SEP 50728 Comprehension - · PDF file$19.99 SEP 50728 Read and Succeed: Comprehension • with CD Level5 5 Level Interactive Whiteboard-Compatible Resource CD SEP 50728 Comprehension

$19.99

SEP 50728

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Level

5Interactive Whiteboard-Compatible Resource CD

SEP 50728

Comprehension

Read and Succeed:

CORRELATED TO STATE STANDARDS • RESEARCH BASED • TEST PREPARATION

Meet the Consultant

Help students become successful readers

Reading comprehension is one of the critical skills students need in order to be successful—in school and in life. This teacher-reviewed, standards-based series provides the high-quality, purposeful practice that students need to improve reading comprehension. The high-interest passages—including both fiction and nonfiction—capture students’ interest, and the focused activities provide targeted practice opportunities. The Resource CD included in the book features interactive whiteboard-compatible materials for additional support in building reading comprehension skills.

Level

1

Mary Rosenberg

Interactive Whiteboard-Compatible Resource CD

Comprehension

Read and Succeed:


Level


Comprehension

Read and Succeed:


Debra J. Housel

Level


Comprehension

Read and Succeed:


Debra J. Housel

Level


Comprehension

Read and Succeed:


Debra J. Housel

Also available...

Level

2

Comprehension

Read and Succeed:


Interactive Whiteboard-Compatible Resource CD

Debra J. Housel

Debra J. Housel, M.S.Ed., worked as a teacher for more than a dozen years before becoming a freelance writer. She has written and/or consulted on more than 100 titles for the education market, many of them award winning. Housel is passionate about literacy development for all students.

Debra J. Housel

S964

5301 Oceanus Drive Huntington Beach, CA 92649-1030 714.489.2080 FAX 714.230.7070 www.shelleducation.com

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© Shell Education #50728—Read and Succeed: Comprehension Level 5 3

Introduction . . . . . . . . . . . . . . . . . . . . . . . . 4Research Support for the Read and

Succeed: Comprehension Series . . . . 5Standards Correlations. . . . . . . . . . . . . . . 6McREL Correlations Chart . . . . . . . . . . . 7Activities and Passages

Preview (The Trip of a Lifetime) . . . . . . . . . . . 8Preview (Cleopatra: Queen of Egypt) . . . . . . . 10Predict (Diego Rivera, An Eccentric Artist) . . . 12Predict (The Mysterious Maiden). . . . . . . . . . 14Prior Knowledge

(May the Force Be With You!) . . . . . . . . . . 16Prior Knowledge (Natural Forces:

Electricity and Magnetism) . . . . . . . . . . . . 18Set a Purpose

(Unseen Volcanoes Build New Land) . . . . . . 20Set a Purpose (Niagara Falls) . . . . . . . . . . . 22Ask Questions (School Website). . . . . . . . . . 24Ask Questions (Our Energetic World) . . . . . 26Make Connections (Rides to Remember) . . . 28Make Connections

(The First Day at a New School) . . . . . . . . 30Context Clues (The Boy Who Hated Tests) . . 32Context Clues

(George Washington Carver) . . . . . . . . . . . 34Visualize (Running Lobster Traps). . . . . . . . . 36Visualize (Sofia’s Quinceañera Gown) . . . . . . 38Story Elements (Maritza’s Dilemma) . . . . . . 40Story Elements

(Sleepover at the Art Museum) . . . . . . . . . . 42Plot (The Auto Show) . . . . . . . . . . . . . . . . . . 44Plot (An Important Race) . . . . . . . . . . . . . . . 46Characters

(Captain Butterbeard Addresses His Crew) . 48Characters (King Midas’s Golden Touch) . . . . 50Title and Headings

(Oysterville Crate Race) . . . . . . . . . . . . . . 52Title and Headings

(An Amazing Machine) . . . . . . . . . . . . . . . 54Typeface and Captions

(Zoos: Old and New) . . . . . . . . . . . . . . . . 56Typeface and Captions (Light) . . . . . . . . . 58Graphics (For the Record) . . . . . . . . . . . . . . 60Graphics (Shaking and Quaking) . . . . . . . . . 62Topic Sentences (Earth’s Cycling Seasons) . . 64Topic Sentences (Firefighters) . . . . . . . . . . 66Main Idea (Milo the Victorious) . . . . . . . . . . 68

Main Idea (Light Sticks) . . . . . . . . . . . . . . . 70Details (A Giant Red Ant) . . . . . . . . . . . . . . 72Details (Johnson Space Center) . . . . . . . . . . . 74Main Idea and Details

(Confucius, the Great Chinese Philosopher) . 76Chronological Order

(The Ancient Olympics) . . . . . . . . . . . . . . 78Chronological Order (Thomas Jefferson) . . . 80Logical Order (Help Nature to Recycle) . . . . 82Logical Order (Hydroponics) . . . . . . . . . . . 84Fact and Opinion

(Change Comes to School Lunches) . . . . . . 86Fact and Opinion (Pablo Picasso) . . . . . . . . 88Proposition and Support

(School Garbage). . . . . . . . . . . . . . . . . . . 90Proposition and Support

(Fighting for Survival) . . . . . . . . . . . . . . . 92Author’s Purpose (I’m Sorry) . . . . . . . . . . . 94Author’s Purpose (A Visit to Saturn) . . . . . . 96Compare and Contrast

