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Contributing Editors Heather Douglas Lorin Klistoff, 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. Shelle Russell Teacher Created Resources, Inc. 6421 Industry Way Westminster, CA 92683 www.teachercreated.com ISBN: 978-1-4206-3489-1 ©2006 Teacher Created Resources, Inc. Reprinted, 2011 Made in U.S.A. The classroom teacher may reproduce copies of the materials in this book for use in a single classroom only. The reproduction of any part of the book for other classrooms or 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Squirrels—Sparrows—Hummingbirds—Cat Myths—Rats—Ants—Crows— Horses—Interesting Bird—Ducks—Raccoons—Milking Cows—Pigs— Herding Dogs—Sheep—Goats—Geese—Chickens Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Daniel Boone—Johnny Appleseed—Sacagawea—Davy Crockett—Narcissa Whitman—Stagecoach Mary Fields—Clara Barton—Charlie Parkhurst— Dr. Antonia Novello—Louis Pasteur—Elizabeth Blackwell—Cesar Chavez— Calamity Jane—Sally Ride—Annie Oakley—Dale Evans—Patrick Henry— Betsy Ross American History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Ghost Town—Pony Express—Railroads—Trading Posts on the Oregon Trail—Colonial Tools and Weapons—Colonial Animals—The Wilderness— Colonial Gardens—Diaries—Racing to the Gold—Gold Country ’49—Civil War Weapons—Map Skills—Declaration of Independence—Jamestown— Colonial Williamsburg—Communities Long Ago—Communities Today Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Classifying Animals—Plants—Forests—Oceans—Deserts—Tundra— Tropical Rainforests—Brain Power—Soft T-Rex—New Planet? Current Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Recycling—Citizen Test—What Is a Blog?—Cosmic DNA Surprise— Commanding Officer—Turnoff Weeks—What the President Can’t Do— Saving the Movies—Hospital Technology—Habitat for Humanity—AYSO Soccer—Opportunities for Kids—Kids’ Clubs—Jury Duty #3489 Daily Warm-Ups: Reading 2 ©Teacher Created Resources, Inc.
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Table of Contents Fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Fairy Tales and Folklore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Marsha—Three Little Ants—Jessie and the Cornstalk—Little Brown Hummingbird—Three Sister Sheep— Penny Loafer and the Three Monkeys— Peter and Patty—Sky Blue—Lizard Prince—The Sloth and the Tiger—Goofy Goose—Little Banana Girl—Why Ants Bite Legs at Picnics—Beetle Boy and the Talking Coconut—Speeding Spider—Prince and the Pebble Historical Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 The Time Machine—Kwakiutl—Cheyenne—Navajo Landing— Wampanoag—Mayflower Adventure—Patrick Henry’s Influence—George Washington’s Letter—Thomas Jefferson’s Day Off—Paul Revere’s Stories— Martha Washington’s Party—Florence Nightingale’s Visit—Mother Teresa’s Ride—Rosa Parks’s Tale—Princess Diana Shares—Dolley Madison Contemporary Realistic Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Math Mania—Write On—Shoot the Hoops—All-Star Soccer—Baseball Days—Harvest Festival—Beach Days—Skiing in the Mountains—A Day in the Park—San Francisco—Faces in South Dakota—Bad Hair Day—No Homework—Best Friends—Exchange Student—Moving Day—Ski Pants Mystery/Suspense/Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Ray’s Smirk—Missing Key—Moving Light—Abandoned Bus—Chocolate Snapshot—Missing Dog—Called for Cheating—A Haunted House?—Secret Code—Letters in the Mail—Socks—Cyclone in the House Fantasy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Jelly Bean Planet—My Day as a Pancake—Life of a Flower—Super Girl— Trading Places—Talking Horse—Animal Picnic—At the Zoo—Exploring the Galaxy—Couch Cookie—Jellyfish Surprise—Talking Toaster—Lori Lollipop—Strawberry Patch—Invasion of the Animals—Vanishing Veggies— Egyptian Ants in the Bathroom Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Leveling Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 ©Teacher Created Resources, Inc. 3 #3489 Daily Warm-Ups: Reading
