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Editor Mary S. Jones, M.A. Managing Editor Karen J. Goldfluss, M.S. Ed. Cover Artist Brenda DiAntonis Art Production Manager Kevin Barnes Art Coordinator Renée Christine Yates Imaging James Edward Grace Ricardo Martinez Publisher Author Mary D. Smith, M.S. Ed. Sarah Kartchner Clark, M.A. Teacher Created Resources, Inc. 6421 Industry Way Westminster, CA 92683 www.teachercreated.com ISBN-1-4206-3491-7 ©2006 Teacher Created Resources, Inc. Made in U.S.A. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.
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Table of Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Tracking Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Nonfiction Passages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 June Bugs—The Armadillo—Llamas—Sharks—The Elephant—The Boa Constrictor—Penguins—Zebras—The Antelope—The Koala Bear—The River Otter—The Cottontail Rabbit—The Red Fox—The Crab Spider—Harvest Mice—The Sea Anemone Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Anne Sullivan—Albert Einstein—Franklin D. Roosevelt—Louisa May Alcott—Louis Braille—Sacagawea—Frank Sinatra—Elizabeth Cady Stanton—Daniel Boone—Amelia Earhart—Jackie Robinson—Langston Hughes—Anne Frank—Leonardo da Vinci—Robert E. Lee—Wolfgang Amadeus Mozart American History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Battle of Antietam—Thanksgiving—War of 1812—A Time of Reform— Changes for Women—Moving to the City—Battle for the Alamo—The Quakers—The Women of Independence—The Iran Hostage Crisis—The Slave Trade—A President Resigns—The Korean War—The Lusitania—The Rise of the Common Man—The Panama Canal Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Saturn—Geology—Static Electricity—Volcanoes—The Rain Forest—The Polar Regions—The Telescope—Waves—Fossils—Latitude and Longitude— Desert Life—Pluto—On the Mountain Top—Acids and Bases—Cricket Temperature Current Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 PG-13 Movies—Sixth Grade Education—Skateboard Park—Fix the Library— Improving Recess—School Conditions—Teacher Salaries—Lunch Choices— Too Much Fundraising—After-School Activities—Take the Test—School Assemblies—Email Messaging—Room for Art—Female Sports #3491 Daily Warm-Ups: Reading 2 ©Teacher Created Resources, Inc.
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Table of Contents Fiction Passages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Fairy Tales/Folklore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Lesson Learned—Crime Doesn’t Pay—The Loud Rabbits—House Guests— Lazy Bones—Stick Together—Well Said—Peer Pressure—The Long Jump— Pretty Song—The Jealous Wolf—The Old Man’s Daughters—Climbing High—Good Fortune—Plan B—True Love Historical Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Fire on the Prairie—Firm in the Faith—Face to Face—A Good Book—A Safe Landing—The Christmas Gift—The Substitute—Herding Cattle—Myreel’s Moment—Opening Up—The Bull Ride—First Aid Friendship—I Am Japanese—Blissful Gratitude—Curious Joe Contemporary Realistic Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Sky High—Not Invited—Snow Bunny—Achoo!—Math Whiz—Daily News—You Live in a Zoo—The Dive—Girls Just Want to Have Fun—Stiff Stranger—A Little Motivation—The Goldfish Gulp—Seth’s Courage—Dance Fever—Teaspoon or Cup?—Made in Mexico Mystery/Suspense/Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Washed Ashore—The Encounter—Neighborly Ghosts—Lost Owner—Dinner by Firelight—My Shadow—The Dog Ate It—The Big Buck—The Race—It’s All Downhill—The Monster—A Stroke—Rim to Rim—Unexpected Delay— Fighting Words—The Foothold Fantasy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 The Wand—Alien Invasion—Ready, Set, Float—Double Trouble— Realignment—Messy Room—Just Her Way—Kitchen Patrol—Computer Language—“I Wish” Syndrome—Shhh!—Bleached—The Night Owl—No Manners—Hold the Pizza Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Leveling Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 ©Teacher Created Resources, Inc. 3 #3491 Daily Warm-Ups: Reading
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Introduction The goal of this book is to improve students’ reading and comprehension skills. The more experience a child has with reading and comprehending, the better reader and problem solver he or she will be. Daily Warm-Ups: Reading contains a variety of passages to be read on a daily basis. Each passage is followed by comprehension questions. The questions that follow the passages are based on Bloom’s Taxonomy and allow for higher-level thinking skills. Making this book a part of your daily classroom agenda can help your students’ reading and comprehension abilities improve dramatically. Nonfiction and Fiction Daily Warm-Ups: Reading is divided into two sections: nonfiction and fiction. It is important for students to be exposed to a variety of reading genres and formats. The nonfiction section is