practice & assess reading - i'm lovin' lit..._____ 12. what is the topic of this...

Grades 4-5

Reading Informational

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Practice & Assess

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Reading Informational Text Practice & Assess Lesson 1: Main Idea & Supporting Details

Practice Level A 5

Name _______________________ A. Match the term to the correct definition below:

___________________________________________________________________

©2015 erin cobb imlovinlit.com

B. Read the passage below. Then, decide whether each statement describes the topic, a topic sentence, the main idea, or a supporting detail and write the letter on each line.

_____ 1. a statement that tells what the

passage is mostly about

_____ 2. the general subject of the passage

_____ 3. narrow ideas, evidence, examples

Atlantis

Around 350 B.C., a Greek philosopher and teacher named Plato wrote about a

beautiful island in the Atlantic Ocean. He filled two books with the history of this place

called Atlantis. In these books, he described the people of Atlantis as great engineers and

architects.

Plato said they built stunning palaces, exquisite temples, and huge statues made of

gold. At the center of Atlantis was a capital city surrounded by several moats. There

was an elaborate tunnel system where boats from the ocean could reach the city

center. Outside the capital, there were wide open fields where farmers grew the city’s

food.

Over time, according to Plato, this very modern society grew corrupt. As a result,

the gods punished the citizens of Atlantis. In one day and one night, the city sank under

the ocean waves and vanished forever.

a. topic b. topic sentence c. main idea d. supporting detail

7. _____ Around 350 B.C., Plato, a Greek Philosopher and teacher, wrote about a beautiful

island in the Atlantic Ocean.

8. _____ Atlantis

9. _____ At the center of Atlantis was a capital city surrounded by several moats.

10. _____ The city of Atlantis, as written about by Plato, was a mythical island believed to

have sunk to the bottom of the Atlantic Ocean.

11. _____ Plato wrote two books about the city of Atlantis.


_____ 4. a sentence in the passage that

states the main idea

_____ 5. determined after reading a passage

_____ 6. usually one or a few words


Practice Level A 6 ©2015 erin cobb imlovinlit.com

C. Read the related passages below, then answer the questions that follow.

Fact or Fiction?

For over two thousand years, Atlantis was just a story. In the late 1800s, however,

an American man named Ignatius Donnelly became enchanted by the story and wrote his

own book about it. Ignatius was an expert in flood history and thought Plato might have

written about a true natural disaster.

Later, a Greek man named Angelos Galanopoulos came up with another theory

about Atlantis. Galanopolous was appointed to be a national representative of Greece. He

speculated that around 1500 B.C., a massive volcano ripped apart the Greek island of

Santorini in the Mediterranean Sea, killing most of the people.

Galanopolous believed this was the event Plato was referring to when he wrote

about Atlantis. However, his dates do not match up with those of Plato. He reasoned

that when the story was translated, the Egyptian symbol for 100 (a coiled rope) was

mistaken for 1,000 (a lotus flower).

_____ 12. What is the topic of this passage? a. the Greek island of Santorini b. theories about Atlantis c. Ignatius Donnelly

_____ 13. Which sentence from the passage could be the topic sentence? a. Ignatius was an expert in flood history, and he thought Plato might have

written about a true natural disaster. b. However, his dates do not match up with those of Plato. c. Neither of these could be considered the topic sentence.

14. State the main idea of the passage.

____________________________________________________________________________________________

15-17. Identify 3 details in the passage that support this main idea.

(15) _________________________________________________________________________________________

(16) ________________________________________________________________________________________

(17) _________________________________________________________________________________________


Practice Level A 7 ©2015 erin cobb imlovinlit.com

_____ 18. Which of the following details from “Fact or Fiction?” does not support the main idea? a. He speculated that around 1500 B.C., a massive volcano ripped apart the Greek island of Santorini in the Mediterranean Sea, killing most of the people. b. Ignatius was an expert in flood history, and he thought Plato might have written about a true natural disaster c. Galanopolous was appointed to be a national representative of Greece

Modern-Day Beliefs

Today, Atlantis is an unsolved mystery that is the source of much speculation.

