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Reading Well 3–4 Milliken’s Reading Well reading series provides teachers and parents with a wide variety of activities to use at home or in the classroom to enhance your reading program. Reading materials and styles of writing include realistic fiction, biography, poetry, fantasy, informational articles, myths, legends, tall tales, and plays or skits. The comprehension activities have been selected to provide opportunities for students to practice a variety of reading skills. A list of comprehension skills for all grade levels is included on the Reading Comprehension Chart on page 1. A variety of assessment rubrics helps you track progress in achieving those skills. Each book in the series is sequential, allowing students to build on skills previous learned. The various levels available allows you to select the one most appropriate for an individual student or class.
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Reading Well Grades 3–4 written by Cindy Barden illustrated by Corbin Hillam Author Cindy Barden Illustrator Corbin Hillam Book Design and Production Good Neighbor Press, Inc. Copyright © 2002 Milliken Publishing Co. All rights reserved. The purchase of this book entitles the individual teacher/purchaser to reproduce copies by any reproduction process for single classroom use. The reproduction of any part of this book for use by an entire school or school system or for any commercial use is strictly prohibited.
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Table of Contents 1 Reading Comprehension Skills 2 Bloom’s Taxonomy 3 Using Student Assessments 4 Individual Activity Assessment 5 Oral Reading Assessment 6 Story Frame 7 Story Map 8 Story Frame/Story Map Assessment 9 Student Reading Comprehension Skills Assessment 10 Student Reading Log and Assessment 11 No Sugar? 12 Grandma’s Memory Book 13 What’s Your Birthstone? 14 Trolls of Scandinavia 16 Grandma Meets the Alien 18 The Boy Who Cried Wolf 20 Imagine Eating 500 Pounds of Food a Day! 21 African and Asian Elephants 22 Nonsense Verse 23 Monumental Monuments 24 Om-pah, Om-pah Booms the Tuba 25 The Strings Sing 26 Listen to the Flute 27 Boom, Boom, Boom 28 Pecos Bill—A Tall Tale Hero 30 The Secret of Alexandria Elementary School 32 The Turtle Goes to War 34 Yellowstone Vacation 36 Churning Butter 37 Make Your Own Butter 38 Poetry to Prose 39 The Ant and the Grasshopper 40 A Mixed-Up Story 41 Answers ii Copyright © 2002 Milliken Publishing Co. MP3461
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Reading Comprehension Skills Activities provide opportunities for students in grades 3 and 4 to practice these reading comprehension skills. Skill Page numbers Relate pictures to text 21, 36 Distinguish between reality 29, 30 and fantasy Detect cause and effect 18, 19 Recognize the main idea 12, 13, 19, 33, 36 Compare and contrast 13, 21, 25, 26 Identify significant details 12, 13, 18, 20, 24, 25, 26, 28, 30, 34, 37 Recognize rhymes 22, 38 Sequence events 11, 31, 36, 40 Follow instructions 37 Summarize material 17, 38 Use context clues 11, 18, 32, 39 Predict outcomes 16, 29 Draw conclusions 16, 30, 37, 39 Classify 15, 21, 23, 24, 25, 27 Distinguish between fact 35 and opinion Discover author’s purpose 20, 29, 31, 34 Identify supporting details 14, 15, 20, 24, 33 Make judgements 11, 18, 19 Increase vocabulary skills 11, 32 1 Copyright © 2002 Milliken Publishing Co. MP3461
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Bloom’s Taxonomy Bloom’s Taxonomy, developed by Benjamin Bloom, divides cognitive objectives into six categories ranging from simple to complex. Milliken’s Reading Well series provides opportunities for children to meet these six objectives. Knowledge is the ability to memorize information and recall specific facts. Skills include recording, outlining, listing, discriminating between facts and opinions, classifying items, distinguishing between definitions and examples, and summarizing material. Comprehension is the ability to grasp the meaning of what has been learned rather than simply memorizing facts. Skills include comparing and contrasting like and unlike items, identifying steps in a process, interpreting charts and graphs, translating verbal material to mathematical terms, estimating consequences, patterning, and predicting outcomes. Application is the ability to use material previously learned in new situations. Skills include inferring, estimating, applying concepts to new situations, ordering, sequencing, understanding changes in word meanings, and constructing graphs and charts. Analysis is the ability to understand both the content and structural form of material and the ability to break material into its component parts. Skills include writing analogies, decoding, using logic, drawing conclusions, predicting sequences, making inferences, and distinguishing between cause and effect. Synthesis is the ability to put parts together to form a new whole. Skills include planning, deductive reasoning, creative thinking, testing hypotheses, drawing conclusions, problem solving, and planning a project. Evaluation is the ability to use definite criteria to judge the value of material for a given purpose. Skills include developing and evaluating criteria, determining appropriateness and relevancy of information, discovering common attributes, and evaluating material for extraneous information. 2 Copyright © 2002 Milliken Publishing Co. MP3461
