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Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
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Printed in the United States of America
1 2 3 4 5 6 7 8 9 RHR 13 12 11 10 09
Contents
Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . v
How to Use Time For Kids . . . . . . . . . . . . . . . . . . vi
ELAR TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . ix
ISSUE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Main Idea and Details TEKS 5.11 (A)Homophones TEKS 5.2 (B) Time Lines TEKS 5.13 (B)
New Immigrants Model the Skills
Coming to America Apply the Skills
I, Too Poetry
ISSUE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Main Idea and Details TEKS 5.11 (A)Idioms TEKS 5.2 (D) Photos and Captions TEKS 5.13 (B)
Green-Fuel Guide Model the Skills
From Trash to Treasures Apply the Skills
Are You Helping? Charts
ISSUE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Main Idea and Details TEKS 5.11 (A)Inflectional Endings TEKS 5.2 (B)Time Lines TEKS 5.13 (B)
Honoring Freedom Model the Skills
Rebuilding Jamestown Apply the Skills
Top 10 Historic Sites Tables
ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Problem and Solution TEKS 5.11 (C)Suffixes TEKS 5.2 (A)Photos and Captions TEKS 5.13 (B)
Welcome to the City of the Future
Model the Skills
All Steamed Up Apply the Skills
Out of Thin Air Diagrams
ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Draw Conclusions TEKS 5.11 (C)Word Families TEKS 5.2 (A)Maps TEKS 5.13 (B)
Mount Rushmore Gets a Facial Model the Skills
How They Chose These Words for the
Declaration of Independence
Apply the Skills
My Share Poetry
ISSUE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Sequence TEKS 5.11 (C)Greek and Latin Roots TEKS 5.2 (A)Time Lines TEKS 5.13 (B)
Baby Lucy Model the Skills
Early Man in America Apply the Skills
Archaeological Sites in Peru Maps
ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Main Idea and Details TEKS 5.11 (A)Context Clues TEKS 5.2 (B)Skimming and Scanning TEKS 5.11 (D)
The Trail of Tears Model the Skills
America in 1850 Apply the Skills
The Path to Independence Time Lines
ISSUE 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
Sequence TEKS 5.11 (C)Homophones TEKS 5.2 (B)Tables TEKS 5.13 (B)
Virtual Millions Model the Skills
Money Counts Apply the Skills
Average Allowance Tables
ISSUE 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
Compare and Contrast TEKS 5.11 (E)Homographs TEKS 5.2 (B)Tables TEKS 5.13 (B)
Magnetic Earth Model the Skills
Richard Serra: Artist Apply the Skills
Honoring Art and Artists Tables
ISSUE 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Compare and Contrast TEKS 5.11 (E)Similes and Metaphor TEKS 5.2 (D)Maps TEKS 5.13 (B)
Are We Killing the Oceans? Model the Skills
Our Packed Planet Apply the Skills
The Tyger Poetry
ISSUE 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
Author’s Perspectives TEKS 5.10Content Clues TEKS 5.2 (B) Photos and Captions TEKS 5.13 (B)
The Amazing Watson Model the Skills
Unraveling a Secret Code Apply the Skills
Harriet Tubman’s Key Dates Time Lines
Short-Answer Reading Rubric . . . . . . . . . . . . . .T1
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2
ISSUE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Author’s Purpose TEKS 5.10 Greek and Latin Roots TEKS 5.2 (A)Photos and Captions TEKS 5.13 (B)
Free to Celebrate Model the Skills
A Melting Pot Apply the Skills
A Nation of Many Languages Maps
ISSUE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Fact and Opinion TEKS 5.11 (B)Greek Roots TEKS 5.2 (A)Charts TEKS 5.13 (B)
Why the West is Burning Model the Skills
Who is This El Niño Anyway? Apply the Skills
A Bird Came Down the Walk Poetry
ISSUE 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
Description TEKS 5.11 (C)Multiple-Meaning Words TEKS 5.2 (B) Skimming and Scanning TEKS 5.11 (D)
Equal Rights for All Model the Skills
It’s Our Constitutional Right! Apply the Skills
How We Elect a President Diagrams
ISSUE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Fact and Opinion TEKS 5.11 (B)Antonyms and Synonyms TEKS 5.2 (C) Diagrams TEKS 5.13 (B)
Catch a Comet by its Tail Model the Skills
Look! Up in the Sky! Apply the Skills
The Poet Stumbles Upon the Astronomer’s
Orchards Poetry
Pacing SuggestionsTHREE-MONTH PACING SUGGESTION
You might wish to use the Time for Kids, Student Edition as test preparation
starting from the beginning of the year up to the administration of the TAKS™.
Time for Kids, Student Edition Issue Related Teacher’s Edition Lesson
Issue 1 Unit 1 Week 1
Issue 2 Unit 1 Week 2
Issue 3 Unit 1 Week 3
Issue 4 Unit 1 Week 4
Issue 5 Unit 1 Week 5
Issue 6 Unit 2 Week 1
Issue 7 Unit 2 Week 2
Issue 8 Unit 2 Week 3
Issue 9 Unit 2 Week 4
Issue 10 Unit 2 Week 5
Issue 11 Unit 3 Week 1
Issue 12 Unit 3 Week 2
Issue 13 Unit 3 Week 3
Issue 14 Unit 3 Week 4
Issue 15 Unit 3 Week 5
SIX-WEEK PACING SUGGESTION
You can condense the pace of test preparation by using the Time for Kids,
Student Edition during the six weeks prior to the administration of the TAKS™.
Time for Kids, Student Edition Issue Week Prior to TAKS™
Issues 1–3 Week 6 Prior to TAKS™
Issues 4–6 Week 5 Prior to TAKS™
Issues 7–9 Week 4 Prior to TAKS™
Issues 10–12 Week 3 Prior to TAKS™
Issues 13–15 Week 2 Prior to TAKS™
Review Week 1 Prior to TAKS™
USING TIME FOR KIDS, STUDENT EDITION THROUGHOUT THE YEAR
You might wish to assign one article a week and read the poem or text feature
with the second article.
Teacher’s Manual v
How to Use Time for Kids
TIME FOR KIDS, STUDENT EDITION
Each issue in Time for Kids, Student Edition includes two articles and a text feature, such as a chart or a diagram, or a poem. Each issue relates to a Social Studies or Science Texas Essential Knowledge and Skills (TEKS) Student Expectation.
TRANSPARENCIES
A transparency is provided at www.macmillanmh.com for the first article in each issue. Use the transparency to model how to answer questions on English Language Arts and Reading (ELAR) TEKS Student Expectations in the format similar to that found on your state test. Questions are provided in Blackline Masters found in the Time for Kids Teacher’s Manual.
TEACHER’S MANUAL
The Teacher’s Manual contains lessons for each issue of Time for Kids.
Article 1: Model the Skills Use the transparency and Blackline Master to model how to answer comprehension, vocabulary, and text feature questions.
Article 2: Apply the Skills The Blackline Master for the second article offers students the opportunity to answer questions based on the same ELAR TEKS modeled with the first article.
Text Feature or Poetry: Apply the Skills A third Blackline Master is provided for students to review previously taught ELAR TEKS.
vi Time For Kids
COMPREHENSION AND VOCABULARY FOCUS
As noted earlier, each issue of Time for Kids relates to a Social Studies or Science TEKS. However, the items in the tests that accompany each issue focus on ELAR TEKS for comprehension, vocabulary, and text features.
SHORT-ANSWER PREPARATION
The first two tests for each issue of Time for Kids provide opportunities for students to practice responding to short-answer items. Although students are not expected to provide written responses to comprehension questions until the Grade 9 TAKS™ Reading test, these items will help students to begin building the skills and confidence they will need when they are faced with short-answer items in a testing situation.
LEVELS OF THINKING
Test questions can be broken down into four developmentally sequenced categories, based on the different levels of thinking required to answer them.
• A question may have an answer that is stated in the selection. At the most basic level, students can find or locate the answer in the selection. At the next level, the answers are stated in the text but cannot be found in a single sentence. The student must combine, or put together, information from different parts of the selection to find the answer.
• A question may have an answer that is not stated in the selection. For a question at the third level of thinking, the student must find clues and text evidence in the selection and connect them to find the inferred or implied answer to the question. A question that addresses the fourth level of thinking requires the student to analyze the selection and make judgments based on text evidence to determine the author’s style or purpose for writing.
Teacher’s Manual vii
TEKS 5.2 Reading/Vocabulary Development Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;
(C) produce analogies with known antonyms and synonyms;
(D) identify and explain the meaning of common idioms, adages, and other sayings; and
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.
TEKS 5.4 Reading/Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
TEKS 5.10 Reading/Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.
TEKS 5.11 Reading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;
(B) determine the facts in text and verify them through established methods;
(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; and
(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
TEKS 5.13 Reading/Comprehension of Informational Text/Procedural TextsStudents understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and
(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
ELAR TEKS in Time for Kids
viii Time For Kids
Issue Article Social Studies or Science TEKS
1 New ImmigrantsComing to America
Social Studies 5.14(C) Analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States.
2 Green-Fuel GuideFrom Trash to Treasures
Science 5.1(B) Make wise choices in the use and conservation of resources and the disposal or recycling of materials.
3 Honoring FreedomRebuilding Jamestown
Social Studies 5.1(A) Explain when, where, and why groups of people colonized and settled in the United States.
4 Welcome to the City of the Future
All Steamed Up
Science 5.8(A) Differentiate among forms of energy including light, heat, electrical, and solar energy.
5 Mount Rushmore Gets a Facial
How They Chose These Words for the Declaration of Independence
Science 5.11 (A) Identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow.
Social Studies 5.16(A) Identify the purposes and explain the importance of the Declaration of Independence.
6 Baby LucyEarly Man in America
Science 5.11(B) Draw conclusions about “what happened before” using data such as from tree-growth rings and sedimentary rock sequences.
7 The Trail of TearsAmerica in 1850
Social Studies 5.4(B) Identify reasons people moved west.Social Studies 5.4(G) Identify the challenges, opportunities, and contributions
of people from selected Native-American and immigrant groups.
8 Free to CelebrateA Melting Pot
Social Studies 5.23(B) Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States.
Social Studies 5.8(B) Describe clusters of settlement in the United States and explain their distribution.
9 Why the West is Burning
Who is This El Nino Anyway
Science 5.6(A) Identify events and describe changes that occur on a regular basis such as in daily, weekly, lunar, and seasonal cycles.
10 Equal Rights for All It’s Our Constitutional
Right!
Social Studies 5.5(B) Identify the accomplishments of notable individuals such as Carrie Chapman Catt, Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell, and Franklin D. Roosevelt who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.
Social Studies 5.16(B) Explain the purposes of the U.S. Constitution as identified in the Preamble to the Constitution.
Content Standards
Teacher’s Manual ix
Content Standards
Issue Article Social Studies or Science TEKS
11 Catch a Comet by its Tail
Look! Up in the Sky!
Science 5.12 Know that the natural world includes earth materials and objects in the sky.
12 Virtual MillionsMoney Counts
Social Studies 5.14(A) Analyze how people in different parts of the United States earn a living, past and present.
13 Magnetic EarthRichard Serra: Artist
Science 5.7(A) Classify matter based on its physical properties including magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound.
14 Are We Killing the Oceans?
Our Packed Planet
Science 5.1(B) Make wise choices in the use and conservation of resources and the disposal or recycling of materials.
15 The Amazing Watson Unraveling a Secret
Code
Social Studies 5.24(C) Explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States.
Social Studies 5.23 (C) Summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity.
x Time For Kids
Main idea and Details
MODEL THE SKILL
Have students open to page 5 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the main idea and details of a reading.
Display Transparency pp. 6–7 of the article “New Immigrants”
and distribute Blackline Master 1. Ask students to open to
page 6 of Time for Kids. Have students look at the title, pictures,
captions, and time line before they read the article. Ask students
to read the article carefully and identify any words they do not
know. Underline these words on the transparency and review
them with the class. Then read the following question and
answer choices aloud:
From Blackline Master 1
1 The goal of the “Day Without Immigrants” was to —
A explain how immigrants enter the country
B stop immigrants from going to work and school
C keep immigrants from spending their money in stores
D show the importance of immigrants to the U.S. economy
Think Aloud This question asks about the goal of the “Day
Without Immigrants.” I need to look carefully in the text to find
details about what the goal of this day was. I can to combine
this information to determine the correct answer.
Explain to students that they do not need to reread the whole
article. They can scan, or read quickly, through the article to find
the specific information that tells what the goal of this day was.
Explain that while all of the answers mention information from
the text, only one answer (D) explains that the goal of the “Day
Without Immigrants” was to show the importance of immigrants
to the U.S. economy. Invite a student volunteer to underline the
sentence on the transparency that answers the question.
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 1.
Materials
Transparency
pp. 6–7
Blackline Masters
1, 2, 3
TFK Pages 6–7
ELAR Student Expectations
Main Idea and DetailsTEKS 5.11(A)
Summarize the main idea
and supporting details.
Objective 1
Homophones TEKS 5.2 (B)
Use context to determine
or clarify the meaning of
multiple meaning words.
Objective 1
Time LinesTEKS 5.13 (B)
Interpret information
presented in timelines.
Objective 3
Teacher’s Manual 1
TFK Pages 6–7
Time Lines
MODEL THE SKILL
Review with students that a time line is a record of key historical
events in the order in which they occurred. It may be presented
horizontally or vertically. Tell students that graphic features such
as time lines can help them to understand text more fully. Direct
students to the time line on Transparency pp. 6–7. Point out the
main title and read aloud the introductory text. Then read each
individual entry and date.
Then read question 3 aloud.
Think Aloud The question asks what happened after the
Transcontinental Railroad was completed. I will look at the time
line to see when the railroad was completed and what happened
later. I will combine these details to determine the correct answer.
Remind students that this time line runs from top to bottom,
from the earliest event to the most recent. Have students
determine which answer choice is correct (C).
Homophones
MODEL THE SKILL
Remind students that homophones are words that are
pronounced the same way but have different spellings and
different meanings, such as no (n-o) and know (k-n-o-w). Explain
that context clues can help them to to figure out the correct
meaning of a homophone in the text and keep them from
confusing it with another word that sounds the same.
Then read question 4 aloud.
Think Aloud This questions asks for a word that is pronounced
the same as shown. I can pick the answer choice that is
pronounced the same as shown and use context clues to make
sure I connected the right meaning to the word.
Reread the sentence and answer choices aloud. Explain that
one of the answer choices is a homophone for the word shown
because it is pronounced the same. Have students determine
which answer choices is correct (G).
4 Which word is pronounced the
same as the word shown in the
last paragraph on page 7?
F shun
G shone
H shin
J sheen
From Blackline Master 1
3 Look at the time line on page 7.
Which event happened after the
Transcontinental Railroad was
completed?
A Many Chinese went to California for the Gold Rush.
B Chinese immigrants were hired to work on the Transcontinental Railroad.
C The Chinese Exclusion Act became law.
D A discovery of gold in 1849 led to the California Gold Rush.
From Blackline Master 1
2 Time For Kids • Issue 1
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
answers in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 1
5 What are the two main views in the debate over illegal immigrants in the United
States? Explain your answer and support it with details from the article.
Think Aloud This question asks about the two main views in the
debate about illegal immigrants in the United States. I will go
back to the selection to find details about the two different views
people have toward illegal immigrants. Then I can combine the
details to find the answer.
Have students work in pairs to find details from the article to
answer the question, and have volunteers underline these details
on the transparency. Write a short answer together. Remind
students to use complete sentences in their answers.
Possible response: There are two main views in the debate over
illegal immigrants. Some people want a kind solution. They want
to let people who have been in the United States for many years
have a chance to become citizens. Other people want a stricter
solution. They want to send illegal immigrants home and punish
people who helped them come to the United States.
See pages T1 in the Teacher’s Manual for a short-answer rubric.
See page T2 for answers to Blackline Master 1.
TFK Pages 6–7
Teacher’s Manual 3
1 The goal of the “Day Without
Immigrants” was to —
A explain how immigrants enter the country
B stop immigrants from going to work and school
C keep immigrants from spending their money in stores
D show the importance of immigrants to the U.S. economy
2 In 2006, the United States decided
to stop immigrants from entering the
country illegally by —
F building a fence along the Mexico–U.S. border
G closing businesses that are run by immigrants
H eliminating jobs at farms and factories
J patrolling airports in Miami and New York
Student Name
3 Look at the time line on page 7.
Which event happened after the
Transcontinental Railroad was
completed?
A Many Chinese went to California for the Gold Rush.
B Chinese immigrants were hired to work on the Transcontinental Railroad.
C The Chinese Exclusion Act became law.
D A discovery of gold in 1849 led to the California Gold Rush.
4 Which word is pronounced the
same as the word shown in the last
paragraph on page 7?
F Shun
G Shone
H Shin
J Sheen
Use “New Immigrants” to answers questions 1–5.
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Blackline Master 1
Grade 54 Time For Kids New Immigrants
Student Name
5 What are the two main views in the debate over illegal immigrants in the United
States? Explain your answer and support it with details from the article.
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Blackline Master 1
Grade 5New Immigrants Time For Kids 5
TFK Pages 8–11
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on main idea and details, identifying homophones,
and using time lines. Introduce “Coming to America” by having
students open to page 8 of Time for Kids. Point out to students
that important ideas of an article can be found in the title and
illustrations. Have students look at the photographs, captions,
time line, and headings, and then ask, What do you think the article is mainly about?
Encourage students to share what they think is the main idea of
the article. Have them point to the text and text features in the
article to show how they came up with their answers. Record
their responses on the board.
Remind students to use context clues and their knowledge of
homophones as they read to determine the meaning of words in
the text. Then have students read the article independently.
Distribute Blackline Master 2 on pages 7–8 of the Teacher’s
Manual. Tell students that they will take a practice test on the
article they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 2. Answers can be
found on pages T2–T3 of the Teacher’s Manual.
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “Coming to America” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article and the pictures. If you
are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences.
6 Time For Kids • Issue 1
Student Name
Use “Coming to America” to answers questions 1–5.
3 Look at the time line on
pages 10–11. Which group of
immigrants began coming to the
United States in the 1830s?
A French
B Africans
C Spaniards
D Chinese
1 Look at the following diagram of information from the article.
Immigrants dug waterways and laid railroad tracks
Immigrants came from Ireland, England, and Germany in the 1840s
Newcomers worked in factories and built cities
Immigrants from Russia and Italy came from 1890 to 1924
Main Idea
Which belongs in the Main Idea oval?
A The United States is a nation built by immigrants
B A new wave of immigrants is coming to America
C Immigrants need help when they get to the United States
D Many immigrants arrived at Ellis Island in New York
2 What is the main idea of the third
paragraph on page 8?
F New rules were made to keep people out of the United States.
G Immigration policies in the United States have changed since September 11, 2001.
H More than three million new immigrants have arrived since January 2000.
J Foreign visitors face high-tech screenings and longer waiting periods.
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Blackline Master 2
Grade 5Coming to America Time For Kids 7
Student Name
4 Which word is pronounced the same as the word break in the
second paragraph on page 9?
F Brick
G Brace
H Brake
J Bread
5 How has the “great melting pot” changed in the United States? Explain your answer
and support it with details from the article.
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Blackline Master 2
Grade 58 Time For Kids Coming to America
Poetry
APPLY THE SKILLS
Tell students they will read a poem and answer questions about
it. Point out some of the differences between poetry and prose.
For example, poems do not necessarily have sentences with
subjects and verbs. They are divided into lines and stanzas, not
paragraphs. Some poems rhyme, but some do not. Poems often
use vivid words and imagery to appeal to the reader’s senses and
feelings. Poems may use repetition, sound effects, or figurative
language to help express important ideas and support the
meaning the poet is trying to convey.
Have students open to “I, Too” on page 12 of Time for Kids. Ask
students to read the title of the poem and share their ideas on
what the poem is about. Write their ideas on the board. Then
read the poem aloud with students.
Distribute Blackline Master 3 on page 10 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell students to look back at the poem to find the answer.
Think Aloud This question asks how the reader can tell that this
poem is written in free verse. I know that free verse generally does
not use elements like a regular rhythmic pattern or sound effects
like rhyme. I will go back to the poem and connect the elements
I find to determine the best answer.
After students have determined the correct answer (B), ask for
volunteers to explain how they arrived at the correct answer.
Have students complete Blackline Master 3. Answers can be
found on page T3 of the Teacher’s Manual.
1 How can the reader tell that this
poem is written in free verse?
A It is written in stanzas.
B It does not use rhyme.
C It does not use imagery.
D It uses quotation marks.
From Blackline Master 3
TFK Page 12
ELAR Student Expectations
PoetryTEKS 5.4
Analyze how poets use sound
effects to reinforce meaning
in poems.
Objective 3
Teacher’s Manual 9
Student Name
Use “I, Too” to answer questions 1–3.
1 How can the reader tell that this
poem is written in free verse?
A It is written in stanzas.
B It does not use rhyme.
C It does not use imagery.
D It uses quotation marks.
2 “I, Too” is an effective poem
because the poet —
F uses difficult vocabulary
G rhymes every second line
H refers to famous people
J repeats words and phrases
3 The message in this poem is that
the speaker —
A will travel to America to eat good food
B plans to have company come to visit him in his house
C soon will feel beautiful and become strong
D is as much of an American as anyone else
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Blackline Master 3
Main Idea and Details
MODEL THE SKILL
Have students open to page 13 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to identify the main idea and supporting details of a reading selection.
Display Transparency pp. 14–15 of the article “Green-Fuel
Guide” and distribute Blackline Master 4. Ask students to open
to page 14 of Time for Kids. Have students look at the title,
pictures, and captions before they read the article. Then have
students read the article carefully and identify any words they
do not know. Underline these words on the transparency and
review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 4
1 What is the main idea of this article?
A Cars that run on gasoline and diesel should not be used.
B There are many different ways to power a car.
C Diesel and gasoline are nonrenewable fuels.
D Many cars are powered by green fuels.
Think Aloud I know that the main idea is the most important
idea the author presents in the article. To find the main idea of
this article, I need to think about the entire article and look for
clues about what is most important. Then I can connect the text
evidence to find the answer.
Tell students that they should read all of the answer choices
carefully. Point out to students that while several answer choices
may mention details from the text, only one answer fully
explains the main idea. Explain to students that they should
think about all of the information they have read to determine
the main idea of the article. Allow students to select an answer
choice. Then call on volunteers to explain how they reached the
correct answer (B).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 4.
Materials
Transparency
pp. 14–15
Blackline Masters
4, 5, 6
TFK Pages 14–15
ELAR Student Expectations
Main Idea and DetailsTEKS 5.11 (A)
Summarize the main idea
and supporting details.
Objective 1
IdiomsTEKS 5.2 (D)
Identify and explain the
meaning of common idioms.
Objective 1
Photos and Captions5.13 (B)
Interpret information
presented in illustrations.
Objective 3
Teacher’s Manual 11
TFK Pages 14–15
Photos and Captions
MODEL THE SKILL
Explain to students that texts often are accompanied by
photographs and captions that help support the main idea by
providing additional information about the topic. Photos and
captions also can help readers to better understand an article.
Then read question 3 aloud.
Think Aloud The text discusses many ways to power a car.
