readworks· - leon county schools€¦ · stand there, waiting for him to quit embarrassing...

ReadWorks· Tag-I'm It!

Tag--l'm It! by W.M. Akers

"Tuesday. 12:45. Recess. The game is tag. The stakes are high. There is no time to

waste," Ryan said this to himself under his breath, on the edge of the jungle gym where

kids played tag.

A football fan, Ryan's favorite part of the game was the commentators. Their deep, serious

voices made football seem like more than a game. They made it dramatic-like a gladiator

fight from ancient Rome. Ryan thought gladiators were pretty cool.

When kids on his playground played tag, he pretended to be a commentator. In his

deepest possible voice, he took the imagined audience through the ups and downs of the

match.

"Around the corner comes Billy Watkins," he intoned. "Billy's having a strong season so far,

and those who watch this sport closely think he might be about to step up to a higher level.

If he fulfills his promise, his name could stand alongside the greats of the game-names

like Shirley Tompkins and Judy Whitmore, Andy Tobin and George Francis."

As he came around the corner, though, Billy Watkins slipped in the mulch and fell on his

face. He rolled back and forth on the ground, whimpering. No one showed sympathy.

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"On the other hand," Ryan said, "Billy may disappoint us all."

Ryan knew something about disappointment. He had time to play commentator because

nobody really wanted him to play tag. He'd never understood why, but when he joined the

game, nobody would chase him. If he did somehow manage to become "It," nobody would

run. But he didn't try to play; if he just narrated the game, he wouldn't be left out. He was

still playing tag-he was just playing it in a different way.

"Hey kid!" said a voice behind him, a freckle-faced girl with frizzy pigtails named Angela. A

newcomer to the game, Ryan thought to himself. A rookie hungry for respect. A-

"Why aren't you playing the game?" she barked, interrupting his reverie.

"I'm playing."

"No you're not! You're just standing over here being weird."

"I'm providing commentary, for, uh ... " Ryan tried to think of anything to say besides "for the

folks at home." He couldn't. "For the folks at home."

"What folks?! Are you on the phone or something?"

"Just leave me alone."

"I can't!".

"Why not?"

''Because I'm 'It!' Why aren't you running? I'm 'It', and that means you're supposed to run."

Ryan shrugged. She poked him in the stomach. "Fine! Now you're 'It!"'

Ryan froze. He hadn't been 'It' for a long time. He didn't know what to do. The rest of the

players stopped, too, and stared at him. If he moved, would they move too? Or would they

stand there, waiting for him to quit embarrassing 'himself and get off the playground?

"Uh, weirdo!" shouted Angela. ''This isn't freeze tag. Start running!"

So he ran the only way he knew how: with narration.

"Heart pounding in his ears, the frightened young commentator springs into action," he muttered. "He isn't sure how, he isn't sure why, but he knows one thing. He is going to get

that girl with the pigtails."

"Quit talking to yourself, and run like you mean it!" said Angela.

"He races up the slide, and across the footbridge, his target in his sights just a few feet



away. The bridge's wooden slats clatter under his feet, sending shockwaves up his spine

and into his jaw. Ryan is undaunted. This will be his hour. He reaches toward his foe,

stretches out his fingers, and-ow!"

Ryan's hands clutched air. He fell face-forward, off the jungle gym, landing where Angela

had been just a moment before. She had slid down the fireman's pole. He had not been so

graceful.

"Dazed and confused, the young competitor tries to get his bearings. He looks up and sees

the face of his opponent staring down at him, looking concerned and curious about why

Ryan is still talking to himself."

"I think you might have broken your brain," Angela said.

"Ryan's brain is fine. Angela is the one who needs to worry."

"Why?"

Ryan leapt to his feet and poked Angela in the stomach.

"Because Angela is 'It!"'

Ryan turned and ran, a happy gladiator, battling at last.

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ReadWorks· Tag-I'm It! - Comprehension Questions

1. What game are the kids playing during recess?

A. tag

B. hopscotch

C. football

D. hide and seek

2. Who is the main character in this story?

A. George

B. Billy

C. Angela

D. Ryan

3. Read this paragraph from the text.

Ryan knew something about disappointment. He had time to play commentator

because nobody really wanted him to play tag. He'd never understood why, but when

he joined the game, nobody would chase him. If he did somehow manage to become

"It," nobody would run. But he didn't try to play; if he just narrated the game, he

wouldn't bereft out. He was still playing tag-he was just playing it in a different way.