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Using Student Assessments Assessment forms can measure student progress on a variety of reading comprehension skills. They also enable you to track a child’s literary development over time. Completed forms can be shared with students and their parents, used as motivational tools, and used as guides when completing report cards. Individual Activity Assessment Most activities in the Reading Well series provide opportunities for students to sharpen several reading comprehension skills. The Individual Activity Assessment form can be used as a follow-up for any activity in this book. A copy of it can be attached to the completed activity for students to take home. Oral Reading Assessment This form allows you to track students’ oral reading skills. It can be used on a monthly or quarterly basis and will be a helpful reference tool at parent/teacher conferences. Story Frame and Story Map Students can complete the Story Frame and Story Map after reading any type of narrative. The Story Frame helps students summarize material they have read. The Story Map helps students identify the elements of a story. These forms can be used with many of the activities in this book as well as with other books and stories students read. Story Frame/Story Map Assessment This form provides a means to assess a student’s reading comprehension level through the use of the story frame, story map, or other types of oral or written book reports completed by students. Student Reading Comprehension Skills Assessment This form allows you to assess a student’s overall level on many reading comprehension skills. It can be used on a quarterly basis to track progress and provides valuable information for parents about their child’s progress. Student Reading Log and Assessment This form is a self-assessment tool for students as well as a progress report. It provides an opportunity to learn at what level a student is comfortable reading and to suggest appropriate reading material for the future, providing input for both students and parents. 3 Copyright © 2002 Milliken Publishing Co. MP3461
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Individual Activity Assessment Student’s name: _____________________________________________ Date: _______________ Activity title: ______________________________________________________________________ Skill Level 4 Student has mastered this skill 3 Student shows high level of proficiency 2 Student has basic understanding of this skill 1 Student needs improvement on this skill Skills needed to complete this activity. Check all that apply. Skill level _____ Relate pictures to text _____ _____ Distinguish between reality and fantasy _____ _____ Detect causes and effects _____ _____ Recognize main idea _____ _____ Compare and contrast _____ _____ Identify significant details _____ _____ Recognize rhymes _____ _____ Sequence events _____ _____ Follow instructions _____ _____ Summarize material _____ _____ Use context clues _____ _____ Predict outcomes _____ _____ Draw conclusions _____ _____ Synthesize _____ _____ Determine point of view _____ _____ Discover author’s purpose _____ 4 Copyright © 2002 Milliken Publishing Co. MP3461
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Oral Reading Assessment Student’s name: ___________________________________________________________________ Skill Level 4 Student has mastered this skill 3 Student shows high level of proficiency 2 Student has basic understanding of this skill 1 Student needs improvement on this skill Dates of assessment Reading Skill Skill Level Recognizes when words do not make sense or sound right _____ _____ _____ ____ Self-corrects if word doesn’t make sense or sound right _____ _____ _____ ____ Pays attention to end punctuation _____ _____ _____ ____ Reads fluently _____ _____ _____ ____ Reads with expression _____ _____ _____ ____ Understands what he/she has read _____ _____ _____ ____ Overall assessment _____ _____ _____ ____ Notes to help student improve: _____________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 5 Copyright © 2002 Milliken Publishing Co. MP3461
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Student’s name: ______________________________________________ Date: ______________ Story Frame Title: ___________________________________________________________________ Author: _________________________________________________________________ This story is mainly about ________________________________________________ (name of main character) Other important characters are ___________________________________________ _________________________________________________________________________ This story takes place (when and where) __________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ The problem is __________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ The problem is solved when ______________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ At the end of the story __________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 6 Copyright © 2002 Milliken Publishing Co. MP3461
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Student’s name: ______________________________________________ Date: ______________ Story Map Title: _________________________________________________________________________ Author: _______________________________________________________________________ Main Characters Setting Time: Place: Problem(s) Minor Characters Solution(s) Ending 7 Copyright © 2002 Milliken Publishing Co. MP3461
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Story Frame/Story Map Assessment Student’s name: _____________________________________________ Date: _______________ Story Title: ________________________________________________________________________ Scoring 3 detailed 2 partial 1 fragmentary 0 inaccurate Story elements Description of setting (time and place) Score: ____ Description of main characters Score: ____ Description of problem(s) encountered Score: ____ Sequencing of major events Score: ____ Resolution of problem Score: ____ Total score: ________ Scoring Guide Level Total Score Proficient 13–15 Capable 9–12 Developing 5–8 Unsatisfactory 0–4 8 Copyright © 2002 Milliken Publishing Co. MP3461
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Student Reading Comprehension Skills Assessment Student’s name: ___________________________________________________________________ Skill Level 4 Student has mastered this skill 3 Student shows high level of proficiency 2 Student has basic understanding of this skill 1 Student needs improvement on this skill N/A not applicable at this time Dates of assessment Skill Level of Skill (1–4) Relates pictures to text _____ _____ _____ _____ Distinguishes between reality and fantasy _____ _____ _____ _____ Detects causes and effects _____ _____ _____ _____ Recognizes the main idea _____ _____ _____ _____ Compares and contrasts _____ _____ _____ _____ Identifies significant details _____ _____ _____ _____ Recognizes rhymes _____ _____ _____ _____ Sequences events _____ _____ _____ _____ Follows instructions _____ _____ _____ _____ Summarizes material _____ _____ _____ _____ Uses context clues _____ _____ _____ _____ Predicts outcomes _____ _____ _____ _____ Draws conclusions _____ _____ _____ _____ Determines point of view _____ _____ _____ _____ Overall assessment _____ _____ _____ _____ 9 Copyright © 2002 Milliken Publishing Co. MP3461
