9147 RCF-Sampler PDF

Reading
Correlated to
Grades 1–6 GRADES Current Standards
1–6 • Fiction texts
Evan-Moor Comprehension • Nonfiction texts

• Genre study
Fundamentals
EM 9147 ®
• Literary devices
• Literary elements
• Informational text
SAMPLER elements
Skill and
Problem Strateg
y
& Solution Practice
Make Inferences
Theme
Point of View
Summarize
Author’s Purpose
Vocabulary
Plot
Main Idea
& Details
Predict
Figurative
Language
Compare
& Contrast Expository
Nonfiction
Fact & Opinion
Historical Fiction
Text Features Predict
& Visual Information
Cause Sequence
& Effect
Description
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Reading
Comprehension
Fundamentals
Contents
About Reading Comprehension Fundamentals . . . . . . Click
Grade 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
Grade 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
What’s in Reading Comprehension Fundamentals?
Reading Comprehension Fundamentals is your resource for reading comprehension

lessons that provide the foundation for instruction and practice of reading skills and
genre study. The 35 skill-based units include fiction and nonfiction texts and a variety
of practice items that provide rigorous grade-level practice.
Nonfiction
Instructional Activity Page

Name Cause and Effect
Text structure is the way an author gives information. In a text with a

cause-and-effect structure, the author explains the reasons that things
happen. This page has an instructional rule box that teaches the
This sentence tells about a cause and its effects: lesson identifier
reading comprehension skill and provides a reference
If you wear dark colors, mosquitoes will find you more easily,
so you get more mosquito bites as a result.
the cause: wearing dark colors
indicates the skill
the effects: mosquitoes find you easily and you get more bites
and page type
Read the paragraph. Then answer the items.
for students as they complete the page. Each unit has
one or two instructional activity pages. There is a
Mosquito bites are the worst! They cause ugly lumps
on your skin that itch a lot. Even though mosquito bites
are common, you can take steps to avoid them. First, stay
away from puddles and ponds. Second, wear bug spray
variety of response formats, including multiple choice,

on your skin. After you put it on, you will taste bad to
mosquitoes. They may land on you, but they will probably
fly away without biting. Third, try to go inside before the sun goes down. More
mosquitoes are out at dusk, or just after sunset, than any other time of day.
1. Explain how a mosquito can cause you to feel uncomfortable.

constructed response, and open-ended items.
Name
2. If you do the things that the author suggests, what will be the effect? Nonfiction
Text
Cause and Effec

t
Fun Facts Ab
out Our Moo
3. If bug spray makes people taste bad to mosquitoes, Hav
thenewhat
you ever
is causing n
Text Selection
noticed the way
mosquitoes to bite people in the first place? Tellthe whymoo
younthink
chan so.
ges? The moo
s closer to Eart
bright or dull n can be h. The moon
. Sometimes, brighter on a also looks
see the moon we don’t clear night. Fog
in the sky at clouds in the and
times, the moo all! Other sky can mak
look dimmer. e the moon
n shows up even
the sun is out. whe n
© Evan-Moor Corp. • EMC 2423 • Reading Comprehension Fundamentals 21 The moon is
always in the
The 1-page fiction and nonfiction text selections are

When the moo but we don’t sky,
n looks bright, usually see it
partly because it’s daytime. One during
of the sun. The reason for this
has no light moon the sun is so is that
of its own. It powerful that
the sun’s ligh only reflects it makes
t. But how? the sky very
specifically written to support each individual reading

bright. The brig
Think about makes the moo htness
daytime. The n hard to see.
makes ever ythi sun turning on a Imagine
ng around you flashlight in
with light. Even bright room and aim a dark
on a cloudy day, ing it at a wall
see ever ything you
skill or genre. Nonfiction texts include science, social

around you beca wou ld see the flash . You
sunlight that use of light’s bright
gets through clearly. Now, light
During daytime the clouds. imagine turn
flashlight in ing on a
, sunlight hits a room that
surface and mak Earth’s all the lights already has
es it bright. Dur on.
studies, and other real-world topics.

nighttime, the ing You wou ld hardly see
sun is near ano the light from
part of Earth’s ther the flashligh
the other ligh t because
surface, mak ts are more pow
part bright, so ing that erful.
you see dark The moon beco
night, you also ness. At mes difficult
see the moon. daytime for the to see in
same reason.
In the same The
way that sunl next time you
shines on Eart ight brig see the big,
h’s surface and ht moon in the
bright, sunlight makes it sky, think of
shines on the sun shining the
moon’s its light onto
surface and mak it.
es that bright.
though you can’ Even
t see the sun
sunlight reac at night,
Text-Based Activity Page

hes the Nonfiction
moon’s surface.
The sun acts
like aCause
gianandt flash
Effect
Name the sky that’s light in
pointed at the
Fun Facts About Our Moon
Other things
can make the 3 moon.
look brighter moon
or duller, too.
the moon look Sometimes,
s brighter beca
The text-based activity page contains an instructional rule

use it’s As the sun sets,
A text with a cause-and-effect structure tells the reasons that things happen.
© Evan-M
oor Corp. • EMC to shine brigh
the moon
starts
A cause is something that helps to make an effect happen.2423 • Reading Comprehension Funda ter in the dark
mentals
sky.
These signal words help tell about cause and effect: 23
create leads reason makes because become

box and text-dependent items that target the reading
comprehension skill. The items follow various response
Answer the items about the text you read.
1. The text explained .

 effects that lead the sun to shine brightly
formats, including multiple choice, constructed response,

 causes that make the moon look different sometimes
 how darkness causes the moon to be in the sky
 causes that make the sun look bright or dull
and open-ended items.

