reading time questions level 1
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Contents
Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . vHow to Use Time For Kids . . . . . . . . . . . . . . . . . . vi
ISSUE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Retell
Photographs and Captions
Context Clues
Pond Life Model the Skills
Earth Helpers Apply the SkillsLeave it to Beavers Diagrams
ISSUE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Main Idea and Details
Maps
Context Clues
Getting over the Hump Model the Skills
Not a Drop to Drink Apply the Skills
Bubbles Poetry
ISSUE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Compare and Contrast
Diagrams
Context Clues
A Ladybug’s Life Model the Skills
Giving Time for the Common Good
Apply the SkillsThe Caterpillar Poetry
ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Author’s Purpose
Charts
Context Clues
Eat Well, Feel Well Model the Skills
Orange You Glad? Apply the Skills
Climb the Pyramid Diagrams
ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Main Idea and Details
Lists
Context Clues
Sharing with Others Model the Skills
Thanks, Mom and Dad Apply the Skills
Hamster HideandSeek Poetry
ISSUE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Author’s Purpose
Photographs and Captions
Context Clues
The Forest Roof Model the Skills
Rain Forests: From Soup to Nuts
Apply the Skills
Life in the Rain Forest Diagrams
ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Main Idea and Details
Diagrams
Context Clues
Digging for Bones Model the Skills
Animals on the Move Apply the Skills
Loose and Limber Poetry
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ISSUE 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Retell
Photographs and Captions
Context Clues
Money Goes Around Model the Skills
How Money Is Made Apply the Skills
U.S. Coins Charts
ISSUE 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
Compare and Contrast
Diagrams
Context CluesThings Change Model the Skills
What a Trip! Apply the Skills
The Space Shuttle Diagrams
ISSUE 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Compare and Contrast
Signs and Symbols
Context Clues
Wild About Museums Model the Skills
A Basket Maker Apply the Skills
Sarah Enters a Painting Poetry
ISSUE 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
Main Idea and Details
Photographs and Captions
Context Clues
Get Ready, Get Set, Go! Model the Skills
Play Ball! Apply the Skills
From the autograph album Poetry
ShortAnswer Reading Rubric . . . . . . . . . . . . . .T1
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2
ISSUE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Main Idea and Details
Maps
Context Clues
Wow! Wind Works! Model the Skills
Blow, Wind, Blow! Apply the Skills
Cloud Parade Poetry
ISSUE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Main Idea and Details
Charts
Context CluesSunny Side Up Model the Skills
Where Does the Water Go? Apply the Skills
Sunflakes Poetry
ISSUE 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Main Idea and Details
Signs and Symbols
Context Clues
Whoo’s a Wonderful Bird? Model the Skills
Food for Whoo? Apply the Skills
Growing and Changing Charts
ISSUE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Author’s Purpose
Charts
Context Clues
Prize Pets Model the Skills
All for America! Apply the Skills
Lady Liberty Diagrams
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Pacing SuggestionsTHREE-MONTH PACING SUGGESTION
You might wish to use the Time for Kids, Student Edition as test preparation
starting in the second half of the year. At this pace, each issue corresponds to
one week of instruction in the Teacher’s Edition.
Time for Kids, Student Edition Issue Related Teacher’s Edition Lesson
Issue 1 Unit 4 Week 1
Issue 2 Unit 4 Week 2
Issue 3 Unit 4 Week 3
Issue 4 Unit 4 Week 4
Issue 5 Unit 4 Week 5
Issue 6 Unit 5 Week 1
Issue 7 Unit 5 Week 2
Issue 8 Unit 5 Week 3
Issue 9 Unit 5 Week 4
Issue 10 Unit 5 Week 5
Issue 11 Unit 6 Week 1
Issue 12 Unit 6 Week 2
Issue 13 Unit 6 Week 3
Issue 14 Unit 6 Week 4
Issue 15 Unit 6 Week 5
USING TIME FOR KIDS THROUGHOUT THE YEAR
Each issue contains 2 articles and a poem or text feature. You might wish to
use the Time for Kids, Student Edition throughout the year by assigning one
article a week. The poem or text feature can be read with the second article.
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How to Use Time for Kids
TIME FOR KIDS, STUDENT EDITIONEach issue in Time for Kids, Student Edition includes twoarticles and a text feature, such as a chart or a diagram, or a poem.Each issue relates to Social Studies or Science skills.
TRANSPARENCIES
A transparency is provided for thefirst article in each issue. Use thetransparency to model how to
answer test questions. Questionsare provided in Blackline Masters found in the Time for KidsTeacher’s Manual.
TEACHER’S MANUAL
The Teacher’s Manual contains lessons for each issue of Time for Kids.
Article 1: Model the SkillsUse the transparency and Blackline Master to model how to answercomprehension, vocabulary, and text feature questions. Read thequestions and answers aloud to children.
Article 2: Apply the Skills The Blackline Master for the second article offers children theopportunity to answer questions based on the same skills andstrategies modeled with the first article. Read the questions andanswers aloud to children.
Text Feature or Poetry: Apply the SkillsA third Blackline Master is provided for children to reviewpreviously taught skills and strategies. Read the questions andanswers aloud to children.
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COMPREHENSION AND VOCABULARY FOCUSAs noted earlier, each issue of Time for Kids relates to SocialStudies or Science skills. However, the items in the tests thataccompany each issue focus on Reading and Language Arts skillsand strategies for comprehension, vocabulary, and text features.
