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B Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 1 2 3 4 5 6 7 8 9 HES 13 12 11 10 09
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Contents Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . v ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 How to Use Time For Kids . . . . . . . . . . . . . . . . . . vi Author’s Purpose Charts ISSUE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Context Clues Retell Eat Well, Feel Well Model the Skills Photographs and Captions Orange You Glad? Apply the Skills Context Clues Climb the Pyramid Diagrams Pond Life Model the Skills Earth Helpers Apply the Skills ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Leave it to Beavers Diagrams Main Idea and Details Lists ISSUE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Context Clues Main Idea and Details Sharing with Others Model the Skills Maps Thanks, Mom and Dad Apply the Skills Context Clues Hamster Hide-and-Seek Poetry Getting over the Hump Model the Skills Not a Drop to Drink Apply the Skills ISSUE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Bubbles Poetry Author’s Purpose Photographs and Captions ISSUE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Context Clues Compare and Contrast The Forest Roof Model the Skills Diagrams Rain Forests: From Soup to Nuts Context Clues Apply the Skills A Ladybug’s Life Model the Skills Life in the Rain Forest Diagrams Giving Time for the Common Good Apply the Skills ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 The Caterpillar Poetry Main Idea and Details Diagrams Context Clues Digging for Bones Model the Skills Animals on the Move Apply the Skills Loose and Limber Poetry Teacher’s Manual iii
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ISSUE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 ISSUE 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 Main Idea and Details Retell Maps Photographs and Captions Context Clues Context Clues Wow! Wind Works! Model the Skills Money Goes Around Model the Skills Blow, Wind, Blow! Apply the Skills How Money Is Made Apply the Skills Cloud Parade Poetry U.S. Coins Charts ISSUE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 ISSUE 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Main Idea and Details Compare and Contrast Charts Diagrams Context Clues Context Clues Sunny Side Up Model the Skills Things Change Model the Skills Where Does the Water Go? Apply the Skills What a Trip! Apply the Skills Sunflakes Poetry The Space Shuttle Diagrams ISSUE 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 ISSUE 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 Main Idea and Details Compare and Contrast Signs and Symbols Signs and Symbols Context Clues Context Clues Whoo’s a Wonderful Bird? Model the Skills Wild About Museums Model the Skills Food for Whoo? Apply the Skills A Basket Maker Apply the Skills Growing and Changing Charts Sarah Enters a Painting Poetry ISSUE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 ISSUE 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 Author’s Purpose Main Idea and Details Charts Photographs and Captions Context Clues Context Clues Prize Pets Model the Skills Get Ready, Get Set, Go! Model the Skills All for America! Apply the Skills Play Ball! Apply the Skills Lady Liberty Diagrams From the autograph album Poetry Short-Answer Reading Rubric. . . . . . . . . . . . . .T1 Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2 iv Time For Kids
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Pacing Suggestions THREE-MONTH PACING SUGGESTION You might wish to use the Time for Kids, Student Edition as test preparation starting in the second half of the year. At this pace, each issue corresponds to one week of instruction in the Teacher’s Edition. Time for Kids, Student Edition Issue Related Teacher’s Edition Lesson Issue 1 Unit 4 Week 1 Issue 2 Unit 4 Week 2 Issue 3 Unit 4 Week 3 Issue 4 Unit 4 Week 4 Issue 5 Unit 4 Week 5 Issue 6 Unit 5 Week 1 Issue 7 Unit 5 Week 2 Issue 8 Unit 5 Week 3 Issue 9 Unit 5 Week 4 Issue 10 Unit 5 Week 5 Issue 11 Unit 6 Week 1 Issue 12 Unit 6 Week 2 Issue 13 Unit 6 Week 3 Issue 14 Unit 6 Week 4 Issue 15 Unit 6 Week 5 USING TIME FOR KIDS THROUGHOUT THE YEAR Each issue contains 2 articles and a poem or text feature. You might wish to use the Time for Kids, Student Edition throughout the year by assigning one article a week. The poem or text feature can be read with the second article. Teacher’s Manual v
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How to Use Time for Kids TIME FOR KIDS, STUDENT EDITION Each issue in Time for Kids, Student Edition includes two articles and a text feature, such as a chart or a diagram, or a poem. Each issue relates to Social Studies or Science skills. TRANSPARENCIES A transparency is provided for the first article in each issue. Use the transparency to model how to answer test questions. Questions are provided in Blackline Masters found in the Time for Kids Teacher’s Manual. TEACHER’S MANUAL The Teacher’s Manual contains lessons for each issue of Time for Kids. Article 1: Model the Skills Use the transparency and Blackline Master to model how to answer comprehension, vocabulary, and text feature questions. Read the questions and answers aloud to children. Article 2: Apply the Skills The Blackline Master for the second article offers children the opportunity to answer questions based on the same skills and strategies modeled with the first article. Read the questions and answers aloud to children. Text Feature or Poetry: Apply the Skills A third Blackline Master is provided for children to review previously taught skills and strategies. Read the questions and answers aloud to children. vi Time For Kids
