did not free the slaves in Texas when they were supposed to

3 Look at the photos and captions on

page 63. Who helped raise money

for Emancipation Park in Houston?

A Booker T. Washington

B Abraham Lincoln

C Reverend Jack Yates

D General Gordon Granger

4 The word liberty on page 63 comes

from a Latin root that means —

F place

G free

H people

J rights

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Blackline Master 22

Grade 574 Time For Kids Free to Celebrate

Student Name

5 Why does the author begin the article by mentioning General Gordon Granger’s

arrival in Galveston Harbor? Explain your answer and support it with details from the

article.

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Blackline Master 22

Grade 5Free to Celebrate Time For Kids 75

Show What You Know

APPLY THE SKILLS

Tell the students that some of the questions they will see on

a test will focus on author’s purpose, Greek and Latin roots,

and photos and captions. Introduce “A Melting Pot” by having




and headings, and then ask, What do you think this article is about?

Encourage students to share their ideas about the author’s

purpose for writing the article. Have them point to the text and

text features in the article to show how they came up with their

answers.

Remind students to use their knowledge of Greek and Latin

roots and context clues as they read to determine the meaning


independently.







TFK Pages 64–67



2. Read “A Melting Pot” and the questions on the worksheet very carefully.









Student Name

Use “A Melting Pot” to answer questions 1–5.

3 According to the photos and

captions on page 65, a painting by

French artist René Magritte can be

found at a museum in —

A San Antonio

B Houston

C El Paso

D Dallas


DetailsMany cities and parks have Native

American names. Four European missions can still be seen in San Antonio Missions National Park. Mexican Independence Day fiestas are

held throughout Texas.

Author’s Purpose

Which idea belongs in the Author’s Purpose box?

A To tell an entertaining story about a family from Texas

B To inform readers that Texas has a rich cultural history

C To compare the cultures of Texas and Mexico

D To explain how Texas became part of the United States

2 The author includes information

about the state seal of Texas to —

F explain that Texas was first settled by the French

G prove that Texas is now a state in the United States

H show that several countries influenced Texas’s history

J argue that Mexico has had the greatest influence on Texas

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Grade 5A Melting Pot Time For Kids 77

Blackline Master 23

Student Name

4 The word republic on page 67 comes from a Latin root that means —

F strong

G a free state

H army

J a new place

5 Why did the author include the section of the article titled “Battling for Land?”


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Grade 578 Time For Kids A Melting Pot

Maps

APPLY THE SKILLS

Tell students that they will practice reading a map and answering

questions about it. Tell students that maps are graphic features

that provide information about the locations of people, places,

and things.

Have students open to “A Nation of Many Languages” on page 68

of Time for Kids and distribute Blackline Master 24 on page 80

of the Teacher’s Manual. Have students read the accompanying

text before they study the map. Point out the text above the

map, the key, and the boxed information on the map.


look back at the map to find the answer.

Think Aloud This question asks about people in the South who

speak Asian and Pacific languages. I need to look at the map

to find the information I need. I can look at the key to help me

understand the information on the map. Then I can combine

these details to determine the answer.


volunteers to go back to the map and point out where they

found the information that helped them answer the question.




How many people in the South

speak Asian and Pacific Island

languages?

A 1.3 million

B 2.4 million

C 3.6 million

D 9.9 million


TFK Page 68


MapsTEKS 5.13 (B)


presented in maps.

Objective 3


Student Name

Use “A Nation of Many Languages” to answer questions 1–3.

1 Look at the map on page 68. How

many people in the South speak

Asian and Pacific Island languages?

A 1.3 million

B 2.4 million

C 3.6 million

D 9.9 million

2 In the Northeast, about 4.5 million

people speak —

F French

G Spanish

H Russian

J Asian and Pacific Island languages

3 In which part of the country do the

most people speak a language other

than English at home?

A The Northeast

B The Midwest

C The West

D The South

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Grade 580 Time For Kids A Nation of Many Languages

Blackline Master 24

Fact and Opinion

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize facts and opinions in a text.

Display Transparency pp. 70–71 of the article “Why the West

is Burning” and distribute Blackline Master 25. Ask students to


pictures, captions, and chart before they read the article. Then






1 Which fact have scientists discovered about tree rings?

A Tree rings are narrow during periods of low rainfall.

B Tree rings show that the Western United States is a semiarid region.

C Tree rings are used to measure the water levels of lakes.

D Tree rings can be used to forecast Pacific weather patterns.

Think Aloud This question asks for a fact about tree rings.

Facts are statements that can be proven or supported by

evidence. I need to find the section of the article that discusses

tree rings and combine the details to answer the question.

Tell students that facts are statements that can be verified,

or proven to be true. Opinions express feelings or personal

beliefs. Opinions may or may not be consistent with facts.

Tell students that they should carefully read all of the answer

choices. Remind students that while several answer choices may

mention information from the article, only one provides a factual

statement about tree rings. Allow students to select an answer.

Then call on student volunteers to share their answers and

explain how they reached the correct answer (A).




Materials

Transparency

pp. 70–71

Blackline Masters

25, 26, 27

TFK Pages 70–71


Fact and OpinionTEKS 5.11(B)

Determine facts and verify

them.

Objective 1

Greek RootsTEKS 5.2 (A)


words derived from Greek

roots.

Objective 1

ChartsTEKS 5.13 (B)



Objective 3


TFK Pages 70–71

Charts

MODEL THE SKILL

Tell students that a chart is a graphic feature that presents

information in a visual form. A chart can help them find

more details about the information in an article. Charts often

are organized by categories, with information presented in

horizontal rows and vertical columns. Charts help readers better

understand the text.


Think Aloud This question asks about the effects of El Niño on

land. I need to look at the chart to find information about El Niño.

Then I can combine the information in the columns with the

information in the row about El Niño to find the answer.

Have students look at the chart on Transparency pp. 70–71.

Read aloud the title and the chart entries. Remind students to

read the question and answer choices carefully. Have students

determine which answer choice is correct (C).

Greek Roots

MODEL THE SKILL


word they read in a selection. Explain that the root word may

help them to figure out the meaning of an unfamiliar word. Root

words sometimes come from other languages, such as Greek.

Share with students an example of a word that has a Greek root,

such as chronological. The Greek root chron means “time,” so

chronological means “related to time.”


Think Aloud I am not sure what the word decades means.

I should look at the word to see if it has a root that I recognize.

Then I should go back to the article to look for context clues

I can use to connect the word decades to the meaning of its root.

Have students locate the word decades in the article and then

read the sentence in which it appears. They should use the

context of the sentence and the root of the word to help them

determine the correct meaning of the word (H).

4 In the second paragraph, the word decades comes from a Greek root that means —

F people

G money

H ten

J thousand


3 Look at the chart on page 71.

What effect does El Niño have

on land?

A It affects storm paths in North America.

B It causes ocean levels to rise.

C It changes normal rainfall patterns.

D It raises the temperature of the ocean.



Short Answer






5 How do both wet and dry conditions contribute to forest fires? Explain your answer


Think Aloud I remember from the article that there are many

reasons why a forest fire occurs. I need to go back to the article to

find details about wet conditions and dry conditions. Then I can

combine these details to write my answer.

Work with students to find details from the article to answer

the question and have a volunteer underline these details on

the transparency. Remind students that their answers should

be based on information from the article, not from information

that they might have read or seen elsewhere. Then write a short

answer together. Remind students to use complete sentences in

their answers.

Possible response: Both wet and dry conditions contribute

to forest fires. Droughts make forests dry and make bushes

and other plants very easy to catch fire. Sometimes the most

dangerous forest fire happens when the previous year was very

rainy. The rain helps many plants and shrubs grow, so there is

more fuel to burn when a forest fire occurs.



TFK Pages 70–71


1 Which fact have scientists

discovered about tree rings?

A Tree rings are narrow during periods of low rainfall.

B Tree rings show that the Western United States is a semiarid region.

C Tree rings are used to measure the water levels of lakes.

D Tree rings can be used to forecast Pacific weather patterns.

2 Which sentence from the article

cannot be verified as a fact?

F Some tree-ring records go back more than 1,000 years.

G Drought starts with a period of low rainfall.

H Cooler water temperatures affect currents and storms.

J The West will go on burning with no end in sight.

Student Name

3 Look at the chart on page 71. What

effect does El Niño have on land?

A It affects storm paths in North America.

B It causes ocean levels to rise.

C It changes normal rainfall patterns.

D It raises the temperature of the ocean.

Use “Why the West is Burning” to answers questions 1–5.

4 In the second paragraph, the word

decades comes from a Greek root

that means —

F people

G money

H ten

J thousand©

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Grade 584 Time For Kids Why the West is Burning

Student Name

5 How do both wet and dry conditions contribute to forest fires? Explain your answer


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Grade 5Why the West is Burning Time For Kids 85

Who Is This El Niño Anyway?

APPLY THE SKILLS


will focus on fact and opinion, root words, and reading charts.

Introduce “Who Is This El Niño Anyway?” by having students

open to page 72 of Time for Kids. Point out to students that

important ideas of an article can be found in the title and


and headings, and then ask, What do you think the article is mainly about?

Encourage students to share how they will distinguish fact from

opinion in the article. Have them point to the text and text

features to show how they came up with their answers.


Greek roots as they read to determine the meaning of unfamiliar








TFK Pages 72–75



2. Read “Who Is This El Niño Anyway?” and the questions on the worksheet

very carefully. Make sure you understand what the questions are asking.

3. Make sure your answers are based on the article, the chart, and the

pictures. If you are not sure about the details, go back and read that

part again.






Student Name

Use “Who Is This El Niño Anyway?” to answer questions 1–5.

3 Look at the chart on page 75. The

deadliest tornado in the United

States struck in what year?

A 1840

B 1896

C 1925

D 1936


Fact OpinionLa Niña is a cooling pattern that hits the

same areas of the Pacific Ocean.


A The giant El Niño of 1997–1998 ran its course for eight months.

B Anything that changes the weather can be an extremely big deal.

C It got its name because it usually appears around December, the time many people celebrate the birth of Christ.

D It killed about 2,100 people and caused at least $33 billion in property damage.

2 Which sentence states a fact?

F El Niño is Spanish for “child.”

G The storms of the 1990s were terrible.

H Forest fires are frightening.

J The weather that year was too warm.

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Blackline Master 26

Student Name

4 The word periodic on page 72 comes from a Greek root that means —

F searching for knowledge

G in or near the ocean

H occurring at regular times

J beyond a person’s control

5 What facts does the author use to explain how destructive El Niño can be? Explain


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Grade 588 Time For Kids Who Is This El Niño Anyway?

