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3Reading

Lexile Level 200L – 350L

Educator’s Guide

Spot On Reading Educator’s Guide provides educators with the necessary support to help learners engage with the texts and hone their reading skills. Each story is accompanied by

• Pre-reading discussion ideas to get readers to talk about themes or ideas related to the text they are about to read;

• Answers to the whilst-reading questions;• Strategies focused on specific reading skills to guide readers and develop

their comprehension skills;• Comprehension Notes to guide learners through the comprehension

practices should they encounter difficulties;• Answers to the comprehension practices;

• Extension activities to get learners thinking beyond the text.

Preface

1 I’m Not Sleepy

2 Look at My New Shoes!

3 A Horse in Room 2

4 Butterfly, Butterfly

5 Harvest Soup

6 Fill It Up!

7 The Magic Box

8 Seeds

9 I Smell Rain

10 What Happened to Max’s Hat?

lexile

4 210L

6 230L

8 250L

10 270L

12 280L

14 290L

16 300L

18 310L

20 330L

22 350L

Contents

4 I’m Not Sleepy

1 I’m Not Sleepy (Pages 4–7) Lexile: 210L

Reading Skills: Sequencing; Inferring

Pre-readingDirect readers’ attention to the title and ask them how they know when they are sleepy (e.g. yawn, cannot keep their eyes open). Next, get readers to think about a time when they were not sleepy even though it was bedtime. What did they do to make themselves sleepy?

Whilst-reading QuestionsGet readers to read the story aloud, stopping to ask them the following questions.• What were Maya and Aunt Cecilia doing before bedtime? Answer: They were playing with blocks.• What did Maya ask for after they put on their pajamas? Answer: She asked for a glass of milk.• What did Maya do after they each had a glass of milk? Answer: She handed Aunt Cecilia a book./She asked Aunt Cecilia for a story.

Reading Skills1. Sequencing • Ask readers if they know what a bedtime routine is. Explain that this is the same

sequence of events that people go through every night to help them get ready for bed. Guide readers to see that Maya was following her bedtime routine in the story.

• Get readers to jot down the things that Maya did from the time Aunt Cecilia asked what she did to get sleepy at home (page 4).

• Look at what readers have written down. Help readers to place the things in the order they occurred (i.e. put on pajamas, drank milk, and read a book) by getting them to write numbers in front of each thing Maya did.

2. Inferring • Get readers to look at the text on page 4 where Aunt Cecilia asked Maya what

she did at home to get sleepy. Help them to understand that this tells us that Aunt Cecilia does not know what Maya’s normal routine is.

• Refer readers to the text on page 6, then ask them how they usually feel when they yawn and rub their eyes. Guide them to understand that these actions usually show that someone is sleepy.

I’m Not Sleepy 5

• Direct readers’ attention to the last picture of the story and ask them what Aunt Cecilia was doing. Help them to see that she was blowing Maya a kiss and this was her way of saying good night.

Comprehension Notes (Pages 8–9)

1. Direct readers to the first page of the story to find out where Maya was spending the night.

2. Get readers to read the text on page 6 and help them understand that Maya wanted Aunt Cecilia to read her a story.

3. Direct readers to what Aunt Cecilia asked Maya on page 4.

4. Refer readers to the picture in the activity, and ask them what Aunt Cecilia and Maya were doing. Next, get them to look at the text on page 6 to confirm what they were both doing.

5. Remind readers that what Maya was doing was part of her bedtime routine. Get them to remember the three things she did and the order in which she did them.

6. Invite readers to think about their own bedtime routines. Have them talk about the things they do before going to bed. Then, ask readers to look at the options and tick the ones that apply to them.

Answers (Pages 8–9)

1. a 2. b 3. d 4. c 5. 2, 1, 36. Accept all possible answers: Putting on my bedroom slippers; Brushing my teeth;

Looking for my teddy bear; Putting on my pajamas

Extension ActivityAsk readers if they have slept over at a relative’s or friend’s place before. A sleepover refers to a night that children or teenagers spend at a friend’s place without their parents. If readers have stayed at a friend’s place before, what did they pack in their sleepover bag? For those who have not done so, have them pretend they are going to sleep over at their best friend’s home and ask what they would pack in their sleepover bag. Then have readers talk about their bedtime routine as they pick up the items they will need from their sleepover bags.

