Reciprocal Teaching 6-8

7/28/2019 Reciprocal Teaching 6-8

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Reciprocal Teaching

What is it? Reciprocal Teaching is an interactive reading strategy designed to enhance the

students comprehension of expository text by integrating the processes of predicting,clarifying, visualizing, questioning, and summarizing during reading. These strategiesmay be done in any order, hence the term reciprocal . Reciprocal Teaching starts as anoral dialogue between teacher, student, and text. It moves to an automatic conversation

between reader and text.

Reciprocal Teaching as a reading comprehension strategy is based on researchdone by Palinscar and Brown in 1985. It was originally used with junior high schoolstudents. (Support Materials Section)

Why do it?

Students often experience frustration when trying to gain information from their textbooks. They recognize and pronounce words but have poor reading comprehension.

Students who have been taught to practice Reciprocal Teaching strategies havemade dramatic improvement in comprehension following twenty sessions of instructionusing these strategies. Students gain confidence in their abilities to comprehend text and show improvement in reading for information during independent reading and test-taking.

Students who are proficient readers often do not like Reciprocal Teaching because they have already internalized the strategies that good readers use most oftenwhen they read. However, it will help the struggling students gain concrete methods tohelp them stay focused and make meaning as they read any kind of text. ReciprocalTeaching encourages re-reading and metacognition, which also lead to greater comprehension.

How to do it?The Reciprocal Teaching strategies are introduced to students and modeled by the

teacher in a whole-class situation. Then, as students practice these strategies, the teacher becomes a coach who slowly withdraws support as the students are empowered to read with increased comprehension, both in groups and independently. Remember, researchhas shown that students must practice this strategy at least 20 times before theyautomatically incorporate the strategies as they read.


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RECIPROCAL TEACHINGModel Lesson Plan

BEFORE TEACHING THE FIRST LESSON: Choose a short lesson that can be divided into 4 - 6 logical parts such as paragraphs,

chapter subheadings, etc.

Make a poster using the cartoon icons to post in the room. You can refer to the poster as you explain the five strategies of Reciprocal Teaching. (Support Materials Section)

Also give each student a Reciprocal Teaching Train Your Brain bookmark to use asa guide during your explanation. (Support Materials Section)

ON THE DAY OF THE FIRST LESSON:

1. Tell the students that you are going to introduce them to Reciprocal Teaching, a wayof helping them improve their reading comprehension. Tell them that ReciprocalTeaching has five strategies: Predicting, Visualizing, Clarifying, Questioning, and Summarizing.

2. Draw a circular diagram on the board which shows these strategies.

VISUALIZING

PREDICTING CLARIFYING

SUMMARIZING QUESTIONING

3. Explain and define each of the five parts. Ideas for introducing the students to thestrategies follow. Explain that reciprocal means back and forth, therefore thesestrategies may be used in any order. Until the students have internalized thestrategies, however, they will practice them in a prescribed order.


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INTRODUCTION TO PREDICTING

Ask the students, What does it mean to predict?

Read and discuss this paragraph with the students:

The weather forecasters on television look at clouds on the radar and try to predict what the weather will be like today, tomorrow, and a few days ahead.They dont just guess, they find clues that tell them what the weather will be like.They also combine those clues with what they already know to make those

predictions.Just like those weather forecasters, we are going to learn how to predict

from the passages that we hear or read. We are going to look and listen for cluesand combine them with what we already know to tell us what will happen next.Predicting can help us become better readers and writers. As we read, we can seeif our predictions come true.

Ask the students to think of what they already know and to respond to thesequestions:

1. What do you predict you will see when you visit a pet store? How do youknow?

2. What kinds of shows do you predict will be on Saturday morning television?How do you know?

3. Your friend asks you to go to a movie called Monsters of the Deep.What do you predict the movie will be about? How do you know?

Ask: Where can you make predictions in a story or a chapter in a textbook?

Remind the students that the most important prediction should come as they read the title or a headline. Other predictions may happen when they read chapter headings or subtitles, the author of the story asks a question, or the next thing acharacter might do in a story.

INTRODUCTION TO CLARIFYING:

Ask: What do you do when you come across a word you dont know while you arereading? What do you do when you dont understand what the text is trying to tellyou? (Students respond)

Sometimes you have to stop reading in order to get a clear picture in your mind aboutthe ideas the writer is trying to communicate. Good readers are not always fastreaders. Sometimes you have to slow down and even stop to clarify or make clear what you are reading. When watching a video, you can hit the PAUSE button and


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REWIND if you miss something. If you miss something while reading, you have tohit the PAUSE button in your brain, go back, and REREAD until it makes sense.

Ask: Does anyone know what the word clarify means? (Students respond)

Tell students that there are four strategies that they can use to help them clarify wordsas they read. Remind them that they will not always have a dictionary or that manywords have more than one definition. (Support Materials Section)

Clarifying 4 Understanding

Look for little words inside big words.

Look for word parts such as bases (roots), prefixes, and suffixes.

Look for commas that follow unfamiliar words. Sometimes when a writer uses aword that may not be understood by many people, it will be explained within thecontext of the sentence. Look for the clues that the writer gives to help you figureout the words so that you can keep reading. One of the most important clues are thecommas that follow unfamiliar words. That comma is a signal that the author isgoing to define the word in the sentence.

Keep reading. The word that is confusing you may not be the word that givesmeaning to the sentence. As you read, you may also get a general idea of themeaning, even though it would not be a dictionary definition.

MAKE A PICTURE IN YOUR MIND (VISUALIZATION)

Tell students that good readers visualize as they read. Sometimes they must stop tomake a mental picture of what they are reading in order to comprehend what thewriter is trying to communicate.

Have students draw pictures as they read, adding to the picture as they gain newinformation.

Have students read specific words that help them form mental images.


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INTRODUCTION TO ASKING TEACHER-LIKE QUESTIONS:

Ask: Why do good readers ask themselves questions about what they have justread? (Students respond)

Read and discuss the following with students:

After you have predicted, visualized, and clarified, you should ask good questionsabout what you have read for at least two reasons. One reason is to test yourself tosee if you really understand what you have read. The other reason is to identify whatis important to remember in the story or the passage.

Now lets talk about what makes a good teacher-like question. You havealready asked clarifying questions about parts you dont understand. Now you should ask questions to help you understand the larger meanings of the lesson.

Remember: Teacher-Like Questions are questions that can be answered fromwhat you have read. You must be able to find the answer in the text.

Read this passage:

Many years ago, in the days when people lived outdoors or in caves, there wereno tame dogs. In fact, all the animals of the world were wild. One of those wild animalswas the wolf. Wolves roamed through the field and forest shy and suspicious of humans.Yet from these wild wolves (and maybe from jackals and foxes too) have come all thedifferent dogs that are pets today.