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COMPREHENSION AND VOCABULARY FOCUS As noted earlier, each issue of Time for Kids relates to Social Studies or Science skills. However, the items in the tests that accompany each issue focus on Reading and Language Arts skills and strategies for comprehension, vocabulary, and text features. SHORT-ANSWER PREPARATION The first two tests for each issue of Time for Kids provide opportunities for children to practice responding to short- answer items. These items will help children to begin building the skills and confidence they will need when they are faced with short-answer items in a testing situation. LEVELS OF THINKING Test questions can be broken down into four developmentally sequenced categories, based on the different levels of thinking required to answer them. • A question may have an answer that is stated in the selection. At the most basic level, children can find or locate the answer in the selection. Words from the question and words that answer it are often “right there” in the same sentence. At the next level, the answers are stated in the text but cannot be found in a single sentence. Children must “think and search,” or combine different parts of the selection, to find the answer. • A question may have an answer that is not stated in the selection. For an “author and me” question at the third level of thinking, children must find clues and text evidence in the selection and connect them to find the inferred or implied answer to the question. A question that addresses the fourth level of thinking requires children to analyze the selection and make judgments based on text evidence to determine the author’s style or purpose for writing. Teacher’s Manual vii
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TFK Pages 6–7 Retell MODEL THE SKILL Have children open to page 5 of Time for Kids, Student Edition. Look at the cover and read the article titles aloud with the class. Have children preview the photographs and captions. Tell children, We will learn how to retell the information from a text in order. Display Transparency pp. 6–7 of the article “Pond Life” and distribute Blackline Master 1. Ask children to turn to page 6 of Time for Kids. Ask children to look at the title and photographs before they read the article. Have children read the article carefully and identify any words they do not know. Underline these words on the transparency and review them with the class. Then read the following question and answer choices aloud: 1 When does a swan swim? A In the morning B In the afternoon C At night From Blackline Master 1 Materials Think Aloud This question asks when a swan swims. I can locate the answer in the selection. First I find the part of the article that Transparency pp. 6–7 tells about swans. Then I look for words that tell about times of day. I see a sentence that says: In the afternoon, a swan swims. Blackline Masters This is the stated answer. 1, 2, 3 Elicit the correct answer (B) from children. Explain that this choice, In the afternoon, is correct because the article says that a swan swims in the afternoon. Work through the rest of the answers and show that they are not correct. For further practice with the comprehension skill, you may wish to have children work together or independently to answer question 2 on Blackline Master 1. Teacher’s Manual 1
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TFK Pages 6–7 Photographs and Captions MODEL THE SKILL 3 What animal stays up Explain to children that texts often are accompanied by at night? photographs that can help them understand information from A Raccoon a reading. Sometimes there will be text that explains what B Swan is happening in the photograph. This kind of text is called a caption. Invite children to look at the photographs and describe C Heron what they see. From Blackline Master 1 Then read question 3 aloud. Think Aloud This article has photographs of different animals. I should look for a picture of a raccoon, a swan, and a heron and make sure to read the information that goes with the photos. Then I can combine these details to figure out the stated answer. Have children look at the photographs and colored captions on pages 6 and 7. Point to the correct photograph and caption on the transparency and read the caption aloud with the class. Explain that the caption gives information about the animal. Then have children select the correct answer choice (A). Context Clues MODEL THE SKILL 4 On page 7, the article Tell children that they may not know the meaning of every says that a heron can single word in a text that they read. Explain that the context, or trap a bug. What does the other words and sentences in the paragraph, can help them trap mean? figure out what unfamiliar words mean. A Drink Then read question 4 aloud. B Run Think Aloud The answer to this question is not stated in the C Catch article. To answer it, I will have to find clues in the article and From Blackline Master 1 connect them. I can start by finding the sentence that has the word trap in it. I will see if any words or sentences near it in the paragraph or anything in the picture can help me figure out what trap means. Invite children to explain what the text and the picture tell about how and why herons trap bugs. Go through each choice and have the class decide which answer makes the most sense in the context of the article (C). 2 Time For Kids • Issue 1
