Available for to State

Grades 16+ Correlated Standards

150 fiction and nonfiction
passages
30 weekly units include:
teacher lesson plan
EMC 9166 5 reproducible student
pages
Direct instruction of
reading strategies & skills
Perfect for test-prep
SAMPLER Supports any reading program

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 GRADE 1

Skills in
Daily Reading Comprehension
Daily Reading Comprehension helps students become stronger readers by combining
comprehension instruction and practice with language development. Every week,
students are given the opportunity to practice standards-based comprehension skills,
along with phonics, sight words, or vocabulary.

Comprehension
Students learn and practice six common comprehension skills that will help them become proficient
readers and prepare them for reading assessments they will encounter in later grades. Each skill below
is the focus of five weekly lessons, occurring every six weeks, for repeated practice and instruction:
Main Idea and Details Who, What, Where, When Sequence
Compare and Contrast Fantasy and Reality Prediction

Phonics
Gaining the ability to decode, or sound out, words is an important skill for becoming a fluent reader.
The following phonics skills are practiced throughout in Daily Reading Comprehension:
rhyming words digraphs
beginning and ending consonant sounds blends
short and long vowel sounds

Sight Words
Sight words help students decode and read fluently. Daily Reading Comprehension activities
focus on 50 of the 220 words from the Dolch sight word list:
after has not saw under
again have of soon use
are her old take walk
ask his one that was
could just out then went
eat know over there were
eight let please they when
every like put this where
from live ride through white
good must said two with

Word Meanings
Reading comprehension depends not only on being able to decode a word, but to understand
its meaning. Each word meaning activity in Daily Reading Comprehension focuses on a
grade-appropriate vocabulary word from that days reading selection.

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Comprehension Strategies and Skills
Daily Reading Comprehension
In Daily Reading Comprehension, students learn and practice the following commonly
tested comprehension strategies and skills, all proven to increase students ability to read
and understand a wide range of text types.
Strategies
Make Connections
Students make connections to the text to aid their
comprehension. Connections can be made to personal
experiences or to things the students have seen or read.
Visualization
Students make mental images of what they are
reading. They learn to look for vivid language,
including concrete nouns, vivid verbs, and strong
adjectives.
Organization
Students learn to find the organizational pattern of a
text. This allows them to anticipate what they are
reading and help them focus on the authors central
message or ideas.
Determine Important Information
Students learn to categorize information based on
whether or not it supports an authors central message
or is important for a specific purpose.
Ask Questions
Students learn to ask questions before reading to set a
purpose for reading, during reading to identify when
their comprehension breaks down, or after reading as
a way to check their understanding of a passage.
Monitor Comprehension
Students learn to pay attention to their own reading
process and notice when they are losing focus or when
comprehension is breaking down. They then can
employ another strategy to help them overcome their
difficulty.
Skills
Main Idea and Details
Students find what a passage is mostly about and
important details that support the main idea.
Sequence
Students find the order in which things happen or
the steps in a process.
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(Skills, continued)
Cause and Effect
Students find what happen (effect) and why it
happens (cause).
Evaluate Evidence (Grade 6+)
Students study an authors claims and the evidence
that the author gives to support those claims.
Fact and Opinion
Students determine which statements can be proved
true (fact) or what someone thinks or believes
(opinion).
Compare and Contrast
Students find how two or more things are alike and
different.
Make Inferences and Prediction
Students use their background knowledge and clues
from the text to infer information or figure out what
will happen next.
Character and Setting
Students find who or what a story is about and where
and when the story takes place.
Theme (Grades 46+)
Students look for the moral or lesson in a fiction story
or an authors view about the world in nonfiction.
Fantasy vs. Reality
Students determine whether something in a story
could or could not happen in real life.
Authors Purpose
Students determine why an author wrote a passage.
Common purposes include to entertain, to inform, to
persuade, or to teach.
Nonfiction Text Features
Students study text that is not part of the main body
of text, including subheadings, a table of contents,
and an index.
Visual Information
Students study pictures, charts, graphs, and other
visual information.
Daily Reading Comprehension Sampler
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 Sample
Strategy Lesson GRADE 1 WEEK 4

WEEK Compare and Contrast

4 Students practice Compare and Contrast by looking at the similarities and
differences between two people or things.

Say: This week we will practice the reading skill Compare and Contrast, or telling how people or
things are the same (comparing) and how they are different (contrasting). Direct students
attention to the illustration, and say that it shows the two main characters in todays story, twins
DAY named Dora and Elena. Then read the instructions aloud. Focus students on listening carefully. Say:
Give a thumbs up when you hear how Dora and Elena are the same and a thumbs down when you
1 hear how they are different. Read the story slowly, pausing after each sentence for the students
responses. After reading, help students complete the first activity by finding the key word in each
question. (alike, different, same) End with the phonics activity. Ask students to read the story with
you, as well as they can, and listen for the words that rhyme with hair.
hair