Biodiesel is one of those ways. I have to find the photograph that
shows biodiesel and read the caption to find out where biodiesel
comes from. Then I can combine the details to find the answer.
Explain that photographs and captions sometimes contain
information that is not in the text. Have students find the photo
in the “Biodiesel” section of the article. Then have them choose
the correct answer (A). Invite a volunteer to explain how to
determine the answer.
Idioms
MODEL THE SKILL
Tell students that idioms are phrases or sayings that mean
something different from what the words actually say. Idioms
cannot be translated literally. Context clues can help a reader
figure out what an idiom means.
Then read question 4 and the answer choices aloud.
Think Aloud This question asks about the meaning of the idiom,
“piece of cake.” I know that idioms cannot be translated literally.
I need to read the sentences around the idiom and think about
how the expression fits in with the meaning of the rest of the
article. Then I can connect the details to figure out the answer.
Reread the sentence and answer choices aloud. Explain that
the phrase “piece of cake” is an idiom. Have students determine
which answer choice best fits the context of the sentence (J).
Point out the sentence that provides context for the idiom.
(There are plenty of alternatives to gasoline for powering our cars,
but choosing one is no piece of cake).
3 Where does biodiesel come
from?
A Vegetable oils and cooking oils
B Corn and sugarcane
C Chemicals
D Animal fat
From Blackline Master 4
4 On page 14, the phrase “piece
of cake” means —
F the best way
G a part of a whole
H tasty snack
J easy task
From Blackline Master 4
12 Time For Kids • Issue 2
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
answers in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 4
5 Explain which power sources would appeal to a person who wants to use recycled
materials. Support your answer with details from the article.
Think Aloud This question asks about power sources that come
from recycled materials. I will scan the article to find the places
where it discusses power sources and recycled materials. Then I
will connect the text evidence to answer the question.
Have students work in pairs to find details from the article to
answer the question, and have volunteers underline these details
on the transparency. Write a short answer together. Remind
students to use complete sentences in their answers.
Possible response: A person who wants to use recycled
materials to power a car should choose either a battery-operated
car or a biodiesel car. Batteries can be recharged and can also be
recycled. Biodiesel can be made from recycled cooking oil. Both
of these power sources use recycled materials.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T4 for answers to Blackline Master 4.
TFK Pages 14–15
Teacher’s Manual 13
Use “Green-Fuel Guide” to answer questions 1–5.
1 What is the main idea of this article?
A Cars that run on gasoline and diesel should not be used.
B There are many different ways to power a car.
C Diesel and gasoline are nonrenewable fuels.
D Many cars are powered by green fuels.
2 Some people consider ethanol a poor
fuel choice for a car because it —
F is a renewable fuel
G can reduce greenhouse gas emissions
H is a type of alcohol
J takes a lot of energy to produce
Student Name
3 Where does biodiesel come from?
A Vegetable oils and cooking oils
B Corn and sugarcane
C Chemicals
D Animal fat
4 On page 14, the phrase “piece of
cake” means —
F the best way
G a part of a whole
H tasty snack
J easy task
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Blackline Master 4
Grade 114 Time For Kids Green-Fuel Guide
Student Name
5 Explain which power sources would appeal to a person who wants to use recycled
materials. Support your answer with details from the article.
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Blackline Master 4
Grade 5Green-Fuel Guide Time For Kids 15
TFK Pages 16–19
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on main idea and details, understanding idioms, and
using photos and captions. Introduce “From Trash to Treasures”
by having students open to page 16 of Time for Kids. Point out
to students that important ideas of an article can be found in the
title and illustrations. Have students look at the photographs,
captions, and headings, and then ask, What do you think the article is mainly about?
Encourage students to share what they think is the main idea of
the article. Have them point to the text and text features in the
article to show how they came up with their answers. Record
their answers on the board.
Remind students to use context clues and their knowledge of
idioms as they read to determine the meaning of unfamiliar
words. Then have students read the article independently.
Distribute Blackline Master 5 on pages 17–18 of the Teacher’s
Manual. Tell students that they will take a practice test on the
article they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 5. Answers can be
found on pages T4–T5 of the Teacher’s Manual.
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “From Trash to Treasures” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article and the pictures. If you
are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences.
16 Time For Kids • Issue 116 Time For Kids • Issue 2
Student Name
Use “From Trash to Treasures” to answer questions 1–5.
3 In the first paragraph on page 19, the
phrase “passed down” means —
A transferred from one person to another
B thrown at someone
C caused to happen
D refused to accept or take advantage of
1 Look at the following diagram of information from the article.
Main Idea DetailsArt based on cultural
traditions or community
Art made for everyday use
Art made with used materials and trash
Which idea belongs in the empty box?
A Folk art is made by people who are not trained artists
B The artists come from many different cultures
C Recycled art began long before people started recycling
D A museum in New Mexico features folk art in one of its exhibits
2 Which detail supports the idea that
using your imagination to create art
makes up for low quality materials?
F Fine artists use expensive tools to shape materials into works of art.
G Some artists use mahogany, marble, and bronze to make their art.
H Cans of shoe polish and bottle caps were made into a train.
J Some toys reflect what life is like for many children.
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Blackline Master 5
Grade 5From Trash to Treasures Time For Kids 17
Student Name
4 Which caption from the article supports the idea that folk art can be made
for everyday use?
F These two figures are made of bottle caps, wood, and wire.
G These dustpans were made in Mexico from old license plates.
H Artists can take discarded cans and junk and turn them into art.
J This helicopter was made from flip-flop sandals.
5 How has recycling changed in the United States over the years? Explain your answer
and support it with details from the article.
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Grade 518 Time For Kids From Trash to Treasures
Charts
APPLY THE SKILLS
Tell students that they will practice what they learned about
reading charts. Remind students that charts usually are
organized by categories. Details about the categories are listed
in columns that can be read from top to bottom and rows that
can be read from left to right.
Have students open to “Are You Helping?” on page 20 of
Time for Kids. Distribute Blackline Master 6 on page 20 of the
Teacher’s Manual. Then read the title and the introductory text
to students.
Read aloud the first question and answer choices. Remind
students to look back at the chart to find the answers.
Think Aloud This question asks about reusing old clothes. There
is a lot of text in this chart. I need to scan the chart to find the
phrase “old clothes.” Then I can read the details and combine
them to determine the best answer.
Have students scan the chart for the phrase “old clothes” and
then read the information to identify the correct answer (A).
Ask a volunteer to identify the entry on the chart that addresses
the question.
Have students complete Blackline Master 6. Answers can be
found on page T5 of the Teacher’s Manual.
1 Look at the chart on
page 20. What does the chart
recommend that people should
do with old clothes?
A Cut them into rags.
B Add them to the recycling bin.
C Reuse them as containers.
D Mix them with lawn clippings.
From Blackline Master 3
TFK Page 20
ELAR Student Expectations
ChartsTEKS 5.13 (B)
Interpret information
presented in charts.
Objective 3
Teacher’s Manual 19
Student Name
1 Look at the chart on page 20. What
does the chart recommend that
people should do with old clothes?
A Cut them into rags.
B Add them to the recycling bin.
C Reuse them as containers.
D Mix them with lawn clippings.
2 Based on the chart, which is an
example of reducing waste?
F Writing on both sides of paper
G Using old food containers to store items
H Fixing faucets that drip
J Shipping packages in old boxes
3 How can people conserve resources
while at the store?
A Ask the clerk not to double-bag your items.
B Ask an official how to separate materials for recycling.
C Use coffee cans to hold paint or other items.
D Use cereal cartons to collect old paper for recycling.
Use “Are You Helping?” to answer questions 1–3.
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Grade 520 Time For Kids Are You Helping?
Blackline Master 6
Main Idea and Details
MODEL THE SKILL
Have students open to page 21 of Time for Kids, Student Edition.
Look at the cover and read the article titles aloud with the class.
Have students preview the photos. Tell students, We will use these articles to learn how to identify the main idea and details of a reading.
Display Transparency pp. 22–23 of the article “Honoring
Freedom” and distribute Blackline Master 7. Ask students to
open to page 22 of Time for Kids. Have students look at the title,
pictures, and captions before they read the article. Then have
students read the article carefully and identify any words they
do not know. Underline these words on the transparency and
review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 7
1 What is this article mainly about?
A Remembering slavery in the United States and the people who fought for freedom
B Recreating buildings that were stops on the Underground Railroad
C How the National Underground Railroad Freedom Center teaches people to make a difference
D John Rankin and Harriet Tubman, who risked their lives to help free enslaved people
Think Aloud This question asks for the main idea of the article.
I need to find information that tells me the central idea of each
paragraph. Then I can connect the clues and text evidence to
figure out the main idea of the entire article.
Explain to students that they do not need to reread the
entire selection, but that they should scan the article to find
information about the central idea of the selection. Explain that
while all of the answer choices mention details from the text,
only one answer gives the main idea. Invite a student volunteer
to underline the sentences on the transparency that help answer
the question. Ask students to explain how they reached the
correct answer (A).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 7.
Materials
Transparency
pp. 22–23
Blackline Masters
7, 8, 9
TFK Pages 22–23
ELAR Student Expectations
Main Idea and DetailsTEKS 5.11 (A)
Summarize the main idea and
supporting details.
Objective 1
Inflectional EndingsTEKS 5.2 (B)
Use context to determine
or clarify the meaning of
unfamiliar words.
Objective 1
Time LinesTEKS 5.13 (B)
Interpret information
presented in timelines.
Objective 3
Teacher’s Manual 21
TFK Pages 22–23
Time Lines
MODEL THE SKILL
Review with students that a time line is a record of key historical
events in the order in which they occurred. It may be presented
horizontally or vertically. Tell students that it is important to use
text features such as time lines because they will help them to
better understand the text and to answer test questions. Point
to the time line on Transparency pp. 22–23. Point out the main
title and read aloud the introductory text. Then identify and read
each individual entry on the time line, emphasizing the date.
Read question 3 aloud.
Think Aloud The question tells me to use the time line to
determine what happened after a specific event. I need to find
the entry about Harriet Tubman on the time line and then look
for an event that occurs at a later date. I can combine the details
to find the answer.
Tell students that they need to reread the time line until they find
the event in the question, then look for the year of the event.
Have students determine which answer choice is correct (C).
Inflectional Endings
MODEL THE SKILL
Remind students that inflectional endings are added to the end
of words. Inflectional endings can change verbs from present to
past tense. They also can change nouns from singular to plural.
Share with students a common inflectional ending such as –ed
added to the verb walk. The inflectional ending –ed changes the
present tense verb walk to walked, which is past tense.
Think Aloud I know that inflectional endings can change a
present-tense verb to the past tense. I will have to look at the
answer choices carefully to locate the word that is in the past
tense based on its ending.
Reread the sentence and answer choices aloud. Explain that
each underlined word is a verb, but the endings of the words
are different. Have students determine which of the verbs is
written in the past tense to indicate that something occurred in
the past. Have volunteers explain how they arrived at the correct
answer (F).
3 Look at the time line on page
23. What event happened after
Harriet Tubman brought 300
escaped slaves north?
A The Underground Railroad started helping runaway slaves.
B John Rankin published Letters on American Slavery.
C The Thirteenth Amendment abolished slavery.
D Fort Moses was founded near St. Augustine, Florida.
From Blackline Master 7
4 Which underlined word
from the article shows that
something occurred in the past?
F Thousands risked their lives to help enslaved people find freedom.
G The Underground Railroad was a network of people who made it possible for those held in slavery to find freedom.
H Visitors can enter the slave pen’s cramped space.
J She hopes that the museum shows people that they can stand up and make a difference.
From Blackline Master 7
22 Time For Kids • Issue 3
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
answers in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 7
5 What are the purposes of the National Underground Railroad Freedom Center?
Explain your answer and support it with details from the article.
Think Aloud This question asks for the purposes of the National
Underground Railroad Freedom Center. I can go back to the
article to find information and details about the museum
and what visitors do there. Then I can combine the details in
my answer.
Have students work in pairs to find details from the article to
answer the question, and have volunteers underline these details
on the transparency. Write a short answer together. Remind
students to use complete sentences in their answers.
Possible response: The National Underground Railroad
Freedom Center has several purposes. Through its exhibits, such
as the slave pen, it shows what life was like for enslaved people.
The Freedom Center also teaches visitors about individuals who
helped to bring freedom to the United States.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T6 for answers to Blackline Master 7.
TFK Pages 22–23
Teacher’s Manual 23
Use “Honoring Freedom” to answers questions 1–5.
1 What is this article mainly about?
A Remembering slavery in the United States and the people who fought for freedom
B Recreating buildings that were stops on the Underground Railroad
C How the National Underground Railroad Freedom Center teaches people to make a difference
D John Rankin and Harriet Tubman, who risked their lives to help free enslaved people
2 Visitors to the National Underground
Railroad Freedom Center can learn
about people who helped bring
freedom to enslaved people by —
F visiting an exhibit about Captain John Anderson
G offering students a guided tour of the museum
H spending some time in the slave pen exhibit
J going through the Hall of Everyday Heroes
3 Look at the time line on page 23. What
event happened after Harriet Tubman
brought 300 escaped slaves north?
A The Underground Railroad started helping runaway slaves.
B John Rankin published Letters on American Slavery.
C The Thirteenth Amendment abolished slavery.
D Fort Moses was founded near St. Augustine, Florida.
4 Which underlined word from the
article shows that something occurred
in the past?
F Thousands risked their lives to help enslaved people find freedom.
G The Underground Railroad was a network of people who made it possible for those held in slavery to find freedom.
H Visitors can enter the slave pen’s cramped space.
J She hopes that the museum shows people that they can stand up and make a difference. ©
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Grade 524 Time For Kids Honoring Freedom
Student Name
5 What are the purposes of the National Underground Railroad Freedom Center?
Explain your answer and support it with details from the article.
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Blackline Master 7
Grade 5Honoring Freedom Time For Kids 25
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on main idea and details, inflectional endings, and
using time lines. Introduce “Rebuilding Jamestown” by having
students open to page 24 of Time for Kids. Point out to students
that some of the important ideas of an article can be found in
the title and illustrations. Have students look at the photographs,
captions, and headings, and then ask, What do you think the article is mainly about?
Encourage students to share what they think is the main idea of
the selection. Have them point to the text and text features to
show how they connected clues and text evidence to come up
with their answers. Record their responses on the board.
Remind students to use context clues and their knowledge of
inflectional endings as they read to determine the meanings of
words. Then have students read the article independently.
Distribute Blackline Master 8 on pages 27–28 of the Teacher’s
Manual. Tell students that they will take a practice test on the
selection they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 8. Answers can be
found on pages T6–T7 of the Teacher’s Manual.
TFK Pages 24–27
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “Rebuilding Jamestown” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article and the pictures. If you
are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
26 Time For Kids • Issue 3
Student Name
Use “Rebuilding Jamestown” to answer questions 1–5.
3 Look at the time line on page 27.
What event took place in the year
after Jamestown was founded?
A People from Spain founded St. Augustine in Florida.
B The French started a settlement in Quebec, Canada.
C The Pilgrims arrived in Plymouth, Massachusetts.
D Thirty Dutch people settled at Fort Orange in New York.
1 Look at the following diagram of information from the article.
History is being rediscovered in
Jamestown, Virginia.
Archaeologists discovered over 180,000 artifacts from the early 1600s.
The archaeology team found the south wall of the fort.
The archaeology team found the tower, or bulwark.
Which idea belongs in the empty oval?
A Jamestown colonists arrived in 1607 and founded a settlement.
B During the 1940s, archaeologists began digging in Jamestown.
C A fire destroyed the colonists’ fort in Jamestown in 1608.
D Kelso and his archaeology team found pottery from the 1607 fort.
2 What is the main idea of the last
paragraph on page 24?
F Native American people called the Powhatan lived in Jamestown.
G The colonists in Jamestown built a fort for protection.
H Life was difficult for the colonists who landed in Jamestown.
J Many Algonquians lived on the east coast of North America.
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Grade 5Rebuilding Jamestown Time For Kids 27
Blackline Master 8
4 Which underlined word from the article shows more than one?
F In April 1994 he and others began digging at a tempting new spot.
G Kelso and his team soon found bits of pottery that could only have been from the 1607 fort.
H Colonists may have used this precious metal to buy peace with the Powhatan.
J One skeleton was found with a musket ball in its right leg.
5 What have experts learned about life in Jamestown from their discoveries? Explain
your answer and support it with details from the article.
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Grade 528 Time For Kids Rebuilding Jamestown
Tables
APPLY THE SKILLS
Tell students that they will read a table and answer questions
about it. Review the features of tables with students. Tables
present compact visual summaries of important information
using numbers or words. Information in tables may be
organized by categories and presented in columns and rows.
Remind students that tables should be read both vertically and
horizontally.
Have students open to “Top 10 Historic Sites” on page 28 of
Time for Kids. Introduce “Top 10 Historic Sites” by reading
the title aloud with students. Ask them to brainstorm ideas
about what historical sites they think will be listed. Record their
answers on the board. Ask students to think about their ideas as
they read through the table to see if their ideas were correct.
Distribute Blackline Master 9 on page 30 of the Teacher’s
Manual. Read aloud the first question and answer choices. Tell
students to look at the table to find the answer.
Think Aloud This question asks about the location of the second
most popular historic site in the United States. I need to look at
the table to find the answer. I see that the sites are organized by
rank from 1 to 10, so I can find the second most popular site by
finding the site ranked number 2. But the table does not tell me
where the sites are located, so I need to look at the pictures and
combine the information from the pictures with the facts from
the table to figure out the correct answer.
After students have determined the correct answer (A), ask them
to explain how they found it.
Have students complete Blackline Master 9. Answers can be
found on page T7 of the Teacher’s Manual.
1 Look at the table on page 28.
Where is the second most
popular historic site located?
A Washington, D.C.
B Arizona
C Tennessee
D North Carolina
From Blackline Master 9
TFK Page 28
ELAR Student Expectations
TablesTEKS 5.13 (B)
Interpret information
presented in tables and
illustrations.
Objective 3
Teacher’s Manual 29
Student Name
Use “Top 10 Historic Sites” to answer questions 1–3.
1 Look at the table on page 28. Where
is the second most popular historic
site located?
A Washington, D.C.
B Arizona
C Tennessee
D North Carolina
2 According to the table, which is the
seventh most popular site?
F Grand Canyon National Park
G Independence National Historical Park
H Statue of Liberty
J Vietnam Memorial
3 About how many visitors went to the
Lincoln Memorial in 2005?
A 2.5 million
B 3 million
C 3.6 million
D 4 million
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Blackline Master 9
Grade 530 Time For Kids Top 10 Historic Sites
Problem and Solution
MODEL THE SKILL
Have students open to page 29 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to identify problems and solutions in a text.
Display Transparency pp. 30–31 of the article “Welcome to
the City of the Future” and distribute Blackline Master 10. Ask
students to open to page 30 of Time for Kids. Have students
look at the title, pictures, and captions before they read the
article. Then have students read the article carefully and identify
any words they do not know. Underline these words on the
transparency and review them with the class. Then read the
following question and answer choices aloud:
From Blackline Master 10
1 What is the main problem mentioned in this article?
A Scientists want to encourage more Earth-friendly living.
B Airports and dumps can be cleaned up and turned into parks.
C Clean energy will change the way we live in the future.
D Human activities have played a large role in global warming.
Think Aloud This question asks about the main problem in this
article. I need to look at the article to see what it is mostly about
and what kind of problem it focuses on. Then I can combine these
details to find the answer.
Explain to students that sometimes there is only one problem in
a text, but at other times there may be many problems. Similarly,
there may be one solution or many solutions presented in a text. Remind students that they do not need to reread the whole
article. They can scan, or read quickly, through the article to find
the information they need. Explain that while all of the answers
mention information from the text, only answer (D) states the
main problem. Invite a volunteer to underline the sentence on
the transparency that answers the question. (Most scientists
now say that human activities have played a large role in global
warming.)
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 10.
Materials
Transparency
pp. 30–31
Blackline Masters
10, 11, 12
TFK Pages 30–31
ELAR Student Expectations
Problem and SolutionTEKS 5.11(C)
Analyze how the
organizational pattern
influences the relationships
among the ideas.
Objective 3
Suffixes TEKS 5.2 (A)
Determine the meaning of
words derived from Latin,
Greek, or other linguistic
roots and affixes.
Objective 1
Photos and CaptionsTEKS 5.13 (B)
Interpret information
presented in illustrations.
Objective 3
Teacher’s Manual 31
TFK Pages 30–31
Photos and Captions
MODEL THE SKILL
Tell students that photographs and pictures often have captions
that explain or describe what is happening in a picture. Explain
that pictures and captions often provide information that may
not be found in the text.
Then read question 3 aloud.
Think Aloud The question asks which numbered part on the
picture shows that buildings can get electricity from clean forms
of energy. The picture has numbers on the buildings but does not
include explanations. To find out what the numbers mean, I have
to look at the text on page 31. Then I can combine the facts from
the picture and the text to figure out the answer.
Point to the picture on Transparency pp. 30–31. Draw students’
attention to the numbers on the buildings and other areas. Then
point out that the text on page 31 includes references to the
numbers. Have students look at the answer choices and find the
numbers on the picture and in the text. Have students determine
which answer choice is correct (C).
Suffixes
MODEL THE SKILL
Tell students that they may not know the meaning of every word
in a text. Remind students that suffixes can help them figure out
the meanings of unfamiliar words. Review with students that
suffixes are word parts added to the end of a root or base word.
Then read question 4 aloud.
Think Aloud I see the word renewable in the article, but the
article does not tell me what renewable means. I recognize the
suffix -able, and I know that the base word is renew (or new).
I can connect these details to help determine the meaning.
Write the word renewable on the board. Draw a circle around
able. Remind students that –able is a suffix that means “can be
done.” Draw a line under renew. Guide them to see that the word
renewable means “able to be renewed.” Ask students which of the
answer choices most closely fits that meaning (J).
4 In the third paragraph on
page 31, the word renewable
means —
F not renewed
G renew before
H a person who renews
J able to be renewed
From Blackline Master 10
3 Look at the picture on page 30.
Which numbered part shows
that buildings can get electricity
from clean forms of energy?
A Number 3
B Number 4
C Number 6
D Number 12
From Blackline Master 10
32 Time For Kids • Issue 4
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
answers in complete sentences on the lines provided.
Then read the following short-answer question aloud:
From Blackline Master 10
5 How does Earth-friendly living help to solve the problem of global warming?
Explain your answer and support it with details from the article.
Think Aloud I need to scan the article to look for information
about how experts are encouraging Earth-friendly living for the
future. I will look for details about what experts are doing and
how their efforts will encourage Earth-friendly living. Then I can
combine these details to write the answer.
Work with students to find details from the article to answer the
question, and have volunteers underline these details on the
transparency. Write a short answer together. Remind students to
use complete sentences in their answers.
Possible response: Earth-friendly living helps to solve the problem
of global warming by building energy-smart communities. Experts
want to build energy-saving houses with plants and grass on
their roofs to collect rainwater and absorb heat. Some homes will
be made from recycled materials. Experts also want to develop
new energy sources, such as solar and wind power. Fuels such as
ethanol and biodiesel will be used to power cars.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T8 for answers to Blackline Master 10.