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Introduction The goal of this book is to help children improve their skills in both reading and comprehension on a daily basis. The more experience a child has with reading, the stronger his or her reading and problem- solving skills will become. Daily Warm Ups: Reading (Grade 3) is composed of passages that provide both factual and fictional material. Questions that follow are based on Bloom’s Taxonomy, higher-level thinking skills, and national standards that are required for grade three learners. Using this book in your daily routine will boost children’s reading and comprehension scores significantly. Nonfiction and Fiction Daily Warm-Ups: Reading (Grade 3) is divided into two sections: fiction (narrative) and nonfiction (expository). Each of the two sections is divided into five categories. The nonfiction section includes the following: animals, biographies, American history, science, and current events. The fiction section includes the following: fairy tales and folklore, historical fiction, contemporary realistic fiction, mystery/adventure/suspense, and fantasy. Because understanding both types of literature is extremely important to our students’ success, exposure to both fiction and nonfiction reading is essential. Questions which follow the passages are strategically written to address concepts and strategies that are required nationwide. Comprehension Questions Comprehension is the most important goal of any reading assignment. Students who comprehend what they read perform better in class, score higher on tests, and perform tasks in life more confidently. Questions that follow the reading passages are written to encourage students to recognize structure of the text, visualize, summarize, learn new vocabulary, and implement strategies for breaking words into parts for better comprehension. Reading skills used in Daily Warm-Ups: Reading (Grade 3) can also be found in scope and sequence charts across the nation. Different types of questions are written to help students become more confident in the following: s #OMPARINGCONTRASTING s 5NDERSTANDING VOCABULARY s 2ECOGNIZING FACTSOPINIONS s 2ECALLING DETAILS s 3YNONYMS s 3IMILES s !UTHOR PURPOSE s -AKING INFERENCES s !NTONYMS s )DIOMS s 2ECOGNIZING MAIN IDEA s $RAWING CONCLUSIONS s 7ORD STRUCTURE s $ESCRIBING CHARACTER TRAITS #3489 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 (Grade 3) 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. s 2EAD THROUGH THE BOOK AHEAD OF TIME SO YOU ARE FAMILIAR WITH EACH PORTION 4HE BETTER you understand how the book works, the easier it will be to answer students’ questions. s 3ET ASIDE A REGULAR TIME EACH DAY TO INCORPORATE Daily Warm-Ups into your routine. Once the routine is established, students will look forward to working on and expect to work on reading strategies at that particular time. s -AKE 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. s !LLOT ONLY ABOUT FIVE MINUTES TO Daily Warm-Ups. Too much time will not be useful; too little time will create additional stress. s "E SURE TO MODEL THE READING AND QUESTION ANSWERING PROCESS AT THE BEGINNING OF THE YEAR before students attempt to do the passages on their own. Modeling for about five days in a row seems to be a good start. 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. s #REATE AND STORE OVERHEADS OF EACH LESSON SO THAT YOU CAN REVIEW STUDENT WORK CONCEPTS and strategies as quickly as possible. s 5TILIZE PEER TUTORS WHO HAVE STRONG SKILLS FOR PEER INTERACTION TO ASSIST STRUGGLING STUDENTS s /FFER 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. s !DJUST THE PROCEDURES AS YOU SEE FIT TO MEET THE NEEDS OF ALL YOUR STUDENTS ©Teacher Created Resources, Inc. 5 #3489 Daily Warm-Ups: Reading
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Tracking Sheet NONFICTION Animals Biography American Science Current History Events Page 9 Page 27 Page 45 Page 63 Page 73 Page 10 Page 28 Page 46 Page 64 Page 74 Page 11 Page 29 Page 47 Page 65 Page 75 Page 12 Page 30 Page 48 Page 66 Page 76 Page 13 Page 31 Page 49 Page 67 Page 77 Page 14 Page 32 Page 50 Page 68 Page 78 Page 15 Page 33 Page 51 Page 69 Page 79 Page 16 Page 34 Page 52 Page 70 Page 80 Page 17 Page 35 Page 53 Page 71 Page 81 Page 18 Page 36 Page 54 Page 72 Page 82 Page 19 Page 37 Page 55 Page 83 Page 20 Page 38 Page 56 Page 84 Page 21 Page 39 Page 57 Page 85 Page 22 Page 40 Page 58 Page 86 Page 23 