divided into five categories. These categories are animals, biography, American history, science, and current events. By reading these nonfiction passages, your students will be exposed to a variety of nonfiction information, as well as questions to stimulate thinking on these subjects. The fiction section of the book is also divided into five categories. These categories are fairy tales/ folklore, historical fiction, contemporary realistic fiction, mystery/suspense/adventure, and fantasy. Each story is followed by questions to stimulate thinking on the plot, characters, vocabulary, and sequence. Comprehension Questions Comprehension is the primary goal of any reading task. Students who comprehend what they read perform better both on tests and in life. The follow-up questions after each passage are written to encourage students to improve in recognizing text structure, visualizing, summarizing, and learning new vocabulary. Each of these skills can be found in scope-and-sequence charts as well as standards for reading comprehension. The different types of questions in Daily Warm-Ups: Reading are geared to help students with the following skills: • Recognize the main idea • Make generalizations • Identify details • Draw conclusions • Recall details • Recognize fact • Summarize • Apply information to new situations • Describe characters and character traits • Recognize sequence • Classify and sort into categories • Understand vocabulary • Compare and contrast #3491 Daily Warm-Ups: Reading 4 ©Teacher Created Resources, Inc.
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Introduction Readability Each of the reading passages in Daily Warm-Ups: Reading varies in difficulty to meet the various reading levels of your students. The passages have been categorized as follows: below grade level, at grade level, and above grade level. (See Leveling Chart on page 175.) Record Keeping Use the tracking sheet on page 6 to record which warm-up exercises you have given to your students. Or, distribute copies of the sheet for students to keep their own records. Use the certificate on page 176 as you see fit. You can use the certificate as a reward for students completing a certain number of warm-up exercises. Or, you may choose to distribute the certificates to students who complete the warm-up exercises with 100% accuracy. How to Make the Most of This Book Here are some simple tips, which you may have already thought of, already implemented, or may be new to you. They are only suggestions to help you make your students as successful in reading as possible. • Read through the book ahead of time so you are familiar with each portion. The better you understand how the book works, the easier it will be to answer students’ questions. • Set aside a regular time each day to incorporate Daily Warm-Ups into your routine. Once the routine is established, students will look forward to and expect to work on reading strategies at that particular time. • Make sure that any amount of time spent on Daily Warm-Ups is positive and constructive. This should be a time of practicing for success and recognizing it as it is achieved. • Allot only about 10 minutes to Daily Warm-Ups. Too much time will not be useful; too little time will create additional stress. • Be sure to model the reading and question-answering process at the beginning of the year. Model pre-reading questions, reading the passage, highlighting information that refers to the questions, and eliminating answers that are obviously wrong. Finally, refer back to the text once again, to make sure the answers chosen are the best ones. • Create and store overheads of each lesson so that you can review student work, concepts, and strategies as quickly as possible. • Utilize peer tutors who have strong skills for peer interaction to assist with struggling students. • Offer small group time to students who need extra enrichment or opportunities for questions regarding the text. Small groups will allow many of these students, once they are comfortable with the format, to achieve success independently. • Adjust the procedures, as you see fit, to meet the needs of all your students. ©Teacher Created Resources, Inc. #3491 Daily Warm-Ups: Reading