TFK Pages 30–31
Teacher’s Manual 33
Use “Welcome to the City of the Future” to answer questions 1–5.
1 What is the main problem mentioned
in this article?
A Scientists want to encourage more Earth-friendly living.
B Airports and dumps can be cleaned up and turned into parks.
C Clean energy will change the way we live in the future.
D Human activities have played a large role in global warming.
2 According to the article, using more
mass transportation will help to —
F use the power of nature to make electricity
G reduce the use of gasoline
H decrease the amount of trash we throw away
J lower the cost of food
Student Name
3 Look at the picture on page 30.
Which numbered part shows that
buildings can get electricity from
clean forms of energy?
A Number 3
B Number 4
C Number 6
D Number 12
4 In the third paragraph on page 31,
the word renewable means —
F not renewed
G renew before
H a person who renews
J able to be renewed
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Blackline Master 10
Grade 534 Time For Kids Welcome to the City of the Future
Student Name
5 How does Earth-friendly living help to solve the problem of global warming?
Explain your answer and support it with details from the article.
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Grade 5Welcome to the City of the Future Time For Kids 35
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on problem and solution, suffixes, and using photos
and captions. Introduce “All Steamed Up” by having students
open to page 32 of Time for Kids. Point out to students that
important ideas of an article can be found in the title, headings,
and illustrations. Have students look at the photos and the
headings, and then ask, What is the article mainly about?
Encourage students to share what problem may be the focus of
this article. Have them point to the text and text features in the
article to show how they came up with their answers. Record
their responses on the board.
Remind students to use context clues and their knowledge of
suffixes as they read to determine the meaning of unfamiliar
words. Then have students read the article independently.
Distribute Blackline Master 11 on pages 37–38 of the Teacher’s
Manual. Tell students that they will take a practice test on the
article they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 11. Answers can be
found on pages T8–T9 of the Teacher’s Manual.
TFK Pages 32-–35
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “All Steamed Up” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article and the pictures. If you
are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
36 Time For Kids • Issue 4
3 Look at the photograph on page 33.
Steam is released into the air
through —
A turbine blades
B molten rock
C geothermal vents
D power plants
1 Look at the following diagram of information from the article.
SolutionXianyang will build a geothermal system to power the city.
Problem
Xianyang burns coal to generate power.
Burning coal causes pollution.
Geothermal power does not pollute the air.
Which idea belongs in the Problem box?
A Reykjavik, Iceland, has crystal clear air.
B Every province in China has geothermal resources.
C Xianyang is one of the most polluted cities in China.
D Iceland’s capital gets heat from renewable energy sources.
2 How did the 2008 Olympic Games
help to clean up China’s air?
F Heating and cooling systems used geothermal pumps.
G About 90 percent of the energy came from coal plants.
H China added 102 gigawatts to its electrical grid.
J Beijing buildings generated their own electrical power.
Student Name
Use “All Steamed Up” to answer questions 1–5.
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Grade 5All Steamed Up Time For Kids 37
Blackline Master 11
Student Name
4 In the second paragraph on page 32, the word successful means —
F without success
G filled with success
H before success
J one who has success
5 How will engineers solve the problem of pollution in Xianyang, China? Explain your
answer and support it with details from the article.
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Blackline Master 11
Grade 538 Time For Kids All Steamed Up
Diagrams
APPLY THE SKILLS
Tell students that they will practice reading a diagram and
answering questions about it. Explain that a diagram presents
information in a visual form. There may be an introductory text
to explain or describe the diagram. There also may be labels or
callouts to identify or explain different parts of the diagram.
Have students open to “Out of Thin Air” on page 36 of Time
for Kids and distribute Blackline Master 12 on page 40 of
the Teacher’s Manual. Read the title of the diagram aloud with
students. Ask them to suggest ideas of what the diagram will be
about. Record their answers on the board. Ask students to think
about their ideas as they read through the diagram to see if they
were correct.
Read aloud the question and answer choices. Tell students to
look at the diagram to find the answer.
Think Aloud The question asks what happens as a result of the
blades turning. I need to look for information in the diagram that
tells me about the blades and what happens when they turn.
Then I can combine these details to find the answer.
After students have identified the correct answer (B), ask them to
explain where on the diagram they found the information.
Have students complete Blackline Master 12. Answers can be
found on page T9 of the Teacher’s Manual.
1 Look at the diagram on page 36. What happens as a result of the blades turning?
A The wind blows.
B The shaft spins.
C Electricity is used.
D Air turns to steam.
From Blackline Master 12
TFK Page 36
ELAR Student Expectations
DiagramsTEKS 5.13 (B)
Interpret information
presented in diagrams.
Objective 3
Teacher’s Manual 39
Student Name
1 Look at the diagram on page 36.
What happens as a result of the
blades turning?
A The wind blows.
B The shaft spins.
C Electricity is used.
D Air turns to steam.
2 Electricity created by wind turbines
is carried to homes and businesses
by —
F cables
G blades
H a shaft
J a generator
3 Ancient people first used wind
power to —
A grind corn
B saw wood
C pump water
D move ships
Use “Out of Thin Air” to answer questions 1–3.
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Grade 540 Time For Kids Out of Thin Air
Blackline Master 12
Draw Conclusions
MODEL THE SKILL
Have students open to page 37 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to draw conclusions based on information in the text.
Display Transparency pp. 38–39 of the article “Mount Rushmore
Gets a Facial” and distribute Blackline Master 13. Ask students
to open to page 38 of Time for Kids. Have students look at the
title, pictures, and captions before they read the article. Then
have students read the article carefully and identify any words
they do not know. Underline these words on the transparency
and review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 13
1 How do cold winters contribute to the wear on Mount Rushmore?
A Snow covers the presidents’ faces and wears them down.
B Animals build nests on the presidents’ faces to keep warm.
C Ice develops and forms cracks on the presidents’ faces.
D The strong wind wears down the presidents’ faces.
Think Aloud This question asks how cold winters contribute to
the wear on Mount Rushmore. I need to look back at the article
and find the part that describes what happens to the monument
in the winter. Then I can connect the text evidence and draw a
conclusion to find the answer.
Tell students that drawing conclusions requires thinking about
facts or pieces of information in the article and then connecting
those pieces of information to arrive at a new understanding
about an event or idea. The conclusion will not be stated in the
text. The reader must draw a conclusion from the text evidence.
Have students read the answer choices carefully. Then call on
student volunteers to share their answers and explain how they
reached the correct answer (C).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 13.
Materials
Transparency
pp. 38–39
Blackline Masters
13, 14, 15
TFK Pages 38–39
ELAR Student Expectations
Draw ConclusionsTEKS 5.11 (C)
Analyze how the
organizational pattern
influences the relationships
among the ideas.
Objective 4
Word FamiliesTEKS 5.2 (A)
Determine the meaning of
words derived from Latin,
Greek, or other linguistic
roots and affixes.
Objective 1
MapsTEKS 5.13 (B)
Interpret information
presented in maps.
Objective 3
Teacher’s Manual 41
TFK Pages 38–39
Maps
MODEL THE SKILL
Tell students that a map is a graphic feature than can provide
additional information about the topic of an article. Maps are
visual representations of locations. They use graphic symbols
like stars and dots to represent specific places. A map may show
a large place, such as a continent or country, or a small place,
such as a neighborhood. Tell students that using features such as
maps will help them understand the article better.
Read question 3 aloud.
Think Aloud This question asks about the capital of South
Dakota. I look at the enlarged map of South Dakota and see a
star. Next to the star is the name Pierre. I can find the answer by
combining these details.
Point to the map of South Dakota on Transparency
pp. 38–39. Draw students’ attention to features of the map.
Review with students the meaning of the star on the map. Then
have students determine which answer choice is correct (C).
Word Families
MODEL THE SKILL
Explain to students that word families are made up of words
that are related. The words in the family all come from the same
root, like the people on a family tree. For example, the words
placement, replace, and displace are in the same word family
because they all come from the word place.
Then read question 4 aloud.
Think Aloud This question asks for the word from the article that
is in the same word family as face. I know that a word family
contains words that come from the same root, so I have to
connect the answer choices with face to find the one that has the
same root.
Have students share any words they might know that are in the
same word family as face. Then have students eliminate any
answers that do not come from the same root as face to find the
one that is in the same word family (J).
4 The caption on page 38 says,
“Workers prepare Thomas
Jefferson’s face for power
washing.” Which word from
the article is in the same word
family as face?
F head
G free
H wash
J facial
From Blackline Master 13
3 Look at the map on page 38.
What is the capital of South
Dakota?
A Mount Rushmore
B Rapid City
C Pierre
D Washington
From Blackline Master 13
42 Time For Kids • Issue 5
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 13
5 Why do you think the German company that cleaned Mount Rushmore offered to do
the job for free? Explain your answer and support it with details from the article.
Think Aloud I need to skim and scan the article to find clues
about why the German company offered to clean Mount
Rushmore for free. Then I have to figure out my answer by
connecting the evidence that I find in the text.
Work with students to find details from the article to help
them draw a conclusion and answer the question. Then have
a volunteer underline the text evidence on the transparency.
Write a short answer together. Remind students to use complete
sentences in their answers.
Possible response: I think the German company offered to
clean Mount Rushmore for free because they thought it was
an important job. Keeping the monument clean will help to
preserve it for the millions of people who visit it every year. The
head of the cleaning project, Thorsten Mowes, said that he was
“proud to be eye to eye with George Washington.”
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T10 for answers to Blackline Master 13.
TFK Pages 38–39
Teacher’s Manual 43
Student Name
Use “Mount Rushmore Gets a Facial” to answers questions 1–5.
1 How do cold winters contribute to
the wear on Mount Rushmore?
A Snow covers the presidents’ faces and wears them down.
B Animals build nests on the presidents’ faces to keep warm.
C Ice develops and forms cracks on the presidents’ faces.
D The strong wind wears down the presidents’ faces.
2 Why was getting to the monument
the hardest part of the cleaning job?
F There were too many tourists in the way.
G The monuments are very large.
H The equipment was not the proper size.
J There was no water nearby.
3 Look at the map on page 38. What is
the capital of South Dakota?
A Mount Rushmore
B Rapid City
C Pierre
D Washington
4 The caption on page 38 says,
Workers prepare Thomas Jefferson’s face for power washing. Which word
from the article is in the same word
family as face?
F head
G free
H wash
J facial
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Blackline Master 13
Grade 544 Time For Kids Mount Rushmore Gets a Facial
Student Name
5 Why do you think the German company that cleaned Mount Rushmore offered to do
the job for free? Explain your answer and support it with details from the article.
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Blackline Master 13
Grade 5Mount Rushmore Gets a Facial Time For Kids 45
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a
test will focus on drawing conclusions, word families, and
reading maps. Introduce “How They Chose These Words for the
Declaration of Independence” by having students open to
page 40 of Time for Kids. Point out to students that important
ideas of an article can be found in the title and illustrations. Have
students look at the photographs, captions, and headings, and
then ask, What do you think this article is about?
Encourage students to share their ideas. Have them point to the
text and text features in the article to show how they came up
with their answers.
Remind students to use what they know about word families
and context clues as they read to determine the meaning
of unfamiliar words. Then have students read the article
independently.
Distribute Blackline Master 14 on pages 47–48 of the Teacher’s
Manual. Tell students that they will take a practice test on the
article they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 14. Answers can be
found on pages T10–T11 of the Teacher’s Manual.
TFK Pages 40–43
1. Before you read, look at the pictures, captions, maps, and title to give
you an idea of what the article is about.
2. Read “How They Chose These Words for the Declaration of
Independence” and the questions on the worksheet very carefully.
Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, the map, and the
pictures. If you are not sure about the details, go back to the article and
read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
46 Time For Kids • Issue 5
Student Name
Use “How They Chose These Words for the Declaration of Independence” to answer questions 1–5.
3 Look at the map on page 43.
Independence Hall is located on —
A 5th Street
B Spruce Street
C Chestnut Street
D Walnut Street
1 Look at the following diagram of information from the article.
Jefferson was only 33 years old when he was chairman of the committee to draft the Declaration of Independence.
Jefferson used his own ideas and the ideas of other writers to write the Declaration.
Which idea belongs in the empty box?
A Congress members should have made fewer changes to the Declaration.
B Thomas Jefferson was too inexperienced to handle such an important job.
C Benjamin Franklin should have been the person to write the Declaration.
D The other members of the committee had confidence in Thomas Jefferson.
2 Why did Jefferson show his draft of
the Declaration to Franklin?
F Franklin had more experience in politics and writing.
G John Hancock was not available to help Jefferson.
H Jefferson had trouble figuring out what to say.
J Jefferson was upset by the actions of the committee.
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Blackline Master 14
Student Name
4 Which word from the article comes from the same word family as historic
on page 43?
F declaration
G important
H document
J historian
5 Why did John Hancock say, “We must all hang together” after he signed the
Declaration? Explain your answer and support it with details from the article.
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Blackline Master 14
Grade 548 Time For Kids How They Chose These Words for the Declaration of Independence
Poetry
APPLY THE SKILLS
Tell students they will read a poem and answer questions about
it. Point out some of the differences between poetry and prose.
For example, poems do not have to have sentences with subjects
and verbs, and they are not split into paragraphs, but into
stanzas and lines. Some poems rhyme, but some do not. Poems
often use vivid words and imagery to appeal to the reader’s
senses and feelings. Sometimes poems use repetition, sound
devices, or figurative language to help express important ideas
and support the poet’s message.
Have students open to “My Share” on page 44 of Time for Kids.
Ask students to read the title of the poem and share their ideas
on what the poem is about. Write their ideas on the board.
Then read the poem aloud, or have students read the poem
independently.
Distribute Blackline Master 15 on page 50 of the Teacher’s
Manual. Read aloud question 1 and the answer choices. Tell
students to look at the poem to find the answer.
Think Aloud This question asks how the poet describes the
granny’s hands. I will go back to the part of the poem that
mentions a granny and her hands. I will look for text evidence
that I can connect to reach the answer.
After students have determined the correct answer (A), ask for
volunteers to go back and read the part of the poem that helped
them arrive at the correct answer.
Have students complete Blackline Master 15. Answers can be
found on page T10 of the Teacher’s Manual.
1 What image does the poet use
to describe the granny’s hands?
A dried, shrunken cucumbers
B left in the field
C like cotton-candy
D busy with something
From Blackline Master 15
TFK Page 44
ELAR Student Expectations
PoetryTEKS 5.4
Understand the structure and
elements of poetry.
Objective 3
Teacher’s Manual 49
Student Name
Use the poem “My Share” to answer questions 1–3.
1 What image does the poet use to
describe the granny’s hands?
A dried, shrunken cucumbers
B left in the field
C like cotton-candy
D busy with something
2 In this poem, the poet creates many
different images of people who
are —
F writing
G having fun
H selling things
J working
3 Which line best expresses the theme
of this poem?
A with his bag that has seen so many countries
B the wheeler-dealer who buys and sells land
C everyone’s busy with something
D the worker who wakes up for the night shift
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Blackline Master 15
Sequence
MODEL THE SKILL
Have students open to page 45 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the order of events in a text.
Display Transparency pp. 46–47 of the article “Baby Lucy” and
distribute Blackline Master 16. Ask students to open to page
46 of Time for Kids. Have students look at the title, pictures,
captions, and time line before they read the article. Then have
students read the article carefully and identify any words they
do not know. Underline these words on the transparency and
review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 16
1 Which of the following was on Earth first?
A Lucy
B Selam
C Dr. Alemseged
D Addis Ababa
Think Aloud This question asks about who or what was on Earth
first. The article discusses the oldest known human fossil. The
oldest fossil would be the one that was on Earth before the rest.
I need to combine details from the article to determine the name
of the source of that fossil.
Tell students that they do not need to read the whole text again.
They can scan the article to find factual details and then combine
those details to find the answer. Explain that they should be
looking for details about the oldest human fossil found. After
students have had a chance to scan the text, point out the
correct answer (B). Invite a volunteer to underline the sentences
in the text that contain the correct answer. (When Lucy was
discovered in 1974, it was the oldest known human fossil. Selam is
about 150,000 years older.)
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 16.
Materials
Transparency
pp. 46–47
Blackline Masters
16, 17, 18
TFK Pages 46–47
ELAR Student Expectations
SequenceTEKS 5.11(C)
Analyze how the
organizational pattern
influences the relationships
among the ideas.
Objective 3
Greek and Latin RootsTEKS 5.2 (A)
Determine the meaning of
words derived from Latin,
Greek, or other linguistic
roots and affixes.
Objective 1
Time LinesTEKS 5.13 (B)
Interpret information
presented in timelines.
Objective 3
Teacher’s Manual 51
TFK Pages 46–47
Time Lines
MODEL THE SKILL
Review with students that a time line is a record of events that
shows the order in which they occurred. Tell students that time
lines may be illustrated, may contain varying amounts of text,
and may be presented horizontally or vertically. Point to the time
line on Transparency pp. 46–47. Point out the main title and
read aloud the introductory text.
Then read question 3 aloud.
Think Aloud This question asks me about a discovery made in
1959. I need to look at the time line to find this date and see what
discoveries were made that year. I can locate the correct answer
in one of the labels on the time line.
Tell students that they need to reread the time line until they find
the year in the question, then look for information about
the event. Have students determine which answer choice is
correct (D).
Greek and Latin Roots
MODEL THE SKILL
Explain to students that words come from a variety of sources,
including Greek and Latin roots. Tell students that root words can
help them understand the meaning of words. Share with students
a common Latin root such as caput, which means “head.” The word
captain refers to the head of a team of other group.
Then read question 4 aloud.
Think Aloud I see the word laboratory, but I’m not sure what it
means. I will have to use what I know about roots to help figure
out its meaning. I can connect the meaning of the root word
labor to the word laboratory to determine the correct answer.
Tell students that they can understand words better by learning
about where they come from. Write the word laboratory on the
chalkboard. Tell students that the word comes from the Latin
root word labor, which means “to work.” Ask students which of
the answer choices most closely fits that meaning (G).
4 The word laboratory comes
from the root word labor. In the
last paragraph on page 47, the
word laboratory means a —
F person who looks for fossils
G place where scientists work
H person who studies history
J place where newborn babies sleep
From Blackline Master 16
3 Look at the time line on
page 47. Which discovery was
made in 1959?
A Footprints were discovered in Tanzania.
B Lucy was discovered in Ethiopia.
C Selam was discovered in Ethiopia.
D Nutcracker Man was discovered in Tanzania.
From Blackline Master 16
52 Time For Kids • Issue 6
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 16
5 What did the scientists do after they discovered Selam’s skeleton? Explain your
answer and support it with details from the article.
Think Aloud I remember from the article that after the scientists
discovered the skeleton, they had to get it out of the sandstone.
I need to go back to the text to find the details about what
happened and combine the details to write the answer.
Work with students to find specific details from the article
to answer the question, and have a volunteer underline the
details on the transparency. Write a short answer together.
Remind students to write complete sentences, with subject and
predicate, in their answers.
Possible response: After scientists discovered the skeleton, they
had to get it out of the sandstone. They used small drills and
picks to remove the bones. It took five years for them to remove
most of the fossil parts. Then they sent it to a laboratory in Addis
Ababa for further study.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T12 for answers to Blackline Master 16.
TFK Pages 46–47
Teacher’s Manual 53
1 Which of the following was on Earth
first?
A Lucy
B Selam
C Dr. Alemseged
D Addis Ababa
2 The first thing fossil hunters saw
when they discovered Baby Lucy
was a —
F hand
G finger
H face
J toe
Student Name
3 Look at the time line on page 47.
Which discovery was made in 1959?
A Footprints were discovered in Tanzania.
B Lucy was discovered in Ethiopia.
C Selam was discovered in Ethiopia.
D Nutcracker Man was discovered in Tanzania.
4 The word laboratory comes from
the root word labor. In the last
paragraph on page 47, the word
laboratory means a —
F person who looks for fossils
G place where scientists work
H person who studies history
J place where newborn babies sleep
Use “Baby Lucy” to answers questions 1–5.
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Grade 554 Time For Kids Baby Lucy
Student Name
5 What did the scientists do after they discovered Selam’s skeleton? Explain your
answer and support it with details from the article.
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Grade 5Baby Lucy Time For Kids 55
TFK Pages 48–51
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on sequence of events, Greek and Latin roots, and
using time lines. Introduce “Early Man in America” by having
students open to page 48 of Time for Kids. Point out to students
that important ideas of an article can be found in the title and
illustrations. Have students look at the photographs, captions,
and headings, and then ask, What do you think the article is mainly about?
Encourage students to share what they think is the main idea
of the selection and what kinds of events may be presented in
sequential or chronological order. Have them point to the text
and text features to show how they came up with their answers.
Remind students to use context clues and their knowledge of
root words as they read to determine the meaning of unfamiliar
words. Then have students read the article independently.
Distribute Blackline Master 17 on pages 57–58 of the Teacher’s
Manual. Tell students that they will take a practice test on the
article they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 17. Answers can be
found on pages T12–T13 of the Teacher’s Manual.
1. Before you read, look at the pictures, captions, and diagram to give you
an idea of what the article is about.
2. Read “Early Man in America” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article and the pictures. If you
are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences.
56 Time For Kids • Issue 156 Time For Kids • Issue 6
Student Name
Use “Early Man in America” to answer questions 1–5.
3 Look at the time line on page 51.
What event in 2004 led to learning
more about Kennewick Man?
A More bones were discovered in Washington.
B Scientists filed a lawsuit to allow further study of Kennewick Man.
C The U.S. Appeals court ruled in favor of the scientists.
D Tests showed that Kennewick Man’s remains were over 9,000 years old.
1 Look at the following diagram of information from the article.
Two college students find a skull near Kennewick, Washington.
Different groups disagree over what should be done with the skeleton.
In 2005, scientists study Kennewick Man for ten days.
Which event belongs in the empty box?
A Scientists determine that Kennewick Man was about 38 years old.
B More bones are found, and the skeleton is called Kennewick Man.
C Native American groups claim the bones and want to bury them.
D Scientists discover that the skeleton suffered a spear jab to the hip.
2 According to the article, which place
was settled by humans first?
F Clovis, New Mexico
G Daisy Cave, California
H Kennewick, Washington
J Monte Verde, Chile
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Blackline Master 17
Grade 5Early Man in America Time For Kids 57
Student Name
4 On page 51, the word prehistoric comes from a root word that means —
F knowledge or learning
G people
H family or community
J government
5 According to the scientists, what happened to Kennewick Man after he died? Explain
your answer and support it with details from the article.
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Grade 558 Time For Kids Early Man in America
Maps
APPLY THE SKILLS
Tell students that maps offer information about the locations
of people, places, and objects. Have students open to
“Archaeological Sites in Peru” on page 52 of Time for Kids. Have
students read the accompanying text before they study the map.
Point out the key, the compass rose, and the boxed information
on the map.
Distribute Blackline Master 18 on page 60 of the Teacher’s
Manual. Read aloud question 1 and the answer choices. Tell
students to look back at the map to find details and combine
these details to find the answer.
Think Aloud I can look at the key to help me understand which
symbol indicates an ancient city. I can combine this with the
boxed information on the map to find the correct answer.
After students have determined the correct answer (B), ask for
volunteers to go back to the map and point out where they
found the information that helped them answer the question.
