Nonfiction Comprehension Test Practice Level 2

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S964
Author
Jennifer Overend Prior, M.Ed.
Introduction by Kathleen Lewis, M.A.
Project Developer
Edward Fry, Ph.D.
Reading Passages provided by Time For Kids magazine
Editors Cover Artist
Karen Tam Froloff Neri Garcia
Wanda Kelly, M.A.
Illustration
Editorial Project Manager Bruce Hedges
Lori Kamola, M.S.Ed.
Product Manager
Editor-in-Chief Phil Garcia
Sharon Coan, M.S.Ed.
Publisher
Corinne Burton, M.A.Ed.
Shell Education
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
http://www.shelleducation.com
ISBN-978-1-4258-0423-7
©2006 Shell Education
Reprinted, 2007
Made in U.S.A.
The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction
of any part for an entire school or school system is strictly prohibited. No part of this publication may be
transmitted, stored, or recorded in any form without written permission from the publisher.
#10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

Table of Contents
Standards Correlations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 1: A Cool Tale of Wonder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 2: Time Traveler’s Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Lesson 3: Helping Sea Horses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson 4: A Monarch’s Amazing Trip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Lesson 5: A Special Delivery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 6: To the Bat House!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Lesson 7: The Very First Dinosaur? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Lesson 8: The Bears Bounce Back. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 9: Underwater Treasures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Lesson 10: Meet a Vegetarian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 11: May I Have a Raise?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Lesson 12: The Mystery of Jamestown. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson 13: Slaves’ Secret Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson 14: Secrets of a Pyramid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Lesson 15: Tigers and People Can Get Along. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Lesson 16: Save the Gorillas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson 17: Hurricane Floyd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Lesson 18: Raising a Racer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson 19: Don’t Ever Kiss a Peacock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lesson 20: A Land of Their Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
(Note: Each six-part lesson revolves around an article from Time For Kids. The article titles are listed here for you to
choose topics that will appeal to your students, but the individual articles do not begin on the first page of the lessons.
The lessons in this book may be done in any order.)
©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice

Standards Correlations
Shell Educational Publishing is committed to producing educational materials that are research-
and standards-based. In this effort we have correlated all of our products to the academic
standards of all 50 states, the District of Columbia, and the Department of Defense Dependent
Schools. You can print a correlation report customized for your state directly from our website at
http://www.shelleducation.com.
Purpose and Intent of Standards

The No Child Left Behind legislation mandates that all states adopt academic standards that
identify the skills students will learn in kindergarten through grade twelve. While many states
had already adopted academic standards prior to NCLB, the legislation set requirements to
ensure the standards were detailed and comprehensive.
Standards are designed to focus instruction and guide adoption of curricula. Standards are
statements that describe the criteria necessary for students to meet specific academic goals.
They define the knowledge, skills, and content students should acquire at each level. Standards
are also used to develop standardized tests to evaluate students’ academic progress.
In many states today, teachers are required to demonstrate how their lessons meet state
standards. State standards are used in development of all of our products, so educators can be
assured they meet the academic requirements of each state. Complete standards correlation
reports for each state can be printed directly from our website as well.
How to Find Standards Correlations

To print a correlation report for this product visit our website at http://www.shelleducation.com
and follow the on-screen directions. If you require assistance in printing correlation reports,
please contact Customer Service at 1-877-777-3450.

Introduction
Why Every Teacher Needs This Book
In a day of increased accountability and standards-based instruction, teachers are feeling greater
pressure for their students to perform well on standardized tests. Every teacher knows that
students who can read, and comprehend what they read, will have better test performance.
In many classrooms today, teachers experience challenges they are not trained to meet,
including limited English speakers, students with disabilities, high student mobility rates, and
student apathy. Many states with poor standardized test scores have students who come from
print-poor environments. Teachers need help developing competent readers and students who
can apply their knowledge in the standardized test setting.
The Nonfiction Comprehension Test Practice series is a tool that will help teachers to teach
comprehension skills to their students and enable their students to perform better in a
test setting. This series supplies motivating, readable, interesting, nonfiction text, and
comprehension exercises to help students practice comprehension skills while truly becoming
better readers. The activities can be quick or in depth, allowing students to practice skills daily.
What is practiced daily will be acquired by students. Practice for standardized tests needs to
be started at the beginning of the school year, not a few weeks before the tests. The articles
in this series are current and develop knowledge about today’s world as well as the past.
Students will begin thinking, talking, and developing a framework of knowledge which is crucial
for comprehension.
When a teacher sparks an interest in knowledge, students will become life-long learners. In the
process of completing these test practice activities, not only will you improve your students’ test
scores, you will create better readers and life-long learners.
Readability
All of the articles used in this series have been edited for readability. The Fry Graph, The Dale-
Chall Readability Formula, or the Spache Readability Formula was used depending on the level
of the article. Of more than 100 predictive readability formulas, these are the most widely
used. These formulas count and factor in three variables: the number of words, syllables,
and sentences. The Dale-Chall and Spache formulas also use vocabulary lists. The Dale-Chall
Formula is typically used for upper-elementary and secondary grade-level materials. It uses
its own vocabulary list and takes into account the total number of words and sentences. The
formula reliably gives the readability for the chosen text. The Spache Formula is vocabulary-
based, paying close attention to the percentage of words not present in the formula’s vocabulary
list. This formula is best for evaluating primary and early elementary texts. Through the use of
these formulas, the levels of the articles are appropriate and comprehensible for students at
each grade level.

Introduction (cont.)
General Lesson Plan
At each grade level of this series, there are 20 articles that prove interesting and readable to
students. Each article is followed by questions on the following topics:
Sentence comprehension—Five true/false statements are related back to one sentence from
the text.
Word study—One word from the text is explained (origin, part of speech, unique meaning, etc.).
Activities can include completion items (cloze statements), making illustrations, or compare and
contrast items.
Paragraph comprehension—This section contains one paragraph from the text and five
multiple-choice questions directly related to that paragraph. The questions range from drawing
information directly from the page to forming opinions and using outside knowledge.
Whole-story comprehension—Eight multiple-choice questions relate back to the whole
article or a major part of it. They can include comprehension that is factual, is based on
opinion, involves inference, uses background knowledge, involves sequencing or classifying,
relates to cause and effect, or involves understanding the author’s intent. All levels of reading
comprehension are covered.
Enrichment for language mechanics and expression—This section develops language
mechanics and expression through a variety of activities.
Graphic development—Graphic organizers that relate to the article are used to answer a variety
of comprehension questions. In some lessons, students create their own maps, graphs, and
diagrams that relate to the article.
The following is a list of words from the lessons that may be difficult for some students.
These words are listed here so that you may review them with your students as needed.
Word Page Word Page Word Page

Inupiat 21 sauropod 61 camouflage 109
Osborne 27 grizzly 63 gorillas 111
Titanic 29 Cleopatra 69 caused 119
medicines 33 Goddio 70 Nikolai 124
monarch 39 chores 82 Anchorage 125
mimicry 43 capitalize 85 apostrophe 127
platypus 45 skeleton 87 giraffe 131
Koorina 47 quilt 93 adjective 133
athlete 51 ancestors 94 Wunavut 137
Madagascar 57 Bengal 105 Inuit 137
prosauropods 61 Korku 105

What Do Students Need to Learn?
Successful reading requires comprehension. Comprehending means having the ability to connect
words and thoughts to knowledge already possessed. If you have little or no knowledge of a
subject, it is difficult to comprehend an article or text written on that subject. Comprehension
requires motivation and interest. Once your students start acquiring knowledge, they will want to
fill in the gaps and learn more.
In order to help students be the best readers they can be, a teacher needs to be familiar with
what students need to know to comprehend well. A teacher needs to know Bloom’s levels
of comprehension, traditional comprehension skills and expected products, and the types of
questions that are generally used on standardized comprehension tests, as well as methods that
can be used to help students build a framework for comprehension.
Bloom’s Taxonomy
In 1956, Benjamin Bloom created a classification for questions that are commonly used
to demonstrate comprehension. These levels are listed here along with the corresponding
skills that will demonstrate understanding and are important to remember when teaching
comprehension to assure that students have attained higher levels of comprehension. Use this
classification to form your own questions whenever students read or listen to literature.
Knowledge—Students will recall information. They will show knowledge of dates, events,
places, and main ideas. Questions include words such as: who, what, where, when, list,
identify, and name.
Comprehension—Students will understand information. They will compare and contrast,
order, categorize, and predict consequences. Questions include words such as: compare,
contrast, describe, summarize, predict, and estimate.
Application—Students will use information in new situations. Questions include words
such as: apply, demonstrate, solve, classify, and complete.
Analysis—Students will see patterns. They will be able to organize parts and figure out
meaning. Questions include words such as: order, explain, arrange, and analyze.
Synthesis—Students will use old ideas to create new ones. They will generalize, predict,
and draw conclusions. Questions include words such as: what if, rewrite, rearrange,
combine, create, and substitute.
Evaluation—Students will compare ideas and assess value. They will make choices and
understand a subjective viewpoint. Questions include words such as: assess, decide, and
support your opinion.

Comprehension Skills
There are many skills that form the complex activity of comprehension. This wide range of
understandings and abilities develops over time in competent readers. The following list
includes many traditional skills found in scope and sequence charts and standards for reading
comprehension.
identifies details draws conclusions

recognizes stated main idea makes generalizations
follows directions recognizes paragraph (text)
organization
determines sequence
predicts outcome
recalls details
recognizes hyperbole and
locates reference exaggeration
recalls gist of story experiences empathy for a
labels parts character
summarizes experiences an emotional reaction
to the text
recognizes anaphoric
relationships judges quality/appeal of text
identifies time sequence judges author’s qualifications
describes a character recognizes facts vs. opinions
retells story in own words applies understanding to a new
situation
infers main idea
recognizes literary style
infers details
recognizes figurative language
infers cause and effect
identifies mood
infers author’s purpose/intent
identifies plot and story line
classifies, places into categories
compares and contrasts

Observable Comprehension Products
There are many exercises that students can complete when they comprehend the material they
read. Some of these products can be performed orally in small groups. Some lend themselves
more to independent paper-and-pencil type activities. Although there are more, the following are
common and comprehensive products of comprehension.
Recognizing—underlining, multiple-choice items, matching, true/false statements
Recalling—writing a short answer, filling in the blanks, flashcard question and answer
Paraphrasing—retelling in own words, summarizing
Classifying—grouping components, naming clusters, completing comparison tables,
ordering components on a scale
Following directions—completing steps in a task, using a recipe, constructing
Visualizing—graphing, drawing a map, illustrating, making a time line, creating a flow
chart
Fluent reading—accurate pronunciation, phrasing, intonation, dramatic qualities
Reading Comprehension Questions

Teaching the kinds of questions that appear on standardized tests gives students the framework
to anticipate and thus look for the answers to questions while reading. This framework will not
only help students’ scores, but it will actually help them learn how to comprehend what they are
reading. Some of the types of questions students will find on standardized comprehension tests
are as follows:
Vocabulary—These questions are based on word meaning, common words, proper
nouns, technical words, geographical words, and unusual adjectives.
Facts—These questions ask exactly what was written, using who, what, when, where, why,
how, and how many.
Sequence—These questions are based on order—what happened first, last, and in
between.
Conditionals—These questions use qualifying terms such as: if, could, alleged, etc.
Summarizing—These questions require students to restate, choose main ideas,
conclude, and create a new title. Also important here is for students to understand and
state the author’s purpose.
Outcomes—These questions often involve readers drawing upon their own experiences
or bringing outside knowledge to the composition. Students must understand cause and
effect, results of actions, and implications.
Opinion—These questions ask the author’s intent and mood and require use of
background knowledge to answer.

Graphic Organizers
Reading and comprehension can be easier for students with a few simple practices. For top
comprehension, students need a wide vocabulary, ideas about the subject they are reading, and
understanding of the structure of the text. Pre-reading activities will help students in all of these
areas. Graphic organizers help students build vocabulary, brainstorm ideas, and understand the
structure of the text.
Graphic organizers aid students with vocabulary and comprehension. Graphic organizers can
help students comprehend more and, in turn, gain insight into how to comprehend in future
readings. This process teaches a student a way to connect new information to prior knowledge
that is stored in his or her brain. Different types of graphic organizers are listed below by
category.
Graphic organizers include: semantic maps, spider maps (word webs), Venn diagrams, and
fishbone diagrams.
Semantic map—This organizer builds

Semantic Map
vocabulary. A word for study is placed
Key Term and Four Categories
in the center of the page, and four
categories are made around it. The
categories expand on the nature
of the word and relate it back to word
personal knowledge and experience of
the students.
Spider map (word web)—The topic, Spider Map

concept, or theme is placed in the
middle of the page. Like a spider’s
web, thoughts and ideas come out a Detail
Ide
from the center, beginning with main Main
ideas and flowing out to details. Topic
Concept
Theme
10 #10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

Graphic Organizers (cont.)
Venn diagram—This organizer

Venn Diagram
compares and contrasts two ideas.
With two large circles intersecting,
each circle represents a different
topic. The area of each circle that
does not intersect is for ideas and
concepts that are only true about one
topic. The intersection is for ideas
and concepts that are true about both
topics.
Fishbone diagram—This organizer Fishbone Diagram

deals with cause and effect. The
result is listed first, branching out in Effect
1 2
a fishbone pattern with the causes se se
C au Ca
u
that lead up to the result, along with Result
effects that happened. Ca
us
Ca
us
e e
3 4
Detail
Continuum organizers can be linear or circular and contain a chain of events. These include
time lines, chain of events, multiple linear maps, and circular or repeating maps.
Time lines—Whether graphing
ancient history or the last hour, time Continuum Scale (Time Line)
lines help students see how events
have progressed and understand
patterns in history.
Low. . . . . . . . . Middle. . . . . . . . . High
©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice 11

Chain of events—This organizer
Chain of Events
not only shows the progression of
Initiating Event
time but also emphasizes cause and
effect. Beginning with the initiating Event 1
event inside of a box, subsequent

arrows and boxes follow showing the Event 2
events in order.
Final Outcome
Event 3
Multiple linear maps—These organizers can help students visualize how different
events can be happening at the same time, either in history or in a story, and how
those events affect each other.
Circular or repeating maps—These

Circular Continuum
organizers lend themselves to events
that happen in a repeating pattern like 4
events in science, such as the water
cycle.
1 3
Hierarchical organizers show structure. These include network trees, structured overviews,
and class/example and properties maps. These organizers help students begin to visualize
and comprehend hierarchy of knowledge, going from the big picture to the details.
Network tree—This organizer begins

Network Tree
with a main, general topic. From there
it branches out to examples of that
topic, further branching out with more
and more detail.