Based on this evidence, what conclusion can be drawn about Ryan?

A. Ryan does not want to play tag with the other kids.

B. Ryan would rather play tag than play commentator.

C. Ryan thinks narrating the game of tag is more exciting than playing it.

D. Ryan is better at tag than many of the other kids in the game.

4. How is Angela different from most of the other kids playing tag?

A. She is the only girl to have ever played tag.

B. She enjoys running on the playground.

C. She does not leave Ryan out of the game.

D. She does not think Ryan is strange at all.



5. What is the main idea of this story?

A. Ryan is a huge fan of the game of tag, but would rather narrate the game than play it.

B. Ryan is a huge fan of football, but he decides to try and play tag instead.

C. After being left out of the game for a long time, Ryan becomes a tag commentator.

D. After being left out of the game for a long time, Ryan gets to join a game of tag.


Ryan froze. He hadn't been 'It' for a long time. He didn't know what to do. The rest of

the players stopped, too, and stared at him. If he moved, would they move too? Or

would they stand there, waiting for him to quit embarrassing himself and get off the

playground?

Why might the author have included the two questions in this paragraph?

A. to show that Ryan is asking these questions in his head while he is frozen

B. to show that the rest of the players are asking Ryan questions while he is frozen

C. to ask the reader what he or she thinks should happen next in the story

D. to hint that the author does not know what will happen next in the story

7. Choose the answer below that best completes the sentence.

Ryan wanted to play tag, __ the other kids didn't want to play tag with him.

A. thus

B. also

C. like

D. but

8. Why does Ryan pretend to be a commentator during the games of tag?



9. How does Ryan feel immediately after Angela tags him and makes him 'It', but

before he starts running? Support your answer with evidence from the text.

1 O. How does Ryan feel after he starts running and participating in the game of tag?

Use evidence from the text to support your answer.


ReadWorks· Ta9-l'm It!

Tag--l'm It! by W.M. Akers

"Tuesday. 12:45. Recess. The game is tag. The stakes are high. There is no time to

waste," Ryan said this to himself under his breath, on the edge of the jungle gym where

kids played tag.

A football fan, Ryan's favorite part of the game was the commentators. Their deep, serious

voices made football seem like more than a game. They made it dramatic-like a gladiator

fight from ancient Rome. Ryan thought gladiators were pretty cool.

When kids on his playground played tag, he pretended to be a commentator. In his

deepest possible voice, he took the imagined audience through the ups and downs of the

match.

"Around the corner comes Billy Watkins," he intoned. "Billy's having a strong season so far,

and those who watch this sport closely think he might be about to step up to a higher level.

If he fulfills his promise, his name could stand alongside the greats of the game-names like Shirley Tompkins and Judy Whitmore, Andy Tobin and George Francis."

As he came around the corner, though, Billy Watkins slipped in the mulch and fell on his

face. He rolled back and forth on the ground, whimpering. No one showed sympathy.


I t I I

I


"On the other hand," Ryan said, "Billy may disappoint us all."

Ryan knew something about disappointment. He had time to play commentator because

nobody really wanted him to play tag. He'd never understood why, but when he joined the

game, nobody would chase him. If he did somehow manage to become "It," nobody would

run. But he didn't try to play; if he just narrated the game, he wouldn't be left out. He was

still playing tag-he was just playing it in a different way.

"Hey kid!" said a voice behind him, a freckle-faced girl with frizzy pigtails named Angela. A

newcomer to the game, Ryan thought to himself. A rookie hungry for respect. A-

"Why aren't you playing the game?" she barked, interrupting his reverie.

"I'm playing."

"No you're not! You're just standing over here being weird."

"I'm providing commentary, for, uh ... " Ryan tried to think of anything to say besides "for the

folks at home." He couldn't. "For the folks at home."

''What folks?! Are you on the phone or something?"

"Just leave me alone."

"I can't!"

"Why not?"

"Because I'm 'It!' Why aren't you running? I'm 'It', and that means you're supposed to run."

Ryan shrugged. She poked him in the stomach. "Fine! Now you're 'It!"'

Ryan froze. He hadn't been 'It' for a long time. He didn't know what to do. The rest of the

players stopped, too, and stared at him. If he moved, would they move too? Or would they

stand there, waiting for him to quit embarrassing himself and get off the playground?