Poetry

APPLY THE SKILLS

Tell students that they will read a poem and answer questions

about it. Point out some of the differences between poetry and

prose. For example, poems are not split into paragraphs but into

stanzas and lines. Some poems rhyme, and some do not. Poems





Have students open to “A Bird Came Down the Walk” on page 76

of Time for Kids. Ask students to read the title of the poem and

share their ideas of what the poem is about. Write their ideas on

the board. Then read the poem aloud, or have students read the

poem independently.

After you have read the poem once, discuss the first three

stanzas with students. Read the fourth and fifth stanzas again

and ask students what they think the bird is doing. Lead them

to understand that the poet has offered a crumb to the bird, and

the frightened bird has flown away. Discuss how the images of

oars dipping into the ocean and butterflies suggest the grace of

the bird’s flight.



students to look back at the poem to find the answer.

Think Aloud This question asks about the images and rhymes

in the first two stanzas. I need to review the first two stanzas of

the poem and decide what they describe. Then I can connect the

details to the answer choices and decide which one best fits this

part of the poem.

After students have determined the correct answer (D), ask for

volunteers to go back to the poem and explain how they arrive

at the answer.



1 The first two stanzas of this

poem use images and rhyming

lines to describe how —

A an angleworm moves

B a person catches a bird

C grass waves in the wind

D a bird eats and drinks


TFK Page 76


PoetryTEKS 5.4



in poems.

Objective 3


Use “A Bird Came Down the Walk” to answer questions 1–3.

Student Name

1 The first two stanzas of this poem use images and rhyming lines to describe how —

A an angleworm moves

B a person catches a bird

C grass waves in the wind

D a bird eats and drinks

2 The speaker thinks the bird’s eyes look like —

F black beetles

G butterflies

H frightened beads

J silver seams

3 What do the images in the last six lines describe?

A A butterfly’s wings

B Rowing a boat

C A bird’s flight

D The splashing of waves

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Blackline Master 27

Description

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the use of description in an article.

Display Transparency pp. 78–79 of the article “Equal Rights for

All” and distribute Blackline Master 28. Ask students to open








1 What is the main topic that the author is describing in this article?

A Running for president

B Allowing women to vote

C Fighting for equal rights

D Abolishing slavery

Think Aloud This question asks about the main topic the author

describes in this article. I can look back at the headings in the

article to see what topics the author describes and think about

how these topics are related. Then I can combine the information

from the article to determine the answer.

Explain to students that authors sometimes use description as a

way to organize text. In an article that uses description, students

should look for examples where the author defines or classifies

information by describing its qualities or characteristics. Point

out that authors often use signal words and phrases, such as

most important, for example, first, and second, to alert the reader

that a description or example will follow. Ask students to share

their answers to the question and explain how they reached the

correct answer (C).




Materials

Transparency

pp. 78–79

Blackline Masters

28, 29, 30

TFK Pages 78–79


DescriptionTEKS 5.11(C)

Analyze how the



among the ideas.

Objective 3

Multiple-Meaning WordsTEKS 5.2 (B)




Objective 1

Skimming and ScanningTEKS 5.11 (D)

Use text features and

graphics to gain an overview

and to locate information.

Objective 3


TFK Pages 78–79

Skimming and Scanning

MODEL THE SKILL

Tell students that skimming and scanning are techniques used

to find information quickly. Explain that skimming involves

looking for the main ideas within the passage to get the overall

impression of the content. Scanning involves looking for a

certain piece of information, such as a name or a date.


Think Aloud This question asks about the date when women

were granted the right to vote. I remember that the article

included many dates. I will scan the article to find the dates

and see which date refers to women’s voting rights. Then I can

combine the details to find the answer.

Tell students that they can look at the dates listed in the answer

choices and scan the article to find each date. Then they need

to read the information about the date to figure out if it is the

date they are looking for. Have students determine which answer

choice is correct (B).

Multiple-Meaning Words

MODEL THE SKILL

Remind students that some words may have more than one

meaning. Explain that often the context, or the other words

and sentences in the paragraph, can help them determine the

correct meaning of a multiple-meaning word.


Think Aloud This question asks which meaning of the word

hold is used in the sentence. I know that this word has multiple

meanings. I need to read the sentence where the word is used

and then look at the answer choices given. Then I can connect

the way the word is used in the sentence to the correct meaning.

Tell students to look at the other words and sentences in the

paragraph to figure out the context in which the word is being

used. Then have students choose the correct answer (H).

4 Which meaning of hold best fits the way it is used in the second paragraph on page 78?

F Grasp

G Confine

H Occupy

J Attach


3 In what year were women granted the right to vote?

A 1865

B 1920

C 1954

D 1960



Short Answer






5 How does the author structure the article to show the historic importance of the

2008 presidential election? Explain your answer and support it with details from

the article.

Think Aloud I remember from the article that the author said the

2008 presidential election was historic and gave some examples.

I should go back to the article to find what information the

author includes and analyze how it is presented. Then I will have

the information I need to write my answer.

Work with students to find details about the structure of the

article to answer the question and have a volunteer underline

these details on the transparency. Write a short answer together.

Remind students to use complete sentences in their answers.

Possible response: The author gives examples of how the 2008

presidential election differed from past U.S. elections. Barack

Obama was the first African American presidential candidate of

a major political party, and Sarah Palin was the first woman on

the Republican presidential ticket. Then Obama won the election

and became our first African American president. The author sets

these examples within a broader discussion of the fight for equal

rights in this country.



TFK Pages 78–79


1 What is the main topic that the

author is describing in this article?

A Running for president

B Allowing women to vote

C Fighting for equal rights

D Abolishing slavery

2 Which event does the author

describe to explain how segregation

in public areas became illegal?

F Rosa Parks’ refusal to sit at the back of the bus in Montgomery, Alabama

G Brown vs. Board of Education of the City of Topeka, KS

H The bus boycott organized by Martin Luther King, Jr., in Montgomery

J A peaceful sit-in by four African Americans at a restaurant

Student Name

3 In what year were women granted

the right to vote?

A 1865

B 1920

C 1954

D 1960

Use “Equal Rights for All” to answer questions 1–5.

4 Which meaning of hold best fits

the way it is used in the second


F Grasp

G Confine

H Occupy

J Attach©

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Grade 594 Time For Kids Equal Rights for All

Student Name

5 How does the author structure the article to show the historic importance of the

2008 presidential election? Explain your answer and support it with details from

the article.

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Grade 5Equal Rights for All Time For Kids 95

Show What You Know

APPLY THE SKILLS

Tell students that some of the questions they will see on a

test will focus on description, multiple-meaning words, and

skimming and scanning. Introduce “It’s Our Constitutional Right!”

by having students open to page 80 of Time for Kids. Point out

to students that important ideas of an article can be found in the



Encourage students to look at how the author structures the

article. Have them point to the text and text features in the

article to show how they came up with their answers.


the meaning of unfamiliar words and words with multiple

meanings. Then have students read the selection independently.







TFK Pages 80–83



2. Read “It’s Our Constitutional Right!” and the questions on the worksheet


3. Make sure your answers are based on the text of the article and the


part again.






Use “It’s Our Constitutional Right!” to answer questions 1–5.

3 Which amendment established the

voting age as 18?

A 13th

B 14th

C 22nd

D 26th


Amendment proposed

Approved by 2/3 of House and Senate

Added to Constitution

Approved by 3/4 of states

Which topic belongs in the empty oval?

A Branches of Government

B Amending the Constitution

C Representative Democracy

D Checks and Balances

2 In the section of the article called

“Keeping It in Check,” the author

describes —

F our country’s founders

G recent changes to the Constitution

H how the president is elected

J the three branches of government

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Blackline Master 29

Student Name

4 What is the meaning of free as it is used in the last paragraph on page 80?

F Not having to follow rules

G At no cost

H Able to enjoy personal rights

J Available or unscheduled

5 How do the three branches of the U.S. government work together to make laws?


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Grade 598 Time For Kids It’s Our Constitutional Right!

Diagrams

APPLY THE SKILLS

Tell students that they will practice reading a diagram and

answering questions about it. Explain that a diagram presents

information in a visual form. There may be introductory text to

explain or describe the diagram. Many diagrams have labels

or callouts to identify or explain different parts of the diagram.

Explain that some diagrams are essentially flow charts. They

describe the steps in a process and the order in which those

steps occur.

Have students open to “How We Elect a President” on page 84 of

Time for Kids and distribute Blackline Master 30 on page 100

of the Teacher’s Manual. Read the title of the diagram aloud with

students. Ask them to suggest ideas of what the diagram will be

about. Record their answers on the board. Ask students to think

about their ideas as they read through the diagram to see if they

were correct.


look at the diagram to find the answer.

Think Aloud This question asks about when each party chooses a

candidate for president. I need to look at the steps in the diagram

to see when a candidate is chosen. Then I can combine the details

from the diagram to find the answer.

Have a student provide the correct answer (B) and identify the

part of the diagram that provides the necessary information.



1 Look at the diagram on

page 84. When does each party

officially choose its candidate

for president?

A During the presidential debate

B At the nominating conventions

C During the primary elections

D On the first Tuesday in November


TFK Page 84


DiagramsTEKS 5.13(B)



Objective 3


Student Name

1 Look at the diagram on page 84.

When does each party officially

choose its candidate for president?

A During the presidential debate

B At the nominating conventions

C During the primary elections

D On the first Tuesday in November

2 In the early stages, most candidates

for president campaign by —

F attending a convention

G participating in debates

H voting on Election Day

J joining a political party

3 According to the diagram, the

winner of the election is the

candidate who —

A has the most representatives

B spends the most money

C gets the most electoral votes

D wins the most debates

Use “How We Elect a President” to answer questions 1–3.

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Grade 5100 Time For Kids How We Elect a President

Blackline Master 30

Fact and Opinion

MODEL THE SKILL



the class. Have students preview the photos. Tell students,

We will use these articles to learn how to recognize facts and opinions in a text.

Display Transparency pp. 86–87 of the article “Catch a Comet

by Its Tail” and distribute Blackline Master 31. Ask students to


pictures, captions, and diagram before they read the article. Then






1 Which of the following is a fact about Wild 2 in the article?

A Photographs showed barns on the surface of the comet.

B There were 100-meter high cliffs on the comet’s surface.

C Grains of material from the comet are made of frozen smoke.

D The comet was first sighted high above a desert in Utah.

Think Aloud This question asks which statement is a fact about

the comet Wild 2. I need to go back to the section of the article

that describes this comet and find out what scientists have

learned about it. Then I can combine the details about Wild 2 in

the article to determine the correct answer choice.