6 Look At My New Shoes!

2 Look At My New Shoes! (Pages 10–13) Lexile: 230L

Reading Skills: Identifying Words; Inferring; Comparing and Contrasting

Pre-readingHave readers talk about a time when they received new shoes. What type of shoes did they get? What did their shoes look like? What were the shoes for and how did they feel?

Whilst-reading QuestionsInvite readers to read the story aloud, stopping to ask them the following questions.• What did Delisa and Nana buy? Answer: They bought new shoes.• What color were Delisa’s sandals? Answer: They were pink.

Reading Skills1. IdentifyingWords Read the names of the different types of shoes mentioned in the story (i.e. sandals,

sneakers, boots and slippers). Have readers point to the shoes in the pictures as you read the names. Discuss what each type of shoe looks like and what they are used for.

2. Inferring • Have readers look at the text and pictures on pages 11 and 12. These show Delisa

putting on her new shoes and showing them off to Mom. Get readers to think about what this says about Delisa and her shoes. Ask them what they would do if they received something that they were very happy about. Help them understand that Delisa was proud of her new shoes so she put them on to show them off.

• Ask readers why Nana had sore feet. Remind them that Nana and Delisa had been shopping. Then, point to the text on page 12 where Mom told Nana that she looked tired. Guide them to infer that Nana had been shopping for a long time so she was tired and her feet were sore from walking around so much.

3. ComparingandContrasting • Have readers look at the top pictures on pages 11 and 12. Get them to see the

difference between Delisa who was running around and the two adults who were sitting down.

• Refer readers to the last page of the story. Get them to pick out all the contrasting things on that page. Help them see that Delisa is young while Nana is old, and Delisa had new shoes while Nana had her old slippers.

Look At My New Shoes! 7


1. Read the first line of the story. Have readers underline the keywords “came home from shopping”.

2. Look at the picture on page 10. Point to the book on Mom’s lap. Help readers understand that Mom was reading.

3. Have readers look at the pictures on pages 11 and 12 to see how Delisa looked. Remind them how they would feel if they received something they really liked. Then, get them to look at the options in the activity to choose the correct answer.

4. Refer readers to the text on page 10 which tells them that Nana had been out shopping, then to the text on page 12 when Mom said Nana looked tired. Guide readers to infer why Nana’s feet are sore.

5. Look at the pictures on pages 11 and 12. Have readers circle Delisa’s shoes in the pictures.

6. Get readers to match the shoes with the actions first. Have them look at pages 11 and 12 to see what Delisa did. Next, get them to match the shoes with when Delisa may wear them. Ask readers when they would use sandals, rain boots, and sneakers, then look at the options provided.


1. d 2. a 3. a 4. b5. Tick: Rain boots, Sandals, Sneakers6. ran around the room • • sandals • • playing in a puddle

of water

stomped across the floor

• • rain boots • • running in the park

twirled round and round

• • sneakers • • walking along the beach

Extension ActivityHave readers talk about something new that they had gotten recently, e.g. a new toy, a new pencil case, or a new book. Have them show the item or items. Invite readers to share how they received the new items and what the items are for.

8 A Horse in Room 2

3 A Horse in Room 2 (Pages 16–19) Lexile: 250L

Reading Skills: Comparing and Contrasting; Identifying Details

Pre-readingLook at the picture on page 16. Ask readers to suggest what the children were doing and think about whether they were enjoying themselves. How can they tell? Next, read the title. Help readers spot the horse in the picture. What do they think of the horse? Does it look real?

Whilst-reading QuestionsInvite readers to read the story aloud. Help them understand the text better by asking these questions.• What did Zoey want to dress up as? Answer: She wanted to be a cowgirl.• What did Zoey use as the horse’s ears? Answer: She used two feathers.• What did Zoey use as the horse’s tail? Answer: She used a polka-dotted tie.

Reading Skills1. ComparingandContrasting • Study the picture of Zoey’s horse on page 19. Compare it with a picture of a real

horse. Guide readers to list the similarities and differences between Zoey’s horse and a real horse, e.g. both Zoey’s horse and a real horse can be sat on, and they both have tails. A real horse can move, but Zoey’s horse cannot.

