Milliken 02 reading well reading comprehension grades 4 5

Reading Well 4–5Milliken’s Reading Well reading series provides teachers and parents with a wide variety of activities to use at home or in the classroom to enhance yourreading program..

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Includes Assessment Pages!

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Reading Well 4–5

Milliken’s Reading Well reading series provides teachers and parents

with a wide variety of activities to use at home or in the classroom to enhance yourreading program

Reading materials and styles of writing include realistic fiction, biography, poetry,

fantasy, informational articles, myths, legends, tall tales, and plays or skits

The comprehension activities have been selected to provide opportunities for students

to practice a variety of reading skills A list of comprehension skills for all grade levels isincluded on the Reading Comprehension Chart on page 1

A variety of assessment rubrics helps you track progress in achieving those skills

Each book in the series is sequential, allowing students to build on skills previous

learned The various levels available allows you to select the one most appropriate for

an individual student or class

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Well

Grades 4–5

written by Cindy Barden

illustrated by Corbin Hillam

Author

Cindy Barden

Illustrator

Corbin Hillam

Book Design and Production

Good Neighbor Press, Inc

Milliken Publishing Co.

The purchase of this book entitles the individual teacher/purchaser to reproduce copies

by any reproduction process for single classroom use The reproduction of any part ofthis book for use by an entire school or school system or for any commercial use isstrictly prohibited

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3 Assessment of Skills Based on Bloom’s Taxonomy

5 Individual Activity Assessment

11 Belling the Cat

12 A Letter from Plimoth Plantation

14 It’s Perfectly True

22 It All Depends on Point of View

23 Quill Pens

24 Ben’s Best Friend

26 State Quarters Chart

33 Spice Up Your Life

38 Spies in the Skies

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Reading Comprehension Skills

Activities provide opportunities for students

in grades 4 and 5 to practice these reading

comprehension skills

1

and fantasy

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Bloom’s Taxonomy

Bloom’s Taxonomy, developed by Benjamin Bloom,

divides cognitive objectives into six categories

ranging from simple to complex Milliken’s Reading

Well series provides opportunities for children to

meet these six objectives.

Knowledge is the ability to memorize information

and recall specific facts.

Skills include recording, outlining, listing, discriminating between facts and opinions,classifying items, distinguishing between definitions and examples, and summarizingmaterial

Comprehension is the ability to grasp the meaning of what has been learned rather

than simply memorizing facts.

Skills include comparing and contrasting like and unlike items, identifying steps in aprocess, interpreting charts and graphs, translating verbal material to mathematicalterms, estimating consequences, patterning, and predicting outcomes

Application is the ability to use material previously learned in new situations.

Skills include inferring, estimating, applying concepts to new situations, ordering,

sequencing, understanding changes in word meanings, and constructing graphs andcharts

Analysis is the ability to understand both the content and structural form of material

and the ability to break material into its component parts.

Skills include writing analogies, decoding, using logic, drawing conclusions, predictingsequences, making inferences, and distinguishing between cause and effect

Synthesis is the ability to put parts together to form a new whole.

Skills include planning, deductive reasoning, creative thinking, testing hypotheses,

drawing conclusions, problem solving, and planning a project

Evaluation is the ability to use definite criteria to judge the value of material for a

given purpose.

Skills include developing and evaluating criteria, determining appropriateness and

relevancy of information, discovering common attributes, and evaluating material forextraneous information

2

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Assessment of Skills Based on Bloom’s Taxonomy

Student’s name: _

Skill Level

4 Student has mastered this skill

3 Student shows high level of proficiency

2 Student has basic understanding of this skill

1 Student needs improvement on this skill

N/A not applicable at this time

_ identifying steps in a process

_ comparing and contrasting like

and unlike items

Application

_ ordering

_ inferring

_ sequencing

_ constructing graphs and charts

_ applying concepts to new situations

_ understanding changes in

word meanings

Analysis

_ decoding _ using logic _ writing analogies _ making inferences _ drawing conclusions _ predicting sequences _ distinguishing between cause

and effect

Synthesis

_ problem solving _ creative thinking _ planning a project _ testing hypotheses _ drawing conclusions _ deductive reasoning