Say: Some stories tell how two things are the same, or compare, and how they are different, or
contrast. Use the illustration to introduce the two main characters, Tom and Jerry. Read the
instructions aloud, and have students follow along while you read the story. Read the story again,
DAY with students reading aloud simple words, such as dog, cat, pets, car. Then ask students to tell how
2 the pets are alike and different. Draw a Venn diagram to show their responses. If you wish, use
simple drawings in the diagram, for the dog, cat, bugs, sun, car, and so on, rather than words. Use
the Venn diagram as you complete the first activity. Then do the phonics activity together. Have
students first determine the ending sound in bug and the letter that spells that sound.

Direct students attention to the illustration. Say: Today we will read about how the sun and the
moon are alike and how they are different, or how they compare and contrast. Ask students to
suggest words they would expect to read in a story about the sun and moon, such as sky and hot.
DAY Find applicable words in the story. Then read the instructions aloud. Read the story one sentence at
3 a time, with students following along and repeating the sentence as they point to each word. After
reading, complete a Venn diagram to show the facts read. Then complete the first activity together,
making students aware of the key words (alike and different) in each item. Complete the phonics
activity together.

Tell students that todays story is about a mom and dad who both have jobs. Read the instructions
aloud. Then read the story aloud while students follow along. Stop after the first three sentences and
DAY ask what is the same about the mom and dad. Read the next three sentences. Ask for facts about the
dads job and list them on the board. Complete the story, and ask for facts about the moms job,
4 listing them. Read a fact and ask students to call out Mom or Dad to identify who the fact describes.
Then complete the page together. In the first activity, guide students in finding the key words in
each item.

Remind students of the reading skill. Then introduce the story and read the instructions aloud. Read
the first four sentences, allowing students to read the words they know. Ask students if those
DAY sentences tell how birds and bats are alike or different. (alike) Ask students what they think the next
part of the story will tell. (how birds and bats are different) Complete the story. Invite students to
5 help make a Venn diagram that shows the facts they read. Incorporate simple drawings as much as
possible. Follow the usual procedure for completing the first activity. Have students do the phonics
activity with a partner.
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 Student Pages

WEEK 4
Name:
Compare and Contrast DAY 1

Read the story. Find out how two sisters are alike and different.

Dora and Elena are twins.

They are in the first grade.
They both have brown eyes.
They both have dark hair.
But their hair is not the same.
Dora has long hair.
She likes to wear bows.
Elenas hair is short.
She wears hats more than bows.

Fill in the circle next to the correct answer.

1. How are Dora and Elena alike? 3. What is the same about Dora
A They have short hair. and Elena?
B They have brown eyes. A They both have short hair.

C They like to wear hats. B They both are in first grade.

C They both wear hats.
2. How are Dora and Elena different?
A Dora is in first grade,
but Elena is not.
B Dora has long hair,
but Elena does not.
C Dora has dark hair,
but Elena does not.

RHYMING WORDS

Look back at the story.

Circle a word that rhymes with hair.

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 WEEK 4
Name:
Compare and Contrast DAY 2

Read the story. Find ways that two pets are the same and different.

Tom and Jerry are pets.

They both live in the same house.
Tom is a big yellow dog.
He plays tug with a toy.
Jerry is a little black cat.
He likes to get bugs.
But Tom does not.
Tom goes for rides in the car.
But Jerry stays home.
They both like to rest in the sun.

Fill in the circle next to the correct answer.

1. What is the same about Tom 3. How are Tom and Jerry different?
and Jerry? A Jerry rides in the car,
A They both ride in the car. but Tom does not.
B They both are yellow. B Jerry is a pet, but Tom is not.
C They both are pets. C Jerry likes bugs,
but Tom does not.
2. How is Tom like Jerry?
A Both pets rest in the sun.
B Tom is black.
C Tom likes bugs.

ENDING SOUNDS

Look back at the story.

Circle three words that end with the same sound as bug.

Daily
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 WEEK 4
Name:
Compare and Contrast DAY 3

Read the story. Find out how the sun and moon are alike and different.

The sun and the moon are in the sky.

They both are far, far away.
But they are not the same.
The moon is mostly rock.
It does not make light like
the sun does.
People have walked on the moon.
The sun is a very hot star.
You can feel the heat it makes.
People cannot go to the sun.
They would melt.