SHORT-ANSWER PREPARATION
The first two tests for each issue of Time for Kids provideopportunities for children to practice responding to short-
answer items. These items will help children to begin buildingthe skills and confidence they will need when they are facedwith short-answer items in a testing situation.
LEVELS OF THINKING
Test questions can be broken down into four developmentallysequenced categories, based on the different levels of thinkingrequired to answer them.
• A question may have an answer that is stated in the selection.At the most basic level, children can find or locate the answerin the selection. Words from the question and words thatanswer it are often “right there” in the same sentence. At thenext level, the answers are stated in the text but cannot befound in a single sentence. Children must “think and search,” orcombine different parts of the selection, to find the answer.
• A question may have an answer that is not stated in theselection. For an “author and me” question at the third level
of thinking, children must find clues and text evidence in theselection and connect them to find the inferred or impliedanswer to the question. A question that addresses the fourthlevel of thinking requires children to analyze the selectionand make judgments based on text evidence to determinethe author’s style or purpose for writing.
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Retell
MODEL THE SKILL
Have children open to page 5 of Time for Kids, Student Edition.Look at the cover and read the article titles aloud with the
class. Have children preview the photographs and captions. Tell
children, We will learn how to retell the information from a text
in order .
Display Transparency pp. 6–7 of the article “Pond Life” and
distribute Blackline Master 1. Ask children to turn to page 6 of
Time for Kids. Ask children to look at the title and photographs
before they read the article. Have children read the article
carefully and identify any words they do not know. Underline
these words on the transparency and review them with the class.
Then read the following question and answer choices aloud:
From Blackline Master 1
1 When does a swan swim?
A In the morning
B In the afternoon
C At night
Think Aloud This question asks when a swan swims. I can locatethe answer in the selection. First I find the part of the article that
tells about swans. Then I look for words that tell about times of
day. I see a sentence that says: In the afternoon, a swan swims.
This is the stated answer.
Elicit the correct answer (B) from children. Explain that this
choice, In the afternoon, is correct because the article says that
a swan swims in the afternoon. Work through the rest of the
answers and show that they are not correct.
For further practice with the comprehension skill, you may wishto have children work together or independently to answer
question 2 on Blackline Master 1.
Materials
Transparency
pp. 6–7
Blackline Masters
1, 2, 3
TFK Pages 6–7
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TFK Pages 6–7
Photographs and Captions
MODEL THE SKILL
Explain to children that texts often are accompanied byphotographs that can help them understand information from
a reading. Sometimes there will be text that explains what
is happening in the photograph. This kind of text is called a
caption. Invite children to look at the photographs and describe
what they see.
Then read question 3 aloud.
Think Aloud This article has photographs of different animals.
I should look for a picture of a raccoon, a swan, and a heron and
make sure to read the information that goes with the photos.Then I can combine these details to figure out the stated answer.
Have children look at the photographs and colored captions
on pages 6 and 7. Point to the correct photograph and caption
on the transparency and read the caption aloud with the class.
Explain that the caption gives information about the animal.
Then have children select the correct answer choice (A).
Context Clues
MODEL THE SKILL
Tell children that they may not know the meaning of every
single word in a text that they read. Explain that the context, or
the other words and sentences in the paragraph, can help them
figure out what unfamiliar words mean.
Then read question 4 aloud.
Think Aloud The answer to this question is not stated in the
article. To answer it, I will have to find clues in the article and
connect them. I can start by finding the sentence that has the
word trap in it. I will see if any words or sentences near it in the
paragraph or anything in the picture can help me figure out what
trap means.
Invite children to explain what the text and the picture tell about
how and why herons trap bugs. Go through each choice and
have the class decide which answer makes the most sense in the
context of the article (C).
4 On page 7, the article
says that a heron can
trap a bug. What does
trap mean?
A Drink
B Run
C Catch
From Blackline Master 1
3 What animal stays upat night?
A Raccoon
B Swan
C Heron
From Blackline Master 1
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 1
5 Tell, in order, when you can find different animals at the
pond. Support your answer with details from the article.
Think Aloud The question asks me to tell when different
animals are at the pond. I need to find details from the article
that support the idea that different animals are at the pond at
different times. I can combine these details to write the answer.
Help children put their fingers on details from the article to
answer the question, and have a volunteer underline these
details on the transparency. Have children look for clues about
time of day, such as morning and afternoon. Remind childrenthat the answer should be based only on information from the
article, not on something that they read or saw somewhere else.
Tell children that they should answer in their own words and that
they should not copy sentences from the article. Write a short
answer together. Remind children to form complete sentences in
their answers.
Possible response: Dragonflies are at the pond in the morning.
Swans are there in the afternoon. Raccoons are there at night.
See page T1 of the Teacher’s Manual for a short-answer rubric.See page T2 for answers to Blackline Master 1.
TFK Pages 6–7
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Student Name
DIRECTIONS
Answer these questions about “Pond Life.”
1 When does a swan swim?
A In the morning
B In the afternoon
C At night
2 In the morning, a dragonfly looks for —
A plants
B lily pads
C bugs to eat
3 What animal stays up at night?
A Raccoon
B Swan
C Heron
Grade 14 Time For Kids Pond Life
Blackline Master 1
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Student Name
4 On page 7, the article says that a heron can trap a bug.
What does trap mean?