"Uh, weirdo!" shouted Angela. "This isn't freeze tag. Start running!"

So he ran the only way he knew how: with narration.

"Heart pounding in his ears, the frightened young commentator springs into action," he

muttered. "He isn't sure how, he isn't sure why, but he knows one thing. He is going to get

that girl with the pigtails."

"Quit talking to yourself, and run like you mean it!" said Angela.

"He races up the slide, and across the footbridge, his target in his sights just a few feet



away. The bridge's wooden slats clatter under his feet, sending shockwaves up his spine

and into his jaw. Ryan is undaunted. This will be his hour. He reaches toward his foe,

stretches out his fingers, and-ow!"

Ryan's hands clutched air. He fell face-forward, off the jungle gym, landing where Angela

had been just a moment before. She had slid down the fireman's pole. He had not been so

graceful.

"Dazed and confused, the young competitor tries to get his bearings. He looks up and sees

the face of his opponent staring down at him, looking concerned and curious about why

Ryan is still talking to himself."

"I think you might have broken your brain," Angela said.

"Ryan's brain is fine. Angela is the one who needs to worry."

"Why?"

Ryan leapt to his feet and poked Angela in the stomach.

"Because Angela is 'It!"'

· Ryan turned and ran, a happy gladiator, battling at last.



Name: ______________ Date: _____ _

1. What game are the kids playing during recess?

A. tag

B. hopscotch

C. football

D. hide and seek

2. Who is the main character in this story?

A. George

B. Billy

C. Angela

D. Ryan


Ryan knew something about disappointment. He had time to play commentator

because nobody really wanted him to play tag. He'd never understood why, but when

he joined the game, nobody would chase him. If he did somehow manage to become

"It," nobody would run. But he didn't try to play; if he just narrated the game, he

wouldn't be left out. He was still playing tag-he was just playing it in a different way.

Based on this evidence, what conclusion can be drawn about Ryan?

A. Ryan does not want to play tag with the other kids.

B. Ryan would rather play tag than play commentator.

C. Ryan thinks narrating the game of tag is more exciting than playing it.

D. Ryan is better at tag than many of the other kids in the game.

4. How is Angela different from most of the other kids playing tag?

A. She is the only girl to have ever played tag.

B. She enjoys running on the playground.

C. She does not leave Ryan out of the game.

D. She does not think Ryan is strange at all.



5. What is the main idea of this story?

A. Ryan is a huge fan of the game of tag, but would rather narrate the game than play it.

B. Ryan is a huge fan of football, but he decides to try and play tag instead.

C. After being left out of the game for a long time, Ryan becomes a tag commentator.

D. After being left out of the game for a long time, Ryan gets to join a game of tag.


Ryan froze. He hadn't been 'It' for a long time. He didn't know what to do. The rest of

the players stopped, too, and stared at him. If he moved, would they move too? Or

would they stand there, waiting for him to quit embarrassing himself and get off the

playground?

Why might the author have included the two questions in this paragraph?

A. to show that Ryan is asking these questions in his head while he is frozen

B. to show that the rest of the players are asking Ryan questions while he is frozen

C. to ask the reader what he or she thinks should happen next in the story

D. to hint that the author does not know what will happen next in the story

7. Choose the answer below that best completes the sentence.

Ryan wanted to play tag, __ the other kids didn't want to play tag with him.

A. thus

B. also

C. like

D. but

8. Why does Ryan pretend to be a commentator during the games of tag?


I "

ReadWorks· Tag--l'm It! - Comprehension Questions

9. How does Ryan feel immediately after Angela tags him and makes him 'It', but

before he starts running? Support your answer with evidence from the text.

10. How does Ryan feel after he starts running and participating in the game of tag?

Use evidence from the text to support your answer.


ReadWorks· A Kid In A Candy Store

A Kid In A Candy Store by W.M. Akers

It wasn't the candy he wanted. It was the skateboard. Tommy had been staring at it for

weeks, every day on his way home from school, admiring it through the window of the

skate shop on Market Street. It was a longboard-a serious skateboard, not meant for

tricks or speed, but for long rides down hills, on busy roads, or all the way across town.

This was a skateboard that could change Tommy's life forever. No longer would his parents

have to pick him up after school, or at the movies or the mall. The longboard would be able

to take him home.