2. Write four cause-and-effect signal words or phrases you read in the text.
3. Write a cause that explains why the moon looks bright even though it doesn’t
have light of its own.
Name
Nonfiction
Cause and Effec
t
4. Write an effect that fog and clouds have on how the Mark appears.
moon the sentence Review
that tells a caus
e and an effec
1.  Leaving t.
Unit Review
food on the floor
 Before can cause ants
we put the food to swarm on it.
 Many away, we wrap
houses have it in foil.
 Ants
ants in the kitchen.
5. Explain what causes the moon to be difficult to see during daytime.
eat many diffe
rent kinds of food
.
Write four caus
e-and-effect
The review page provides an opportunity to assess

signal words
or phrases that
2. you know.
24 Reading Comprehension Fundamentals • EMC 2423 • © Evan-Moor Corp.

Read the sent
3. Using too
ence. Underlin
e the cause.
Circle the effe
students’ mastery of each individual reading skill and
much laundry ct.
gauge their understanding of the genre or literary

soap leads to
faded clothing.
4. Using a lawn
mower helps
you cut grass
quickly.
5. When we turn
on the microwav
e, the food insid
element.
e it becomes
Answer the item warm.
.
6. Tell how you
can use signal
reading a text. words to find
a cause or an effect whe
n you’re
Read the sent

ence. Then writ
e the cause and
7. Some bake the effect it tells
rs use sugar about.
and salt to mak
e their cakes
taste sweet and
salty.
© Evan-Moor
Corp. • EMC
2423 • Readin
g Comprehens
ion Fundamenta
ls
25

Using Reading Comprehension
Fundamentals in Your Classroom
Planning Instruction
The units in this book do not need to be taught in sequential order. Choose the units that align
with your curriculum or with your students’ needs.
Using Reading Comprehension Fundamentals for Whole-Group Instruction

For whole-group instruction, introduce the unit to the whole class. Provide each student with an
instructional activity page, and review the rule box as a class. Then distribute the text selection
and text-based activity page. Have students read independently or in small groups. After
students have read the text, have them complete the text-based activity page. Next, facilitate a
class discussion based on students’ responses. Encourage students to elaborate on their written
responses and to engage with other students with comments and questions during the discussion.
Using Reading Comprehension Fundamentals for Small-Group Instruction

For small-group instruction, you may choose to assign specific units to certain groups based on
student needs for targeted instruction of particular skills. Or, you may want to assign a single
unit to the whole group but provide an extra instructional activity page to only a small group
so that the small group can have additional instruction on that particular skill.
Using Reading Comprehension Fundamentals for Formative Assessment

The instructional activity pages can be used as an informal assessment of students’ competencies.
Student responses may inform your instruction by providing you with a detailed view of each
student’s level of mastery prior to assigning the unit’s reading selection and text-based activity
page.
Using Reading Comprehension Fundamentals for Summative Assessment

You may choose to use the unit review pages as formal assessments of students’ mastery of
specific reading comprehension skills, genres, and literary elements. The items on this page ask
students to define the reading comprehension skill and to demonstrate their understanding by
completing text-based items.
© Evan-Moor Corp. • EMC 2423 • Reading Comprehension Fundamentals 5

Using Reading Comprehension Fundamentals to
Reteach and Reinforce
The perfect companion to Evan-Moor’s Daily Reading

Comprehension
Thousands of grade 1–6 teachers use Daily Reading Comprehension to teach reading strategies
and practice reading skills. These lessons are a useful tool for informal assessment of students’
skills. Student responses on the weekly Daily Reading Comprehension lessons will indicate the
skills that need further reinforcement. Use Reading Comprehension Fundamentals to reteach and
reinforce important reading comprehension skills and essential genre study.
Name: WEEK 15
For example, if a student makes

Make Inferences DAY 4
READ THE PASSAGE Look for clues that tell you about Sean.
Not-So-Speedy Sean
errors in Week 15 Day 4 of The third-graders call Sean “Speedy.” When Sean gets to school, he hurries
out of the car. He runs up the stairs two at a time. And he comes to a sliding stop
just outside the classroom door. Sean is the first one out the door at recess. He
Daily Reading Comprehension, always eats his snack while heading to the playground. When the bell rings to
come in, Sean beats everyone back to class.
Last week, Sean dragged his feet into the classroom. At recess, he sat on a
your assessment is that the playground bench. Sean gave his snack to a friend. Sean’s shoulders drooped,
and his head hung down. His nose leaked like a dripping faucet. He coughed
with a rumble.
student needs more instruction

Sean’s teacher noticed his unusual behavior. She wondered if he had a fever.
She walked over to the bench where Sean sat. She placed her hand on Sean’s
forehead and then sent him to the school office. Sean was snoring softly when
on how to make inferences.

his dad arrived to take him home.
SKILL PRACTICE Read the item. Write your response.
1. How did Sean get the nickname “Speedy”? Give an example from the text.
The student makes an incorrect 2. Why did Sean’s dad come to school?
inference about the text.