• Get readers to list the things Zoey used to make her pretend horse. Guide readers to see the similarities between the things Zoey had chosen, and the features of a horse these things represent, e.g. a chair was chosen because a horse has four legs; a tie was chosen because it is long and thin like a horse’s tail.

2. IdentifyingDetails • Return to the list readers made of the things Zoey used to make her pretend

horse. Help readers to see that Zoey did not just pick random items from the box to make her pretend horse but she made sure she had the details correct. Zoey picked a chair with four legs, four shoes, two feathers, one tie, and one blanket.

• Have readers look at all the pictures in the story, then ask them where they think the children are. Refer them to page 18 which shows a fuller picture of the room.

A Horse in Room 2 9

Help them to notice the tables, chairs, books, drawings on the wall, plants on top of the bookshelf, the window that shows something of the outside. Guide them to understand that the children are in a classroom.


1. Have readers read the first line of the story again. Underline the words “loved to play dress-up”.

2. Look at the picture on page 17 of the story. Have readers point to the dress-up box.

3. Get readers to look at the text on page 17. Zoey wanted to be a cowgirl and needed a horse to make her image complete. Ask readers to read what the writer says next.

4. Refer to the picture of Room 2 on page 18. Ask readers to identify the things they see in Room 2. Help them understand that it is a classroom.

5. Refer readers to the list they made of the things Zoey used. Have them use that as a guide to complete the table.

6. Remind readers of the similarities and differences discussed previously, then go through the options given.


1. b 2. a 3. b 4. d5.

Ahorsehas… Zoeyused…

four legs a chair with four legs

two ears two feathers

one tail a polka-dotted tie

one saddle a blanket

four horseshoes four polka-dotted shoes

6. T, F, T, F

Extension ActivitySet up a dress-up box for readers. Have them dress up as someone they are familiar with, e.g. a firefighter, a police officer, or a postal worker. Then, have readers think of the vehicles these people use, e.g. a fire truck, a police car, or a van. Finally, invite readers to use whatever resources they have to create their vehicles for their pretend play.

10 Butterfly, Butterfly

4 Butterfly, Butterfly (Pages 22–23) Lexile: 270L

Reading Skill: Comparing and Contrasting

Pre-readingRead the title and look at the picture. Ask them where the boy might be and what he is doing.

Whilst-reading QuestionsInvite readers to read the poem aloud, stopping to ask them the following questions.• Where was the butterfly at first? Answer: It was on the watering can.• What was the boy holding? Answer: He was holding a twig with leaves. Note: Direct readers’ attention to the picture on page 22 as well as the first line of the

second verse.

Reading SkillComparing and Contrasting• Point out the two places mentioned in the poem — the watering can and the “place

in the sun”. Get readers to read the first verse again and help them understand that the boy thinks the watering can is a dangerous place for a butterfly. Look at the picture and ask readers where the “place in the sun” could be, e.g. on the flowers, on the fence, or on the grass.

• Draw a simple table to help readers compare the watering can and the “place in the sun”, e.g.

Watering can Place in the sun

wet dry

dangerous safe

unpleasant pleasant

• Guide readers to conclude that it is dangerous for the butterfly to stay on the watering can and the boy is trying to bring it back to safety.

Butterfly, Butterfly 11


1. Use the picture to help readers understand the poem better. Ask readers to read the poem again. As they read, get them to point to the items mentioned in the poem.

2. Read the title of the poem again. Help readers understand that the title often gives us a clue to what the poem is about.

3. Read the second verse of the poem. Have readers point out what the boy said he would do.

4. Get readers to read the second verse. Help them understand that the boy was using the leaf to move the butterfly from the watering can to a safer place in the sun.

5. Ask readers if what the boy was doing is a good thing or a bad thing. Guide them to understand that the boy thought the butterfly was in danger and wanted it to be safe. He also used a leaf to move the butterfly. This shows that the boy is kind and gentle.

6. Have readers go through the poem again, then read through the incorrect sentences. Help them to correct each sentence either by referring to the text or reminding them of the differences between the watering can and the place in the sun.


1. a. butterfly; b. watering can; c. leaf; d. boy2. b 3. a 4. d 5. b6. a. The watering can is wet. The butterfly is not safe on it.

b. The boy used a leaf to move the butterfly. c. The butterfly should be in a place in the sun. It is safe there.