Page 41 Page 59 Page 24 Page 42 Page 60 Page 25 Page 43 Page 61 Page 26 Page 44 Page 62 FICTION Fairy Tales Historical Contemporary Mystery/Suspense/ and Folklore Fiction Realistic Fiction Adventure Fantasy Page 89 Page 105 Page 121 Page 138 Page 150 Page 90 Page 106 Page 122 Page 139 Page 151 Page 91 Page 107 Page 123 Page 140 Page 152 Page 92 Page 108 Page 124 Page 141 Page 153 Page 93 Page 109 Page 125 Page 142 Page 154 Page 94 Page 110 Page 126 Page 143 Page 155 Page 95 Page 111 Page 127 Page 144 Page 156 Page 96 Page 112 Page 128 Page 145 Page 157 Page 97 Page 113 Page 129 Page 146 Page 158 Page 98 Page 114 Page 130 Page 147 Page 159 Page 99 Page 115 Page 131 Page 148 Page 160 Page 100 Page 116 Page 132 Page 149 Page 161 Page 101 Page 117 Page 133 Page 162 Page 102 Page 118 Page 134 Page 163 Page 103 Page 119 Page 135 Page 164 Page 104 Page 120 Page 136 Page 165 Page 137 Page 166 #3489 Daily Warm-Ups: Reading 6 ©Teacher Created Resources, Inc.
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Biography Science Animals American History Current Events ©Teacher Created Resources, Inc. 7 #3489 Daily Warm-Ups: Reading
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 1 4RVJSSFMT Squirrels are exciting. In the summer, they run around right after the sun comes up. In the afternoon, the squirrels go back to their nests. They take naps. Two hours before the sun goes down, they get up and run around again. When it is dark outside at night, they stay inside their nests. Squirrels are busiest of all in the wintertime. They run fast. They make turns in the air. Squirrels jump from tree branch to tree branch. They run all morning until lunch. After lunch, they go back to their nests to rest again. When the weather is bad, they do not leave their nests. However, they do not hibernate, or sleep all winter. Squirrels have eyes on the top of their heads. These eyes help them to see objects without having to turn their heads. These eyes are difficult, too. They make it hard for the squirrel when it is eating. The squirrel’s eyes are busy watching for enemies or danger. They do not pay attention to what they are eating because they are so busy watching for danger. Male squirrels keep themselves very clean. The male squirrel cleans himself more times than the female squirrel. He keeps cleaning himself all day long. Be careful when you play in the park. Squirrels are beautiful to watch, but they are not safe to touch. If you try and feed one from your hand, you could get bitten. Enjoy them from a distance. 4503:26&45*0/4 1. In which season is the squirrel most active? a. summer c. fall b. winter d. spring 2. Using the context clues in the passage, the word enemies most likely means . . . a. friends. c. threats. b. boys. d. girls 3. The author’s purpose for this passage is . . . a. to entertain. b. to inform. c. to tell you what a squirrel feels like. d. to persuade. 4. According to this passage, what would be the danger of hand feeding a squirrel? a. You could attract other squirrels. b. You could contract a disease. c. You will have to take him home. d. You might get bitten. ©Teacher Created Resources, Inc. 9 #3489 Daily Warm-Ups: Reading
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 2 4QBSSPXT House sparrows are often seen in a neighborhood in the city. They like to live where there are a lot of people. They do not like to live in the country. The female looks like she is wearing a brown cap on her head. Black streaks run down her brown back. Male house sparrows look like they are wearing gray caps on their heads. They have a black bib under their chin, just like a baby. They have a rusty brown body. Black streaks run down the back of the male house sparrow. Vacant lots which have dried plants or tree limbs are the perfect place for house sparrows. They love to build their nests in old trees or in empty corners. House sparrows nibble seeds that they find in the weeds or grass. They may make nests with string or paper. These little birds pull and tear the paper. They weave it in with sticks. They love to stop and eat food out of bird feeders that hang on balconies. House sparrows will also take baths in birdbaths that people put out in front of their