Remind students that facts are statements of information that

can be proven true. Opinions are personal beliefs or feelings

expressed by the author or another person in the article. Tell

students to read all of the answer choices carefully. Remind

students that while all of the answer choices may include details

from the article, only one provides a factual statement about the

comet Wild 2 that can be verified. Allow students to select an

answer choice. Then call on students volunteers to share their

answers and explain how they reached the correct answer (B).




Materials

Transparency

pp. 86–87

Blackline Masters

31, 32, 33

TFK Pages 86–87


Fact and OpinionTEKS 5.11(B)

Determine facts and verify

them.

Objective 1

Antonyms and Synonyms TEKS 5.2 (C)

Produce analogies with

known antonyms and

synonyms.

Objective 1

DiagramsTEKS 5.13 (B)



Objective 3


TFK Pages 86–87

Diagrams

MODEL THE SKILL

Tell students that a diagram helps readers visualize information

explained in the text. Sometimes diagrams can provide new

information. Diagrams usually have labels or callouts that

identify or describe each part of the diagram. There also may be

introductory text that gives information about the diagram.


Think Aloud I need to find out what the center of a comet is

called. I can look at the diagram and find the part of a comet that

looks like the center. Then I can read the label and combine these


Point to the diagram on Transparency pp. 86–87. Read aloud

the title of the diagram and have students look at the picture.

Ask them to find the label that tells them the name of the center

of the comet. Have students determine which answer choice is

correct (B).

Antonyms and Synonyms

MODEL THE SKILL


word that they read in a text. Remind students that synonyms

are words with similar meanings, and antonyms are words with

opposite meanings. Explain that sometimes finding a synonym

or antonym in the text can help the reader figure out the

meanings of unfamiliar words.

Think Aloud This question gives an analogy, and I have to figure

out which word completes the analogy. First I need to figure out

whether blazed and streaked are synonyms or antonyms, and

then I can find the answer that has the same relationship to the

word landed. I can look back at the article to help determine

what the words in the analogy mean and then connect these


Have students determine whether the words in the analogy

are synonyms or antonyms, and then read through the answer

choices. Encourage students to go back to the article to help

clarify what the words mean in context. Then ask a student to

explain how to determine the correct answer (F).

4 The article says, “The space

capsule blazed through the

skies at 30,000 miles per hour.”

Blazed is to streaked as landed

is to —

F arrived

G extracted

H surprised

J described


3 Look at the diagram on

page 87. The center of a comet

is called the —

A tail

B nucleus

C coma

D particle



Short Answer






5 Find two facts about comets in this article and prove that they are facts. Explain your


Think Aloud This question asks for two facts about comets. It

also asks me to prove that they are facts. I need to make sure I

answer both parts of the question. First I need to go back to the

article to find facts about comets. Then I need to find details in

the article to verify them. I will combine this information to write

the answer.



transparency. Point out to students that they must verify the

facts only with information from the article, not from something

they may have learned somewhere else. Write a short answer

together. Remind students to use complete sentences when they

write their answers.

Possible response: Comets are chunks of ice, rock, and snow

that are billions of years old. The core of a comet is made of dust

and ice particles. The space capsule Stardust took photographs

of a comet. It also collected samples of material that blew off

the comet’s surface. This allowed NASA scientists to learn more

about the formation of the solar system.



TFK Pages 86–87


1 Which of the following is a fact

about Wild 2 in the article?

A Photographs showed barns on the surface of the comet.

B There are 100-meter high cliffs on the comet’s surface.

C Grains of material from the comet are made of frozen smoke.

D The comet was first sighted high above a desert in Utah.

2 Which of the following is an opinion

in the article?

F Stardust collected grains of material from the comet.

G The particles were packed in a substance called aerogel.

H The feature-rich surface of the comet was amazing.

J Volunteers named the grains of space dust they located.

Student Name

3 Look at the diagram on page 87. The

center of a comet is called the —

A tail

B nucleus

C coma

D particle

Use “Catch a Comet by Its Tail” to answer questions 1–5.

4 The article says, “The space capsule

blazed through the skies at 30,000

miles per hour.” Blazed is to streaked

as landed is to —

F arrived

G extracted

H surprised

J described

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Blackline Master 31

Grade 5104 Time For Kids Catch a Comet by Its Tail

Student Name

5 Find two facts about comets in this article and prove that they are facts. Explain your


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Blackline Master 31

Grade 5Catch a Comet by Its Tail Time For Kids 105

Show What You Know

APPLY THE SKILLS


will focus on fact and opinion, antonyms and synonyms, and

reading diagrams. Introduce “Look! Up in the Sky!” by having




headings, and diagrams, and then ask, What do you think the article is mainly about?

Encourage students to share how they will distinguish fact

from opinion in the article. Have them point to the text and

text features in the article to show how they came up with their

answers.


antonyms and synonyms to determine the meaning of unfamiliar


Distribute Blackline Master 32 on pages 107–108 of the

Teacher’s Manual. Tell students that they will take a practice test

on this selection they just read. Share these specific suggestions

with students to help them answer test questions.



TFK Pages 88–91



2. Read “Look! Up in the Sky!” and the questions on the worksheet very









Student Name

Use “Look! Up in the Sky!” to answer questions 1–5.

3 Look at the diagrams on page 90.

The diagram at the top shows —

A the moon between the sun and Earth

B the shadow of the moon called the umbra

C the moon at its closest point to Earth

D the orbit of the moon around Earth


Fact OpinionSeeing a total eclipse can be an amazing

experience.

Which statement belongs in the empty box?

A A total eclipse happens when the sun, the moon, and Earth line up.

B Maybe you should wait until 2017 to see a total eclipse of the sun.

C The Faroe Islands are too far to go to watch a solar eclipse.

D Eclipses are spectacular to watch.

2 Which of the following is a fact

from the article?

F During an eclipse, the moon touches the sun.

G You can damage your eyes by looking directly at the sun.

H A total eclipse makes you feel like a part of the universe.

J Ghana is the best place to view a total eclipse of the sun.

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Blackline Master 32

Student Name

4 Which word from the article means the same as watch in the first paragraph?

F observe

G appear

H travel

J block

5 What evidence from the article verifies the fact that the moon is just big enough to

block out the sun? Explain your answer and support it with details from the article.

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Blackline Master 32

Grade 5108 Time For Kids Look! Up in the Sky!

Poetry

APPLY THE SKILLS


it. Review some of the differences between poetry and prose. For

example, poems are not split into paragraphs but into stanzas

and lines. Some poems rhyme, and some do not. Poems often

use vivid words and imagery to appeal to the reader’s senses

and feelings. Sometimes poems use repetition, sound devices, or

figurative language to help express important ideas and support

the poet’s message.

Have students open to “The Poet Stumbles Upon the

Astronomer’s Orchards” on page 92 of Time for Kids. Ask

students to read the title of the poem and share their ideas

of what the poem is about. Write their ideas on the board.


independently.



Tell students to look at the poem to find the answer.

Think Aloud This question asks about images of leaves and fruit

and what they describe. I need to go back to the poem and look

for clues about what the images represent. Then I can connect

these clues to the answer choices to find the best answer.


volunteers to go back to the poem and read aloud the lines that

led to the correct answer.



1 In this poem, the speaker uses

images of leaves and fruit to

describe —

A objects in space

B where she was born

C her close friends

D what she eats every day


TFK Page 92


PoetryTEKS 5.4



in poems.

Objective 3


Student Name

Use “The Poet Stumbles Upon the Astronomer’s Orchards” to answer questions 1–3.

1 In this poem, the speaker uses

images of leaves and fruit to

describe —

A objects in space

B where she was born

C her close friends

D what she eats every day

2 What does the grapefruit represent

in the poem?

F The moon

G The sun

H Jupiter

J A star

3 When the poet says that the moon

“ripens and falls and swells again,”

she means that the moon is —

A going through its stages

B changing color

C dropping from a tree

D growing larger

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Blackline Master 33

Sequence

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the order of events in a text.

Display Transparency pp. 94–95 of the article “Virtual Millions”

and distribute Blackline Master 34. Ask students to open








1 After students in the stock market competition are given $100,000 of virtual money,

they —

A compare their earnings to other teams

B pick real stocks that are being traded

C see if their stocks rise or fall

D go to visit the New York Stock Exchange

Think Aloud This question asks about what students do first

in the stock market competition after they have received the

$100,000 in virtual money. I need to find the place in the article

where the author explains the contest. Then I can identify the

steps in the competition and combine this information to find

the answer.

Tell students that they can scan the text to find the answer and

do not need to read the whole article again. Have students scan

the article to find the part where the author describes how the

stock market competition works. Then reread the answer choices

carefully and determine the correct answer (B). Invite a volunteer

to underline the sentence in the text that contains the correct

answer. (First, teams pick real stocks that are being traded in real

markets.)




Materials

Transparency

pp. 94–95

Blackline Masters

34, 35, 36

TFK Pages 94–95


SequenceTEKS 5.11(C)

Analyze how the



among the ideas.

Objective 3

Homophones TEKS 5.2 (B)




Objective 1

TablesTEKS 5.13 (B)


presented in tables.

Objective 3


TFK Pages 94–95

Tables

MODEL THE SKILL

Tell students that a table is a text feature that can help them find

more details about the information in an article and that a table

is a kind of chart. Tables often are arranged in rows and columns.

Sometimes accompanying text gives information about the

table. Tables help give readers a fuller understanding of the text.


Think Aloud The question asks about a term that means the

same as “closing price.” I know the table includes many terms

about the stock market. I need to look at the table to find the

words “closing price” and see what term this refers to. Then I can

combine these details to find the answer.

Have students look at the table on Transparency pp. 94–95.

Read aloud the title and the headings. Remind students to read

the question and answer choices carefully. Point out the key

terms of the stock market on the table. Have students check the

meaning of each answer choice against the table to determine


Homophones

MODEL THE SKILL

Remind students that homophones are words that are

pronounced the same but have different meanings and different

spellings. Share with students a common homophone pair,

such as reed and read. These words are pronounced the same,

but have different meanings and different spellings. Then read

question 4 and the answer choices aloud.

Think Aloud I am looking for a word that is pronounced the same

as raise. I can read the answer choices aloud to determine how

each one is pronounced. Then I can connect this information to

the pronunciation of raise to find the correct answer.

Have students locate the word raise in the article. Have students

read the sentence that contains the word raise. Tell students they

should look for the answer choice that is pronounced the same

as raise, even if it means something different. Ask students which

of the answer choices has the same pronunciation (H).