Have students complete Blackline Master 18. Answers can be
found on page T13 of the Teacher’s Manual.
1 Look at the map on page 52.
What is the oldest city in the
Americas?
A Kuélap Fortress
B Caral
C Machu Picchu
D Puruchuco
From Blackline Master 18
TFK Page 52
ELAR Student Expectations
MapsTEKS 5.13 (B)
Interpret information
presented in maps.
Objective 3
Teacher’s Manual 59
Use “Archaeological Sites in Peru” to answer questions 1–3.
Student Name
1 Look at the map on page 52. What is the oldest city in the Americas?
A Kuélap Fortress
B Caral
C Machu Picchu
D Puruchuco
2 The ancient city located just west of Cuzco is called —
F Machu Picchu
G Titicaca
H Nazca
J Lima
3 What did archaeologists find at Puruchuco?
A An Inca fortress
B Line drawings
C Inca mummies
D Gold pieces
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Blackline Master 18
Main Idea and Details
MODEL THE SKILL
Have students open to page 53 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students,
We will use these articles to learn how to recognize the main idea and details in a text.
Display Transparency pp. 54–55 of the article “The Trail of
Tears” and distribute Blackline Master 19. Ask students to open
to page 54 of Time for Kids. Have students look at the title,
pictures, and captions before they read the article. Then have
students read the article carefully and identify any words they
do not know. Underline these words on the transparency and
review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 19
1 What is the main idea of the article?
A The Cherokee people run schools, health programs, and casinos in Oklahoma.
B The U.S. government forced thousands of Cherokee people to leave their land.
C Senators Daniel Webster and Davy Crockett fought for the Cherokee people’s rights.
D Two members of the Cherokee tribe signed a treaty with the U.S. government.
Think Aloud This question asks for the main, or most important,
idea of the article. I need to review and think about the entire
article. Then I will connect clues and text evidence to determine
the correct answer.
Remind students that while several answer choices may mention
details from the article, only one answer fully explains the main
idea. Remind students that the main idea is the most important
idea in the article. Explain that they should think about all of
the information they have read, including photographs and
captions, to determine the main idea of the article. Then call on
students to share their answers and explain how they reached
the correct answer (B).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 19.
Materials
Transparency
pp. 54–55
Blackline Masters
19, 20, 21
TFK Pages 54–55
ELAR Student Expectations
Main Idea and DetailsTEKS 5.11(A)
Summarize the main idea
and supporting details.
Objective 1
Context CluesTEKS 5.2 (B)
Use context to determine
or clarify the meaning of
unfamiliar words.
Objective 1
Text Features/Skimming and ScanningTEKS 5.11 (D)
Use text features and
graphics to gain an overview
and to locate information.
Objective 3
Teacher’s Manual 61
TFK Pages 54–55
Text Features/Skimming and Scanning
MODEL THE SKILL
Review with students that skimming and scanning are
techniques used to find information in an article. Skimming
involves looking for the main ideas within the passage to get
the overall impression of the content. You should read the title,
subheadings, the first paragraph, and the first sentence of each
paragraph. Scanning involves looking for a certain piece of
information.
Read question 3 aloud.
Think Aloud I need to scan the article to find the phrase Nunna
daul Tsuny. Then I will combine details from the text to determine
what the phrase means.
Tell students that they need to scan the article until they find
the phrase in the question, then look for information about
the phrase. Have students determine which answer is correct (D).
Context Clues
MODEL THE SKILL
Tell students that they may not know the meaning of every
word they read in a selection. Review with students that they
may be able to determine the meaning of a word by reading the
sentence that contains the word and the sentences before and
after the word. Sometimes the author will supply the definition
of a word in the text. This is called restatement.
Then read question 4 aloud.
Think Aloud I am not sure what the word sovereign means. I
should read the words and sentences around the word to find
context clues that will help me to determine the meaning.
Have students locate the word sovereign in the selection. Remind
students that the sentences including and surrounding the word.
may help determine the meaning. Point out that the author
provides the meaning of sovereign in the phrase meaning that
it was a country. Ask students which of the answer choices most
closely fits that meaning (F).
4 In the fourth paragraph, the word sovereign means —
F able to rule itself
G possessing wealth
H having human rights
J needing a new government
From Blackline Master 19
3 Which phrase from the article
tells what “Nunna daul Tsuny”
means?
A American Indians
B land was rich in gold
C forced to march 1,000 miles
D the trail where they cried
From Blackline Master 19
62 Time For Kids • Issue 7
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 19
5 How did some officials try to help the Cherokee people? Explain your answer and
support it with details from the article.
Think Aloud I remember from the article that some people tried
to help the Cherokee people keep their land. I will go back to the
text to find where this is discussed and then combine the details
to write my answer.
Work with students to find details from the article to answer the
question and have a volunteer underline these details on the
transparency. Write a short answer together. Remind students to
use complete sentences in their answers.
Possible response: Some officials tried to help the Cherokee
people. The U.S. Supreme Court said that Congress could not
take the Cherokees’ land without their agreement. Senators Davy
Crockett and Daniel Webster fought for the Cherokees’ rights.
U.S. Army General John Wood refused to move the tribe and
resigned instead.
See pages T1 in the Teacher’s Manual for a short-answer rubric.
See page T14 for answers to Blackline Master 19.
TFK Pages 54–55
Teacher’s Manual 63
1 What is the main idea of the article?
A The Cherokee people run schools, health programs, and casinos in Oklahoma.
B The U.S. government forced thousands of Cherokee people to leave their land.
C Senators Daniel Webster and Davy Crockett fought for the Cherokee people’s rights.
D Two members of the Cherokee tribe signed a treaty with the U.S. government.
2 Which detail best supports the idea
that the Cherokee people were
treated poorly?
F The Cherokee people named the route they traveled the Trail of Tears.
G More than 4,000 Cherokees died during the march to Oklahoma.
H The gold prospectors abandoned the Cherokee land and left ghost towns behind.
J General John Wood refused to move the Cherokee people to Oklahoma.
Student Name
3 Which phrase from the article tells
what “Nunna daul Tsuny” means?
A American Indians
B land was rich in gold
C forced to march 1,000 miles
D the trail where they cried
4 In the fourth paragraph, the word
sovereign means —
F able to rule itself
G possessing wealth
H having human rights
J needing a new government
Use “The Trail of Tears” to answers questions 1–5.
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Blackline Master 19
Grade 564 Time For Kids The Trail of Tears
Student Name
5 How did some officials try to help the Cherokee people? Explain your answer and
support it with details from the article.
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Grade 5The Trail of Tears Time For Kids 65
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on main idea and details, skimming and scanning,
and using context clues. Introduce “America in 1850” by having
students open to page 56 of Time for Kids. Point out to students
that important ideas of an article can be found in the title and
illustrations. Have students look at the photographs, captions,
headings and chart, and then ask, What do you think the article is mainly about?
Encourage students to share what they think is the main idea of
the article. Have them point to the text and text features to show
how they came up with their answers.
Remind students to use context clues as they read to determine
the meaning of unfamiliar words. Then have students read the
article independently.
Distribute Blackline Master 20 on pages 67–68 of the Teacher’s
Manual. Tell students that they will take a practice test on the
selection they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 20. Answers can be
found on pages T14–T15 of the Teacher’s Manual.
TFK Pages 56-59
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “America in 1850” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article and the pictures. If you
are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
66 Time For Kids • Issue 7
Student Name
Use “America in 1850” to answer questions 1–5.
3 P.T. Barnum was in the news in 1850
because he —
A made the first sewing machine
B brought singer Jenny Lind to America
C began making the first blue jeans
D campaigned for women’s right to vote
1 Look at the following diagram of information from the article.
Brigham Young and his followers moved to Utah.
Farming and ranching spread
quickly across the Midwest.
Thousands of people moved to the Pacific coast.
Which idea belongs in the empty main idea oval?
A Pioneers faced land disputes with Native Americans.
B Cattle drives to California took five to six months.
C 1850 was a time of growth for the United States.
D In New England, writers were producing literature.
2 What is the main idea of the second
paragraph on page 57?
F Many people moved to the Northeast.
G Children worked in factories and mills.
H Rivers were used to transport goods.
J Industry was booming in the Northeast.
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Grade 5America in 1850 Time For Kids 67
Blackline Master 20
Student Name
4 In the first paragraph on page 57, the word profitable means —
F making money
G very tiring
H changing quickly
J very exciting
5 How did people in different parts of America earn money in 1850? Explain your
answer and support it with details from the article.
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Grade 568 Time For Kids America in 1850
Time Lines
APPLY THE SKILLS
Tell students that they will read a time line and answer questions
about it. Review with students that a time line highlights key
historical events that happened during a certain period of time.
A time line may be illustrated and may be presented horizontally
or vertically.
Have students open to “The Path to Independence” on page 60
of Time for Kids and distribute Blackline Master 21 on page 70
of the Teacher’s Manual. Ask students to share their ideas about
the time line’s purpose, and write their ideas on the board. Then
have students read “The Path to Independence.”
Read aloud question 1 and the answer choices. Tell students to
look at the time line to find the answer.
Think Aloud This question asks what happened before
Jamestown was founded. I need to look at the time line to find
the date when Jamestown was established. Then I can look
for events that happened before that date and combine the
information with the answer choices to figure out the answer.
After students have determined the correct answer (A), point out
that the other answer choices mention events on the time line
that happened after Jamestown was founded. Remind students
to look at each answer choice carefully to be sure they are
choosing the one that best answers the question.
Have students complete Blackline Master 21. Answers can be
found on page T15 of the Teacher’s Manual.
1 Look at the time line on page
60. Which event happened
before Jamestown was
established in Virginia?
A St. Augustine was settled by the Spanish.
B Plymouth Colony was founded in Massachusetts.
C African slaves were brought to Jamestown.
D The British took over New Amsterdam from the Dutch.
From Blackline Master 21
TFK Page 60
ELAR Student Expectations
Time LinesTEKS 5.13 (B)
Interpret information
presented in timelines.
Objective 3
Teacher’s Manual 69
Student Name
Use “The Path to Independence” to answer questions 1–3.
1 Look at the time line on page 60.
Which event happened before
Jamestown was established in
Virginia?
A St. Augustine was settled by the Spanish.
B Plymouth Colony was founded in Massachusetts.
C African slaves were brought to Jamestown.
D The British took over New Amsterdam from the Dutch.
2 Which event began in 1754?
F The American Revolution
G The French and Indian War
H The founding of New York
J The first Continental Congress
3 The Boston Tea Party took place
in —
A 1580
B 1600
C 1773
D 1789
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Blackline Master 21
Author’s Purpose
MODEL THE SKILL
Have students open to page 61 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the author’s purpose for writing a text.
Display Transparency pp. 62–63 of the article “Free to
Celebrate” and distribute Blackline Master 22. Ask students to
open to page 62 of Time for Kids. Have students look at the title,
pictures, and captions before they read the article. Then have
students read the article carefully and identify any words they
do not know. Underline these words on the transparency and
review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 22
1 The author wrote this article to —
A explain why June 19th is an important day in history
B describe the celebrations that take place on Juneteenth
C explain how ex-slaves raised money to purchase parks
D describe the conditions in Texas during the 1900s
Think Aloud This question asks about why the author wrote
the article. I need to go back to the article to see what kind of
information the author provides and what the author’s main
point is in the article. Then I can analyze this information to
figure out the author’s purpose for writing the article.
Tell students that they should review the text to look for
information that will help them determine the author’s purpose.
Explain that they should think about whether the author is
writing to persuade the reader, to create a story for enjoyment,
to present information about a topic, or to teach a lesson.
Allow students time to select an answer. Then call on student
volunteers to share their answers and explain how they reached
the correct answer (A).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 22.
Materials
Transparency
pp. 62–63
Blackline Masters
22, 23, 24
TFK Pages 62–63
ELAR Student Expectations
Author’s PurposeTEKS 5.10
Evaluate how well the
author’s purpose was
achieved.
Objective 3
Greek and Latin Roots TEKS 5.2 (A)
Determine the meaning of
words derived from Latin,
Greek, or other linguistic
roots and affixes.
Objective 1
Photos and CaptionsTEKS 5.13 (B)
Interpret information
presented in illustrations.
Objective 3
Teacher’s Manual 71
TFK Pages 62–63
Photos and Captions
MODEL THE SKILL
Review with students that articles often include photographs
to help support the author’s purpose. These photos often have
captions that explain what is happening in the pictures or what
they are about. Explain that photographs and captions may
provide information that is not found in the text.
Read question 3 aloud.
Think Aloud This question asks about who helped raise money
for a park in Houston. I need to go back and look at the photos
on page 63, find the one that shows a park in Houston, and read
the caption that goes with the photograph. Then I can combine
the details to find the answer.
Point to the photograph of Emancipation Park on Transparency
pp. 62–63. Draw students’ attention to the caption next to the
photograph. Have students read this information and determine
which answer choice is correct (C).
Greek and Latin Roots
MODEL THE SKILL
Tell students that they may not know the meaning of every word
in a text. Review with students that words come from a variety of
sources, including Greek and Latin roots. Tell students that root
words can help them understand the meaning of words. Share
with students a common Latin root, such as bene, which means
“well.” The word benefit means “to aid or promote well being.”
Then read question 4 aloud.
Think Aloud I see the word liberty, but I am not sure what it
means in this sentence. I can look for clues in the other words
and phrases in the sentence and the paragraph. I can also use
what I know about Greek and Latin roots. Then I can connect this
information to figure out the meaning.
Have students locate the word liberty in the second paragraph
on page 63. Tell students that the word comes from the Latin
word liber. Read the context in the paragraph surrounding the
word liberty. Lead students to see that liber means “free” (G).
4 The word liberty on page 63
comes from a Latin root that
means —
F place
G free
H people
J rights
From Blackline Master 22
3 Look at the photos and captions
on page 63. Who helped raise
money for Emancipation Park
in Houston?
A Booker T. Washington
B Abraham Lincoln
C Reverend Jack Yates
D General Gordon Granger
From Blackline Master 22
72 Time For Kids • Issue 8
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 22
5 Why does the author begin the article by mentioning General Gordon Granger’s
arrival in Galveston Harbor? Explain your answer and support it with details from
the article.
Think Aloud I remember that the author began the article by
describing General Gordon Granger’s arrival into Galveston
Harbor. I need to go back to the article to see what information
the author includes and how it is presented. Then I can analyze
these details to figure out why the author began the article
this way.
Work with students to find details from the article to answer the
question and have a volunteer underline these details on the
transparency. Write a short answer together. Remind students to
use complete sentences in their answers.
Possible response: The author begins the article by mentioning
General Granger’s arrival in Galveston Harbor because Granger
brought good news to Texas: The slaves were free. Texas was the
last state to free the slaves, more than two years after Lincoln’s
Emancipation Proclamation. The day that Granger sailed into the
harbor—June 19th, or Juneteenth—is celebrated every year. The
author wants readers to know why this date is so important.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See pages T16 for answers to Blackline Master 22.
TFK Pages 62–63
Teacher’s Manual 73
Student Name
Use “Free to Celebrate” to answers questions 1–5.
1 The author wrote this article to —
A explain why June 19th is an important day in history
B describe the celebrations that take place on Juneteenth
C explain how ex-slaves raised money to purchase parks
D describe the conditions in Texas during the 1900s
2 The author mentions President
Lincoln’s Emancipation
Proclamation in this article to —
F explain why an official African American holiday was created in the United States
G provide evidence that Texas was the first state to make Juneteenth a holiday
H prove that this was the most important action taken by Lincoln in his presidency
J reveal that Texans did not free the slaves in Texas when they were supposed to
3 Look at the photos and captions on
page 63. Who helped raise money
for Emancipation Park in Houston?
A Booker T. Washington
B Abraham Lincoln
C Reverend Jack Yates
D General Gordon Granger
4 The word liberty on page 63 comes
from a Latin root that means —
F place
G free
H people
J rights
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Blackline Master 22
Grade 574 Time For Kids Free to Celebrate
Student Name
5 Why does the author begin the article by mentioning General Gordon Granger’s
arrival in Galveston Harbor? Explain your answer and support it with details from the
article.
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Blackline Master 22
Grade 5Free to Celebrate Time For Kids 75
Show What You Know
APPLY THE SKILLS
Tell the students that some of the questions they will see on
a test will focus on author’s purpose, Greek and Latin roots,
and photos and captions. Introduce “A Melting Pot” by having
students open to page 64 of Time for Kids. Point out to students
that important ideas of an article can be found in the title and
illustrations. Have students look at the photographs, captions,
and headings, and then ask, What do you think this article is about?
Encourage students to share their ideas about the author’s
purpose for writing the article. Have them point to the text and
text features in the article to show how they came up with their
answers.
Remind students to use their knowledge of Greek and Latin
roots and context clues as they read to determine the meaning
of unfamiliar words. Then have students read the article
independently.
Distribute Blackline Master 23 on pages 77–78 of the Teacher’s
Manual. Tell students that they will take a practice test on the
article they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 23. Answers can be
found on pages T16–T17 of the Teacher’s Manual.
TFK Pages 64–67
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “A Melting Pot” and the questions on the worksheet very carefully.
Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article and the pictures. If you
are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
76 Time For Kids • Issue 8
Student Name
Use “A Melting Pot” to answer questions 1–5.
3 According to the photos and
captions on page 65, a painting by
French artist René Magritte can be
found at a museum in —
A San Antonio
B Houston
C El Paso
D Dallas
1 Look at the following diagram of information from the article.
DetailsMany cities and parks have Native
American names. Four European missions can still be seen in San Antonio Missions National Park. Mexican Independence Day fiestas are
held throughout Texas.
Author’s Purpose
Which idea belongs in the Author’s Purpose box?
A To tell an entertaining story about a family from Texas
B To inform readers that Texas has a rich cultural history
C To compare the cultures of Texas and Mexico
D To explain how Texas became part of the United States
2 The author includes information
about the state seal of Texas to —
F explain that Texas was first settled by the French
G prove that Texas is now a state in the United States
H show that several countries influenced Texas’s history
J argue that Mexico has had the greatest influence on Texas
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Blackline Master 23
Student Name
4 The word republic on page 67 comes from a Latin root that means —
F strong
G a free state
H army
J a new place
5 Why did the author include the section of the article titled “Battling for Land?”
Explain your answer and support it with details from the article.
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Blackline Master 23
Grade 578 Time For Kids A Melting Pot
Maps
APPLY THE SKILLS
Tell students that they will practice reading a map and answering
questions about it. Tell students that maps are graphic features
that provide information about the locations of people, places,
and things.
Have students open to “A Nation of Many Languages” on page 68
of Time for Kids and distribute Blackline Master 24 on page 80
of the Teacher’s Manual. Have students read the accompanying
text before they study the map. Point out the text above the
map, the key, and the boxed information on the map.
Read aloud question 1 and the answer choices. Tell students to
look back at the map to find the answer.
Think Aloud This question asks about people in the South who
speak Asian and Pacific languages. I need to look at the map
to find the information I need. I can look at the key to help me
understand the information on the map. Then I can combine
these details to determine the answer.
After students have determined the correct answer (A), ask for
volunteers to go back to the map and point out where they
found the information that helped them answer the question.
Have students complete Blackline Master 24. Answers can be
found on page T17 of the Teacher’s Manual.
1 Look at the map on page 68.
How many people in the South
speak Asian and Pacific Island
languages?
A 1.3 million
B 2.4 million
C 3.6 million
D 9.9 million
From Blackline Master 24
TFK Page 68
ELAR Student Expectations
MapsTEKS 5.13 (B)
Interpret information
presented in maps.
Objective 3
Teacher’s Manual 79
Student Name
Use “A Nation of Many Languages” to answer questions 1–3.
1 Look at the map on page 68. How
many people in the South speak
Asian and Pacific Island languages?
A 1.3 million
B 2.4 million
C 3.6 million
D 9.9 million
2 In the Northeast, about 4.5 million
people speak —
F French
G Spanish
H Russian
J Asian and Pacific Island languages
3 In which part of the country do the
most people speak a language other
than English at home?
A The Northeast
B The Midwest
C The West
D The South
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Blackline Master 24
Fact and Opinion
MODEL THE SKILL
Have students open to page 69 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize facts and opinions in a text.
Display Transparency pp. 70–71 of the article “Why the West
is Burning” and distribute Blackline Master 25. Ask students to
open to page 70 of Time for Kids. Have students look at the title,
pictures, captions, and chart before they read the article. Then
have students read the article carefully and identify any words
they do not know. Underline these words on the transparency
and review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 25
1 Which fact have scientists discovered about tree rings?
A Tree rings are narrow during periods of low rainfall.
B Tree rings show that the Western United States is a semiarid region.
C Tree rings are used to measure the water levels of lakes.
D Tree rings can be used to forecast Pacific weather patterns.
Think Aloud This question asks for a fact about tree rings.
Facts are statements that can be proven or supported by
evidence. I need to find the section of the article that discusses
tree rings and combine the details to answer the question.
Tell students that facts are statements that can be verified,
or proven to be true. Opinions express feelings or personal
beliefs. Opinions may or may not be consistent with facts.
Tell students that they should carefully read all of the answer
choices. Remind students that while several answer choices may
mention information from the article, only one provides a factual
statement about tree rings. Allow students to select an answer.
Then call on student volunteers to share their answers and
explain how they reached the correct answer (A).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 25.
Materials
Transparency
pp. 70–71
Blackline Masters
25, 26, 27
TFK Pages 70–71
ELAR Student Expectations
Fact and OpinionTEKS 5.11(B)
Determine facts and verify
them.
Objective 1
Greek RootsTEKS 5.2 (A)
Determine the meaning of
words derived from Greek
roots.
Objective 1
ChartsTEKS 5.13 (B)
Interpret information
presented in charts.
Objective 3
Teacher’s Manual 81
TFK Pages 70–71
Charts
MODEL THE SKILL
Tell students that a chart is a graphic feature that presents
information in a visual form. A chart can help them find
more details about the information in an article. Charts often
are organized by categories, with information presented in
horizontal rows and vertical columns. Charts help readers better
understand the text.
Read question 3 aloud.
Think Aloud This question asks about the effects of El Niño on
land. I need to look at the chart to find information about El Niño.
Then I can combine the information in the columns with the
information in the row about El Niño to find the answer.
Have students look at the chart on Transparency pp. 70–71.
Read aloud the title and the chart entries. Remind students to
read the question and answer choices carefully. Have students
determine which answer choice is correct (C).
Greek Roots
MODEL THE SKILL
Tell students that they may not know the meaning of every
word they read in a selection. Explain that the root word may
help them to figure out the meaning of an unfamiliar word. Root
words sometimes come from other languages, such as Greek.
Share with students an example of a word that has a Greek root,
such as chronological. The Greek root chron means “time,” so
chronological means “related to time.”
Then read question 4 aloud.
Think Aloud I am not sure what the word decades means.
I should look at the word to see if it has a root that I recognize.
Then I should go back to the article to look for context clues
I can use to connect the word decades to the meaning of its root.
Have students locate the word decades in the article and then
read the sentence in which it appears. They should use the
context of the sentence and the root of the word to help them
determine the correct meaning of the word (H).
4 In the second paragraph, the word decades comes from a Greek root that means —
F people
G money
H ten
J thousand
From Blackline Master 25
3 Look at the chart on page 71.
What effect does El Niño have
on land?