apartments or buildings. Keep your eyes peeled if you live in the city. Chances are, you might see a house sparrow parading past! 4503:26&45*0/4 1. What is the main idea of this passage? a. to teach you how house sparrows eat b. to teach you the life span of a house sparrow c. to teach you to identify a sparrow in the city d. to teach you how to keep house like a sparrow 2. Where do house sparrows NOT live? a. in vacant lots c. in nests made in dried plants b. in the city d. in the country 3. The author’s purpose for this passage is . . . a. to inform. c. to entertain. b. to persuade. d. to make you sad. 4. In the text above, “keep your eyes peeled” means . . . a. watch carefully. b. make sure you wear make-up on your eyes. c. use a potato peeler. d. pay attention on rainy days. #3489 Daily Warm-Ups: Reading 10 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 3 )VNNJOHCJSET Hummingbirds are amazing birds for many reasons. They fly like helicopters: backwards or floating in the air. They move from side to side. The hummingbirds zoom straight up into the sky or dive straight down. They spin their wings in circles. If their babies are in danger, they will even attack eagles. To build nests, they will pick fuzz off your sweater. When they are awake, hummingbirds spend most of their day eating food. Hummingbirds are always on a quest for insects to eat. They need them for protein. Hummingbirds are always looking for objects from which to drink juice. They fly into brightly-colored objects that they think are food. Sometimes they even try to get juice from stop signs! They also drink nectar from flowers. Every day they visit up to 1,000 flowers to drink the juice! Hummingbirds have special tongues. The fronts of their tongues are split in half. They have sharp edges. These edges help soak up juice from flowers. Their tongues lick flowers. As they hunt for insects, this tongue grabs the bugs and insects quickly. Tongues, flying, and eating habits are just three of the things that make the hummingbird an unbelievable creature. 4503:26&45*0/4 1. According to the passage, what is one reason why hummingbirds are amazing? a. They make a great deal of noise. b. They are very small and delicate. c. They can fly like a helicopter. d. They can drink water. 2. In the text, “a quest for insects” means . . . a. questions about. c. journey. b. ability. d. search. 3. The author’s purpose for this passage is to . . . a. entertain the reader with interesting hummingbird characteristics. b. inform the reader about dangerous hummingbirds. c. persuade the reader to purchase a hummingbird. d. encourage the reader to keep insects in their garden. 4. Which group of words best describes a hummingbird? a. never moves c. extremely slow b. constantly moving d. enjoys meat and vegetables ©Teacher Created Resources, Inc. 11 #3489 Daily Warm-Ups: Reading
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 4 $BU.ZUIT People believe things about cats that might not be true. These “myths” can confuse cat owners. If you like cats, learn the facts and fiction about them. Some people think that cats need to drink milk. That is not true. If a cat eats a good diet, it does not need to drink milk. Does your cat drink milk? Most cats like milk, but it can make them sick. Cats should only have milk in small amounts. Have you heard the one about garlic? People put garlic on cat food. They believe it will get rid of worms in the cat’s body. Does it work? Garlic makes food taste richer. Garlic does nothing to worms. It will give the cat bad breath! If your cat has worms, take it to an animal doctor. A veterinarian can give medicine to the cat. The medicine will take care of the worms. Some people think that cats’ whiskers help them to balance. Whiskers serve as “feelers.” They do nothing at all for balance. “Feelers” help the cat know about its surroundings. Have you heard these myths before? Do not believe them. Learn how to care for cats. Read books and talk to your veterinarian. Cats need good owners to care for them. 4503:26&45*0/4 1. According to the passage, what is the meaning of “if a cat eats a good diet”? a. getting the treats it deserves b. getting the right kind and amount of food to