Extension ActivityHave readers share some places that are safe (e.g. a playground), and some places that are unsafe (e.g. the road). Have them think of a few reasons why these places are safe or unsafe for them. Help them make a poster to compare the two places and guide them to conclude that they should play in safe places.

12 Harvest Soup

5 Harvest Soup (Pages 26–29) Lexile: 280L

Reading Skills: Sequencing; Identifying Information

Pre-readingDirect readers’ attention to the title and ask them if they have ever harvested any vegetables or fruits before. If they have, get them to share their experiences. If they have not done so, ask them if they have read about or seen a picture/video of people harvesting fruits and vegetables before. Have them share what they have read or seen.

Whilst-reading QuestionsInvite readers to read the story aloud. Help them understand the text better by asking these questions.• How did Grandma and Isabel gather squash from the garden? Answer: They picked it. • What did Grandma and Isabel use to carry the vegetables home? Answer: They used a basket.• What did Grandma and Isabel do after they cut the vegetables? Answer: They put them in a pot of water.

Reading Skills1. Sequencing • Examine what Isabel and Grandma did in the garden. Have readers identify

the order in which the vegetables were gathered — tomatoes, squash, onions, and potatoes. Point out the sequence words — “first”, “next”, “then”, and “finally” — used in the story. Have readers highlight them. Let them know that sequence words give us clues to the order of events.

• Read how Grandma and Isabel cooked harvest soup. Have readers use sequence words to order the steps Grandma and Isabel took to cook the harvest soup.

2. IdentifyingInformation Have readers look at how Isabel and Grandma harvested the vegetables from

the garden. Help them identify the actions used to gather the vegetables, e.g. “picked” tomatoes and squash, “pulled up” onions, and “dug up” potatoes. Guide readers to think about why different actions were used. Refer to the pictures that show where the vegetables were, e.g. underground, on poles, and partially underground.

Harvest Soup 13


1. Ask readers to read through the story again. As they read, get them to point to the vegetables that Isabel and Grandma were harvesting.

2. Look at the picture on page 26. Have readers identify Grandma and Isabel as the people who were harvesting the garden.

3. Point to the picture of a spade on page 28. Explain to readers that a spade is a tool that can be used to dig up something.

4. Refer readers to the top picture and text on page 28, and have them think about what it means to dig. Help them understand that something needs to be under the ground for it to be dug up.

5. Have readers name the ingredients of the soup. Ask them where these vegetables came from and guide them to understand that harvest soup was thus named because its ingredients were harvested from the garden.

6. Refer to the first paragraph on page 29. Draw readers’ attention to the sequence words used. Help them to complete the question.


1. a. tomatoes; b. squash; c. onions; d. potatoes 2. c 3. c4. a 5. c 6. 2, 4, 1, 3, 5

Extension ActivityGet readers to think about what goes into the making of their favorite soup. Tell them that they have been asked to prepare the soup and have them jot down a shopping list of things to get. Next, help readers to write down the sequence of steps to cook the soup.

14 Fill It Up!

6 Fill It Up! (Pages 32–35) Lexile: 290L

Reading Skills: Identifying the Main Idea; Identifying Words

Pre-readingDirect readers’ attention to the title and have them think about the things that can be filled up. Discuss what these things are and encourage them to name things that are small (e.g. cups, mugs, cans) and things that are big (swimming pools, holes, balloons).

Whilst-reading QuestionsHave readers read the story aloud. Help them understand the text better by asking these questions.• Who did Felix ask for water? Answer: He asked Mrs. Mole.• Did it rain for a long time? Answer: No, it rained only for a while.• How did the friends stay cool in the afternoon? Answer: They played in the pool.

Reading Skills1. IdentifyingtheMainIdea Have readers scan through the story, then ask them what the main idea is. Help

them understand that the three friends had no water for their pool but Felix solved this problem by leaving the pool out in the rain.

2. IdentifyingWords Get readers to go through the text and pick out as many verbs as they can. Go

through the text again, page by page, and ask readers how these words tell them what is happening in the story. Help them understand that verbs tell them what someone is doing or has done (e.g. play, move, gave, read) or what has happened (e.g. rained, filled).