Structured overview—This is very

Structured Overview
similar to a network tree, but it varies
in that it has a very structured look.
_________ _________ _________

_________ _________ _________
_________ _________ _________
_________ _________ _________
Class/example and properties Class/Example and Properties Map

map—Organized graphically, this Properties
map gives the information of class, Class ________
________
example, and properties. ________
Term Properties
Studied ________
________
________
Example
Spreadsheets are important organizers today. Much computer information is stored on

spreadsheets. It is important for students to learn how to create, read, and comprehend
these organizers. These include semantic feature analysis, compare and contrast matrices,
and simple spreadsheet tables.
Semantic feature analysis—This Semantic Feature Analysis

organizer gives examples of a topic (Matrix)
and lists features. A plus or a minus
Fill squares with + or –
indicates if that example possesses
Features
those features.
Term
(class or
example)

Compare/Contrast
Compare and contrast matrix—This Matrix (Spreadsheets)
organizer compares and contrasts
two or more examples are different Attribute 1
attributes.
Attribute 2
Attribute 3
Simple spreadsheet table—Much information can be visualized through spreadsheets

or tables. Choose examples and qualities and arrange them in spreadsheet style.
Maps are helpful in understanding spatial relationships. There are geographical maps, but
there are also street maps and floor plans.
Geographical map—These organizers can range from globes to cities, and details are
limited.
Street map—Information on this type of organizer becomes more detailed.
Floor plan—This organizer becomes more detailed, from a building to a room or a
student’s desk.
Numerical graphs such as bar graphs, pie charts, and tables become important in
comprehension, too.
Bar graph—With a vertical and horizontal axis, this graph shows a comparison between
subjects. It is important to be able to draw the correct information out of it.
Pie chart—In the circular shape of a pie, amounts totaling 100% are shown as pieces of
pie. Once again, drawing correct information is important.
Table—Information is organized into rows and columns to display relationships. A table
can help to recognize patterns in a given problem.
Using graphic organizers while reading class material will help students know what to do in
order to better comprehend material on standardized comprehension tests. Further, a varied
use of all types of organizers will help students of different learning styles find a method that
works for them.
Pre-reading Strategies
It is widely understood that for comprehension and acquisition to take place, new information
must be integrated with what the reader knows. Pre-reading strategies will help students to
build knowledge and restructure the information they already possess in order to more fully
comprehend what they are reading. After a teacher has spent time teaching pre-reading
strategies, students will know what to do when reading on their own.
Building Vocabulary
Common sense reveals that there is a symbiotic relationship between knowledge of vocabulary
and comprehension. Vocabulary development and comprehension span the curriculum.
Students come across a large and diverse vocabulary in science, social science, mathematics,
art, and even physical education. Skills and strategies for understanding vocabulary can be
taught throughout the day. You can build your students’ vocabulary directly and/or indirectly.
Both ways have shown merit for different learners, so a combination will be sure to help all of
the learners in your classroom.
Whether done directly or indirectly, teaching the kind of vocabulary that occurs in a text will
greatly improve comprehension. Teaching vocabulary directly, a teacher would list the vocabulary
in the text and have the students find the definitions in some manner. Indirectly, a teacher
would introduce the content of the text and then elicit vocabulary that the students bring with
them on the subject. The use of graphic organizers is helpful in doing this. (See pages 10–14
for different types.) The teacher would lead the discussion to specific words if necessary.
Direct teaching—The more conventional way of teaching vocabulary has its merits. Give
students a list of vocabulary words and they look them up. This way teaches the use of
reference materials and for some learners it is a good way to learn vocabulary. However,
students truly learn vocabulary when they are involved in the construction of meaning
rather than simply memorizing definitions.
Incidental or indirect teaching—This is really a combination of direct teaching and
incidental learning for the well-equipped teacher. Teaching in this fashion, a teacher
uses the students’ knowledge and interests to begin a vocabulary development session
that will end with what he or she wants the students to learn. Along the way, the teacher
builds a grand vocabulary list and student interest. Also, students buy into the fact that
they are part of the process and that learning vocabulary can be a personal experience
that they can control. The students will learn how to become independent learners,
studying things that interest them.
A general approach to building vocabulary could include the following:
Semantic association—Students brainstorm a list of words associated with a familiar
word, sharing everyone’s knowledge of vocabulary and discussing the less familiar words.
Semantic mapping—Once the brainstorming is done, students can group the words into
categories, creating a visual organization to understand relationships.
Semantic feature analysis—Another way to group words is according to certain
features. Use a chart to show similarities and differences between words.
Analogies—This practice will further help students see the relationships of words. Also,
analogies are often used on standardized tests. (e.g., Doctor is to patient as teacher is
student
to _________.)
Word roots and origins—The study of these, as well as affixes, will help students
deduce new words. Students can ask themselves, “Does it look like a word I know? Can
I figure out the meaning in the given context?”

Building Vocabulary (cont.)
Synonyms and antonyms—The study of these related words provides a structure for
meaning and is also good practice for learning and building vocabulary.
Brainstorming—The use of graphic organizers to list and categorize ideas will help
greatly with comprehension. A great way to get started is with a KWL chart. By listing
ideas that are known, what students want to know, and, when finished, what they learned,
relationships will be established so that comprehension and acquisition of knowledge will
take place. Word webs work well, too. Anticipating the types of words and ideas that will
appear in the text will help with fluency of reading as well as with comprehension.
Understanding Structure
To be able to make predictions and find information in writing, a student must understand
structure. From the structure of a sentence to a paragraph to an essay, this skill is important
and sometimes overlooked in instruction. Some students have been so immersed in literature
that they have a natural understanding of structure. For instance, they know that a fairy
tale starts out “Once upon a time . . . ,” has a good guy and a bad guy, has a problem with
a solution, and ends “. . . happily ever after.” But when a student does not have this prior
knowledge, making heads or tails of a fairy tale is difficult. The same holds true with not
understanding that the first sentence of a paragraph will probably contain the main idea, followed
with examples of that idea. When looking back at a piece to find the answer to a question,
understanding structure will allow students to quickly scan the text for the correct area in which
to find the information. Furthermore, knowing where a text is going to go structurally will help
prediction as well as comprehension.
Building a large vocabulary is important for comprehension, but comprehension and acquisition
also require a framework for relating new information to what is already in the brain. Students
must be taught the structure of sentences and paragraphs. Knowing the structure of these,
they will begin to anticipate and predict what will come next. Not having to decode every word
reduces the time spent reading a sentence and thus helps students remember what they read at
the beginning of the sentence. Assessing an author’s purpose and quickly recalling a graphic or
framework of personal knowledge will help a reader predict and anticipate what vocabulary and
ideas might come up in an article or story.
Several activities will help with understanding structure. The following list offers some ideas to
help students:
Write—A great way to understand structure is to use it. Teach students the proper
structure when they write.
Color code—When reading a text, students can use colored pencils or crayons to color
code certain elements such as main idea, supporting sentences, and details. Once the
colors are in place, they can study and tell in their own words about paragraph structure.

Understanding Structure (cont.)
Go back in the text—Discuss a comprehension question with students. Ask them,
“What kinds of words are you going to look for in the text to find the answer? Where are
you going to look for them?” (The students should pick main ideas in the question and
look for those words in the topic sentences of the different paragraphs.)
Graphic organizers—Use the list of graphic organizers (pages 10–14) to find one that
will suit your text. Have students create an organizer as a class, in a small group, or with
a partner.
Study common order—Students can also look for common orders. Types of orders can
include chronological, serial, logical, functional, spatial, and hierarchical.
Standardized Tests
Standardized tests have taken a great importance in education today. As an educator, you know
that standardized tests do not necessarily provide an accurate picture of a student. There are
many factors that do not reflect the student’s competence that sway the results of these tests.
• The diversity of our big country makes the tests difficult to norm.
• Students who are talented in areas other than math and language cannot show this talent.
• Students who do not speak and read English fluently will not do well on standardized tests.
• Students who live in poverty do not necessarily have the experiences necessary to
comprehend the questions.
The list could go on, but there does have to be some sort of assessment of progress that a
community can use to decide how the schools are doing. Standardized tests and their results
are receiving more and more attention these days. The purpose of this series, along with
creating better readers, is to help students get better results on standardized tests.
Test Success
The ability to do well when taking traditional standardized tests on comprehension requires at
least three things:
• a large vocabulary of sight words
• the mastery of certain specific test-taking skills
• the ability to recognize and control stress
Vocabulary has already been discussed in detail. Test-taking skills and recognizing and
controlling stress can be taught and will be discussed in this section.

Test-Taking Skills
Every student in your class needs good test-taking skills, and almost all of them will need to
be taught these skills. Even fluent readers and extremely logical students will fair better on
standardized tests if they are taught a few simple skills for taking tests.
These test-taking skills are:

• The ability to follow complicated and sometimes confusing directions. Teach students to
break down the directions and translate them into easy, understandable words. Use this
series to teach them the types of questions that will appear.
• The ability to scale back what they know and concentrate on just what is asked and what
is contained in the text—show them how to restrict their responses. Question students
on their answers when doing practice exercises and have them show where they found the
answer in the text.
• The ability to rule out confusing distracters in multiple choice answers. Teach students to
look for key words and match up the information from the text.
• The ability to maintain concentration during boring and tedious repetition. Use practice time
to practice this and reward students for maintaining concentration. Explain to students why
they are practicing and why their concentration is important for the day of the test.
There are also environmental elements that you can practice with throughout the year in order for
your students to become more accustomed to them for the testing period.
If your desks are pushed together, have students move them apart so they will be accustomed
to the feel on test-taking day.
• Put a “Testing—Do Not Disturb” sign on the door.
• Require “test etiquette” when practicing: no talking, attentive listening, and following
directions.
• Provide a strip of construction paper for each student to use as a marker.
• Establish a routine for replacing broken pencils. Give each student two sharpened pencils
and have a back-up supply ready. Tell students they will need to raise their broken pencil in
their hand, and you will give them a new one. One thing students should not worry about is
the teacher’s reaction to a broken pencil.
• Read the instructions to the students as you would when giving a standardized test so they
grow accustomed to your test-giving voice.
As a teacher, you probably realize that what is practiced daily is what is best learned. All of
these practices work well to help students improve their scores.

Reduce Stress and Build Confidence
As well as the physical and mental aspects of test-taking, there is also the psychological. It is
important to reduce students’ stress and increase students’ confidence during the year.
• In order to reduce stress, it first needs to be recognized. Discuss feelings and

apprehensions about testing. Give students some tools for handling stress.
• Begin talking about good habits at the beginning of the year. Talk about getting enough
sleep, eating a good breakfast, and exercising before and after school. Consider sending
home a letter encouraging parents to start these good routines with their children at home.
• Explain the power of positive thought to your students. Tell them to use their imaginations
to visualize themselves doing well. Let them know that they have practiced all year and are
ready for what is to come.
• Remember to let students stretch and walk around between tests. Try using “Simon Says”
with younger students throughout the year to get them to breathe deeply, stretch, and relax
so it won’t be a novel idea during test time.
• Build confidence during the year when using the practice tests. Emphasize that these tests
are for learning. If they could get all of the answers right the first time, they wouldn’t need
any practice. Encourage students to state at least one thing they learned from doing the
practice test.
• Give credit for reasonable answers. Explain to students that the test makers write answers
that seem almost true to really test the students’ understanding. Encourage students to
explain why they chose the answers they gave, and then reason with the whole class on
how not to be duped the next time.
• Promote a relaxed, positive outlook on test-taking. Let your students know on the real day
that they are fully prepared to do their best.

Suggestions for the Teacher
When practicing skills for comprehension, it is important to vocalize and discuss the process in
finding an answer. After building vocabulary, tapping background knowledge, and discussing the
structure that might be used in the article, have the students read the article. If they are not
able to read the article independently, have them read with partners or in a small teacher-led
group. After completing these steps, work through the comprehension questions. The following
are suggestions for working through these activities:
• Have students read the text silently and answer the questions.
• Have students correct their own papers.
• Discuss each answer and how the students came to their answers.
• Refer to the exact wording in the text.
• Discuss whether students had to tap their own knowledge or not.
Answer Sheet
The teacher can choose to use the blank answer sheet located at the back of the book for
practice filling in bubble forms for standardized tests. The rows have not been numbered so that
the teacher can use the form for any test, filling in the numbers and copying for the class as
necessary. The teacher can also have the students write the answers directly on the pages of
the test practice sheets instead of using the bubble sheet.
CD-ROM
A CD-ROM with all the lessons, answer sheet, and answer key has been provided at the back of
this book.
Summary
Teachers need to find a way to blend test preparation with the process of learning and discovery.
It is important for students to learn test-taking skills and strategies because they will be
important throughout life. It is more important for students to build vocabulary and knowledge,
to create frameworks for comprehension, and to become fluent readers.
The Nonfiction Comprehension Test Practice series is an outstanding program to start your
students in the direction of becoming better readers and test-takers. These are skills they
will need throughout life. Provide an atmosphere conducive to the joy of learning and create a
climate for curiosity within your classroom. With daily practice of comprehension skills and test-
taking procedures, teaching comprehension may seem just a little bit easier.

Level 2 Lesson 1
Name_ __________________________________________________ Date______________________
Sentence Comprehension
Directions: Read the following sentences carefully and answer the questions below
“True” (T) or “False” (F).
Author Jean Craighead George loves Alaska. She likes watching the wolves
and whales.
1. George is an author. ______________
2. The author loves Alaska. ______________
3. She likes watching whales. ______________
4. Wolves scare her. ______________
5. She likes to watch wolves. ______________
Word Study
Directions: Read the definition below. Then circle the word in the sentence that names
a tribe.
tribe
a family group or a group of people with the same interests
The Inupiat people live in Alaska.