4 Which word is pronounced

the same as raise in the fourth


F Rates

G Rise

H Rays

J Race



Which stock market term is

sometimes called the “closing

price”?

A High

B Low

C Last

D Change



Short Answer






5 How does the value of a stock go up or down in the stock market? Explain your


Think Aloud This question asks how the value of a stock goes up

and down. I need to find the place in the article where the author

explains the real stock market and how it works. Then I can find

details about the value of stocks and combine the details to write

my answer.





Possible response: A share of stock is a small piece of a

company that can be bought and sold. The cost of the share

depends on supply and demand. If many people want to buy the

stock, the price goes up. If many people want to sell the stock,

the price goes down.



TFK Pages 94–95


1 After students in the stock market

competition are given $100,000 of

virtual money, they —

A compare their earnings to other teams

B pick real stocks that are being traded

C see if their stocks rise or fall

D go to visit the New York Stock Exchange

2 What happens last in the stock

market competition?

F Student teams risk their own money to play.

G The team that makes the most money wins.

H Teams meet at stock-trading companies.

J Students trade stocks on special Web sites.

Student Name

3 Look at the table on page 95. Which

stock market term is sometimes

called the “closing price”?

A High

B Low

C Last

D Change

Use “Virtual Millions” to answer questions 1–5.

4 Which word is pronounced the same

as raise in the fourth paragraph on

page 95?

F Rates

G Rise

H Rays

J Race©

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Grade 5114 Time For Kids Virtual Millions

Student Name

5 How does the value of a stock go up or down in the stock market? Explain your


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Blackline Master 34

Grade 5Virtual Millions Time For Kids 115

Show What You Know

APPLY THE SKILLS


will focus on sequence, recognizing homophones, and reading

tables. Introduce “Money Counts” by having students open to

page 96 of Time for Kids. Point out to students that important

ideas of an article can be found in the title and illustrations. Have

students look at the photographs, captions, headings, and table,

and then ask, What do you think the article is mainly about?

Encourage students to share how they think the organization

of the article will influence the order in which the information is

presented. Have them point to the text and text features in the

article to show how they came up with their answers.

Remind students to use context clues and their knowledge

of homophones as they read to determine the meaning


independently.



on the article they just read. Share these specific suggestions




TFK Pages 96–99



2. Read “Money Counts” and the questions on the worksheet very carefully.


3. Make sure your answers are based on the article, the pictures, and

the table. If you are not sure about the details, go back and read that

part again.






Student Name

Use “Money Counts” to answer questions 1–5.

3 Look at the table on page 97. Based

on the table, a person who owes

$2,000 and pays off $200 per month

will finish paying off the debt in —

A 3 years, 9 months

B 4 years, 7 months

C 6 years, 2 months

D 9 years, 8 months

1 Look at this diagram of information from the article.

Ryan Tidler began mowing lawns at age 8.

Ryan purchased his own lawn equipment.

Ryan bought a dirt bike and a sound system.


A Ryan’s parents gave him money.

B Ryan has saved $7,800.

C Ryan’s parents think he has a lot of stuff.

D Ryan got his own credit card.

2 What happened to Giselle Lopez just

after she got her first credit card?

F She racked up $2,000 in debt.

G Her parents refused to pay.

H She got a job to earn money.

J Her parents paid off the debt.

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Grade 5Money Counts Time For Kids 117

Blackline Master 35

Student Name

4 Which word is pronounced the same as the word way on page 98?

F Wait

G Weigh

H Why

J We

5 Describe how to play an online video game that teaches kids to manage money.


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Blackline Master 35

Grade 5118 Time For Kids Money Counts

Tables

APPLY THE SKILLS

Have students open to “Average Allowance” on page 100 of Time

for Kids and distribute Blackline Master 36 on page 120 of the

Teacher’s Manual. Tell students that they will practice reading

tables. Remind students that tables can be read vertically and

horizontally. Point out the heading “Average Allowance” and read

a few of the values listed below. Point out the headings “Age” and

“Boys.” Then explain to students that the table also can be read

horizontally. Have students follow the age 10 row across to the

right to find out the average allowance of 10-year-old boys and

girls, boys alone, and girls alone.


look at the table to find the answer.

Think Aloud This question asks about the average weekly

allowance for a 12-year-old boy. I need to look at the table and

find the “Age” row for age 12. Then I can go across to the column

for “Boys” and combine the details to find the answer.

After students have found the correct answer (C), ask for

volunteers to go back to the table and point out where they

found the answer.



1 Look at the table on page

100. What allowance does the

average 12-year-old boy receive

each week?

A $6.80

B $7.92

C $9.38

D $9.95


TFK Page 100


TablesTEKS 5.13 (B)



Objective 3


Student Name

Use “Average Allowance” to answer questions 1–3.

1 Look at the table on page 100. What

allowance does the average 12-year-

old boy receive each week?

A $6.80

B $7.92

C $9.38

D $9.95

2 What percentage of adults who

responded to the survey said that

they give allowances?

F 20%

G 32%

H 74%

J 100%

3 According to the table, what

allowance does the average 16-year-

old girl receive each week?

A more than $24.00

B almost $20.00

C almost $16.00

D less than $15.00

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Blackline Master 36

Compare and Contrast

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to compare and contrast information in a text.

Display Transparency pp. 102–103 of the article “Magnetic

Earth” and distribute Blackline Master 37. Ask students to open


pictures, captions, and table before they read the article. Then






1 How is the magnetic field on Earth’s surface different from the magnetic field

in its core?

A It is weaker.

B It points north.

C It never changes.

D It is reversed.

Think Aloud This question asks me to contrast the magnetic field

on the surface of Earth with the magnetic field in its core. I need

to look at the article to find information about magnetic fields on

the surface and in the core. Then I can combine these details to

determine how they are different.

Tell students they should scan the article for information that will

help them answer the question. Remind students that when they

compare, they tell how things are alike. When they contrast, they

tell how things are different. Signal words that reveal how things

are alike include both, too, and also. Signal words such as yet, but,

and however can tell how things are different. Allow students

time to answer the question. When they have finished, have

students explain how they determined the correct answer (A).

Invite volunteers to indicate the text that led them to the answer.




Materials

Transparency

pp. 102–103

Blackline Masters

37, 38, 39

TFK Pages 102–103


Compare and ContrastTEKS 5.11 (E)

Synthesize and make logical

connections between ideas

within a text.

Objective 3

Homographs TEKS 5.2 (B)




Objective 1

TablesTEKS 5.13 (B)



Objective 3


TFK Pages 102–103

Tables

MODEL THE SKILL

Remind students that a table is a kind of chart that can be

read vertically or horizontally. Point out the heading “Sunspots

from 1993–2004” on Transparency pp. 102–103 and read

the headings (“Year,” “Sunspots,” “Solar Flares”) listed in the first

column of the table. Point out the column for 1994. Explain

that this column lists a value for each category, the number of

sunspots and the number of solar flares. The second and third

rows in the table give this same information for each year listed.

Then Read question 3 aloud.

Think Aloud This question asks which year had the most solar

flares. Then it gives four years in the answer choices. I need to

look at the table to find information about solar flares. Then I

can combine the details in the appropriate rows and columns to

determine the correct answer choice.

Have students look at the table on Transparency pp. 102–103.

Remind students to read the question and answer choices

carefully. Then have students determine which answer choice is

correct (C).

Homographs

MODEL THE SKILL

Remind students that homographs are words that are spelled

the same but have different meanings and may be pronounced

differently. Share with students a common example, such as lead

(pronounced “leed”), which can mean “to show the way” and lead

(pronounced “led”), which is “a heavy metal.” Then read question

4 and the answer choices aloud.

Think Aloud I see the word base in the paragraph. I know that the

word base has several meanings. I will have to look for context

clues near the word to help me connect the answer choices to the

way base is used in the article.

Explain that the word base is a homograph and that each answer

choice is one definition of the word. Have students determine

which answer choice best fits the context of the sentence (F).

Then have volunteers explain how they arrived at their answers.

4 In the second paragraph on

page 102, what does the word

base mean?

F The bottom support of an object

G A station or goal in certain games

H The center or starting point of an activity

J A military area where supplies are kept


3 According to the table on page

103, the year with the most

solar flares was —

A 1993

B 1999

C 2000

D 2004



Short Answer






5 How are solar flares and sunspots similar, and how are they different? Explain your


Think Aloud I remember from the article that sunspots and solar

flares are alike in some ways and different in others. I need to

go back to the text to find details that will help me to compare

and contrast sunspots and solar flares. Then I can combine these

details when I write my answer.

Remind students that the response should be based on

information from the article, not from information that they

might have read or seen elsewhere. Work with students to

find details from the article to answer the question and have

a volunteer underline these details on the transparency. Write

a short answer together. Remind students to use complete

sentences in their answers.

Possible response: The difference between solar flares and

sunspots is that one is hot and the other is cool. Solar flares are

bursts of energy that shoot into space from the sun’s surface.

Sunspots are cooler patches on the sun’s surface that form where

the sun’s magnetic field is very strong. They are similar because

they both occur at the sun’s surface and both increase in number

every 11 years.



TFK Pages 62–63


Use “Magnetic Earth” to answers questions 1–5.

1 How is the magnetic field on Earth’s

surface different from the magnetic

field in its core?

A It is weaker.

B It points north.

C It never changes.

D It is reversed.

2 How is Earth’s magnetic field

different today than it was 80 million

years ago?

F It reaches a larger area.

G It exists because of hot moving metal.

H The magnetic pull is stronger.

J The north and south directions are reversed.

Student Name

3 According to the table on page 103,

the year with the most solar flares

was —

A 1993

B 1999

C 2000

D 2004

4 In the second paragraph on page

102, what does the word base mean?

F The bottom support of an object

G A station or goal in certain games

H The center or starting point of an activity

J A military area where supplies are kept

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Grade 5124 Time For Kids Magnetic Earth

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5 How are solar flares and sunspots similar, and how are they different? Explain your


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Grade 5Magnetic Earth Time For Kids 125

TFK Pages 104–107

Show What You Know

APPLY THE SKILLS


will focus on comparing and contrasting, homographs, and

reading a table. Introduce “Richard Serra: Artist” by having

students open to page 104 of Time for Kids. Point out to

students that important ideas of an article can be found in the



Encourage students to share their ideas about what kinds of

information will be compared and contrasted in the article. Have

them point to the text and text features in the article to show


Remind students to use context clues and their knowledge

of homographs as they read to determine the meaning of

unfamiliar words or words with multiple meanings. Then have

students read the article independently.