make them healthy c. getting the right kind of love and attention d. getting your neighbor to feed your cat while you are on vacation 2. “Cat Myths” is mostly about. . . a. creating a positive atmosphere for your cat. b. stories that are true about cats. c. stories that are not true about cats. d. making sure you have dinner in time for your cat. 3. A new title for this passage might be . . . a. “The Truth About Cats.” c. “Blame It on the Cat.” b. “A Cat’s Life.” d. “Safety for Cats.” 4. When someone tells you new information about any topic, you should always . . . a. read a book that gives you advice on friendship. b. watch a TV show about chickens. c. search the Internet for video games about cats. d. check to see if the information is correct. #3489 Daily Warm-Ups: Reading 12 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 5 3BUT If you want to keep rats out of your house, there are a number of important things to remember. First, pet food and pet dishes should be removed. When your pet is finished eating, take the dish away. Pet dishes that are outside attract rats. If you have to leave pet dishes outside, make sure they are properly sanitized. Second, all trash should be put inside trashcans. Metal and heavy plastic cans are good places for trash. Make sure to close the lid. Trash should never be left in the yard. Remember to pick it up right away. Put it in the can and close the lid tightly. Trash blowing around the yard will bring unwanted furry creatures to visit. Keep bird feeders on raised stands. Rats can eat birdseed that is close to the ground. Also, pile up any pieces of wood. Wood that is stacked will keep rats from building a nest. It should be stacked at least 18 inches above the ground. Put away pipes. These are places for rats to crawl in and out of and where they may build nests. Last, keep windows closed tightly. Make sure windowpanes are unbroken. Rats love to crawl in cracked, broken windows. If they get in, it is hard to get them out. They will dig through everything and get into anything. Your neighborhood can be rat free if you just follow these simple steps. 4503:26&45*0/4 1. What is this passage teaching us? a. how to keep rats out of our yard and homes if we live in a neighborhood b. how to keep rats out of our yard and homes if we live in a foreign country c. how to keep rats out of our yard and homes if we live on the moon d. how to keep rats out of our yard and homes if we live in Texas 2. Why is it important to take the pet dish inside when your pet is finished eating? a. Pet food spoils and smells. c. It isn’t important. b. The dish could break outside. d. Rats will come to eat pet food. 3. In the text, “properly sanitized” means . . . a. organized. c. cleaned. b. paid for. d. dirty. 4. What information could be added to the text above? a. Bird feeders may be placed on the ground. b. Remove all cans or pet bowls that may catch the rain. Rats drink rainwater. c. Leave yards full of rubbish and garbage piles. d. Cracked or broken windows should not replaced for two months. ©Teacher Created Resources, Inc. 13 #3489 Daily Warm-Ups: Reading
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 6 "OUT Ants are incredible creatures. Each colony has its own smell. Each of the ants in the colony knows the smell. Enemies will not be able to enter their camp without being discovered. Several types of ants have a sting to protect their nest when intruders turn up. The queen ant is the only one who can lay eggs for the colony. None of the other ants can lay eggs at all. The worker ants cannot lay eggs. They take care of newborn baby ants. They also search for food. These worker ants protect their nest from enemies. They also keep the nest spick and span. They take out the “trash” from the nest and place it in one area. Slave-maker ants rob the nest of other ants. They steal the pupae, the cases that hold the ant eggs. Then they bring the pupae back to their camp. When the stolen cases hatch, these stolen ants become slaves. Finally, all ants have antennas and jaws. They need antennas for smelling and touching. They have strong, long jaws. They open and shut sideways like pairs of scissors. Adult ants cannot chew and swallow food, so they squeeze the food until the juice comes out. They swallow the juice and throw away the leftover dried parts of the food. Ant colonies must have worker ants and slave-maker ants. They must also have a queen ant to lay eggs. They must have a way to catch other ants that try to get into their nest. Without a queen to lay eggs, or antennas to hear and touch, and jaws to tear food, there would be no ant colonies left in the world. 