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Student Reading Log and Assessment Student’s name: ___________________________________________________________________ Title of Book Check one box Easy Just right Hard ____________________________________________________ _______ _______ _______ ____________________________________________________ _______ _______ _______ ____________________________________________________ _______ _______ _______ ____________________________________________________ _______ _______ _______ ____________________________________________________ _______ _______ _______ ____________________________________________________ _______ _______ _______ ____________________________________________________ _______ _______ _______ ____________________________________________________ _______ _______ _______ ____________________________________________________ _______ _______ _______ The book I liked best was: __________________________________________________________ because __________________________________________________________________________ ___________________________________________________________________________________ Assessment of Student Reading Log _____ Student is reading above level expected. Keep up the great work! _____ Student is reading at level expected. Good job! _____ Student is reading below level expected. He/she needs to work harder. Suggestions for books student might enjoy are: _____________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 10 Copyright © 2002 Milliken Publishing Co. MP3461
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Name: ______________________________________________________ Date: _______________ No Sugar? Aaron’s class learned about making healthy choices. They studied the food pyramid. They learned to read labels on food products. After school, Aaron stopped at a store for a snack. He wanted something sweet, but he remembered what his teacher had said about eating too much sugar. Carefully he read labels before making his choice. “Look, Mom,” he said proudly. “I bought this snack because there’s no sugar listed on the label. It tastes good too.” “Glucose, sucrose, lactose, and fructose,” Aaron’s mother read. “Corn syrup and honey. I’m glad you read the label first, but I guess there’s one thing your teacher forgot to tell you.” “What’s that?” Aaron asked. “Glucose, sucrose, lactose, and fructose are other names for sugar.” “Oh,” said Aaron. “No wonder it tasted so good.” 1. Number the sentences in the order in which they occur in the story. ___ Aaron read the label before he bought his snack. ___ Aaron’s mother said that sugar has other names. ___ Aaron’s class learned about eating healthy. 2. What are other names for sugar? ______________________________________________ _______________________________________________________________________________ 3. What do you think Aaron told his class the next day? _______________________________________________________________________________ _______________________________________________________________________________ 11 Copyright © 2002 Milliken Publishing Co. reproducible MP3461
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Name: ______________________________________________________ Date: _______________ Grandma’s Memory Book “What should we do today?” Sara asked her grandma. “It’s too cold and wet to play outside.” “I know,” said Grandma. She went to the bookshelf and took out a large book bulging with old photographs. “This book is very special to me. I call it my memory book,” Grandma said. Sara saw a picture of a little girl in an old fashioned dress standing by an old car. “That’s me, when I was your age,” her grandma told Sara. Sara never realized her grandma used to be a kid too. They looked at other pictures in the memory book. She saw Grandma and Grandpa on their wedding day, pictures of places they lived, and vacations they took many, many years ago. “That’s your dad,” Grandma said proudly, pointing to a picture of a little baby. “There’s your dad again, in his Little League uniform. He was the best batter on the team.” They found pictures of another baby. “Who’s that?” Sara asked. “That’s the best one of all,” Grandma told her. “That’s you when you were a baby.” “I like looking at these pictures with you and hearing stories about the old days,” Sara said. “Next time you come to visit, we’ll start a memory book for you,” Grandma promised. “Maybe someday you’ll share your memory book with your own little girl.” 1. What is the main idea of this story? A. Sara and her grandmother are bored. B. Sara and her grandmother share good memories. C. Scrapbooks are fun to look at. 2. What do Sara and her grandmother plan to do the next time Sara visits? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 12 Copyright © 2002 Milliken Publishing Co. reproducible MP3461