Level 2 Lesson 1
Name_ __________________________________________________ Date______________________
Paragraph Comprehension
Directions: Read the paragraph below and answer the following questions.
When her grandson was 11, she took him to Alaska. She wrote a book
about their trip. It is called Arctic Son. It tells the story of a boy named
Luke. He meets the Inupiat (I-noo-pee-it) tribe. He also meets interesting
animals. The story is full of whales, wolves, and walruses.
1. Arctic Son is 4. How old was Luke when he went to

Alaska?
a. the name of a tribe.
a. 10
b. the name of a book.
b. 9
c. the name of a boy.
c. 12
d. a kind of animal.
d. 11
2. Arctic Son is about
5. What would you most like to see in
a. the Inupiat tribe. Alaska?
b. a boy named Luke. a. wolves
c. whales, wolves, and walruses. b. walruses
d. a grandmother. c. a tribe of people
3. What people does Luke meet in d. whales

Alaska?
a. the Inupiat tribe
b. his grandmother
c. wolves and whales
d. interesting animals

Lesson 1
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Whole–Story Comprehension
Directions: Read the story below and answer the questions on the following page.
A Cool Tale of Wonder

Author Jean Craighead George loves Alaska. She travels there
from her home in New York. She likes watching the wolves and
whales.
When her grandson was 11, she took him to Alaska. She wrote
a book about their trip. It is called Arctic Son. It tells the story
of a boy named Luke. He meets the Inupiat (I-noo-pee-it) tribe.
He also meets interesting animals. The story is full of whales,
wolves, and walruses.
“Animals are such fun!” says George.

Level 2 Lesson 1
Name_ __________________________________________________ Date______________________
Whole–Story Comprehension (cont.)

Directions: After you have read the story on the previous page, answer the questions
below.
1. Jean Craighead George is 5. Who is Luke?

a. a teacher. a. an Inupiat boy
b. a scientist. b. the author’s grandson
c. an author. c. a friend
d. an Inupiat. d. the author’s son
2. George lives in 6. The Inupiat are

a. New York. a. whales.
b. Arizona. b. wolves.
c. Alaska. c. animals.
d. New Jersey. d. a tribe of people.
3. Which animal was not seen in Alaska? 7. The book Arctic Son is about
a. wolf a. a trip to Alaska.
b. penguin b. the Inupiat tribe.
c. walrus c. a woman and her grandson.
d. whale d. animals in Alaska.
4. What is the name of the book George 8. What does George think are fun?
wrote?
a. children
a. Arctic People
b. books
b. Wolves and Whales
c. animals
c. Arctic Son
d. trips
d. The Inupiat

Level 2 Lesson 1
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and answer the following questions.
The Inupiat people live in Alaska. They live in small villages. The older
people teach the children. The boys learn to hunt. The girls learn to sew
and cook. The Inupiat people hunt for moose, whale, duck, and fish. They
share food with each other. They also trade with families in their tribe.
1. How do the Inupiat people help each other?

_____________________________________________________________________
_____________________________________________________________________
2. How do they get their food?

_____________________________________________________________________
_____________________________________________________________________
3. What do the girls learn to do?

_____________________________________________________________________
_____________________________________________________________________
4. How do you think your life is different from Inupiat children?

_____________________________________________________________________
_____________________________________________________________________
5. Which food of the Inupiat would you like to try? Why?

_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 1
Name___________________________________________________ Date______________________
Graphic Development
Directions: Look at the map. Answer “True” (T) or “False” (F).
Arctic Ocean
Russia
Canada
Alaska
Bering Sea
Pacific Ocean
W E
1. The Arctic Ocean is north of Alaska. ______________
2. Russia touches Alaska. ______________
3. Alaska is beside Canada. ______________
4. The Pacific Ocean is south of Alaska. ______________
5. Alaska is an island. ______________

Level 2 Lesson 2
Name_ __________________________________________________ Date______________________
Mary Pope Osborne likes to go places. One time she went to 16 countries
in an old van! Now she uses her mind to travel.
1. Mary Pope Osborne likes to travel. ______________
2. Once she traveled around in a boat. ______________
3. She has been to many countries. ______________
4. Now Osborne uses her mind to travel. ______________
5. Once she visited 18 countries in a van. ______________
Word Study
Directions: Read the definition below and then answer the question.
imagination
creative thinking
Mary Pope Osborne uses her imagination when she writes books. What other jobs
would be helped by a good imagination?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Level 2 Lesson 2
Name_ __________________________________________________ Date______________________
Mary Pope Osborne likes to go places. One time she went to 16 countries
in an old van! Now she uses her mind to travel. She is the writer of the
Magic Tree House books. In her books, Jack and Annie visit many places.
1. Who writes the Magic Tree House 4. What do Jack and Annie do in
books? Osborne’s stories?
a. Mary Pope Osborne a. They play sports.
b. Jack and Annie b. They go to school.
c. kids c. They visit many places.
d. teachers d. They play in a tree house.
2. Who are Jack and Annie? 5. What books does Osborne write?
a. Osborne’s children a. the Magic Tree House books
b. characters in Osborne’s books b. the Magic Airplane books
c. her niece and nephew c. books about Jack
d. her next door neighbors d. books about Annie
3. How does Osborne travel now?

a. by plane
b. in a van
c. with her imagination
d. by train

Lesson 2
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Time Traveler’s Tales

Mary Pope Osborne likes to go places. One time she went to
16 countries in an old van! Now she uses her mind to travel.
She is the writer of the Magic Tree House books. In her books,
Jack and Annie visit many places.
“Kids give me lots of good ideas,” she says. Osborne likes to
visit schools. She meets lots of kids. Sometimes they choose
the places where Jack and Annie will go. The idea to put Jack
and Annie on the Titanic came from kids.
“Tonight on the Titanic is a little different from my other books,”
she says. “I wanted kids to know it was sad and not just a fun
adventure.”

Level 2 Lesson 2
Name_ __________________________________________________ Date______________________

below.
1. Mary Pope Osborne is 5. How does Osborne meet kids?

a. an author. a. She visits schools.
b. a kid. b. She visits parks.
c. Jack and Annie’s mother. c. She sees them in her
neighborhood.
d. a race car driver.
d. She is a school teacher.
2. Who are the characters in her books?
6. What does she use for travel now?
a. animals
a. a car
b. school children
b. her imagination
c. Jack and Annie
c. a plane
d. her friends
d. a van
3. How does she get ideas for her
books? 7. How do you think Osborne feels
about kids?
a. from watching television
a. She does not like them.
b. from her family
b. She likes them.
c. from kids she meets
c. She is afraid of them.
d. from the newspaper
8. Which topic might Osborne use for

4. What is Tonight on the Titanic?
one of her books?
a. a movie a. homework
b. a book
b. buying a dog
c. a party c. going shopping
d. an amusement park ride d. traveling to Australia

Level 2 Lesson 2
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and use it to label the sentences. Below each
sentence, write “surprise,” “anger,” or “excitement.”
Exclamation marks are used to show strong feelings. They can be used
to show surprise, anger, or excitement.
The following exclamation from the story shows surprise:
One time she went to 16 countries in an old van!
1. Look at that storm cloud!

_____________________________________________________________________
2. Today is my birthday!
_____________________________________________________________________
3. Stop that!
_____________________________________________________________________
4. Ouch, that hurt!

_____________________________________________________________________
5. We’re going to a party!

_____________________________________________________________________
6. That is the biggest dog I’ve ever seen!

_____________________________________________________________________

Level 2 Lesson 2
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Complete the web.
What places has she What does she do?

been to?
Mary Pope
Osborne
Who are the

From where does
characters in
she get her ideas?
her books?

Level 2 Lesson 3
Name_ __________________________________________________ Date______________________
Millions of sea horses are taken from the ocean each year. Most of them
are used to make medicines. Some of them are sold as pets.
1. Sea horses live in rivers. ______________
2. People take sea horses from the ocean. ______________
3. Sea horses live in the ocean. ______________
4. Some people sell sea horses for pets. ______________
5. People use sea horses to make medicines. ______________
Word Study
endangered
in great danger or at risk; disappearing
Sea horses are endangered. What does that mean?

a. They are cute.
b. They are small.
c. They are in great danger.
d. They are sea animals.

Level 2 Lesson 3
Name_ __________________________________________________ Date______________________
What kind of fish can hold your hand? It’s the sea horse! Tickle its tail
tip. It will wrap around your finger.
1. What kind of sea animal can 4. A sea horse lives

hold your hand?
a. in a barn.
a. a sea turtle
b. in the ocean.
b. a whale
c. in a swimming pool.
c. an eel
d. in a cage.
d. a sea horse
5. What part of the sea horse is ticklish?
2. What will a sea horse do if you
tickle it? a. its belly
a. It will laugh. b. its fins
b. It will swim away. c. its tail tip
c. It will wrap its tail around d. its head

your finger.
d. It will jump up and down.
3. A sea horse is
a. a fish.
b. a horse.
c. a bird.
d. a whale.

Lesson 3
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Helping Sea Horses

What kind of fish can hold your hand? It’s the sea horse!
Tickle its tail tip. It will wrap around your finger.
Many people love sea horses. But they are now in danger.
Millions of sea horses are taken from the ocean each year.
Most of them are used to make medicines. Some of them are
sold as pets. But they need special food and care. Most pet
sea horses get sick. We can help sea horses by not buying
them.
We can also help by saving their ocean homes. It is important
because there are many sea horse secrets left to learn.

Level 2 Lesson 3
Name_ __________________________________________________ Date______________________

below.
1. How many sea horses live in the 5. What happens to pet sea horses?
ocean?
a. They don’t get the right food.
a. a few
b. They get sick.
b. millions
c. They die.
c. hundreds
d. all of the above
d. none
6. If we don’t help sea horses, what
2. Sea horses probably get the name could happen?
“horses” because
a. They will be just fine.
a. you can ride them.
b. They will all die.
b. they look like horses.
c. There will be more and more sea
c. they are big. horses.
d. they run like horses. d. Nothing will happen.
3. Sea horses are used to make 7. A sea horse probably has

a. medicines. a. hair.
b. clothes. b. a mane.
c. food. c. fins.
d. toys. d. four legs.
4. How can we help sea horses? 8. What is another good title for this
story?
a. by saving the ocean
a. “Happy Sea Horses”
b. by leaving them in the ocean
b. “Sea Horses are Great Pets”
c. by not buying them for pets
c. “Making Medicine”
d. all of the above
d. “Endangered Sea Horses”

Level 2 Lesson 3
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and then answer the questions.
A sea horse gives birth to thousands of babies. Of all these babies, only
about two will live to be adults. There are many dangers for sea horses.
They are eaten by crabs, tuna, and fish. They can be killed in big storms.
Some are thrown onto the beach. Some get so tired from fighting the
waves that they die.
1. Name three animals that eat sea horses.
_____________________________________________________________________
_____________________________________________________________________
2. How do storms kill sea horses?
_____________________________________________________________________
_____________________________________________________________________
3. How many babies can a sea horse have?
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 3
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Label the seahorse.
1.
2.
3.
5.
4.
6.
dorsal fin pectoral fin pouch

eye coronet tail

Level 2 Lesson 4
Name_ __________________________________________________ Date______________________
Have you ever seen a golden cloud float by? It might be made of
butterflies!
1. Clouds are gold. ______________

2. Clouds float in the sky. ______________
3. Butterflies fly in groups. ______________
4. What looks like a gold cloud could be a group of butterflies. ______________
5. All butterflies are gold. ______________
Word Study
Directions: Read the definition and information and then answer the questions.
migrate
to move from one place to another
Many animals migrate in the winter. They migrate to warmer places.
Monarch butterflies migrate to Mexico or California. Then they return in
the spring (from where they migrated) to lay their eggs.
1. Why do animals migrate?

_____________________________________________________________________
2. To where do monarch butterflies migrate?
_____________________________________________________________________
3. Why do they return in the spring?
_____________________________________________________________________
Level 2 Lesson 4
Name_ __________________________________________________ Date______________________
The long trip begins in August. Monarch butterflies leave Canada and the
United States of America. They fly very far with their strong wings. They
never seem to get tired. By winter, they reach Mexico or California. Some
of them fly 2,000 miles to get there!
1. When do monarch butterflies begin 4. If a monarch butterfly didn’t migrate,

to migrate? it would probably
a. in the winter a. die.
b. at the end of summer b. find a nice place to live.
c. in June c. live longer.
2. Monarch butterflies 5. Why don’t monarch butterflies seem

a. move nearby. to get tired?
a. They don’t drink.
b. stay in the same place.
b. They keep on flying.
c. travel a long way.
c. They don’t sweat.
3. All monarch butterflies
a. go to California.
b. go to Mexico.
c. migrate.

Lesson 4
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
A Monarch’s Amazing Trip

Have you ever seen a golden cloud float by? It might be made
of butterflies! Monarch butterflies migrate (my-grate) every
year. They fly south when summer ends. They fly together in
big swarms.
The long trip begins in August. Monarchs leave Canada and
the U.S. They fly very far with their strong wings. They never
seem to get tired. By winter, they reach Mexico or California.
Some of them fly 2,000 miles to get there!
At last they can sleep in the warm sun. Then, in early spring,
they wake up. It is time to fly north. They fly home to lay their
eggs. Then they die. But a new bunch of monarchs will soon
be on the move again.

Level 2 Lesson 4
Name_ __________________________________________________ Date______________________

below.
1. Monarchs are 5. What do they do in the warm sun?

a. moths. a. eat
b. beetles. b. play
c. birds. c. sleep
d. butterflies.
6. Where do they lay their eggs?
2. Why do monarchs look like a golden a. in the North

cloud?
b. in the South
a. They are fat.
c. near the ocean
b. They fly in groups.
c. They turn gold in the winter. 7. How far do some monarchs travel?
a. 100 miles
3. Why do they fly south?
b. 10 miles
a. to stay warm
c. 2,000 miles
b. to lay eggs
c. to visit their families 8. What do they do after they lay eggs?

a. die
4. A swarm is
b. fly home
a. a bee.
c. rest
b. a group.
c. a noise.

Level 2 Lesson 4
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and then complete the activity.
Birds don’t like to eat monarch butterflies. They taste bad.