4503:26&45*0/4 1. According to the text, what are pupae? a. the cases that hold the ant eggs c. adult ants b. baby ants d. worker ants 2. Using the context above, another word for intruders would be . . . a. unwanted friends. c. unwanted enemies. b. unwanted vacationers. d. unwanted slaves. 3. This passage is about . . . a. ants going to war. c. ants and their hobbies. b. unusual qualities of the ant. d. how ants take out the trash. 4. Which words could be used instead of “spick and span” in the text above? a. sluggish and lazy b. dirty and piggish c. disgusting and awful d. clean and neat #3489 Daily Warm-Ups: Reading 14 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 7 $SPXT Crows can be a problem for farmers. They eat crops and bother farm workers. But they also do things that help farmers. Crows eat weeds, grasshoppers, wireworms, and cutworms. When crows eat these bugs and weeds, they help the farmer! Crows are easy to spot. Most crows are black. Some are black with white, brown, or gray. Crows have black beaks and black legs. They are usually between 8 and 12 inches (20 to 30 cm) long. Their wings are between 16 and 24 inches (40 to 60 cm) wide. Crows can be friendly with other crows. Adults enjoy being together. In the fall, crows fly south to warm weather. This is called migrating. When they migrate, they fly with many other crows. Crows build nests in trees, bushes, or on the tops of buildings. They make their nests by weaving twigs together like a mat. Crows use roots, grasses, and bark from the trees to put inside of the nest. This makes the nest soft for the baby crows. The female crow lays between four and seven eggs. They are blue-green in color. The male crow sits on the eggs. He helps to keep them warm until they hatch. When crows have babies, they like to be alone. After the babies are older, the crows will mix with other crows again. How can you keep crows away from places? Some people make scarecrows to frighten them away. The scarecrows are made to look like people. They blow in the wind to look like people are moving. Scarecrows left to stand in one place will not work. The crows think of them as a place to land or sit. Crows are quick-witted. They can tell when a trap has been set. Some people dislike crows. Others like the black, shiny birds. 4503:26&45*0/4 1. In the passage, migrate means . . . a. flying to Florida. c. flying south for warm weather. b. flying to Alaska. d. flying north for warm weather. 2. The words “quick-witted” could be changed to . . . a. speedy flyers. c. fast thinkers. b. slow thinkers. d. quick artists. 3. The author’s purpose for writing this passage is . . . a. to persuade the reader to look at crows in a new way. b. to inform the reader about building a nest. c. to entertain the reader with jokes about crows. d. to warn the reader about dangerous birds. 4. According to this passage, how do crows help farmers? a. They are intelligent and quick-witted. c. They build large, bulky nests. b. They know that scarecrows cannot harm them. d. They eat weeds and bugs. ©Teacher Created Resources, Inc. 15 #3489 Daily Warm-Ups: Reading
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 8 )PSTFT Did you know horses are in the same family as donkeys, zebras, and mules? It is true. Horses are in the equus family. Their name comes from a Greek word. It means quick. There are over 350 kinds of horses. They are divided into four main groups: the “light” horses, the “heavy” horses, ponies, and wild or semi-wild horses. “Light” horses have small bones. They weigh less than 1,300 pounds (590 kg). They have thin legs. “Heavy” horses are strong and have big bones. They also have sturdy legs. “Heavy horses” can weigh up to 2,000 pounds (907 kg). Ponies are no taller than 58 inches (147 