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Tracking Sheet NONFICTION Animals Biography American Currents History Science Events Page 9 Page 25 Page 41 Page 57 Page 72 Page 10 Page 26 Page 42 Page 58 Page 73 Page 11 Page 27 Page 43 Page 59 Page 74 Page 12 Page 28 Page 44 Page 60 Page 75 Page 13 Page 29 Page 45 Page 61 Page 76 Page 14 Page 30 Page 46 Page 62 Page 77 Page 15 Page 31 Page 47 Page 63 Page 78 Page 16 Page 32 Page 48 Page 64 Page 79 Page 17 Page 33 Page 49 Page 65 Page 80 Page 18 Page 34 Page 50 Page 66 Page 81 Page 19 Page 35 Page 51 Page 67 Page 82 Page 20 Page 36 Page 52 Page 68 Page 83 Page 21 Page 37 Page 53 Page 69 Page 84 Page 22 Page 38 Page 54 Page 70 Page 85 Page 23 Page 39 Page 55 Page 71 Page 86 Page 24 Page 40 Page 56 FICTION Fairy Tales/ Historical Contemporary Mystery/Suspense/ Folklore Fiction Realistic Fiction Adventure Fantasy Page 89 Page 105 Page 120 Page 136 Page 152 Page 90 Page 106 Page 121 Page 137 Page 153 Page 91 Page 107 Page 122 Page 138 Page 154 Page 92 Page 108 Page 123 Page 139 Page 155 Page 93 Page 109 Page 124 Page 140 Page 156 Page 94 Page 110 Page 125 Page 141 Page 157 Page 95 Page 111 Page 126 Page 142 Page 158 Page 96 Page 112 Page 127 Page 143 Page 159 Page 97 Page 118 Page 128 Page 144 Page 160 Page 98 Page 114 Page 129 Page 145 Page 161 Page 99 Page 115 Page 130 Page 146 Page 162 Page 100 Page 116 Page 131 Page 147 Page 163 Page 101 Page 117 Page 132 Page 148 Page 164 Page 102 Page 118 Page 133 Page 149 Page 165 Page 103 Page 119 Page 134 Page 150 Page 166 Page 104 Page 135 Page 151 #3491 Daily Warm-Ups: Reading 6 ©Teacher Created Resources, Inc.
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NONFICTIONNONFICTION Biography Science Animals American History Current Events ©Teacher Created Resources, Inc. #3491 Daily Warm-Ups: Reading
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 1 June Bugs Have you ever seen a metallic green bug buzzing around in the summertime? You were probably looking at a June bug. June bugs get their name because they emerge as adults at the beginning of summer. It takes a year for a June bug to complete its full life cycle. A June bug is an insect with six legs and is usually about 15 to 22 cm long. It has a dull, metallic-green body with wings. Its underside is light brown or black. The June bug is part of the beetle (coleopteran) family. This beetle can be found all over the United States, but it is prominent in the northeastern states. The beetle loves to feed on ripening fruit. They will gather in clusters and eat ripened apples, peaches, pears, or any other fruit. When the beetle is still a grub, it will feed on decaying matter, grass, and other plants. These grubs will also go underground to eat plants such as sweet potatoes and carrots. In the past, a fun summer activity for many children was to catch June bugs. Children would tie a string to one of the legs and then let the June bug fly around while holding the string. This provided hours of entertainment for children. Some children still participate in this activity today. Story Questions 1. According to this reading passage, why would someone want to catch a June bug? a. They are trying to keep the June bug from eating their plants. b. The June bug can bring good luck. c. The June bug can provide entertainment. d. The June bug likes to live in captivity. 2. This passage is mostly about . . . a. protecting your lawn and fruit trees from June bugs. b. good extermination practices. c. the anatomy of a June bug. d. general information about June bugs. 3. According to the passage, what do adult June bugs eat? a. They eat seeds and seedlings. b. They eat ripening fruit. c. They feed on the grass. d. They dig underground to eat sweet potatoes and carrots. 4. How did the June bug get its name? a. It is named after the famous first lady June Cleveland. b. It is a cousin to the ladybug. c. It lays its eggs in June. d. It is an adult beetle in the summer months. ©Teacher Created Resources, Inc. 9 #3491 Daily Warm-Ups: Reading
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 2 The Armadillo The armadillo is probably one of the most unusual-looking animals. It looks a lot like the dinosaurs that used to walk the Earth. Armadillos can live in many places throughout the United States and other parts of the world, but they are most prominent in the state of Texas. The armadillo has a very tough shell with bands of very strong tissue. These bands are able to slide over each other, which allows the armadillo to roll up like a ball. This is how the armadillo is able to protect itself. It is like the armadillo is protected by a shield of armor. Most animals are unable to break through this tough skin. An armadillo lives in a burrow that it digs itself. The armadillo has to live in places where the dirt is easy to dig; otherwise, it cannot dig itself a home. They have very strong claws that help them dig. The armadillo’s main diet is insects. They eat ants, termites, beetles, grubs, worms, and other small insects. These animals are also known for their strange behavior. If an armadillo is startled, it will jump into the air. Sometimes it will even jump three feet high! It also makes a squealing sound. Armadillos are interesting animals! Story Questions 1. A good title for this reading passage would be . . . a. “The Armadillo State.” c. “The Basics of the Armadillo.” b. “Locating an Armadillo.” d. “The Squeal of an Armadillo.” 2. After reading the passage, what can you guess is one similarity between an armadillo and an anteater? a. They both live in Texas. c. They both squeal. b. They both eat ants. d. They both jump in the air when startled. 