Ask: What kinds of questions can you think of to test your understanding of this passage? (Students respond)

Remind students that good questions ask who, what, when, where, why, and how. Theyalso may ask you for a comparison of two or more things, to tell why something isimportant, or to give the order in which things happen. Good teacher-like questions are

based on the information given in the text.


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INTRODUCTION TO SUMMARIZING

Call on a few students to give the title of their favorite television show and onesentence that tells what it is about. Explain that they have just made a summary.

Ask: From what you have said, can you come up with a definition for asummary?

Tell student that a summary tells the most important ideas in one or two sentences. Agood summary does not include details or information that is not important.

Practice these exercises with students:

Listen to this list of words:

A German shepherd, a poodle, and a collie.

What one word describes this list? (dogs)

Now listen to this list: rabbit, dog, cat, horse, and cowWhat one word describes this list? (animals)

Heres another list: cars, buses, trains, ships, planesWhat one word describes this list? (transportation)

If students need more practice, have them come up with their own lists.


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PHASE Iof Reciprocal Teaching:Teacher Models the Strategies

with the Whole Class THE MODEL LESSON

During Phase I, the teacher will model the entire lesson with the entire class untilthe students understand the procedure that is used with the Reciprocal Teachingstrategies. Reciprocal Teaching research shows that students must practice the strategiesat least 20 times before the strategies are internalized and students respond automatically.

Make sure that all students have Reciprocal Teaching bookmarks . Remind them to

refer to the bookmarks throughout the lesson to help them form predictions,questions, clarify words, visualize, or summarize.

Pass out highlighters . Ask students to highlight any word that they do notunderstand. If you do not have highlighters, have students underline or circle the words with which they are unfamiliar. If you are using a textbook, havestudents keep a sheet of paper next to the book and jot down the words that need clarification.

Write the title or subject of the lesson on the board. From this title or subject, ask the students what they think this lesson will be about or what they know about thesubject. Give the students no more that 1 - 2 minutes to write their predictions.

Write predictions on overhead or chalkboard. Pass out handouts of the lesson. REMEMBER : It is important to choose a short

lesson . If possible, copy the lessons on handouts for the first time so thatstudents can highlight and write on the sheet.

Remind students that the strategies may be done in any order when they read independently, but for now, the strategies will be done in this order until they arecomfortable with the procedure.


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MODEL LESSON PLAN

Tell the students to take out a sheet of paper and a pen or pencil. Have them look atthe title (and pictures, if any) and write down anything they already know about thesubject, or what they predict this story or passage will be about. Give them one

minute to write.

Then tell them to highlight or underline their most important piece of knowledge or prediction. Go around the room and have every student share one piece of information or prediction. This will help establish background knowledge, givestudents a purpose for reading, and will also help all students focus on the topic.

Read aloud the first part of the passage. Remind students that they are to highlightany word or idea they do not understand as you read the first part of the lesson. Stopafter one or two paragraphs.

Model these strategies with the students:

CLARIFYING: Ask students to raise their hands if they found a word in this part of the lesson thatwas confusing. Clarify one word at a time. Guide the students to anunderstanding of the definitions of the words by helping them see the contextclues. If there are no context clues or the clues are obscure, tell them what theword means. Have them write these words and definitions on their papers.

MAKE A PICTURE IN YOUR MIND

Ask the students to tell what image came to their minds as this part of the lessonwas read. An option is to have the students read and highlight for clarification thefirst time, and then close their eyes and try to visualize during a second reading.Ask them to tell which words or phrases helped them see the passage.

ASK TEACHER-LIKE QUESTIONS

Ask students to form simple comprehension questions. Use the question stems ontheir bookmarks as a guide. Gradually increase the thinking level as students

begin to internalize this process. Remind them that good teacher-like questionscan be answered from the text.

SUMMARIZING


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After reading each portion of the text as students to tell what happened in one or two sentences. The goal is to get them to synthesize information and help themunderstand how to form main ideas.

PREDICTING

Ask students to predict what the next part of the passage will be about. Read aloud the next part of the lesson and repeat the process. Continue to model these strategiesuntil you are sure the students understand them.

PHASE II of Reciprocal Teaching: Turning the Strategies over to the Students

When students understand the strategies and are comfortable using them, they areready to move to Phase IIturning Reciprocal Teaching over to the students. This phase has two parts:

Whole group instruction led by student Teacher/Leaders Cooperative Groups.

Student Teacher/Leaders assume the roles of teachers for the entire class asthey are monitored and coached. When the students are ready, then they can moveinto cooperative groups as they read lessons from assigned texts.

Part I: Scaffolding Teacher-Leaders

Divide the lesson into 3 parts. Choose 3 of your best readers to be the Teacher-Leaders for Phase II of Reciprocal Teaching.

Place each Student Script inside a separate file folder. These scripts will helpstudents model the lesson just as they have seen you do.

Give each of the Teacher-Leaders a script and tell them which part of the lessonthey will read.

Use the Task Card Masters to make cards. Glue the Task Cards on construction paper. Number the cards in sets of 1, 2 and 3. Glue all the Prediction cards on onecolor of construction paper, all Clarification cards on another color, and so on.(Support Materials Section)

Pass out the task cards to the students. Make sure you have enough cards sothat each student has one. Some students may be partners if you dont have enoughcards. If you have too many cards, give some students more than one card.


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Remind the students that they may consult their bookmarks at any time for informationabout Reciprocal Teaching strategies or for question stems.

Prepare another short passage or use a section of the textbook. If students can mark on the passage, pass out highlighters. If they are using the textbook, have them writeon a separate paper.

Supervise and coach as the Teacher-Leaders read their parts of the passage and lead the class discussion. Teacher-Leader #1 will have 5 students who have task cardsmarked with a #1. Teacher-Leader #2 will have 5 students with task cards marked #2, etc. Each of the students will respond with the appropriate strategy response asthe Teacher-Leader teaches the lesson.


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STUDENT SCRIPTSTUDENT TEACHER #1

1. SAY: Who has Prediction Card #1 ? Please tell us what you think thenext part of the lesson will be about.

2. SAY : Please highlight any word or phrase that you do not understand as Iread this part of the lesson.

3. READ:

4. ASK: Was the prediction correct?

5. ASK: Who has Clarifying Card #1 ? Is there a word or phrase that youdidnt understand? If there is more than one word, we willclarify one at a time.

6. SAY: Please read the sentence that contains that word. Has anyone ever heard of ______?

Look at your bookmark. Can any of those context clues helpdefine this word?

7. ASK: Who has Make a Picture in Your Mind Card #1 ? Please tell uswhat words helped you form a visual image of this part of the

lesson.

8. ASK: Who has Teacher-Like Question Card #1 ? Please ask a Teacher-Like Question. Remember, a Teacher-Like Question is one thatcan be answered from the text.

9. ASK: Who has Summary Card #1? In one sentence, please tell us whathas happened so far.

10. ASK: Who has Prediction Card #2? Please tell us what you think will

happen in the next part of this lesson.