The viceroy butterfly copies the monarch. They look alike. This
is called mimicry. Viceroys want birds to think they will taste
bad, too.
1. Look at the two butterflies. How are they the same?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How are they different?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 4
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Label the life cycle of a monarch butterfly.
Correct Order
1. egg
2. caterpillar
3. chrysalis
4. butterfly
a.
b.
d.
c.
Directions: Label the way they migrate.
Summer
Fall
Winter
Spring

Level 2 Lesson 5
Name_ __________________________________________________ Date______________________
A platypus is a mammal. It has hair and feeds milk to its babies.
1. A platypus has feathers. ______________

2. A platypus can have babies. ______________
3. A platypus feeds milk to its babies. ______________
4. A platypus is an animal. ______________
5. A platypus is a person. ______________
Word Study
Directions: Read the definition and then answer the questions “yes” or “no.”
mammal
an animal that breathes air, feeds milk to its babies, and has hair
1. Is a bird a mammal?____________________________________________________
2. Is a person a mammal?_________________________________________________
3. Does a fish breathe air?_________________________________________________
4. Does a bird feed milk to its baby?_________________________________________
5. Does a dog have hair?_ _________________________________________________

Level 2 Lesson 5
Name_ __________________________________________________ Date______________________
The platypus is a mammal. It has hair and feeds milk to its babies. But it
is like a bird in some ways. It has webbed feet. It also has a bill. Most
mammal babies are born alive. But the platypus lays eggs.
1. A platypus is like a bird because 4. What other animal has a bill?

a. it has webbed feet. a. a shark
b. it has a bill. b. a bird
c. it lays eggs. c. a lizard
d. all of the above d. a dog
2. Most mammal babies 5. How do you think webbed feet help

an animal?
a. are born alive.
a. in swimming
b. can breathe underwater.
b. in running
c. are hatched from eggs.
c. in eating
3. The platypus
a. lays eggs.
b. gives birth to live babies.
c. does not have babies.

Lesson 5
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
A Special Delivery
Hooray for Koorina! She is a platypus in Australia. She lives in
a home for animals. In 1999, she became a mother. This is
big news. Platypuses are wild animals. They only have babies
when they are free. Koorina became the only platypus mom
kept by people.
The platypus is a mammal. It has hair and feeds milk to its
babies. But it is like a bird in some ways. It has webbed feet.
It also has a bill. Most mammal babies are born alive. But the
platypus lays eggs.
Koorina hid her tiny new babies in a nest. When they were
older, she brought them out. Everyone was happy to see them.

Level 2 Lesson 5
Name_ __________________________________________________ Date______________________

below.
1. Koorina 5. Where did Koorina keep her babies?

a. lives in the wild. a. in a cage
b. is kept by people. b. in the water
c. is a baby. c. in a pouch
d. in a nest
2. Why is it strange that a platypus has a
bill?
6. Why couldn’t people see the babies
a. It’s like a zebra. when they hatched?
b. It’s like a bird. a. She hid them.
c. It’s like a turtle. b. They were too small.
c. They ran away.
3. Koorina lives
a. with other animals. 7. Which of the following is not a
mammal?
b. alone.
a. a cat
c. in China.
b. a fish
4. Koorina is the only platypus kept by c. a person
people to
d. a whale
a. have webbed feet.
b. have hair. 8. Everyone was
c. have a baby. a. afraid of the babies.
b. happy to see the babies.
c. trying to find the babies.

Level 2 Lesson 5
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information given in the box. Rewrite each sentence below. Add
at least one adjective.
Adjectives are words that describe. They make a story interesting.

Here is an example:
Platypuses are wild animals.
Wild is an adjective. It describes animal.
1. She is a platypus in Australia.
_____________________________________________________________________
_____________________________________________________________________
2. It has webbed feet.
_____________________________________________________________________
_____________________________________________________________________
3. Most mammal babies are born alive.
_____________________________________________________________________
_____________________________________________________________________
4. Koorina hid her babies in a nest.
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 5
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Use the picture and what you have read to complete the chart.
Mammal Characteristics Non-mammal Characteristics

Level 2 Lesson 6
Name_ __________________________________________________ Date______________________
Directions: Read the following sentence carefully and answer the questions below
A baseball team needs bats, but not bats with wings.
1. Baseball bats have wings on them. ______________
2. A bat is used to play baseball. ______________
3. A bat is an animal. ______________
4. Bats can fly. ______________
5. Flying bats play baseball. ______________
Word Study
Directions: Read the definitions. Then, write “A” or “B” to tell which definition is being
used in each sentence.
bat
A. a metal or wooden object used for hitting a ball
B. a flying animal
_______ 1. The athlete broke his bat.
_______ 2. Bats sleep during the day.
_______ 3. My dad gave me a new bat.
_______ 4. I hit better with this bat.
_______ 5. A bat came out of the cave.
_______ 6. Bats eat bugs.

Level 2 Lesson 6
Name_ __________________________________________________ Date______________________
A baseball team needs bats, but not bats with wings. The
New York Mets had 30,000 of them hanging around. In spring
1998, a colony of bats moved into the stadium in Florida. This
is where the Mets practice in the spring.
1. Who are the New York Mets? 4. Where do the Mets practice in the
spring?
a. bats
a. in New York
b. scientists
b. in a bat cave
c. a baseball team
c. in Florida
2. Do baseball bats have wings?
5. A colony is
a. yes
a. a group of bats.
b. no
b. a group of baseball players.
c. sometimes
c. a place to play sports.
3. What problem did the Mets have?
a. Bats moved into their stadium.
b. Their bats were broken.
c. They lost too many games.

Lesson 6
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
To the Bat House!

A baseball team needs bats, but not bats with wings. The
New York Mets had 30,000 of them hanging around. In spring
1998, a colony of bats moved into the stadium in Florida. This
is where the Mets practice in the spring.
Why did the bats move into a stadium? Bats usually live in
forests. Buildings have replaced their homes. A wildlife expert
explains, “Bats now have to live close to people.”
“Too close,” said the Mets. The bats were making a big mess.
Bat droppings were piling up. The stadium was starting to
stink! The bats had to go. Nets were put up to keep them out.
A special bat house was built nearby. Now the bats have a
new home base!

Level 2 Lesson 6
Name_ __________________________________________________ Date______________________

below.
1. What happened to the bats’ real 5. A wildlife expert

homes?
a. knows a lot about nature.
a. They were crowded.
b. knows a lot about baseball.
b. They were destroyed.
c. is a kind of animal.
c. They were too dirty.
6. What was used to keep the bats out?
2. What happens when bats’ homes
disappear? a. baseball bats
b. traps
a. They move closer to people.
b. They become pets. c. nets
c. They hide underground. 7. What did they do with the bats?

a. They sold them as pets.
3. Why are the droppings a problem?
b. They built them a bat house.
a. They stink.
c. They took them to another
b. They make a mess.
country.
c. both a and b
8. What is a bat house?
4. How many bats were in the stadium?
a. A baseball stadium.
a. hundreds
b. It is a special place for bats.
b. thousands
c. It is a place for putting baseball
c. millions bats.

Level 2 Lesson 6
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information in the box below and then complete the activity.
Read the following sentences. Then write “fact” or “opinion” to identify what type of
sentence it is.
A fact is something that is true.

Bats are animals.
An opinion tells the way someone feels about something.
I like bats.
1. Bats are scary. ____________________________
2. Bats fly. ____________________________
3. Some bats have lost their homes. ____________________________
4. Bats are ugly. ____________________________
5. Bats live in groups. ____________________________
6. Bats live in Florida. ____________________________
7. Some people hate bats. ____________________________
8. Bats usually live in forests. ____________________________

Level 2 Lesson 6
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Bats have different kinds of noses. Some bats are named because of their
noses. Look carefully at each of the bats’ noses and then write their correct names on
the lines below.
1. ______________________________ 4. ______________________________
2. ______________________________ 5. ______________________________
3. ______________________________ 6. ______________________________
horseshoe bat sword-nosed bat leaf-nosed bat

long-nosed bat tube-nosed fruit bat hog-nosed bat

Level 2 Lesson 7
Name_ __________________________________________________ Date______________________
They were digging on an island. It is called Madagascar. It is near Africa.
1. Madagascar is an island. ______________
2. People were digging on the island. ______________
3. The island is near Africa. ______________
4. Africa is near Madagascar. ______________
5. The island is called Africa. ______________
Word Study
Directions: Read the definition below and then answer the questions.
dinosaur
terrible lizard or marvelous lizard
1. What kind of animal was a dinosaur (bird, mammal, reptile)?

_____________________________________________________________________
2. Why do you think they are called terrible and marvelous?

_____________________________________________________________________

Level 2 Lesson 7
Name_ __________________________________________________ Date______________________
Dinosaurs died many years ago. But when did they first show up? In
1999, scientists learned something new.
1. Dinosaurs 4. Some scientists

a. are alive today. a. study dinosaurs.
b. live in zoos. b. keep dinosaurs in cages.
c. lived many years ago. c. try to find live dinosaurs.
2. Scientists don’t know 5. Scientists

a. when dinosaurs first showed up. a. learn new things about dinosaurs.
b. anything about dinosaurs. b. don’t know about dinosaurs.
c. where to look for dinosaurs. c. don’t want to learn about
dinosaurs.
3. What happened to the dinosaurs?
a. They are hiding.
b. They found new homes.
c. They died.

Lesson 7
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
The Very First Dinosaur?

Dinosaurs died many years ago. But when did they first show
up? In 1999, scientists learned something new.
They were digging on an island. The island is called
Madagascar. It is near Africa. They found the jaws of two new
dinosaurs. They learned a lot from the jaws. The animals had
small heads. They had long necks. They ate plants. They
were the size of kangaroos. They walked on four legs.
The bones tell even more. These dinosaurs lived two million
years before any other dinosaur!

Level 2 Lesson 7
Name_ __________________________________________________ Date______________________

below.
1. Why were the scientists digging? 5. These dinosaurs

a. They were looking for dinosaurs. a. crawled.
b. They were looking for jewels. b. walked on two legs.
c. They were making sand castles. c. walked on four legs.
2. The dinosaurs they found had 6. They ate
a. big heads. a. meat.
b. flat heads. b. plants.
c. small heads. c. both meat and plants.
3. The parts they found were 7. These dinosaurs could be
a. the jaws. a. the last ones that died.
b. the teeth. b. the very first dinosaurs.
c. the noses. c. the smallest dinosaurs.
4. The dinosaurs were bigger than 8. Scientists can tell how old they are
by
a. dogs.
a. their color.
b. horses.
b. their size.
c. elephants.
c. their bones.

Level 2 Lesson 7
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information and then answer the questions.
The bones found on Madagascar were from dinosaurs called prosauropods.

Sauropod means lizard-footed. Prosauropod means before the sauropod.
1. Why do you think these dinosaurs were called lizard-footed?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Which came first, the sauropod or the prosauropod?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 7
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Use the map to answer the questions.
Europe
Mediterranean
Sea
Middle East
Northern Africa
Western Africa
Central Africa
Indian Ocean
East
Africa
Atlantic Ocean
Madagascar
N
Southern Africa
W E
Cape of Good Hope
1. What ocean is around Madagascar?_ ______________________________________
2. Is Madagascar on the east or west side of Africa?____________________________
3. Is Madagascar near the north or south part of Africa?_ _______________________
4. What ocean is on the other side of Africa?__________________________________

Level 2 Lesson 8
Name_ __________________________________________________ Date______________________
In 1975, a law was passed to help bears. People could not hurt them.
They could not tear down their homes.
1. The bears’ homes are protected. ______________
2. Sometimes people hurt bears. ______________
3. People probably hurt bears because they fear them. ______________
4. Some people want to help grizzly bears. ______________
5. No one wants to help bears. ______________
Word Study
Directions: Read the information below and then answer the question.
Yellowstone National Park

Yellowstone was named a national park in 1872. It was meant to be a
place for people to enjoy. Nature is left alone there. Animals and plants
are protected.
How does Yellowstone National Park help endangered animals?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Level 2 Lesson 8
Name_ __________________________________________________ Date______________________
Once there were many grizzly bears in the United States. Later,
they were in danger. There weren’t many left. In 1975, a law
was passed to help bears. People could not hurt them. They
could not tear down their homes.
1. Why did people tear down bears’ 4. The new law helped bears by
homes?
a. protecting their homes.
a. to build them new ones
b. keeping them from harm.
b. to get rid of them
c. both a and b
c. to help them
5. Why do you think people fear bears?
2. Another word for in danger is
a. They think they are dangerous.
a. endangered.
b. They think they are ugly.
b. extinct.
c. They think they will take their
c. healthy. food.
3. Government wanted to
a. get rid of bears.
b. kill bears.
c. help bears.

Lesson 8
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
The Bears Bounce Back

Once there were many grizzly bears in the United States. Later, they
were in danger. There weren’t many left. In 1975, a law was passed to
help bears. People could not hurt them. They could not tear down their
homes.
The plan is working. Today, there are many more bears. Most of them live
in Yellowstone National Park. Sometimes bears go outside of the park.
They may kill sheep or cows. Some people are afraid. They want to shoot
a bear that might harm them. Other people say there aren’t enough bears.
They say we should keep helping them. Everyone hopes people and bears
can learn to live together.

Level 2 Lesson 8
Name_ __________________________________________________ Date______________________

below.
1. Did the law help bears? 5. Some people say

a. yes a. there are too many bears.
b. no b. there aren’t enough bears.
c. It is too soon to tell. c. bears should be extinct.
2. Where do most of the bears live? 6. A national park

a. in zoos a. is a safe place for bears.
b. in Arizona b. is not safe for bears.
c. in Yellowstone National Park c. is like a zoo.
3. Why are some people afraid of the 7. In a national park, bears can
bears now?
a. roam free.
a. They sometimes leave the park.
b. stay in cages.
b. They kill sheep and cattle.
c. be caught in traps.
c. both a and b
8. The government thinks that people
4. Why do some people want to shoot should
bears?
a. learn to live near bears.
a. They want to protect themselves.
b. keep bears as pets.
b. They want to eat their meat.
c. kill bears.
c. They want their fur.