It was ocean blue, with chrome wheels and an elaborate drawing of a rocket ship on the

underside. Each time he pressed his face against the glass of the skate shop, he felt

himself fall into that picture, and his dreams of riding the longboard became mixed up with

dreams of interstellar travel. He wasn't just going to the mall. He was going to Mars, to

Alpha Centauri, to anywhere in the galaxy he felt like. He was going to conquer the stars.

Or he would have, anyway, if his dad weren't such a cheapskate. There's something about

fathers that makes it impossible for them to understand skateboards.

"Dad," Tommy said. "It's the world's finest skateboard. It could change my life forever."

"That's great," said Dad. "I'm all for kids having hobbies. But that's an expensive little toy,

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ReadWorks" A Kid In A Candy Store

and-"

"It's not a toy!" Tommy felt himself about to lose his temper. If he shouted, he knew he

would never come close to owning his board. He collected himself. "It's a whole new way

of life. When you were my age, what was the thing you wanted more than anything else?

The thing you dreamed about? The thing you promised yourself you would get, no matter

what?"

"A Black Shadow."

"A what?"

"A Vincent Black Shadow-the world's finest motorcycle. A more beautiful piece of

machinery has never been designed."

"So yeah, this board is like the Vincent Black Shadow for the 21st Century. So you see why

I have to have it."

"You know what my dad told me when I asked for a Black Shadow?"

'What?"

"Nothing. I didn't ask him, because I knew he'd think it was nothing more than an

expensive toy. I went out, got a job, and started saving."

"Man," said Tommy. "I was afraid you'd say something like that."

"Dads are the worst, aren't they?"

***

Tommy walked up and down Market Street looking for someplace to work. The pizzeria

wasn't hiring. The coffee shop said he was too young. The comic book store said he didn't

have enough experience.

"But how can I get experience," Tommy asked, "if nobody will give me a job?!" The comic

book clerk didn't answer. Tommy composed himself, said thank you, and left.

The only store with a "HELP WANTED" sign was the one he had been dreading most:

Orson's Confectionaries. The candy store.

Whoever thinks that all kids love candy stores has never been to Orson's. It had been in

the town since the dawn of time, and hadn't been updated much since. A dark, winding dungeon of a store, its shelves were filled with jars of weird, sticky gums and sucking

candies so hard they could crack your teeth. Over all of it stood Mr. Orson, a hard-eyed

skeleton of a man whose long grey hair and baggy clothes made him look like an out-of-


I I I I I

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work wizard.

Tommy didn't know how the confectionary stayed in business. He'd never seen a kid go in

or out, and he'd never heard anyone talk about buying something there. How could that

store turn a profit? And why would a store with no customers need an extra employee?

Tommy didn't want to find out, but the skateboard demanded he try. He pushed on the

creaky old door, sucked in his breath, and plunged in.

"How may I help you?" said Mr. Orson. He sounded like a snake with a cold.

"I, uh, uh ... 1-"

"You're looking for sweets?"

"No, well, uh-"

"Some raspberry rope, perhaps?"

"No thank you. Actually, I-"

"A chocolate lover, are we? Perhaps you'd prefer a chunk of Carlsberg Chew? It's the

finest dark chocolate made in Germany. It has real hazelnuts inside!"

"That sounds good, but actually-"

"I see," said Mr. Orson, and his eyes went wide. His mouth crinkled up like a dead leaf, and

Tommy got the impression that he was either about to scream at him, or sneeze. "I

understand completely now."

"Understand what?"

"You are a boy ... with a sour tooth." He reached behind him, to the highest shelf on a rickety

bookcase, and presented Tommy with a star-shaped, tiny yellow candy. "Try this. A

Sunburst Express-a sour candy of my own design."

"Yeah?"

"Free of charge."

Tommy licked his lips. If there was one thing in life he loved more than skateboarding, it

was sour candy. The grosser the better, he thought. A candy wasn't any good unless it

made you squeeze your face together, shut your eyes, and want to cry. That's how you

knew it was nice and sour.

"It's pretty sour?"


I !


"It will make your tongue turn inside out."

Tommy reached for the candy and popped it into his mouth. At first, he tasted nothing. But

then, as he began to chew, it was like an oil tanker had spilled in his throat. His gums were

on fire. His tonsils were tap-dancing. And his tongue ... his tongue felt like it was about to turn itself inside out!

"Oh my goodness!" he gasped. "This is the best candy I ever tasted."

"Why thank you," said Mr. Orson. "Have a sip of Fizzberry Soda. It will ease the sensation.