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1. SAY: Please highlight any word or phrase that you do not understand as I

read this part of the lesson.

2. READ:


4. ASK: Who has Clarifying Card #2 ? Is there a word or phrase that youdidnt understand? If there is more than one word, we will

clarify one at a time.

5. SAY: Please read the sentence that contains that word. Has anyone ever heard of ______?


6. ASK: Who has Make a Picture in Your Mind Card #2 ? Please tell uswhat words helped you form a visual image of this part of thelesson.

7. ASK: Who has Teacher-Like Question Card #2 ? Please ask a Teacher-Like Question. Remember, a Teacher-Like Question is one thatcan be answered from the text.


9. ASK: Who has Prediction Card #3? Please tell us what you think willhappen in the next part of this lesson.


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1.

SAY: Please highlight any word or phrase that you do not understand as Iread this part of the lesson.

2. READ:


4. ASK: Who has Clarifying Card #3 ? Is there a word or phrase that youdidnt understand? If there is more than one word, we will

clarify one at a time.

5. SAY: Has anyone ever heard of ______?


6. ASK: Who has Make a Picture in Your Mind Card #3 ? Please tell uswhat words helped you form a visual image of this part of thelesson.

7. ASK: Who has Teacher-Like Question Card #3 ? Please ask a Teacher-

Like Question. Remember, a Teacher-Like Question is one thatcan be answered from the text.



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Part II: Cooperative Groups

The second part of PHASE II is to move students from whole-class modeling tocooperative groups. Remember, this also counts as part of the 20 times students need to

practice the strategies of Reciprocal Teaching.

Review the strategies with the students. Remind them that these strategies may bedone in any order, but for this lesson they are going through the process step by step.As they become better readers or train their brains, they will do these stepsautomatically in their heads.

Give each of the students one of the task cards . Make sure that each student in thegroup has a different task card. Since the cards already have numbers, pass the cardsout to the class. Tell all the students with cards labeled #1 to form a group, #2 to

form another group, etc. This will ensure that each group has one student who isresponsible for each strategy.

The Teacher-Leader card should be given to the student who is the best reader in thegroup. The Teacher-Leader will tell them to highlight any word or phrase that they donot understand and write it in the appropriate place. As a group, they will try todefine the words.

Have the students read the passage or selection you have chosen in groupsand complete the Group Response Sheet (Support Materials Section) as you walk from group to group, monitoring the progress and helping to clarify words that the

students cannot define on their own. Everyone in the group should help fill in the parts of the Group Response Sheet, although the person with the particular task card is responsible for making sure that his/her task is completed on the sheet.

After students have finished the Group Response Sheets, ask each group to sharewith the whole class.

On the overhead or the chalkboard, have the class participate in completing thisframed sentence for the entire lesson:

This story about begins with ________________, discusses the idea that __________________________________________________________, and ends with ______________________________________________________.


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PHASE III The Student Reads Independently!

RECIPROCAL TEACHING

SUPPORT MATERIALS

Bookmark Master

Copy these bookmarks on card stock and cut apart. They may also be copied on paper and laminated. It is important that each student has a bookmark whenreading.

Task Card MastersCopy these task card in sets of six. Make sure that there are enough so that everystudent in the class has one. Glue the cards on to six colors of construction paper,one task for each color. Number the cards in sets: #1, #2, #3, #4, etc.

Clarifying 4 Understanding Put this on the bulletin board for reference, or copy enough to give each

student one for a reminder.

Group Work Sheet

Twenty Passages and Quizzes


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Aunty Miseryby Judith Ortiz Cofer

This is a story about an old, very old woman who lived alone in her little hut with no other company than a beautiful pear tree that grew ather door. She spent all her time taking care of her pear tree. But theneighborhood children drove the old woman crazy by stealing her fruit. They would climb her tree, shake its delicate limbs, and runaway with armloads of golden pears, yelling insults at AuntyMisery, as they called her.

One day a pilgrim stopped at the old womans hut and asked her permission to spend thenight under her roof. Aunty Misery saw that he had an honest face and bade the traveler come in.She fed him and made a bed for him in front of her hearth. In the morning, while he was gettingready to leave, the stranger told her that he would show his gratitude for her hospitality bygranting her one wish.

There is only one thing that I desire, said Aunty Misery.Ask, and it shall be yours, replied the stranger, who was a sorcerer in disguise.I wish that anyone who climbs up my pear tree should not be able to come back down

until I permit it.Your wish is granted, said the stranger, touching the pear tree as he left Aunty Miserys

house.And so it happened that when the children came back to taunt the old woman and to steal

her fruit, she stood at her window watching them. Several of them shimmied up the trunk of the pear tree and immediately go stuck to it as if with glue. She let them cry and beg her for a longtime before she gave the tree permission to let them go, on the condition that they never againsteal her fruit or bother her.

Time passed and both Aunty Misery and her tree grew bent and gnarled with age. Oneday another traveler stopped at her door. This one looked suffocated and exhausted, so the old

woman asked him what he wanted in her village. He answered her in a voice that was dry and hoarse, as if he had swallowed a desert: I am Death, and I have come to take you with me.

Thinking fast, Aunty Misery said, All right, but before I go, I would like to pluck some pears from my beloved pear tree, to remember how much pleasure it brought me in this life. But,I am a very old woman and cannot climb to the tallest branches where the best fruit is; will you beso kind as to do it for me?

With a heavy sigh like wind through a catacomb, Death climbed the pear tree.Immediately he became stuck to it as if with glue. And no matter how much he cursed and threatened, Aunty Misery would not give the tree permission to release Death.

Many years passed, and there were no deaths in the world. The people who make their living from death began to protest loudly. The doctors claimed no one bothered to come in for examinations or treatments anymore because they did not fear dying; the pharmacists business

suffered, too, because medicines are, like magic potions, bought to prevent or postpone theinevitable; the priests and undertakers were unhappy with the situation also, for obvious reasons.There were also many old folks tired of life who wanted to pass on to the next world to rest fromthe miseries of this one.

Aunty Misery realized all this, and not wishing to be unfair, she made a deal with her prisoner, Death: if he promised not ever to come for her again, she would give him his freedom.He agreed. And that is why so long as the world is the world, Aunty Misery will always live.


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Aunty MiseryQuiz

1. Aunty Misery probably felt glad that sheA. had given the little children all her pears.

B. had turned the pilgrim away from her door.C. had taunted the children when they had climbed her tree.D. had allowed the stranger to spend the night in her hut.

2. What was the authors purpose for writing this story?A. to explain why people die at an old ageB. to teach children to respect their eldersC. to explain why there is so much misery in the world D. to show children why they must not speak to strangers

3. Which event happened FIRST in the story?

A. Death came to Aunty Misery.B. The children got stuck in the pear tree.C. The children stole Aunty Miserys pears.D. The stranger granted Aunty Miserys wish.