Level 2 Lesson 8
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information and then complete the activity.
When two words are put together to make one word, it is called a
compound word.
Look at the words below. Put the words together to make compound words.
1. some + times = ___________________________________________
2. out + side = ___________________________________________
3. every + one = ___________________________________________
4. Yellow + stone = ___________________________________________
5. to + day = ___________________________________________
Now try to form three more compound words.
6. ______________ + ______________ = ________________________________
7. ______________ + ______________ = ________________________________
8. ______________ + ______________ = ________________________________

Level 2 Lesson 8
Name_ __________________________________________________ Date______________________
Graphic Development
Northeast
North Entrance Entrance
Mammoth 5 mi.
18 mi.
29 mi.
Tower Falls
21 mi.
19 mi.
Norris Canyon
14 mi. 12 mi.
West 16 mi.
Entrance 14 mi. Madison Fishing
Lake Bridge
16 mi. Bridge Bay
21 mi.
17 mi. East
Old Faithful 27 mi. Entrance
West
Thumb Grant
Village
22 mi.
South Entrance
1. How many miles is it from Mammoth to Norris?_ ___________________________
2. How far is it from the West Entrance to Old Faithful? _______________________
3. Name two places that are on the lake._ ____________________________________
4. How far is it from the South Entrance to Bridge Bay?________________________
5. How many miles is it from the North Entrance to the South Entrance?
(Choose any path you want.)_____________________________________________
Level 2 Lesson 9
Name_ __________________________________________________ Date______________________
Cleopatra was the last queen of Egypt. She was only 17 years old!
1. Egypt used to have a queen. ______________
2. Egypt has a queen now. ______________
3. Egypt’s last queen was an old woman. ______________
4. Cleopatra was young. ______________
5. Cleopatra was a boy. ______________
Word Study
Directions: Read the information. Underline each proper noun. Write “person,” “place,”
or “thing” below the sentence.
A noun is a person, a place, or a thing.

A proper noun is the name of a person, a place, or a thing.
1. The diver was Franck Goddio.
_____________________________________________________________________
2. He found it in a city in Egypt.

_____________________________________________________________________
3. Cleopatra was the last queen.

_____________________________________________________________________

Level 2 Lesson 9
Name_ __________________________________________________ Date______________________
The diver was Franck Goddio. He found the statue near a city in Egypt.
There was an old palace there. It is now under water. It has been under
water for many, many years. It belonged to Cleopatra. She was a queen.
1. What did the diver find? 4. This diver

a. a statue a. swims under water.
b. Cleopatra b. dives off of a diving board.
c. Egypt c. jumps out of an airplane.
2. Cleopatra was 5. The statue he found was

a. a diver. a. new.
b. a queen. b. old.
c. a king. c. broken.
3. The city is
a. on a hill.
b. in a valley.
c. under water.

Lesson 9
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Underwater Treasures
A diver found a rock in the water. He cleaned it off. It turned
out to be a very old statue.
The diver was Franck Goddio. He found the statue near a city
in Egypt. There was an old palace there. It is now under water.
It has been under water for many, many years. It belonged to
Cleopatra. She was a queen.
Cleopatra was the last queen of Egypt. She was only 17 years
old! The city of Rome took over Egypt. That’s why she was
Egypt’s last queen.
Many people want to know more about her story. Goddio wants
to build an underwater museum near the old palace.

Level 2 Lesson 9
Name_ __________________________________________________ Date______________________

below.
1. Egypt used to have 5. Why does Goddio want to build a

museum?
a. an underwater city.
a. to hide the statue
b. divers.
b. to show people the underwater
c. a queen. city
2. Cleopatra was a queen when she was c. so only he can go there
a. 17 years old. 6. What did the diver first think the

b. a baby. statue was?
c. an old woman. a. a rock
b. a palace
3. Egypt was taken over by
c. a queen
a. Rome.
b. Cleopatra. 7. Many people want to know
c. the ocean. a. where the palace is.
b. more about Cleopatra.
4. What does Goddio want to build?
c. how to dive.
a. a statue
b. a palace 8. A museum is
c. an underwater museum a. always in the water.
b. only in Egypt.
c. a place to show valuable objects.

Level 2 Lesson 9
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and then answer the questions using complete
sentences.
A long time ago, many places had kings and queens. A king or a queen
would rule over the people. They made decisions for the people. If a king
died, his son or daughter would be the next king or queen. The people
could not decide who would rule over them.
1. Do we have a king or queen in the United States?
_____________________________________________________________________
_____________________________________________________________________
2. Who is the leader of our country?
_____________________________________________________________________
_____________________________________________________________________
3. How is that person chosen to lead us?
_____________________________________________________________________
_____________________________________________________________________
4. Did people vote for a king or queen years ago?
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 9
Name_ __________________________________________________ Date______________________
Graphic Development
Mediterranean Sea
Alexandria
Egypt
Africa
Atlantic
Ocean N
W E
1. Egypt is on what continent?_ ____________________________________________
2. The underwater city was found in Alexandria. In what country is Alexandria?
____________________
3. Is Egypt in the north, south, east, or west in Africa?__________________________
4. What body of water is beside Alexandria?_ _________________________________

Level 2 Lesson 10
Name_ __________________________________________________ Date______________________
I think it is wrong to kill animals and eat them.
1. The person in this sentence eats meat. ______________
2. Some people don’t like to eat meat. ______________
3. People kill animals for food. ______________
4. The person in this sentence probably thinks no one should ever eat meat.
______________
5. Some people think it is wrong to kill animals. ______________
Word Study
Directions: Read the definition and then answer the questions.
vegetarian
a person who does not eat meat
1. Name two reasons why you think vegetarians don’t eat meat.
_____________________________________________________________________
_____________________________________________________________________
2. What kinds of foods do you think a vegetarian eats?
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 10
Name_ __________________________________________________ Date______________________
The school lunch menu should change. I am a vegetarian. This means

that I do not eat meat. All the lunches at school have meat in them. This
is not fair.
1. This person does not eat meat 4. The person says

because
a. she might just eat the meat.
a. she is a vegetarian.
b. it isn’t fair.
b. meat makes her feel sick.
c. she doesn’t have to go to school.
c. she doesn’t like the taste.
5. What does the girl want?

2. A vegetarian will probably eat
a. to bring her own lunch
a. fruit.
b. to go to a restaurant for lunch
b. vegetables.
c. to have the school change the
c. both a and b lunch menu
3. What problem does the girl have?

a. She isn’t healthy.
b. She can’t eat school lunches.
c. She doesn’t like school.

Lesson 10
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Directions: Read the letter below and answer the questions on the following page.
Meet a Vegetarian
Dear Principal Jacobs,
The school lunch menu should change. I am a vegetarian.
This means that I do not eat meat. All the lunches at school
have meat in them. This is not fair.
I think it is wrong to kill animals and eat them. My mom says
that the school should have lunches I can eat.
Please ask the lunchroom workers to serve more salad,
spaghetti, and vegetables. This way there will be choices for
everyone.
Thank you for your time.
Sincerely,
Shaniece Johnson
Second Grade

Level 2 Lesson 10
Name_ __________________________________________________ Date______________________

Directions: After you have read the previous page, answer the questions below.
1. This writing is in the form of 5. She would like the school to serve
a. a letter. a. more meat.
b. a story. b. more sandwiches.
c. a play. c. more spaghetti and vegetables.
2. It is written to 6. The girl is in

a. a teacher. a. second grade.
b. a friend. b. high school.
c. a principal. c. sixth grade.
3. The girl is 7. At the end of the letter, the girl

a. happy. a. says the menu should change.
b. upset. b. thanks the principal.
c. excited. c. explains that she is a vegetarian.
4. The girl wants the principal to 8. She hopes that the school will give
children
a. eat the school lunches.
a. more choices.
b. cook the school lunches.
b. more chicken.
c. ask the workers to change the
lunches. c. a longer recess.

Level 2 Lesson 10
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Label the parts of a letter (greeting, message, closing) on the lines
provided.
1. Dear Kayla,
I want to know if you would like to come to

my house today after school. We could call
2. your mom at lunchtime to ask her. I think we
would have a lot of fun. I have neat toys to
play with.
3. Your friend,
Cindy

Level 2 Lesson 10
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Look at the food pyramid. Plan a healthy meal for a vegetarian. Remember
not to include meat.
Fruit
Dairy Protein
Vegetables Fruits
Starch
Fruit ____________________________________________________________________
Vegetable ________________________________________________________________
Protein __________________________________________________________________
Grain _ __________________________________________________________________
Fat _____________________________________________________________________

Level 2 Lesson 11
Name_ __________________________________________________ Date______________________
Please raise my allowance by 50 cents a week. I think I should get more

money.
1. This girl already gets an allowance. ______________
2. The girl wants more money. ______________
3. The girl thinks she already has a lot of money. ______________
4. The girl is probably writing to her friend. ______________
5. The girl wants to get a raise. ______________
Word Study
raise
A. to lift up
B. to increase
_______ 1. Please raise your hand.

_______ 2. Raise the pencil off your paper.
_______ 3. The boss gave the man a raise.
_______ 4. I would like a raise in my allowance.

Level 2 Lesson 11
Name_ __________________________________________________ Date______________________
I have more chores than before. I promise to finish each of them. And I
will sweep the porch every weekend, even if you don’t ask me to.
1. In order to get more money, the girl 4. She promises to

will
a. finish her chores.
a. get mad.
b. be nice.
b. be nice to her sister.
c. go to bed early.
c. do more chores.
5. A chore is
2. The girl is
a. homework.
a. getting angry.
b. a job at home.
b. begging.
c. a game.
c. trying to convince.
3. The extra chore she will do is

a. sweep the porch.
b. clean her room.
c. make dinner.

Lesson 11
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
May I Have a Raise?

Dear Mom and Dad,
Please raise my allowance by 50 cents a week. I think I should get more
money. Here are my reasons:
1. I have more chores than before. I promise to finish each of them.
And I will sweep the porch every weekend, even if you don’t ask me to.
2. The price of snacks and school supplies has gone up. I need more
money to pay for them.
Please think about these two reasons. Whatever you decide to do,
remember that I think you are the best parents in the world!
Your daughter,
Emily

Level 2 Lesson 11
Name_ __________________________________________________ Date______________________

1. This writing is in the form of 5. She wants to buy

a. a story. a. snacks and supplies.
b. an article. b. clothes.
c. a letter. c. games.
2. The girl is writing to 6. In her letter, she sounds

a. her mother. a. angry.
b. her father. b. unhappy.
c. both of her parents. c. polite.
3. The snacks at school 7. The girl lists _____________ reasons.

a. taste bad. a. one
b. cost more. b. two
c. are on sale. c. three
4. Even if her parents don’t ask, she will 8. If she doesn’t get a raise, she will
a. go to school on time. a. get a job.
b. sweep the porch. b. keep bothering them.
c. do her homework. c. still think her parents are great.

Level 2 Lesson 11
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and complete the activity. Write each closing
correctly.
There are many ways to close a letter. When you write a closing, you
should capitalize the first (or only) word. You should not capitalize the
second word.
Here are some examples:
Your friend,
Sincerely,
1. your friend, _ _________________________________________________________
2. fondly, _ _____________________________________________________________
3. your daughter, ________________________________________________________
4. sincerely yours, _ ______________________________________________________
5. yours truly, ___________________________________________________________
6. truly yours, ___________________________________________________________

Level 2 Lesson 11
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Think of something you would like to convince your parents of. Use the
graphic organizer.
Reason #1 Reason #2
Subject
What will you do in return?

Level 2 Lesson 12
Name_ __________________________________________________ Date______________________
A boy looks at a skeleton in a glass case. There is a bullet in its leg.
1. A girl is looking in the case. ______________
2. A boy sees a skeleton. ______________
3. There is something strange about the skeleton. ______________
4. The boy sees a bullet in the skeleton. ______________
5. The bullet is in the skeleton’s arm. ______________
Word Study
settle
A. to make a home
B. to make quiet
C. to make right
_______ 1. Tell the children to settle down.
_______ 2. When we got to the hotel, we settled in.
_______ 3. The settlers moved to Jamestown.
_______ 4. We settled our problem.

Level 2 Lesson 12
Name_ __________________________________________________ Date______________________
Scientists know the man lived about 400 years ago. He lived in
Jamestown, Virginia. Settlers from England landed there. They built a fort
near the James River.
1. The man died 4. What did the settlers live in?

a. last year. a. a house
b. a month ago. b. a tent
c. a long time ago. c. a fort
2. The man was a 5. They built their fort near

a. settler. a. a river.
b. doctor. b. a lake.
c. hunter. c. the ocean.
3. He probably came from

a. Virginia.
b. England.
c. Jamestown.

Lesson 12
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
The Mystery of Jamestown

A boy looks at a skeleton in a glass case. There is a bullet in
its leg.
“What happened to this guy?” asks the boy. “What was his
name?” No one really knows.
Scientists know the man lived about 400 years ago. He lived
in Jamestown, Virginia. Settlers from England landed there.
They built a fort near the James River.
Life was hard for them. Many died from sickness. Others died
fighting the Spanish and Native Americans. By 1699, no one
lived at the fort. Everyone thought it had washed away.
But not long ago scientists dug up the fort. They found many
things. They found guns, pots, toys, and coins. These things
are helping to solve the mystery of life in Jamestown.

Level 2 Lesson 12
Name_ __________________________________________________ Date______________________

below.
1. The boy wanted to know 5. Which of the following were not

found in the fort?
a. the man’s name.
a. pots
b. what happened to him.
b. guns
c. both a and b
c. blankets
2. A settler is a person who
6. Which of the following was found
a. sets things down. in the fort?
b. settles fights. a. coins
c. moves somewhere to live. b. knives
3. How did many settlers die? c. clothes
a. They got sick. 7. The fort was found

b. They were killed. a. under ground.
c. both a and b b. in a lake.
4. What did people think happened to c. in the river.

the fort?
8. Scientists are trying to
a. It fell apart.
a. solve a mystery.
b. It washed away.
b. rebuild the fort.
c. It was buried.
c. find more forts.

Level 2 Lesson 12
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information in the box below and complete the activity. Read
each sentence below. Write the correct form of the number on each line.
When numbers are used in writing, use the written word for the number
unless it is larger than the number nine.
I ate three donuts.
My dad is 38 years old.
1. Scientists know the man lived __________________________________ years ago.

(400, four hundred)
2. They found _________________________________________________ pretty pots.

(3, three)
3. I have ______________________________________________________ old coins.

(5, five)
4. I bet there are __________________________________________ toys in that fort.