Now, you're looking for a job?"

"How did you know?"

"I could just tell. Desperate for a new toy, are you?"

"It's not a toy! lt's ... well, yes. That's right."

"The Sunburst was a test. I don't want anyone working here who doesn't love sour

sweets."

"I love 'em more than anything!" Tommy remembered the skateboard. "Well, practically

anything."

"Good," said Mr. Orson, as he handed Tommy an apron. "Then you'll be getting your new

toy very soon indeed."


ReadWorks· A Kid In A Candy Store - Comprehension Questions

Name: ______________ Date: _____ _

1. What does Tommy think could change his life forever?

A. a piece of chocolate

B. a comic book store

C. a skateboard

D. a motorcycle

2. A problem in this story is that Tommy wants a skateboard but does not have the

money to buy one. How does he try to solve this problem?

A. He tries to solve this problem by dreaming about a trip to Mars.

B. He tries to solve this problem by getting a job.

C. He tries to solve this problem by staring through the window of the skate shop.

D. He tries to solve this problem by going to the mall.

3. Tommy stares at the skateboard through the window of the skate shop for weeks.

After his dad refuses to buy the skateboard for him, Tommy gets a job so that he can

buy it himself.

What can be concluded from this information?

A. Tommy is serious about getting the skateboard and will work hard to do it.

B. Tommy is heartbroken and has given up all hope of getting the skateboard.

C. If Tommy does not make enough money at his job to buy the skateboard, he will steal it.

D. Tommy will lose interest in the skateboard a few weeks after starting his job.

4. What do Tommy and his dad have in common?

A. Both Tommy and his dad think raspberry rope is the best candy in the world.

B. As boys, both wanted a skateboard built for long rides on roads and down hills.

C. As boys, both wanted a motorcycle known as a Vincent Black Shadow

D. As boys, both wanted something that their fathers would not buy for them.

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ReadWorks· A Kid In A Candy Store - Comprehension Questions

5. What is a theme of this story?

A. friendship

B. honesty

C. determination

D. giving up

6. Read the following sentences: "How could that store turn a profit? And why would

a store with no customers need an extra employee? Tommy didn't want to find out,

but the skateboard demanded he try."

What does the phrase "the skateboard demanded he try" mean?

A. Tommy wanted the skateboard so much that he decided to try.

B. The skateboard spoke to Tommy in a dream and told him to try.

C. Tommy has spent so much time thinking about the skateboard that he is starting to imagine things.

D. The skateboard has a recorder and speaker that can play voice messages.

7. Choose the answer that best completes the sentence below.

Tommy wants a skateboard; ___ , he wants a longboard.

A. specifically

B. on the other hand

C. before

D. therefore

8. What kind of candy does Mr. Orson give Tommy to try?


A Kid In A Candy Store - Comprehension Questions

9. Tommy asks how Mr. Orson knew he was looking for a job. What is Mr. Orson's

reply?

10. How could Mr. Orson tell that Tommy was looking for a job? Support your answer

with evidence from the passage.


ReadWorks· Energetic Emily

Energetic Emily by ReadWorks

Emily, as usual, had been up since dawn. This morning, she skipped around the kitchen,

laying out forks, knives and napkins for breakfast to help her dad. She pushed the "on"

button on the coffee machine. She pulled the bread and eggs out of the refrigerator. And

then she waited.

Emily's dad was a writer who worked from home. Upstairs, she heard his alarm go off for

the third time. Finally, he plodded downstairs to the kitchen.

"Good morning, sunshine," he said, and smiled his groggy morning smile.

Emily was ready to get cooking. She grabbed two slices of bread. Then, getting a running

start, she ran and slid across the slippery kitchen floor. As she slowed to a halt in front of

the toaster, she deftly double-dunked the slices into their slots.

"Woo!" she yelled, stealing a glance at her dad to see if he'd glimpsed her smooth move.

"And the crowd goes wild!"

Emily's dad smiled and shook his head as he poured his coffee.

"I'm gonna call you 'Energetic Emily,"' he said. "That's your new nickname now."

"Why?" Emily asked.

"Because you have a lot of energy!" he said. "That's what energetic means."

"Oh."

"Where do you get all of that energy, anyway?" he asked. "Certainly not from me. In fact, I



wish you could give me some of your energy, right in here." He pointed to his steaming

coffee cup.

Emily thought for a moment. "I don't know where I get it. What is energy, anyway?"