2. Read “Richard Serra: Artist” and the questions on the worksheet very


3. Make sure your answers are based on the text of the article and the


part again.






Student Name

Use “Richard Serra: Artist” to answer questions 1–5.


Which symbol on the table

represents a nonmetal?

A Pb

B Au

C Sn

D Ar

1 Look at the diagram of information from the article.

House of Cards

• Squares of lead

• Nothing holds them up

Torqued Ellipse

• Steel plates

• Viewers can enter

Which idea belongs in the overlapping part of the diagram?

A 13 feet high

B Formed into twisted ovals

C Four sides

D Made of heavy metal plates

2 A sculpture garden is different from

most museums because it —

F is an outdoor space

G displays artwork

H can be very popular

J uses only metal

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Grade 5Richard Serra: Artist Time For Kids 127

Student Name

4 What does the word bands mean in the first paragraph on page 106?

F Labels or tags

G Thin, flat strips

H Musical groups

J Stripes of color

5 How is Richard Serra’s early artwork different from his recent work? Explain your


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Grade 5128 Time For Kids Richard Serra: Artist

Tables

APPLY THE SKILLS

Tell students that they will practice reading a table and

answering questions about it. Remind students that a table is a

type of chart. Tables usually are organized by categories, with the

details of the categories listed in columns that can be read from

top to bottom and rows that can be read from left to right.

Have students open to “Honoring Arts and Artists” on page

108 of Time for Kids and distribute Blackline Master 39 on

page 130 of the Teacher’s Manual. Read aloud the title and the

introductory text. Point out the headings “Year,” “Sculptor,” and

“Background” on the chart.

Read aloud the first question and answer choices. Remind

students to look at the chart to find the answers.

Think Aloud This question asks for the artist who won the

National Medal of Arts in 1989. I need to look at the chart and

find the date, 1989. Then I can follow the row across to find the

artist’s name and combine these details to figure out the answer.

After students have identified the correct answer (B), ask for

volunteers to go back to the table and point to where they found

the answer.



1 Look at the table on page

108. The artist who won the

National Medal of Arts in 1989

was —

A Isamu Noguchi

B Walker Kirtland Hancock

C Allan Houser

D Roy Lichtenstein


TFK Page 108


TablesTEKS 5.13(B)



Objective 3


Student Name

1 Look at the table on page 108. The

artist who won the National Medal

of Arts in 1989 was —

A Isamu Noguchi

B Walker Kirtland Hancock

C Allan Houser

D Roy Lichtenstein

2 Which artist was born in Atlanta,

Georgia?

F Walker Kirtland Hancock

G Frederick Hart

H George Segal

J Claes Oldenburg

3 Which artist was a Native American?

A Isamu Noguchi

B Louise Bourgeois

C Roy Lichtenstein

D Allan Houser

Use “Honoring Art and Artists” to answer questions 1–3.

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Blackline Master 39


MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to compare and contrast ideas in a text.

Display Transparency pp. 110–111 of the article “Are We Killing

the Oceans?” and distribute Blackline Master 40. Ask students

to open to page 110 of Time for Kids. Have students look at the





aloud:


1 How is a dead zone different from other parts of the ocean?

A There is no oxygen in the water.

B It overflows with animal life.

C There are only small fish in it.

D It is more brightly colored.

Think Aloud The question asks how a dead zone is different

from other areas of the ocean. I need to look at the article to find

descriptions of dead zones and of other parts of the ocean so I

can contrast them. I can combine these details to find the answer.

Tell students that when they compare, they tell how things are

alike. When they contrast, they tell how things are different.

Signal words that tell how things are alike include both, too, and

also. Signal words such as yet, but, and however can indicate

how things are different. Have students read the answer choices

carefully and skim the article for information that will help them

answer the question. When they have finished, have students

explain how they determined the correct answer (A). Have a

volunteer underline the text that led to the answer.




Materials

Transparency

pp. 110–111

Blackline Masters

40, 41, 42

TFK Pages 110–111


Compare and ContrastTEKS 5.11(E)

Synthesize and make logical

connections between ideas

within a text.

Objective 3

Similes and Metaphors TEKS 5.2 (D)

Identify and explain the

meaning of sayings.

Objective 1

MapsTEKS 5.13 (B)


presented in maps.

Objective 3


TFK Pages 110–111

Maps

MODEL THE SKILL

Tell students that a map is a text feature than can provide

additional information about the topic of an article. Maps

generally show the location of places, people, or things. Many

maps have features, such as a key and a compass rose, that

will help students understand the map. Tell students that it is

important to use text features such as maps because they will

help them better understand the text.


Think Aloud This question asks about the Mississippi River and

what border it forms. I need to look at the map and find the

Mississippi River. Then I can see what is on each side of the river

and combine these details to find the answer.

Tell students that they need to look at the labels on the map to

find the correct answer. Have students determine which answer

choice is correct (C).

Similes and Metaphors

MODEL THE SKILL

Tell students that similes and metaphors are used to compare

two things by showing or suggesting that they are similar in

some way. A simile uses the word like or as when making a

comparison, but a metaphor does not. For example, the simile,

“A good book is like a good meal” suggests that reading a good

book is as satisfying as eating a good meal.


Think Aloud I know that as clear as day is a simile because it

starts with the word as. I need to go back to the article to find the

sentence where this simile is used and see what it compares. Then

I can connect these details to figure out what the phrase means

in this context.

Remind students to look at the other words and sentences

surrounding the simile for context clues that can help them to

figure out its meaning. Tell students to read each answer choice

and see which one matches the context of the sentence. Then

have students choose the correct answer from the choices (F).

4 In the fourth paragraph on

page 110, the phrase as clear as

day means —

F easy to see

G during waking hours

H not cloudy

J crisp and blue



The Mississippi River forms

the border between Mississippi

and —

A Texas

B Alabama

C Louisiana

D the Gulf of Mexico



Short Answer






5 How does a healthy ocean area differ from a dead zone? Explain your answer and


Think Aloud The question asks how a healthy ocean area and

a dead zone are different. I need to look back at the article to

find the part that describes these two kinds of areas. Then I can

contrast the healthy ocean and the dead zone and combine the

details to write my answer.





Possible response: Healthy ocean areas contain many different

kinds of animal and plant life. In contrast, no animals live in dead

zones. Algae grow on the surface of the ocean, When they die,

they are eaten by bacteria that use oxygen and release carbon

dioxide. Animals need oxygen, so they cannot live in the oxygen-

free dead zones.



TFK Pages 110–111


1 How is a dead zone different from

other parts of the ocean?

A There is no oxygen in the water.

B It overflows with animal life.

C There are only small fish in it.

D It is more brightly colored.

2 Which of these is helpful to plants

on land but harmful to oceans?

F Algae

G Chemical fertilizer

H Oxygen

J Soil erosion

Student Name

3 Look at the map on page 110. The

Mississippi River forms the border

between Mississippi and —

A Texas

B Alabama

C Louisiana

D the Gulf of Mexico

Use “Are We Killing the Oceans?” to answer questions 1–5.

4 In the fourth paragraph on page 110,

the phrase as clear as day means —

F easy to see

G during waking hours

H not cloudy

J crisp and blue©

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5 How does a healthy ocean area differ from a dead zone? Explain your answer and


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Show What You Know

APPLY THE SKILLS


will focus on comparing and contrasting, similes and metaphors,

and reading a map. Introduce “Our Packed Planet” by having

students open to page 112 of Time for Kids. Point out to




Encourage students to share their ideas about what kinds of

information will be compared and contrasted in the article. Have

them point to the text and text features in the article to show



similes and metaphors as they read to determine the meaning

of unfamiliar words and phrases. Then have students read the








TFK Pages 112–115



2. Read “Our Packed Planet” and the questions on the worksheet very


3. Make sure your answers are based on the text of the article, the map,

and the pictures. If you are not sure about the details, go back and read

that part again.






Use “Our Packed Planet” to answer questions 1–5.


Which country has the fifth largest

population?

A United States

B Indonesia

C Brazil

D India


Less-developed Countries

Not much industry

Number of children born to a family may be limited

United States

Bigger houses and cars

Immigrants from other countries

Which idea belongs in the overlapping part of the diagram?

A 1 percent of Earth’s water

B Population is growing

C No brothers or sisters

D U.S. Census Bureau

2 According to the article, how is the

western United States different from

the way it was 50 years ago?

F There is not enough public transportation.

G People in the West do not have enough food.

H There is not enough water for the people.

J People in the West cannot find good jobs.

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Student Name

4 In the first paragraph on page 112, the phrase growing like weeds means —

F increasing rapidly

G turning green

H blocking the sun

J dying fast

5 How was population growth different in early civilizations than it is today? Explain


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Poetry

APPLY THE SKILLS



For example, poems do not have to have sentences with subjects

and verbs, and they are not split into paragraphs, but into

stanzas and lines. Some poems rhyme, but some do not. Poems





Have students open to “The Tyger” on page 116 of Time for

Kids. Ask students to read the title of the poem and share their

ideas on what the poem is about. Write their ideas on the board.


independently.



Tell students to look at the poem to find the answer.

Think Aloud This question asks what the images in the second

stanza describe. I need to read the second stanza again and

connect the details to figure out what the speaker is describing.

Then I can eliminate any incorrect answer choices and find the

right answer.


volunteers to go back to the poem, read the second stanza

aloud, and explain how they arrived at the correct answer.



1 What image is described in the

second stanza?

A The Tyger’s eyes

B A deep blue sky

C The Tyger’s paws

D A large fire


TFK Page 116


PoetryTEKS 5.4



in poems.

Objective 4


Student Name

Use “The Tyger” to answer questions 1–3.

1 What image is described in the

second stanza?

A The Tyger’s eyes

B A deep blue sky

C The Tyger’s paws

D A large fire

2 Which element of poetry is found in

every stanza of this poem?

F Alliteration

G Onomatopoeia

H Rhyme

J Simile

3 The poet’s message in this poem is

mainly concerned with —

A where to find tigers

B how the tiger came to be

C what tigers look like

D why the stars shed tears

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Blackline Master 42

Author’s Perspective

MODEL THE SKILL



the class. Have students preview the photos. Tell students, We will use these articles to learn how to determine the author’s perspective in a text.

Display Transparency pp. 118–119 of the article “The Amazing

Watson” and distribute Blackline Master 43. Ask students to

open to page 118 of Time for Kids. Have students look at the







1 From the tone of this article, the reader can conclude that the author most likely

wrote it to —

A persuade students to spend more time studying the sciences

B tell an entertaining story about how people can learn the secret of life

C compare the discovery of DNA with other scientific discoveries

D give information about James Watson and the discovery of DNA

Think Aloud This question asks how the tone of the article,

which shows the author’s point of view, can help me figure

out the author’s purpose for writing the article. I need to look

at the article as a whole to see what information the author

presents and how the author presents it. Then I can analyze this

information to figure out the answer.