Fill It Up! 15


1. Ask readers to read the first sentence of the story and point out the answer.

2. Read Mrs. Mole’s response to Felix’s request for water on page 32. Explain to readers what Mrs. Mole meant by her reply “I’m afraid not”. Have readers point out why Mrs. Mole needed her water too.

3. Have readers think about whether rainwater would be collected in the pool if the pool had not been pulled away from the tree. Compare the tree to the house. The tree would provide shelter for the pool from rain just like how the house would provide shelter for them.

4. Direct readers to the picture and the first paragraph on page 34. Have readers point to what Mrs. Mole was doing as well as what Max, Harriet, and Felix were doing.

5. Have readers think about what the story was about. Then, have them read through the passage in the activity before filling in the blanks.

6. Get readers to think about some of the things they might do on a rainy day. Then, read through the sentences and fill in the blanks.


1. b 2. b 3. d4. Tick: Drank cool drinks; Listened to a story5. a. pool; b. water; c. leave; d. rain; e. rainwater6. a. read; b. play; c. bake; d. draw

Extension ActivityInvite readers to think of different things they could do to stay cool on a hot day. Get them to plan a “hot day” party. Readers could talk about who they want to invite, the activities to do, as well as the food and drinks to serve at the party.

16 The Magic Box

7 The Magic Box (Pages 38–41) Lexile: 300L

Reading Skills: Comparing and Contrasting; Inferring

Pre-readingAsk readers if they have seen someone do magic before, either live, on television, or in a video. Have them share what they saw and how they think the magician did the trick.

Whilst-reading QuestionsInvite readers to read the story aloud, stopping to ask them the following questions.• What was in the “TOYS” box? Answer: There was nothing in the box. Note: Read the text and look at Linda’s facial expression on page 38.• What was Mom carrying? Answer: She was carrying a lamp, a rug, and a game.

Reading Skills1. ComparingandContrasting • Ask readers to read the last sentence on page 38 and look at Linda’s expression

on the same page. Guide them to understand that Linda looks disappointed. In order to feel that way, she must have been expecting something.

• Have readers compare what Mom looked for and what Linda looked for at the garage sale. Did they find what they were looking for at first? Did they find what they were looking for in the end?

• Look at the pictures in the story. Trace the changes in Linda’s feelings by studying her expressions closely. Guide readers to see and compare Linda’s feelings as the story develops. Have them look at Linda’s face in the first and last pictures of the story, and compare her expressions.

2. Inferring Refer readers to the pictures and text on page 40, then ask them if there really was

an airplane, a train, and a drum. If there was not, how do they know that what the text says is correct? Help readers understand that they are to infer that the box had been transformed into the three different items through the children’s imagination.

The Magic Box 17


1. Get readers to look at the first sentence of the story for the answer.

2. Look at the second picture and read the second paragraph on page 40 again. Have readers pretend to turn over and push an imaginary box. Ask them what the box has become.

3. Have readers look at page 40 and read the text. Then, ask them to list the three items that Jonah turned the box into.

4. Discuss with readers if the box is really a magic box. Have them think about what made it transform into so many different things. Guide readers to see that it’s Linda and Jonah’s imagination that makes the box magical.

5. Refer readers to page 40 and help them to pick out the words they can use to fill in the blanks.

6. Discuss with readers what Linda was looking for at the beginning of the story and what she found in the end. Also, discuss how she felt throughout the story. Then, help them fill in the blanks.


1. a 2. b 3. d 4. a 5. a. sat; b. arms; c. turned; d. pushed; e. thumped6. Beginning: Linda was looking for toys. She looked in the box and it was empty. She

was unhappy because all the toys had been sold. End: Linda found an empty box. She was happy because the box could be turned into an airplane, a train, and a drum.

Extension ActivityTell readers they are going to become magicians like Jonah and Linda. Give them empty boxes, art materials, and some old junk. Have readers turn the boxes into whatever they wish, e.g. a boat, a table, or a horse. Then, let them share what their boxes have become. Encourage them to explain the interesting details they have added to their box.

18 Seeds

8 Seeds (Pages 44–47) Lexile: 310L

Reading Skills: Identifying Words; Sequencing

Pre-readingDirect readers’ attention to the title and ask them to name some fruits that have seeds, e.g. apples, peaches, watermelons, and oranges. Have them think about why fruits have seeds.