"Good question," said her dad. "Let's look up the definition." He pulled out his phone and

typed in the word.

"Energy," he read. "There are a few definitions. There's the physical or mental strength that

allows you to do work." He looked at the forks and knives arranged neatly around the table.

"Check. You've got that. Then, there's natural enthusiasm and effort." He smiled at her

again. "Yep, you've got that, Miss Toaster Olympics Champion." Emily giggled. "And there's

the usable power that comes from heat or electricity." He pointed to the toaster. "Like the

kind that's toasting our bread right now."

Emily paused to take this in. "So are they all the same thing? The energy that powers the

toaster and the energy that powers my amaaazing toaster tricks?"

"I don't think so," said Emily's dad. "But maybe you'd better check with Mrs. Nelson. And

report back to me. I want to know if I can plug you into the wall and power myself up for the

day."

Mrs. Nelson was Emily's fifth-grade teacher. That morning, Emily stopped by her desk on

the way to recess.

"Mrs. Nelson, where do you think my energy comes from?"

Mrs. Nelson looked confused. "Your energy?"

"Yes. My dad wants to know."

Mrs. Nelson threw back her head and whooped with laughter. "Ahhh-hahaha! I bet he

does," she said. "We'll talk about this later in the year, but I'll give you a hint for now: it

comes from your food."

Later, in the lunchroom, Emily asked Mrs. Jacobs, the lunch-lady, what this meant.

"Well," said Mrs. Jacobs, "I know that all food has calories, and calories are a way to

measure energy, the same way we use inches to measure length." She shrugged. "But I don't know how all that energy ends up in our food in the first place. I guess you'd have to

ask a farmer!"

As luck would have it, Farmer George came to the park near Emily's house every

Thursday afternoon to sell his tomatoes and apples. And today was Thursday.


I I


Her dad liked Emily's idea of going to interview Farmer George about energy. "You're quite

the investigative journalist, Emily!" he said.

Farmer George was also delighted by Emily's question. "Burning calories of energy is what

keeps us all moving. We couldn't live without them!" he said. "And my plants work hard to make those calories for you."

"Plants make energy? But how?" Emily asked, growing impatient. "I've been asking people

all day!"

"Why, they use the best things on Earth," Farmer George said. "Sunshine, fresh air and

water."

"But, how?"

"Well, plants are one of nature's energy factories. When the sun hits the leaves of say, a

tomato plant, that tomato plant starts up like a machine. It takes in carbon dioxide from the

air and water from the ground, and mixes them together. The heat from the sun helps to

cook this all up into sugar. And that sugar is then stored in the plant for us to eat. Some

plants store more calories than others, but they can all give you energy in the form of

sugar." Farmer George paused. "There's more to it than this, but that's the simple version.

Does that answer your question?"

Emily thought for a moment. "So, when I eat your tomatoes, I'm eating ... plant-made

energy created by the sun, the air and water?"

"You got it."

Emily turned to her dad.

"So all you have to do to get my energy is to eat your vegetables, Dad!"

Emily's dad laughed. "I wish it were that easy, Emily. But still, I think that's probably very

good advice."


ReadWorks· Energetic Emily - Comprehension Questions

Name: Date: -------1. Why is Emily's nickname "Energetic Emily"?

A. She gives her dad energy.

B. She has a lot of energy.

C. She is interested in energy.

D. She knows a lot about energy.

2. Emily asks questions throughout the story. What motivates Emily's questions to

Mrs. Nelson, Mrs. Jacobs, and Farmer George?

A. She wants to know what calories are.

B. She wants to know how plants grow.

C. She wants to know where energy comes from.

D. She wants to know where food comes from.

3. The word "energy" has different meanings. What evidence from the passage

supports this conclusion?

A. Emily's dad wishes he could have some of Emily's energy.

B. Emily gets an answer to the question, "Where doe~ energy come from?"

C. Emily's dad tells her to ask her teacher about energy.

D. Emily's dad reads three definitions of energy from the dictionary.

4. How can Emily best be described?

A. curious

B. lazy

C. tired

D. kind

5. What is this passage mostly about?

A. how to make breakfast

B. the purpose of questions

C. energy and where it comes from

D. how food gives us energy


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6. Why does the author have Emily asks so many questions about energy?

A. so that the reader will become confused

B. to tell the reader something they probably know

C. to teach the reader facts about energy

D. to make sure the reader is paying attention


Emily asks Mrs. Nelson and Mrs. Jacobs where she gets her energy. , she

learns the answer from Farmer George.

