correlated to state daily practice books grade … language review daily 6-trait writing daily...
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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.
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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
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.
fi sh fi nd food.
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!
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
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
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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
13 Comprehension Skills: Main Idea and Details, SequenceComprehension Strategies: Monitor Comprehension, Visualization 82
14 Comprehension Skills: Cause and Effect, Fact and OpinionComprehension Strategies: Determine Important Information, Ask Questions 88
15 Comprehension Skills: Compare and Contrast, Make InferencesComprehension Strategies: Make Connections, Monitor Comprehension 94
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© Evan-Moor Corp. • EMC 3454 • Daily Reading Comprehension 3
Week Strategies and Skills Page
16 Comprehension Skills: Character and Setting, ThemeComprehension Strategies: Organization, Visualization 100
17 Comprehension Skills: Author’s Purpose, PredictionComprehension Strategies: Ask Questions, Make Connections 106
18 Comprehension Skills: Nonfiction Text Features, Visual InformationComprehension Strategies: Determine Important Information, Organization 112
19 Comprehension Skills: Main Idea and Details, SequenceComprehension Strategies: Monitor Comprehension, Visualization 118
20 Comprehension Skills: Cause and Effect, Fact and OpinionComprehension Strategies: Determine Important Information, Ask Questions 124
21 Comprehension Skills: Compare and Contrast, Make InferencesComprehension Strategies: Make Connections, Monitor Comprehension 130
22 Comprehension Skills: Character and Setting, ThemeComprehension Strategies: Organization, Visualization 136
23 Comprehension Skills: Author’s Purpose, PredictionComprehension Strategies: Ask Questions, Make Connections 142
24 Comprehension Skills: Nonfiction Text Features, Visual InformationComprehension Strategies: Determine Important Information, Organization 148
25 Comprehension Skills: Main Idea and Details, SequenceComprehension Strategies: Monitor Comprehension, Visualization 154
26 Comprehension Skills: Cause and Effect, Fact and OpinionComprehension Strategies: Determine Important Information, Ask Questions 160
27 Comprehension Skills: Compare and Contrast, Make InferencesComprehension Strategies: Make Connections, Monitor Comprehension 166
28 Comprehension Skills: Character and Setting, ThemeComprehension Strategies: Monitor Comprehension, Visualization 172
29 Comprehension Skills: Author’s Purpose, PredictionComprehension Strategies: Ask Questions, Make Connections 178
30 Comprehension Skills: Nonfiction Text Features, Visual InformationComprehension Strategies: Determine Important Information, Organization 184
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10 Daily Reading Comprehension • EMC 3454 • © Evan-Moor Corp.
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.
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Name:
© Evan-Moor Corp. • EMC 3454 • Daily Reading Comprehension 11
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?
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
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
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Name:
12 Daily Reading Comprehension • EMC 3454 • © Evan-Moor Corp.
WEEK 1
DAY 2Monitor Comprehension
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.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
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:
© Evan-Moor Corp. • EMC 3454 • Daily Reading Comprehension 13
WEEK 1
DAY 3Monitor Comprehension
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?
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.
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.
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