3. What will Sean probably do when he gets home?
STRATEGY PRACTICE Tell a partner how you stayed focused on what you were reading.
104 Daily Reading Comprehension • EMC 3613 • © Evan-Moor Corp.
3613.indb 104 8/4/17 11:28 AM
Use these pages from Reading Comprehension Fundamentals to

reteach and practice skills students have not mastered.
Nonfiction Nonfiction Text
Nonfiction
Name s Make Inferences
Name Name
Make Inference Make Inferences
1 2 The Tiny Cre

Nonfiction
Make Inference
s
Name ature That
Helps Crops Grow
The Tiny Creature That Helps Crops Grow 3
You can use words or pictures to make inferences as you read a text. When You can mak
you erstand
undmake an it.
inference, you figure out something that the author did not write. Did you know that earthworms e inferences,
text to better Making an infer or infer, as you
as you read a g that the auth
or ence is figuring read a text to
e inferences you figure out
somethinWhen help keep soil clean and healthy so we You can make out something better underst
You can mak infer ence , you make an inference, you use: inferences to
find out more that the author and it.
did not tell you.
e an can grow food? These silent creatures
When you mak what you already know
facts about the
topic.
did not tell you. :
are a vegetable farmer’s best friend.
ence Answer the item
ple of an infer what you read
swimmers abo
ut and see in the text Earthworms help keep soil clean
Here is an exam s posted to warn
s about the text
you read.
The re are sign by eating dead material. When plants
I read: puses. 1. What are mulc
blue-ringed octo people. and animals die, they fall on the h and grass clipp
ings probably
s are harmthe
Read ful to
paragraph and look at the photo. Then answer the items. A earthwo made of?
ed octo puse ground. Earthworms eat tiny pieces rms
ence: Blue-ring B healthy
I make this infer A zookeeper takes care of the zoo animals and their habitats. A zoo needs of these dead things, which have lots plant roots
C dead mate
to be safe for allinfe renc
the e
animals. Zookeepers check the habitats each day. They of nutrients. getting plenty of air and rials
water. When
that tells the D healthy
The n mar k the sentence have to make sure the animals cannot get out of the habitats and that people An earthworm uses its digestive a plant’s roots are healthy, theplan
plant
ts
of sentences.
Read the pair visiting the zoo cannot get into them. Some people may not know how dangerous system to break down the nutrients. is healthy. This is2.true
Whefor most
re do planplants,
ts get the nutr
e.
you can mak the
humanimals
ans. can be. Zookeepers feed the animals each day. In fact, they feed The the worm uses some of what it eats to including crops that we grow to eat. ients they need
have enou gh poison to harmanimals hundreds of pounds (kilograms) of food every week. ? Use details
from the text
puses do not live and grow. The rest of the food is Earthworms make a farmer’s job to explain.
1. Some octo gh.
s do have enou waste, which the earthworm gets rid easier. Part of a farmer’s job is
Other octopuse on.
1. A zoo habitat is .
A Not all octo
puses have pois O a place where animals live at a zoo
of by leaving droppings, or castings. plowing, or breaking up, soil. The
s have pois on. These castings have nutrients from all purpose of plowing is to loosen the
B All octopuse O a place where zookeepers go to see animals in the wild
puse s soil so plant roots can ine
getamore
the stuff the worm ate. The castings plant air
3. Imag
puse s can use tools. Octo n. with brown leav
2. Some octo to the ocea 2. What could happen if an animal got out of its habitat at the zoo? remain in the soil, making it rich and and water. In a way,can earthworms
make about thisact es that look unhe
can find their way back plant’s roots. althy. Write an
on land full of nutrients. Plants need these like little plows! Explain how you inference you
s are smart. can make this
A Octopuse nutrients to live and grow. Some farmers try to increase inference.
rt.
B Octopuse
s are not sma ent so other animals
envi ronm Earthworms help plants in the amount of earthworms in their
ge colo r to blend into the som e othe r sea animals.
can chan eaten by another way, too. Earthworms dig gardens and fields by adding dead
3. Octopuses puse s are hunted and Look at the photo and read the caption. Then write
. Octo underground tunnels, which loosen material. That’s why farmers buy
cannot see them octo pus get eate
one n.inference you can make about zookeepers.
an
A Changing
color can help alive longer. the soil. When the soil becomes loose, mulch and grass4. Why
clippings to spread
does the author write that
an octopus stay 3. Sometimes, zookeepers earthworms are
B Changing
color can help it lets air into it. Loose soil also allows on the ground. Use examples from
the text. a vegetable farm
es. more water to enter. Plant roots need Earthworms are wonderful er’s best frien
into tiny spac d?
Octo puse s can squeeze es.
4. bodi air and water. Have you ever seen a creatures to have in a vegetable
puse s have soft, squishy
Octo plant that had bright green leaves garden. Thank earthworms the next
s prob ably have bones.
A Octopuse s. zookeeper feeding andbaby
looked healthy? It probably time you eat a meal with vegetables!
not have bone
B Octopuse
s probably do . wildcat with bottle
looked that way because its roots were
58 57 Comprehension Fundamentals • EMC 2423 • © Evan-Moor