3. The author wrote this passage to . . . a. justify keeping armadillos in captivity. b. inform the reader of how armadillos are mistreated. c. share general information about armadillos. d. raise awareness of the shrinking armadillo population. 4. If you wanted to find out more about armadillos, you could . . . a. read a book about how armadillos dig their burrows. b. watch a television program about insects. c. meet somebody who lives in Texas. d. watch a television program about the different types of armadillo. #3491 Daily Warm-Ups: Reading 10 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 3 Llamas Do you know what a llama is? Do you know how to say that word? A llama is an interesting animal. In English, the word is pronounced with the ‘l’ sound at the beginning (lama). In Spanish, the word is pronounced with a ‘y’ sound at the beginning (yama). The llama comes from South America. Llamas have been used as pack animals for thousands of years. They are strong and smart animals. They can hike on the toughest trails. The llama is able to carry over 200 pounds and can hike about 12 hours in a day. They are similar to camels and cows, in that they chew their own cud. A llama can grow to be as big as 400 pounds. The life span of a llama is 15 to 29 years. Llamas come in a variety of colors. They can be brown, gray, black, or white, as well as a combination of colors. Llamas are herd animals and prefer to be with other llamas. Llamas are also known for spitting. They typically spit to show dominance to other llamas. They can see very well, and sometimes they are used to protect baby cows, sheep, or goats. Llamas do make some noises. They can be heard humming, which sounds a lot like how you sound humming. They may also cluck or make an alarm sound. They use the alarm sound when they feel threatened or afraid. Llamas are also known to roll on the ground to fluff their wool. They prefer to roll in the dirt. Story Questions 1. What is this passage mainly about? a. how the llama eats c. the different types of llama b. predators of the llama d. general facts about the llama 2. In the second paragraph, what does the word dominance mean? a. supremacy b. broken c. structured d. overcome 3. Llamas are social animals and prefer to . . . a. hunt other animals. b. protect other animals. c. live in groups. d. roll on their backs. 4. Based on information in the passage, why are llamas good pack animals? a. They stay in groups. b. They are black and white. c. They are smaller than camels. d. They can carry a lot of weight. ©Teacher Created Resources, Inc. 11 #3491 Daily Warm-Ups: Reading
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 4 Sharks Mention the word shark to someone on the beach and you are bound to get a reaction. Sharks have been the most feared predator of the ocean. Sharks are fish. They have been around since the time of dinosaurs. They can be found in oceans all over the world, and they have also been found in some rivers and lakes. One difference between most other fish and a shark is that most fish have bones and a shark has cartilage. Cartilage is tough, but it is not as strong as bone. Another difference is that the shark is only able to swim forward, while most fish can swim forwards and backwards. Fish also generally have slippery scales, while a shark has rough scales that feel like sandpaper. There are many different types of shark. In fact, there are about 368 different types. The differences include color, habitat, behavior, and size. Sharks are also known for their very sharp teeth. They do not use their teeth to chew their food. Instead they swallow large chunks of food. They have five rows of teeth. If a tooth is broken, it is replaced by another tooth. Sharks are carnivores, meaning that they eat meat. Sharks do not normally attack people. It seems like sharks attack people a lot, but the chances of getting stung by a bee or getting hit by lightning are greater. Even so, experts say it is important to keep an eye out for sharks when swimming in the ocean. Story Questions 1. Sharks are greatly feared by humans because they . . . a. are good swimmers. c. are carnivores. b. are the right size. d. eat only plants. 2. According to the passage, how are sharks different from most other fish? a. They do not have scales. c. They are slow moving. b. They are camouflaged d. They are not able to swim backwards. 