A
Drink B Run
C Catch
5 Tell, in order, when you can find different animals at the
pond. Support your answer with details from the article.
Blackline Master 1
Grade 1Pond Life Time For Kids 5
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on retelling, context clues, and using photographs
and captions. Introduce “Earth Helpers” by having children open
to page 8 of Time for Kids. Point out that the important ideas of
an article can often be found in the title and photographs. Have
children look at the photographs, captions, and headings and
then ask, What do you think the article is about?
Encourage children to share their ideas and explain how they
came to those conclusions. Record their ideas on the board. Tell
children to keep these ideas in mind as they read to see if their
ideas are correct.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 2 on pages 7-8 of the Teacher’s
Manual. Tell children that they will take a practice test on the
article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 2. Answers can be
found on pages T2–T3 of the Teacher’s Manual.
TFK Pages 8–9
1. Before you read, look at pictures, headings, and the title to give you anidea of what the article is about.
2. Read “Earth Helpers” and the questions on the worksheet very carefully.
Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article. If you are not sure
about the details, go back and read that part again.
4. Plan your answer carefully before you write. Make sure you answer every
part of the question and use support from the article in your answer.
5. Make sure to write complete sentences.
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Student Name
DIRECTIONS
Answer these questions about “Earth Helpers.”
1 Look at the chart about “Earth Helpers.”
First
Kids in green schools have lunch.
Next
Glass and plastic bottles are recycled.
Last
Which idea belongs in the bottom box?
A Bottles are made into kites.
B Bottles are thrown away in the trash.
C
Bottles are made into new products.
2 Before the children go to the park, they —
A save money to help the school
B make kites from old plastic bags
C
learn about animals in class
Grade 1Earth Helpers Time For Kids 7
Blackline Master 2
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Student Name
3 Brett uses a plastic bag to make a —
A kite
B bottle
C plant
4 The article says, “During class, they find ways to reuse
things.” What does the word reuse mean?
A
Talk about B Use again
C Throw away
5 What do children in a green school do to help Earth? Support
your answer with details from the article.
Blackline Master 2
Grade 18 Time For Kids Earth Helpers
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Diagrams
APPLY THE SKILLS
Tell children that they will practice what they learned aboutdiagrams. Remind children that a diagram is a picture with
labels. Labels give information about what is being shown in the
picture. Have children open to “Leave It to Beavers” on page 10
of Time for Kids. Read the title “Leave It to Beavers” with children
and ask them to look at the article. Then ask them to share their
ideas on what the article is about. Write their ideas on the board.
Invite children to look at the diagram of the dam. Ask children
to think about how beavers build a dam. Ask what materials the
beavers might use and how the beavers get the materials.
Have children follow along with the text as you read it aloud. Ask
them to identify any words they do not know. After you have
finished reading, explain any unfamiliar words.
Have children look at the diagram and discuss what the beavers
do in each labeled part of the diagram. Explain that the den is a
part of the lodge.
Read aloud the question and answer choices. Tell children to
look back at the diagram to find details and facts. Then they can
combine this text evidence to determine the stated answer to
the question.
Think Aloud I need to remember that there is only one correct
answer to the question. I should look for details and facts in the
diagram that I can combine to come up with the correct answer.
Remind children that they should look for the label on the
diagram that says entrance to figure out where the entrance is.
Tell them to read each answer choice carefully.
After children have identified the correct answer (A), go back to
the diagram. Ask a volunteer to show how the arrow from thelabel entrance is pointing below, or under, the water.
Have children complete Blackline Master 3 on page 10 of the
Teacher’s Manual. Answers can be found on page T3.
TFK Page 10
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Student Name
DIRECTIONS
Answer these questions about “Leave It to Beavers,”
1 Where is the entrance to the lodge?
A Under the water
B Above the dam
C In the den
2 Where does a beaver find food?
A In the den
B At the dam
C In the pond
3 The article says, “Soon, the dam blocks the river and makes a
pond.” What does the word blocks mean?
A Opens
B Holds back
C Fills up
Blackline Master 3
Grade 110 Time For Kids Leave It to Beavers
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Main Idea and Details
MODEL THE SKILL
Have children open to page 11 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs and captions.
Tell children, We will use these articles to learn how to identify
the main idea and important details in a text.
Display Transparency pp. 12–13 of the article “Getting over
the Hump” and distribute Blackline Master 4. Ask children to
turn to page 12 of Time for Kids. Ask children to look at the title
and photographs before they read the article. Have them read
the article carefully and identify any words they do not know.
Underline these words on the transparency and review them
with the class. Then read the following question and answer
choices aloud:
From Blackline Master 4
1 What is this article mostly about?
A What camels in Africa look like
B How children in Garissa get books
C Why young children like to read
Think Aloud This question asks what the article is mostly about.
That means I need to figure out the main idea of the article.
I have to look at the whole article to see what each section is
about. The headings and pictures can help me, too. Then I can
connect the details to come up with the answer.
Go through all of the answer choices with children and have
them identify the correct answer (B). Have children explain
how they got the answer. Invite a volunteer to underline on the
transparency the details he or she used to determine the answer.
For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 4.