A. For example

B. In contrast

C. Currently

D. Finally

8. What are calories?

9. What three things do plants use to make energy?



10. Explain how eating vegetables gives you energy.

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ReadWorks· Energetic Emily - Comprehension Questions Answer Key

1. Why is Emily's nickname "Energetic Emily"?

A. She gives her dad energy.

B. She has a lot of energy.

C. She is interested in energy.

D. She knows a lot about energy.

2. Emily asks questions throughout the story. What motivates Emily's questions to

Mrs. Nelson, Mrs. Jacobs, and Farmer George?

A. She wants to know what calories are.

8. She wants to know how plants grow.

C. She wants to know where energy comes from.

D. She wants to know where food comes from.

3. The word "energy" has different meanings. What evidence from the passage

supports this conclusion?

A. Emily's dad wishes he could have some of Emily's energy.

8. Emily gets an answer to the question, "Where does energy come from?"

C. Emily's dad tells her to ask her teacher about energy.

D. Emily's dad reads three definitions of energy from the dictionary.

4. How can Emily best be described?

A. curious

8. lazy

C. tired

D. kind


A. how to make breakfast

8. the purpose of questions

C. energy and where it comes from

D. how food gives us energy


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ReadWorks· Energetic Emily - Comprehension Questions Answer Key

6. Why does the author have Emily asks so many questions about energy?

A. so that the reader will become confused

B. to tell the reader something they probably know

C. to teach the reader facts about energy

D. to make sure the reader is paying attention


Emily asks Mrs. Nelson and Mrs. Jacobs where she gets her energy. , she

learns the answer from Farmer George.

A. For example

B. In contrast

C. Currently

D. Finally

8. What are calories?

Calories are a way to measure energy.

9. What three things do plants use to make energy?

Plants use sunshine, fresh air (carbon dioxide), and water to make

energy.

10. Explain how eating vegetables gives you energy.

Eating vegetables gives you energy because plants make energy which is

stored as sugar in them. When you eat a plant, you eat the sugar that the

plant has stored in it, and this gives you energy.

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ReadWorks· How to Say What You're Feeling

How to Say What You're Feeling

"I can't believe that you forgot to come over and

study with me last night!" shouted Sherri as she

walked down the hall toward her best friend,

Taylor. "You're so thoughtless sometimes. You just

don't care about anyone but yourself!"

"You're being ridiculous, Sherri," replied Taylor. "I

didn't come over because I had to stay late at

baseball practice. I called and told your dad. I

guess you didn't get the message."

"Because of you," Sherri said, "I failed today's

math test. Go away and leave me alone."

Sherri spent the rest of the day upset at Taylor. She was so mad, she wanted to scream.

Now she would have to work hard to make up for today's low test score.

Have you ever been really angry with one of your friends or someone in your family for

letting you down? Have you wanted to scream or yell, or even strike out and punch

something? Everybody has emotions like this, but the key to controlling them is

recognizing what you are feeling and why, as well as understanding what you can do about

them.

Finding the Real Feeling Sherri really is angry. But if she took the time to look at her feelings, she'd realize that the

person she's angry with is herself. It wasn't Taylor's responsibility to make sure she studied

for the math test; it was hers. When she didn't do well on the test, she blamed her friend

because that was easier than admitting she had messed up.

Think about how you feel sometimes. You might think you are feeling down or depressed

when actually you're just tired. Did you stay up extra late last night? Did you have to get up

earlier than usual this morning? Before you put a label on how you are feeling, look at what

is going on in your life for clues. Sherri thought she was angry at Taylor, but what she was

really feeling was guilt. Learning to recognize your real true feelings is the first step in

knowing what to do with them.

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Corporation.

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Now What?

Once you have a handle on your honest feelings, it's time to do something with them.

Yelling at your parents, siblings, or friends is rarely the solution to any conflict. It will just

increase the negative feelings you have, and the problem won't be solved. Working

through your emotions so you can work out problems takes a number of communication

skills that you will need to learn. You'll use these skills for the rest of your life.

The first key to sharing how you feel and resolving a conflict is picking the right place and

time to talk. Don't try to discuss your curfew with your dad as he is flying out the front door

late for work. Don't try to smooth out the argument with your brother when he is in the

middle of writing a report. You need to choose a time and place that will allow you both to

give your full attention to the situation. And you should avoid having to worry about time limits or interruptions.