Fill in the circle next to the correct answer.

1. How are the sun and the moon alike? 3. How is the sun different from
A They are stars. the moon?
B They are very far away. A The sun makes light,
but the moon does not.
C They make light.
B People have gone to the sun,
2. How is the moon different from but not to the moon.
the sun? C The sun is in the sky,
but the moon is not.
A The moon is a hot star,
but the sun is not.
B The moon is close by,
but the sun is not.
C The moon is mostly rock,
but the sun is not.

VOWEL SOUNDS

Circle the word that has the same vowel sound you hear in light.
1. it 2. sky 3. twin 4. pig
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 WEEK 4
Name:
Compare and Contrast DAY 4

Read the story. Remember facts about the jobs a mom and dad do.

Mom and Dad both have jobs.

They work during the day.
Their jobs are not the same.
Dad makes toys out of wood.
He has a big room in our home.
That room is his workshop.
Mom has to drive to work.
She works at a store.
She sells books.

Fill in the circle next to the correct answer.

1. What is the same about Mom 3. How is Dads job different from
and Dad? Moms?
A They both work at a store. A Dad works at a store,
B They both work at home. but Mom does not.
B Dad drives to a workshop,
C They both work during the day.
but Mom does not.
2. How is Moms job different from C Dad works at home,
Dads job? but Mom does not.
A Mom works at home,
but Dad does not.
B Mom drives to her job,
but Dad does not.
C Mom works at night,
but Dad does not.

VOWEL SOUNDS

Circle the word that has the same o sound as job.

1. toy 2. home 3. shop 4. room

Daily
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 WEEK 4
Name:
Compare and Contrast DAY 5

Read the story. Look for ways that bats and birds are alike and different.

Bats and birds have wings.

They fly in the sky.
Bats like to eat bugs.
Birds eat bugs, too.
But bats and birds are not the same.
Bats have fur.
They have mouths with teeth.
Birds have feathers.
They use beaks for eating.
A baby bat grows inside its mother.
A baby bird grows in an egg.

Fill in the circle next to the correct answer.

1. How is a bat different from a bird? 3. How is a bird different from a bat?
A A bat has fur, A A bird has wings, but a bat
but a bird does not. does not.
B A bat can fly, but a bird cannot. B A bird can fly, but a bat cannot.
C A bat eats bugs, C A bird has a beak, but a bat
but a bird does not. does not.

2. How are birds and bats alike?

A They fly.
B They have fur.
C They have teeth.

VOWEL SOUNDS

Circle the word that has the same e sound as teeth.

1. egg 2. beak 3. bed

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 Sample
Strategy Lesson GRADE 3 WEEK 1

WEEK Make Connections

This strategy helps students put what they are reading into context by allowing
1 them to recognize the connections between the text and themselves, the world
around them, and other things they have read or seen.

Explain to students: This week we will learn to make connections. When good readers read, they
connect what they are reading to things they have read, seen, or done. This helps them to better
understand the passage. It is important, though, to stay focused on what we are reading and not
DAY let the connections we make distract us. Read the passage title aloud and ask students to share
1 connections they make to dogs (e.g., they own a dog; they have read about dogs.). Have students read
the passage independently and then complete the strategy practice activity. Allow volunteers to share
their responses. Then direct students to complete the skill practice activity. Review the answers
together.

Remind students of the strategy, and then explain that they will read a passage about a boy named
Evan who is from the city and rides a horse for the first time. Ask students to predict how Evan
might feel (scared, nervous, excited, etc.). Point out that students make these predictions based on
DAY how they might feel or what they know about doing something such as riding a horse for the first
2 time. Say: You made a connection in order to better understand how Evan might feel. Have
students read the passage and then complete the strategy practice activity. Invite volunteers to share
their answers. Then direct students to complete the skill practice activity. Review the answers
together.

Remind students of the strategy, and have them read the passage. When students have finished,
explain that it is possible to make different kinds of connections to a passage. Model: I dont know
DAY much about chimpanzees, Jane Goodall, or Africa, so it was hard for me to make a connection
3 to the first paragraph. I was able to make a connection to the second paragraph, because I know
how people share their feelings. This connection allowed me to better understand how
chimpanzees behave. Direct students to complete the activities. Review the answers together.

Remind students of the strategy, and read the instructions at the top of the page aloud. Ask students
DAY to share experiences they may have had with someone who was always grouchy or grumpy. Have
4 students read the passage. When students have finished, direct them to complete the activities.
Review the answers together.

Remind students of the strategy, and read the instructions at the top of the page aloud. Explain to
DAY students that they will read about a type of bird called a waxwing. After students have finished
5 reading the passage, pair students for the strategy practice activity. Then direct students to complete
the skill practice activity. Review the answers together.