Materials
Transparency
pp. 12–13
Blackline Masters
4, 5, 6
TFK Pages 12–13
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TFK Pages 12–13
Maps
MODEL THE SKILL
Explain that texts often are accompanied by maps that canhelp them understand information from a reading. Maps are
drawings that show the locations of countries, cities, and other
places. Invite children to look at the map on page 13. On the
transparency, show the outline of the country of Kenya. Point
to the labels that name the nearby countries of Ethiopia and
Somalia. Then point out the map key and discuss the symbols
used to show a city and the capital.
Read question 3 aloud.
Think Aloud The article talks about the village of Garissa, but it does not mention any other cities or towns in Kenya. I need to
look at the map and the map key to find the name of the capital
of Kenya. Then I can combine these details to find the answer.
Have children look at the map and find the three names listed in
the answer choices: Nairobi, Somalia, and Ethiopia. Point to the
map key and remind children that a solid black dot stands for a
city, and a star inside a circle stands for a capital city. Then have
the children select the correct answer choice (A).
Context Clues
MODEL THE SKILL
Tell children that they may not know the meaning of every word
in a text that they read. Explain that sometimes the other words
and sentences in the paragraph can help them figure out the
meaning of an unfamiliar word.
Then read question 4 aloud.
Think Aloud I see the word remote in the sentence. I can look at
the other words in the sentence for clues about what remote
means. Then I can connect these clues to figure out the meaning
of the word.
Point to the first sentence in the article and read it aloud. Point
to the difficult word remote. This word describes the village of
Garissa. Ask children to find an easier word that also describes
Garissa (faraway). Then ask children to select the best answer (A).
4 “Garissa is a remote,
or faraway, village in
the desert in Kenya.”
Which word in the
sentence helps you
understand what
remote means?
A faraway
B village
C desert
From Blackline Master 4
3 Look at the map onpage 13. What is the
name of the capital of
Kenya?
A Nairobi
B Somalia
C Ethiopia
From Blackline Master 4
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 4
5 How do children who live near Garissa get books to read?
Support your answer with details from the article.
Think Aloud This question asks about how the children in Garissa
get books to read. I need to look back at the text and the photos
to find details that tell how books get to Garissa. Then I can
combine these details to write the answer.
Work with children to find details from the article to answer
this question. Have a volunteer underline these details on the
transparency. Remind children that the answer should be based
on information from the text. Tell children that they shouldanswer in their own words, and not copy sentences from the
article. Write a short answer together. Remind children to use
complete sentences in their answers.
Possible response: The children who live near Garissa do not
have books to read. People from other countries give books to
a special library for these children. Camels carry the books to
towns near Garissa so children can read the books.
See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T4 for answers to Blackline Master 4.
TFK Pages 12–13
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Student Name
DIRECTIONS
Answer these questions about “Getting over the Hump.”
1 What is this article mostly about?
A What camels in Africa look like
B How children in Garissa get books
C Why young children like to read
2 Books get to Garissa by —
A horse
B car
C camel
3 Look at the map on page 13. What is the name of the capital
of Kenya?
A Nairobi
B Somalia
C Ethiopia
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Grade 114 Time For Kids Getting over the Hump
Blackline Master 4
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Student Name
4 “Garissa is a remote, or faraway, village in the desert in
Kenya.” Which word in the sentence helps you understand
what remote means?
A faraway
B village
C desert
5 How do children who live near Garissa get books to read?
Support your answer with details from the article.
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Blackline Master 4
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see ona test will focus on main ideas and details, context clues, and
reading maps. Introduce “Not a Drop to Drink” by having children
turn to page 14 in Time for Kids. Point out that important ideas
of an article often are found in the headings and photographs.
Have children look at the photographs, map, and headings, and
then ask, What do you think the article is mainly about?
Encourage children to share what they think is the main idea of
the article. Have them point to the text and text features to show
how they came up with their answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 5 on pages 17–18 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 5. Answers can be
found on pages T4–T5 of the Teacher’s Manual.
1. Before you read, look at pictures, headings, and the title to give you an
idea of what the article is about.
2. Read “Not a Drop to Drink” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on information in the article, not
something that you read or saw somewhere else. If you are not sure
about the details, go back and look at that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you use details from the article to support your answer.
5. Be sure to write complete sentences in your answer.
TFK Pages 14–15
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Student Name
DIRECTIONS
Answer these questions about “Not a Drop to Drink.”
1 Look at the web about the “Water Wise” part of the article.
Teach othersto take short
showers
Makeposters
Kids help out onWorld Water Day.
Which idea belongs on the blank line?
A Give people water to drink
B Grow plants at home and school
C Teach others to water plants at night
2 World Water Day makes us think about —
A the importance of water
B using umbrellas in the rain
C how much water on Earth is salty
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 5
Grade 1Not a Drop to Drink Time For Kids 17
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Student Name
3 Look at the map on page 14. What ocean is between
North America and Europe?
A
Atlantic Ocean B Pacific Ocean
C Indian Ocean
4 The article says, “So world leaders chose a day to teach
about it.” What does the word chose mean?
A Gave
B Told
C Picked
5 Why should people save water? Support your answer with
details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 118 Time For Kids Not a Drop to Drink
Blackline Master 5
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Poetry
APPLY THE SKILLS
Tell children that they will read a poem and answer questionsabout it. Explain to children that a poem usually is written in lines
and stanzas instead of paragraphs. Many poems have words
that rhyme. Rhyming words usually come at the ends of lines.
Sometimes poems repeat a word or line several times to help
express an important idea.