Reading © Evan-Moor
Corp. Corp. • EMC 2423 • Reading Comprehension Fundamentals 60 59
Reading Comp
Fundamentals rehension Funda
Comprehension mentals • EMC
2423 • Reading 2423 • © Evan-
Corp. • EMC Moor Corp.
© Evan-Moor

Sample Grade 1 Nonfiction
Name Visual Information
Texts have words and pictures.

The words in the text tell you about a topic.
The pictures show you more about the topic.
Look at the words and the pictures
when you read a text.
A possum hangs by its tail.
Look at the picture. Read the words.

Then answer the question.
1. This sign is at the park. What does this sign ask

people to do?
2. This child is at the zoo. What do you think the sign says at
this zoo?
❍ Do Not Feed the Animals
❍ You May Feed the Animals
Answer the question.
3. What can words and pictures on a sign tell you?

❍ They help you know what to do.
❍ They tell you a story.
Nonfiction
Texts have words and pictures.

The words in the text tell you about a topic.
The pictures show you more about the topic.
Look at the words and the pictures when you read a text.
Read and look at the pictures.

Then answer the questions.
How many legs does each living thing have?
An insect has A spider has A gorilla has A lion has

6 legs. 8 legs. 2 legs. 4 legs.
1. What do the pictures show?

❍ How many legs each living thing has.
❍ The name of each living thing.
2. Do the pictures tell about the words?

❍ yes
❍ no

Nonfiction Text
Name
Visual Information
Weather Chart
On some days, it rains. On some days, it is warm and
sunny. On other days, it is cold and windy. The weather
is different on different days. That is why people look at
a weather chart. A weather chart tells what the weather
will be each day.
If you check a weather chart,

you will know if it will be rainy.
If it is rainy, you should use an
umbrella.
If you check a weather chart,

you will know if it will be cold. If
it is cold, you should wear a coat
and mittens.
Look at the weather chart below.

It shows what the weather will be each day.
Weekly Weather Chart
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Nonfiction
Weather Chart 3
The words in a text tell you about a topic.

The pictures in a text show you more about the topic.
Some texts have charts that help tell and show things.
Answer the item about the text you read.
1. Write about what the chart shows.
Look at the chart. Finish the sentences.
2. On Wednesday it will be .
❍ rainy
❍ sunny
3. On Sunday it will be .
❍ rainy
❍ sunny
4. On Saturday it will be .
❍ rainy
❍ snowy

Nonfiction
Review
Answer the item.
1. You should look at the when you read a text.

❍ words
❍ words and pictures
❍ pictures
Read and look at the pictures.

Then answer the items.
A berry is a small fruit. Some berries are sweet.

Some are sour. There are different kinds of berries.
Strawberries Blueberries Blackberries
2. The pictures show that berries .

❍ taste different
❍ look different
3. The text says that a berry can be sweet or sour.

Do the pictures show if these berries are sweet or sour?
❍ yes ❍ no
4. Tell why or why not.

Name Text Features and Visual Information
Text features help you better understand a text. The title, headings,
and bold words are text features.
The title of a text tells you what the whole text will be about.
Headings tell what a paragraph will be about.
Bold words are important words that the author wants you to know.
Read the poster. Then answer the questions.
A Home for Stray Animals

Here at Happy Pet Shelter, we give stray
animals a home. We feed, wash, and play
with the animals. We help sick animals feel
better, too.
Animals we accept: dogs, cats, rabbits
Animals we do not accept: turtles, snakes
1. What does the title of the poster tell you about the text?
2. What important information does the author want you to know?

Tell how you know.

Nonfiction
Text features help you better understand a text. Pictures, captions,

maps, diagrams, graphs, and charts are text features.
Pictures show you more details about a text.

Captions are words that tell you about a picture.
Maps show you where people, places, or things are.
Diagrams are pictures with labels that show you the parts
of something.
Graphs and charts show you important information in a simple way.
Read. Then answer the questions.
What Cookie Do You Like? 1 = 1 person
chocolate chip sugar peanut butter oatmeal coconut
1. What does the graph show?
2. Why are there pictures of cookies on the graph?
3. What kind of cookie do people like to eat the most?