Tell students that the author’s perspective, or point of view, helps

the reader understand how the author feels toward his or her

subject matter. It also can help the reader figure out the author’s

purpose, or why the author chose to write about a particular

topic. Have students select an answer choice. Then call on

volunteers to share their answers and explain how they reached

the correct answer (D).




Materials

Transparency

pp. 118–119

Blackline Masters

43, 44, 45

TFK Pages 118–119


Author’s PerspectiveTEKS 5.10

Draw conclusions and

evaluate how well the

author’s purpose was

achieved.

Objective 3

Context Clues TEKS 5.2 (B)



unfamiliar words.

Objective 1




Objective 3


TFK Pages 118–119

Photos and Captions

MODEL THE SKILL

Tell students that many articles include photographs. Many

photographs, as well as other kinds of illustrations, have captions

that describe or explain what is happening in the picture. Explain

that photographs and captions provide information that may not

be found in the text. They also may provide clues to the author’s

perspective and purpose.


Think Aloud I do not see any information in the text of the article

that discusses how DNA is shaped. I can look at the pictures and

captions in the article to find information about DNA. Then I can

combine the details from the pictures and captions to find the

answer to the question.

Remind students that they should always read the captions to

confirm or clarify the information they get from photographs.

Give students a moment to choose an answer, and then ask them

to explain how they reached the correct answer (B).

Context Clues

MODEL THE SKILL


that they read in a text. Review with students that they may be

able to determine the meaning of a word by looking for context

clues in the sentence that contains the unfamiliar word, as well as

in sentences before and after the one that contains the word.

Think Aloud I see the word merely in the paragraph, but I am not

sure what the word means. I can read the words and sentences

around the word to see if the author gives any clues about its

meaning. Then I can check the answer choices and connect the

clues from the passage to find the correct meaning of the word.

Have students locate the word merely in the selection. Remind

students that the author may give clues about the word’s meaning

in the sentences including and surrounding the word. Have

students read the sentence that contains the word merely. Point out

that there is a clue to the word’s meaning within the sentence and

in the next sentence (You don’t get anywhere by merely being bright.

You have to know facts.). Ask students which of the answer choices

best fits the context of the sentence (G).

4 In the last paragraph on page 119,

the word merely means —

F smartly

G only

H quickly

J carefully


3 Based on the pictures in the

article, the reader can tell that

DNA is shaped like a —

A palm tree

B twisted ladder

C tulip

D human heart



Short Answer






5 How do the first three paragraphs of “The Amazing Watson” show the author’s

perspective? Explain your answer and support it with details from the article.

Think Aloud This question asks how the author’s perspective is

shown in the first three paragraphs of the article. I need to skim

the beginning of the article to see what kind of information

it presents and how it is presented. Then I can analyze this

information to determine what it reveals about the author’s

point of view.





Possible response: The author’s word choice shows how the

author feels about the importance of the work done by Watson

and Crick. The author says that the discovery of the structure

of DNA “changed history” and was “so amazing.” Crick is quoted

about having found “the secret of life.” This kind of language is a

strong clue that the author truly admires these scientists.



TFK Pages 118–119


1 From the tone of this article, the

reader can conclude that the author

most likely wrote it to —

A persuade students to spend more time studying the sciences

B tell an entertaining story about how people can learn the secret of life

C compare the discovery of DNA with other scientific discoveries

D give information about James Watson and the discovery of DNA

2 Which words from the interview

show the reporter’s point of view

about the importance of the Watson

and Crick’s discovery?

F special talents or qualities

G progress in DNA study

H will help the world

J interested in being scientists

Student Name

3 Based on the pictures in the article,

the reader can tell that DNA is

shaped like a —

A palm tree

B twisted ladder

C tulip

D human heart

Use “The Amazing Watson” to answers questions 1–5.

4 In the last paragraph on page 119,

the word merely means —

F smartly

G only

H quickly

J carefully

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Student Name

5 How do the first three paragraphs of “The Amazing Watson” show the author’s

perspective? Explain your answer and support it with details from the article.

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Grade 5The Amazing Watson Time For Kids 145

Show What You Know

APPLY THE SKILLS

Tell the students that some of the questions they will see on

a test will focus on author’s perspective, context clues, and

photos and captions. Introduce “Unraveling a Secret Code” by

having students open to page 120 of Time for Kids. Point out to



captions, headings, and the sidebar, and then ask, What do you think the article is mainly about?

Encourage the students to share what they think is the author’s

perspective in the article. Have them point to the text and text

features in the article to show how they came up with their

answers.


the meaning of unfamiliar words. Then have students read the








TFK Pages 120–123



2. Read “Unraveling a Secret Code” and the questions on the worksheet


3. Make sure your answers are based on the text of the article, the pictures,

and the captions. If you are not sure about the details, go back and read

that part again.






3 The Flying Geese symbol could

have told enslaved people to —

A follow the North Star

B travel in the spring

C walk in a zigzag pattern

D travel together


Williams’ question sent Tobin on a five-year journey of discovery.

Tobin wrote a book about slave quilts with one

family’s history.

Tobin learned that quilt patterns helped guide

slaves to freedom.


Which idea belongs in the Author’s Perspective box?

A Tobin thinks the story of the quilt codes is fascinating.

B Williams told a story she had heard from her grandmother.

C The Underground Railroad was a system of escape routes.

D Jacqueline Tobin is a writer and a college professor.

2 How does the author of Hidden in Plain View: A Secret Story of Quilts and the Underground Railroad feel

about Ozella Williams?

F She is a talented writer.

G She makes beautiful quilts.

H Her memories are very valuable.

J Her stories are hard to believe.

Student Name

Use “Unraveling a Secret Code” to answer questions 1–5.

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Student Name

4 What does the word clandestine mean on page 120?

F Interesting

G Beautiful

H Exciting

J Secret

5 What can the reader tell about the author’s point of view in “Unraveling a Secret

Code”? Explain your answer and support it with details from the article.

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Time Lines

APPLY THE SKILLS

Tell students that they will read a time line and answer questions

about it. Review with students that a time line highlights key

historical events in a certain period of time. The time line may

be illustrated, and it may be presented horizontally or vertically.

Sometimes there is introductory text that describes the purpose

or contents of the time line.

Have students open to “Harriet Tubman’s Key Dates” on page

124 of Time for Kids. Ask students to share their ideas about the

time line’s purpose, and write their ideas on the board. Then have

students read “Harriet Tubman’s Key Dates.”



students to look back at the time line to find the answer.

Think Aloud This question asks what happened before Harriet

Tubman escaped from slavery. I need to read the time line

carefully to find the date when Tubman escaped from slavery.

Then I can see what happened before that date and combine the


After students have determined the correct answer (B), ask a

volunteer to explain how he or she found the answer from the

time line.



1 Before Harriet Tubman escaped

from slavery, she —

A made 19 trips to the South

B married John Tubman

C bought land in New York

D worked for the Union Army


TFK Page 124


Time LinesTEKS 5.13(B)



Objective 3


Student Name

1 Before Harriet Tubman escaped

from slavery, she —

A made 19 trips to the South

B married John Tubman

C bought land in New York

D worked for the Union Army

2 When did Harriet Tubman begin

leading enslaved people to freedom?

F 1844

G 1849

H 1850

J 1861

3 After Harriet Tubman bought land in

1896, she —

A began working for the Union Army

B made several trips to the South

C was honored by Queen Victoria

D started the Underground Railroad

Use “Harriet Tubman’s Key Dates” to answer questions 1–3.

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Blackline Master 45

Use the rubric below to score the short-answer items in the tests.

SCORE Description

3

An exemplary response must:

• be thoughtful and insightful

• be strongly supported with accurate/relevant textual evidence

• show depth of understanding and ability to effectively connect textual evidence to the idea, analysis, or evaluation

2A sufficient response must:

• be reasonable

• be supported with accurate/relevant textual evidence

• be clear and specific

1

A partially sufficient response may:

• be reasonable

• be supported by general, incomplete, partially accurate/relevant textual evidence, if any

• weakly connect textual evidence to the idea, analysis, or evaluation

• be somewhat unclear or vague

0

An insufficient response may:

• be too general or vague to determine whether it is reasonable or not be reasonable

• not address the question or answer a different question than the one asked

• not be based on the selection

• incorrectly analyze or evaluate the text

• offer only incomplete or irrelevant textual evidence, if any

• lack clarity

Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis.

Short-Answer Reading Rubric

Teacher’s Manual T1

Answer Key

ISSUE 1, Article 1

Question Answer Content Focus ELAR TEKS

1 D Main Idea and Details

5.11 (A)

2 F Main Idea and Details

5.11 (A)

3 C Time Lines 5.13 (B)

4 G Homophones 5.2 (B)

5 See possible responses below


5.11 (A)

3-Point Answer: There are two main views in the debate over illegal immigrants. Some people want a kind solution to the problem. They want to let people who have been in the United States for many years have a chance to become citizens. Other people want a stricter solution. They want to send illegal immigrants home and punish people who helped them come to the United States.

2-Point Answer: Some people want a kind solution to the problem. Other people want to send illegal immigrants home and punish people who helped them come to the United States.

1-Point Answer: Some people want to give people who have been in the United States for many years a chance to become citizens.

T2 Time For Kids • Issue 1

ISSUE 1, Article 2


1 A Main Idea and Details

5.11 (A)

2 G Main Idea and Details

5.11 (A)

3 D Time Lines 5.13 (B)

4 H Homophones 5.2 (B)



5.11 (A)

3-Point Answer: The United States used to be called a “great melting pot” because when immigrants arrive, their different cultures, foods, and languages would all blend together as a single American culture. Many of these immigrants had to break their connections with their old countries. Things are different now because many immigrants hold on to customs and things from their old homes.

2-Point Answer: The United States used to be called a “great melting pot” because when immigrants arrived, their different cultures all melted together. Things are different now because many people hold on to their old customs.

1-Point Answer: The United States is not as much of a melting pot anymore. New immigrants are not as eager to fit in.