Some people question the exact location of the lost city. Some guess it lies off the

coast of Florida. Others believe the remains would be somewhere near Central America,

the China Sea, or Africa. Still others believe Atlantis is nothing more than a story. They

say a society with such advanced technology could not exist so long ago.

19. Write the topic sentence of this paragrah below.

____________________________________________________________________________________________

____________________________________________________________________________________________

20. Which of the following details would support the main idea of the paragraph? a. Non-believers suggest that Atlantis is simply too perfect to have been real. b. Modern-day authors write stories about Atlantis. c. A myth is a type of folktale.

**What do you think? Was Atlantis a real place or only a myth?**

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________


Assessment Level A 8

Name _______________________ A. Match the term to the correct definition below:

___________________________________________________________________


_____ 1. The _________ consists of only one or two words.

_____ 2. _________ are narrow ideas, evidence, and examples.

_____ 3. The ______ is a sentence in a passage that states the main idea.

_____ 4. The _________ is a statement that tells what the passage is mostly about.

_____ 5. The _________ is determined by the reader after reading the passage.

_____ 6. The _________ support the main idea.

What’s That Smell? It happens to all of us, and we find it everywhere—after a long run, during a

crowded bus ride, or after a long day in the same pair of socks. It’s body odor, and

science can explain why we all have it. Sweat and bacteria cause body odor. Sweat,

composed of water and salt, exudes from the pores on our skin. Additional fluid from

the apocrine gland (a sweat gland) also combines with bacteria that is already on our

skin. The result of this stinky solution is body odor. For most people, taking care of body

odor is simply a matter of practicing good personal hygiene.

a. topic b. topic sentence c. main idea d. supporting details


7. _____ Sweat is composed of water and salt.

8. _____ It’s body odor, and science can explain why we all have it.

9. _____ Body odor is a smelly problem that happens to all of us.

10. _____ body odor

11. _____ Additional fluid comes from the apocrine gland, a sweat gland.

B. Read the paragraph below. Then, decide whether each statement describes the topic, a topic sentence, the main idea, or a supporting detail and write the letter on each line.


Assessment Level A 9 ©2015 erin cobb imlovinlit.com

C. Read the related passages below, then answer the questions that follow.

The Smelly Past

People have been trying to solve the problem of body odor since ancient times. The

Romans were famous for their bathhouses, which they built wherever they went.

Bathing was more of a weekly social event than practical, everyday chore for the

Romans. Interestingly, early Eastern and Asian cultures had this same attitude.

Environment also played a factor in some people’s bathing habits. Gathering and

heating enough water to bathe in the winter months in cold climates was quite a job. To

complicate things, full-body baths became much less popular after the great plagues.

These plagues killed tens of thousands of people. Many people believed soaking in water

let diseases in more easily, so people actually bathed less to stay healthy.

_____ 12. What is the topic of this passage?

a. deodorant

b. the history of bathing

c. ancient bath houses

_____ 13. Which sentence from the passage could be the topic sentence?

a. Bathing was more of a weekly social event than practical, everyday chore for

the Romans. .

b. Environment played a part in some people’s bathing habits.

c. People have been trying to solve the problem of body odor since ancient times.

14. State the main idea of the passage.

____________________________________________________________________________________________

15-17. Identify 3 details in the passage that support this main idea.

(15) _________________________________________________________________________________________

(16) ________________________________________________________________________________________

(17) _________________________________________________________________________________________


Assessment Level A 10 ©2015 erin cobb imlovinlit.com

_____ 18. Which of the following details from “The Smelly Past” does not support the main idea? a. These plagues killed tens of thousands of people. b. Gathering and heating enough water to bathe in the winter months in cold climates was quite a job. c. To complicate things, full-body baths became much less popular after the great plagues.

Battling Odor

Today, we know much more about how to keep our bodies clean and greatly reduce

body odor. Doctors agree that one of the most effective ways to avoid body odor is to

bathe every day. Since 2800 B.C., soap has helped make bathing more efficient. However,

antibacterial soap has only been readily available for the last three decades.

Antibacterial soap combats the major producer of body odor: bacteria. Early in

the 20th century, a surgeon developed a liquid to keep his hands free of sweat during

operations. After trying the invention on her armpits, his daughter, Edna Murphey,

introduced the first deodorant and antiperspirant to the market. What began as simple

mixtures of natural ingredients turned into a chemist’s playground!

