correlated to state daily practice books grade … language review daily 6-trait writing daily...

Daily Practice BooksPerfect Supplements to Your Core Curriculum!

Daily Language Review Daily 6-Trait Writing Daily Academic Vocabulary

Daily Paragraph Editing Building Spelling Skills

Daily Science Daily Math Practice Daily Word Problems:Math

Daily GeographyPractice

Daily Handwriting Practice

• Practice for every day of the school year

• Help students prepare for standardized testing

• Correlated to state standards

Research- Proven

Spaced practice contributes to

retention of skills.

0 23472 03454 0

9 781608 236350

52999

14WEEK

Cause and Effect

Students practice identifying cause-and-effect relationships by looking for

what happens (the effect) and why it happens (the cause).

Fact and Opinion

Students determine whether details in a text can be proved (facts) or represent

what someone thinks or feels (opinions).

DAY

1

Review the Cause and Effect skill with students. Say:

Cause and Effect skill with students. Say:

Cause and EffectAn effect is something that happens. The

cause is why the effect happened. Tell students they will read about a different kind of school that

was created in Australia. Then remind students of the Determine Important Information strategy

(Week 5). Say: As you read, look for the important information that helps you understand why

the school was created and what effect it could have on students. When students have finished

reading, have them complete the skill and strategy practice activities. Review the answers together.

DAY

2

skill with students. Tell them they are going to read about three places

with unusual library systems—Kenya, northern Thailand, and Indonesia. Explain that in these (Week 5). Say:

the school was created and what effect it could have on students.

reading, have them complete the skill and strategy practice activities. Review the answers together.

DAY

2

skill with students. Tell them they are going to read about three places

with unusual library systems—Kenya, northern Thailand, and Indonesia. Explain that in these Pay

DAY

3

Name:

WEEK 14

DAY 5Cause and Effect

Fact and Opinion

READ THE PASSAGE Notice how the author uses facts and opinions to describe hagfish. Pay attention

to the causes and effects of a hagfish’s physical traits.

Icky or Interesting?

I’ve talked to a lot of fi shermen and they all agree. They believe that the ugliest and

strangest fi sh of all is the hagfi sh. Some call the slimy hagfi sh a true monster of the deep.

I think hagfi sh are gross but in an interesting way.

For one thing, a hagfi sh has an unusual body. It is long and slippery like an eel, but it

is not an eel at all. A hagfi sh has four hearts and two brains. Its eyes are covered with

skin, so it is nearly blind. But it has four thick, whisker-like organs called barbels that

wiggle like fi ngers out of its snout. These barbels and the hagfi sh’s single nostril help the

fi sh fi nd food.

The hagfi sh’s way of defending itself has resulted in its nickname, “slime eel.” Large

glands run along the sides of the hagfi sh’s body. When danger is near, the glands secrete

slime. And this is no ordinary goo. A hagfi sh’s slime has fi bers that make it very sticky.

The fi sh can ooze a bucketful of slime in just seconds!

The slime is a good weapon, but it can also clog the hagfi sh’s gills. So a hagfi sh has

to work the slime off its body. It does this by tying itself into a knot! The hagfi sh can do

this because it has no stiff fi ns or bones. Its muscles push the knot down its body and

squeeze off the slime.

A hagfi sh’s eating habits are odd, too. It eats living and dead animals. Its body digests

food very slowly. So a hagfi sh can go seven months between meals.

SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.

1. A hagfish can tie its body into a knot

because .

its eyes are covered with skin

2. Which one is an opinion about hagfish?

The slime of a hagfish is very sticky.

Hagfish are monsters of the deep.

3. Which one states a fact about hagfish?

It is the strangest fish of all.

It has odd eating habits.

The fish is gross, but interesting.

wiggle like fi ngers out of its snout. These barbels and the hagfi sh’s single nostril help the

fi sh fi nd food.

The hagfi sh’s way of defending itself has resulted in its nickname, “slime eel.” Large




The slime is a good weapon, but it can also clog the hagfi sh’s gills. So a hagfi sh has



squeeze off the slime.

fi sh fi nd food.






Correlated to StateStandards

Students practice identifying cause-and-effect relationships by looking for

its eyes are covered with skin

it is covered in slime The fish is gross, but interesting.

Its body is long and slippery.

Grade 4

Daily Reading Comprehension

4

GRaDe

4 • 150 fiction and nonfiction passages

• 30 weekly units include:–teacher lesson plan–5 reproducible student pages

• Direct instruction of reading strategies & skills

• Perfect for test prep• Supports any reading

program

EMC 3454

GRADE

4

Writing:LisaKlobuchar CamilleLiscinsky JamesSpears ContentEditing:LeslieSorg JamesSpears CopyEditing:CarrieGwynne ArtDirection:CherylPuckett CoverDesign:CherylPuckett Design/Production:CarolinaCaird YukiMeyer JohnD.Williams Congratulations on your

purchase of some of the finest teaching materials

in the world.

Photocopying the pages in this book is permitted for single-classroom use only. Making photocopies for additional classes

or schools is prohibited.