Whilst-reading QuestionsInvite readers to read the story aloud, stopping to ask them the following questions.• What is the boy pulling out? Answer: He is pulling out weeds.• Where does the vine lead to? Answer: It leads to the watermelons.• What do watermelon seeds look like? Answer: They are small and black.

Reading Skills1. IdentifyingWords • Introduce rhyming words to readers. Let them know that rhyming words are

words that have the same ending sound. Have readers read the story again and find all the words that rhyme with the word “seeds”.

• Have readers find verbs (action words) in the story. First, ask them what the boy did in the garden, e.g. “pull” weeds and “plant” seeds. Next, ask readers what the other nouns did, e.g. hoes → make rows, sprouts → push up small green leaves, sunshine → warms.

2. Sequencing Read the story with readers again. Have them pay close attention to how the

watermelons grow — from seeds to sprouts to flowers, and finally, to fruits. Have readers point to the pictures of these stages while reading. Guide them to see that the growth of watermelons is a process and it follows a particular sequence.

Seeds 19


1. Look at the first picture and first sentence on page 45. Have readers point to the answer in the picture.

2. Have readers look at the picture and text on the top right of page 45. Guide them to understand that the text is telling them that a person plants the seed. Next, point to what the boy is doing and help readers understand it is the boy who is planting them.

3. Get readers to look at the last picture on page 45 again. Have them read the sentence that accompanies it.

4. Refer to the last picture on page 47 and help readers understand that the boy has harvested the watermelons. Point to the picture and ask them what the boy was doing and if he was enjoying himself.

5. Ask readers to look at the pictures on pages 45 and 46. Guide them to see what items and tools the boy was using when he was working in the garden. Go through the options with them and help them answer the question.

6. Recap the stages of a plant’s growth with readers. Read through the text again, if necessary. Explain the use of sequence words — “first”, “second”, “then”, and “finally” — to show the order of the stages. Then, help them answer the question.


1. b 2. d 3. a 4. b5. Tick: A hat; Gloves; Hoes; A bucket 6. 2, 1, 4, 3

Extension ActivityAsk readers if they have grown plants before. Have them share their experiences and the stages of growth of their plants. If possible, give readers some green bean seeds, plastic cups, and some damp cotton bud. Have them grow the green beans in the plastic cups. Encourage them to watch and record the growth of their green beans, in the form of drawings, over the next few days.

20 I Smell Rain

9 I Smell Rain (Pages 50–53) Lexile: 330L

Reading Skills: Predicting; Inferring

Pre-readingDirect readers’ attention to the title and have them think about whether they have ever smelled rain. If they have, ask them when they smelled it — was it before the rain started, when it was raining, or after the rain had stopped. Next, point to the first picture of the story. Then, ask them if they can predict what the story might be about.

Whilst-reading QuestionsGet readers to read the story aloud. Help them understand the text better by asking these questions.• Why didn’t Jack Rabbit believe Mother Rabbit? Answer: There were no clouds and the sky was blue.• What was Horned Lizard doing? Answer: He was scooting under a rock.• Why was Jack Rabbit home early? Answer: He could smell the rain.

Reading Skills1. Predicting • Revisit the readers’ predictions about the story from Pre-reading. Discuss how

close they were to predicting the main idea of the story based on just the title and the first picture. Help them understand that they should have made a connection between the first picture of two rabbits and the title. Thus, they should have predicted that it was the rabbits (not people) who had smelled the rain and the story would focus on that aspect.

• Ask readers to predict what would happen the next time Mother Rabbit tells Jack Rabbit that she can smell rain. Help them to understand that the young rabbit would have learned from this experience that his elders know more than he does and he should listen to them.

2. Inferring Get readers to recall the different animals that Jack Rabbit met and how all of them

told him that they could smell rain. This was before the weather conditions changed and Jack Rabbit could smell the rain himself. Help them to understand that this infers that the animals have a better sense of smell than the young rabbit because they are older and more experienced.

I Smell Rain 21


1. Read the first line of the story again and guide readers to see that the story is set in the desert.

2. Have readers read aloud what the animals said on pages 51 and 52, “Go home. I smell rain.” Ask readers if the animals gave the same reason or different reasons.