❍ oatmeal ❍ peanut butter ❍ chocolate chip

Nonfiction Text
Name
Text Features and Visual Information
Leopard Sharks
Leopard sharks are small sharks. Unlike some other sharks,
leopard sharks are scared of humans. They will swim away
quickly if they see you.
snout ﬁn
eye
Shapes and Sizes
Leopard sharks are long
and slim. They are named after mouth gills
leopards because they have dark
spots on their bodies like leopards
do. Leopard sharks have short round
snouts. They can grow to be 6 feet
long and weigh up to 40 pounds.
What They Eat

The foods leopard sharks eat
usually live on the bottom of the
ocean. Leopard sharks are known to a leopard shark swimming at
eat crabs, shrimp, small fish, and fish eggs. the Monterey Bay Aquarium
Their mouths are curved near the bottom of their

heads. This makes it easy for the sharks to swim near
the bottom of the ocean and suck up their tasty treats.
Where They Live

Leopard sharks live in cool or warm
water. You can find most leopard sharks down
the Pacific coast of North America, from
Oregon to Mexico. They do not like to stay in
deep oceans but prefer to swim near sandy
flats, kelp reefs, and rocky areas.

Nonfiction
Leopard Sharks 3
Text features help you better understand a text.

Look at these text features as you read:
title headings bold words
Pictures show you more about the text. Look at these as you read:
pictures captions diagrams maps graphs charts
Answer the questions about the text you read.
1. What will the text under the heading “Shapes and Sizes” be about?
2. What does the diagram show you?
3. Does the map help you better understand the text?

Tell why or why not.
Look at the photo from the text. Then answer the question.
4. Where does this leopard shark live? Tell how you know.
a leopard shark swimming at

the Monterey Bay Aquarium

Nonfiction
Review
Answer the items.
1. Write three text features that help you understand the text better.
2. What are words that help tell more about a picture?

❍ maps ❍ captions ❍ diagrams
Look at the sign.

Then answer the questions.
3. What does this sign show?
4. Where should you follow these rules?

❍ in the classroom ❍ at home ❍ in the car
5. How do you know?

Text features are part of a text. They tell more about the text or the topic.
Look at text features as you read. These are a few kinds of text features:
the title of the text
bold words and headings
labels on a diagram
Read the text. Then answer the items.
The Five Food Groups

Food gives us energy. It’s best for our health
when we eat different kinds of foods. If we eat
only one kind of food every day, we will miss out
on nutrients that other foods can give us. These
are the major food groups:
Grains found in pasta, bread, rice
Vegetables such as broccoli, carrots, celery
Fruits such as apples, bananas, oranges
Proteins found in meat, tofu, eggs
Dairy such as milk, cheese, yogurt
1. Write the food groups that have foods shown in the picture.
2. What does the title tell you about food groups?
3. Explain what the words next to each bold word tell about.

Nonfiction
Some texts use visual information to show more about the text’s topic.
Look at visual information as you read.
These are a few kinds of visual information:
pictures or photos
graphs or maps
photo captions
A Friendly Reminder
from Your Local Vet
grapes and raisins
These foods taste great to
people, but they’re bad for dogs and
cats. They can make your pet sick.
If your pet eats any of these,
call the vet right away. dark chocolate
1. Write a sentence that tells how the pictures can help people keep their pets safe.
2. Explain how each picture is related to the words below it.
3. Who wrote this message? Tell how you know.

Nonfiction Text
Name
Spend Part of Your Winter at
Ice Skating
Ice s ka ti ng
so f
Camp!
is lotd great
n
fun axercise!
e
Hey, boys and girls!
Are you looking for something to do while you’re
not at school this December? Come to ice skating
camp and learn how to skate. If you already know
how to skate, you can improve your skills.
For: Ages 8–15

Where: Evans Community Ice Rink,
457 Tangerine Road
Dates: December 14–December 23
Time: 9 a.m.–12 p.m.
Cost: $150
How to sign up: Go to the front desk at the ice rink
or sign up online.
Sign up now!
Don’t miss your chance to have fun, make new friends, and skate!
We can provide skates, or you can bring your own.

Nonfiction
Ice Skating Camp! 3
Text features can make important words in the text stand out.
the title bold words headings labels on a diagram

Visual information shows more about the text’s topic.
Look at the visual information as you read:
pictures photos captions maps
1. From the title only, what do you think is the author’s purpose
for writing this poster?
A to give information about skaters at the camp
B to tell a story about the skating camp
C to teach how to skate
D to get children to join the skating camp
2. The bold words .

A help you quickly find important information about the camp
B tell you that this information isn’t very important
C help you imagine what the camp looks like
D tell you that skating is lots of work
3. Why did the author include a starburst on the poster?
4. How do the pictures show more about the camp?

Nonfiction
Review
Mark the correct answer.
1. Which one is an example of visual information?

A map
B title
C paragraph
D bold words
Rules for Visiting the State Park

1. Do not feed the animals.
2. Do not swim in the river.
3. Throw away your garbage.
2. Write one text feature in the text.
3. Tell how the picture helps support the text.
Answer the items.
4. Tell how text features can help you find information quickly in a text.
5. Do you think text features and visual information can help you to better
understand a text? Tell why you think so.