cm). If you measure in horse language, one would measure in hands. Ponies, then, are no more than 14 1⁄2 hands tall. Wild or semi-wild horses have not been tamed. These horses do not live with people. They live in the open fields and run free. A person can tell the age of a horse by checking its teeth. Its age can only be checked by its teeth before it is ten years old. All horses have small stomachs. They must eat small amounts of food throughout the day. All horses love to eat short, juicy grass. Horses that live outside will nibble grass all day. If they live in a stable, they will munch on hay as often as it is given to them. If they are workhorses, they will eat better if the person feeding them gives them maize (corn), oats, or barley. It can be added to their regular food. They also enjoy treats. All horses love to run, canter, gallop, walk, or trot. 4503:26&45*0/4 1. How many main groups of horses are there? a. 5 b. 340 c. 4 d. 350 2. Which animals are related to the horse? a. mules, donkeys, and zebras c. donkeys, zebras, and chickens b. mules, zebras, and cows d. zebras, alligators, cows 3. What do all of the horses have in common? a. They all eat hay from the stables. b. They have small stomachs and eat throughout the day. c. They all weigh more than 1,300 pounds. d. They all have teeth that are 10 years old. 4. Which of these is NOT a fact about horses from the passage? a. “Heavy” horses weigh more than “light” horses. b. Horses belong to the equus family. c. They all live to be 25 years or older. d. Horses love short, juicy grass. #3489 Daily Warm-Ups: Reading 16 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 9 *OUFSFTUJOH#JSE Do you like to walk through the park early in the morning? If you do, you might see an interesting bird. It has black and white marks on its face. It has a black and white tail. This bird might pretend to make the sound of a hawk. It might steal wasp eggs from a wasp nest. It might bury an acorn in the ground. It might nibble on acorns or nuts. It might gobble seeds found on the ground. You could see it chasing grasshoppers, caterpillars, lizards, frogs, or other small animals. If you are lucky, you might see this bird catching an insect as it flies in the air. Zip! Zap! Goodbye, bug! During your walk, this bird might be sitting on the trees or shrubs. This bird could be running to and fro on the ground. Its blue-green spotted eggs will be hidden in its nest. If you see the nest, you will see twigs, little pieces of bark, leaves, and trash. The nest will probably be hidden in a corner of a building. It might be in an old, broken crate. Or finally, it might be hidden as high as thirty feet up in a tree. What is the mystery bird? Take a walk in the park. You might see the blue jay! 4503:26&45*0/4 1. From this passage, we can conclude that the blue jay is . . . a. a very busy bird. c. an angry bird. b. a lazy bird. d. a bird with a schedule. 2. In this passage, the author describes . . . a. the states where blue jays live. c. blue jays taking a bath. b. how the baby birds learn to fly. d. the blue jay’s nest. 3. The author’s purpose for this passage is . . . a. to entertain the reader with the tricks blue jays play on people. b. to inform the reader so they can identify the blue jay. c. to persuade the reader to go to the park in search of crows. d. to help the reader build a birdhouse. 4. If you wished to locate more information on the blue jay, which resource would be useful? a. a TV show on birds of the Amazon rainforest b. a pamphlet on urban (city) birds c. a book about whales d. a radio show on animals of the sea ©Teacher Created Resources, Inc. 17 #3489 Daily Warm-Ups: Reading