4. Which word is NOT a synonym for gnarled in this sentence?Time passed, and both Aunty Misery and her tree grew bent and gnarled with age.A. crooked B. straightC. twisted D. tortured

5. How does Aunty Miserys character change from the beginning to the end of thisstory? Support your answer with relevant details, facts, statistics, or other information from the story.


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Bacon Bedlam in Berlin

Since the Berlin Wall fell in 1991, West Berlin has been overrun by wild pigs.These pigs have rediscovered ancient routes linking the rich forests of Berlin with therural areas outside the city. The pigs have torn up yards, gardens, and public parks. Theyhave bitten dogs and people, and have caused major traffic jams in their search for food.One morning, it took police several hours to unsnarl traffic during the height of themorning rush hour in Berlin.

Since the pigs are usually active at night, however, it has been very difficult tocount how many there actually are. Even though over one thousand pigs were killed inhunts recently, several thousand are still estimated to be in the town. Mild winters and the tendency of the people of Berlin to feed the wild pigs has caused the numbers tomultiply. The pigs are pure opportunists when it comes to food. Some of them haveeven learned to congregate outside restaurants, begging for leftovers and handouts fromdiners.

The only solution offered by the head of the forestry service was for those whodont like the pigs to build stronger fences to keep them out. The pigs have lost their natural fear of humans and it is feared that they will pass that lack of fear on to their offspring. The forestry service official remarked, We just cant go around shooting upthe streets to get these pigs. Wheres a big bad wolf when you need one?

The Miami Herald , March 13, 1996.


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Bacon Bedlam in BerlinQuiz

1. According to the passage, what was one effect of the end of the Berlin Wall?A. The Communists have ceased to be a powerful force in the world.

B. Pigs have rediscovered a way to go through the city of Berlin.C. Many wild pigs are being bitten by dogs near restaurants.D. Pork has become a popular dish in many Berlin restaurants.

2. Which of the following statements BEST expresses the main idea of the passage?A. The people of Berlin enjoy feeding the wild pigs.B. Police had to spend many hours clearing up traffic jams.C. Over one thousand pigs were killed in hunts recently.D. Wild pigs are creating a problem for the city of Berlin.

3. According to this passage, one may conclude that

A. pigs make good pets.B. pigs are less active at night.C. pigs can adapt to life in a big city.D. pigs are more active in daylight.

4. What is the meaning of unsnarl in the following sentence?One morning, it took police several hours to unsnarl traffic at the height of themorning rush hour in Berlin.A. unexiteB. unsink C. untangleD. uninspire

5. After reading this passage, use this frame to write a summary:

This passage about _____________________________ begins with ___________

_____________________________________________, discusses the idea that

_________________________________________________________________,

and ends with ______________________________________________________.


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The American Bison

Once, herds of bison over fifteen miles long lived in the

prairies, or grasslands, of the

United States. In the 1880s, after the herds of bison, or buffalo, had been hunted to the brink of

extinction, a few hundred of the animals were found living in the mountains of Yellowstone National Park, the oldest national park in the United States. The Armystepped up patrols against poachers, and park authorities created a ranch in the park toraise the bison. The restoration project was so successful that it became a symbol for theDepartment of the Interior and the National Park Service, which have an image of a

buffalo on their badges.In the early spring of 1997, however, the Park Service reluctantly began a new

chapter in the management of its famous herd of shaggy-headed bison. It captured

several dozen bison bulls that appeared to be headed across Yellowstone National Parksnorthern border and shipped them to slaughterhouses. Officials say that many more, perhaps hundreds, could be sent to slaughter as well. The meat was donated to Indiantribes and charitable organizations. We really didnt have many options, said thedeputy director of the Yellowstone Center for Resources. Its a temporary solution. Wesure hope it isnt a permanent one.

The reason that these bison were sent to slaughterhouses was because of a lawsuit by the state of Montana, which borders the national park. The bison could have entered private land which includes many cattle ranches. The bison may carry a disease called brucellosis which could possibly infect the cattle, although it is not harmful to humans.

There are about 3,500 bison in Yellowstone, and thousands elsewhere in the

country. The animal is not an endangered species anymore. Still, the prospect of killingan animal that delights millions of tourists and is a strong symbol, first of wantondestruction, then of conservation success, does not thrill national park officials. Killingthese animals is very controversial. Environmentalists fear that this plan could become amodel for managing other endangered animals, and because it also diminishes the parksnaturalness.

Biologists are trying to find a vaccine that will kill the disease that some bisoncarry. The rangers set up a large site where the animals were taken after they werecaptured. There they were sorted and taken to one of the five slaughterhouses inMontana. There is a different policy for any bison who leave Yellowstone National Park.If they cross the line into Montana, they are tested for the disease. If they test negative,

they are freed. If they are pregnant or test positive for brucellosis, they are shot.Environmentalists say that neighbors of the park should be aware that they live in a wild area and should be more tolerant of these animals.

Robbins, Jim. The Miami Herald , December 29, 1996, p. 10A.


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BisonQuiz

1. Another good title for this passage would beA. Hunted to Near-Extinction, Bison Are Hunted Again.B. Environmentalists Want Montana to Kill Bison.C. Ranchers Find a Home on the Range for Bison.D. Bison: A Good Source of Meat for Charity.

2. According to this article, environmentalistsA. approve of the slaughter bison.B. want to help park rangers trap the bison.C. think that the cattle rangers are being unfair.D. think that the bison should not be allowed in Montana.

3. What is a synonym for wanton in the following sentence?Still, the prospect of killing an animal that delights millions of tourists and is astrong symbol, first of wanton destruction, then of conservation success, does not thrill national park officials.

A. wonderfulB. mercilessC. welcomeD. realistic

4. The reader may infer thatA. there are no fences around Yellowstone National Park.

B. ranchers and environmentalists usually agree on park policies.C. Yellowstone National Park is a great vacation spot for tourists.D. American Indians welcome the meat from the slaughterhouses.

5. How are the attitudes of the ranchers and the environmentalists DIFFERENTconcerning the bison in Yellowstone National Park? Support your answer withrelevant details, facts, statistics, or other information from the passage?


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Thats a Cracker, Jack!Quiz

1. What is the authors purpose for writing this passage?A. to explain the origin of the song Take Me Out to the Ball Game

B. to tell about the origin of a favorite snack on its 100th anniversaryC. to illustrate the origin of Sailor Jack and his dog, Bingo, on the boxD. to show the origin of the Chicago Columbian Exposition in 1893

2. What does the word quaint mean in the following sentence?While the ingredients in Cracker Jack are basic enough, the history of the snack

food is a quaint mixture of anecdotes and slick business acumen. A. old-fashioned B. modernC. deliciousD. secret

3. The fifth paragraph is mainly aboutA. creating a secret formula.B. molding molasses-covered morsels.C. marketing the snack with coupons and prizes.D. telling about how the founders grandson died.