Text features can be part of a text, a sign, or a chart. Text features tell more about
the text or the topic. Text features can help an author get a message across with
just a few words. These are a few kinds of text features:
the title of the text
bold words and headings
pictures and captions
Read the sign. Look at the text features. Then answer the questions.
Stay Healthy by Washing Right!
Wet your hands Use soap. Rub your hands Rinse well with Dry your hands with a
with warm water. for 20 seconds. warm water. paper towel or air dryer.
1. What conclusion can you draw from the sign’s title?

A You can get sick if you don’t wash your hands correctly.
B Your hands can get chapped if you wash them too long.
C You should always dry your hands.
2. What’s the best temperature for washing your hands? How do you know?
3. Do the captions help you better understand the pictures? Explain your answer.

Nonfiction
Authors use different kinds of visual information in a text. Pictures, photos, graphs,
and charts provide visual information.
When authors present information in a chart, do these things to help you better
understand the information:
First, read the title of the chart. The title will help your mind to bring up ideas
you already know about the topic.
Next, look at the column headings. Everything in one column is related to the
heading.
Last, look at the rows. Everything in one row is related.
Read the chart. Then answer the items.
Number Words
Spanish German English
cero null zero
• uno eins one
•• dos zwei two
••• tres drei three
•••• quatro veir four
••••• cinco fünf five
1. Write the word used for four in each language in the chart. How do you know the words?
2. Why do you think the author chooses to present this information in a chart?

Nonfiction Text
Name
Join Robotics Club!

Are you looking for If you have never done
something to do after anything with robots or
school? Do you enjoy software before, you will
building things? Do robots learn. If you already know
interest you? Then join our how to build models or
Robotics Club and learn write programs, you can
how to make your own improve your skills.
robot. You will work in All club members will
a team to build a model, increase their teamwork
write the software to and problem-solving skills
operate it, and tweak it while having a great time!
until it does exactly what
you want it to do.
ROBOTICS
The team
For: Students in 4th–6th grades
with the be
st robot
will go to t
When: Every Wednesday, immediately he
after the final bell Robotics
Challenge
Where: Mr. Morningstar’s Room, W72 in May!
Cost: $50 (to help cover the cost of components)

Nonfiction
Join Robotics Club 3
Text features can make important words in the text stand out.
the title bold words headings labels on a diagram
Visual information shows more about the text’s topic.

Look at the visual information as you read:
pictures photos captions maps
1. Choose the best reason for why the author wrote this text.
A to teach children how to work in a team
B to keep children safe after school
C to get children to join the robotics club
2. Why do you think the author put bold labels on the left side of the flyer?
3. Why is there a fee to join the club? How much is it?
4. Why do you think the author put information in a burst?

Nonfiction
Review
Answer the item.
1. Mark all the examples of text features.

A bold words and headings
B problems and solutions
C different languages
D pictures and captions
Read the paragraph. Then answer

the questions.
The musical Oklahoma! was a big
hit on Broadway in 1943. The story was
about a farm girl who wonders which
cowboy she should take to the picnic—
and maybe marry. The writer gave the
story lots of emotion, with both highs and
lows. The composer wrote music that
went perfectly with the lyrics. The dances
were an important part of the plot.
Oklahoma! ran for 2,212 performances in New York City
2. What information did you learn from the poster?
3. What information did the caption provide? Do you think the information was important?

Text features can be part of a text, a sign, a chart, and other informational sources.
Text features tell more about the text or the topic and can help an author emphasize
a particular part of the text. These are a few kinds of text features:
the title of the text numbers in a list and bullet points
bold words and headings pictures and captions
Read the text and answer the questions.

Keep Your Smile Bright!
Take good care of your teeth by following these steps:
1. Floss your teeth. You can use floss that’s like a long thread or a
flosser pick. Move the dental floss between each tooth and on the
far side of the last molars, too. Do all the top and bottom teeth.
This gets rid of food that’s stuck where your toothbrush can’t reach.
2. Brush twice a day. Always brush after breakfast and before bedtime.
3. Use a soft-bristle toothbrush. Get a new one every 3 to 4 months.
4. Brush for 2 minutes. That’s about as long as it takes to count to 100.

(Think “1-one thousand, 2-one thousand, 3-one thousand,” and so on.)
5. Rinse your mouth with mouthwash. Do not swallow it! Spit it out when you’re done.
1. How does the title relate to the subject of the text?
2. Why does the author make some sentences bold?
3. What do the numbers in the text tell you?