Interestingly, what you put in your body can influence body odor as much as what

you put on it. Doctors advise avoiding spicy foods like hot peppers, which can make you

sweat more. Furthermore, your sweat also carries smelly foods like onion and garlic. As

it turns out, you are—or smell like—what you eat!

19. Write the topic sentence of this passage below.

____________________________________________________________________________________________

____________________________________________________________________________________________

20. Which of the following details would support the main idea of the passage? a. Today, most Americans wear anti-perspirant or deodorant every day. b. Degree is the most popular brand of deodorant. c. Doctors must clean their hands thoroughly before surgery.

Reading Informational Text Practice & Assess Lesson 13: Nonfiction Text Features

Practice Level A 72

Name _______________________


Read each of the questions below and choose the best answer.

____ 1. Which text feature does the following sentence demonstrate?

Barack Obama is the president of the United States.

a. Captions b. Font styles c. Charts and graphs d. Glossary

____ 2. An example of this text feature is a drawing of a grasshopper with the parts of its body labeled. a. Captions b. Charts and graphs c. Diagrams d. Index

____ 3. Which text feature allows the reader to see how many chapters are in a book and the title of each chapter? a. Table of contents b. Index c. Diagrams d. Glossary

____ 4. An example of this text feature is a photo of a car with words and lines pointing to the headlights, the tires, and the windshield. a. Table of contents b. Index c. Diagrams d. Glossary

____ 5. James is looking through a newspaper when he sees a photo of a team. He wants to know who the people are in the photo. What text feature will likely provide that information? a. Captions b. Charts and graphs c. Diagrams d. Index

____ 6. Liam has a new travel guide for visiting Florida. Right now, he wants information about visiting the Everglades. What text feature will help him find all of the information about the Everglades in this book? a. Captions b. Charts and graphs c. Diagrams d. Index

____ 7. Ryan is doing his math homework when he comes upon the word “integer.” He doesn’t know exactly what the word means. What text feature of the textbook will help him? a. Font styles b. Glossary c. Headings and subheadings d. Table of contents

Reading Informational Text Practice & Assess Lesson 14: Persuasion Techniques

Assessment Level A 81

Name _______________________


Review each of the statements below and use the following letters to answer: E – The statement is an example of author using Ethos L – The statement is an example of an author using Logos P – The statement is an example of an author using Pathos

____ 1. Truevision Cable was the first cable company in this region. Truevision engineers

developed the digital video recording technology, and the company continues to be a

leader in digital television.

____ 2. Are you tired of being ignored? Do you feel like no one pays attention to you? Buy

this book on how to be popular and see what you’ve been missing.

____ 3. Are you satisfied with being average? Don’t you want to be someone special? Sign up

today and find out what it feels like to be someone with people looking up to you.

____ 4. Before you decide whether or not to take this class, consider what kind of person

you are. Are you someone who is afraid of hard work? Are you someone who would

rather stare at the television than create something? Are you someone who is

content to let other people do the work? If so, this class is not for you.

____ 5. How can you spend $4 on a frozen yogurt even though you’re not really hungry when

there are thousands of people around the country who will sleep on the streets

tonight? If you care about other people, you’ll donate that $4 to your local

homeless shelter and help make someone a little bit more comfortable for at least

one night.

____ 6. The politician reminded voters that she had served three terms in Congress, was a

former college professor, and had managed a large corporation before running for

president. “Obviously, in the past, I have been entrusted with difficult and important

jobs,” she said.

____ 7. Mr. Bourke is a world-renowned expert in education. He has developed a new approach

to classroom design that is sure to improve student performance.

____ 8. Almost everyone who attended this school has gone on to be successful. It takes

hard work and focus, but you owe it to yourself and to your school to be the best

student you can be.

____ 9. The battery in the SunPhone 2 lasts 50% longer than the battery in its competitors’

phones.

____ 10. Many consumers today enjoy over 300 different television channels. Just 50 years

ago, most people could watch just 2-3 channels. With so many more choices, it is

more important than ever to be able to read reviews of television programs.