ForinformationaboutotherEvan-Moorproducts,call1-800-777-4362,fax1-800-777-4332,orvisitourWebsite,www.evan-moor.com.

Entirecontents©2010EVAN-MOORCORP.18LowerRagsdaleDrive,Monterey,CA93940-5746.PrintedinUSA.

Visitteaching-standards.com toviewacorrelationofthisbook’sactivitiestoyourstate’sstandards.Thisisafreeservice.

Correlatedto State Standards

EMC 3454

CPSIA: QuadGraphics Dubuque, 2470 Kerper Boulevard, Dubuque, IA USA. 52001 [10/2010]

3454FM.indd 1 10/20/10 2:33 PM

2 Daily Reading Comprehension • EMC 3454 • © Evan-Moor Corp.

Contents

Week Strategies and Skills Page

1 Comprehension Strategy: Monitor Comprehension 10

2 Comprehension Strategy: Make Connections 16

3 Comprehension Strategy: Visualization 22

4 Comprehension Strategy: Organization 28

5 Comprehension Strategy: Determine Important Information 34

6 Comprehension Strategy: Ask Questions 40

7 Comprehension Skills: Main Idea and Details, SequenceComprehension Strategies: Monitor Comprehension, Visualization 46

8 Comprehension Skills: Cause and Effect, Fact and OpinionComprehension Strategies: Determine Important Information, Ask Questions 52

9 Comprehension Skills: Compare and Contrast, Make InferencesComprehension Strategies: Make Connections, Monitor Comprehension 58

10 Comprehension Skills: Character and Setting, ThemeComprehension Strategies: Organization, Visualization 64

11 Comprehension Skills: Author’s Purpose, PredictionComprehension Strategies: Ask Questions, Make Connections 70

12 Comprehension Skills: Nonfiction Text Features, Visual InformationComprehension Strategies: Determine Important Information, Organization 76




3454.indb 2 10/19/10 8:01 AM

© Evan-Moor Corp. • EMC 3454 • Daily Reading Comprehension 3

Week Strategies and Skills Page













28 Comprehension Skills: Character and Setting, ThemeComprehension Strategies: Monitor Comprehension, Visualization 172



3454.indb 3 10/19/10 8:01 AM


1WEEK

DAY

1

Build background by showing students the location of the Arctic Ocean on a map or globe. Have students read the passage independently, and then introduce the Monitor Comprehension strategy. Explain: Good readers monitor their comprehension by thinking about what they are reading. Model the strategy: I know that this is a nonfiction text that is telling me facts. It is important that I understand those facts. As I was reading, I realized I didn’t understand how cold the Arctic Ocean is. So I reread the section titled “Size and Temperature.” I figured out that the temperature must be almost as cold as ice because there is so much ice in the Arctic Ocean. Have students complete the strategy practice activity and share their responses. Then have them complete the skill practice activity. Review the answers together.

DAY

2

Remind students of the Monitor Comprehension strategy and point out the instructions at the top of the page. Ask: How would pausing and asking myself if I understand help me monitor my comprehension? (It gives you a chance to think about what you read to make sure you understand it. It tells you if you need to read it again.) After students finish reading the passage, model the strategy: I didn’t understand why Dr. Fowler wanted to save so many different kinds of seeds. I reread the second paragraph and figured out that he wanted to save a variety of seeds to protect the crops that grow in different countries. After students complete the strategy practice activity, have them share their responses. Then have them complete the skill practice activity. Review the answers together.

DAY

3

Remind students of the Monitor Comprehension strategy. Then say: We are going to read about a Japanese holiday called Children’s Day. Build background by pointing out Japan on a map and asking volunteers to share what they know about Japanese culture. Then call students’ attention to the instructions at the top of the page. Say: One good way to monitor our comprehension is to recall the main idea of each paragraph. After students finish reading, have them complete the strategy and skill practice activities. Review the answers together.

DAY

4

Remind students of the Monitor Comprehension strategy. Then read the title of the passage aloud. Say: Sometimes, titles give us good clues as to what a passage is about. Thinking about the title as you read can help you understand the passage. After students finish reading, have them complete the strategy and skill practice activities. Review the answers together.

DAY

5

Before students read the passage, build background by pointing out Mexico and Spain on a map. Explain that before Mexico was its own country, it was part of Spain. Then have students read the passage. Explain: Sometimes it can be difficult to concentrate while reading. However, if you monitor your comprehension while reading, you can keep yourself on track. Have students turn to a partner to complete the strategy practice activity by naming a specific action he or she could take to monitor comprehension. Ask volunteers to share their responses and discuss how those actions helped them stay focused while reading. For the skill practice activity, have students answer the items independently and then review the answers as a group.

Monitor ComprehensionWhen students monitor their comprehension, they keep track of how well they understand the material and identify when their understanding breaks down. Related activities include rereading, asking questions, taking notes, and paraphrasing what has been read.

3454.indb 10 10/19/10 8:01 AM

Name:


WEEK 1

DAY 1Monitor Comprehension

READ THE PASSAGE As you read, pause after each section to think about whether you understood the information.