4. The Rueckheim brothers showed their patriotism byA. including toys and coupons in the packages.B. inventing wax-sealed boxes to sell nationwide.C. putting red, white, and blue stripes on the box.

D. refining a secret process for keeping the morsels separate.

5. Complete the following summary using relevant facts, details, and other informationfrom the passage.

This passage about ______________________________ begins with _________

________________________________________________________________,

discusses the idea that ______________________________________________

______________________________________, and ends with ______________

________________________________________________________________.


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Dark Forcesby Sarah Boxer

The best measureof meanness, Gilovich and Frank (two researchers)

decided, is the number of penalty minutes or yards assessed. So Gilovich and Frank looked into the histories of the NFL and

NHL and tallied up the penalties that weremeted out between 1970 and 1986. As

predicted, the authors wrote in their study,teams with black uniforms in the NFL areuncommonly aggressive. In all but one of the last 17 years, [the black-clad teams]were penalized more yards than one would expect. In hockey the findings weresimilar.

Two possible explanations are thatthe aggressive acts of black-uniformed teams caused them to be penalized, or thatthe perception of aggression had the whistles

blowing. Penalties come from referees, and referees can be biased. As Gilovich and Frank put it, They may view any givenaction as more malevolent if it is performed

by a player in a black uniform.One of the experiments that

Gilovich and Frank devised to test thathunch that referees are biased against

players wearing black involved two separatevideos of two football plays. The action wasstaged as identically as possible in bothtapes, but in one version the defensive teamwore white, in the other it wore black.Twenty college and high school refereeswatched the black version of the videoand 20 watched the white version. Then,the referees were asked how likely theywould be to penalize the defensive teams,and their impression of the teamsdirtiness.

Sure enough, the referees weremore inclined to penalize the defensive teamif they saw the black versionthan if theysaw the white version. The researchersconcluded: Teams that wear black uniforms receive harsher treatement fromthe referees.

That prejudice, of course, doesntmean that players wearing black uniforms

play more aggressively, any more than ahighway troopers bias against red carsmeans that red cars speed more. But realaggression is a tricky thing to test. Its hard to put a black shirt on someone and thenfigure out if he has become meaner.

Nonetheless, this, in effect, is what theresearchers tried to do.

To cover up their real intentions,Gilovich and Frank told the subjects of another experiment that they were

participating in a study on the psychologyof competition and that they could choosewhich events they would compete in by

picking five activities from a list of twelve.The choice of games ranged from veryaggressive activitiessuch as dart-gunduelsto basically nonaggressive gamessuch as shooting baskets. Once the subjectshad made their choices, they were eachgiven either black or white jerseys and splitinto two teams. Each team, while wearingwhite or black uniforms, had to decide as agroup what game it would play.

The two teams never did actually play, because by then the researchersalready had the data they were after. Thestudy found that the two groups wereindistinguishable in their appetites for aggressive games before they put on theuniforms, but that there was a hugedifference afterward. The team with the

black shirts wanted to play more violentgames. If wearing of a black uniform canhave such an effect in thelaboratory, Gilovich and Frank reasoned, there isreason to believe that itwould have even stronger effects on the playing field (or rink).


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Inventor Pursues the Use of RubberQuiz

1. The main idea of this passage is concerned with Thomas Edisons

A. invention of the electric light bulb.B. love of plants along railroad tracks.C. invention of the kinetoscope.D. search for a new source of rubber.

2. According to the author, what caused Germany to lose World War I?A. The weather in Germany is cold and rainy.B. Germany couldnt get enough rubber.C. Germany was exporting rubber to Malaysia.D. The automobile and airplane had not been invented.

3. What is the meaning of the word herbarium in the following sentence?Soon he had plants from 40 states, which he kept in a specially built herbarium in New Jersey. A. a place for keeping plantsB. an animal that eats only plantsC. a railroad museum in New JerseyD. a place for keeping plants and animals

4. After reading the passage, we may conclude thatA. there will always be enough rubber in the world.B. Edison did very detailed and thorough research.C. Edison liked to walk in a garden of heliotrope and dahlias.D. There is a giant ficus tree in the parking lot in Fort Myers, Florida.

5. According to this passage, why might scientists of the future want to look atEdisons research with goldenrods? Explain your answer on the lines below.


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Food for ThoughtQuiz

1. After Beatrice Foods failed to produce a perfectly round candy, they called the new product

A. Baskin-Robbins.B. Cheetos.C. Milk Duds.D. Snickers.

2. What is the main idea of the fifth paragraph?A. why snacks are named B. when snacks are cooled C. an explosion on Independence Day

D. how Cheetos are made

3. What does the word radical mean in the following sentence?The radical change in temperature causes the blood vessels in your mouth and throat to suddenly tighten up, shooting insta-chilled blood to your brain. A. shoot.B. tighten.C. extreme.D. persists.

4. A Slurpee may cause

A. headaches.B. toothaches.C. colds and flu.D. brain damage.

5. According to the information given in this passage, what is a Pink Spoon Test?


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Is Anyone OutThere?

Is thereintelligent life

elsewhere in the universe? Some peoplewould answer that question with a loud Yes! In fact, some people would say thatspace travelers from other worlds visit us allthe time. As proof, these people would

point to UFOs (Unidentified FlyingObjects). There are thousands of UFOsightings every year. Believers say UFOsare really spaceships from other planets.They are sure someone else is out thereand, in fact, is watching us all the time.

Yet despite all the sightings, mostscientists do not believe in UFOs. There area couple of reasons for this. For one thing,how would creatures from some other planetknow about us? We have been sendingradio signals to outer space for only a fewyears. These signals have not had time toreach any distant planets. Our nearestneighbors may be hundreds of light-yearsaway. (A light-year measures how far lighttravels in one year. The speed of light is186,000 miles per second). So if we dohave neighbors, they wont get our radiosignals for years to come.

Some people think aliens could havenoticed us even without radio signals. If thats the case, they say, couldnt thesealiens drop by for a visit from time to time?Its not likely. Certainly humans have notfigured out a way to whiz from one solar system to another. Again, its a distance

problem. The nearest star is more than four light-years away. It would take our bestspaceship one hundred thousand years to getthere! Most stars are much, much farther

away.If aliens were going to visit us,

theyd have to be a lot smarter than we are,and they would have to figure out how to flyclose to the speed of light. Some distantcivilization might have the skills to do that.But, again, most scientists doubt it.Compared to them, humans would seem

pretty simple-minded. If aliens were goingto zip off to some other planet, chances are itwouldnt be ours.

Given all this, it seems safe toconclude that UFOs are not for real. Doesthat mean that there is no intelligent lifeanywhere else in the universe? Not at all!Most scientists believe there is lots of intelligent life out there. Just look at thefacts. In our galaxy alonethe MilkyWaythere are about 400 billion stars.There is a strong chance that many of thesestars have planets that can support life.Scientists have made a rough guess abouthow many. They figure that there may be asmany as ten thousand civilizations in theMilky Way. Now consider that there are atleast 400 billion galaxies! Surely theseother galaxies also contain planets that cansupport life.