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Name: ______________________________________________________ Date: _______________ What’s Your Birthstone? People have been making and wearing jewelry since the Stone Age. Necklaces of animal teeth and bones were worn to scare away evil spirits. Later, people wore rare or valuable stones to bring good luck, health, and happiness. Many years ago, a different stone with a special meaning became connected with each month of the year. In the 16th century, people began wearing jewelry with the special stone for the month when they were born. They called these birthstones. Month Color Birthstone Symbolizes January deep red garnet constancy February violet amethyst sincerity March sea-blue aquamarine courage April clear diamond innocence May bright green emerald love, success June white pearl health, longevity July bright red ruby contentment August light green peridot married happiness September bright blue sapphire clear thinking October various opal hope November gold topaz fidelity December sky blue turquoise prosperity Today people do not believe wearing birthstones will bring good luck, happiness, or health, but they still enjoy wearing birthstone jewelry. 1. What is the main idea of this article? A. Birthstones bring good luck. B. People like to wear jewelry. C. People have worn birthstones for hundreds of years. 2. Which three birthstones are shades of blue? ___________________________________ _______________________________________________________________________________ 3. How are the January and July birthstones similar? _______________________________________________________________________________ 4. When did people first start wearing birthstones? ________________________________ 5. What is your birthstone? _______________________________________________________ 13 Copyright © 2002 Milliken Publishing Co. reproducible MP3461
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Name: ______________________________________________________ Date: _______________ The Trolls of Scandinavia Trolls are creatures found in stories told in the Scandinavian countries of Sweden, Denmark, Norway, Iceland, and nearby islands. They are short with wrinkled faces, gray skin and hair. Some male trolls have long beards. Trolls are very strong for their size. Trolls have long noses so they can smell danger from far away. Their large, furry ears help them hear wolves. With their wide, flat feet, they can walk through deep snow. Their thick, leathery skin protects them from harsh weather and insect bites. They use their long tails to tickle other trolls. Trolls have small eyes and poor eyesight. “He couldn’t tell a tree from a hole in the ground” is a favorite troll saying. 1. Name four Scandinavian countries. ____________________________________________ _______________________________________________________________________________ 2. Why do trolls have: wide, flat feet _________________________________________________________________ _______________________________________________________________________________ large, furry ears _______________________________________________________________ _______________________________________________________________________________ thick, leathery skin ____________________________________________________________ _______________________________________________________________________________ long noses ____________________________________________________________________ _______________________________________________________________________________ 14 Copyright © 2002 Milliken Publishing Co. reproducible MP3461
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Name: ______________________________________________________ Date: _______________ The Trolls of Scandinavia (cont’d) According to legends, trolls live with their families deep in the forests, usually underground or under bridges. The head of each troll family is the oldest member. Since trolls live very long lives, family leaders may be great, great-grandmothers or grandfathers. Troll mothers cook and clean and take care of the children. Troll fathers hunt and make things for the family. Troll children are often full of mischief and play pranks on each other and on other family members. At night, the families gather around fires and tell troll stories, but when the sun rises, they must be well-hidden. Trolls cannot handle direct sunlight. If even one sunbeam touches a troll, he or she will turn to stone. People in Scandinavia claim that many odd-shaped rocks or boulders were really once trolls. Some stories say that night trolls kidnap people and turn them into trolls. Other stories tell of trolls who take care of and protect children lost in the woods. 3. Circle the words that describe trolls. green handsome ugly short tall wrinkled strong gray weak real fantasy 4. Why do trolls live underground or under bridges? _______________________________________________________________________________ _______________________________________________________________________________ 5. Write a question you would ask if you could meet a troll. _______________________________________________________________________________ _______________________________________________________________________________ 15 Copyright © 2002 Milliken Publishing Co. reproducible MP3461
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Name: ______________________________________________________ Date: _______________ Grandma Meets the Alien Setting: A nursing home Characters: Narrator, Grandma Greene, Alien NARRATOR: Grandma Greene woke from a restless sleep. She heard a weird humming sound through the open window of her room in the nursing home. She couldn’t believe her eyes when she looked out and saw an alien spaceship hovering next to her window. She watched as a door opened in the spaceship and an alien walked toward her through the window. Grandma Greene was fascinated—and scared. ALIEN: Greetings, Earth Creature. I’ve come to take you to Planet Zyco. Please follow me. GRANDMA GREENE: Follow you? Where? ALIEN: To Planet Zyco. Hurry now. GRANDMA GREENE: No way, alien. I’m too old to go anywhere. Besides, at 94 I don’t hurry so well any more. ALIEN: But you must. We’ve traveled one zillion and thirteen light years to find you. That’s a long way, you know. GRANDMA GREENE: I don’t care how far it is. Besides, why would you want an old lady like me? ALIEN: We need you. You are the only one in seven galaxies that can help us. GRANDMA GREENE: Me? Why would you need me? Before reading the rest of the play, list three possible reasons why the alien wants Grandma Greene to go to Planet Zyco. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 16 Copyright © 2002 Milliken Publishing Co. reproducible MP3461
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