Nonfiction Text
Name
The Effects of Landslides

There is nothing funny about a
landslide. It is a serious occurrence that
can result in dangerous conditions,
including damage to roadways.
Understanding what causes landslides
may help people avoid them.
A landslide occurs when dirt and

rock in the ground become unstable at
the top of a scarp, or a steep slope. The
following things can cause the ground
to become unstable:
• lots of moisture from heavy rain
A landslide is a huge landmass that • an earthquake
slides or rolls down a steep slope. The • erosion
landslide may consist of thousands of • volcanic activity
pounds (kilograms) of fast-moving rocks, After the ground becomes unstable,
water, dirt, and debris. The force of a gravity makes the landmass flow
landslide can be powerful enough to downward, toward the toe of the slope,
demolish a house or break apart a which is the lowest point.
concrete highway. Landslides are
extremely dangerous because they can
block roadways, which can cause drivers
Scarp
to swerve abruptly to avoid the rocks and
chunks of land. Sometimes landslides
cause roads to literally break apart. Debris
Toe
As the landslide continues moving,

it may pick up speed or gather debris,
which adds to the weight and power
(and danger) of the landslide.
Perhaps one day, scientists will
Thick, wet landslides with a lot be able to predict when and where
of fluid can cause hazardous floods. landslides are likely to happen.
Nonfiction
The Effects of Landslides 2
Text features can help an author convey an important message in few words or
help an author emphasize important parts of a text. These are some types of text
features: a text’s title, headings, bold or italicized words, numbers in a list, and
bullet points.
Visual information shows details about a text’s subject. Visual information is any
kind of picture or image and includes the following: illustrations, photos, diagrams,
graphs, maps, and captions.
Pay attention to text features and visual information as you read.
1. What does the title tell you about the text?
2. What do the photographs from the text show you about landslides?
3. How could a flood caused by a landslide affect a car? Explain how you know.
4. Why are there bullets in the list?
5. Explain how the diagram supports the details provided in the text.

Nonfiction
Review
Answer the items.
1. Explain what text features are and what they do in a text.
2. Explain what visual information is.
3. Write four kinds of text features or visual information.
Read the text. Then answer the item.
4. The brown recluse is an easily recognized spider, and that’s a good

thing because it has a venomous bite that can be harmful to humans.
Here are some tips that can help you identify a brown recluse:
• The color of a recluse is a sandy brown with a darker mark at the center.
• The shape of the recluse’s body is similar to that of a violin.
• The number of eyes of the recluse is six, which is unique to this spider.
• The size of a recluse is a half inch (1.3 cm) in width.
Explain how the text features and visual information help to emphasize important
information within the text.

Text features are parts of texts, signs, charts, and other informational sources.
Text features provide additional information about the text or the topic and can help
an author emphasize a particular part of the text.
These are common types of text features:
the title of the text numbers and bullet points in a list
bold words and headings pictures and captions
Read the flyer. Then answer the items.
Don’t Waste Food!

Did you know that one-third of all food is wasted? That’s a shame when so many
people go hungry each day. Here are some tips to help you decrease food waste:
Compost. Let unwanted food Buy Less. Only buy foods
break down and use it in the you know you and your
garden to grow more food. family will eat.
Get a Doggy Bag. Save uneaten Eat Less. Start with less
food for later, give it to a pet, or on your plate. You may
give it to someone you know who find that you get full and
doesn’t have much to eat. can save the rest for later.
1. State two text features used in this flyer.
2. What is the purpose of the bold words? Explain what follows the bold words.
3. Does the information in the flyer support the title?

Nonfiction
Authors use different kinds of visual information in a text. Pictures, photographs,

graphs, and charts are types of visual information. Visual information elaborates on
the information presented in the text. Sometimes, visual information provides
additional information that was not stated directly in the text.
Read the paragraph and look at the chart. 1%

Then answer the items.
26% 29%
Over 30% of the world’s frogs and toads have an official
status of “threatened” or “near threatened.” Much of this is
due to capturing frogs and toads for the pet trade, as well 6%
39%
as systematic deforestation of their habitats. The oophaga
lehmanni, also known as the Lehmann’s poison frog or Frogs
red-banded poison frog, is critically endangered, for example. Extinct 1%
Its distribution, throughout areas in its native Columbia, is Near-threatened 29%
scattered and continues to decline. Least Concern 39%
Data deficient 28%
1. What information does the pie chart provide?
2. How does the key below the pie chart help you to better understand the pie chart?
3. How does the pie chart support what the text states?
4. Write one fact you learned from the pie chart or the text.

Nonfiction Text
Name
A Wave You Don’t Want to Ride:

The Tsunami
Many people think of tsunamis as How a Tsunami Is Formed
giant waves, but there is a lot more to
The tsunami hits the coast.
tsunamis than that. Yes, tsunamis
involve big waves—growing from less
than 1 foot (30 centimeters) to 100 feet
(30 meters)! But these devastating waves
come from underwater earthquakes,
which have shaking energy that A tsunami forms because
displaces the water. Most waves are of shaking energy from an earthquake.
formed by blowing wind, but tsunamis,
which are induced by earthquakes, are the earth after an earthquake. Scientists
extremely powerful and can speed across naturally want to warn people of a
the water as fast as a jet plane at 500 tsunami, if at all possible. Sometimes,
miles (800 kilometers) per hour. As a a warning may come a few hours before
tsunami approaches land, the waves a tsunami will strike, giving people
slow down and grow taller. When the ample time to take safety measures and
tsunami hits land, it can spread inland evacuate. Other times, unfortunately,
by at least 1,000 feet (300 meters), there is little or no warning. This is what
demolishing homes and buildings, happened north of Tokyo in March 2011.
flipping cars, and taking lives. Very few scientists expected the
Warning Signs disastrous earthquake to be followed by
an equally devastating tsunami.
If you notice water drawing back
unusually far at the beach in a process Tsunami Safety
called “drawback,” a tsunami will likely If there is an earthquake or you hear
follow. Also, an earthquake in a tsunami rumors about a tsunami, listen to the
zone is a natural warning sign of a radio or watch the television for
tsunami. Scientists are on the job, too. instructions. Typically, the best thing to
They try to forecast when a tsunami will do is to move to higher ground, as
hit land based on when and where inland as possible. Whatever you do, do
earthquakes occur. To find earthquakes not go to the water’s edge to observe the
that happen in the middle of an ocean, phenomenon. Remember, tsunamis
scientists measure seismic waves. Seismic aren’t simply big waves. They are often
waves are vibrations that move through devastating!