Have children open to “Bubbles,” on page 16 of Time for Kids.
Read the title “Bubbles” with children and ask them to share
their ideas on what the poem will be about. Write their ideas
on the board. Have children follow along with the poem as you
read it aloud. Then have children identify the images of bubbles
in the poem. Ask if they can they “see” these word pictures in
their minds. Explain any images they do not understand. (For
example, explain that spittlebugs are bugs that suck sap out of
plants and then fill the sap with bubbles. Ask if any children have
seen plants covered with frothy, or bubbly, sap.)
Distribute Blackline Master 6 on page 20 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look at the poem to find the answer.
Think Aloud This question asks about words that rhyme. I know that rhyming words are words that end with the same sound.
I can say the words to myself and connect the sounds to find the
ones that rhyme.
After children have identified the correct answer (C), read all of
the answer choices aloud so they can hear which pairs of words
rhyme and which do not.
Have children complete Blackline Master 6. Answers can be
found on page T5 of the Teacher’s Manual.
TFK Page 16
1 Which words from the
first stanza rhyme?A tank, lake
B bubbles, batter
C lake, cake
From Blackline Master 6
Teacher’s Manual 19
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Student Name
DIRECTIONS
Answer these questions about “Bubbles.”
1 Which words from the first stanza rhyme?
A tank, lake
B bubbles, batter
C lake, cake
2 Which line from the poem has the same rhythm as “Bubbles
in the ocean”?
A “Bubbles in the lake”
B “Bubbles in the garden”
C “Bubbles from my bubble wand”
3 In which line does the poet repeat the same beginning sound
in two or more words?
A “Bubbles in the batter”
B “Flowing with the tide”
C “Where a spittlebug can hide”
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 120 Time For Kids Bubbles
Blackline Master 6
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Compare and Contrast
MODEL THE SKILL
Have children open to page 17 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs and captions.
Tell children, We will use these articles to learn how to compare
and contrast things that are alike and different in a text .
Explain that when you compare two things, you tell how they
are alike. Some clue words that tell that things are alike are both,
and, also, like, and too. When you contrast two things, you tell
how they are different. Some clue words that tell that things are
different are yet, but , most, and than.
Display Transparency pp. 18–19 of the article “A Ladybug’s Life”
and distribute Blackline Master 7. Ask children to turn to page
18 of Time for Kids and look at the title and photographs before
they read the article. Have children read the article carefully and
identify any words they do not know. Underline these words on
the transparency and review them with the class. Then read the
following question and answer choices aloud:
From Blackline Master 7
1 How is the larva different from a grown ladybug?
A It is bigger.
B It is smaller.
C It is faster.
Think Aloud This question asks how a larva is different from a
grown ladybug. I can locate the answer in the selection. First I
find the part of the article that tells about the larva stage. Then I
look for details telling how the larva is different.
After children have had a chance to review the article, point out
the correct answer (B). Invite a volunteer to underline the detail
sentences on the transparency that give the answer (Out comes a
little bug, or larva. It is much smaller than a grown ladybug.)
For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 7.
Materials
Transparency
pp. 18–19
Blackline Masters
7, 8, 9
TFK Pages 18–19
Teacher’s Manual 21
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TFK Pages 18–19
Diagrams
MODEL THE SKILL
Explain to the children that a diagram can help a reader visualizeinformation explained in the text. Diagrams usually have labels
that identify each part and captions that give information.
Explain that diagrams provide information that may not appear
in the text.
Then read question 3 and the answer choices aloud.
Think Aloud This question asks what the diagram shows. I
will need to look at the picture and read the labels. Then I will
combine the information I found in the diagram and see which
answer choice is best.
Point to the diagram of the ladybug on Transparency pp. 18–19
and then point to two of the labels and read them aloud. Have
children look at the diagram of the ladybug on page 19 and
decide which answer choice is correct (C).
Context Clues
MODEL THE SKILL
Tell children that they may not know the meaning of every singleword they read. Explain that the pictures and other words and
phrases in the text provide context clues that can help them
determine the meaning of an unfamiliar word.
Then read question 4 aloud.
Think Aloud I see the word stages in the article. I cannot figure
out the meaning of stages from this sentence alone. When I
look at the article, I see the word stage in the four numbered
headings about the parts of a ladybug’s life. I need to connect this
information to figure out what stages means.
After children have had time to review the article, have them
decide which answer choice is correct (C).
4 On page 18, the article
says, “A ladybug
grows in three stages.”
What does stages
mean in this sentence?
A Shells
B Places
C Steps
From Blackline Master 7
3 Look at the diagramon page 19. What
is on the ladybug’s
head?
A Leg
B Wing
C Antenna
From Blackline Master 7
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 7
5 How are ladybugs different from other bugs? Support your
answer with details from the article.
Think Aloud I need to find details in the article about ladybugs
and other bugs. Then I can combine the details to find out how
they how they are different. I remember that the last part of the
article, “Science Scoop,” talked about ladybugs and other bugs. I
need to go back to that section and reread it.
Work with children to find the paragraph under “Science Scoop”
that discusses the differences between ladybugs and other bugs.
Have a volunteer point to this paragraph on the transparency. Tell children that they should write the answer in their own
words and not copy the sentences from the article. Write a short
answer together. Remind children to form complete sentences in
their answers.
Possible response: The wings are different on ladybugs than
on other bugs. Ladybugs have two outer wings and thin wings
underneath them.