(100, one hundred)

Level 2 Lesson 12
Name_ __________________________________________________ Date______________________
Graphic Development
Massachusetts
New York
Wisconsin Rhode Island
Michigan
Connecticut
Pennsylvania
Iowa New Jersey
Ohio Delaware
Illinois Indiana West Maryland
Virginia
Virginia
Missouri
Kentucky
North Carolina Atlantic

Tennessee Ocean
South
Arkansas Carolina
Alabama Georgia
Florida
Louisiana
Mississippi W E
Gulf of Mexico S
1. Virginia is near which ocean? ____________________________________________
2. Name two states that are north of Virginia._ ________________________________
3. What state is directly south of Virginia? _ __________________________________

Level 2 Lesson 13
Name_ __________________________________________________ Date______________________
A quilt is made of pieces of cloth. They are sewn together in a pattern.
1. A quilt is sewn together. ______________
2. A quilt is made of one piece of cloth. ______________
3. The sentences above say a quilt is used for dusting. ______________
4. The cloth is sewn in patterns. ______________
Word Study
Directions: Read the information and then answer the question.
The Underground Railroad

A long time ago, there were black slaves in the South. Many of them
tried to be free. They ran away from their owners. It was dangerous to
run away. The Underground Railroad helped slaves get to the North. In
the North they could be free. Many people helped slaves on their way to
freedom.
What does it mean to you to be free?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Level 2 Lesson 13
Name_ __________________________________________________ Date______________________
Ozella McDaniel Williams had a story to tell. She sold quilts in South
Carolina. Her ancestors were slaves. She told this story about the
Underground Railroad.
1. Ozella McDaniel Williams sold 4. She told a story about

a. food. a. her quilts.
b. quilts. b. South Carolina.
c. dresses. c. the Underground Railroad.
2. People in her family were 5. A slave is a person who

a. doctors. a. is owned by another person.
b. sailors. b. has a job.
c. slaves. c. doesn’t have a house.
3. She lived in
a. South Carolina.
b. North Carolina.
c. Georgia.

Lesson 13
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Slaves’ Secret Code

A quilt is made of pieces of cloth. They are sewn together in a
pattern. History is like a quilt. It is made up of stories. One
story can change the way we look at the past.
Ozella McDaniel Williams had a story to tell. She sold quilts in
South Carolina. Her ancestors were slaves. She told this story
about the Underground Railroad.
“The Railroad was not a real railroad. It was a secret path.
It helped slaves escape. Slaves followed these paths to the
North. They used the patterns in quilts as a secret code. Each
pattern had a meaning. It gave directions or a warning. Quilts
helped slaves get to freedom.”

Level 2 Lesson 13
Name_ __________________________________________________ Date______________________

below.
1. The Underground Railroad was 5. Which of the following was not put
in patterns?
a. a train car.
a. warnings
b. a truck.
b. directions
c. a secret path.
c. greetings
2. Quilt patterns were used to
6. How is history like a quilt?
a. keep warm.
a. It is soft.
b. give directions.
b. It is made up of pieces of stories.
c. give as gifts.
c. It is warm.
3. Slaves could be free
7. History changes the way we
a. in the North.
a. live.
b. if they wanted to.
b. make things.
c. when they grew up.
c. look at the past.
4. Each pattern was
8. History is
a. pretty.
a. stories of the past.
b. different.
b. a book.
c. a secret code.
c. a quilt.

Level 2 Lesson 13
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and then rewrite each of the names.
Remember to use capital letters.
A noun is a person, place, or thing. A proper noun is the name of a noun

and begins with a capital letter.
The word, girl, is a noun.
Cindy, the name of the girl, is a proper noun.
1. ozella mcDaniel Williams_ ______________________________________________
2. mrs. Johnson__________________________________________________________
3. dr. Sullivan_ __________________________________________________________
4. south Carolina_________________________________________________________
5. market street__________________________________________________________

Level 2 Lesson 13
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Look at the patterns. Create quilt patterns of your own. Then write the
meaning of each pattern you make.
Zigzag Path Flying Geese North Star

Slaves traveled in a zigzag path. Geese fly north in springtime. The North Star could always be
They stayed away from slave Slaves were reminded to head seen in the night sky. Escaped
catchers. north, too. slaves used it as a guide.
___________________________ ___________________________ ___________________________

___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________

Level 2 Lesson 14
Name_ __________________________________________________ Date______________________
Scientists searched inside a pyramid. They found a room. Inside they

found the bones of a man.
1. All scientists look for bones. ______________
2. All scientists search pyramids. ______________
3. Bones were in the pyramid. ______________
4. The pyramid had a room. ______________
Word Study
Directions: Read the definition. Then draw pictures of two things that are shaped like
a pyramid.
pyramid
a triangular form

Level 2 Lesson 14
Name_ __________________________________________________ Date______________________
Scientists are studying this old city. They want to know more about it.
Who built it? No one knows. Indians once thought gods built the city!
1. What are the scientists studying? 4. Do you think gods built the city?
a. Indians a. yes
b. gods b. no
c. an old city
5. How will scientists learn more?
2. They want to a. They will study it.
a. learn more about it. b. They will read about it.
b. live there. c. They will ask the Indians.
c. build a pyramid.
3. Who built the city?

a. Indians
b. gods
c. no one knows

Lesson 14
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Secrets of a Pyramid
Scientists searched inside a pyramid. They found a room.
Inside they found the bones of a man. Bones of large birds
and jungle cats lay nearby. Stone knives were there, too. This
room is in the Pyramid of the Moon. It is in a city that is 2,000
years old. The city is called Teotihuacan (tay-o-tee-wah-cahn).
It is in Mexico. It was the first great city in North America.
Scientists are studying this old city. They want to know more
about it. Who built it? No one knows. Indians once thought
gods built the city!
Scientists slowly unwrap the pyramid’s secrets. There is much
more to learn in the Pyramid of the Moon.

Level 2 Lesson 14
Name_ __________________________________________________ Date______________________

below.
1. The scientists found the bones of 5. Which tool was found?

a. a man. a. a gun
b. large birds. b. a knife
c. jungle cats. c. a shovel
d. all of the above
6. A pyramid is shaped like
2. The Pyramid of the Moon is a. a triangle.
a. a planet. b. a square.
b. very old. c. a diamond.
c. a picture.
7. Teotihuacan is
3. Where is the old city? a. in Mexico.
a. India b. 2,000 years old.
b. Mexico c. both a and b
c. on the moon
8. What will the scientists do?
4. Mexico is in a. Sell the bones and knives.
a. North America. b. Learn more about the city.
b. Europe. c. Make a movie there.
c. Asia.

Level 2 Lesson 14
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information in the box below and then complete the activity. For
each sentence below, draw a picture to show what it really means.
An idiom is a saying that means something different than what it says.

Here is an example:
Scientists slowly unwrap the pyramid’s secrets.
Are the scientists really unwrapping secrets?
No. This is just a creative way to say that they are learning about the
secrets.
1. It’s raining cats and dogs. 2. I’m feeling under the weather.
3. There is a fork in the road. 4. Keep an eye on your sister.

Level 2 Lesson 14
Name_ __________________________________________________ Date______________________
Graphic Development
United States
Gulf of Mexico
Mexico
Teotihuacan
Caribbean Sea
Mexico City
Pacific Ocean
W E
1. In what country is Teotihuacan?__________________________________________
2. What body of water is near Teotihuacan?___________________________________
3. Is Mexico City north or south of Teotihuacan?_ _____________________________
4. What ocean touches Mexico?_ ___________________________________________

Level 2 Lesson 15
Name_ __________________________________________________ Date______________________
There is a rain forest in India. It is the home of the Bengal tiger.
1. India has a rain forest. ______________
2. Tigers do not live in rain forests. ______________
3. One kind of tiger is the Bengal tiger. ______________

4. Bengal tigers live in India. ______________
5. Some tigers live in rain forests. ______________
Word Study
The Korku are a tribe of people who live in India. A tribe is a family group.
Many of the Korku live in the rain forest.
1. How do you think the Korku people live?
_____________________________________________________________________
_____________________________________________________________________
2. What do you think their homes are like?

_____________________________________________________________________
_____________________________________________________________________
3. How do you think they get their food?
_____________________________________________________________________
_____________________________________________________________________
Level 2 Lesson 15
Name_ __________________________________________________ Date______________________
There is a rain forest in India. It is the home of the Bengal tiger.

Hundreds of tigers once lived in the forest. Now there are only 70.
Indian leaders want to save the tigers. They have made laws to protect
the forest.
1. Years ago _________________ of 4. How many tigers are in the forest

tigers lived in the forest. now?
a. hundreds a. 10
b. thousands b. hundreds
c. lots c. 70
2. Who wants to save the tigers? 5. Why do you think the tigers are
disappearing?
a. visitors
a. They have been killed.
b. Indian leaders
b. They went to live somewhere
c. zoos else.
c. Zoos took them away.
3. What did the leaders do?
a. They trapped the tigers.
b. They killed the tigers.
c. They made laws to protect them.

Lesson 15
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Tigers and People Can Get Along

There is a rain forest in India. It is the home of the Bengal
tiger. Hundreds of tigers once lived in the forest. Now there
are only 70. Indian leaders want to save the tigers. They have
made laws to protect the forest.
The Korku people also live there. They gather food and
firewood in the forest. Their cattle graze there. Indian leaders
want to move the Korku. They think this will protect the tigers.
They will not let the Korku get wood from the forest. They will
not let them get food. This will make their lives very hard.
This is wrong. People must help animals. But animals should
not be treated better than people. The Korku should be able
to stay. They say they will not hurt the tigers. One Korku man
said, “We respect one another.”

Level 2 Lesson 15
Name_ __________________________________________________ Date______________________

below.
1. Who are the Korku? 5. Some people think that

a. leaders a. tigers are being treated better
than people.
b. tigers
b. the Korku are mean.
c. a tribe
c. the tigers should move.
2. Where do the Korku live?
6. How do the Korku feel about the
a. in the city tigers?
b. in the rain forest a. They are afraid of them.
c. in America b. They respect them.
3. The leaders say the Korku cannot c. none of the above
a. work.
7. The Korku want to
b. go to school.
a. move.
c. gather wood and food from the b. kill the tigers.
forest.
c. live with the tigers.
4. Why do the leaders want to move the
Korku? 8. The author thinks that moving the
Korku
a. to protect the tigers
a. is wrong.
b. to give them a better life
b. is a good thing.
c. to give them jobs in the city
c. needs to be done.

Level 2 Lesson 15
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information and then answer the questions.
The Bengal tiger is about 10 feet long. It weighs more than 400 pounds!
It is a dark orange color with black stripes. A Bengal tiger uses its color
for camouflage. This makes it hard for other animals to see it. Tigers live
alone. They need lots of space to hunt. They usually eat deer and wild
pigs. These tigers have great eyesight. They can hunt at night.
1. What does a Bengal tiger look like?
_____________________________________________________________________
_____________________________________________________________________
2. How do they keep other animals from seeing them?

_____________________________________________________________________
_____________________________________________________________________
3. What is camouflage?
_____________________________________________________________________
_____________________________________________________________________
4. Why are they able to hunt at night?
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 15
Name_ __________________________________________________ Date______________________
Graphic Development
China
New Delhi
India
Bay of Bengal
Melghat
Tiger
Reserve
W E
Indian Ocean
1. Where is the Tiger Reserve?_____________________________________________
2. What do you think a Tiger Reserve is?_____________________________________
3. What country is near India?______________________________________________
4. What ocean is near India?_______________________________________________

Level 2 Lesson 16
Name_ __________________________________________________ Date______________________
Gorillas are not mean. They are not dangerous. They eat vegetables.
1. Gorillas eat people. ______________
2. Gorillas eat vegetables. ______________
3. Gorillas are nice. ______________
4. Gorillas are always dangerous. ______________
Word Study
Directions: Read the definition and explain what the sentence means.
endangered
in danger of disappearing
Gorillas are endangered animals.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Level 2 Lesson 16
Name_ __________________________________________________ Date______________________
We must save gorillas. Gorillas are not mean. They are not dangerous.
They eat vegetables. They live in family groups. They are gentle animals.
They are also very smart.
1. A family group is probably 4. Gorilla families probably

a. a group that is related. a. take care of each other.
b. several families together. b. hurt each other.
c. a mother and a father. c. hurt people.
2. Which of the following does not 5. Gorillas are probably

describe a gorilla?
a. hiding from people.
a. gentle
b. endangered.
b. plant eater
c. dangerous.
c. mean
3. Gorillas are not

a. hunters.
b. plant eaters.
c. smart.

Lesson 16
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Save the Gorillas

Dear Editor,
We must save the gorillas.
Gorillas are not mean. They are not dangerous. They eat
vegetables. They live in family groups. They are gentle
animals. They are also very smart.
Gorillas live in Africa. They need a lot of room to live. Humans
are taking away their land. They kill gorillas for fun. The
gorillas are now in danger.
We can protect their land. We can keep humans from
destroying their homes. We can stop humans from killing
them. This would save the gorillas.
Please write a story about them. People need to know that the
gorillas are in danger. Then maybe they will be saved.
Sincerely,
Hannah Lee

Level 2 Lesson 16
Name_ __________________________________________________ Date______________________

1. This letter is written to 5. We can protect gorillas by

a. someone who works at a a. protecting their land.
newspaper.
b. not killing them.
b. a teacher.
c. both a and b
c. a government leader.
6. What does the author want the editor
2. The author wants people to to do?
a. feed gorillas. a. Save the gorillas.
b. save gorillas. b. Write a story about them.
c. have gorillas as pets. c. Stop killing gorillas.
3. Some people __________ gorillas for 7. An editor’s story would be read in

fun.
a. a book.
a. kill
b. an ad.
b. take pictures of
c. a newspaper.
c. throw rocks at
8. Who would read the editor’s story?
4. Gorillas are in danger because
a. children
a. people kill them.
b. gorillas
b. they are hiding.
c. lots of people
c. they don’t have enough to eat.

Level 2 Lesson 16
Name_ __________________________________________________ Date______________________
Enrichment
Gorillas live in the center of Africa. They like warm places. Gorillas are
about five feet tall. A male can weigh 400 pounds.
They live in groups of five to fifteen. Each night they make beds to sleep
in. Sometimes they sleep in trees.
Gorillas are smart. They have good memories. They can also solve
problems.
1. How tall do gorillas grow to be?