Its frustrating to think that wemight never see the life forms that inhabitother planets. But couldnt we at least talk tothem? Scientists say that is possible. Itcould be done using radio waves. Thesewaves travel at the speed of light. Evenhere, though, there are some problems.Imagine radio signals coming from a planetten thousand light-years away. By the timewe get these signals, lots of things could happen on Earth. By the time they would receive our signals, we might be long gone.

Theres one more thing to keep inmind. The life that exits on another planetmight not look anything like human life. Intruth, we have no idea how other forms of intelligent life might look. Like us, theywould probably be made up of atoms and molecules, but beyond that, they could be asdifferent from us as we are from alligators.Also, the idea of flying saucers is ours, not

theirs. If aliens could visit us, their technology would be far beyond anythingwe could imagine.

Billings, H. and Billings, M. (1996). TheWild Side, Weird Science , JamestownPublishers, pp. 81-81.


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Its All in Your HeadQuiz

1. What is the main idea of this passage?A. Eating healthy foods will help make a healthy body.B. Biofeedback is helping more people take control of their bodies.C. Scientists are eager to find new ways to treat diseases and other physical

problems.D. Until a few years ago, biofeedback was not taken seriously by Western

scientists.

2. Body actions which are hard to control are called A. mechanical.B. electrical.C. voluntary.D. involuntary.

3. In biofeedback, wires attached to your bodyA. control body functions.B. give you small electrical charges.C. detect tiny changes in your body.D. shock your brain with electrical charges.

4. Epileptic seizures are caused byA. improper eating habits.B. electrical charges in the brain.

C. too many chemicals in the brain.D. drugs and alcohol effects on the brain.

5. What is the meaning of scoff in this sentence?Western scientists no longer scoff at biofeedback.A. scareB. honor C. point toD. make fun of


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New DirectionsQuiz

1. What is the meaning of provisions in the phrase she let the men run to her for their lunchtime provisions.?

A. arrangementsB. nourishing food C. energyD. design

2. What is main idea of the fourth paragraph?A. how Annie placed stones in a pailB. how Annie tested her secret planC. why Annie tested her secret planD. where Annie rested along a path

3. On Mondays, what did Annie offer her customers at the cotton gin?A. hot fresh piesB. cooled-down piesC. just-cooked piesD. canned goods

4. The author implies thatA. workers should eat pinto beans and biscuits for lunch.B. workers must become dependent on others for survival.C. each person must assess his or her own past and future goals.D. each person has equal rights and responsibilities.

5. Complete the following summary.

This passage about ______________________________ begins with _________

________________________________________________________________,

discusses the idea that ______________________________________________

______________________________________, and ends with ______________

________________________________________________________________.


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Reptiles

Although alligators and crocodilesmay look very similar to the casualobserver, they have many differences as

well. Alligators can swim and float so thatonly their eyes and nostrils are above thewater. They catch live food through stealthand will eat anything when hungry, even

other alligators, yet turtles and alligators often sunbathe in each others company. It is unwise tofeed alligators anything because they can lose their fear of people and become extremelydangerous.

Alligators are considered the Keepers of the Everglades because of their uniquecontributions to the balance of nature. Alligators use their massive tails to dig holes in thelimestone bedrock at the bottom of the swamp. During dry seasons, the holes retain water as therest of the swamp dries up. As a result, other plants and animals are drawn to the life-sustaining

water in the holes. These holes become homes for water creatures, which in turn provide food for the alligator. Also, land animals come to the holes for drinking water. There are only about50,000 alligators in the Everglades today. In recent years, there have been increasing demandson the land and water of the Everglades as the population of Miami has grown and more buildinghas taken place. As the alligator population decreases, there are fewer holes to keep the other Everglades creatures alive.

Mother alligators build a nest mound from vegetation, lay three to five dozen eggs in it,and guard the eggs until they hatch, which takes about sixty days. The mounds are made warm

by the decaying plants. If the temperature of the eggs rises above ninety degrees, the alligatorswill be males. If the temperature stays below eighty-seven degrees, they will be females.Moving the eggs is risky. Air sacs at the top of the egg keep the baby alligators from drowning

before they hatch. Sometimes turtles also lay eggs in alligator mounds.Chances are that you will see an alligator if you visit the Everglades, but your chances of seeing a crocodile are very slim. Less than five hundred American crocodiles live in the verysouthern part of the Florida mainland and in the Florida Keys. Crocodiles, olive gray withnarrow tapering snouts, prefer salt water. Alligators, black with broad snouts, live in fresh water.Both have large and small teeth on each side of the lower jaw, but the alligators teeth fit insidethe upper jaw.

Crocodile eggs are deposited in a foot-deep hole in sand or dirt and then are covered.The mother does not guard the nest, but at hatching time about ninety days later, she is there tocarry the babies in her mouth to the water.

Both alligators and crocodiles grow to a length of twelve feet. A century ago, alligators

might have been eighteen feet in length. Both species are protected by state law. Unlike thealligator, the American crocodile is still an endangered species.


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Respect

Respect means showing regard for the worthand dignity of someone or something, beingcourteous and polite, and judging all people on their merits. Respect takes three major forms: respect for oneself, respect for other people, and respect for allforms of life and the environment. One person whoillustrates the meaning of respect if Bishop Desmond Tutu.

To understand Desmond Tutu, it is importantto understand something of the history of SouthAfrica and its system of Apartheid that existed for 350 years. In 1652, a group of Dutch settlers

established a permanent settlement at the very tip of Africa. Initially, the Dutch settlers and native Africans coexisted peacefully, but as the European population grew, they became hostiletoward the natives.

Eventually, all the black people of South Africa were conquered and forced to live inghettos. This was the world into which Desmond Mpilo Tutu was born on October 7, 1931 in a

poor black township near Johannesburg. Like millions of other black families in South Africa,the Tutu home had no electricity or running water.

In 1950, Desmond graduated from high school and was one of the few Blacks to enter auniversity. He decided to become a teacher. In 1955 he married Leah Shenxane, also a teacher,and they had four children together. That same year, the government introduced the BantuEducation Act, which severely limited the types of lessons that could be taught to Black students.

Knowing that he could not tolerate teaching under this Act, Desmond turned to his faith. Hedecided to enter a theological college and become a priest.

As he moved up within the ranks of the Anglican Church, Tutu gained international prominence for his activism. Unfortunately, Tutu was frequently misquoted and misrepresented by the government-regulated South African press. He often expressed anger over injustice, butnever showed hatred for white people. In fact, he has consistently preached a message of love,

peace, and reconciliation. He has strictly adhered to the non-violent protest methods of Dr.Martin Luther King. Tutus dedication to non-violent protest was recognized in 1984 when hewas awarded the Nobel Peace Prize.

Schorr, Margaret, The Miami Herald , December, 1996.