Evaluation

_ discovering common attributes _ developing and evaluating criteria _ evaluating material for extraneous

information _ determining appropriateness and

relevancy of information

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Using Student Assessments

Assessment forms can measure student progress on a variety of reading comprehensionskills They also enable you to track a child’s literary development over time Completedforms can be shared with students and their parents, used as motivational tools, andused as guides when completing report cards

Individual Activity Assessment

Most activities in the Reading Well series provide opportunities for students to sharpen

several reading comprehension skills

The Individual Activity Assessment form can be used as a follow-up for any activity

in this book A copy of it can be attached to the completed activity for students to

take home

Assessment of Skills Based on Bloom’s Taxonomy

This form provides a means of tracking and assessing students’ mastery of specific skills

in each of the six subdivisions in Bloom’s Taxonomy

Story Frame and Story Map

Students can complete the Story Frame and Story Map after reading any type of

narrative The Story Frame helps students summarize material they have read The StoryMap helps students identify the elements of a story These forms can be used with many

of the activities in this book as well as with other books and stories students read

Story Frame/Story Map Assessment

This form provides a means to assess a student’s reading comprehension level throughthe use of the story frame, story map, or other types of oral or written book reportscompleted by students

Student Reading Comprehension Skills Assessment

This form allows you to assess a student’s overall level on many reading comprehensionskills It can be used on a quarterly basis to track progress and provides valuable

information for parents about their child’s progress

Student Reading Log and Assessment

This form is a self-assessment tool for students as well

as a progress report It provides an opportunity to

learn at what level a student is comfortable reading

and to suggest appropriate reading material for the

future, providing input for both students and parents

4

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Individual Activity Assessment

Student’s name: _ Date: _Activity title:

Skill Level

Skills needed to complete this activity

5

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Story Frame

Title: _Author: _This story is mainly about

(name of main character)

Other important characters are This story takes place (when and where) The problem is _The problem is solved when _

At the end of the story Student’s name: Date:

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SettingTime:

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Story Frame/Story Map Assessment

Student’s name: _ Date: _Story Title:

Scoring

Story elements

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Student Reading Comprehension Skills Assessment

Student’s name: _

Skill Level

N/A not applicable at this time

Dates of assessment

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Student Reading Log and Assessment

Student’s name: _

Assessment of Student Reading Log

_ Student is reading above level expected

Keep up the great work!

_ Student is reading at level expected

Good job!

_ Student is reading below level expected

He/she needs to work harder

Suggestions for books student might enjoy are:

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Long ago a group of mice lived in the same house with a very watchful cat The mice wereconstantly in danger.

One day they held a meeting to discuss what to do about the cat Many mice talked aboutthe problem, but none had any ideas about what to do

Finally, one of the smallest mice spoke up “We all agree that the cat can sneak up on ustoo easily If we could hear her coming, we would have time to run to safety I think we shouldput a bell around the cat’s neck Then we will always know when she is near.”

The other mice cheered They congratulated the smallest mouse on his marvelous idea.Finally, their problem was solved

Then the oldest mouse spoke “Belling the cat is indeed a grand idea, but who will

do it?”

Not one mouse spoke

1 What is the moral of this fable?

Cats are sneaky

Proposing a plan is easier than putting it into action

Warning bells are good protection for mice

2 What do you think the mice did next?

3 Imagine you are one of the mice Propose another solution

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Dear Constance,

In the seven years since we left England, I have never regretted that decision, but lifehas not been easy for us here in the New World

Our village has a tall wooden stockade around it to protect us from wolves and

unfriendly Indians Beyond the fence are fields of cabbages and other vegetables Therewas not enough food the first winter and many people were sick and hungry We did

better after an Indian named Squanto showed us new crops to plant and how to grow

them We eat many foods you never heard of, like corn and potatoes They are delicious.The first two years we were here, we did not have a house of our own First the menbuilt a storehouse to keep the things we brought on the Mayflower Then they built a

meeting house for worship However, we had to use that building for a hospital the firstwinter because so many people were ill Almost half the people died