_____________________________________________________________________
2. Where do they live?
_____________________________________________________________________
3. What do they do at night?

_____________________________________________________________________
4. How do we know that they are smart?
_____________________________________________________________________

Level 2 Lesson 16
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Think of an endangered animal. Plan a letter to the editor using the web
below.
Animal
Problem
Reason #1 Reason #2
What should be changed?

Level 2 Lesson 17
Name_ __________________________________________________ Date______________________
In 1999, nearly three million people along the East Coast had to leave their
homes.
1. Many people had to leave their homes. ______________
2. These people lived on the West Coast. ______________
3. People live on the East Coast. ______________
4. People do not build homes in the East. ______________
Word Study
hurricane
a strong storm with heavy wind and rain that forms over the ocean
How can a hurricane be dangerous to people?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Level 2 Lesson 17
Name_ __________________________________________________ Date______________________
The storm began in the Atlantic Ocean. Slowly, it moved toward Florida.
Then it moved up the coast. Florida didn’t have much damage. But Disney
World was closed for the first time ever.
1. The storm began 4. Florida is near

a. at the coast. a. the West Coast.
b. in Florida. b. the Atlantic Ocean.
c. in the Atlantic Ocean. c. none of the above
2. Why did Disney World close? 5. A hurricane can

a. No one came. a. move.
b. There was a big storm. b. cause damage.
c. The rides were broken. c. both a and b
3. Florida didn’t have

a. much damage.
b. people visiting.
c. rain.

Lesson 17
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Hurricane Floyd
In 1999, nearly three million people along the East Coast had
to leave their homes. Why? Because of a monster named
Floyd. Hurricane Floyd was a big storm. It was 600 miles wide.
The storm began in the Atlantic Ocean. Slowly, it moved toward
Florida. Then it moved up the coast. Florida didn’t have much
damage. But Disney World was closed for the first time ever.
All along the coast the storm left its mark. Heavy rains caused
floods. A lot of things were destroyed. At least 17 people
were killed.

Level 2 Lesson 17
Name_ __________________________________________________ Date______________________

below.
1. The story calls the hurricane 5. What was 600 miles wide?
a. a tornado. a. Disney World
b. a monster. b. Florida
c. the ocean. c. the storm
2. The hurricane damaged 6. Hurricanes can

a. many places. a. hurt people.
b. Florida. b. cause floods.
c. nothing. c. both a and b
3. What happened to some people? 7. Why did they call the hurricane a
monster?
a. They died.
a. It was ugly.
b. They went to Disney World.
b. It had a face.
c. They moved to Florida.
c. It was dangerous.
4. What name was given to this
hurricane? 8. Where did the storm go after it hit
Florida?
a. Fiona
a. It went up the coast.
b. Floyd
b. It went back to the ocean.
c. The Big Storm
c. It disappeared.

Level 2 Lesson 17
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and then complete the activity.
Hurricane Names
Some hurricanes touch land. Some do not. But all hurricanes are given
names. The first hurricane of the year is given a name beginning with A.
The second one begins with B. Some have girl’s names and some have
boy’s names.
1. How are hurricanes named?

_____________________________________________________________________
_____________________________________________________________________
2. Pretend there were seven hurricanes. Write names for them. (Remember to name
them alphabetically.)
a. _ ___________________________________________
b. _ ___________________________________________
c. _ ___________________________________________
d. _ ___________________________________________
e. _ ___________________________________________
f. _ ___________________________________________
g. _ ___________________________________________

Level 2 Lesson 17
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Look at the picture and answer the questions.
1. Look at the picture. How does a hurricane move?
_____________________________________________________________________
2. How do you think a hurricane causes damage?

_____________________________________________________________________
3. Look at the picture. Can a hurricane over the ocean still touch people on land?
How?
_____________________________________________________________________

Level 2 Lesson 18
Name_ __________________________________________________ Date______________________
The boys’ dad is a dogsled racer. He has won the Iditarod twice.
1. Some people race on dogsleds. ______________
2. The Iditarod is a race. ______________
3. The boys’ mother is a racer. ______________
4. The dad has won the Iditarod three times. ______________
5. The boys’ dad likes to ice skate. ______________
Word Study
Directions: Read the information below and answer the question.
Iditarod
The Iditarod is a sled race. It is in Alaska. Sixteen dogs pull each sled.
The dogs run for many miles. It takes the racers nine to twelve days to
finish. Alaska has very hard winters. The racers face deep snow. There
is also bad weather. Sometimes moose damage sleds. They can hurt
the dogs, too. Polar bears have even been seen. Many of the racers quit
before reaching the end.
Why do you think people like to race in the Iditarod?

____________________________________________________________________________________
____________________________________________________________________________________

Level 2 Lesson 18
Name_ __________________________________________________ Date______________________
Rohn and Nikolai Buser have a great job. They work at the Happy Trails
Kennel in Big Lake, Alaska. They help train puppies.
1. Rohn and Nikolai probably 4. They live in

a. don’t like working. a. a lake.
b. like their job. b. California.
c. would rather be playing. c. Alaska.
2. The boys 5. The boys probably

a. build sleds. a. love dogs.
b. shovel snow. b. take care of the dogs.
c. train puppies. c. both a and b
3. Happy Trails Kennel is a place for

a. birds.
b. sleds.
c. dogs.

Lesson 18
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Raising a Racer
Rohn and Nikolai Buser have a great job. They work at the
Happy Trails Kennel in Big Lake, Alaska. They help train
puppies.
“We don’t have to do it. We like to,” says Nikolai. The
puppies grow up to run a race. It is called the Iditarod. It is
a race that stretches 1,100 miles from Anchorage to Nome,
Alaska.
The boys’ dad is a dogsled racer. He has won the Iditarod
twice. He wants the puppies to get lots of love. This will make
them better sled dogs. His sons pet the dogs a lot. They run
around with the dogs for hours every day.
Which puppy is their favorite? Nikolai says, “We like them all.”

Level 2 Lesson 18
Name_ __________________________________________________ Date______________________

below.
1. The boys are 5. Who is the racer in the family?

a. friends. a. Nikolai
b. neighbors. b. their mother
c. brothers. c. their father
2. When the puppies grow up they will 6. The Iditarod is

a. be sold. a. a kind of sled.
b. enter dog shows. b. a team of dogs.
c. run races. c. a race.
3. The boys give the puppies 7. How many times has their dad won
the race?
a. sled rides.
a. only once
b. lots of love.
b. twice
c. none of the above
c. many times
4. The boys
8. The boys probably
a. pet the dogs.
a. wish they could be playing.
b. run around with the dogs.
b. would rather be inside.
c. both a and b
c. love their job.

Level 2 Lesson 18
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information below and complete the activity. For each item
below, write a sentence using an apostrophe. Remember that sometimes the
apostrophe comes before the s and sometimes it comes after. The first one has been
done for you.
An apostrophe is used to show belonging.

If something belongs to one person, an apostrophe comes before the s.
For example, if a girl has a doll, we would say:
“That is the girl’s doll.”
If something belongs to more than one person, the apostrophe comes
after the s.
For example, if a dad has two boys, we would say:
“The boys’ dad is a dogsled racer.”
1. the house that belongs to the boys

That is the boys’ house.
_____________________________________________________________________
2. the car that belongs to dad
_____________________________________________________________________
3. the game that belongs to my friends
_____________________________________________________________________
4. the bone that belongs to the dog
_____________________________________________________________________
5. the books that belong to the teachers
_____________________________________________________________________

Level 2 Lesson 18
Name_ __________________________________________________ Date______________________
Graphic Development
Alaska
Nome
Nikolai
Big Lake
Iditarod Trail
Anchorage
Rohn
W E
1. Which city is farther north—Anchorage or Nome?___________________________
2. Is Big Lake closer to Anchorage or Nome?_ ________________________________
3. The boys in the story are named Rohn and Nikolai. Look at the map. What are
they named after?
_____________________________________________________________________
4. Is the race path straight or crooked?_______________________________________

Level 2 Lesson 19
Name_ __________________________________________________ Date______________________
I went to my friend Jaime’s birthday party. It was at the zoo.
1. The child went to a party. ______________
2. The party was at the fair. ______________
3. Jaime was the birthday boy. ______________
4. The author of this story is a friend of Jaime’s. ______________
Word Study
Directions: Read the definition and answer the questions.
habitat
the place where something naturally lives
1. Do animals naturally live in zoos?_________________________________________
2. Many zoos call the animals’ homes habitats. What do you think their homes at the
zoo are like?
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 19
Name_ __________________________________________________ Date______________________
A monkey was in the next habitat. His name was Bonzo. I wanted to
feed Bonzo cotton candy. My friend said, “No. That will make him sick.”
1. Bonzo was 4. In a zoo, a habitat is

a. a boy. a. an animal’s home.
b. a peacock. b. a kind of food.
c. a monkey. c. a kind of animal.
2. The boy wanted to feed the monkey 5. How did the friend feel about giving
cotton candy to the monkey?
a. peanuts.
a. He thought it would be bad.
b. cotton candy.
b. He wanted to.
c. fruit.
c. He thought it would be okay.
3. What could cotton candy do to a
monkey?
a. make it hyper
b. make it sick
c. ruin its teeth

Lesson 19
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
Don’t Ever Kiss a Peacock

I went to my friend Jaime’s birthday party. It was at the zoo.
We saw a baby giraffe. It could run, and it was only five days
old.
A monkey was in the next habitat. His name was Bonzo. I
wanted to feed Bonzo cotton candy. My friend said, “No. That
will make him sick.”
Then we walked to a big cage. Five beautiful peacocks were
inside. I wanted to see them better. I put my face very close
to the cage. A peacock bit my nose! I jumped back. My nose
hurt. After a second, I was okay.
Jaime’s mom smiled. She said, “Don’t ever kiss a peacock!”

Level 2 Lesson 19
Name_ __________________________________________________ Date______________________

below.
1. How old was the baby giraffe? 5. Did the peacocks like the boy?
a. a week old a. yes, very much
b. five days old b. a little
c. a year old c. no
2. What could the giraffe do? 6. Do you think the boy will try to get
close to a peacock again?
a. It could talk.
a. probably not
b. It could do tricks.
b. yes, he liked getting bit
c. It could run.
c. none of the above
3. What was inside the big cage?
7. The bite from the peacock probably
a. a monkey
a. hurt.
b. five peacocks
b. scared him.
c. a baby giraffe
c. both a and b
4. Why did the boy get so close to the
peacocks? 8. He should probably remember
a. He wanted to feed them. a. not to get so close to the animals.
b. He wanted to see them better. b. not to feed the animals at the
zoo.
c. He wanted to touch them.
c. both a and b

Level 2 Lesson 19
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Underline the adjective in each sentence below. On the lines below write
three more sentences using adjectives.
An adjective is a word that describes something.
1. I went to a birthday party.
2. We saw a baby giraffe.
3. We walked to a big cage.
4. We saw beautiful peacocks inside.
5. _____________________________________________________________________
_____________________________________________________________________
6. _____________________________________________________________________
_____________________________________________________________________
7. _____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 19
Name_ __________________________________________________ Date______________________
Graphic Development
Directions: Look at the picture of the peacock and answer the questions.
1. What do the spots look like?_____________________________________________
2. Why do you think a peacock has them?_ ___________________________________

Level 2 Lesson 20
Name_ __________________________________________________ Date______________________
The land is filled with islands and lakes. Most of it stays frozen all year.
1. All of the land is frozen all year. ______________
2. This land has no islands. ______________
3. Some parts of the world are always cold. ______________
4. This land must be in a cold place. ______________
Word Study
Directions: Read the definition and explain what the sentence means.
territory
an area of land that belongs to a country
Canada has a new territory.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Level 2 Lesson 20
Name_ __________________________________________________ Date______________________
Canada has a new territory. It is called Nunavut (Nun-a-voot). It is very big.
1. A territory is 4. Canada is
a. a lake. a. a country.
b. a school. b. a state.
c. land. c. a lake.
2. Nunavut is 5. Who owns Nunavut?

a. the name of the territory. a. the United States
b. a part of Canada. b. Canada
c. both a and b c. no one
3. The territory is
a. big.
b. small.
c. out in the ocean.

Lesson 20
ARTICLE FROM
Name_ ______________________________________________ Date_ __________
A Land of Their Own

Canada has a new territory. It is called Nunavut (Nun-a-voot).
It is very big.
Most of the people who live there are Inuit. Nunavut means
“our land” in their language. Inuit have lived in this place for
thousands of years. Now they can really call their land “home.”
The land is filled with lakes and islands. Most of it stays
frozen all year. The icy land goes to the top of the world.
Nunavut doesn’t have many people. There are only 28 villages.
The biggest has 4,000 people.

Level 2 Lesson 20
Name_ __________________________________________________ Date______________________

below.
1. What does Nunavut mean? 5. Nunavut is always

a. Canada a. cold.
b. islands b. green.
c. our land c. warm.
2. Who lives in Nunavut? 6. There are ____________ villages.

a. Canadians a. no
b. Inuit b. only 28
c. no one c. hundreds of
3. The Inuit 7. Nunavut does not have many
a. have only lived there a short a. animals.

time. b. plants.
b. have lived there for many, many c. people.
years.
c. want to leave Nunavut. 8. The Inuit are probably
a. happy to have their own land.
4. The Inuit call this land
b. wanting to leave Canada.
a. a territory.
c. wanting to build big cities.
b. home.
c. a bad place.

Level 2 Lesson 20
Name_ __________________________________________________ Date______________________
Enrichment
Directions: Read the information and answer the questions.
Inuit
Inuit People
People
TheThe Inuit
Inuit areare a tribe
a tribe of people.
of people. TheyThey
livelive in the
in the North.
North. TheyThey
livelive by
by the
theinwater
water in Greenland,
Greenland, Canada,Canada,
Alaska,Alaska, and Siberia.
and Siberia. People People
used tousedcall them
to call them
Eskimos. They Eskimos. They like
like to be called to be called Inuit.
Inuit.
1. What do you think the Inuit do for food?

_____________________________________________________________________
_____________________________________________________________________
2. What is the weather usually like where the Inuit live?
_____________________________________________________________________
_____________________________________________________________________
3. Do the Inuit like to be called Eskimos?