3. Why did the author include the first paragraph? a. to generally introduce sharks b. to clear up misconceptions about sharks c. to generate questions about sharks d. to identify the food eaten by sharks 4. The best way to find the answer to the previous question is to . . . a. reread the entire passage. b. reread the first paragraph and determine the main idea. c. look for the words shark and habitat. d. reread the fourth paragraph and determine the main idea. #3491 Daily Warm-Ups: Reading 12 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 5 The Elephant Did you know that there are two different types of elephants? There is the African elephant and the Asian elephant. African elephants are the biggest land animals, and Asian elephants are the next biggest. Elephants are very social animals and live in groups. Female elephants head the groups. Only occasionally will a male elephant take charge of a group. It’s hard to imagine, but elephants are very good swimmers. This seems unusual because elephants are such big animals. Elephants can get as big as 10 feet tall and weigh about 6 tons! Male elephants are usually bigger than females. They have gray or brownish wrinkled skin that has almost no hair. Elephants are also known for their big ears. They can hear very well with these ears. These ears also help the elephant cool off. The elephant breathes through the nostrils at the end of its very long trunk. The trunk is also used to get water and food. The elephant uses its trunk to suck up the water that is then shot into its mouth. The trunk also gathers food and brings it to the mouth. Elephants use their trunks similarly to the way that we use our hands. Elephants are herbivores, eating mostly roots, grasses, leaves, fruit, and tree bark. They use their tusks along with their trunks to get their food. Story Questions 1. How does the author feel about elephants? a. The author is in favor of elephant control. b. The author feels that elephants are interesting animals. c. The author is afraid of elephants. d. The author sees the need and purpose for more laws on elephant poaching. 2. The second paragraph informs the reader about . . . a. the anatomy of the elephant. b. the diet of an elephant. c. the history of the elephant. d. the predator of the elephant. 3. What is the meaning of the word herbivore? a. meat eater c. plant eater b. meat or plant eater d. none of the above 4. Where might this information about the elephant most likely be found? a. in a pamphlet on elephants b. in a newspaper article c. in a book about carnivores d. in a book about animals in Asia ©Teacher Created Resources, Inc. 13 #3491 Daily Warm-Ups: Reading
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 6 The Boa Constrictor The boa constrictor is a large snake living in Central and South America. This large snake lives alone. Some people keep boas in the home to hunt rats. The boa constrictor is an endangered, protected animal. Boa constrictors are carnivores, which means that they eat meat. They are mostly nocturnal animals, hunting at night. A boa constrictor does not bite its prey; it actually squeezes its prey to death. The boa then swallows its prey whole, usually head first, and lets the food digest inside its stomach. The stomach has very strong acids that digest the food. Boa constrictors have been known to eat small mammals, birds, and other reptiles. Once the boa has eaten, it does not need to eat for a few weeks. It takes that long to digest all the food! Boa constrictors are cold-blooded animals. This means that they assume approximately the same temperature as their environment. They grow year after year to be one of the biggest snakes. They can get up to 10 feet long and weigh over 60 pounds. They are typically colored brown, black, or tan and come in a variety of patterns. Story Questions 1. Where in the passage would you find out what the boa constrictor eats? a. end of the first paragraph b. middle of the third paragraph c. end of the second paragraph d. the title 2. What does the boa constrictor have that helps it digest its food? a. claw-like teeth c. strong muscles b. wings d. stomach acids 3. The writer probably wrote this passage to . . . a. warn humans about the boa constrictor. b. enlighten farmers to the benefits of boa constrictors. c. determine the genealogy of the boa constrictor. d. inform the reader about the boa constrictor. 4. Which of the following is not a fact about the boa constrictor? a. The boa constrictor can weigh over 60 pounds. b. The boa constrictor does not chew its food. c. The boa constrictor is green in color. d. The boa constrictor can get up to 10 feet long. #3491 Daily Warm-Ups: Reading 14 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 7 Penguins The penguin is a fascinating bird. There are 17 different kinds of penguin. The penguin spends much of its life in the sea, so it can swim very well. A penguin is one of the few birds that cannot fly. A penguin uses its feathers to keep its skin dry. Its feathers are shiny and waterproof. Penguins continually lose their feathers and grow new ones. Penguins have big heads with short, thick necks. They have web-shaped feet for swimming and flipper-like wings for “gliding” through the water. Their coloring is usually black and white, although there are some brown penguins. Penguins are known for their “tuxedo” look. The largest of the penguins is called the emperor penguin. This penguin stands at over three-and-a- half feet tall and weighs about 65 