See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T6 for answers to Blackline Master 7.
TFK Pages 18–19
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Student Name
DIRECTIONS
Answer these questions about “A Ladybug’s Life.”
1 How is the larva different from a grown ladybug?
A It is bigger.
B It is smaller.
C It is faster.
2 Ladybugs and other bugs all have —
A six legs
B four legs
C three legs
3 Look at the diagram on page 19. What is on the ladybug’s
head?
A Leg
B Wing
C Antenna
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 124 Time For Kids A Ladybug’s Life
Blackline Master 7
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Student Name
4 On page 18, the article says, “A ladybug grows in three
stages.” What does stages mean in this sentence?
A
Shells B Places
C Steps
5 How are ladybugs different from other bugs? Support your
answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 7
Grade 1 A Ladybug’s Life Time For Kids 25
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on comparing and contrasting, reading diagrams
with labels, and context clues. Introduce “Giving Time for the
Common Good” by having children open to page 20 in Time for
Kids. Point out to children that important ideas of an article can
be found in the title and photographs. Have children look at the
photographs, headings, and diagram, and then ask, What do you
think the article is about?
Encourage children to share what they think will be compared
and contrasted in the article. Have them point to the text and
text features in the article to show how they came up with their
answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 8 on pages 27–28 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 8. Answers can be
found on pages T6–T7 of the Teacher’s Manual.
TFK Pages 20–21
1. Before you read, look at the title, photographs, and captions to give you
an idea of what the article is about.
2. Read “Giving Time for the Common Good” and the questions on the
worksheet very carefully. Make sure you understand what the questions
are asking.
3. Make sure your answers are based on the article, diagram, and labels.
If you are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use supportfrom the article in your answer.
5. Be sure to write complete sentences in your answer.
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Student Name
DIRECTIONS
Answer these questions about “Giving Time for the
Common Good.”
1 Look at the diagram below.
Helppeople Work for
free
Big BendRangers
Big BendVolunteers
Which idea goes on the blank line?
A Get paid
B Fix trails
C Win awards
2 What is one way all park rangers are alike?
A They all work at Big Bend.
B They all join Take Pride in America.
C They all help people stay safe.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 8
Grade 1Giving Time for the Common Good Time For Kids 27
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Student Name
3 What animal is shown on the patch on page 20?
A Sequoia
B Bison
C Bull
4 What does the word uniforms mean?
A Special clothes for workers
B Prizes for volunteers
C Rules for people in the park
5 In what ways are all volunteers alike? Support your answer
with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 128 Time For Kids Giving Time for the Common Good
Blackline Master 8
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Poetry
APPLY THE SKILLS
Tell children that they will read a poem and answer somequestions about it. Remind children that many poems rhyme.
Explain that poems often describe people, places, or things in
unusual or playful ways.
Have children open to “The Caterpillar” on page 22 of Time for
Kids and follow along with the poem as you read it aloud. Ask
children to identify any words they do not know. After you have
finished reading, explain any unfamiliar words. Point out the
word play with the words cat and caterpillar in the first line of the
poem.
Distribute Blackline Master 9 on page 30 of the Teacher’s
Manual. Read aloud the question and answer choices. Tell
children to look at the poem to find details and ideas to
determine the stated answer.
Think Aloud To answer this question, I first need to look at the
poem and find the lines that tell about the caterpillar’s eyes. Then
I will connect the information to figure out how the speaker feels.
After children have identified the correct answer (A), go back to
the poem and have a volunteer read aloud the words or phrasesthat led to the correct answer.
Have children complete Blackline Master 9. Answers can be
found on page T7 of the Teacher’s Manual.
TFK Page 22
From Blackline Master 9
1 The speaker in the
poem thinks thecaterpillar’s eyes
are —
A ugly
B big
C fat
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Student Name
DIRECTIONS
Answer these questions about “The Caterpillar.”
1 The speaker in the poem thinks the caterpillar’s eyes are —
A ugly
B big
C fat
2 Which word from the poem rhymes with eyes?
A Beady
B Prize
C Fat
3 How is a caterpillar different from a cat?
A A caterpillar is very small.
B A caterpillar has a big brain.
C A caterpillar knows how to eat.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 130 Time For Kids The Caterpillar
Blackline Master 9
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Author’s Purpose
MODEL THE SKILL
Have children open to page 23 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs and captions.
Tell children, We will use these articles to learn how to identify
the author’s purpose in a text.
Display Transparency pp. 24–25 of the article “Eat Well, Feel
Well” and distribute Blackline Master 10. Have children turn to
page 24 of Time for Kids. Ask children to look at the title and
photographs before they read the article and to predict what
they think the article is about. Then have children read the article
carefully and identify any words they do not know. Underline
these words on the transparency and review them with the class.
Then read the following question and answer choices aloud:
From Blackline Master 10
1 The author wrote this article to —
A tell a story about a boy
B teach readers about healthy foods
C show readers how to cook
Think Aloud This question asks why the author wrote this article.
I know the answer will not be stated in the text. I will have to
analyze the writing to understand the author’s purpose. I will
look at the pictures and headings for clues, too. I need to think
about what the article is about and how the author presents the
information. Is the author trying to tell an entertaining story,
explain something, or show how to do something?
Explain that several answers might mention ideas from the text
but that only one answer identifies the author’s purpose for
writing the article. Allow children to select an answer choice.Have them explain how they reached the correct answer (B).