_____________________________________________________________________
_____________________________________________________________________
4. What is a tribe?
_____________________________________________________________________
_____________________________________________________________________

Level 2 Lesson 20
Name_ __________________________________________________ Date______________________
Graphic Development
North Magnetic Pole

Greenland
Beaufort Sea
Nunavut
Labrador
Sea
Northwest Territories
Hudson Bay
N
Canada
W E
1. Is Nunavut north or south of Canada?_____________________________________
2. What country is Nunavut near?___________________________________________
3. Is the North Pole near Nunavut?_ ________________________________________
4. What are the names of two seas nearby?_ __________________________________

Answer Key
Lesson 1 Page 31 Lesson 4 Page 49
Page 21 Enrichment Page 39 Enrichment
Sentence Comprehension 1. surprise or excitement Sentence Comprehension Answers will vary.
1. T 4. F 2. excitement 1. F 4. T Page 50
2. T 5. T 3. anger 2. T 5. F Graphic Development
3. T 4. anger 3. T
5. excitement Answers will vary.
Word Study Word Study
6. surprise Lesson 6
Inupiat 1. to get to warmer
Page 32 weather Page 51
Page 22 Graphic Development 2. Mexico or California Sentence Comprehension
Paragraph Comprehension What places has she been to? 3. to lay eggs 1. F 4. T
1. b 16 countries; schools 2. T 5. F
2. b Page 40
What does she do? She Paragraph Comprehension 3. T
3. a writes Magic Tree House Word Study
4. d 1. b 4. a
books; visits schools; meets 2. c 5. b 1. A 4. A
5. Answers will vary. kids 3. c 2. B 5. B
Page 24 From where does she get her 3. A 6. B
Whole Story Comprehension Page 42
ideas? kids Page 52
1. c 5. b Whole Story Comprehension
Who are the characters in her Paragraph Comprehension
2. a 6. d 1. d 5. c
books? Jack and Annie 1. c 4. c
3. b 7. a 2. b 6. a
4. c 8. c
Lesson 3 3. a 7. c 2. b 5. a
4. b 8. a 3. a
Page 25 Page 33
Sentence Comprehension Page 43 Page 54
Enrichment
1. F 4. T Enrichment Whole Story Comprehension
1. They share food.
2. T 5. T same: wings, antennae, 1. b 5. a
2. They hunt.
3. T eyes, spots, lines, etc. 2. a 6. c
3. The girls learn to sew
Word Study different: wing shape, 3. c 7. b
and cook.
c number of antennae, number 4. b 8. b
4. Answers will vary.
5. Answers will vary. of spots, etc. Page 55
Page 34
Paragraph Comprehension Page 44 Enrichment
Page 26
Graphic Development 1. d 4. b Graphic Development 1. opinion
2. c 5. c a. 2 c. 4 2. fact
1. T 4. T
3. a b. 1 d. 3 3. fact
2. F 5. F
4. opinion
3. T Page 36 Lesson 5 5. fact
Whole Story Comprehension
Lesson 2 Page 45 6. fact
1. b 5. d Sentence Comprehension 7. fact
Page 27 2. b 6. b
Sentence Comprehension 1. F 4. T 8. fact
3. a 7. c 2. T 5. F Page 56
1. T 4. T 4. d 8. d
2. F 5. F 3. T Graphic Development
Page 37 Word Study 1. long-nosed bat
3. T
Enrichment 1. no 4. no 2. horseshoe bat
Word Study
1. crabs, tuna, fish 2. yes 5. yes 3. tube-nosed bat
Answers will vary.
2. They are thrown on 3. no 4. hog-nosed bat
Page 28 the beach; they get Page 46 5. sword-nosed bat
Paragraph Comprehension tired fighting waves. Paragraph Comprehension 6. leaf-nosed bat
1. a 4. c 3. thousands
1. d 4. b Lesson 7
2. b 5. a Page 38 2. a 5. a
3. c Graphic Development Page 57
3. a
Page 30 1. coronet Sentence Comprehension
Page 48 1. T 4. T
Whole Story Comprehension 2. pectoral fin Whole Story Comprehension
3. eye 2. T 5. F
1. a 5. a 1. b 5. d
4. dorsal fin 3. T
2. c 6. b 2. b 6. a
5. pouch Word Study
3. c 7. b 3. a 7. b
4. b 8. d 6. tail 1. reptile
4. c 8. b 2. Answers will vary.

Answer Key (cont.)
Page 58 3. any two of the 2. c 5. c Word Study
Paragraph Comprehension following: Grant 3. b 1. B 3. A
1. c 4. a Village, West Thumb, Page 78 2. A 4. C
2. a 5. a Bridge Bay, Lake, Whole Story Comprehension Page 88
3. c Fishing Bridge
1. a 5. c Paragraph Comprehension
Page 60 4. about 43 miles
2. c 6. a 1. c 4. c
5. Answers will vary
Whole Story Comprehension 3. b 7. b 2. a 5. a
depending on the path
1. a 5. c 4. c 8. a 3. b
taken.
2. c 6. b Page 79 Page 90
3. a 7. b Lesson 9 Enrichment Whole Story Comprehension
4. a 8. c Page 69 1. greeting 1. c 5. c
Page 61 Sentence Comprehension 2. message 2. c 6. a
Enrichment 1. T 4. T 3. closing 3. c 7. a
1. Answers will vary. 2. F 5. F Page 80 4. b 8. a
2. prosauropod 3. F Graphic Development Page 91
Word Study Answers will vary. Enrichment
Page 62 1. Franck Goddio—
Graphic Development 1. 400
person Lesson 11 2. three
1. Indian Ocean 2. Egypt—place Page 81 3. five
2. east 3. Cleopatra—person Sentence Comprehension 4. 100
3. south Page 70
4. Atlantic Ocean 1. T 4. F Page 92
Paragraph Comprehension 2. T 5. T Graphic Development
Lesson 8 1. a 4. a 3. F 1. Atlantic Ocean
Page 63 2. b 5. b Word Study 2. Answers will vary.
Sentence Comprehension 3. c 1. A 3. B 3. North Carolina
1. T 4. T Page 72 2. A 4. B
2. T 5. F Whole Story Comprehension Page 82 Lesson 13
3. T 1. c 5. b Paragraph Comprehension Page 93
Word Study 2. a 6. a 1. c 4. a Sentence Comprehension
Nature is left alone, and 3. a 7. b 2. c 5. b 1. T 3. F
animals and plants are 4. c 8. c 3. a 2. F 4. T
protected. Page 73 Word Study
Page 84
Enrichment Whole Story Comprehension Answers will vary.
Page 64
Paragraph Comprehension 1. no 1. c 5. a Page 94
1. b 4. c 2. the president 2. c 6. c Paragraph Comprehension
2. a 5. a 3. voting/an election 3. b 7. b 1. b 4. c
3. c 4. no 4. b 8. c 2. c 5. a
Page 66 Page 74 Page 85 3. a
Whole Story Comprehension Graphic Development Enrichment Page 96
1. a 5. b 1. Africa 1. Your friend, Whole Story Comprehension
2. c 6. a 2. Egypt 2. Fondly, 1. c 5. c
3. c 7. a 3. the north 3. Your daughter, 2. b 6. b
4. a 8. a 4. the Mediterranean Sea 4. Sincerely yours, 3. a 7. c
5. Yours truly, 4. c 8. a
Page 67 Lesson 10 6. Truly yours,
Enrichment Page 75 Page 97
Page 86 Enrichment
1. sometimes Sentence Comprehension Graphic Development
2. outside 1. F 4. T 1. Ozella McDaniel
3. everyone Answers will vary. Williams
2. T 5. T
4. Yellowstone 2. Mrs. Johnson
3. T Lesson 12
5. today Word Study 3. Dr. Sullivan
6.–8. Answers will vary. Page 87 4. South Carolina
Answers will vary. Sentence Comprehension
Page 68 5. Market Street
Graphic Development Page 76 1. F 4. T Page 98
Paragraph Comprehension 2. T 5. F Graphic Development
1. 21 miles 3. T
2. 30 miles 1. a 4. b Answers will vary.

Answer Key (cont.)
Lesson 14 3. color that keeps other Page 120 Word Study
Page 99 animals from seeing Whole Story Comprehension 1. no
Sentence Comprehension them 1. b 5. c 2. Answers will vary.
4. good eyesight 2. a 6. c Page 130
1. F 3. T
2. F 4. T Page 110 3. a 7. c Paragraph Comprehension
Word Study Graphic Development 4. b 8. a 1. c 4. a
Answers will vary. 1. in the middle of India Page 121 2. b 5. a
2. Answers will vary. Enrichment 3. b
Page 100 3. China
Paragraph Comprehension 1. Names are given in Page 132
4. Indian Ocean alphabetical order. Whole Story Comprehension
1. c 4. a or b 2. Answers will vary.
2. a 5. a Lesson 16 1. b 5. c
3. c Page 122 2. c 6. a
Page 111
Graphic Development 3. b 7. c
Page 102 Sentence Comprehension
Whole Story Comprehension Answers will vary. 4. b 8. c
1. F 3. T
1. d 5. b 2. T 4. F Page 133
Lesson 18 Enrichment
2. b 6. a Word Study
Page 123 1. birthday
3. b 7. c There may not be any more Sentence Comprehension 2. baby
4. a 8. b gorillas someday.
1. T 4. F 3. big
Page 103 Page 112 2. T 5. F
Enrichment 4. beautiful
Paragraph Comprehension 3. F 5.–7.Answers will vary.
Answers will vary. 1. a 4. a Word Study Page 134
Page 104 2. c 5. b Answers will vary. Graphic Development
Graphic Development 3. a
Page 124 Answers will vary.
1. Mexico Page 114 Paragraph Comprehension
2. Gulf of Mexico or Whole Story Comprehension
1. b 4. c Lesson 20
Pacific Ocean 1. a 5. c 2. c 5. c Page 135
3. south 2. b 6. b 3. c Sentence Comprehension
4. Pacific Ocean 3. a 7. c
Page 126 1. F 3. T
4. a 8. c
Lesson 15 Whole Story Comprehension 2. F 4. T
Page 115 Word Study
Page 105 Enrichment 1. c 5. c
Sentence Comprehension 2. c 6. c Canada has new land.
1. five feet 3. b 7. b
1. T 4. T 2. Africa Page 136
2. F 5. T 4. c 8. c Paragraph Comprehension
3. make beds; sleep
3. T 4. good memory/solve Page 127 1. c 4. a
Word Study problems Enrichment 2. c 5. b
Answers will vary. Answers will include: 3. a
Page 116
Page 106 Graphic Development 1. boys’ house Page 138
Paragraph Comprehension 2. dad’s car Whole Story Comprehension
Answers will vary.
1. a 4. c 3. friends’ game 1. c 5. a
2. b 5. a Lesson 17 4. dog’s bone 2. b 6. b
3. c 5. teachers’ books 3. b 7. c
Page 117
Page 108 Sentence Comprehension Page 128 4. b 8. a
Whole Story Comprehension Graphic Development Page 139
1. T 3. T
1. c 5. a 2. F 4. F 1. Nome Enrichment
2. b 6. b Word Study 2. Anchorage 1. Answers will vary.
3. c 7. c 3. cities 2. cold
Answers will vary.
4. a 8. a 4. crooked 3. no
Page 118 4. a family group
Page 109 Paragraph Comprehension Lesson 19
Enrichment Page 129 Page 140
1. c 4. b Graphic Development
1. orange with black 2. b 5. c Sentence Comprehension
stripes 3. a 1. T 3. T 1. north
2. camouflage 2. F 4. T 2. Greenland
3. yes
4. Beaufort and Labrador

Answer Sheet
Directions: Fill in the bubble of the correct answer “a,” “b,” “c,” “d,” or “e” on this sheet. If
the answer is “True,” fill in the “a” bubble, and if the answer is “False,” fill in the “b” bubble.
T F T F T F T F
____ a b c d e ____ a b c d e ____ a b c d e ____ a b c d e

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 #10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

Lesson 1: A Cool Tale of Wonder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Lesson 2: Time Traveler’s Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Lesson 3: Helping Sea Horses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Lesson 4: A Monarch’s Amazing Trip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Lesson 5: A Special Delivery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Lesson 6: To the Bat House!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Lesson 7: The Very First Dinosaur? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Lesson 8: The Bears Bounce Back. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Lesson 9: Underwater Treasures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Lesson 10: Meet a Vegetarian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Lesson 11: May I Have a Raise?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Lesson 12: The Mystery of Jamestown. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Lesson 13: Slaves’ Secret Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Lesson 14: Secrets of a Pyramid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Lesson 15: Tigers and People Can Get Along. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Lesson 16: Save the Gorillas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Lesson 17: Hurricane Floyd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Lesson 18: Raising a Racer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Lesson 19: Don’t Ever Kiss a Peacock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Lesson 20: A Land of Their Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice 

Purpose and Intent of Standards

How to Find Standards Correlations

 #10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice 

Word Page Word Page Word Page

 #10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice 

identifies details draws conclusions

 #10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

Reading Comprehension Questions

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice 

Semantic map—This organizer builds

Spider map (word web)—The topic, Spider Map

10 #10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

Venn diagram—This organizer

Fishbone diagram—This organizer Fishbone Diagram

Low. . . . . . . . . Middle. . . . . . . . . High

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice 11

event inside of a box, subsequent

Circular or repeating maps—These

Network tree—This organizer begins

12 #10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

Structured overview—This is very

_________ _________ _________

Class/example and properties Class/Example and Properties Map

Spreadsheets are important organizers today. Much computer information is stored on

Semantic feature analysis—This Semantic Feature Analysis

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice 13

Simple spreadsheet table—Much information can be visualized through spreadsheets

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice 15

16 #10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

#10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice

#10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice

#10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice

#10332 Nonfiction Comprehension Test Practice ©Shell Educational Publishing

©Shell Educational Publishing #10332 Nonfiction Comprehension Test Practice

_____ _ _____

Name_ ____________________________ Date

Name_ ____________________________ Date

Name_ ____________________________ Date

Name_ ____________________________ Date

Name_ ____________________________ Date

Name_ ____________________________ Date

Name_ ____________________________ Date