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RespectQuiz

1. Which sentence BEST expresses the main idea of this passage?A. Bishop Desmond Tutu was misquoted by the government.

B. Bishop Desmond Tutu is a role model of respect.C. Bishop Desmond Tutu was a teacher of black students.D. Bishop Desmond Tutu won a Nobel Peace Prize in 1984.

2. According to this passage, which event came LAST?A. Bishop Tutu married Leah Shenxane.B. Bishop Tutu decided to become a teacher.C. Bishop Tutu entered a theological college.D. Bishop Tutu graduated from high school.

3. What is the meaning of initially in the following phrase?

Initially, the Dutch settlers and native Africans coexisted peacefullyA. firstB. last C. abbreviation D. letter which stand for a name

4. What caused Bishop Tutu to stop teaching in South Africa?A. the Anglican ChurchB. the Dutch settlers C. the Bantu Education Act D. the Nobel Peace Prize

5. According to the information given in this passage, how did the events in Bishop Tutus earlylife shape his actions as a national leader in his later life? Support your answer with relevantdetails, facts, statistics, or other information from the text.


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Division of Language Arts/Reading

The Environment

As you know, the earth has limited naturalresources. Mismanaging these natural resources can harm,

or even destroy, our global environment. Many naturalresources are being used up at an alarming rate. Expertsestimate, for example, that the world will run out of suchmineral fuels as coal and oil within a few decades. Wood

also is becoming scarce as people clear forests for farmland and fuel. Without tree cover,soils erode and many plant and animal species are threatened. Of particular concern tothe medical community is the widespread destruction of the earths tropical rain forests.Some 25 to 50 percent of prescription drugs used today contain ingredients made fromwild plants found in the rain forests. Some of these plants may become extinct beforetheir possible potential as a cure is discovered.

Another danger to the global environment is the polluting of existing water, soil,

and air. Spills of oils and chemicals have damaged waterways and beaches around theworld. Industrial wastes and toxic dumps have devastated some areas of land for centuries to come. Exhaust from automobiles and factories has created smog and acid rain. It also has contributed to a gradual warming of earths temperatures by creating akind of chemical, blanket in the air. Scientists call this warming trend the greenhouseeffect. Some believe that the greenhouse effect could eventually lead to droughts and rising sea levels as glaciers melt. Air pollution also has interfered with the earths upper-atmosphere ozone layer. Some scientists fear that, without the protective ozone, we willsee an increase in skin cancer because of the harmful rays from the sun.

The environmental crisis is not hopeless, however, if acted upon now. There aremany ways to protect and restore our global environment. One way is throughconservation, the preservation and protection of a natural resource. Using less of anyresource will help preserve it for future generations. Governments themselves have setup agencies to see that the soil, forests, and water resources of the world are managed wisely. In the United States, for example, the Environmental Protection Agency (EPA)sets standards for pollution control. Laws passed by Congress, state legislatures, and local city councils also work to support this effort.

Recycling helps to preserve our environment. Recycling is the process of turningwaste into a reusable form. Aluminum, glass, and paper are only a few of the productsthat, once used, can be recycled and used again.

In the meantime, experts are searching for new, less environmentally harmfulresources. Solar energy, hydroelectric power, wind power, and other replenishableresources are being explored as alternatives to those now being used.

As American citizens, and citizens of the world, it is important for us to stayinformed about our environment. We can make a difference. All nations of the world must take immediate and collective action to seek answers and solutions to these

problems. Only by working together can we hope to face the challenges of the future.

Civics: Citizens in Action , Merrill Publishing, 1990, pp. 542-543.


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The EnvironmentQuiz

1. Which sentence BEST expresses the main idea of this passage?

A. People must work together to protect the rain forest.B. People must work together to protect the environment.C. The greenhouse effect is destroying the earths ozone layer.D. Experts are constantly searching for new and safe resources.

2. Some scientists believe that skin cancer will increase in the future becauseA. there will be many more people.B. people will stop using sunscreen.C. the rays of the sun will be stronger.D. there will be less smog and acid rain.

3. The author of this passage feels thatA. life on this planet will soon die.B. we must search for ways to live in space.C. we must all start recycling at once.D. we can work together to save our resources.

4. What is the meaning of replenishable in the following phrase?Solar energy, hydroelectric power, wind power, and other replenishableresourcesA. recyclableB. discardable

C. replaceableD. redeemable

5. According to the author of this passage, why are doctors particularly concerned about the destruction of our environment? Support your answer with relevantdetails, facts, statistics, or other information from the text.


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Waterford CrystalQuiz

1. What does the word meticulously mean in the following sentence?

Using tools and techniques that have changed little over two centuries, skilled craftspersons meticulously blow, shape, cut or engrave each piece. A. beautifullyB. carefullyC. carelesslyD. quickly

2. The crystal-making process occurs when silica sand, potash, and litharge areA. transformed into molten crystal.B. determined by a computer.C. associated with exquisite crystal.

D. blown into shape.

3. By the end of which century were licenses granted to set up glass factories?A. 16thB. 17thC. 18thD. 19th

4. The authors purpose in this passage was to explainA. how some football trophies are won.B. how college football teams compete.

C. how Super Bowl rings are made.D. how some football trophies are made.

5. What does the author mean by saying There is no computer at Waterford, their craftspeople produce every piece from scratch. Support your answer withrelevant details, facts, statistics, or other information from the text.


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Zoo by

Edward Hoch

The children were always good during the month of August, especiallywhen it began to get near the twenty-third.It was on this day that the great silver spaceship carrying Professor HugosInterplanetary Zoo settled down for itsannual six-hour visit to the Chicago area.

Before daybreak the crowds would form, long lines of children and adults both,each one clutching his or her dollar and waiting with wonderment to see what raceof strange creatures the Professor had

brought this year.In the past they had sometimes been

treated to three-legged creatures fromVenus, or tall, thin men from Mars, or evensnakelike horrors from somewhere moredistant. This year, as the great round shipsettled slowly to earth in the huge tricity

parking area just outside of Chicago, theywatched with awe as the sides slowly slid upto reveal the familiar barred cages. In themwere some wild breed of nightmaresmall,horselike animals that moved with quick,

jerking motions and constantly chattered in ahigh-pitched tongue. The citizens of Earthclustered around as Professor Hugos crewquickly collected the waiting dollars, and soon the good professor himself made anappearance, wearing his many-colored rainbow cape and top hat. Peoples of Earth, he called into his microphone.

The crowds noise died down and hecontinued. Peoples of Earth, this year yousee a real treat for your single dollarthelittle-known horse-spider people of Kaan

brought to you across a million miles of space at great expense. Gather around, seethem, study them, listen to them, tell your friends about them. But hurry! My ship canremain here only six hours!

And the crowds slowly filed by, atonce horrified and fascinated by thesestrange creatures that looked like horses butran up the walls of their cages like spiders.