A It affects storm paths in North America.
B It causes ocean levels to rise.
C It changes normal rainfall patterns.
D It raises the temperature of the ocean.
From Blackline Master 25
82 Time For Kids • Issue 9
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 25
5 How do both wet and dry conditions contribute to forest fires? Explain your answer
and support it with details from the article.
Think Aloud I remember from the article that there are many
reasons why a forest fire occurs. I need to go back to the article to
find details about wet conditions and dry conditions. Then I can
combine these details to write my answer.
Work with students to find details from the article to answer
the question and have a volunteer underline these details on
the transparency. Remind students that their answers should
be based on information from the article, not from information
that they might have read or seen elsewhere. Then write a short
answer together. Remind students to use complete sentences in
their answers.
Possible response: Both wet and dry conditions contribute
to forest fires. Droughts make forests dry and make bushes
and other plants very easy to catch fire. Sometimes the most
dangerous forest fire happens when the previous year was very
rainy. The rain helps many plants and shrubs grow, so there is
more fuel to burn when a forest fire occurs.
See pages T1 in the Teacher’s Manual for a short-answer rubric.
See page T18 for answers to Blackline Master 25.
TFK Pages 70–71
Teacher’s Manual 83
1 Which fact have scientists
discovered about tree rings?
A Tree rings are narrow during periods of low rainfall.
B Tree rings show that the Western United States is a semiarid region.
C Tree rings are used to measure the water levels of lakes.
D Tree rings can be used to forecast Pacific weather patterns.
2 Which sentence from the article
cannot be verified as a fact?
F Some tree-ring records go back more than 1,000 years.
G Drought starts with a period of low rainfall.
H Cooler water temperatures affect currents and storms.
J The West will go on burning with no end in sight.
Student Name
3 Look at the chart on page 71. What
effect does El Niño have on land?
A It affects storm paths in North America.
B It causes ocean levels to rise.
C It changes normal rainfall patterns.
D It raises the temperature of the ocean.
Use “Why the West is Burning” to answers questions 1–5.
4 In the second paragraph, the word
decades comes from a Greek root
that means —
F people
G money
H ten
J thousand©
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Grade 584 Time For Kids Why the West is Burning
Student Name
5 How do both wet and dry conditions contribute to forest fires? Explain your answer
and support it with details from the article.
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Grade 5Why the West is Burning Time For Kids 85
Who Is This El Niño Anyway?
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on fact and opinion, root words, and reading charts.
Introduce “Who Is This El Niño Anyway?” by having students
open to page 72 of Time for Kids. Point out to students that
important ideas of an article can be found in the title and
illustrations. Have students look at the photographs, captions,
and headings, and then ask, What do you think the article is mainly about?
Encourage students to share how they will distinguish fact from
opinion in the article. Have them point to the text and text
features to show how they came up with their answers.
Remind students to use context clues and their knowledge of
Greek roots as they read to determine the meaning of unfamiliar
words. Then have students read the article independently.
Distribute Blackline Master 26 on pages 87–88 of the Teacher’s
Manual. Tell students that they will take a practice test on the
article they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 26. Answers can be
found on pages T18–T19 of the Teacher’s Manual.
TFK Pages 72–75
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “Who Is This El Niño Anyway?” and the questions on the worksheet
very carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, the chart, and the
pictures. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
86 Time For Kids • Issue 9
Student Name
Use “Who Is This El Niño Anyway?” to answer questions 1–5.
3 Look at the chart on page 75. The
deadliest tornado in the United
States struck in what year?
A 1840
B 1896
C 1925
D 1936
1 Look at the following diagram of information from the article.
Fact OpinionLa Niña is a cooling pattern that hits the
same areas of the Pacific Ocean.
Which idea belongs in the empty box?
A The giant El Niño of 1997–1998 ran its course for eight months.
B Anything that changes the weather can be an extremely big deal.
C It got its name because it usually appears around December, the time many people celebrate the birth of Christ.
D It killed about 2,100 people and caused at least $33 billion in property damage.
2 Which sentence states a fact?
F El Niño is Spanish for “child.”
G The storms of the 1990s were terrible.
H Forest fires are frightening.
J The weather that year was too warm.
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Blackline Master 26
Student Name
4 The word periodic on page 72 comes from a Greek root that means —
F searching for knowledge
G in or near the ocean
H occurring at regular times
J beyond a person’s control
5 What facts does the author use to explain how destructive El Niño can be? Explain
your answer and support it with details from the article.
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Grade 588 Time For Kids Who Is This El Niño Anyway?
Poetry
APPLY THE SKILLS
Tell students that they will read a poem and answer questions
about it. Point out some of the differences between poetry and
prose. For example, poems are not split into paragraphs but into
stanzas and lines. Some poems rhyme, and some do not. Poems
often use vivid words and imagery to appeal to the reader’s
senses and feelings. Sometimes poems use repetition, sound
devices, or figurative language to help express important ideas
and support the poet’s message.
Have students open to “A Bird Came Down the Walk” on page 76
of Time for Kids. Ask students to read the title of the poem and
share their ideas of what the poem is about. Write their ideas on
the board. Then read the poem aloud, or have students read the
poem independently.
After you have read the poem once, discuss the first three
stanzas with students. Read the fourth and fifth stanzas again
and ask students what they think the bird is doing. Lead them
to understand that the poet has offered a crumb to the bird, and
the frightened bird has flown away. Discuss how the images of
oars dipping into the ocean and butterflies suggest the grace of
the bird’s flight.
Distribute Blackline Master 27 on page 90 of the Teacher’s
Manual. Read aloud question 1 and the answer choices. Tell
students to look back at the poem to find the answer.
Think Aloud This question asks about the images and rhymes
in the first two stanzas. I need to review the first two stanzas of
the poem and decide what they describe. Then I can connect the
details to the answer choices and decide which one best fits this
part of the poem.
After students have determined the correct answer (D), ask for
volunteers to go back to the poem and explain how they arrive
at the answer.
Have students complete Blackline Master 27. Answers can be
found on page T19 of the Teacher’s Manual.
1 The first two stanzas of this
poem use images and rhyming
lines to describe how —
A an angleworm moves
B a person catches a bird
C grass waves in the wind
D a bird eats and drinks
From Blackline Master 27
TFK Page 76
ELAR Student Expectations
PoetryTEKS 5.4
Analyze how poets use sound
effects to reinforce meaning
in poems.
Objective 3
Teacher’s Manual 89
Use “A Bird Came Down the Walk” to answer questions 1–3.
Student Name
1 The first two stanzas of this poem use images and rhyming lines to describe how —
A an angleworm moves
B a person catches a bird
C grass waves in the wind
D a bird eats and drinks
2 The speaker thinks the bird’s eyes look like —
F black beetles
G butterflies
H frightened beads
J silver seams
3 What do the images in the last six lines describe?
A A butterfly’s wings
B Rowing a boat
C A bird’s flight
D The splashing of waves
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Blackline Master 27
Description
MODEL THE SKILL
Have students open to page 77 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the use of description in an article.
Display Transparency pp. 78–79 of the article “Equal Rights for
All” and distribute Blackline Master 28. Ask students to open
to page 78 of Time for Kids. Have students look at the title,
pictures, and captions before they read the article. Then have
students read the article carefully and identify any words they
do not know. Underline these words on the transparency and
review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 28
1 What is the main topic that the author is describing in this article?
A Running for president
B Allowing women to vote
C Fighting for equal rights
D Abolishing slavery
Think Aloud This question asks about the main topic the author
describes in this article. I can look back at the headings in the
article to see what topics the author describes and think about
how these topics are related. Then I can combine the information
from the article to determine the answer.
Explain to students that authors sometimes use description as a
way to organize text. In an article that uses description, students
should look for examples where the author defines or classifies
information by describing its qualities or characteristics. Point
out that authors often use signal words and phrases, such as
most important, for example, first, and second, to alert the reader
that a description or example will follow. Ask students to share
their answers to the question and explain how they reached the
correct answer (C).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 28.
Materials
Transparency
pp. 78–79
Blackline Masters
28, 29, 30
TFK Pages 78–79
ELAR Student Expectations
DescriptionTEKS 5.11(C)
Analyze how the
organizational pattern
influences the relationships
among the ideas.
Objective 3
Multiple-Meaning WordsTEKS 5.2 (B)
Use context to determine
or clarify the meaning of
multiple meaning words.
Objective 1
Skimming and ScanningTEKS 5.11 (D)
Use text features and
graphics to gain an overview
and to locate information.
Objective 3
Teacher’s Manual 91
TFK Pages 78–79
Skimming and Scanning
MODEL THE SKILL
Tell students that skimming and scanning are techniques used
to find information quickly. Explain that skimming involves
looking for the main ideas within the passage to get the overall
impression of the content. Scanning involves looking for a
certain piece of information, such as a name or a date.
Read question 3 aloud.
Think Aloud This question asks about the date when women
were granted the right to vote. I remember that the article
included many dates. I will scan the article to find the dates
and see which date refers to women’s voting rights. Then I can
combine the details to find the answer.
Tell students that they can look at the dates listed in the answer
choices and scan the article to find each date. Then they need
to read the information about the date to figure out if it is the
date they are looking for. Have students determine which answer
choice is correct (B).
Multiple-Meaning Words
MODEL THE SKILL
Remind students that some words may have more than one
meaning. Explain that often the context, or the other words
and sentences in the paragraph, can help them determine the
correct meaning of a multiple-meaning word.
Then read question 4 aloud.
Think Aloud This question asks which meaning of the word
hold is used in the sentence. I know that this word has multiple
meanings. I need to read the sentence where the word is used
and then look at the answer choices given. Then I can connect
the way the word is used in the sentence to the correct meaning.
Tell students to look at the other words and sentences in the
paragraph to figure out the context in which the word is being
used. Then have students choose the correct answer (H).
4 Which meaning of hold best fits the way it is used in the second paragraph on page 78?
F Grasp
G Confine
H Occupy
J Attach
From Blackline Master 28
3 In what year were women granted the right to vote?
A 1865
B 1920
C 1954
D 1960
From Blackline Master 28
92 Time For Kids • Issue 10
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Then read the following short-answer question aloud:
From Blackline Master 28
5 How does the author structure the article to show the historic importance of the
2008 presidential election? Explain your answer and support it with details from
the article.
Think Aloud I remember from the article that the author said the
2008 presidential election was historic and gave some examples.
I should go back to the article to find what information the
author includes and analyze how it is presented. Then I will have
the information I need to write my answer.
Work with students to find details about the structure of the
article to answer the question and have a volunteer underline
these details on the transparency. Write a short answer together.
Remind students to use complete sentences in their answers.
Possible response: The author gives examples of how the 2008
presidential election differed from past U.S. elections. Barack
Obama was the first African American presidential candidate of
a major political party, and Sarah Palin was the first woman on
the Republican presidential ticket. Then Obama won the election
and became our first African American president. The author sets
these examples within a broader discussion of the fight for equal
rights in this country.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T20 for answers to Blackline Master 28.
TFK Pages 78–79
Teacher’s Manual 93
1 What is the main topic that the
author is describing in this article?
A Running for president
B Allowing women to vote
C Fighting for equal rights
D Abolishing slavery
2 Which event does the author
describe to explain how segregation
in public areas became illegal?
F Rosa Parks’ refusal to sit at the back of the bus in Montgomery, Alabama
G Brown vs. Board of Education of the City of Topeka, KS
H The bus boycott organized by Martin Luther King, Jr., in Montgomery
J A peaceful sit-in by four African Americans at a restaurant
Student Name
3 In what year were women granted
the right to vote?
A 1865
B 1920
C 1954
D 1960
Use “Equal Rights for All” to answer questions 1–5.
4 Which meaning of hold best fits
the way it is used in the second
paragraph on page 78?
F Grasp
G Confine
H Occupy
J Attach©
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Blackline Master 28
Grade 594 Time For Kids Equal Rights for All
Student Name
5 How does the author structure the article to show the historic importance of the
2008 presidential election? Explain your answer and support it with details from
the article.
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Grade 5Equal Rights for All Time For Kids 95
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a
test will focus on description, multiple-meaning words, and
skimming and scanning. Introduce “It’s Our Constitutional Right!”
by having students open to page 80 of Time for Kids. Point out
to students that important ideas of an article can be found in the
title and illustrations. Have students look at the photographs,
captions, and headings, and then ask, What do you think the article is mainly about?
Encourage students to look at how the author structures the
article. Have them point to the text and text features in the
article to show how they came up with their answers.
Remind students to use context clues as they read to determine
the meaning of unfamiliar words and words with multiple
meanings. Then have students read the selection independently.
Distribute Blackline Master 29 on pages 97–98 of the Teacher’s
Manual. Tell students that they will take a practice test on the
article they just read. Share these specific suggestions with
students to help them answer test questions.
Have students complete Blackline Master 29. Answers can be
found on pages T20–T21 of the Teacher’s Manual.
TFK Pages 80–83
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “It’s Our Constitutional Right!” and the questions on the worksheet
very carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the text of the article and the
pictures. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
96 Time For Kids • Issue 10
Use “It’s Our Constitutional Right!” to answer questions 1–5.
3 Which amendment established the
voting age as 18?
A 13th
B 14th
C 22nd
D 26th
1 Look at the following diagram of information from the article.
Amendment proposed
Approved by 2/3 of House and Senate
Added to Constitution
Approved by 3/4 of states
Which topic belongs in the empty oval?
A Branches of Government
B Amending the Constitution
C Representative Democracy
D Checks and Balances
2 In the section of the article called
“Keeping It in Check,” the author
describes —
F our country’s founders
G recent changes to the Constitution
H how the president is elected
J the three branches of government
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Blackline Master 29
Student Name
4 What is the meaning of free as it is used in the last paragraph on page 80?
F Not having to follow rules
G At no cost
H Able to enjoy personal rights
J Available or unscheduled
5 How do the three branches of the U.S. government work together to make laws?
Explain your answer and support it with details from the article.
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Grade 598 Time For Kids It’s Our Constitutional Right!
Diagrams
APPLY THE SKILLS
Tell students that they will practice reading a diagram and
answering questions about it. Explain that a diagram presents
information in a visual form. There may be introductory text to
explain or describe the diagram. Many diagrams have labels
or callouts to identify or explain different parts of the diagram.
Explain that some diagrams are essentially flow charts. They
describe the steps in a process and the order in which those
steps occur.
Have students open to “How We Elect a President” on page 84 of
Time for Kids and distribute Blackline Master 30 on page 100
of the Teacher’s Manual. Read the title of the diagram aloud with
students. Ask them to suggest ideas of what the diagram will be
about. Record their answers on the board. Ask students to think
about their ideas as they read through the diagram to see if they
were correct.
Read aloud question 1 and the answer choices. Tell students to
look at the diagram to find the answer.
Think Aloud This question asks about when each party chooses a
candidate for president. I need to look at the steps in the diagram
to see when a candidate is chosen. Then I can combine the details
from the diagram to find the answer.
Have a student provide the correct answer (B) and identify the
part of the diagram that provides the necessary information.
Have students complete Blackline Master 30. Answers can be
found on page T21 of the Teacher’s Manual.
1 Look at the diagram on
page 84. When does each party
officially choose its candidate
for president?
A During the presidential debate
B At the nominating conventions
C During the primary elections
D On the first Tuesday in November
From Blackline Master 30
TFK Page 84
ELAR Student Expectations
DiagramsTEKS 5.13(B)
Interpret information
presented in diagrams.
Objective 3
Teacher’s Manual 99
Student Name
1 Look at the diagram on page 84.
When does each party officially
choose its candidate for president?
A During the presidential debate
B At the nominating conventions
C During the primary elections
D On the first Tuesday in November
2 In the early stages, most candidates
for president campaign by —
F attending a convention
G participating in debates
H voting on Election Day
J joining a political party
3 According to the diagram, the
winner of the election is the
candidate who —
A has the most representatives
B spends the most money
C gets the most electoral votes
D wins the most debates
Use “How We Elect a President” to answer questions 1–3.
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Blackline Master 30
Fact and Opinion
MODEL THE SKILL
Have students open to page 85 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students,
We will use these articles to learn how to recognize facts and opinions in a text.
Display Transparency pp. 86–87 of the article “Catch a Comet
by Its Tail” and distribute Blackline Master 31. Ask students to
open to page 86 of Time for Kids. Have students look at the title,
pictures, captions, and diagram before they read the article. Then
have students read the article carefully and identify any words
they do not know. Underline these words on the transparency
and review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 31
1 Which of the following is a fact about Wild 2 in the article?
A Photographs showed barns on the surface of the comet.
B There were 100-meter high cliffs on the comet’s surface.
C Grains of material from the comet are made of frozen smoke.
D The comet was first sighted high above a desert in Utah.
Think Aloud This question asks which statement is a fact about
the comet Wild 2. I need to go back to the section of the article
that describes this comet and find out what scientists have
learned about it. Then I can combine the details about Wild 2 in
the article to determine the correct answer choice.
Remind students that facts are statements of information that
can be proven true. Opinions are personal beliefs or feelings
expressed by the author or another person in the article. Tell
students to read all of the answer choices carefully. Remind
students that while all of the answer choices may include details
from the article, only one provides a factual statement about the
comet Wild 2 that can be verified. Allow students to select an
answer choice. Then call on students volunteers to share their
answers and explain how they reached the correct answer (B).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 31.
Materials
Transparency
pp. 86–87
Blackline Masters
31, 32, 33
TFK Pages 86–87
ELAR Student Expectations
Fact and OpinionTEKS 5.11(B)
Determine facts and verify
them.
Objective 1
Antonyms and Synonyms TEKS 5.2 (C)
Produce analogies with
known antonyms and
synonyms.
Objective 1
DiagramsTEKS 5.13 (B)
Interpret information
presented in diagrams.
Objective 3
Teacher’s Manual 101
TFK Pages 86–87
Diagrams
MODEL THE SKILL
Tell students that a diagram helps readers visualize information
explained in the text. Sometimes diagrams can provide new
information. Diagrams usually have labels or callouts that
identify or describe each part of the diagram. There also may be
introductory text that gives information about the diagram.
Read question 3 aloud.
Think Aloud I need to find out what the center of a comet is
called. I can look at the diagram and find the part of a comet that
looks like the center. Then I can read the label and combine these
details to find the answer.
Point to the diagram on Transparency pp. 86–87. Read aloud
the title of the diagram and have students look at the picture.
Ask them to find the label that tells them the name of the center
of the comet. Have students determine which answer choice is
correct (B).
Antonyms and Synonyms
MODEL THE SKILL
Tell students that they may not know the meaning of every
word that they read in a text. Remind students that synonyms
are words with similar meanings, and antonyms are words with
opposite meanings. Explain that sometimes finding a synonym
or antonym in the text can help the reader figure out the
meanings of unfamiliar words.
Think Aloud This question gives an analogy, and I have to figure
out which word completes the analogy. First I need to figure out
whether blazed and streaked are synonyms or antonyms, and
then I can find the answer that has the same relationship to the
word landed. I can look back at the article to help determine
what the words in the analogy mean and then connect these
details to find the answer.
Have students determine whether the words in the analogy
are synonyms or antonyms, and then read through the answer
choices. Encourage students to go back to the article to help
clarify what the words mean in context. Then ask a student to
explain how to determine the correct answer (F).
4 The article says, “The space
capsule blazed through the
skies at 30,000 miles per hour.”
Blazed is to streaked as landed
is to —
F arrived
G extracted
H surprised
J described
From Blackline Master 31
3 Look at the diagram on
page 87. The center of a comet
is called the —
A tail
B nucleus
C coma
D particle
From Blackline Master 31
102 Time For Kids • Issue 11
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 31
5 Find two facts about comets in this article and prove that they are facts. Explain your
answer and support it with details from the article.
Think Aloud This question asks for two facts about comets. It
also asks me to prove that they are facts. I need to make sure I
answer both parts of the question. First I need to go back to the
article to find facts about comets. Then I need to find details in
the article to verify them. I will combine this information to write
the answer.
Work with students to find details from the article to answer the
question and have a volunteer underline these details on the
transparency. Point out to students that they must verify the
facts only with information from the article, not from something
they may have learned somewhere else. Write a short answer
together. Remind students to use complete sentences when they
write their answers.
Possible response: Comets are chunks of ice, rock, and snow
that are billions of years old. The core of a comet is made of dust
and ice particles. The space capsule Stardust took photographs
of a comet. It also collected samples of material that blew off
the comet’s surface. This allowed NASA scientists to learn more
about the formation of the solar system.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T22 for answers to Blackline Master 31.
TFK Pages 86–87
Teacher’s Manual 103
1 Which of the following is a fact
about Wild 2 in the article?
A Photographs showed barns on the surface of the comet.
B There are 100-meter high cliffs on the comet’s surface.
C Grains of material from the comet are made of frozen smoke.
D The comet was first sighted high above a desert in Utah.
2 Which of the following is an opinion
in the article?
F Stardust collected grains of material from the comet.
G The particles were packed in a substance called aerogel.
H The feature-rich surface of the comet was amazing.
J Volunteers named the grains of space dust they located.
Student Name
3 Look at the diagram on page 87. The
center of a comet is called the —
A tail
B nucleus
C coma
D particle
Use “Catch a Comet by Its Tail” to answer questions 1–5.
4 The article says, “The space capsule
blazed through the skies at 30,000
miles per hour.” Blazed is to streaked
as landed is to —
F arrived
G extracted
H surprised
J described
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Blackline Master 31
Grade 5104 Time For Kids Catch a Comet by Its Tail
Student Name
5 Find two facts about comets in this article and prove that they are facts. Explain your
answer and support it with details from the article.
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Blackline Master 31
Grade 5Catch a Comet by Its Tail Time For Kids 105
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on fact and opinion, antonyms and synonyms, and
reading diagrams. Introduce “Look! Up in the Sky!” by having
students open to page 88 of Time for Kids. Point out to students
that important ideas of an article can be found in the title and
illustrations. Have students look at the photographs, captions,
headings, and diagrams, and then ask, What do you think the article is mainly about?
Encourage students to share how they will distinguish fact
from opinion in the article. Have them point to the text and
text features in the article to show how they came up with their
answers.
Remind students to use context clues and their knowledge of
antonyms and synonyms to determine the meaning of unfamiliar
words. Then have students read the article independently.
Distribute Blackline Master 32 on pages 107–108 of the
Teacher’s Manual. Tell students that they will take a practice test
on this selection they just read. Share these specific suggestions
with students to help them answer test questions.
Have students complete Blackline Master 32. Answers can be
found on pages T22–T23 of the Teacher’s Manual.
TFK Pages 88–91
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “Look! Up in the Sky!” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article and the pictures. If you
are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences.
106 Time For Kids • Issue 11
Student Name
Use “Look! Up in the Sky!” to answer questions 1–5.
3 Look at the diagrams on page 90.
The diagram at the top shows —
A the moon between the sun and Earth
B the shadow of the moon called the umbra
C the moon at its closest point to Earth
D the orbit of the moon around Earth
1 Look at the following diagram of information from the article.
Fact OpinionSeeing a total eclipse can be an amazing
experience.
Which statement belongs in the empty box?
A A total eclipse happens when the sun, the moon, and Earth line up.