pounds. It is hard to tell the difference between male and female penguins because they look so much alike. All wild penguins are found in the southern hemisphere. They live in climates ranging from warm tropics to very cold and frigid landscapes. Only penguins with a heavy amount of blubber can live in freezing climates. A penguin is not able to defend itself, so it lives in an area that is generally free from predators. Penguins eat fish, squid, and crustaceans. Penguins are very social animals and have been known to mate with just one penguin during the breeding season. It is the female penguin that competes for a mate’s attention. Story Questions 1. What does the author think of penguins? a. The author does not think highly of the penguins. b. The author thinks that penguins should not be classified as birds. c. The author thinks penguins live in groups. d. The author thinks the penguin is an interesting bird. 2. According to the passage, which sentence shows what the author thinks of the penguin? a. “Penguins are known for their ‘tuxedo’ look.” b. “A penguin is one of the few birds that cannot fly.” c. “The penguin is a fascinating bird.” d. “It is hard to tell the difference between male and female penguins.” 3. Why would a penguin with little blubber not be found in a freezing climate like Antarctica? a. It has too much blubber for such a cold place. b. It would get too warm. c. All penguins live in warm tropic climates. d. It does not have enough blubber to stay warm. 4. The penguin uses its feathers to . . . a. fly. c. stay dry. b. stay warm. d. move around. ©Teacher Created Resources, Inc. 1 #3491 Daily Warm-Ups: Reading
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 8 Zebras The zebra is closely related to the donkey and the horse. They look very similar, except for the striking colors of the zebra. The zebra has very distinctive white stripes on a dark background. The dark color can be either black or dark brown. No two zebras have the same stripe pattern. The stripes on the zebra can help the zebra get away from its predators. The stripes make it difficult for the predator to judge distances. The zebra runs very fast, going as fast as 40 mph in no time at all. This quick speed enables the zebra to escape from predators easily. Zebras live together in groups of up to 17. The stallions, or the males, stand at the back of the group to protect the young and the old zebras from predators. The dominant female leads the group. The zebras roam around looking for food. They are nomads. They eat grasses and stay close to water so that they have a water supply. A zebra can live to be up to 45 years old. Zebras are most active in the early morning and in the late afternoon. They spend half of their waking hours eating. Zebras are hunted for their striking skins. They are also endangered because more and more of their grazing land is being replaced with farming land. Story Questions 1. What is the purpose of the stripes on the zebra? a. to stabilize the zebra b. a characteristic used to identify the difference between zebra species c. to help the zebra protect itself d. to aid the zebra in gathering food 2. Identify a supporting detail that explains the statement, “The stripes on the zebra can help the zebra get away from its predators.” a. Zebras are hunted for their striking skins. b. The stripes make it difficult for the predator to judge distances. c. The zebras live in groups of up to seventeen. d. A zebra can live to be up to 45 years old. 3. After reading the passage, which question could you answer about the zebra? a. How does the zebra protect itself? b. How many different types of zebras are there? c. How does the zebra get the stripes on its skin? d. How does the mother zebra feed its young? #3491 Daily Warm-Ups: Reading 16 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 9 The Antelope An antelope is a hoofed animal with horns that are hollow. There are many different kinds of antelope. Antelope live in the mountains, deserts, and wetlands and are hunted by lions, hyenas, and other carnivores. They are light, quick-moving animals that can jump very well. Some antelopes can reach speeds as fast as 60 mph. They can bounce on all four legs. This is called pronking. Antelopes feed on grass, desert plants, and young plant shoots. They also eat twigs and leaves. They swallow the food whole and then regurgitate it and chew it. This is called cud. Most antelopes live in Africa but have also been found in Asia and North America. Antelopes come in all different colors and sizes. The horns of antelope can be curved or straight. These horns never fall off and are used to get food. An antelope has very keen senses. They have big eyes and keen hearing. This helps the antelope stay on constant alert for predators that may be nearby. Story Questions 1. Which of the following sentences is factual, based on information from the passage? a. Antelopes come in a variety of shapes and sizes. b. Unfortunately, there are no current laws protecting the antelope. c. The antelope has such an interesting coat. d. The tails of an antelope help them run fast. 2. According to this passage, antelopes are . . . a. carnivores. c. both carnivores and herbivores. b. herbivores. d. none of the above. 3. You can conclude that an antelope would probably do well living in all of these places except the . . . a. desert. b. mountain ranges. c. ocean. d. Everglades. 4. Where might this information about the antelope be found? a. in a fashion magazine b. in a newspaper article c. in a book about herbivores d. in a book about animals in Australia ©Teacher Created Resources, Inc. 1 #3491 Daily Warm-Ups: Reading