The Skill of Listening Hearing and listening are not the same thing. Think about watching television. You often

hear the words and music of the commercials, but are you listening to them? Notice how

your attention shifts when the commercial ends and your show comes back on. The same

thing can happen during a conversation. It's easy to daydream when someone else is

talking, or to think about what you are going to say as soon as they finish. But both of

these actions mean you aren't listening. Really listening to what the other person is saying

is an important part of understanding how he or she is feeling and what the problem

actually is. To do this, you need to do the following:

· Make and keep eye contact.

· Ask questions if you don't understand something or didn't hear it properly.

· Respond immediately when asked about something.

· Give your full, undivided attention.

· Nod now and then.

· Never interrupt.

The Skill of Responding After you have listened closely to someone explaining his or her thoughts and feelings, it's

your turn to speak. Before you start talking, however, try doing a "reality check," a skill that

makes sure you understand what you've just heard. You paraphrase (PAIR-uh-fraze; summarize) the person's words to show that you were listening and that you are trying to

understand his or her side of the story. ReadWorks.org · © 2017 ReadWorks®, Inc. All rights reserved.

Copyright© 2009 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation.


For example, imagine if Taylor had responded to Sherri's anger by saying, "Sherri, you are

feeling really angry at me because I didn't show up last night and help you study for the

math test. You didn't do well on it, and you think that it's my fault."

Do you think that Sherri would have gotten so angry if she had realized that Taylor was

truly listening to her?

Now it's your turn to express your feelings. Make this part easier for everyone by learning

to use "I" messages instead of "You" messages. Start your statements with "I." This will let

you express how someone's behavior makes you feel. Instead of "You are so thoughtless,"

you might say, "I felt really sad when you didn't come over." Taylor's statement "You are

being ridiculous" could be turned into "I feel really angry inside when you yell at me,

Sherri." Messages that start with "you" will make a person feel defensive, while "I"

statements express a feeling.

Take a look at how each of these statements makes you feel when you read them:

"You didn't call me like you said you were going to!" or "I felt really disappointed when you

didn't call last night."

"You always make me late!" or "I am late to school when you aren't ready on time."

It's important to realize that your life will be full of emotions. But, learning to recognize what

you are honestly feeling and then learning how to deal with it are even more important.

Listen, respond, and communicate!

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Corporation.

ReadWorks· How to Say What You're Feeling - Comprehension Questions

Name: _______________ Date:-------

1. How does Sherri feel?

A. happy

8. angry

C. bored

D. scared

2. What sequence of actions is described in the passage?

A. steps baseball coaches can take to improve the performance of their team

8. steps adults can take to make sure they get a good night's sleep

C. steps people can take to communicate their feelings

D. steps students can take to prepare for a math test

3. Read these sentences from the passage: "After you have listened closely to

someone explaining his or her thoughts and feelings, it's your turn to speak. Before

you start talking, however, try doing a 'reality check,' a skill that makes sure you

understand what you've just heard."

What can be concluded from this information?

A. Understanding how other people feel is important when communicating how you feel.

B. Sherri is angryat Taylor because Taylor did not come over and study with her the night before.

C. Sometimes people watch television commercials without paying much attention to them.

D. When speaking to others about yol.f feelings, it is important to use "I" messages instead of

"You" messages

4. What would probably be a good place to talk about your feelings with someone?

A. a classroom full of students taking a math test

B. aquiet room with only you and the other person in it

C. amovie theater with big screens and lots of people

D. a busy restaurant that plays loud music at all times


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A. how to ignore people when they bother you

B. how to make friends at school

C. how to daydream when others are talking

D. how to communicate your feelings

6. Read the following sentences: "It's important to realize that your life will be full of

emotions. However, learning to recognize what you are honestly feeling and then

learning how to deal with it are even more important."

What does the word emotions mean above?

A. feelings

B. tests

C. friends

D. chidren


When people have bad feelings, ___ they should identify exactly what they are

feeling and why.

A. never

B.finally

C. first

D. including

8. How is listening diff~rent from hearing?

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9. Why should people use "I" messages instead of "You" messages when expressing

their feelings?

10. Imagine that Sherri followed all the steps recommended by the passage before

expressing her feelings to Taylor. What might she have said or done differently when

speaking to Taylor in the hall? Support your answer with information from the

passage.


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