B Maybe you should wait until 2017 to see a total eclipse of the sun.
C The Faroe Islands are too far to go to watch a solar eclipse.
D Eclipses are spectacular to watch.
2 Which of the following is a fact
from the article?
F During an eclipse, the moon touches the sun.
G You can damage your eyes by looking directly at the sun.
H A total eclipse makes you feel like a part of the universe.
J Ghana is the best place to view a total eclipse of the sun.
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Grade 5Look! Up in the Sky! Time For Kids 107
Blackline Master 32
Student Name
4 Which word from the article means the same as watch in the first paragraph?
F observe
G appear
H travel
J block
5 What evidence from the article verifies the fact that the moon is just big enough to
block out the sun? Explain your answer and support it with details from the article.
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Blackline Master 32
Grade 5108 Time For Kids Look! Up in the Sky!
Poetry
APPLY THE SKILLS
Tell students they will read a poem and answer questions about
it. Review some of the differences between poetry and prose. For
example, poems are not split into paragraphs but into stanzas
and lines. Some poems rhyme, and some do not. Poems often
use vivid words and imagery to appeal to the reader’s senses
and feelings. Sometimes poems use repetition, sound devices, or
figurative language to help express important ideas and support
the poet’s message.
Have students open to “The Poet Stumbles Upon the
Astronomer’s Orchards” on page 92 of Time for Kids. Ask
students to read the title of the poem and share their ideas
of what the poem is about. Write their ideas on the board.
Then read the poem aloud, or have students read the poem
independently.
Distribute Blackline Master 33 on page 110 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell students to look at the poem to find the answer.
Think Aloud This question asks about images of leaves and fruit
and what they describe. I need to go back to the poem and look
for clues about what the images represent. Then I can connect
these clues to the answer choices to find the best answer.
After students have determined the correct answer (A), ask for
volunteers to go back to the poem and read aloud the lines that
led to the correct answer.
Have students complete Blackline Master 33. Answers can be
found on page T23 of the Teacher’s Manual.
1 In this poem, the speaker uses
images of leaves and fruit to
describe —
A objects in space
B where she was born
C her close friends
D what she eats every day
From Blackline Master 33
TFK Page 92
ELAR Student Expectations
PoetryTEKS 5.4
Analyze how poets use sound
effects to reinforce meaning
in poems.
Objective 3
Teacher’s Manual 109
Student Name
Use “The Poet Stumbles Upon the Astronomer’s Orchards” to answer questions 1–3.
1 In this poem, the speaker uses
images of leaves and fruit to
describe —
A objects in space
B where she was born
C her close friends
D what she eats every day
2 What does the grapefruit represent
in the poem?
F The moon
G The sun
H Jupiter
J A star
3 When the poet says that the moon
“ripens and falls and swells again,”
she means that the moon is —
A going through its stages
B changing color
C dropping from a tree
D growing larger
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Grade 5110 Time For Kids The Poet Stumbles Upon the Astronomer’s Orchards
Blackline Master 33
Sequence
MODEL THE SKILL
Have students open to page 93 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to recognize the order of events in a text.
Display Transparency pp. 94–95 of the article “Virtual Millions”
and distribute Blackline Master 34. Ask students to open
to page 94 of Time for Kids. Have students look at the title,
pictures, and captions before they read the article. Then have
students read the article carefully and identify any words they
do not know. Underline these words on the transparency and
review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 34
1 After students in the stock market competition are given $100,000 of virtual money,
they —
A compare their earnings to other teams
B pick real stocks that are being traded
C see if their stocks rise or fall
D go to visit the New York Stock Exchange
Think Aloud This question asks about what students do first
in the stock market competition after they have received the
$100,000 in virtual money. I need to find the place in the article
where the author explains the contest. Then I can identify the
steps in the competition and combine this information to find
the answer.
Tell students that they can scan the text to find the answer and
do not need to read the whole article again. Have students scan
the article to find the part where the author describes how the
stock market competition works. Then reread the answer choices
carefully and determine the correct answer (B). Invite a volunteer
to underline the sentence in the text that contains the correct
answer. (First, teams pick real stocks that are being traded in real
markets.)
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 34.
Materials
Transparency
pp. 94–95
Blackline Masters
34, 35, 36
TFK Pages 94–95
ELAR Student Expectations
SequenceTEKS 5.11(C)
Analyze how the
organizational pattern
influences the relationships
among the ideas.
Objective 3
Homophones TEKS 5.2 (B)
Use context to determine
or clarify the meaning of
multiple meaning words.
Objective 1
TablesTEKS 5.13 (B)
Interpret information
presented in tables.
Objective 3
Teacher’s Manual 111
TFK Pages 94–95
Tables
MODEL THE SKILL
Tell students that a table is a text feature that can help them find
more details about the information in an article and that a table
is a kind of chart. Tables often are arranged in rows and columns.
Sometimes accompanying text gives information about the
table. Tables help give readers a fuller understanding of the text.
Read question 3 aloud.
Think Aloud The question asks about a term that means the
same as “closing price.” I know the table includes many terms
about the stock market. I need to look at the table to find the
words “closing price” and see what term this refers to. Then I can
combine these details to find the answer.
Have students look at the table on Transparency pp. 94–95.
Read aloud the title and the headings. Remind students to read
the question and answer choices carefully. Point out the key
terms of the stock market on the table. Have students check the
meaning of each answer choice against the table to determine
which answer choice is correct (C).
Homophones
MODEL THE SKILL
Remind students that homophones are words that are
pronounced the same but have different meanings and different
spellings. Share with students a common homophone pair,
such as reed and read. These words are pronounced the same,
but have different meanings and different spellings. Then read
question 4 and the answer choices aloud.
Think Aloud I am looking for a word that is pronounced the same
as raise. I can read the answer choices aloud to determine how
each one is pronounced. Then I can connect this information to
the pronunciation of raise to find the correct answer.
Have students locate the word raise in the article. Have students
read the sentence that contains the word raise. Tell students they
should look for the answer choice that is pronounced the same
as raise, even if it means something different. Ask students which
of the answer choices has the same pronunciation (H).
4 Which word is pronounced
the same as raise in the fourth
paragraph on page 95?
F Rates
G Rise
H Rays
J Race
From Blackline Master 34
3 Look at the table on page 95.
Which stock market term is
sometimes called the “closing
price”?
A High
B Low
C Last
D Change
From Blackline Master 34
112 Time For Kids • Issue 12
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Then read the following short-answer question aloud:
From Blackline Master 34
5 How does the value of a stock go up or down in the stock market? Explain your
answer and support it with details from the article.
Think Aloud This question asks how the value of a stock goes up
and down. I need to find the place in the article where the author
explains the real stock market and how it works. Then I can find
details about the value of stocks and combine the details to write
my answer.
Work with students to find details from the article to answer the
question and have a volunteer underline these details on the
transparency. Write a short answer together. Remind students to
use complete sentences in their answers.
Possible response: A share of stock is a small piece of a
company that can be bought and sold. The cost of the share
depends on supply and demand. If many people want to buy the
stock, the price goes up. If many people want to sell the stock,
the price goes down.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T24 for answers to Blackline Master 34.
TFK Pages 94–95
Teacher’s Manual 113
1 After students in the stock market
competition are given $100,000 of
virtual money, they —
A compare their earnings to other teams
B pick real stocks that are being traded
C see if their stocks rise or fall
D go to visit the New York Stock Exchange
2 What happens last in the stock
market competition?
F Student teams risk their own money to play.
G The team that makes the most money wins.
H Teams meet at stock-trading companies.
J Students trade stocks on special Web sites.
Student Name
3 Look at the table on page 95. Which
stock market term is sometimes
called the “closing price”?
A High
B Low
C Last
D Change
Use “Virtual Millions” to answer questions 1–5.
4 Which word is pronounced the same
as raise in the fourth paragraph on
page 95?
F Rates
G Rise
H Rays
J Race©
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-Hill
Blackline Master 34
Grade 5114 Time For Kids Virtual Millions
Student Name
5 How does the value of a stock go up or down in the stock market? Explain your
answer and support it with details from the article.
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Blackline Master 34
Grade 5Virtual Millions Time For Kids 115
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on sequence, recognizing homophones, and reading
tables. Introduce “Money Counts” by having students open to
page 96 of Time for Kids. Point out to students that important
ideas of an article can be found in the title and illustrations. Have
students look at the photographs, captions, headings, and table,
and then ask, What do you think the article is mainly about?
Encourage students to share how they think the organization
of the article will influence the order in which the information is
presented. Have them point to the text and text features in the
article to show how they came up with their answers.
Remind students to use context clues and their knowledge
of homophones as they read to determine the meaning
of unfamiliar words. Then have students read the article
independently.
Distribute Blackline Master 35 on pages 117–118 of the
Teacher’s Manual. Tell students that they will take a practice test
on the article they just read. Share these specific suggestions
with students to help them answer test questions.
Have students complete Blackline Master 35. Answers can be
found on pages T24–T25 of the Teacher’s Manual.
TFK Pages 96–99
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “Money Counts” and the questions on the worksheet very carefully.
Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, the pictures, and
the table. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences.
116 Time For Kids • Issue 12
Student Name
Use “Money Counts” to answer questions 1–5.
3 Look at the table on page 97. Based
on the table, a person who owes
$2,000 and pays off $200 per month
will finish paying off the debt in —
A 3 years, 9 months
B 4 years, 7 months
C 6 years, 2 months
D 9 years, 8 months
1 Look at this diagram of information from the article.
Ryan Tidler began mowing lawns at age 8.
Ryan purchased his own lawn equipment.
Ryan bought a dirt bike and a sound system.
Which idea belongs in the empty box?
A Ryan’s parents gave him money.
B Ryan has saved $7,800.
C Ryan’s parents think he has a lot of stuff.
D Ryan got his own credit card.
2 What happened to Giselle Lopez just
after she got her first credit card?
F She racked up $2,000 in debt.
G Her parents refused to pay.
H She got a job to earn money.
J Her parents paid off the debt.
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Grade 5Money Counts Time For Kids 117
Blackline Master 35
Student Name
4 Which word is pronounced the same as the word way on page 98?
F Wait
G Weigh
H Why
J We
5 Describe how to play an online video game that teaches kids to manage money.
Explain your answer and support it with details from the article.
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Blackline Master 35
Grade 5118 Time For Kids Money Counts
Tables
APPLY THE SKILLS
Have students open to “Average Allowance” on page 100 of Time
for Kids and distribute Blackline Master 36 on page 120 of the
Teacher’s Manual. Tell students that they will practice reading
tables. Remind students that tables can be read vertically and
horizontally. Point out the heading “Average Allowance” and read
a few of the values listed below. Point out the headings “Age” and
“Boys.” Then explain to students that the table also can be read
horizontally. Have students follow the age 10 row across to the
right to find out the average allowance of 10-year-old boys and
girls, boys alone, and girls alone.
Read aloud question 1 and the answer choices. Tell students to
look at the table to find the answer.
Think Aloud This question asks about the average weekly
allowance for a 12-year-old boy. I need to look at the table and
find the “Age” row for age 12. Then I can go across to the column
for “Boys” and combine the details to find the answer.
After students have found the correct answer (C), ask for
volunteers to go back to the table and point out where they
found the answer.
Have students complete Blackline Master 36. Answers can be
found on page T25 of the Teacher’s Manual.
1 Look at the table on page
100. What allowance does the
average 12-year-old boy receive
each week?
A $6.80
B $7.92
C $9.38
D $9.95
From Blackline Master 36
TFK Page 100
ELAR Student Expectations
TablesTEKS 5.13 (B)
Interpret information
presented in tables.
Objective 3
Teacher’s Manual 119
Student Name
Use “Average Allowance” to answer questions 1–3.
1 Look at the table on page 100. What
allowance does the average 12-year-
old boy receive each week?
A $6.80
B $7.92
C $9.38
D $9.95
2 What percentage of adults who
responded to the survey said that
they give allowances?
F 20%
G 32%
H 74%
J 100%
3 According to the table, what
allowance does the average 16-year-
old girl receive each week?
A more than $24.00
B almost $20.00
C almost $16.00
D less than $15.00
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Grade 5120 Time For Kids Average Allowance
Blackline Master 36
Compare and Contrast
MODEL THE SKILL
Have students open to page 101 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to compare and contrast information in a text.
Display Transparency pp. 102–103 of the article “Magnetic
Earth” and distribute Blackline Master 37. Ask students to open
to page 102 of Time for Kids. Have students look at the title,
pictures, captions, and table before they read the article. Then
have students read the article carefully and identify any words
they do not know. Underline these words on the transparency
and review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 37
1 How is the magnetic field on Earth’s surface different from the magnetic field
in its core?
A It is weaker.
B It points north.
C It never changes.
D It is reversed.
Think Aloud This question asks me to contrast the magnetic field
on the surface of Earth with the magnetic field in its core. I need
to look at the article to find information about magnetic fields on
the surface and in the core. Then I can combine these details to
determine how they are different.
Tell students they should scan the article for information that will
help them answer the question. Remind students that when they
compare, they tell how things are alike. When they contrast, they
tell how things are different. Signal words that reveal how things
are alike include both, too, and also. Signal words such as yet, but,
and however can tell how things are different. Allow students
time to answer the question. When they have finished, have
students explain how they determined the correct answer (A).
Invite volunteers to indicate the text that led them to the answer.
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 37.
Materials
Transparency
pp. 102–103
Blackline Masters
37, 38, 39
TFK Pages 102–103
ELAR Student Expectations
Compare and ContrastTEKS 5.11 (E)
Synthesize and make logical
connections between ideas
within a text.
Objective 3
Homographs TEKS 5.2 (B)
Use context to determine
or clarify the meaning of
multiple meaning words.
Objective 1
TablesTEKS 5.13 (B)
Interpret information
presented in tables.
Objective 3
Teacher’s Manual 121
TFK Pages 102–103
Tables
MODEL THE SKILL
Remind students that a table is a kind of chart that can be
read vertically or horizontally. Point out the heading “Sunspots
from 1993–2004” on Transparency pp. 102–103 and read
the headings (“Year,” “Sunspots,” “Solar Flares”) listed in the first
column of the table. Point out the column for 1994. Explain
that this column lists a value for each category, the number of
sunspots and the number of solar flares. The second and third
rows in the table give this same information for each year listed.
Then Read question 3 aloud.
Think Aloud This question asks which year had the most solar
flares. Then it gives four years in the answer choices. I need to
look at the table to find information about solar flares. Then I
can combine the details in the appropriate rows and columns to
determine the correct answer choice.
Have students look at the table on Transparency pp. 102–103.
Remind students to read the question and answer choices
carefully. Then have students determine which answer choice is
correct (C).
Homographs
MODEL THE SKILL
Remind students that homographs are words that are spelled
the same but have different meanings and may be pronounced
differently. Share with students a common example, such as lead
(pronounced “leed”), which can mean “to show the way” and lead
(pronounced “led”), which is “a heavy metal.” Then read question
4 and the answer choices aloud.
Think Aloud I see the word base in the paragraph. I know that the
word base has several meanings. I will have to look for context
clues near the word to help me connect the answer choices to the
way base is used in the article.
Explain that the word base is a homograph and that each answer
choice is one definition of the word. Have students determine
which answer choice best fits the context of the sentence (F).
Then have volunteers explain how they arrived at their answers.
4 In the second paragraph on
page 102, what does the word
base mean?
F The bottom support of an object
G A station or goal in certain games
H The center or starting point of an activity
J A military area where supplies are kept
From Blackline Master 37
3 According to the table on page
103, the year with the most
solar flares was —
A 1993
B 1999
C 2000
D 2004
From Blackline Master 37
122 Time For Kids • Issue 13
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 37
5 How are solar flares and sunspots similar, and how are they different? Explain your
answer and support it with details from the article.
Think Aloud I remember from the article that sunspots and solar
flares are alike in some ways and different in others. I need to
go back to the text to find details that will help me to compare
and contrast sunspots and solar flares. Then I can combine these
details when I write my answer.
Remind students that the response should be based on
information from the article, not from information that they
might have read or seen elsewhere. Work with students to
find details from the article to answer the question and have
a volunteer underline these details on the transparency. Write
a short answer together. Remind students to use complete
sentences in their answers.
Possible response: The difference between solar flares and
sunspots is that one is hot and the other is cool. Solar flares are
bursts of energy that shoot into space from the sun’s surface.
Sunspots are cooler patches on the sun’s surface that form where
the sun’s magnetic field is very strong. They are similar because
they both occur at the sun’s surface and both increase in number
every 11 years.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T26 for answers to Blackline Master 37.
TFK Pages 62–63
Teacher’s Manual 123
Use “Magnetic Earth” to answers questions 1–5.
1 How is the magnetic field on Earth’s
surface different from the magnetic
field in its core?
A It is weaker.
B It points north.
C It never changes.
D It is reversed.
2 How is Earth’s magnetic field
different today than it was 80 million
years ago?
F It reaches a larger area.
G It exists because of hot moving metal.
H The magnetic pull is stronger.
J The north and south directions are reversed.
Student Name
3 According to the table on page 103,
the year with the most solar flares
was —
A 1993
B 1999
C 2000
D 2004
4 In the second paragraph on page
102, what does the word base mean?
F The bottom support of an object
G A station or goal in certain games
H The center or starting point of an activity
J A military area where supplies are kept
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Grade 5124 Time For Kids Magnetic Earth
Student Name
5 How are solar flares and sunspots similar, and how are they different? Explain your
answer and support it with details from the article.
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Grade 5Magnetic Earth Time For Kids 125
TFK Pages 104–107
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on comparing and contrasting, homographs, and
reading a table. Introduce “Richard Serra: Artist” by having
students open to page 104 of Time for Kids. Point out to
students that important ideas of an article can be found in the
title and illustrations. Have students look at the photographs,
captions, and headings, and then ask, What do you think the article is mainly about?
Encourage students to share their ideas about what kinds of
information will be compared and contrasted in the article. Have
them point to the text and text features in the article to show
how they came up with their answers.
Remind students to use context clues and their knowledge
of homographs as they read to determine the meaning of
unfamiliar words or words with multiple meanings. Then have
students read the article independently.
Distribute Blackline Master 38 on pages 127–128 of the
Teacher’s Manual. Tell students that they will take a practice test
on the article they just read. Share these specific suggestions
with students to help them answer test questions.
Have students complete Blackline Master 38. Answers can be
found on pages T26–T27 of the Teacher’s Manual.
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “Richard Serra: Artist” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the text of the article and the
pictures. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
126 Time For Kids • Issue 1126 Time For Kids • Issue 13
Student Name
Use “Richard Serra: Artist” to answer questions 1–5.
3 Look at the table on page 107.
Which symbol on the table
represents a nonmetal?
A Pb
B Au
C Sn
D Ar
1 Look at the diagram of information from the article.
House of Cards
• Squares of lead
• Nothing holds them up
Torqued Ellipse
• Steel plates
• Viewers can enter
Which idea belongs in the overlapping part of the diagram?
A 13 feet high
B Formed into twisted ovals
C Four sides
D Made of heavy metal plates
2 A sculpture garden is different from
most museums because it —
F is an outdoor space
G displays artwork
H can be very popular
J uses only metal
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Grade 5Richard Serra: Artist Time For Kids 127
Student Name
4 What does the word bands mean in the first paragraph on page 106?
F Labels or tags
G Thin, flat strips
H Musical groups
J Stripes of color
5 How is Richard Serra’s early artwork different from his recent work? Explain your
answer and support it with details from the article.
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Grade 5128 Time For Kids Richard Serra: Artist
Tables
APPLY THE SKILLS
Tell students that they will practice reading a table and
answering questions about it. Remind students that a table is a
type of chart. Tables usually are organized by categories, with the
details of the categories listed in columns that can be read from
top to bottom and rows that can be read from left to right.
Have students open to “Honoring Arts and Artists” on page
108 of Time for Kids and distribute Blackline Master 39 on
page 130 of the Teacher’s Manual. Read aloud the title and the
introductory text. Point out the headings “Year,” “Sculptor,” and
“Background” on the chart.
Read aloud the first question and answer choices. Remind
students to look at the chart to find the answers.
Think Aloud This question asks for the artist who won the
National Medal of Arts in 1989. I need to look at the chart and
find the date, 1989. Then I can follow the row across to find the
artist’s name and combine these details to figure out the answer.
After students have identified the correct answer (B), ask for
volunteers to go back to the table and point to where they found
the answer.
Have students complete Blackline Master 39. Answers can be
found on page T27 of the Teacher’s Manual.
1 Look at the table on page
108. The artist who won the
National Medal of Arts in 1989
was —
A Isamu Noguchi
B Walker Kirtland Hancock
C Allan Houser
D Roy Lichtenstein
From Blackline Master 39
TFK Page 108
ELAR Student Expectations
TablesTEKS 5.13(B)
Interpret information
presented in charts.
Objective 3
Teacher’s Manual 129
Student Name
1 Look at the table on page 108. The
artist who won the National Medal
of Arts in 1989 was —
A Isamu Noguchi
B Walker Kirtland Hancock
C Allan Houser
D Roy Lichtenstein
2 Which artist was born in Atlanta,
Georgia?
F Walker Kirtland Hancock
G Frederick Hart
H George Segal
J Claes Oldenburg
3 Which artist was a Native American?
A Isamu Noguchi
B Louise Bourgeois
C Roy Lichtenstein
D Allan Houser
Use “Honoring Art and Artists” to answer questions 1–3.
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Blackline Master 39
Compare and Contrast
MODEL THE SKILL
Have students open to page 109 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to compare and contrast ideas in a text.
Display Transparency pp. 110–111 of the article “Are We Killing
the Oceans?” and distribute Blackline Master 40. Ask students
to open to page 110 of Time for Kids. Have students look at the
title, pictures, and captions before they read the article. Then
have students read the article carefully and identify any words
they do not know. Underline these words on the transparency
and review them with the class. Then read the following question
aloud:
From Blackline Master 40
1 How is a dead zone different from other parts of the ocean?
A There is no oxygen in the water.
B It overflows with animal life.
C There are only small fish in it.
D It is more brightly colored.
Think Aloud The question asks how a dead zone is different
from other areas of the ocean. I need to look at the article to find
descriptions of dead zones and of other parts of the ocean so I
can contrast them. I can combine these details to find the answer.
Tell students that when they compare, they tell how things are
alike. When they contrast, they tell how things are different.
Signal words that tell how things are alike include both, too, and
also. Signal words such as yet, but, and however can indicate
how things are different. Have students read the answer choices
carefully and skim the article for information that will help them
answer the question. When they have finished, have students
explain how they determined the correct answer (A). Have a
volunteer underline the text that led to the answer.
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 40.
Materials
Transparency
pp. 110–111
Blackline Masters
40, 41, 42
TFK Pages 110–111
ELAR Student Expectations
Compare and ContrastTEKS 5.11(E)
Synthesize and make logical
connections between ideas
within a text.
Objective 3
Similes and Metaphors TEKS 5.2 (D)
Identify and explain the
meaning of sayings.
Objective 1
MapsTEKS 5.13 (B)
Interpret information
presented in maps.
Objective 3
Teacher’s Manual 131
TFK Pages 110–111
Maps
MODEL THE SKILL
Tell students that a map is a text feature than can provide
additional information about the topic of an article. Maps
generally show the location of places, people, or things. Many
maps have features, such as a key and a compass rose, that
will help students understand the map. Tell students that it is
important to use text features such as maps because they will
help them better understand the text.