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TFK Pages 6–7 Short Answer MODEL WRITING A SHORT ANSWER Remind children that short-answer questions will ask them to write an answer in complete sentences on the lines provided. Read the following short-answer question aloud: 5 Tell, in order, when you can find different animals at the pond. Support your answer with details from the article. From Blackline Master 1 Think Aloud The question asks me to tell when different animals are at the pond. I need to find details from the article that support the idea that different animals are at the pond at different times. I can combine these details to write the answer. Help children put their fingers on details from the article to answer the question, and have a volunteer underline these details on the transparency. Have children look for clues about time of day, such as morning and afternoon. Remind children that the answer should be based only on information from the article, not on something that they read or saw somewhere else. Tell children that they should answer in their own words and that they should not copy sentences from the article. Write a short answer together. Remind children to form complete sentences in their answers. Possible response: Dragonflies are at the pond in the morning. Swans are there in the afternoon. Raccoons are there at night. See page T1 of the Teacher’s Manual for a short-answer rubric. See page T2 for answers to Blackline Master 1. Teacher’s Manual 3
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Student Name DIRECTIONS Answer these questions about “Pond Life.” 1 When does a swan swim? A In the morning B In the afternoon C At night 2 In the morning, a dragonfly looks for — A plants B lily pads C bugs to eat 3 What animal stays up at night? A Raccoon B Swan C Heron © Macmillan/McGraw-Hill Blackline Master 1 Grade 1 4 Time For Kids Pond Life
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Student Name 4 On page 7, the article says that a heron can trap a bug. What does trap mean? A Drink B Run C Catch 5 Tell, in order, when you can find different animals at the pond. Support your answer with details from the article. © Macmillan/McGraw-Hill Blackline Master 1 Grade 1 Pond Life Time For Kids 5
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TFK Pages 8–9 Show What You Know APPLY THE SKILLS Remind children that some of the questions they will see on a test will focus on retelling, context clues, and using photographs and captions. Introduce “Earth Helpers” by having children open to page 8 of Time for Kids. Point out that the important ideas of an article can often be found in the title and photographs. Have children look at the photographs, captions, and headings and then ask, What do you think the article is about? Encourage children to share their ideas and explain how they came to those conclusions. Record their ideas on the board. Tell children to keep these ideas in mind as they read to see if their ideas are correct. Remind children to use context clues as they read to figure out the meanings of unfamiliar words. Then have children read the article independently. Distribute Blackline Master 2 on pages 7-8 of the Teacher’s Manual. Tell children that they will take a practice test on the article they just read. Share these specific suggestions with children to help them answer test questions: 1. Before you read, look at pictures, headings, and the title to give you an idea of what the article is about. 2. Read “Earth Helpers” and the questions on the worksheet very carefully. Make sure you understand what the questions are asking. 3. Make sure your answers are based on the article. If you are not sure about the details, go back and read that part again. 4. Plan your answer carefully before you write. Make sure you answer every part of the question and use support from the article in your answer. 5. Make sure to write complete sentences. Have children complete Blackline Master 2. Answers can be found on pages T2–T3 of the Teacher’s Manual. 6 Time For Kids • Issue 1
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Student Name DIRECTIONS Answer these questions about “Earth Helpers.” 1 Look at the chart about “Earth Helpers.” First Kids in green schools have lunch. Next Glass and plastic bottles are recycled. Last Which idea belongs in the bottom box? A Bottles are made into kites. B Bottles are thrown away in the trash. C Bottles are made into new products. 2 Before the children go to the park, they — A save money to help the school B make kites from old plastic bags C learn about animals in class © Macmillan/McGraw-Hill Blackline Master 2 Grade 1 Earth Helpers Time For Kids 7
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Student Name 3 Brett uses a plastic bag to make a — A kite B bottle C plant 4 The article says, “During class, they find ways to reuse things.” What does the word reuse mean? A Talk about B Use again C Throw away 5 What do children in a green school do to help Earth? Support your answer with details from the article. © Macmillan/McGraw-Hill Blackline Master 2 Grade 1 8 Time For Kids Earth Helpers