Our house is made of logs All the men worked together to build it and thatch the roof.They carried bundles of straw to the steep roof and laid them in overlapping rows Thenthey chinked the cracks between the logs to keep out the wind and cold Jacob and I

helped mix mud with straw to do the chinking

Our house has two rooms and a dirt floor We eat and sleep in the main room We

have a large fireplace to keep us warm in winter My brother Jacob keeps the log bin

filled Can you believe he’s eight years old already? He helps Father cut trees and

chop logs They also hunt funny looking birds called turkeys, plus rabbits and other

small animals Mother and I cook over the fire and roast meat

on the spit

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1 This story is an example of:

realistic fiction fantasy nonfiction

2 Which two buildings were built first and what were they used for?

3 List jobs men and boys did at Plimoth Plantation

4 List jobs girls and women did at Plimoth Plantation

5 Describe Sarah’s home in your own words

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reproducible

Name: Date: _

A Letter from Plimoth Plantation (cont’d)

Pricilla, Jacob, and I sleep on a mattress we keep under Father and Mother’s bed during the day There is so little room that we must stand the table on end against thewall, then pull the mattress out for sleeping We hang our clothes on pegs on the walls.Mother keeps our Sunday clothes in the trunk we brought from England She keeps ourfamily Bible there too It is the only book we have

The other room in our house is smaller Mother and I store dried herbs and vegetablesthere Since it isn’t heated, it’s a good place for our milk, butter, and cheese We evenkeep our goat there when it is really cold outside

We have a small garden near our house Prissy and I hoe the garden and pull the

weeds between the rows of squash, beets, and turnips Mother grows herbs and flowers

We have several hens and a rooster I collect the eggs and feed the chickens The villagehas only one cow, but we are lucky and have a milk goat Prissy and I take turns milkingthe goat and churning the butter

Life is good in the New World, even though we work hard every day If someday youand your family decide to join us here at Plimoth Plantation, you will have some idea ofwhat to expect

Your faithful friend,Sarah

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reproducible

Name: Date: _

It’s Perfectly True

Setting: A hen house with a dovecote above and a large tree nearby

Characters: Narrator, White Hen, Red Hen, Mother Owl, Gray Dove, Rooster

NARRATOR: As the sun set behind the hen house, the White Hen sat on a perch preeningherself One white feather dropped to the ground

WHITE HEN: There That feather is gone The more I preen, the more beautiful I shall

ALL THE DOVES: Trrrue trrrue

NARRATOR: The Gray Dove called to the rooster and the chickens in the barnyard

GRAY DOVE: Have you heard? Two hens plucked out their feathers just to please the

rooster They both caught a cold and died It’s perfectly trrrue trrrue

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ROOSTER: Cock-a-doodle-doo! Wake up! Three hens have frozen to death They pluckedout all their feathers because they loved me so much Pass it on.

NARRATOR: During the night, the story passed from hen house to hen house By

morning it was back where it started

RED HEN: I just heard the most terrible story Five hens plucked out all their feathers

to prove which was the thinnest They pecked at one another until all five dropped dead.WHITE HEN: What a bunch of silly hens! I must call the Hen News Channel and tell them ofthis tragedy

NARRATOR: That night the Hen News Channel announced an investigation into the

mysterious death of hundreds of hens

Somehow, one feather became hundreds of dead hens Once the story was aired

on the news, everyone knew it was perfectly true

1 Number the sentences in order

The story was aired on the Hen News Channel

White Hen preened herself

Gray Dove told Rooster about two hens dying

Mother Owl overhead Red Hen

Gray Dove heard about a hen freezing to death

White Hen heard that five hens pecked each other

to death

Rooster said, “Pass it on.”

2 Do you think White Hen recognized the story when it got back to the hen house?

Why or why not?

3 What is another way to say, “One little feather became hundreds of dead hens.”

4 Do you think the title of this story is appropriate? Why or why not?

_

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Before they had electricity, people relied on firelight, candles, torches, and

lanterns as sources of light

Candles were made by dipping a wick made of flax or cotton fibers into

melted wax or fat The hot wax adhered to the wick and became hard when it

cooled Candles were made thicker by dipping them into the melted wax

several times and allowing the wax to cool and harden each time

Herbs, spices, or dried flower petals were added to the wax or fat to make

candles smell better The most expensive candles were made from bee’s wax

Jack be nimble, Jack be quick

Jack jumped over the candlesticks

This nursery rhyme is based on a game children played while their

parents made candles After dipping candles, people hung them from two long horizontalsticks while they hardened and cooled These sticks, and not the candles themselves, werethe “candle sticks” Jack jumped over

1 List light sources people used before they had electricity

2 List light sources we use now

3 Do you think the people making candles liked children to play this game? Why or

why not?