©2015 erin cobb imlovinlit.com 83

Lesson 1 Practice

1 c

2 a

3 d

4 b

5 c

6 a

7 b

8 a

9 d

10 c

11 d

12 b

13 c

14 In the 1800s, experts attempted to explain how Atlantis could have been a real city and not just a story.

15 Ignatius thought Plato might have written about a true national disaster.

16 Galanopolous believed a massive volcano ripped apart the Greek island of Santorini.

17 Galanopolous believed that Plato’s dates were translated wrong.

18 c

19 Today, Atlantis is an unsolved mystery that is the source of much speculation.

20 a

Lesson 1 Assessment

1 a

2 d

3 b

4 c

5 c

6 d

7 d

8 b

9 c

10 a

11 d

12 b

13 c

14 Throughout history, people have looked for ways to curb their body odor.

15 The Romans were famous for bath houses.

16 Environment played a factor in some people’s bathing habits.

17 Full-body baths became less popular after the great plagues.

18 a

19 Today, we know much more about how to keep our bodies clean and greatly reduce body odor.

20 a

Level A, Grades 4-5 Reading Informational Text Practice & Assess

Answer Keys Short answer responses may vary.


Lesson 11 Practice

1 the television was invented in the 1940s

2 television prices decreased enough so that most families can afford them

3 By the late 1950s, most American homes have a television set.

4 Supermarkets began selling pre-cooked frozen meals

5 radio stations cancelled shows due to declining audience

6 some students can’t afford expensive clothes

7 students are bullied over their clothes

8 many schools are implementing uniform policies

9 builds school spirit

10 students see themselves as part of a team

11 crude oil prices go up

12 change of seasons, summer

13 Gas prices increase.

14 cost of food goes up

15 cost of airline tickets goes up

16 some research shows boys and girls learn differently

17 rising popularity in single-gender schools around the world

18 Some US private schools are for boys or girls only

19 students are less distracted

20 teachers can plan more effectively

Lesson 11 Assessment

1 dogs are known for being loyal companions

2 some believe a dog makes a house more secure

3 almost half of American households own a dog

4 people who own dogs are overall happier people

5 many people consider their pets members of their family

6 changes in housing developments make walking harder

7 many neighborhoods do not have sidewalks

8 fewer students walk to school today than in the past

9 obesity rate among children is higher

10 more schools offer busing for students

11 falling computer prices

12 popularity of smart phones

13 Most Americans have Internet access today

14 people can communicate easier

15 people can access information easier

16 car accidents

17 too many cars on the road at one time

18 Traffic jams are a huge problem

19 people can be late for work/school

20 people’s mental health can suffer

Level A, Grades 4-5 Reading Informational Text Practice & Assess

Answer Keys Short answer responses may vary.

Reading Informational Text Practice & Assess Teacher’s Guide

©2015 erin cobb imlovinlit.com97

Thank you so much for your purchase! This resource is jam-packed with content specifically designed to practice and assess the lessons in the Interactive Reading Informational Text Notebook. So that these printables are grade-level appropriate, I am releasing three sets: Set 1 – Grades 4-5 (Level A) Set 2 – Grade 6 (Level B) Set 3 – Grades 7-8 (Level C) Each set includes unique content, which means that the questions and passages are all completely different and leveled for each packet. If you differentiate in your reading classes, I highly recommend that you purchase all 3 sets. Sets 2 and 3 will be released in the month of February. A bundle is available to purchase all 3 sets.

For each lesson, there is a 20-item practice followed by a 20-item assessment. The items on the assessment are similar in content and in format to the items on the practice so that your students are prepared for each assessment.

Most lessons are 2 pages, so I run them front and back and recommend that you do the same whenever possible.

Since there are 3 sets and two similar worksheets for each lesson (one practice and one assessment), I have included this information at the bottom right corner of each page It either reads Practice or Assessment, followed by the level. The lesson number and topic are always at the top left.

Level A: Grades 4-5

Reading Informational Text Practice & Assess FAQ Will these worksheets teach the lessons for me? No. These printables are meant to be used after the lesson is taught in order to practice and then assess students’ knowledge and understanding of the content or skill. The Interactive Reading Notebook includes lessons for each skill. This packet includes worksheets for each.