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 10 The Koala Bear Have you ever seen a cute and cuddly koala bear? These animals look an awful lot like a teddy bear. A full-grown koala bear gets about as big as a yardstick and can weigh up to 20 pounds. A koala bear has a very specific diet. They eat only the leaves from a eucalyptus tree. They eat as much as two-and- a-half pounds of eucalyptus leaves a day. They enjoy the moist and tender tips of these leaves. The koala is able to get enough water and food from the leaves. The koala bear has large, bushy ears with small, beady eyes. They have a baby-like expression, which makes them look cute to humans. Their four paws are sharp so that they can easily climb trees. They have a thick, soft, gray or brown fur. Koalas are also good swimmers. A baby koala stays in its mother’s pouch for about six months before it learns to feed by itself. Koala bears primarily come from Australia. Many koalas prefer to live on the island on the southeast shore of Australia. Koala bears are becoming endangered because their habitat is being destroyed due to construction. Some are also killed for their skins. The main predators of a baby koala are eagles and owls. Humans and dingoes, Australian wild dogs, also kill them. If a koala spots an enemy, it will scurry up a tree for safety. Story Questions 1. In this passage, the word specific means . . . a. order. b. exact. c. categorize. d. patronize. 2. Which statement is false? a. The koala bear carries its baby in a pouch for six months. b. The koala bear eats eucalyptus leaves. c. The koala bear has to live near a watering hole. d. The koala bear has sharp claws. 3. According to the passage, why do koala bears seem so cute to humans? a. because of the hair on their ears b. because of their black, beady eyes c. because of their baby-like expression d. because they can scurry quickly up a tree #3491 Daily Warm-Ups: Reading 1 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name_________________________ Date _________ Warm-Up 11 The River Otter What animal has a sleek, furry body and swims in the river? That would be the river otter. The thick, dense fur helps the otter keep warm in the cold water. The river otter is a type of weasel. The river otter can be found in lakes, rivers, streams, marshes, and ponds. They are found predominantly in Canada and the United States. The river otter is an endangered animal because hunters desire their furry skins. River otters are nocturnal animals, which means they do most of their activities at night. They hunt and fish at night and sleep during the day. River otters live in dens dug under the ground. They usually take over old dens from other animals, such as beavers. The bear, coyote, and the bald eagle are all predators of the river otter. The river otter is a carnivore, which means that it eats meat. Its diet consists of crustaceans, fish, small mammals, birds, insects, and amphibians. Sea otters have a very strong sense of smell. They also use their whiskers to help them find food. Like sea otters, river otters are also known for their ability to play. They can do somersaults, sliding, wrestling, and even belly flops. They love to slide down a muddy or snowy hill. River otters use their webbed feet to swim around in the water, and they can stay underwater for up to four minutes. Story Questions 1. Which of the following statements is not true about the river otter? a. The river otter’s fur helps it withstand the extreme temperatures of the water. b. The webbed feet help the river otter swim in the water. c. The river otter lays its eggs along the riverbank. d. The river otter uses its whiskers to locate prey. 2. The word predator used in this passage means . . . a. similar. b. hunter. c. amicable. d. carnivore. 3. Which of the following is not a benefit of thick, dense fur? a. It prevents the river otter from getting cold. b. It helps the otter move quickly. c. It stores food. d. It serves as protection. 4. A synonym for dense as used in the first paragraph is . . . a. heavy. b. transparent. c. bristle. d. endangered. ©Teacher Created Resources, Inc. 19 #3491 Daily Warm-Ups: Reading
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