Nonfiction
A Wave You Don’t Want to Ride: 3

The Tsunami
Text features can help an author convey an important message in few words or
help an author emphasize important parts of a text. These are some types of text
features: a text’s title, headings, bold or italicized words, numbers in a list, and
bullet points.
Visual information shows details about a text’s subject. Visual information is any
kind of picture or image and includes the following: illustrations, photos, diagrams,
graphs, maps, labels, and captions.
Pay attention to text features and visual information as you read.
1. How does the title of the text help you to prepare to read the information?
2. State the types of text features and visual information used in the text.
3. Explain how the visual information supports what the text states.
4. Why do you think the author includes bold headings in the text?
5. How may the bold headings help readers remember facts?

Nonfiction
Review
Answer the items.
1. Explain why authors use text features and visual information in a text.
2. State three types of text features and three types of visual information.
3. Explain how visual information can help you to better understand a text.
Read the paragraph. Then answer the item.
4. High above Athens, Greece, sits the

Acropolis
ancient city known as the Acropolis. In
Greek, Acropolis means “city at the top.” Erechtheion
It was built on the highest point in that
Propylaia
area many centuries ago to keep people Beule Gate
Parthenon
safe from invaders. Among the many Temple of
Nike Apteros
ancient structures in Acropolis is the
renowned Parthenon. This massive Theater of
Herod Atticus
marble temple was built in dedication Theatre of
Dionysus
to the goddess Athena, the patron
goddess of Athens.
Write two other ancient structures in Acropolis, according to the map.

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Reading

1–6 • Fiction texts

Evan-Moor Comprehension • Nonfiction texts

About Reading Comprehension Fundamentals . . . . . . Click

Reading Comprehension Fundamentals is your resource for reading comprehension

Instructional Activity Page

Text structure is the way an author gives information. In a text with a

variety of response formats, including multiple choice,

1. Explain how a mosquito can cause you to feel uncomfortable.

Cause and Effec

The 1-page fiction and nonfiction text selections are

specifically written to support each individual reading

skill or genre. Nonfiction texts include science, social

studies, and other real-world topics.

Text-Based Activity Page

The text-based activity page contains an instructional rule

These signal words help tell about cause and effect: 23

create leads reason makes because become

1. The text explained .

formats, including multiple choice, constructed response,

and open-ended items.

The review page provides an opportunity to assess

24 Reading Comprehension Fundamentals • EMC 2423 • © Evan-Moor Corp.

gauge their understanding of the genre or literary

Read the sent

4 Reading Comprehension Fundamentals • EMC 2423 • © Evan-Moor Corp.

Using Reading Comprehension Fundamentals for Whole-Group Instruction

Using Reading Comprehension Fundamentals for Small-Group Instruction

Using Reading Comprehension Fundamentals for Formative Assessment

Using Reading Comprehension Fundamentals for Summative Assessment

© Evan-Moor Corp. • EMC 2423 • Reading Comprehension Fundamentals 5

The perfect companion to Evan-Moor’s Daily Reading

For example, if a student makes

student needs more instruction

on how to make inferences.

SKILL PRACTICE Read the item. Write your response.

inference about the text.

104 Daily Reading Comprehension • EMC 3613 • © Evan-Moor Corp.

3613.indb 104 8/4/17 11:28 AM

Use these pages from Reading Comprehension Fundamentals to

1 2 The Tiny Cre

58 57 Comprehension Fundamentals • EMC 2423 • © Evan-Moor

6 Reading Comprehension Fundamentals • EMC 2423 • © Evan-Moor Corp.

Texts have words and pictures.

Look at the picture. Read the words.

1. This sign is at the park. What does this sign ask

Answer the question.

3. What can words and pictures on a sign tell you?

Texts have words and pictures.

Read and look at the pictures.

How many legs does each living thing have?

An insect has A spider has A gorilla has A lion has

1. What do the pictures show?

2. Do the pictures tell about the words?

© Evan-Moor Corp. • EMC 2421 • Reading Comprehension Fundamentals 13

If you check a weather chart,

If you check a weather chart,

Look at the weather chart below.

Weekly Weather Chart