Read question 3 aloud.
Think Aloud This question asks about the Mississippi River and
what border it forms. I need to look at the map and find the
Mississippi River. Then I can see what is on each side of the river
and combine these details to find the answer.
Tell students that they need to look at the labels on the map to
find the correct answer. Have students determine which answer
choice is correct (C).
Similes and Metaphors
MODEL THE SKILL
Tell students that similes and metaphors are used to compare
two things by showing or suggesting that they are similar in
some way. A simile uses the word like or as when making a
comparison, but a metaphor does not. For example, the simile,
“A good book is like a good meal” suggests that reading a good
book is as satisfying as eating a good meal.
Then read question 4 aloud.
Think Aloud I know that as clear as day is a simile because it
starts with the word as. I need to go back to the article to find the
sentence where this simile is used and see what it compares. Then
I can connect these details to figure out what the phrase means
in this context.
Remind students to look at the other words and sentences
surrounding the simile for context clues that can help them to
figure out its meaning. Tell students to read each answer choice
and see which one matches the context of the sentence. Then
have students choose the correct answer from the choices (F).
4 In the fourth paragraph on
page 110, the phrase as clear as
day means —
F easy to see
G during waking hours
H not cloudy
J crisp and blue
From Blackline Master 40
3 Look at the map on page 110.
The Mississippi River forms
the border between Mississippi
and —
A Texas
B Alabama
C Louisiana
D the Gulf of Mexico
From Blackline Master 40
132 Time For Kids • Issue 14
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Then read the following short-answer question aloud:
From Blackline Master 40
5 How does a healthy ocean area differ from a dead zone? Explain your answer and
support it with details from the article.
Think Aloud The question asks how a healthy ocean area and
a dead zone are different. I need to look back at the article to
find the part that describes these two kinds of areas. Then I can
contrast the healthy ocean and the dead zone and combine the
details to write my answer.
Work with students to find details from the article to answer the
question and have a volunteer underline these details on the
transparency. Write a short answer together. Remind students to
use complete sentences in their answers.
Possible response: Healthy ocean areas contain many different
kinds of animal and plant life. In contrast, no animals live in dead
zones. Algae grow on the surface of the ocean, When they die,
they are eaten by bacteria that use oxygen and release carbon
dioxide. Animals need oxygen, so they cannot live in the oxygen-
free dead zones.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T28 for answers to Blackline Master 40.
TFK Pages 110–111
Teacher’s Manual 133
1 How is a dead zone different from
other parts of the ocean?
A There is no oxygen in the water.
B It overflows with animal life.
C There are only small fish in it.
D It is more brightly colored.
2 Which of these is helpful to plants
on land but harmful to oceans?
F Algae
G Chemical fertilizer
H Oxygen
J Soil erosion
Student Name
3 Look at the map on page 110. The
Mississippi River forms the border
between Mississippi and —
A Texas
B Alabama
C Louisiana
D the Gulf of Mexico
Use “Are We Killing the Oceans?” to answer questions 1–5.
4 In the fourth paragraph on page 110,
the phrase as clear as day means —
F easy to see
G during waking hours
H not cloudy
J crisp and blue©
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Grade 5134 Time For Kids Are We Killing the Oceans?
Student Name
5 How does a healthy ocean area differ from a dead zone? Explain your answer and
support it with details from the article.
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Grade 5Are We Killing the Oceans? Time For Kids 135
Show What You Know
APPLY THE SKILLS
Tell students that some of the questions they will see on a test
will focus on comparing and contrasting, similes and metaphors,
and reading a map. Introduce “Our Packed Planet” by having
students open to page 112 of Time for Kids. Point out to
students that important ideas of an article can be found in the
title and illustrations. Have students look at the photographs,
captions, and headings, and then ask, What do you think the article is mainly about?
Encourage students to share their ideas about what kinds of
information will be compared and contrasted in the article. Have
them point to the text and text features in the article to show
how they came up with their answers.
Remind students to use context clues and their knowledge of
similes and metaphors as they read to determine the meaning
of unfamiliar words and phrases. Then have students read the
article independently.
Distribute Blackline Master 41 on pages 137–138 of the
Teacher’s Manual. Tell students that they will take a practice test
on the article they just read. Share these specific suggestions
with students to help them answer test questions.
Have students complete Blackline Master 41. Answers can be
found on pages T28–T29 of the Teacher’s Manual.
TFK Pages 112–115
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “Our Packed Planet” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the text of the article, the map,
and the pictures. If you are not sure about the details, go back and read
that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
136 Time For Kids • Issue 14
Use “Our Packed Planet” to answer questions 1–5.
3 Look at the map on page 115.
Which country has the fifth largest
population?
A United States
B Indonesia
C Brazil
D India
1 Look at the following diagram of information from the article.
Less-developed Countries
Not much industry
Number of children born to a family may be limited
United States
Bigger houses and cars
Immigrants from other countries
Which idea belongs in the overlapping part of the diagram?
A 1 percent of Earth’s water
B Population is growing
C No brothers or sisters
D U.S. Census Bureau
2 According to the article, how is the
western United States different from
the way it was 50 years ago?
F There is not enough public transportation.
G People in the West do not have enough food.
H There is not enough water for the people.
J People in the West cannot find good jobs.
Student Name©
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Blackline Master 41
Student Name
4 In the first paragraph on page 112, the phrase growing like weeds means —
F increasing rapidly
G turning green
H blocking the sun
J dying fast
5 How was population growth different in early civilizations than it is today? Explain
your answer and support it with details from the article.
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Grade 5138 Time For Kids Our Packed Planet
Poetry
APPLY THE SKILLS
Tell students they will read a poem and answer questions about
it. Point out some of the differences between poetry and prose.
For example, poems do not have to have sentences with subjects
and verbs, and they are not split into paragraphs, but into
stanzas and lines. Some poems rhyme, but some do not. Poems
often use vivid words and imagery to appeal to the reader’s
senses and feelings. Sometimes poems use repetition, sound
devices, or figurative language to help express important ideas
and support the poet’s message.
Have students open to “The Tyger” on page 116 of Time for
Kids. Ask students to read the title of the poem and share their
ideas on what the poem is about. Write their ideas on the board.
Then read the poem aloud, or have students read the poem
independently.
Distribute Blackline Master 42 on page 140 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell students to look at the poem to find the answer.
Think Aloud This question asks what the images in the second
stanza describe. I need to read the second stanza again and
connect the details to figure out what the speaker is describing.
Then I can eliminate any incorrect answer choices and find the
right answer.
After students have determined the correct answer (A), ask for
volunteers to go back to the poem, read the second stanza
aloud, and explain how they arrived at the correct answer.
Have students complete Blackline Master 42. Answers can be
found on page T29 of the Teacher’s Manual.
1 What image is described in the
second stanza?
A The Tyger’s eyes
B A deep blue sky
C The Tyger’s paws
D A large fire
From Blackline Master 42
TFK Page 116
ELAR Student Expectations
PoetryTEKS 5.4
Analyze how poets use sound
effects to reinforce meaning
in poems.
Objective 4
Teacher’s Manual 139
Student Name
Use “The Tyger” to answer questions 1–3.
1 What image is described in the
second stanza?
A The Tyger’s eyes
B A deep blue sky
C The Tyger’s paws
D A large fire
2 Which element of poetry is found in
every stanza of this poem?
F Alliteration
G Onomatopoeia
H Rhyme
J Simile
3 The poet’s message in this poem is
mainly concerned with —
A where to find tigers
B how the tiger came to be
C what tigers look like
D why the stars shed tears
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Blackline Master 42
Author’s Perspective
MODEL THE SKILL
Have students open to page 117 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have students preview the photos. Tell students, We will use these articles to learn how to determine the author’s perspective in a text.
Display Transparency pp. 118–119 of the article “The Amazing
Watson” and distribute Blackline Master 43. Ask students to
open to page 118 of Time for Kids. Have students look at the
title, pictures, and captions before they read the article. Then
have students read the article carefully and identify any words
they do not know. Underline these words on the transparency
and review them with the class. Then read the following question
and answer choices aloud:
From Blackline Master 43
1 From the tone of this article, the reader can conclude that the author most likely
wrote it to —
A persuade students to spend more time studying the sciences
B tell an entertaining story about how people can learn the secret of life
C compare the discovery of DNA with other scientific discoveries
D give information about James Watson and the discovery of DNA
Think Aloud This question asks how the tone of the article,
which shows the author’s point of view, can help me figure
out the author’s purpose for writing the article. I need to look
at the article as a whole to see what information the author
presents and how the author presents it. Then I can analyze this
information to figure out the answer.
Tell students that the author’s perspective, or point of view, helps
the reader understand how the author feels toward his or her
subject matter. It also can help the reader figure out the author’s
purpose, or why the author chose to write about a particular
topic. Have students select an answer choice. Then call on
volunteers to share their answers and explain how they reached
the correct answer (D).
For further practice with the comprehension skill, have students
work independently or together to answer question 2 on
Blackline Master 43.
Materials
Transparency
pp. 118–119
Blackline Masters
43, 44, 45
TFK Pages 118–119
ELAR Student Expectations
Author’s PerspectiveTEKS 5.10
Draw conclusions and
evaluate how well the
author’s purpose was
achieved.
Objective 3
Context Clues TEKS 5.2 (B)
Use context to determine
or clarify the meaning of
unfamiliar words.
Objective 1
Photos and CaptionsTEKS 5.13 (B)
Interpret information
presented in illustrations.
Objective 3
Teacher’s Manual 141
TFK Pages 118–119
Photos and Captions
MODEL THE SKILL
Tell students that many articles include photographs. Many
photographs, as well as other kinds of illustrations, have captions
that describe or explain what is happening in the picture. Explain
that photographs and captions provide information that may not
be found in the text. They also may provide clues to the author’s
perspective and purpose.
Read question 3 aloud.
Think Aloud I do not see any information in the text of the article
that discusses how DNA is shaped. I can look at the pictures and
captions in the article to find information about DNA. Then I can
combine the details from the pictures and captions to find the
answer to the question.
Remind students that they should always read the captions to
confirm or clarify the information they get from photographs.
Give students a moment to choose an answer, and then ask them
to explain how they reached the correct answer (B).
Context Clues
MODEL THE SKILL
Tell students that they may not know the meaning of every word
that they read in a text. Review with students that they may be
able to determine the meaning of a word by looking for context
clues in the sentence that contains the unfamiliar word, as well as
in sentences before and after the one that contains the word.
Think Aloud I see the word merely in the paragraph, but I am not
sure what the word means. I can read the words and sentences
around the word to see if the author gives any clues about its
meaning. Then I can check the answer choices and connect the
clues from the passage to find the correct meaning of the word.
Have students locate the word merely in the selection. Remind
students that the author may give clues about the word’s meaning
in the sentences including and surrounding the word. Have
students read the sentence that contains the word merely. Point out
that there is a clue to the word’s meaning within the sentence and
in the next sentence (You don’t get anywhere by merely being bright.
You have to know facts.). Ask students which of the answer choices
best fits the context of the sentence (G).
4 In the last paragraph on page 119,
the word merely means —
F smartly
G only
H quickly
J carefully
From Blackline Master 43
3 Based on the pictures in the
article, the reader can tell that
DNA is shaped like a —
A palm tree
B twisted ladder
C tulip
D human heart
From Blackline Master 43
142 Time For Kids • Issue 15
Short Answer
MODEL WRITING A SHORT ANSWER
Tell students that short-answer questions will ask them to write
an answer in complete sentences on the lines provided.
Then read the following short-answer question aloud:
From Blackline Master 43
5 How do the first three paragraphs of “The Amazing Watson” show the author’s
perspective? Explain your answer and support it with details from the article.
Think Aloud This question asks how the author’s perspective is
shown in the first three paragraphs of the article. I need to skim
the beginning of the article to see what kind of information
it presents and how it is presented. Then I can analyze this
information to determine what it reveals about the author’s
point of view.
Work with students to find details from the article to answer the
question and have a volunteer underline these details on the
transparency. Write a short answer together. Remind students to
use complete sentences in their answers.
Possible response: The author’s word choice shows how the
author feels about the importance of the work done by Watson
and Crick. The author says that the discovery of the structure
of DNA “changed history” and was “so amazing.” Crick is quoted
about having found “the secret of life.” This kind of language is a
strong clue that the author truly admires these scientists.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T30 for answers to Blackline Master 43.
TFK Pages 118–119
Teacher’s Manual 143
1 From the tone of this article, the
reader can conclude that the author
most likely wrote it to —
A persuade students to spend more time studying the sciences
B tell an entertaining story about how people can learn the secret of life
C compare the discovery of DNA with other scientific discoveries
D give information about James Watson and the discovery of DNA
2 Which words from the interview
show the reporter’s point of view
about the importance of the Watson
and Crick’s discovery?
F special talents or qualities
G progress in DNA study
H will help the world
J interested in being scientists
Student Name
3 Based on the pictures in the article,
the reader can tell that DNA is
shaped like a —
A palm tree
B twisted ladder
C tulip
D human heart
Use “The Amazing Watson” to answers questions 1–5.
4 In the last paragraph on page 119,
the word merely means —
F smartly
G only
H quickly
J carefully
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Grade 5144 Time For Kids The Amazing Watson
Student Name
5 How do the first three paragraphs of “The Amazing Watson” show the author’s
perspective? Explain your answer and support it with details from the article.
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Grade 5The Amazing Watson Time For Kids 145
Show What You Know
APPLY THE SKILLS
Tell the students that some of the questions they will see on
a test will focus on author’s perspective, context clues, and
photos and captions. Introduce “Unraveling a Secret Code” by
having students open to page 120 of Time for Kids. Point out to
students that important ideas of an article can be found in the
title and illustrations. Have students look at the photographs,
captions, headings, and the sidebar, and then ask, What do you think the article is mainly about?
Encourage the students to share what they think is the author’s
perspective in the article. Have them point to the text and text
features in the article to show how they came up with their
answers.
Remind students to use context clues as they read to determine
the meaning of unfamiliar words. Then have students read the
article independently.
Distribute Blackline Master 44 on pages 147–148 of the
Teacher’s Manual. Tell students that they will take a practice test
on the article they just read. Share these specific suggestions
with students to help them answer test questions.
Have students complete Blackline Master 44. Answers can be
found on pages T30–T31 of the Teacher’s Manual.
TFK Pages 120–123
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “Unraveling a Secret Code” and the questions on the worksheet
very carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the text of the article, the pictures,
and the captions. If you are not sure about the details, go back and read
that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
146 Time For Kids • Issue 15
3 The Flying Geese symbol could
have told enslaved people to —
A follow the North Star
B travel in the spring
C walk in a zigzag pattern
D travel together
1 Look at the following diagram of information from the article.
Williams’ question sent Tobin on a five-year journey of discovery.
Tobin wrote a book about slave quilts with one
family’s history.
Tobin learned that quilt patterns helped guide
slaves to freedom.
Author’s Perspective
Which idea belongs in the Author’s Perspective box?
A Tobin thinks the story of the quilt codes is fascinating.
B Williams told a story she had heard from her grandmother.
C The Underground Railroad was a system of escape routes.
D Jacqueline Tobin is a writer and a college professor.
2 How does the author of Hidden in Plain View: A Secret Story of Quilts and the Underground Railroad feel
about Ozella Williams?
F She is a talented writer.
G She makes beautiful quilts.
H Her memories are very valuable.
J Her stories are hard to believe.
Student Name
Use “Unraveling a Secret Code” to answer questions 1–5.
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Blackline Master 44
Student Name
4 What does the word clandestine mean on page 120?
F Interesting
G Beautiful
H Exciting
J Secret
5 What can the reader tell about the author’s point of view in “Unraveling a Secret
Code”? Explain your answer and support it with details from the article.
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Blackline Master 44
Grade 5148 Time For Kids Unraveling a Secret Code
Time Lines
APPLY THE SKILLS
Tell students that they will read a time line and answer questions
about it. Review with students that a time line highlights key
historical events in a certain period of time. The time line may
be illustrated, and it may be presented horizontally or vertically.
Sometimes there is introductory text that describes the purpose
or contents of the time line.
Have students open to “Harriet Tubman’s Key Dates” on page
124 of Time for Kids. Ask students to share their ideas about the
time line’s purpose, and write their ideas on the board. Then have
students read “Harriet Tubman’s Key Dates.”
Distribute Blackline Master 45 on page 150 of the Teacher’s
Manual. Read aloud question 1 and the answer choices. Tell
students to look back at the time line to find the answer.
Think Aloud This question asks what happened before Harriet
Tubman escaped from slavery. I need to read the time line
carefully to find the date when Tubman escaped from slavery.
Then I can see what happened before that date and combine the
details to find the answer.
After students have determined the correct answer (B), ask a
volunteer to explain how he or she found the answer from the
time line.
Have students complete Blackline Master 45. Answers can be
found on page T31 of the Teacher’s Manual.
1 Before Harriet Tubman escaped
from slavery, she —
A made 19 trips to the South
B married John Tubman
C bought land in New York
D worked for the Union Army
From Blackline Master 45
TFK Page 124
ELAR Student Expectations
Time LinesTEKS 5.13(B)
Interpret information
presented in timelines.
Objective 3
Teacher’s Manual 149
Student Name
1 Before Harriet Tubman escaped
from slavery, she —
A made 19 trips to the South
B married John Tubman
C bought land in New York
D worked for the Union Army
2 When did Harriet Tubman begin
leading enslaved people to freedom?
F 1844
G 1849
H 1850
J 1861
3 After Harriet Tubman bought land in
1896, she —
A began working for the Union Army
B made several trips to the South
C was honored by Queen Victoria
D started the Underground Railroad
Use “Harriet Tubman’s Key Dates” to answer questions 1–3.
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Grade 5150 Time For Kids Harriet Tubman’s Key Dates
Blackline Master 45
Use the rubric below to score the short-answer items in the tests.
SCORE Description
3
An exemplary response must:
• be thoughtful and insightful
• be strongly supported with accurate/relevant textual evidence
• show depth of understanding and ability to effectively connect textual evidence to the idea, analysis, or evaluation
2A sufficient response must:
• be reasonable
• be supported with accurate/relevant textual evidence
• be clear and specific
1
A partially sufficient response may:
• be reasonable
• be supported by general, incomplete, partially accurate/relevant textual evidence, if any
• weakly connect textual evidence to the idea, analysis, or evaluation
• be somewhat unclear or vague
0
An insufficient response may:
• be too general or vague to determine whether it is reasonable or not be reasonable
• not address the question or answer a different question than the one asked
• not be based on the selection
• incorrectly analyze or evaluate the text
• offer only incomplete or irrelevant textual evidence, if any
• lack clarity
Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis.
Short-Answer Reading Rubric
Teacher’s Manual T1
Answer Key
ISSUE 1, Article 1
Question Answer Content Focus ELAR TEKS
1 D Main Idea and Details
5.11 (A)
2 F Main Idea and Details
5.11 (A)
3 C Time Lines 5.13 (B)
4 G Homophones 5.2 (B)
5 See possible responses below
Main Idea and Details
5.11 (A)
3-Point Answer: There are two main views in the debate over illegal immigrants. Some people want a kind solution to the problem. They want to let people who have been in the United States for many years have a chance to become citizens. Other people want a stricter solution. They want to send illegal immigrants home and punish people who helped them come to the United States.
2-Point Answer: Some people want a kind solution to the problem. Other people want to send illegal immigrants home and punish people who helped them come to the United States.
1-Point Answer: Some people want to give people who have been in the United States for many years a chance to become citizens.
T2 Time For Kids • Issue 1
ISSUE 1, Article 2
Question Answer Content Focus ELAR TEKS
1 A Main Idea and Details
5.11 (A)
2 G Main Idea and Details
5.11 (A)
3 D Time Lines 5.13 (B)
4 H Homophones 5.2 (B)
5 See possible responses below
Main Idea and Details
5.11 (A)
3-Point Answer: The United States used to be called a “great melting pot” because when immigrants arrive, their different cultures, foods, and languages would all blend together as a single American culture. Many of these immigrants had to break their connections with their old countries. Things are different now because many immigrants hold on to customs and things from their old homes.
2-Point Answer: The United States used to be called a “great melting pot” because when immigrants arrived, their different cultures all melted together. Things are different now because many people hold on to their old customs.
1-Point Answer: The United States is not as much of a melting pot anymore. New immigrants are not as eager to fit in.
ISSUE 1, Poetry
Question Answer Content Focus ELAR TEKS
1 B Poetry 5.4
2 J Poetry 5.4
3 D Poetry 5.4
Teacher’s Manual T3
ISSUE 2, Article 1
Question Answer Content Focus ELAR TEKS
1 B Main Idea and Details
5.11 (A)
2 J Main Idea and Details
5.11 (A)
3 A Photos and Captions
5.13 (B)
4 J Idioms 5.2 (D)
5 See possible responses below
Main Idea and Details
5.11 (A)
3-Point Answer: A person who wants to use recycled materials to power a car should choose either a battery-operated car or a biodiesel car. Batteries can be recharged and can also be recycled. Biodiesel can be made from recycled cooking oil. Both of these power sources use recycled materials.
2-Point Answer: A person who wants to use recycled materials to power a car should choose either a battery-operated car or a biodiesel car.
1-Point Answer: They should use batteries because they can be recycled.
ISSUE 2, Article 2
Question Answer Content Focus ELAR TEKS
1 A Main Idea and Details
5.11 (A)
2 H Main Idea and Details
5.11 (A)
3 A Idioms 5.2 (D)
4 G Photos and Captions
5.13 (B)
5 See possible responses below
Main Idea and Details
5.11 (A)
3-Point Answer: Recycling has changed over the years in the United States. In 1980, only 15 million tons of trash were recycled. In 2005, over 79 million tons of trash were recycled. This is due to government laws and the growing awareness of recycling. Many products today contain recycled material.
2-Point Answer: Recycling has changed over the years in the United States. A lot more trash is recycled today than was recycled in 1980. Many products are now made from recycled material.
1-Point Answer: People recycle more today than they did in the past.
T4 Time For Kids • Issue 2
ISSUE 2, Text Feature
Question Answer Content Focus ELAR TEKS
1 A Charts 5.13 (B)
2 H Charts 5.13 (B)
3 A Charts 5.13 (B)
Teacher’s Manual T5
ISSUE 3, Article 1
Question Answer Content Focus ELAR TEKS
1 A Main Idea and Details
5.11 (A)
2 J Main Idea and Details
5.11 (A)
3 C Time Line 5.13 (B)
4 F Inflectional Endings
5.2 (B)
5 See possible responses below
Main Idea and Details
5.11 (A)
3-Point Answer: The National Underground Railroad Freedom Center has several purposes. Through its exhibits, such as the slave pen, it shows what life was like for enslaved people. The Freedom Center also teaches visitors about individuals who helped to bring freedom to the United States.
2-Point Answer: The National Underground Railroad Freedom Center has many purposes. It teaches the history of slavery. It shows what life was like as a slave.
1-Point Answer: It teaches the history of slavery.