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 Student Pages

Name: WEEK 1
Make Connections DAY 1
READ THE PASSAGE Thinkaboutwhatarealdogcando.

Sparky the Wonder Dog

Bellas dog Sparky likes to run and explore. Bella thinks that Sparky is like
a magician. One moment Sparky is in the backyard and then, all of a sudden,
hes gone!
Sparky escaped again last week, so Bella set out to find him. She called out
Sparkys name as she walked. Bella even shook Sparkys bag of dog chow.
Treats! Treats! yelled Bella. Sparky loved his treats, but he did not appear.
Then Bella stopped. She smelled some meat grilling. She spotted a cloud of
smoke from behind a house. Bella headed there and peeked in the yard. Sure
enough, there was Sparky. He stood on his hind legs in front of a grill. Sparky
was whistling and flipping burgers. Bella could see Sparkys mouth drool. Bella
wondered where Sparky got the apron he was wearing.

STRATEGY PRACTICE Circlethewordorwords,andcompletethesentence.

I (would would not) like to have Sparky as a pet because

SKILL PRACTICE Readeachquestion.Fillinthebubblenexttothecorrectanswer.

1.Whatcanreallyhappen? 3.WhichwordbestdescribesSparky?
A A dog can cook burgers. A well-behaved
B A dog can run away. B clever
C A dog can whistle. C angry
D A dog can do magic. D lucky

2.Whatismake-believeinthestory?
A A girl looks for a missing dog.
B A dog likes treats.
C A dog cooks burgers.
D A dog stands on its back legs.
4.WhichonecanbesaidaboutSparky?
A Sparky is a small dog.
B Sparky has run away before.
C Sparky never leaves the backyard.
D Sparky comes when he is called.

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 Name: WEEK 1
Make Connections DAY 2
READ THE PASSAGE Thinkaboutatimewhenyoulearnedsomethingnew.

Whoa, Boy!
Evan lived in the city. More than anything, he wanted to ride a horse. He could
hardly wait to gallop as fast as the wind. Evan visited Uncle Pete at his farm. His
uncle was ready to show Evan how to ride.
Evan sat on a fence as his uncle walked a horse toward him. The ground
seemed to shake with every step the horse took. Evan dug his fingernails into the
fence. He stared at the huge beast. Were all horses this big? he wondered.
Uncle Pete helped Evan onto the horses back. Then Evan tapped the horses
sides with his heels. The horse began to trot. Evan bounced up and down like
a jumping frog.
Riding a horse hurts, said Evan. He decided to forget about galloping. For
now, the speed of a merry-go-round seemed just right.

STRATEGY PRACTICE Circlethewordorwords,andcompletethesentence.

When I learned something new, I (felt did not feel) like Evan because

SKILL PRACTICE Readeachquestion.Fillinthebubblenexttothecorrectanswer.

1.Wheredoesthepassagehappen? 3.Whichoftheseismostlike
A on a farm
Evansexperience?
A learning to write letters
B in a city
B learning to divide numbers
C near a frog pond
C learning to ride a bike
D at a castle
D learning how to care for a goldfish
2.WhenEvanseesthehorse,
hefeels . 4.Whatdoesthelastsentenceinthe
A very happy
passagemean?
A Evan was on a merry-go-round.
B a bit scared
B Evan wanted a new horse to ride.
C quite brave
C Evan did not want to go faster.
D a little silly
D Evan wanted to hop like a frog.

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 Name: WEEK 1
Make Connections DAY 3
READ THE PASSAGE Lookforhowchimpanzeesbehaviorislikehumanbehavior.

Learning About Chimpanzees

We know a lot about chimpanzees because of Jane Goodall. She studied the
apes for over 30 years. She crawled through thick forests in Africa to sit still and
watch them. During that time, Jane wrote down what she saw and heard.
We now know that chimpanzees live in friendly groups. They greet each other
with a hug and a kiss. Mother chimps tickle their babies and make them laugh.
Chimpanzees play games together, and they clean each other. They show their
feelings, too. Worried chimpanzees pucker their lips. Scared chimpanzees bare
their teeth. Calm and happy chimpanzees smile. And each sound a chimpanzee
makes means something. For example, chimpanzees bark when they find food.
Chimpanzees also solve problems. They use sticks as tools to get food they
cannot reach. They chew leaves and use them as sponges to sop up water.

STRATEGY PRACTICE Completethesentence.

I was surprised to read that chimpanzees .

SKILL PRACTICE Readeachquestion.Fillinthebubblenexttothecorrectanswer.