Will I need to find articles and other resources to use with these printables? No! These are no-prep, which means all of the passages and content are included. Print and go!

Are these meant to prepare students for Common Core Assessments such as PARCC or Smarter Balanced? No. These are not meant to be used as test prep, but as everyday practices and assessments.

Are you making sets for your other Interactive Notebooks? Yes. Literature and Grammar have already been released, and Writing will follow Informational Text.

I teach students for multiple years. Can I use these printables? Yes! There will be 3 sets (see above) so simply purchase the set(s) relevant for your grades.

Thank you for your purchase! Please note, this product is for personal classroom use by a single teacher. If you would like a copy of this product for more than one teacher, please download additional licenses, available at 50% off the original price. We understand the wonderfully collaborative nature of teachers! If you would like to share this product with friends or colleagues, please return to your “My Purchases” page and download unlimited additional licenses at 50% off the original price! Purchase Orders are welcomed and are often helpful in purchasing multiple licenses.

• Use this item for your own personal use. • Use this item for your own classroom and/or students. • Copy this item for use in your classroom by your students. • Purchase unlimited licenses for others in your building to use at 50% off the original price. • Review this item for the purpose of recommending it to others, provided you include a link for it to be purchased directly from Lovin Lit.

• Give this item to others. • Copy this item for use by others. • Post this item on a website, including a personal website, classroom website, or district website. • Copy or modify any part of this document to offer others for free or for sale.

You May… You May Not…

© Copyright 2014 Erin Cobb / I’m Lovin’ Lit, LLC. All rights reserved Permission granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so is a violation of the Digital Millennium Copyright Act (DMCA). Credits:

Reading Informational Text Practice & Assess Table of Contents


Terms of Use 2

Table of Contents 3-4

Teacher’s Guide to Using This Product *97*

Lesson 1: Main Idea & Details: Understanding the Terms Practice 5-7

Lesson 1: Main Idea & Details: Understanding the Terms Assessment 8-10

Lesson 2: Main Idea & Details: Organizing & Outlining Practice 11-13

Lesson 2: Main Idea & Details: Organizing & Outlining Assessment 14-16

Lesson 3: Summarizing Informational Text Practice 17-19

Lesson 3: Summarizing Informational Text Assessment 20-22

Lesson 4: Author’s Purpose (3-Purpose Version) Practice 23-24

Lesson 4: Author’s Purpose (3-Purpose Version) Assessment 25-26

Lesson 5: Author’s Purpose (5-Purpose Version) Practice 27-29

Lesson 5: Author’s Purpose (5-Purpose Version) Assessment 30-33

Lesson 6: Nonfiction Text Structures Overview Practice 34-36

Lesson 6: Nonfiction Text Structures Overview Assessment 37-40

Lesson 7: Description Text Structure Practice 41-42

Lesson 7: Description Text Structure Assessment 43-44

Lesson 8: Compare & Contrast Text Structure Practice 45-46

Lesson 8: Compare & Contrast Text Structure Assessment 47-49

Lesson 9: Order & Sequence Text Structure Practice 50-52

Lesson 9: Order & Sequence Text Structure Assessment 53-55

Lesson 10: Problem & Solution Text Structure Practice 56-60

Lesson 10: Problem & Solution Text Structure Assessment 61-65

Lesson 11: Cause & Effect Text Structure Practice 66-67

Lesson 11: Cause & Effect Text Structure Assessment 68-69

Level A: Grades 4-5

Reading Informational Text Practice & Assess Table of Contents


Lesson 12: Primary & Secondary Sources Practice 70

Lesson 12: Primary & Secondary Sources Assessment 71

Lesson 13: Nonfiction Text Features Practice 72-74

Lesson 13: Nonfiction Text Features Assessment 75-78

Lesson 14: Persuasion Techniques Practice 79-80

Lesson 14: Persuasion Techniques Assessment Assessment 81-82

Lesson 1 Answer Keys 83














Teacher’s Guide 97

Level A: Grades 4-5

practice & assess reading - i'm lovin' lit..._____ 12. what is the topic of this...

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