ISSUE 1, Poetry


1 B Poetry 5.4

2 J Poetry 5.4

3 D Poetry 5.4


ISSUE 2, Article 1


1 B Main Idea and Details

5.11 (A)

2 J Main Idea and Details

5.11 (A)

3 A Photos and Captions

5.13 (B)

4 J Idioms 5.2 (D)



5.11 (A)

3-Point Answer: A person who wants to use recycled materials to power a car should choose either a battery-operated car or a biodiesel car. Batteries can be recharged and can also be recycled. Biodiesel can be made from recycled cooking oil. Both of these power sources use recycled materials.

2-Point Answer: A person who wants to use recycled materials to power a car should choose either a battery-operated car or a biodiesel car.

1-Point Answer: They should use batteries because they can be recycled.

ISSUE 2, Article 2



5.11 (A)

2 H Main Idea and Details

5.11 (A)

3 A Idioms 5.2 (D)

4 G Photos and Captions

5.13 (B)



5.11 (A)

3-Point Answer: Recycling has changed over the years in the United States. In 1980, only 15 million tons of trash were recycled. In 2005, over 79 million tons of trash were recycled. This is due to government laws and the growing awareness of recycling. Many products today contain recycled material.

2-Point Answer: Recycling has changed over the years in the United States. A lot more trash is recycled today than was recycled in 1980. Many products are now made from recycled material.

1-Point Answer: People recycle more today than they did in the past.


ISSUE 2, Text Feature


1 A Charts 5.13 (B)

2 H Charts 5.13 (B)

3 A Charts 5.13 (B)


ISSUE 3, Article 1



5.11 (A)


5.11 (A)

3 C Time Line 5.13 (B)

4 F Inflectional Endings

5.2 (B)



5.11 (A)

3-Point Answer: The National Underground Railroad Freedom Center has several purposes. Through its exhibits, such as the slave pen, it shows what life was like for enslaved people. The Freedom Center also teaches visitors about individuals who helped to bring freedom to the United States.

2-Point Answer: The National Underground Railroad Freedom Center has many purposes. It teaches the history of slavery. It shows what life was like as a slave.

1-Point Answer: It teaches the history of slavery.


ISSUE 3, Article 2


1 D Main Idea and Details

5.11 (A)

2 H Main Idea and Details

5.11 (A)

3 B Time Line 5.13 (B)

4 G Inflectional Endings

5.2 (B)



5.11 (A)

3-Point Answer: Experts have learned a lot about how the colonists in Jamestown lived. They found pistols, knives, heavy armor, and a skeleton with a musket ball lodged in its leg. This evidence shows that there was a lot of violence and fighting in Jamestown. Experts also found large amounts of copper, which colonists probably used as peace offerings with the Powhatan.

2-Point Answer: Experts have found pistols, knives, and heavy armor in Jamestown. These objects show that there was a lot of fighting in Jamestown.

1-Point Answer: Archaeologists think that Jamestown was a violent place because they have found pistols and other weapons there.



1 A Table 5.13 (B)

2 J Table 5.13 (B)

3 C Table 5.13 (B)


ISSUE 4, Article 1


1 D Problem and Solution

5.11 (C)

2 G Problem and Solution

5.11 (C)

3 C Photos and Captions

5.13 (B)

4 J Suffixes 5.2 (A)



5.11 (C)

3-Point Answer: Earth-friendly living helps to solve the problem of global warming by creating energy-smart communities. Experts want to build energy-saving houses with plants and grass on their roofs to collect rainwater and absorb heat. Some homes will be made from recycled materials. Experts also want to develop new energy sources, such as solar and wind power. Fuels such as ethanol and biodiesel will be used to power cars.

2-Point Answer: Earth-friendly living helps to solve global warming by building energy-smart communities. Experts will build houses that save energy by putting plants and grass on their roofs to collect rainwater and absorb heat. Some homes will be built with solar panels.

1-Point Answer: Experts are building houses that save energy and making cars that use biodiesel.


ISSUE 4, Article 2


1 C Problem and Solution

5.11 (C)

2 F Problem and Solution

5.11 (C)


5.13 (B)

4 G Suffixes 5.2 (A)



5.11 (C)

3-Point Answer: Engineers in Xianyang, China, are getting help from engineers from Iceland to help clean up their air, which has been polluted by burning coal. Engineers are going to build a geothermal power plant to capture the steam below the surface of the earth, pump it out, and use it to create electricity. Xianyang will no longer have to use coal as an energy source, and geothermal energy will not cause pollution.

2-Point Answer: Engineers in Xianyang, China, are getting help from engineers from Iceland. They are going to build a geothermal power plant to create electricity.

1-Point Answer: Xianyang will no longer have to use coal as an energy source. They will use geothermal energy.



1 B Diagram 5.13 (B)

2 F Diagram 5.13 (B)

3 D Diagram 5.13 (B)


ISSUE 5, Article 1


1 C Draw Conclusions 5.11 (C)

2 G Draw Conclusions 5.11 (C)

3 C Map 5.13 (B)

4 J Word Families 5.2 (A)


Draw Conclusions 5.11 (C)

3-Point Answer: I think the German company offered to clean Mount Rushmore for free because they thought it was an important job. Keeping the monument clean will help preserve it for the millions of people who visit it every year. The head of the cleaning project, Thorsten Mowes, said that he was “proud to be eye to eye” with George Washington.”

2-Point Answer: I think the German company offered to clean Mount Rushmore for free because they knew how important a job it was. The head of the cleaning project, Thorsten Mowes, said that he was “proud to be eye to eye” with George Washington.

1-Point Answer: The German company did the job for free because it was a great honor.


ISSUE 5, Article 2


1. D Draw Conclusions 5.11 (C)

2. F Draw Conclusions 5.11 (C)

3. C Map 5.13 (B)

4. J Word Families 5.2 (A)

5. See possible responses below.

Draw Conclusions 5.11 (C)

3-Point Answer: John Hancock said, “We must all hang together” because members of the committee had just signed a statement declaring independence from England. Everyone in a position of authority in America had to agree and support this declaration, or the revolution would fail. America was now a new country. If everyone had different ideas about how to run the country, the country might fail. Everyone had to work together and agree on how the government should work so the country would succeed.

2-Point Answer: John Hancock said this because members of the committee had just signed a statement declaring America’s independence. Everyone needed to work together so this new country would not fail.

1-Point Answer: John Hancock wanted everyone to work together to help America become a new country.

ISSUE 5, Poetry


1. A Poetry 5.4

2. J Poetry 5.4

3. C Poetry 5.4


ISSUE 6, Article 1


1 B Sequence 5.11 (C)

2 H Sequence 5.11 (C)

3 D Time Line 5.13 (B)

4 G Greek and Latin Roots

5.2 (A)


Sequence 5.11 (C)

3-Point Answer: After scientists discovered the skeleton, they had to get it out of the sandstone. They used small drills and picks to remove the bones. It took five years for them to remove most of the fossil parts. Then they sent it to a laboratory in Addis Ababa for further study.

2-Point Answer: After scientists discovered the skeleton, they had to get it out of the sandstone. They used small drills and picks to remove the bones.

1-Point Answer: They used small drills and picks to remove the bones.

ISSUE 6, Article 2



2 J Sequence 5.11 (C)


4 F Greek and Latin Roots

5.2 (A)


Sequence 5.11 (C)

3-Point Answer: Scientists found that Kennewick Man was deliberately buried after he died. They knew this because he was found lying on his back with his feet outward and his arms at his sides.

2-Point Answer: Scientists found that Kennewick Man was buried after he died. He was lying on his back.

1-Point Answer: Kennewick Man was buried after he died.




1 B Maps 5.13 (B)

2 F Maps 5.13 (B)

3 C Maps 5.13 (B)


ISSUE 7, Article 1


1 B Main Idea and Details

5.11 (A)

2 G Main Idea and Details

5.11 (A)

3 D Text Features/Skimming and

Scanning

5.11 (D)

4 F Context Clues 5.2 (B)



5.11 (A)

3-Point Answer: Some officials tried to help the Cherokee people. The U.S. Supreme Court said that Congress could not take the Cherokees’ land without their agreement. Senators Davy Crockett and Daniel Webster fought for the Cherokees’ rights. U.S. Army General John Wood refused to move the tribe and resigned instead.

2-Point Answer: Senators Davy Crockett and Daniel Webster fought for the Cherokees’ rights. General John Wood refused to move the people.

1-Point Answer: Senator Davy Crockett fought for the Cherokees’ rights.


ISSUE 7, Article 2


1 C Main Idea and Details

5.11 (A)


5.11 (A)

3 B Skimming and Scanning

5.11 (D)

4 F Context Clues 5.2 (B)



5.11 (A)

3-Point Answer: There were many ways people earned money in 1850. In New England, large numbers of people worked in factories and mills. People made money in the South mostly through agriculture. In the Midwest and other parts of the country, people made money by farming and ranching. In Texas, people raised cattle.

2-Point Answer: People earned money in many ways. In New England, people worked in factories and mills. In the South and Midwest, people worked in farming.

1-Point Answer: People in the Northeast worked in factories.



1 A Time Lines 5.13 (B)

2 G Time Lines 5.13 (B)



ISSUE 8, Article 1


1 A Author’s Purpose 5.10

2 J Author’s Purpose 5.10


5.13 (B)


5.2 (A)


Author’s Purpose 5.10

3-Point Answer: The author begins the article by mentioning Gordon Granger’s arrival in Galveston Harbor because Granger brought good news to Texas: the slaves were free. Slaves in Texas had been waiting for freedom for more than two years after Lincoln’s Emancipation Proclamation. Texas was the last state to free the slaves. The day that Granger sailed into the harbor—June 19th, or Juneteenth—is celebrated every year. The author wants the reader to know how and why this date became important.

2-Point Answer: The author begins the article with Gordon Granger’s arrival in Galveston because this day—June 19th, or Juneteenth—is celebrated every year. The author wants the reader to know how and why this date became important.

1-Point Answer: The article starts this way to explain how June 19th became

important.


ISSUE 8, Article 2


1 B Author’s Purpose 5.10

2 H Author’s Purpose 5.10

3 B Photos and Captions

5.13 (B)


5.2 (A)


Author’s Purpose 5.10

3-Point Answer: The author included the section “Battling for Land” to show that many people fought over the ownership of Texas. The main battle took place between Anglo-Americans from the United States and Mexicans at the Alamo. People in Texas, the Tejanos, mainly sided with the Americans. The result of the battles was independence for Texas.

2-Point Answer: The author included the section “Battling for Land” to show that many people fought over the ownership of Texas. Americans and Mexicans fought at the Alamo.

1-Point Answer: The author wanted to show that many people fought over Texas.