(A Difficult Choice) . . . . . . . . . . . . . . . . . 98Compare and Contrast

(African Ecosystems) . . . . . . . . . . . . . . . 100Classify (Taste) . . . . . . . . . . . . . . . . . . . . . 102Classify (At the Library) . . . . . . . . . . . . . . 104Cause and Effect (Belling the Cat) . . . . . . 106Cause and Effect

(Trouble in the Coral Reefs). . . . . . . . . . . 108Draw Conclusions (At the Pond) . . . . . . . 110Draw Conclusions (Blizzard!) . . . . . . . . . 112Infer (Your Skeleton and Muscles) . . . . . . . . 114Infer (Danger from the Sky) . . . . . . . . . . . . 116Summarize (Ballet) . . . . . . . . . . . . . . . . . 118Summarize (Ancient Greece) . . . . . . . . . . . 120Paraphrase (“Green” Cell Phones). . . . . . . . 122Paraphrase (Roberto Clemente) . . . . . . . . . 124Table of Contents

(The Twentieth Century). . . . . . . . . . . . . 126Table of Contents (Teamwork) . . . . . . . . . 128Index (History of Schools). . . . . . . . . . . . . . 130Index (Earth’s Biomes) . . . . . . . . . . . . . . . . 132Glossary (Wetlands) . . . . . . . . . . . . . . . . . 134Glossary (History of Money). . . . . . . . . . . . 136

Answer Key . . . . . . . . . . . . . . . . . . . . . . . 138Contents of the Teacher

Resource CD. . . . . . . . . . . . . . . . . . . 150

Table of Contents

#50728—Read and Succeed: Comprehension Level 5 © Shell Education8

Looking at the title, pictures, and headings before you read helps you to get ready to understand the text.

PreviewPreview

How did previewing the text help you to understand it when you read it?

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1. Preview the text. What do you already know about the Egyptian pyramids?

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2. Read the text. Why do you think the students measured the sides of the Great Pyramid at Giza?

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3. Write two facts that you learned about the pyramids from the text.

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Skill Focus

Critical Thinking


The Trip of a LifetimeThe Trip of a LifetimeThe students of the American International School were excited. They had worked

hard raising money for this trip. They had washed cars, sold magazine subscriptions, and collected cans and bottles. Now they were flying to Cairo to tour the pyramids of Egypt!

Before the trip, the students had studied the pyramids in school. They learned about the pharaohs, the ancient kings of Egypt who ruled Egypt nearly 5,000 years ago. The Egyptians considered the pharaohs to be living gods. The pyramids were constructed as tombs for the pharaohs. Often it took a pharaoh’s whole lifetime for his pyramid to be erected.

On the first day of the trip, the students went to the Great Pyramid in Giza. It was built for the Pharaoh Khufu around 2550 b.c. The Great Pyramid is the tallest in the world. Originally, it was 480 feet (146.3 m) tall. Due to erosion, it is now approximately 450 feet (137.2 m) tall. The students were amazed by the precision that was used to build the pyramid with the primitive technology available at that time. They measured all four sides of the Great Pyramid. They found each side to be 750 feet (228.6 m) long.

No one knows how the ancient Egyptians built these massive structures. Each stone in the pyramid weighs as much as four tons. Historians believe the Egyptians hadn’t yet discovered the wheel. They theorize that the ancient Egyptians slid the stones on giant sleds over great distances and pulled the stones up ramps. It was such a slow process that thousands of slaves worked for decades on each pyramid.

When the students returned to school, they prepared presentations. Then they held an assembly and invited the community. Everyone was impressed by how much the students had learned.

#50728—Read and Succeed: Comprehension Level 5 © Shell Education10

Looking at the title, pictures, and headings before you read helps you to get ready to understand the text.

How did previewing the text help you to understand it when you read it?

__________________________________________________________

__________________________________________________________

__________________________________________________________

1. Preview the text. Name two people who will be mentioned in the text.

________________________________ ________________________________

2. Scan the text for other names. Write them below.

________________________________ ________________________________

3. Read the text. Then number the sentences in the correct order from first to last (1–4).

_______ Mark Antony kills himself.

_______ Cleopatra becomes the queen of Egypt.

_______ Octavian defeats the Egyptians.

_______ Julius Caesar falls in love with Cleopatra.

Critical Thinking

Skill Focus

PreviewPreview


Cleopatra is one of the most famous women in history. She lived from 69 to 30 b.c. She was beautiful and ambitious. At the age of 17, she became the queen of Egypt.

At the time Cleopatra ruled Egypt, Julius Caesar was the emperor of Rome. In 48 b.c., he visited Egypt. He fell in love with Cleopatra. When Caesar returned to Rome, Cleopatra traveled with him. But then Caesar was murdered. Cleopatra returned to Egypt alone.

To increase her power, she married a Roman general named Mark Antony. Antony was expected to become the new emperor of Rome. Soon, he started giving away Roman land to his wife. This angered a Roman general named Octavian. He declared war on Antony and Cleopatra. In a major sea battle, Octavian defeated the Egyptians. Antony killed himself. Cleopatra realized that she had lost her power. So, she took her own life—by deliberately letting a poisonous snake bite her.

Cleopatra:Cleopatra:Queen of Egypt Queen of Egypt

A carving of Cleopatra, Queen of Egypt,

on the side of an ancient Egyptian ruin

Documents

SEP 50728 Comprehension - · PDF file$19.99 SEP 50728 Read and Succeed: Comprehension • with CD Level5 5 Level Interactive Whiteboard-Compatible Resource CD SEP 50728 Comprehension