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 10 %VDLT When I think about ducks, I picture my mother’s pets. She saved Lucy and Fran from a swampy area when I was 16 years old. The little ducks were weak and sick. My mother helped them to get healthy. Lucy and Fran lived in a large cardboard box in the garage. They became family pets. They were members of our family. Lucy followed me around. She quacked and quacked. She liked attention. My brother Tim read everything he could find about ducks. He learned to care for our pets. He made sure that the box in the garage was fit for our pets. It had a heat lamp and a feeder. He gave them water, shavings, and fresh straw each day. What a hit! Lucy and Fran loved their house. They quacked to say, “Thank you!” One rainy morning, Lucy waddled near me to the mailbox. She walked so close we bumped into each other. I tumbled into a gigantic mud puddle. All the letters from the mailbox got wet and soggy. They dripped with muddy, brown water. To make things worse, Tim watched from the window. When I got back into the house, he was on the kitchen floor holding the sides of his stomach. He roared with laughter. I stomped my feet and threw up my arms. My mom calmly listened to me shout and carry on. “It’s okay, honey. If you prefer to splash in puddles, you can trade beds with the ducks!” she comforted. With that in mind, I went to the garage and made my peace with the ducks. My own bed looked a lot better than their shavings and heat lamp. 4503:26&45*0/4 1. What is the name of the author’s little brother? a. Tim b. Honey c. Mom d. Sam 2. The story “Ducks” is mostly about a . . . a. boy’s journey to save two ducks. c. mother’s love for animals. b. person’s adventure with two ducks. d. family’s adventure with ducks on vacation. 3. The author’s purpose for this passage is . . . a. to inform the reader about mistakes people make while caring for ducks. b. to inform the reader about the proper care and feeding of ducks. c. to persuade the reader to buy a pet duck. d. to entertain the reader with a story from the past. 4. To properly care for ducks, you should get . . . a. a feeder, a large cardboard box, newspaper clippings, and a heat lamp. b. fresh water, a large cardboard box, and a heat lamp. c. a box of band aids, fresh water, a large cardboard box, shavings, and a heat lamp. d. a stuffed animal, fresh water, a miniature cardboard box, shavings, and a heat lamp. #3489 Daily Warm-Ups: Reading 18 ©Teacher Created Resources, Inc.
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Nonfiction: Animals Name _________________________ Date _________ Warm-Up 11 3BDDPPOT Raccoons are cute and clever. People love their little masked faces and their comical antics. Raccoons can solve problems, and they can make messes. A raccoon can open the lid on a trashcan. Some have even opened entire garage doors! Raccoons live in forests. They climb trees and live in nests in tree trunks. They can fish and hunt for food. Raccoons also live in cities and near homes. They live in parks and backyards. They travel through waterways and eat trash. People should carefully wrap trash that contains food. Raccoons feast on scraps of bread, vegetables, meats, and sweets. Put these “treats” in tied plastic bags and put the bags in a strong trashcan. Make sure the lid is tight, or a raccoon might snack at your house this evening! Raccoons are messy. They scatter food scraps, paper, cans, and other trash in yards and other areas. Would you like to clean up after a raccoon? Raccoons played a part in history. Pictures of pioneer men wearing raccoon skin hats are often found in history books. Daniel Boone and Davy Crockett wore them. The caps kept heads warm and protected them from being scratched by branches. Raccoons look sweet, but beware. People think they are cuddly, but raccoons are wild animals. Raccoons are dangerous. They have sharp teeth and claws. They can carry diseases. Never approach a wild raccoon. They are cute, but they are not pets. 4503:26&45*0/4 1. Where do raccoons live? a. only in forests c. neither in forests nor near people b. only near people d. in forests and near people 2. What are some of the negative things raccoons do? a. They damage property and shred paper. b. They can open your lids and doors. c. They tear trash out of cans. d. All of the above. 3. If you gave the passage a new title, it could be . . . a. “Battle Over Raccoons.” c. “How to Care for a Raccoon of Your Own.” b. “Keeping Your Own Raccoon.” d. “Raccoons Are Clever but Dangerous.” 4. Raccoon hats were worn by . . . a. pilgrims. c. pioneers. b. cowboys. d. pirates. ©Teacher Created Resources, Inc. 19 #3489 Daily Warm-Ups: Reading
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