3. Have readers read the second paragraph on page 52 again. Ask them to point out the weather conditions that Jack Rabbit had seen.

4. Explain to readers that a sentence which is true must be something that is stated in the story or can be inferred from the story. Then, have them read each sentence in the question carefully and guide them by referring them to the relevant sections in the story.

5. Have readers recall what the animals said after telling Jack Rabbit to go home. Then, have them think about why the animals did not want Jack Rabbit to be out when the rain started. Guide readers by asking what would happen to them if they were caught outside in the rain.

6. Have readers recall what they said would happen the next time Mother Rabbit tells Jack Rabbit that she smelled rain. Help them relate this prediction to what Jack Rabbit learned from this incident.


1. b 2. d3. Tick: Black clouds; Thunder cracked; Wind howled; Lightning flashed4. T, F, T, T, F5. Accept any reasonable answer. Suggested answer: They were telling him to go

home because they could smell the rain coming.6. Accept any reasonable answer. Suggested answer: He learned to listen to his elders.

Extension ActivityHave readers pretend to be weather reporters and record what they see, hear, or even smell during different weather conditions. They may create a chart like the one below.

Weather Observations

Sunny clear blue sky, no clouds, hot and dry

Rainy black clouds, lightning, thunder, wet, smell of rain, wind

22 What Happened to Max’s Hat?

10 What Happened to Max’s Hat? (Pages 56–61) Lexile: 350L

Reading Skills: Inferring; Summarizing

Pre-readingHave readers think about hats and ask them what they normally use hats for. Get them to talk about a time they had to wear a hat (or any type of headwear), explaining the occasion or event, and whether what they had on their head helped them in some way.

Whilst-reading QuestionsHave readers read the story aloud, stopping to ask them the following questions.• Who were already in the water? Answer: Harriet and Felix were already in the water.• Where did Max leave his shoes? Answer: He left it by the side of the creek.• What did Max’s hat become? Answer: It became a nest.• Why did Max not mind that Mrs. Duck had used his hat as a nest? Answer: He did not mind because Mrs. Duck needed the hat more than he did.

Reading Skills1. Inferring Refer readers to the last page of the story. • Ask them what Max decided to do when he found that Mrs. Duck had been

using his hat as a nest. Help them to understand that they can infer that Max is a kind boy from his decision to let Mrs. Duck continue to use his hat.

• Point to the text where Mrs. Duck says “quack” and ask readers what they think this means. Direct their attention to Max’s reply to Mrs. Duck and guide them to infer that Mrs. Duck is thanking Max for letting her use his hat.

2. Summarizing Have readers summarize the story. Use these questions as prompts to help them. • Who were the three children in the story? • Where were they? • What were they doing? • What did Max do before going into the creek?

What Happened to Max’s Hat? 23

• What happened when they came out of the creek? • What did they decide to do? • What did they do the next day? • What did they find? • What did Max do? Get readers to jot down their answers and use these to write a short summary of the story.


1. Look at the picture on page 56. Point to the shoes at the edge of the water. Guide readers to see that the children took off their shoes before wading in the creek.

2. Have readers read Harriet and Max’s comments about the creek on page 57.

3. Have readers look at the picture on page 60. Ask them to point to the things inside Max’s hat and tell you what they are.

4. Draw readers’ attention to Max’s exclamation on page 61, “My hat is a nest!” Ask them to tell you what nests are for. Then, help them understand that Mrs. Duck needed a nest to hatch her eggs, so she turned Max’s hat into one.

5. Refer readers to the last page of the text and help them infer from Max’s actions that he is a kind boy.

6. Have readers read through the passage in the activity once before filling in their answers. Help them understand that this is a summary of the story. If necessary, have them scan through the story to remind themselves of the main points.


1. d 2. b 3. c 4. b 5. a6. a. creek; b. hat; c. gone; d. home; e. looking; f. nest; g. eggs; h. needed

Extension ActivityGive readers a mat. Have them think about what they could use the mat for besides sitting on it. For example, they could use it to carry things by holding up the four corners or they could use it in games such as tossing a ball from one end to another. Encourage readers to think of other items they might need to make the mat more useful. Guide readers to understand that common everyday items can have many uses.

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This edition 2016

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