1 A Maps 5.13 (B)

2 G Maps 5.13 (B)

3 C Maps 5.13 (B)


ISSUE 9, Article 1


1 A Fact and Opinion 5.11 (B)

2 J Fact and Opinion 5.11 (B)

3 C Charts 5.13 (B)

4 H Greek Roots 5.2 (A)


Fact and Opinion 5.11 (B)

3-Point Answer: Both wet and dry conditions contribute to forest fires. Droughts make forests dry and make bushes and other plants very easy to catch fire. Sometimes the most dangerous forest fire happens when the previous year was very rainy. The rain helps many plants and shrubs grow, so there is more fuel to burn when a forest fire occurs.

2-Point Answer: Droughts make forests dry and make bushes and other plants very easy to catch fire. Sometimes the most dangerous forest fire happens when the previous year was very rainy.

1-Point Answer: Droughts make forests dry, so bushes and other plants catch fire easily.


ISSUE 9, Article 2


1 B Fact and Opinion 5.11 (B)

2 F Fact and Opinion 5.11 (B)

3 C Charts 5.13 (B)

4 H Greek Roots 5.2 (A)



3-Point Answer: El Niño can be very destructive. In the late 1990s, El Niño killed 2,100 people and caused $33 billion dollars in property damage. It rained in Peru for months, sometimes up to 6 inches a day. Rivers overflowed and farmer’s fields were destroyed. Droughts in Indonesia set off forest fires, and terrible storms hit the Gulf Coast of the United States.

2-Point Answer: In the 1990s, El Niño killed 2,100 people and caused $33 billion dollars in property damage. It rained in Peru for months.

1-Point Answer: El Niño killed 2,100 people and caused $33 billion dollars in property damage.

ISSUE 9, Poetry


1 D Poetry 5.4

2 H Poetry 5.4

3 C Poetry 5.4


ISSUE 10, Article 1


1 C Description 5.11 (C)

2 J Description 5.11 (C)

3 B Skimming and Scanning

5.11 (D)

4 H Multiple-Meaning Words

5.2 (B)


Description 5.11 (C)

3-Point Answer: The author gives examples of how the 2008 presidential election differed from past U.S. elections. Barack Obama was the first African American presidential candidate of a major political party, and Sarah Palin was the first woman on the Republican presidential ticket. Then Obama won the election and became our first African American president. The author sets these examples within a broader discussion of the fight for equal rights in this country.

2-Point Answer: The author describes how Barack Obama won the election and became the first African American president. The author also tells how Sarah Palin was the first woman on the Republican presidential ticket.

1-Point Answer: Barack Obama won the election and became the first African American president.


ISSUE 10, Article 2


1 B Description 5.11 (C)

2 J Description 5.11 (C)

3 D Skimming and Scanning

5.11 (D)

4 H Multiple-Meaning Words

5.2 (B)


Description 5.11 (C)

3-Point Answer: The three branches of government work together to make laws. When a law needs to be passed, all branches decide on the matter. Congress (legislative branch) votes on whether to accept the law. The executive branch (the president) signs the law. The judicial branch decides if the law violates the Constitution. Each branch has equal power.

2-Point Answer: Congress (legislative branch) writes a law and votes on it. The executive branch (the president) can sign or veto the law.

1-Point Answer: Congress makes a law and the president signs it.




2 G Diagram 5.13 (B)

3 C Diagram 5.13 (B)


ISSUE 11, Article 1


1 B Fact and Opinion 5.11 (B)

2 H Fact and Opinion 5.11 (B)


4 F Antonyms and Synonyms

5.2 (C)



3-Point Answer: Comets are chunks of ice, rock, and snow that are billions of years old. The core of a comet is made of dust and ice particles. The space capsule Stardust took photographs of a comet. It also collected samples of material that blew off the comet’s surface. This allowed NASA scientists to learn more about the formation of the solar system.

2-Point Answer: Comets are chunks of ice, rock, and snow. They come from a place called the Kuiper Belt.

1-Point Answer: Comets are chunks of ice, rock, and snow.


ISSUE 11, Article 2


1 A Fact and Opinion 5.11 (B)

2 G Fact and Opinion 5.11 (B)

3 C Diagrams 5.13 (B)

4 F Synonyms and Antonyms

5.2 (C)



3-Point Answer: The moon is much smaller than the sun. In fact, a total of 400 moons could line up side by side along the sun’s diameter. But it is just big enough to block out the sun because the sun is 400 times farther away than the moon. So the moon and the sun look to be about the same size in the sky. When they line up just right, the moon can block out the sun.

2-Point Answer: The moon is much smaller than the sun, but it is just big enough to block out the sun. The sun is 400 times farther away than the moon, so the moon can block out the sun.

1-Point Answer: The moon and the sun look to be about the same size in the sky so the moon can block out the sun.

ISSUE 11, Poetry


1 A Poetry 5.4

2 G Poetry 5.4

3 A Poetry 5.4


ISSUE 12, Article 1



2 G Sequence 5.11 (C)

3 C Table 5.13 (B)

4 H Homophones 5.2 (B)


Sequence 5.11 (C)

3-Point Answer: A share of stock is a small piece of a company that can be bought and sold. The cost of the share depends on supply and demand. If many people want to buy the stock, the price goes up. If many people want to sell the stock, the price goes down.

2-Point Answer: If many people want to buy the stock, the price goes up. If many people want to sell the stock, the price goes down.

1-Point Answer: The price of the stock depends on supply and demand.

ISSUE 12, Article 2



2 F Sequence 5.11 (C)

3 A Table 5.13 (B)



Sequence 5.11 (C)

3-Point Answer: In the video games players travel around the virtual game world. They buy things at places like the mall, or they can rent a car. Then they earn spending money by taking quizzes. The quizzes test how much they know about money and saving. If they choose the right answers, they get money in their virtual savings accounts, and the money earns interest.

2-Point Answer: In the video game, players travel around the virtual game world. They buy things at places like the mall, or they can rent a car. Then they earn spending money by taking quizzes.

1-Point Answer: In the video game, players travel around the virtual game world. They buy things at places like the mall.




1 C Table 5.13 (B)

2 H Table 5.13 (B)

3 B Table 5.13 (B)


ISSUE 13, Article 1


1 A Compare and Contrast

5.11 (E)

2 J Compare and Contrast

5.11 (E)

3 C Table 5.13 (B)

4 F Homographs 5.2 (B)



5.11 (E)

3-Point Answer: The difference between solar flares and sunspots is that one is hot and the other is cool. Solar flares are bursts of energy that shoot into space from the sun’s surface. Sunspots are cooler patches on the sun’s surface that form where the sun’s magnetic field is very strong. They are similar because they both occur at the sun’s surface and both increase in number every 11 years.

2-Point Answer: Solar flares are bursts of energy that shoot into space from the sun’s surface. Sunspots are cooler patches on the sun’s surface that form where the sun’s magnetic field is very strong. They both occur at the sun’s surface.

1-Point Answer: Solar flares and sunspots both occur at the sun’s surface.


ISSUE 13, Article 2


1 D Compare and Contrast

5.11 (E)

2 F Compare and Contrast

5.11 (E)

3 D Table 5.13 (B)




5.11 (E)

3-Point Answer: When Serra was a young man, he used fiberglass and rubber to make sculptures. Then he learned a lot about metals, such as iron, lead, and steel, when he worked in a steel mill, and he began using these materials in his art. His recent works have been made of metals. He makes huge sculptures that stand by themselves and allow viewers to walk in and among them.

2-Point Answer: Serra’s early works were made of fiberglass and rubber. Now he makes sculptures by using lead, iron, and steel.

1-Point Answer: His early works were made of fiberglass and rubber.



1 B Chart 5.13 (B)

2 G Chart 5.13 (B)

3 D Chart 5.13 (B)


ISSUE 14, Article 1


1 A Compare and Contrast

5.11 (E)

2 G Compare and Contrast

5.11 (E)

3 C Map 5.13 (B)

4 F Similes and Metaphors

5.2 (D)



5.11 (E)

3-Point Answer: Healthy ocean areas contain many different kinds of animal and plant life. In contrast, no animals live in dead zones. Algae grow on the surface of the ocean, When they die, they are eaten by bacteria that use oxygen and release carbon dioxide. Animals need oxygen, so they cannot live in the oxygen-free dead zones.

2-Point Answer: Healthy ocean areas contain many different kinds of animals and plants. No animals live in dead zones because there is no oxygen.

1-Point Answer: Healthy oceans have lots of animals and plants.


ISSUE 14, Article 2


1 B Compare and Contrast

5.11 (E)

2 H Compare and Contrast

5.11 (E)

3 C Map 5.13 (B)

4 F Similes and Metaphors

5.2 (D)



5.11 (E)

3-Point Answer: In early civilizations, the population did not grow as quickly because people did not live as long. Today, the population is growing faster because there is more food available and cleaner water. People now have better nutrition and better medical care, too.

2-Point Answer: Long ago, the population did not grow as quickly because people did not live as long. Today we have more food available and better medical care.

1-Point Answer: People did not live as long in those days. We have more food.

ISSUE 14, Poetry


1 A Poetry 5.4

2 H Poetry 5.4

3 B Poetry 5.4


ISSUE 15, Article 1


1 D Author’s Perspective

5.10

2 H Author’s Perspective

5.10

3 B Photos and Captions

5.13 (B)

4 G Context Clues 5.2 (B)



5.10

3-Point Answer: The author’s word choice shows how the author feels about the importance of the work done by Watson and Crick. The author says that the discovery of the structure of DNA “changed history” and was “so amazing.” Crick is quoted about having found “the secret of life.” This kind of language is strong clue that the author truly admires these scientists.

2-Point Answer: The author’s word choice shows how he feels about Watson. The author says that Watson’s work “changed history” and was “amazing” to show that he admires Watson.

1-Point Answer: The author uses words to show how he felt about Watson.


ISSUE 15, Article 2


1 A Author’s Perspective

5.10

2 H Author’s Perspective

5.10

3 B Pictures and Captions

5.13 (B)

4 J Context Clues 5.2 (B)



5.10

3-Point Answer: The author of “Unraveling a Secret Code” has a balanced point of view about whether there was a secret quilt code. First the author discusses Tobin’s book about the code. Then the author discusses the views of historians who question whether there really was a quilt code. After presenting both sides of the issue, the author asks the reader how to solve the mystery.

2-Point Answer: The author tells both sides of the story. First the author talks about Tobin’s book on the secret quilt code. Then the author gives the views of historians who question whether there was a code.

1-Point Answer: The author asks the reader how to solve the mystery of the secret quilt code.



1 B Time Line 5.13 (B)

2 H Time Line 5.13 (B)

3 C Time Line 5.13 (B)


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