For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 10.
Materials
Transparency
pp. 24–25
Blackline Masters
10, 11, 12
TFK Pages 24–25
Teacher’s Manual 31
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TFK Pages 24–25
Charts
MODEL THE SKILL
Explain to children that some texts are accompanied by chartsthat give additional information about the text. Charts can help
to organize the information in the article. Invite children to look
at the chart on page 25.
Then read question 3 aloud.
Think Aloud This chart adds more information than the text gives
about different kinds of food. I will read the headings and the
information that goes along with the chart to find details about
food groups and corn. Then I will combine these details to figure
out the correct answer to the question.
Have children look at the chart. Read the title and headings of
the chart with children. Point out that the different foods are
classified, or grouped, by type: fruit, vegetables, meat, and dairy.
Give children a moment to choose an answer and then ask them
to show how they reached the correct answer (C).
Context Clues
MODEL THE SKILL Tell children that they may not know the meaning of every word
in a text that they read. Explain that context clues, or other words
and phrases in the same sentence or the same paragraph, can
help them figure out the meaning of an unfamiliar word.
Then read question 4 aloud.
Think Aloud This question asks what energy means. I will go
back to the text to see where the word energy is used and look
for clues in the sentences near it. Then I can connect the clues to
determine the answer.
Have children read through the answer choices on their own
and choose the best answer (A). Ask children to share the answer
with the class. Have volunteers underline on the transparency
the clues they connected to figure out the answer.
4 On page 24, the article
says, “Oats, wheat,
and bran give you
energy.” What is the
meaning of energy?
A Power
B Shape
C Hair
From Blackline Master 10
3 Look at the chart onpage 25. In which
food group does corn
belong?
A Fruit
B Meat
C Vegetables
From Blackline Master 10
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 10
5 Why does the author include the photograph of the boy?
Support your answer with details from the article.
Think Aloud This question asks about why the author included
the photograph of the boy in the article. The answer is not stated
in the text. I will have to analyze the article to figure out the
author’s purpose. I need to ask myself why the photograph is
important to the article.
Work with children to describe the boy in the photograph and
what he is doing (using his body to play a sport, looking happy and
healthy ). Ask them to think about the different ways the photomight support the author’s purpose (adds a graphic element that
catches the reader’s attention). Remind children that they should
answer in their own words, and not copy the sentences from the
article. Write a short answer together. Remind children to form
complete sentences in their answers.
Possible response: The author wants readers to get healthy by
eating good foods and staying in shape. The boy looks healthy
and happy. Kids will see the picture and want to be like the boy.
See page T1 of the Teacher’s Manual for a short-answer rubric.See page T8 for answers to Blackline Master 10.
TFK Pages 24–25
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Student Name
DIRECTIONS
Answer these questions about “Eat Well, Feel Well.”
1 The author wrote this article to —
A tell a story about a boy
B teach readers about healthy foods
C show readers how to cook
2 The author put in facts about each food group to —
A show that too much food is bad for you
B tell where to buy these foods
C show that we should eat different kinds of foods
3 Look at the chart on page 25. In which food group does
corn belong?
A Fruit
B Meat
C Vegetables
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 134 Time For Kids Eat Well, Feel Well
Blackline Master 10
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Student Name
4 On page 24, the article says, “Oats, wheat, and bran give you
energy.” What does energy mean?
A
Power B Shape
C Hair
5 Why does the author include the photograph of the boy?
Support your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 10
Grade 1Eat Well, Feel Well Time For Kids 35
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on author’s purpose, charts, and context clues.
Introduce “Orange You Glad?” by having children turn to page 26
in Time for Kids. Point out that important ideas of an article can
often be found in the headings and photographs. Have children
look at the photographs, chart, and headings, and then ask,
What do you think the article is about?
Encourage children to share their ideas and explain how they
came to those conclusions. Record their ideas on the board. Tell
children to keep these ideas in mind as they read to see if their
ideas are correct.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 11 on pages 37-38 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 11. Answers can be
found on pages T8–T9 of the Teacher’s Manual.
TFK Pages 26–27
1. Before you read, look at photographs, headings, and the title to give youan idea of what the article is about.
2. Read “Orange You Glad?” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Remember that some questions have answers that are stated in the text.
For other questions, you will have to figure out an answer that is not
stated in the text.
4. Make sure your answers are based on information in the article,
photographs, and chart. If you are not sure about the details, go back
and look at that part again.
5. For the short-answer question, plan your answer carefully. Be sure to
write complete sentences.
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Student Name
DIRECTIONS
Answer these questions about “Orange You Glad?”
1 Look at the chart about “Orange You Glad?”
Clue Clue
A sweet potato is orange,right? Not always! Some are
dark red.
Have you ever seen apurple carrot?
Author’s Purpose
Which idea belongs in the Author’s Purpose box?
A To tell jokes about vegetables
B To get people to eat sweet potatoes
C To describe vegetable colors
2 Look at the chart on page 27. The author put the chart
in the article to —
A show the colors vegetables can be
B tell what foods farmers like to eat
C teach how to cook vegetables
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1Orange You Glad? Time For Kids 37
Blackline Master 11
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Student Name
3 Which vegetable on the chart is only yellow or purple?
A Carrot
B Bean
C Potato
4 The article says, “They are a healthy snack.” What does
healthy mean?