1.WhichoneisprobablyJaneGoodallsjob? 3.Wheredochimpanzeeslive?
A She raises chimpanzees. A only in zoos
B She is a zoo vet. B in forests
C She is a scientist. C in deserts
D She trains animals. D in icy areas

2.Basedonthepassage,whichoneistrue
aboutchimpanzees?
A They do not like people.
B They act like people in some ways.
C They like to live alone.
D They sing and dance.
4.Whichoneshowsthatchimpanzees
actlikepeople?
A They show their teeth when they
are scared.
B They bark when they find food.
C They pucker their lips when they
are worried.
D They play games together.

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 Name: WEEK 1
Make Connections DAY 4
READ THE PASSAGE Thinkaboutwhatmakespeoplegrouchyorgrumpy.

Charles the Grouch

Charles did not care to smile, but he did like to complain. When the day was
sunny, Charles said it was too hot. When the birds sang, he said they were
too loud. Charles said parties were too crowded and rainbows were too colorful.
One day, Charles was in his garden grumbling that the carrots were too
orange. And he thought the trees were too tall. Suddenly, an elf appeared. The elf
spoke slowly, as he tried to control his anger. The elf said, I have heard enough
of your complaining. You grumble all day. You fuss all night. I am going to grant
you three wishes. Then perhaps you will stop being such a grouch!
Only three wishes? Why cant I have more than three? whined Charles.
Forget it! No wishes for you! yelled the elf. The elf disappeared.
They were probably crummy wishes anyway, Charles complained.

STRATEGY PRACTICE Answerthequestion.

How do you act around grumpy people?

SKILL PRACTICE Readeachquestion.Fillinthebubblenexttothecorrectanswer.

1.Whatismake-believeinthepassage? 3.WhydoesCharleswantmorewishes?
A A man complains. A He does not like the elf.
B A man makes a wish. B He is never happy with the way
C An elf appears in a garden. things are.
D A man grows carrots. C He wants more of everything.
D He already wasted two wishes.
2.Whatinthepassagecanhappen?
4.Whichadjectivebestdescribes
A Elves can grant wishes.
Charles?
B A man can be grumpy.
A tired
C An elf can live in a garden.
B cheery
D A man can talk to an elf.
C thankful
D crabby

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 Name: WEEK 1
Make Connections DAY 5
READ THE PASSAGE Thinkaboutthecolorsofbirdsyouhaveseen.

Odd Baby Birds

Waxwings are small songbirds. They have pale yellow bellies and yellow tips
on their tail feathers. Some young waxwings are odd because they look different
from their parents. Those young birds have tail feathers with orange tips.
Scientists have discovered why. The answer has to do with food.
Waxwings mostly eat berries. One kind of honeysuckle plant grows in some
places. The plants berries grow for just a short time. The berries have a strong
red color. Some waxwings feed a lot of those red berries to their babies. Their
babies might be growing tail feathers at that time. If they are, the red color settles
in their tail feathers. Instead of having yellow tips like their parents, their feathers
are tipped in orange.

STRATEGY PRACTICE Tellapartneraboutthestrangestbirdyouhaveeverseen.

SKILL PRACTICE Readeachquestion.Fillinthebubblenexttothecorrectanswer.

1.Tohaveorange-tippedfeathers,baby
waxwingsmust . A Why do waxwings feed their babies
A have parents that look that way
B eat one kind of red berry
C eat a lot of orange plants
D get red berries on their tails
2.Whichoneistrueaboutmostadult
waxwings?
A They eat only red berries.
B Their tail feathers have orange tips.
C They mostly eat yellow bugs.
D Their tail feathers have yellow tips.
3.Whichquestiondoesthepassageanswer?
red berries?
B Why do some young waxwings look
different from their parents?
C Why do plants have berries?
D Why do birds have tail feathers?
4.Basedonwhatyouread,whathappens
whenredandyellowaremixed?
A They make orange.
B They make a bright yellow.
C They make a dark red.
D They make blue.

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 Sample
Strategy Lesson GRADE 3 WEEK 19

WEEK Main Idea and Details

Students look for the central idea or message of a passage or story. They also
19 find details that best support the main idea.
Sequence
Students look for the order of events or steps in a process.

Remind students of the Main Idea and Details skill. Say: When we read, we look for the main idea
to understand what a passage or story is mostly about. Details support the main idea and tell
us more about the topic. Also remind students of the Monitor Comprehension strategy, which was
DAY taught during Week 6. Review some of the ways students can monitor their comprehension (stop
after each paragraph and think about the main idea; make mental images; ask themselves
1 questions about what they have read; etc.). Read the instructions at the top of the page aloud. Then
have students read the passage. When students have finished, direct them to complete the skill
practice activity. Review the answers together. For the strategy practice activity, pair students or
complete it as a group.