I. Introduction

The Arctic Ocean is the smallest and coldest ocean in the world. It stretches from the

North Pole to Asia, Europe, and North America. The Arctic Ocean is mostly covered in

sea ice all year. It is home to penguins, walruses, polar bears, and whales. Because

the ocean is so cold, few plants and animals can live there.

II. Size and Temperature

The Arctic Ocean covers 5.4 million square miles. It is smaller than all other oceans.

It is also the shallowest ocean. The temperature of the Arctic Ocean stays around

32 degrees Fahrenheit (zero degrees Celsius). The large amount of sea ice in the

ocean stops its temperature from changing too much. However, much of the ice in the

Arctic Ocean is melting because of global warming.

STRATEGY PRACTICE Was there any part of the passage that you did not understand right away? How did you figure it out?


1. This article would most likely be found in .A a dictionaryB an encyclopediaC an advertisementD a travel guide

2. What is the article mostly about?A the Arctic OceanB penguin habitatsC the North PoleD sea ice

3. Which of these headings might be the title of the next section in the article?A Early Arctic ExplorersB The South PoleC Tropical PlantsD Ice-Skating

4. Which continent does the Arctic Ocean not reach?A North AmericaB EuropeC AsiaD Africa

3454.indb 11 10/19/10 8:01 AM

Name:


WEEK 1


READ THE PASSAGE As you read, ask yourself, “Do I understand what I am reading?”

The Doomsday VaultIf you wanted to save one thing for the future, what would you pick? For Dr. Cary

Fowler, it’s an easy choice. He would save seeds. Dr. Fowler is the scientist who helped

create the Svalbard Global Seed Vault in Norway, near the Arctic. Dr. Fowler is trying to

collect and save seeds from every food crop in the world.

Why would anyone save seeds? Well, Dr. Fowler believes the world must be prepared

in case something terrible happens. Some disasters, whether they are natural or caused

by people, could destroy crops around the world. People wouldn’t have food, and they

might not be able to grow it. Dr. Fowler believes we must protect seeds today so we can

grow crops in the future.

Today the seed vault has over 400,000 different types of seeds. Dr. Fowler hopes to

one day have over 1 million types of seeds. He is asking countries around the world to

deposit seeds into the vault so that the seeds can be withdrawn when we need them.

STRATEGY PRACTICE Was there anything you read about the seed vault or Dr. Fowler that you did not understand? Write a question you had while you were reading.


1. What is the passage mostly about?A a seed vaultB how people protect cropsC a scientist named Dr. Cary FowlerD how to best store seeds

2. What will Dr. Fowler probably do once the seed vault collects 1 million seeds?A He will plant the seeds.B He will keep working to save crops.C He will close the vault.D He will move to Norway.

3. What will likely happen to the seeds in the near future?A They will be returned to wherever

they came from.B Norway will get to use the seeds.C The seeds will be traded for money.D They will be kept safe.

4. Which of these seeds would Dr. Fowler probably put into the seed vault next?A seeds for a pretty flowerB seeds for a large treeC seeds for a vegetableD seeds for grass

3454.indb 12 10/19/10 8:01 AM

Name:


WEEK 1


READ THE PASSAGE As you finish each paragraph, recall the main idea.

Children’s Day in JapanEvery year on May 5, people in Japan celebrate a festival known as Children’s Day.

This festival celebrates the happiness of children and mothers across the country. It is a

national holiday for everyone in Japan.

Children’s Day probably began as a festival for boys around ad 600. People flew flags

shaped like a fish called a carp. The carp is a symbol of strength and health. Each boy

had his own flag, and the oldest boy had the biggest flag. People still fly carp flags today.

But in 1948, the Japanese government changed the festival so that it celebrated both

boys and girls.

People in Japan do many things on Children’s Day. They eat special treats, such as

rice cakes wrapped in oak leaves. They also take hot baths in water that has the leaves of

iris plants in it. These leaves are said to be good for a person’s health. But the children

in Tokyo, the capital of Japan, get something extra special. They compete in the Kids’

Olympics on Children’s Day. There is a torch relay and races for kids and their parents.

So before you’re too old, plan a trip to Japan to celebrate Children’s Day, and have fun

being a kid!

STRATEGY PRACTICE How did thinking about the main idea of each paragraph help you better understand the passage?


1. What is the passage mostly about?A flags in JapanB changes in Japanese holidaysC a festival celebrating childrenD food and drinks made from rice

2. What do people in Japan not do on Children’s Day?A wrap rice cakes in iris leavesB fly carp flagsC eat special treatsD take baths with iris leaves

3. According to the passage, what changed about Children’s Day in 1948?A Boys could celebrate, but girls could not.B It became a national holiday.C It celebrated girls as well as boys.D People began using carp flags.

4. Which of these is likely to happen on the next Children’s Day?A People will stop celebrating in Japan.B People will fly carp flags.C Only girls will participate.D People will stop eating special treats.

3454.indb 13 10/19/10 8:01 AM

correlated to state daily practice books grade … language review daily 6-trait writing daily...

Documents