This is certainly worth a dollar, one manremarked, hurrying away. Im going hometo get the wife.

All day long it went like that, untilten thousand people had filed by the barred cages set into the side of the spaceship.Then, as the six-hour limit ran out, Professor Hugo once more took microphone in hand.We must go now, but we will return nextyear on this date. And if you enjoyed our zoo this year, phone your friends in other cities about it. We will land in New York tomorrow, and next week on to London,Paris, Rome, Hong Kong, and Tokyo. Thenon to other worlds!

He waved farewell to them, and asthe ship rose from the ground the Earth

peoples agreed that this had been the very best Zoo yet.

Some two months and three planetslater, the silver ship of Professor settled atlast onto the familiar jagged rocks of Kaan,and the queer horse-spider creatures filed quickly out of their cages. Professor Hugowas there to say a few parting words, and then they scurried away in a hundred different directions, seeking their homesamong the rocks.

In one, the she-creature was happyto see the return of her mate and offspring.She babbled a greeting in the strange tongueand hurried to embrace them. It was a longtime you were gone. Was it good?

And the he-creature nodded. Thelittle one enjoyed it especially. We visited eight worlds and saw many things.

The little one ran up the wall of thecave. On the place called Earth it was the

best. The creatures there wear garmentsover their skins, and they walk on two legs.

But isnt it dangerous? asked the

she-creature?No, her mate answered. There

are bars to protect us from them. We remainright in the ship. Next time you must comewith us. It is well worth the nineteencommocs it costs.

And the little one nodded. It wasthe very best Zoo ever.


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Answer KeyPassage #1

Aunty Misery1. D2. C

3. C4. B5. AMV

Passage #2Bacon Bedlamin Berlin1. B2. D3. C4. C5. AMV

Passage #3The American

Bison1. A2. C3. B4. A5. AMV

Passage #4Thats a Cracker,Jack 1. B2. A3. C4. C5. AMV

Passage #5 Dark Forces

1. D2. C3. A4. B5. AMV

Passage #6 Inventor Pursuesthe Use of Rubber 1. D

2. B3. A4. B5. AMV

Passage #7Food for Thought 1. C2. D3. C4. A5. AMV

Passage #8 Is Anyone Out There?1. C2. A3. A4. B5. AMV

Passage #9 Its All inYour Head 1. B2. D3. C4. B5. D

Passage #10 Joseph Priestley 1. A

2. B3. C4. A5. AMV

Passage #11 Nations of thePlains 1. C

2. B3. A4. C5. AMV

Passage #12 New Directions 1. B2. B3. A4. C5. AMV

Passage #13Reptiles1. C2. D3. D4. B5. AMV

Passage #14 Respect 1. B2. C3. A4. C5. AMV

Passage #15That Girl 1. B

2. C3. D4. A5. AMV

Passage #16The Environment 1. B

2. C3. D4. C5. AMV

Passage #17The Pursuit of

Excellence1. C2. D3. A4. C5. AMV

Passage #18The Three Wishes 1. B2. C3. D4. B5. AMV

Passage #19 Waterford Crystal 1. B2. A3. A4. D5. AMV

Passage #20 Zoo 1. A2. C3. B

4. B5. AMV


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Spiders Bargain withGod

a folktale from Ghana

Kwaku Ananse, thespider, went to Sky God

Nana Nyamee and asked whether he could buythe stories told about him so they would be told about Ananse instead. Nana Nyamee said, Yes,

provided you bring me the following things in payment.

Ananse said, I am willing. Just namethem.

Nana Nyamee said, Bring me a liveleopard, a pot full of live bees, and a live

python. Ananse was afraid, but nevertheless heagreed to provide them. He went home and satdown and thought and thought.

At last he took a needle and thread, and set out toward the forest where the leopard lived.When he got to the stream where Leopard got hiswater, he sat down, took out the needle and thread, and sewed his eyelids together. Hewaited. When he heard the footsteps of Leopard coming to fetch water, he began to sing tohimself: Hmm. Nana Nyamee is wonderful.He sewed my eyes and took me to his palace.Then I began to see wonderful things, and I have

been singing of them ever since. Beautifulwomen, palaces, rich and delicious food, and a

wonderful life.Leopard came up to him and asked

Ananse, What were you singing about?He replied, Hmm. Nana Nyamee is

wonderful. He sewed my eyes and took me tohis palace. Then I began to see wonderfulthings, and I have been singing of them ever since. Beautiful women, palaces, rich and delicious food, and a wonderful life.

Leopard said, Eh, Ananse, what is it,are you dreaming?

No, said Ananse, there is a beautifulwoman there.

Leopard said, Please Ananse, sew myeyes shut, too, and lead me to Nana Nyamee sothat I, too, may see all the wonderful things.

No, I know you, Leopard, when yousee her and all those other beautiful creaturesyou will kill them and eat them up.

No, no, no, Leopard growled. I shallnot. Rather, I shall thank you.

Ananse took his needle and thread and sewed Leopards eyes and led him to Nana

Nyamees palace. He said, Nana Nyamee, hereis the first installment. Keep it.

Next day Ananse took an earthenware pot and went to a place where he knew there

were honey bees. As he came near the place hesang, Oh bees! Oh bees!

The bees said, Ananse, what is all thismurmuring about?

Ananse replied, I have had anargument with Nana Nyamee. He says all of youtogether wont fill this pot, but I say you will,and so I came to find out.

They said, Oho, that is easy, and theyflew into the pot, buzz, buzz, buzz, until the potwas full, and every bee had flown into it. ThenAnanse quickly sealed the pot and carried it off to Nana Nyamee as his second installment.

For two days he could not think how toget the thirda live python. But at last he hit ona plan. He went to the forest and cut a longstick, a stick as long as a tree. He carried this off to the forest, singing to himself, I am right, he iswrong! He is wrong, I am right.

When Python saw him he said,Ananse, what are you grumbling about?

He answered, How lucky I am to meetyou here. I have had a long and bitter argumentwith Nana Nyamee. I have known you for a longtime, and I know your measurements both whenyou are coiled, and when you are fully stretched out. Nana Nyamee thinks very little of you. Hethinks you are only a little longer than the greenmamba, and no longer than the cobra. I stronglydisagree with him, and to prove my point I

brought this pole to measure you.Python was very angry, and he began

stretching himself out to his greatest length alongthe stick. And Ananse said, You are moving!You are moving! Let me tie you to the stick so Ican get the measurement exactly right.

And Python agreed. As Ananse tied Python up he sang a little song, and when he had Python securely fastened to the stick, Anansecarried him off to Nana Nyamee. Nana Nyamee

was very pleased with Ananse and forthwith beatthe gong throughout the world that all storiesshould be told about Ananse. This is howAnanse became the leading figure in all Anansestories.

African American Literature , Austin, TX: HoltRinehart, & Winston, pp. 99-100.


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Documents

Reciprocal Teaching 6-8