Remind students that fiction stories can have a main idea and important details, which are usually
what a story is about and the important things that happen in the story. Tell students they will
DAY read a story about a family getting ready for a parade. Read the instructions at the top of the page
aloud. Remind students of the Determine Important Information strategy, which was taught
2 during Week 4. Say: Important ideas will be about the main idea of the passage. Then have
students read the passage. When students have finished, direct them to complete the skill and
strategy practice activities. Review the answers together.

Remind students of the Sequence skill. Say: When we determine sequence, we look for the order
in which things happen. Brainstorm with students things that use sequence (instructions, recipes,
DAY a biography, etc.). Tell students they will read about how shoes were made a long time ago. Read
the instructions at the top of the page aloud, and remind students of the Monitor Comprehension
3 strategy. Review ways students can monitor their comprehension (see Day 1). Then have students
read the passage. When students have finished, direct them to complete the skill and strategy
practice activities. Review the answers together.

Remind students of the Sequence skill and the Determine Important Information strategy. Say:
When you are looking for steps, instructions, or the order of a process, it helps to look for
DAY words that signal sequence. Point out the words First, Now, Next, Then, and Finally in the
passage. Say: These words signal that we are reading about steps in a process. As you read, it is
4 important to pay attention to sentences that use these words. Read the instructions at the top of
the page aloud. Then have students read the passage. When students have finished, direct them to
complete the skill and strategy practice activities. Review the answers together.

Tell students they will practice both the Main Idea and Details and Sequence skills. Remind them
DAY of things they can do to practice the Monitor Comprehension strategy (see Day 1). Read the
instructions at the top of the page aloud. Then have students read the passage. When students
5 have finished, direct them to complete the skill practice activity. Review the answers together. For
the strategy practice activity, pair students or complete it as a group.

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 Student Pages

Name: WEEK 19
Main Idea and Details DAY 1
READ THE PASSAGE Stopaftereachparagraphandthinkaboutwhattheparagraphsaid.

Made to Live in Water

People breathe air and so do dolphins. They breathe through an opening in the
top of their head. The opening is called a blowhole. The blowhole is a flap of skin
that can open and close. When a dolphin swims to the waters surface, it uses
strong muscles to open its blowhole. The blowhole closes as a dolphin dives back
underwater.
People do not have to think about breathing while they sleep. Breathing
happens automatically. A dolphin must be awake to control its blowhole. And it
needs to rest. How can it breathe and rest? When a dolphin rests, it swims slowly.
Half of its brain shuts down. The other half stays alert for danger. It also signals
the dolphin when to rise out of the water for a breath of air. After a couple of hours,
the halves of the dolphins brain trade jobs.

SKILL PRACTICE Readthequestion.Fillinthebubblenexttothecorrectanswer.

1.Whatisthepassagemainlyabout?
A how dolphins compare to people
B how dolphins breathe
C how dolphins sleep
D how mammals breathe and sleep
2.Whenadolphinrests, .
A it swims quickly
B it does not breathe
C half of its brain stays awake
D its blowhole closes tightly
3.Whichsentenceistrue?
A Dolphins can breathe underwater.
B Dolphins brains shut down all night.
C Dolphins breathe automatically.
D Dolphins breathe air at the surface
of the water.
4.Whichquestiondoesthepassageanswer?
A What is the purpose of a blowhole?
B What do dolphins eat?
C How long do dolphins sleep each day?
D How long can a dolphin stay
underwater?

STRATEGY PRACTICE Tellapartnerhowadolphinbreatheswhileitrests.

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 Name: WEEK 19
Main Idea and Details DAY 2
READ THE PASSAGE Noticewhicheventsareimportant.

Get Ready! Get Set!

Before I went to bed, I checked and rechecked my clothes for the Fourth of
July parade. Mom had washed and ironed my Girl Scout uniform. It was clean and
crisp. I made sure every badge was sewn on tightly. And I looked for scuff marks
on my shoes. Our leader, Mrs. Murray, wanted our troop to look perfect. The
parade route was a mile long, so many people would see us. Some of the girls in
my troop were going to play the drums. We had practiced marching to their beat.
The morning of the parade was a mad scramble around our house. I was
dressed an hour ahead of time. But Dad was looking for picnic chairs. Mom was
packing snacks. Our dog Fudge wanted to play, so he grabbed a small bag of
chips. He dashed away whenever Mom got near. Moms voice grew louder and
louder as she chased Fudge. He finally dropped the chips when I offered him
a doggy treat.
We hurried to the car. I sat with a smile. In my mind, I could picture the crowd
cheering as I marched by.