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TFK Page 10 Diagrams APPLY THE SKILLS Tell children that they will practice what they learned about diagrams. Remind children that a diagram is a picture with labels. Labels give information about what is being shown in the picture. Have children open to “Leave It to Beavers” on page 10 of Time for Kids. Read the title “Leave It to Beavers” with children and ask them to look at the article. Then ask them to share their ideas on what the article is about. Write their ideas on the board. Invite children to look at the diagram of the dam. Ask children to think about how beavers build a dam. Ask what materials the beavers might use and how the beavers get the materials. Have children follow along with the text as you read it aloud. Ask them to identify any words they do not know. After you have finished reading, explain any unfamiliar words. Have children look at the diagram and discuss what the beavers do in each labeled part of the diagram. Explain that the den is a part of the lodge. Read aloud the question and answer choices. Tell children to look back at the diagram to find details and facts. Then they can combine this text evidence to determine the stated answer to the question. Think Aloud I need to remember that there is only one correct answer to the question. I should look for details and facts in the diagram that I can combine to come up with the correct answer. Remind children that they should look for the label on the diagram that says entrance to figure out where the entrance is. Tell them to read each answer choice carefully. After children have identified the correct answer (A), go back to the diagram. Ask a volunteer to show how the arrow from the label entrance is pointing below, or under, the water. Have children complete Blackline Master 3 on page 10 of the Teacher’s Manual. Answers can be found on page T3. Teacher’s Manual 9
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Student Name DIRECTIONS Answer these questions about “Leave It to Beavers,” 1 Where is the entrance to the lodge? A Under the water B Above the dam C In the den 2 Where does a beaver find food? A In the den B At the dam C In the pond 3 The article says, “Soon, the dam blocks the river and makes a pond.” What does the word blocks mean? A Opens B Holds back C Fills up © Macmillan/McGraw-Hill Blackline Master 3 Grade 1 10 Time For Kids Leave It to Beavers
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TFK Pages 12–13 Main Idea and Details MODEL THE SKILL Have children open to page 11 of Time for Kids, Student Edition. Look at the cover and read the article titles aloud with the class. Have children preview the photographs and captions. Tell children, We will use these articles to learn how to identify the main idea and important details in a text. Display Transparency pp. 12–13 of the article “Getting over the Hump” and distribute Blackline Master 4. Ask children to turn to page 12 of Time for Kids. Ask children to look at the title and photographs before they read the article. Have them read the article carefully and identify any words they do not know. Underline these words on the transparency and review them with the class. Then read the following question and answer choices aloud: 1 What is this article mostly about? A What camels in Africa look like B How children in Garissa get books C Why young children like to read Materials From Blackline Master 4 Transparency Think Aloud This question asks what the article is mostly about. pp. 12–13 That means I need to figure out the main idea of the article. I have to look at the whole article to see what each section is Blackline Masters 4, 5, 6 about. The headings and pictures can help me, too. Then I can connect the details to come up with the answer. Go through all of the answer choices with children and have them identify the correct answer (B). Have children explain how they got the answer. Invite a volunteer to underline on the transparency the details he or she used to determine the answer. For further practice with the comprehension skill, you may wish to have children work together or independently to answer question 2 on Blackline Master 4. Teacher’s Manual 11
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TFK Pages 12–13 Maps MODEL THE SKILL 3 Look at the map on Explain that texts often are accompanied by maps that can page 13. What is the help them understand information from a reading. Maps are name of the capital of drawings that show the locations of countries, cities, and other Kenya? places. Invite children to look at the map on page 13. On the A Nairobi transparency, show the outline of the country of Kenya. Point B Somalia to the labels that name the nearby countries of Ethiopia and Somalia. Then point out the map key and discuss the symbols C Ethiopia used to show a city and the capital. From Blackline Master 4 Read question 3 aloud. Think Aloud The article talks about the village of Garissa, but it does not mention any other cities or towns in Kenya. I need to look at the map and the map key to find the name of the capital of Kenya. Then I can combine these details to find the answer. Have children look at the map and find the three names listed in the answer choices: Nairobi, Somalia, and Ethiopia. Point to the map key and remind children that a solid black dot stands for a city, and a star inside a circle stands for a capital city. Then have the children select the correct answer choice (A). Context Clues MODEL THE SKILL 4 “Garissa is a remote, Tell children that they may not know the meaning of every word or faraway, village in in a text that they read. Explain that sometimes the other words the desert in Kenya.” and sentences in the paragraph can help them figure out the Which word in the meaning of an unfamiliar word. sentence helps you understand what Then read question 4 aloud. remote means? Think Aloud I see the wordremote in the sentence. I can look at A faraway the other words in the sentence for clues about what remote village means. Then I can connect these clues to figure out the meaning B of the word. C desert Point to the first sentence in the article and read it aloud. Point From Blackline Master 4 to the difficult word remote.This word describes the village of Garissa. Ask children to find an easier word that also describes Garissa (faraway). Then ask children to select the best answer (A). 12 Time For Kids • Issue 2
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