4 Based on the description, draw “candlesticks.”

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Write the words of any short rhyming poem you know It could be a nursery rhyme or othertype You can copy one from a book if you’d like.

Rewrite the poem using the same rhythm and rhyme scheme, but change several of thewords to make a new poem

Example based on Hickory, Dickory, Dock:

Gallop, a-gallop, a-gill,

A horse ran over a hill

The horse said, “Neigh,

I cannot stay.”

Gallop, a-gallop, a-gill

Write your poem

Write a title for your poem

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According to legends told in England, Uther Pendragon was the King of England Hisson, Arthur, was born about 500 A.D The king’s magician, Merlin, predicted the king wouldsoon become ill and die The king’s enemies would try to kill the baby to keep him frombecoming king

King Uther believed Merlin and asked him to protect Arthur until he was old enough totake his place on the throne Merlin secretly gave the baby prince to Sir Ector to raise as hisown son

As Merlin had predicted, King Uther soon died For the next 18 years, Britain had no king.Lords and barons raised private armies and fought each other

Finally the Archbishop of Canterbury

asked Merlin for advice about how

Britain could find a king who could unite

the people and bring peace Merlin

devised a plan He promised that soon

a descendant of King Uther would take

his rightful place on the throne

Knowing that a large tournament

would soon be held in London, Merlin

used his magic to place a sword up to

its hilt in an anvil on a stone The

golden hilt was encrusted with gems

Knights from all over England arrived

to test their abilities with sword and

spear Among them were Sir Ector and his two sons, Sir Kay and Arthur Merlin announcedthat whoever could pull the sword from the anvil would become the rightful King of Britain

1 Why did King Uther allow Merlin to take his baby son?

_

2 Underline what happened first

a King Uther died b Merlin gave the baby to Sir Ector

3 Underline what happened last

a Sir Ector and his sons arrived at the tournament

b Merlin placed a sword in an anvil

4 What does “encrusted” mean?

5 What does “devised” mean?

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Sir Kay had a reputation as a brave knight Arthur served as his page A page kept hisknight’s armor polished and the points on his swords and spears sharpened.

In the first contest of the tournament, two groups of knights fought on horseback withspears Sir Kay fought brilliantly Those who won the first contest prepared for the second.Again Sir Kay fought heroically with his short sword until the sword broke Wishing to

continue the contest, Sir Kay sent Arthur to fetch another sword from their tent

On his way, Arthur saw the sword in the anvil Since he wanted to help Sir Kay quickly, hedecided to take that sword and return it later Arthur grasped the shining hilt and easily pulledthe sword from the anvil He hurried back to the tournament Sir Kay was astonished, for heknew the meaning of the feat Arthur had performed, but asked Arthur to say nothing

At the end of the day’s contests, Sir Kay proclaimed to his father that he had

taken the sword from the anvil Sir Kay meant to be the next king, but Sir Ector

knew that could not happen Wisely, he asked Sir Kay to show him how he

had obtained the sword Sir Kay tried to replace the sword, but could not

Arthur asked permission to try and was successful

When Merlin and the Archbishop arrived, all the knights took turns

trying to remove the sword from the anvil Since no one could

perform the task, Merlin asked Arthur to try

Confusion broke out as Arthur easily pulled the glistening

sword from the anvil and held it high above his head for all

to see Then Sir Ector and Merlin explained what had

happened 18 years earlier Arthur became the rightful

King of Britain

6 What do “task” and “feat” refer to in this story?

7 What was the author’s purpose in retelling the legend?

to entertain to persuade to inform

8 Underline the cause and circle the effect in this sentence

Arthur pulled the sword from the anvil because he was in a hurry to help Sir Kay

9 What do you think Sir Kay did next?

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