SKILL PRACTICE Readthequestion.Fillinthebubblenexttothecorrectanswer.

1.Whatisthepassagemainlyabout?
A walking in a parade
B chasing a playful dog
C getting ready for a parade
D checking clothes to see if they
are clean
3.Whyisthegirlexcitedabout
theparade?
A She is going to play the drums.
B She is leading her Girl Scout troop.
C She is bringing the snacks.
D She is marching in the parade.

2.Basedonthepassage,whichoneistrue?
A The girl is well prepared.
B Mrs. Murray is hungry.
C Dad is very organized.
D Mom is quite clumsy.
4.Whichoneisaprobleminthepassage?
A The girl can picture things
in her mind.
B The girl is ready early.
C The dog grabs a snack.
D Mom yells louder and louder.

STRATEGY PRACTICE Underlinethesentenceineachofthefirsttwoparagraphs

thattellsthemainidea.
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 Name: WEEK 19
Sequence DAY 3
READ THE PASSAGE Payattentiontothestepsusedinmakingshoeslongago.

Shoes from Long Ago

Long ago, people owned only one or two pairs of shoes. They were made by
a shoemaker who used hides, or skins, of horses, cows, pigs, or goats.
Making a pair of shoes could take days. The shoemaker first measured a
persons feet. He then chose the wooden, foot-shaped form that was the right size.
This form was called a last. The shoemaker stretched a piece of hide over each
last to shape the shoes. He used the lasts to cut the soles and heels, too. These
were cut out of the thickest part of the hide.
Strong tools were needed to sew the parts of the shoes together. The
shoemaker used an awl to punch holes in the pieces. He then used a stiff hog hair
as a needle. The shoemaker sewed the top parts of the shoes to the soles. He
then cleaned and polished the shoes. Finally, the shoemaker nailed on the heels.
Before brass nails came into use, the heels were held on with wooden pegs.
Its no wonder that a shoemaker was an important man in a village!

SKILL PRACTICE Readthequestion.Fillinthebubblenexttothecorrectanswer.

1.Whydoesacobbleruselasts? 3.Whichonedoesthecobbleruse
A to shape the shoes correctly
beforehecutsthepieces?
A an awl
B to sew the pieces together
B a needle
C to make holes in the hide
C nails
D to measure the feet
D a last
2.Whichstepcomesaftersewing?
A polishing the shoes
4.Ashoemakerslaststepis .
A cleaning
B marking the hide
B nailing
C carving the lasts
C sewing
D punching holes
D measuring

STRATEGY PRACTICE Lookbackatthepassage.Numberthefirstfoursteps

inmakingshoeslongago.

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 Name: WEEK 19
Sequence DAY 4
READ THE PASSAGE Focusonthemostimportantinformation.

Inside a Seed
Seeds are everywhere. They can glide through the air or hitch a ride on an
animals fur. Seeds come in different shapes and sizes. But they are the same
in one way. Inside each seed is the beginning of a new plant. Take a look inside
a bean to see for yourself.
First, get several dried beans such as lima beans or pinto beans. Notice how
hard the beans feel. Now, place the beans in a container and cover them with
water. Let the beans soak overnight. They are bigger and softer now. Next, gently
peel off the seed coating. This covering protects the baby plant inside, just as a
jacket protects you from the cold. Then, open the bean into its two halves. With a
magnifying lens, you can see the little plant that is waiting to grow. Do you see a
root and tiny leaves? Around the tiny plant is food. It will use this food as it sprouts
and starts to grow. Finally, plant the other beans in potting soil and watch them
become bean plants.

SKILL PRACTICE Readthequestion.Fillinthebubblenexttothecorrectanswer.

1.Whichstepcomesrightafteryou
getsomebeans?
A Open a bean into its two halves.
B Place the beans in a container of water.
C Plant the beans in soil in the sun.
D Peel off the outer coat of a bean.
3.Whendoesthebeangetsoftenough
toopen?
A before its coating is removed
B after it is planted
C after it soaks in water
D before it is traced onto paper

2.Whichstepcomesbeforeyoupeeloff
theseedcoat?
A Check the bean with a lens.
B Open the bean into its two halves.
C Plant the beans.
D Soak the beans overnight.
4.Basedonthepassage,whichone
istrue?
A Seeds are empty inside.
B Beans are seeds.
C Seeds are heavy.
D Water is bad for beans.

STRATEGY PRACTICE Drawaboxaroundthewordsinthepassagethatsignalsteps

inasequence.