T6 Time For Kids • Issue 3
ISSUE 3, Article 2
Question Answer Content Focus ELAR TEKS
1 D Main Idea and Details
5.11 (A)
2 H Main Idea and Details
5.11 (A)
3 B Time Line 5.13 (B)
4 G Inflectional Endings
5.2 (B)
5 See possible responses below
Main Idea and Details
5.11 (A)
3-Point Answer: Experts have learned a lot about how the colonists in Jamestown lived. They found pistols, knives, heavy armor, and a skeleton with a musket ball lodged in its leg. This evidence shows that there was a lot of violence and fighting in Jamestown. Experts also found large amounts of copper, which colonists probably used as peace offerings with the Powhatan.
2-Point Answer: Experts have found pistols, knives, and heavy armor in Jamestown. These objects show that there was a lot of fighting in Jamestown.
1-Point Answer: Archaeologists think that Jamestown was a violent place because they have found pistols and other weapons there.
ISSUE 3, Text Feature
Question Answer Content Focus ELAR TEKS
1 A Table 5.13 (B)
2 J Table 5.13 (B)
3 C Table 5.13 (B)
Teacher’s Manual T7
ISSUE 4, Article 1
Question Answer Content Focus ELAR TEKS
1 D Problem and Solution
5.11 (C)
2 G Problem and Solution
5.11 (C)
3 C Photos and Captions
5.13 (B)
4 J Suffixes 5.2 (A)
5 See possible responses below
Problem and Solution
5.11 (C)
3-Point Answer: Earth-friendly living helps to solve the problem of global warming by creating energy-smart communities. Experts want to build energy-saving houses with plants and grass on their roofs to collect rainwater and absorb heat. Some homes will be made from recycled materials. Experts also want to develop new energy sources, such as solar and wind power. Fuels such as ethanol and biodiesel will be used to power cars.
2-Point Answer: Earth-friendly living helps to solve global warming by building energy-smart communities. Experts will build houses that save energy by putting plants and grass on their roofs to collect rainwater and absorb heat. Some homes will be built with solar panels.
1-Point Answer: Experts are building houses that save energy and making cars that use biodiesel.
T8 Time For Kids • Issue 4
ISSUE 4, Article 2
Question Answer Content Focus ELAR TEKS
1 C Problem and Solution
5.11 (C)
2 F Problem and Solution
5.11 (C)
3 C Photos and Captions
5.13 (B)
4 G Suffixes 5.2 (A)
5 See possible responses below
Problem and Solution
5.11 (C)
3-Point Answer: Engineers in Xianyang, China, are getting help from engineers from Iceland to help clean up their air, which has been polluted by burning coal. Engineers are going to build a geothermal power plant to capture the steam below the surface of the earth, pump it out, and use it to create electricity. Xianyang will no longer have to use coal as an energy source, and geothermal energy will not cause pollution.
2-Point Answer: Engineers in Xianyang, China, are getting help from engineers from Iceland. They are going to build a geothermal power plant to create electricity.
1-Point Answer: Xianyang will no longer have to use coal as an energy source. They will use geothermal energy.
ISSUE 4, Text Feature
Question Answer Content Focus ELAR TEKS
1 B Diagram 5.13 (B)
2 F Diagram 5.13 (B)
3 D Diagram 5.13 (B)
Teacher’s Manual T9
ISSUE 5, Article 1
Question Answer Content Focus ELAR TEKS
1 C Draw Conclusions 5.11 (C)
2 G Draw Conclusions 5.11 (C)
3 C Map 5.13 (B)
4 J Word Families 5.2 (A)
5 See possible responses below
Draw Conclusions 5.11 (C)
3-Point Answer: I think the German company offered to clean Mount Rushmore for free because they thought it was an important job. Keeping the monument clean will help preserve it for the millions of people who visit it every year. The head of the cleaning project, Thorsten Mowes, said that he was “proud to be eye to eye” with George Washington.”
2-Point Answer: I think the German company offered to clean Mount Rushmore for free because they knew how important a job it was. The head of the cleaning project, Thorsten Mowes, said that he was “proud to be eye to eye” with George Washington.
1-Point Answer: The German company did the job for free because it was a great honor.
T10 Time For Kids • Issue 5
ISSUE 5, Article 2
Question Answer Content Focus ELAR TEKS
1. D Draw Conclusions 5.11 (C)
2. F Draw Conclusions 5.11 (C)
3. C Map 5.13 (B)
4. J Word Families 5.2 (A)
5. See possible responses below.
Draw Conclusions 5.11 (C)
3-Point Answer: John Hancock said, “We must all hang together” because members of the committee had just signed a statement declaring independence from England. Everyone in a position of authority in America had to agree and support this declaration, or the revolution would fail. America was now a new country. If everyone had different ideas about how to run the country, the country might fail. Everyone had to work together and agree on how the government should work so the country would succeed.
2-Point Answer: John Hancock said this because members of the committee had just signed a statement declaring America’s independence. Everyone needed to work together so this new country would not fail.
1-Point Answer: John Hancock wanted everyone to work together to help America become a new country.
ISSUE 5, Poetry
Question Answer Content Focus ELAR TEKS
1. A Poetry 5.4
2. J Poetry 5.4
3. C Poetry 5.4
Teacher’s Manual T11
ISSUE 6, Article 1
Question Answer Content Focus ELAR TEKS
1 B Sequence 5.11 (C)
2 H Sequence 5.11 (C)
3 D Time Line 5.13 (B)
4 G Greek and Latin Roots
5.2 (A)
5 See possible responses below
Sequence 5.11 (C)
3-Point Answer: After scientists discovered the skeleton, they had to get it out of the sandstone. They used small drills and picks to remove the bones. It took five years for them to remove most of the fossil parts. Then they sent it to a laboratory in Addis Ababa for further study.
2-Point Answer: After scientists discovered the skeleton, they had to get it out of the sandstone. They used small drills and picks to remove the bones.
1-Point Answer: They used small drills and picks to remove the bones.
ISSUE 6, Article 2
Question Answer Content Focus ELAR TEKS
1 B Sequence 5.11 (C)
2 J Sequence 5.11 (C)
3 C Time Lines 5.13 (B)
4 F Greek and Latin Roots
5.2 (A)
5 See possible responses below
Sequence 5.11 (C)
3-Point Answer: Scientists found that Kennewick Man was deliberately buried after he died. They knew this because he was found lying on his back with his feet outward and his arms at his sides.
2-Point Answer: Scientists found that Kennewick Man was buried after he died. He was lying on his back.
1-Point Answer: Kennewick Man was buried after he died.
T12 Time For Kids • Issue 6
ISSUE 6, Text Feature
Question Answer Content Focus ELAR TEKS
1 B Maps 5.13 (B)
2 F Maps 5.13 (B)
3 C Maps 5.13 (B)
Teacher’s Manual T13
ISSUE 7, Article 1
Question Answer Content Focus ELAR TEKS
1 B Main Idea and Details
5.11 (A)
2 G Main Idea and Details
5.11 (A)
3 D Text Features/Skimming and
Scanning
5.11 (D)
4 F Context Clues 5.2 (B)
5 See possible responses below
Main Idea and Details
5.11 (A)
3-Point Answer: Some officials tried to help the Cherokee people. The U.S. Supreme Court said that Congress could not take the Cherokees’ land without their agreement. Senators Davy Crockett and Daniel Webster fought for the Cherokees’ rights. U.S. Army General John Wood refused to move the tribe and resigned instead.
2-Point Answer: Senators Davy Crockett and Daniel Webster fought for the Cherokees’ rights. General John Wood refused to move the people.
1-Point Answer: Senator Davy Crockett fought for the Cherokees’ rights.
T14 Time For Kids • Issue 7
ISSUE 7, Article 2
Question Answer Content Focus ELAR TEKS
1 C Main Idea and Details
5.11 (A)
2 J Main Idea and Details
5.11 (A)
3 B Skimming and Scanning
5.11 (D)
4 F Context Clues 5.2 (B)
5 See possible responses below
Main Idea and Details
5.11 (A)
3-Point Answer: There were many ways people earned money in 1850. In New England, large numbers of people worked in factories and mills. People made money in the South mostly through agriculture. In the Midwest and other parts of the country, people made money by farming and ranching. In Texas, people raised cattle.
2-Point Answer: People earned money in many ways. In New England, people worked in factories and mills. In the South and Midwest, people worked in farming.
1-Point Answer: People in the Northeast worked in factories.
ISSUE 7, Text Feature
Question Answer Content Focus ELAR TEKS
1 A Time Lines 5.13 (B)
2 G Time Lines 5.13 (B)
3 C Time Lines 5.13 (B)
Teacher’s Manual T15
ISSUE 8, Article 1
Question Answer Content Focus ELAR TEKS
1 A Author’s Purpose 5.10
2 J Author’s Purpose 5.10
3 C Photos and Captions
5.13 (B)
4 G Greek and Latin Roots
5.2 (A)
5 See possible responses below
Author’s Purpose 5.10
3-Point Answer: The author begins the article by mentioning Gordon Granger’s arrival in Galveston Harbor because Granger brought good news to Texas: the slaves were free. Slaves in Texas had been waiting for freedom for more than two years after Lincoln’s Emancipation Proclamation. Texas was the last state to free the slaves. The day that Granger sailed into the harbor—June 19th, or Juneteenth—is celebrated every year. The author wants the reader to know how and why this date became important.
2-Point Answer: The author begins the article with Gordon Granger’s arrival in Galveston because this day—June 19th, or Juneteenth—is celebrated every year. The author wants the reader to know how and why this date became important.
1-Point Answer: The article starts this way to explain how June 19th became
important.
T16 Time For Kids • Issue 8
ISSUE 8, Article 2
Question Answer Content Focus ELAR TEKS
1 B Author’s Purpose 5.10
2 H Author’s Purpose 5.10
3 B Photos and Captions
5.13 (B)
4 G Greek and Latin Roots
5.2 (A)
5 See possible responses below
Author’s Purpose 5.10
3-Point Answer: The author included the section “Battling for Land” to show that many people fought over the ownership of Texas. The main battle took place between Anglo-Americans from the United States and Mexicans at the Alamo. People in Texas, the Tejanos, mainly sided with the Americans. The result of the battles was independence for Texas.
2-Point Answer: The author included the section “Battling for Land” to show that many people fought over the ownership of Texas. Americans and Mexicans fought at the Alamo.
1-Point Answer: The author wanted to show that many people fought over Texas.
ISSUE 8, Text Feature
Question Answer Content Focus ELAR TEKS
1 A Maps 5.13 (B)
2 G Maps 5.13 (B)
3 C Maps 5.13 (B)
Teacher’s Manual T17
ISSUE 9, Article 1
Question Answer Content Focus ELAR TEKS
1 A Fact and Opinion 5.11 (B)
2 J Fact and Opinion 5.11 (B)
3 C Charts 5.13 (B)
4 H Greek Roots 5.2 (A)
5 See possible responses below
Fact and Opinion 5.11 (B)
3-Point Answer: Both wet and dry conditions contribute to forest fires. Droughts make forests dry and make bushes and other plants very easy to catch fire. Sometimes the most dangerous forest fire happens when the previous year was very rainy. The rain helps many plants and shrubs grow, so there is more fuel to burn when a forest fire occurs.
2-Point Answer: Droughts make forests dry and make bushes and other plants very easy to catch fire. Sometimes the most dangerous forest fire happens when the previous year was very rainy.
1-Point Answer: Droughts make forests dry, so bushes and other plants catch fire easily.
T18 Time For Kids • Issue 9
ISSUE 9, Article 2
Question Answer Content Focus ELAR TEKS
1 B Fact and Opinion 5.11 (B)
2 F Fact and Opinion 5.11 (B)
3 C Charts 5.13 (B)
4 H Greek Roots 5.2 (A)
5 See possible responses below
Fact and Opinion 5.11 (B)
3-Point Answer: El Niño can be very destructive. In the late 1990s, El Niño killed 2,100 people and caused $33 billion dollars in property damage. It rained in Peru for months, sometimes up to 6 inches a day. Rivers overflowed and farmer’s fields were destroyed. Droughts in Indonesia set off forest fires, and terrible storms hit the Gulf Coast of the United States.
2-Point Answer: In the 1990s, El Niño killed 2,100 people and caused $33 billion dollars in property damage. It rained in Peru for months.
1-Point Answer: El Niño killed 2,100 people and caused $33 billion dollars in property damage.
ISSUE 9, Poetry
Question Answer Content Focus ELAR TEKS
1 D Poetry 5.4
2 H Poetry 5.4
3 C Poetry 5.4
Teacher’s Manual T19
ISSUE 10, Article 1
Question Answer Content Focus ELAR TEKS
1 C Description 5.11 (C)
2 J Description 5.11 (C)
3 B Skimming and Scanning
5.11 (D)
4 H Multiple-Meaning Words
5.2 (B)
5 See possible responses below
Description 5.11 (C)
3-Point Answer: The author gives examples of how the 2008 presidential election differed from past U.S. elections. Barack Obama was the first African American presidential candidate of a major political party, and Sarah Palin was the first woman on the Republican presidential ticket. Then Obama won the election and became our first African American president. The author sets these examples within a broader discussion of the fight for equal rights in this country.
2-Point Answer: The author describes how Barack Obama won the election and became the first African American president. The author also tells how Sarah Palin was the first woman on the Republican presidential ticket.
1-Point Answer: Barack Obama won the election and became the first African American president.
T20 Time For Kids • Issue 10
ISSUE 10, Article 2
Question Answer Content Focus ELAR TEKS
1 B Description 5.11 (C)
2 J Description 5.11 (C)
3 D Skimming and Scanning
5.11 (D)
4 H Multiple-Meaning Words
5.2 (B)
5 See possible responses below
Description 5.11 (C)
3-Point Answer: The three branches of government work together to make laws. When a law needs to be passed, all branches decide on the matter. Congress (legislative branch) votes on whether to accept the law. The executive branch (the president) signs the law. The judicial branch decides if the law violates the Constitution. Each branch has equal power.
2-Point Answer: Congress (legislative branch) writes a law and votes on it. The executive branch (the president) can sign or veto the law.
1-Point Answer: Congress makes a law and the president signs it.
ISSUE 10, Text Feature
Question Answer Content Focus ELAR TEKS
1 B Diagram 5.13 (B)
2 G Diagram 5.13 (B)
3 C Diagram 5.13 (B)
Teacher’s Manual T21
ISSUE 11, Article 1
Question Answer Content Focus ELAR TEKS
1 B Fact and Opinion 5.11 (B)
2 H Fact and Opinion 5.11 (B)
3 B Diagram 5.13 (B)
4 F Antonyms and Synonyms
5.2 (C)
5 See possible responses below
Fact and Opinion 5.11 (B)
3-Point Answer: Comets are chunks of ice, rock, and snow that are billions of years old. The core of a comet is made of dust and ice particles. The space capsule Stardust took photographs of a comet. It also collected samples of material that blew off the comet’s surface. This allowed NASA scientists to learn more about the formation of the solar system.
2-Point Answer: Comets are chunks of ice, rock, and snow. They come from a place called the Kuiper Belt.
1-Point Answer: Comets are chunks of ice, rock, and snow.
T22 Time For Kids • Issue 11
ISSUE 11, Article 2
Question Answer Content Focus ELAR TEKS
1 A Fact and Opinion 5.11 (B)
2 G Fact and Opinion 5.11 (B)
3 C Diagrams 5.13 (B)
4 F Synonyms and Antonyms
5.2 (C)
5 See possible responses below
Fact and Opinion 5.11 (B)
3-Point Answer: The moon is much smaller than the sun. In fact, a total of 400 moons could line up side by side along the sun’s diameter. But it is just big enough to block out the sun because the sun is 400 times farther away than the moon. So the moon and the sun look to be about the same size in the sky. When they line up just right, the moon can block out the sun.
2-Point Answer: The moon is much smaller than the sun, but it is just big enough to block out the sun. The sun is 400 times farther away than the moon, so the moon can block out the sun.
1-Point Answer: The moon and the sun look to be about the same size in the sky so the moon can block out the sun.
ISSUE 11, Poetry
Question Answer Content Focus ELAR TEKS
1 A Poetry 5.4
2 G Poetry 5.4
3 A Poetry 5.4
Teacher’s Manual T23
ISSUE 12, Article 1
Question Answer Content Focus ELAR TEKS
1 B Sequence 5.11 (C)
2 G Sequence 5.11 (C)
3 C Table 5.13 (B)
4 H Homophones 5.2 (B)
5 See possible responses below
Sequence 5.11 (C)
3-Point Answer: A share of stock is a small piece of a company that can be bought and sold. The cost of the share depends on supply and demand. If many people want to buy the stock, the price goes up. If many people want to sell the stock, the price goes down.
2-Point Answer: If many people want to buy the stock, the price goes up. If many people want to sell the stock, the price goes down.
1-Point Answer: The price of the stock depends on supply and demand.
ISSUE 12, Article 2
Question Answer Content Focus ELAR TEKS
1 B Sequence 5.11 (C)
2 F Sequence 5.11 (C)
3 A Table 5.13 (B)
4 G Homophones 5.2 (B)
5 See possible responses below
Sequence 5.11 (C)
3-Point Answer: In the video games players travel around the virtual game world. They buy things at places like the mall, or they can rent a car. Then they earn spending money by taking quizzes. The quizzes test how much they know about money and saving. If they choose the right answers, they get money in their virtual savings accounts, and the money earns interest.
2-Point Answer: In the video game, players travel around the virtual game world. They buy things at places like the mall, or they can rent a car. Then they earn spending money by taking quizzes.
1-Point Answer: In the video game, players travel around the virtual game world. They buy things at places like the mall.
T24 Time For Kids • Issue 12
ISSUE 12, Text Feature
Question Answer Content Focus ELAR TEKS
1 C Table 5.13 (B)
2 H Table 5.13 (B)
3 B Table 5.13 (B)
Teacher’s Manual T25
ISSUE 13, Article 1
Question Answer Content Focus ELAR TEKS
1 A Compare and Contrast
5.11 (E)
2 J Compare and Contrast
5.11 (E)
3 C Table 5.13 (B)
4 F Homographs 5.2 (B)
5 See possible responses below
Compare and Contrast
5.11 (E)
3-Point Answer: The difference between solar flares and sunspots is that one is hot and the other is cool. Solar flares are bursts of energy that shoot into space from the sun’s surface. Sunspots are cooler patches on the sun’s surface that form where the sun’s magnetic field is very strong. They are similar because they both occur at the sun’s surface and both increase in number every 11 years.
2-Point Answer: Solar flares are bursts of energy that shoot into space from the sun’s surface. Sunspots are cooler patches on the sun’s surface that form where the sun’s magnetic field is very strong. They both occur at the sun’s surface.
1-Point Answer: Solar flares and sunspots both occur at the sun’s surface.
T26 Time For Kids • Issue 13
ISSUE 13, Article 2
Question Answer Content Focus ELAR TEKS
1 D Compare and Contrast
5.11 (E)
2 F Compare and Contrast
5.11 (E)
3 D Table 5.13 (B)
4 G Homophones 5.2 (B)
5 See possible responses below
Compare and Contrast
5.11 (E)
3-Point Answer: When Serra was a young man, he used fiberglass and rubber to make sculptures. Then he learned a lot about metals, such as iron, lead, and steel, when he worked in a steel mill, and he began using these materials in his art. His recent works have been made of metals. He makes huge sculptures that stand by themselves and allow viewers to walk in and among them.
2-Point Answer: Serra’s early works were made of fiberglass and rubber. Now he makes sculptures by using lead, iron, and steel.
1-Point Answer: His early works were made of fiberglass and rubber.
ISSUE 13, Text Feature
Question Answer Content Focus ELAR TEKS
1 B Chart 5.13 (B)
2 G Chart 5.13 (B)
3 D Chart 5.13 (B)
Teacher’s Manual T27
ISSUE 14, Article 1
Question Answer Content Focus ELAR TEKS
1 A Compare and Contrast
5.11 (E)
2 G Compare and Contrast
5.11 (E)
3 C Map 5.13 (B)
4 F Similes and Metaphors
5.2 (D)
5 See possible responses below
Compare and Contrast
5.11 (E)
3-Point Answer: Healthy ocean areas contain many different kinds of animal and plant life. In contrast, no animals live in dead zones. Algae grow on the surface of the ocean, When they die, they are eaten by bacteria that use oxygen and release carbon dioxide. Animals need oxygen, so they cannot live in the oxygen-free dead zones.
2-Point Answer: Healthy ocean areas contain many different kinds of animals and plants. No animals live in dead zones because there is no oxygen.
1-Point Answer: Healthy oceans have lots of animals and plants.
T28 Time For Kids • Issue 14
ISSUE 14, Article 2
Question Answer Content Focus ELAR TEKS
1 B Compare and Contrast
5.11 (E)
2 H Compare and Contrast
5.11 (E)
3 C Map 5.13 (B)
4 F Similes and Metaphors
5.2 (D)
5 See possible responses below
Compare and Contrast
5.11 (E)
3-Point Answer: In early civilizations, the population did not grow as quickly because people did not live as long. Today, the population is growing faster because there is more food available and cleaner water. People now have better nutrition and better medical care, too.
2-Point Answer: Long ago, the population did not grow as quickly because people did not live as long. Today we have more food available and better medical care.
1-Point Answer: People did not live as long in those days. We have more food.
ISSUE 14, Poetry
Question Answer Content Focus ELAR TEKS
1 A Poetry 5.4
2 H Poetry 5.4
3 B Poetry 5.4
Teacher’s Manual T29
ISSUE 15, Article 1
Question Answer Content Focus ELAR TEKS
1 D Author’s Perspective
5.10
2 H Author’s Perspective
5.10
3 B Photos and Captions
5.13 (B)
4 G Context Clues 5.2 (B)
5 See possible responses below
Author’s Perspective
5.10
3-Point Answer: The author’s word choice shows how the author feels about the importance of the work done by Watson and Crick. The author says that the discovery of the structure of DNA “changed history” and was “so amazing.” Crick is quoted about having found “the secret of life.” This kind of language is strong clue that the author truly admires these scientists.
2-Point Answer: The author’s word choice shows how he feels about Watson. The author says that Watson’s work “changed history” and was “amazing” to show that he admires Watson.
1-Point Answer: The author uses words to show how he felt about Watson.
T30 Time For Kids • Issue 15
ISSUE 15, Article 2
Question Answer Content Focus ELAR TEKS
1 A Author’s Perspective
5.10
2 H Author’s Perspective
5.10
3 B Pictures and Captions
5.13 (B)
4 J Context Clues 5.2 (B)
5 See possible responses below
Author’s Perspective
5.10
3-Point Answer: The author of “Unraveling a Secret Code” has a balanced point of view about whether there was a secret quilt code. First the author discusses Tobin’s book about the code. Then the author discusses the views of historians who question whether there really was a quilt code. After presenting both sides of the issue, the author asks the reader how to solve the mystery.
2-Point Answer: The author tells both sides of the story. First the author talks about Tobin’s book on the secret quilt code. Then the author gives the views of historians who question whether there was a code.
1-Point Answer: The author asks the reader how to solve the mystery of the secret quilt code.
ISSUE 15, Text Feature
Question Answer Content Focus ELAR TEKS
1 B Time Line 5.13 (B)
2 H Time Line 5.13 (B)
3 C Time Line 5.13 (B)
Teacher’s Manual T31