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 Name: Main Idea and Details WEEK 19
Sequence DAY 5

READ THE PASSAGE Thinkofquestionsyouhaveabouttheinformation.

The Buzz About Honeybees

What animals live in homes filled with sweet, sticky stuff? Honeybees!
Honeybees and people both like to eat honey. Honeybees do the work that makes
this sweet food.
To make honey, honeybees need a lot of nectar. Nectar is a kind of sugar
water found inside flowers. First, a worker bee lands on a petal. She uses her long
tongue to sip the nectar. She stores the nectar in a special honey stomach. That
stomach is different from her regular stomach. She may make hundreds of stops
before her honey stomach is full. Next, the bee flies her heavy load back to the
hive. Then, she spits up the nectar. Another worker bee chews on the nectar for
quite a while. Then, she puts the sticky stuff into a wax cell of the honeycomb.
More worker bees fan their wings to help dry the nectar. As it dries, it gets very
sticky. Finally, the sugars turn into honey for the bees to eat.
All of these worker bees do their jobs over and over. It takes a lot of nectar
to make enough honey to feed the thousands of bees in the hive.

SKILL PRACTICE Readthequestion.Fillinthebubblenexttothecorrectanswer.

1.Whatisthemainideaofthepassage? 3.Whendothebeesdrythenectar?
A why honeybees make honey A right after the honeybee brings
B how honeybees make honey the nectar to the hive
B when the sugars turn into honey
C where honey is found
C after the nectar is spread in the
D how nectar becomes honey
honeycomb
2.Whichstephappensrightafterthe D before the nectar is chewed on
beebringsthenectartothehive?
A She sticks the honey into cells.
4.Ahoneybeesspecialbodypartthat
storesnectaristhe .
B She spits up the nectar.
A honey stomach
C The nectar is chewed on.
B honeycomb
D The nectar is dried.
C long tongue
D wax cell

STRATEGY PRACTICE Tellapartnertheimportantstepsinmakinghoney.

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 Comprehension Skills Language Development Skills

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and Details
Main Idea
When
Who, What, Where, and
Sequence
Compare and Contrast
Fantasy and Reality
Prediction
Phonics
Sight Words
Word Meanings

Week 1

Daily Reading Comprehension Sampler

Scope & Sequence

Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
GRADE 1

Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29

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 GRADE 2 Scope & Sequence

Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 10
Week 11
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Visual

Information

Nonfiction Text

Features

Prediction

Authors Purpose

Comprehension Skills

Fantasy and Reality

Character

and Setting

Make Inferences

Compare and

Contrast

Fact and Opinion

Cause and Effect

Sequence

Main Idea

and Details

Monitor

Comprehension
Comprehension Strategies

Ask Questions

Determine

Importance

Organizations

Visualization

Make

Connections

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 Scope & Sequence GRADE 3

Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 10
Week 11
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Visual

Information

Nonfiction Text

Features

Prediction

Authors Purpose

Comprehension Skills

Fantasy and Reality

Character

and Setting

Make Inferences

Compare and

Contrast

Fact and Opinion

Cause and Effect

Sequence

Main Idea

and Details

Monitor

Comprehension
Comprehension Strategies

Ask Questions

Determine

Important Information

Organizations

Visualization

Make

Connections

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 GRADE 4 Scope & Sequence

Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 10
Week 11
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 30

Visual

Information

Nonfiction Text

Features

Prediction

Authors Purpose

Comprehension Skills

Theme

Character

and Setting

Make Inferences

Compare and

Contrast

Fact and Opinion

Cause and Effect

Sequence

Main Idea

and Details
Ask Questions

Comprehension Strategies

Determine Important

Information

Organization

Visualization

Make

Connections

Monitor

Comprehension

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 Scope & Sequence GRADE 5

Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 10
Week 11
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Visual

Information

Nonfiction Text

Features

Prediction

Authors Purpose

Comprehension Skills

Theme

Character

and Setting

Make Inferences

Compare and

Contrast

Fact and Opinion

Cause and Effect

Sequence

Main Idea

and Details
Ask Questions

Comprehension Strategies

Determine Important

Information

Organization

Visualization

Make

Connections

Monitor

Comprehension

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 GRADE 6+ Scope & Sequence

Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 10
Week 11
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Visual

Information

Nonfiction Text

Features

Prediction

Authors Purpose

Comprehension Skills

Theme

Character

and Setting

Make Inferences

Compare and

Contrast

Evaluate Evidence

Cause and Effect

Sequence

Main Idea

and Details
Ask Questions

Comprehension Strategies

Determine Important

Information

Organization

Visualization

Make

Connections

Monitor

Comprehension

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