A
Bad for you B Easy to find
C Good for you
5 How does the author make readers want to eat colorful
foods? Support your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 11
Grade 138 Time For Kids Orange You Glad?
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Diagrams
APPLY THE SKILLS
Tell children that they will practice what they learned aboutdiagrams. Remind children that a diagram gives information in
visual form. The information is often grouped in categories. Have
students open to “Climb the Pyramid” on page 28 of Time for
Kids. Read the heading for each category aloud with them and
have them follow along by pointing to the words as you read.
Guide children to see that each group is represented by a color.
Point out the word grains on the diagram in the orange box.
Then point out the orange bar in the pyramid. Have children
identify the color of each food group in the diagram.
Distribute Blackline Master 12 on page 40 of the Teacher’s
Manual. Read question 1 aloud.
Think Aloud I need to figure out the food group that I should eat
from the most. I will have to combine information from different
parts of the diagram to figure out the answer.
Explain that the width of each colored bar in the pyramid
represents how much of that food group a person should eat.
Explain to children that they should not use the size of the
category headings to judge the importance of the food groups.Ask children to find each answer choice on the pyramid. Then
have them tell you which bar is the widest (Grains). Explain that
this means the greatest amount of what we eat should be from
the grains group (B).
Have children complete Blackline Master 12. Answers can be
found on page T9 of the Teacher’s Manual.
TFK Page 28
From Blackline Master 12
1 Look at the pyramid.
From which food
group should you eat
the most?
A Meat and
beans
B Grains
C Oils
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Student Name
DIRECTIONS
Answer these questions about “Climb the Pyramid.”
1 Look at the pyramid. From which food group should you eat
the most?
A Meat and beans
B Grains
C Oils
2 From which food group should you eat the least?
A Vegetables
B Fruits
C Oils
3 The red bar shows —
A meat and beans
B fruits
C vegetables
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 140 Time For Kids Climb the Pyramid
Blackline Master 12
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Main Idea and Details
MODEL THE SKILL
Have children open to page 29 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Tell children,
We will use these articles to learn how to identify the main idea
and important details in a text.
Display Transparency pp. 30–31 of the article “Sharing with
Others” and distribute Blackline Master 13. Ask children to
turn to page 30 of Time for Kids. Ask children to look at the
title, headings, and photographs before they read the article.
Ask children to describe what they see. Have them predict what
they think the article will be about. Write their predictions on
the board. Then have children read the article carefully and
identify any words they do not know. Underline these words on
the transparency and review them with the class. Then read the
following question and answer choices aloud:
From Blackline Master 13
1 What is this article mainly about?
A There are many ways we can help others.
B Soldiers need to call home sometimes.
C We should read to young kids.
Think Aloud This question asks about the main idea of the article.
I will need to find details from different parts of the article and
connect them to find the answer. Even though each answer
choice may tell something from the article, I know that only one
of them will state the main idea.
Remind children that the main idea covers all of the important
details in an article, not just some of them. Remind them
that they can use the photographs, the headings, and the
information in each paragraph to answer this question. Have
children select an answer choice and then volunteer to explain
how they got the correct answer (A). Point out that the other
answer choices are details that support the main idea.
For further practice with the comprehension skill you may wish
to have children work together or independently to answer
question 2 on Blackline Master 13.
MaterialsTransparency
pp. 30–31
Blackline Masters
13, 14, 15
TFK Pages 30–31
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TFK Pages 30–31
Lists
MODEL THE SKILL
Explain to children that some articles include lists that can helpthem understand the text and give them more information
about a topic. A list is a series of items that may be presented
in a numbered format. Invite children to look at the list on the
transparency.
Then read question 3 aloud.
Think Aloud This question asks me to use the list to find specific
information about UNICEF. I need to find facts about UNICEF and
then combine them to find the correct answer.
Read the entries on the list aloud with children. Point out that
this list gives additional information about certain organizations
that help other people. Give children time to choose an answer
and then ask them to explain how they reached the correct
answer (B). Invite volunteers to underline the information on the
transparency that helped them reach the answer.
Context Clues
MODEL THE SKILL Tell children that they may not know the meaning of every word
in a text that they read. Explain that in many articles the context,
or other words and sentences in the paragraph, can help them
determine the meanings of unfamiliar words.
Then read question 4 aloud.
Think Aloud I need to find the answer choice that best matches
the meaning of the word collect. I can look back in the text to see
where the sentence is used. Then I can connect information from
nearby sentences to figure out the answer.
Have children carefully read through the answer choices and
choose the one they think is correct (A). Then ask children to
share their answers with the class. On the transparency, have a
volunteer underline any information that helped in determining
the answer.
4 On page 31, the article
says, “Tyler collects
money and toys.”
What does collects
mean?
A Brings together
B Throws away
C Lets go
From Blackline Master 13
3 Look at the list onpage 31. The money
from UNICEF goes to
pay for —
A toys for
children
B food and
medicine
C books for
young girlsFrom Blackline Master 13
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 13
5 Tell how the children in the article help other people.
Support your answer with details from the article.
Think Aloud I know from the article that there are many ways
kids help other people. This information is not presented in a
single sentence. I need to find specific examples of how children
help others. I will look in different parts of the article and use the
headings and pictures, too. Then I will combine the information
when I write my answer.
Elicit examples of different ways in which children help others.
Then help children combine these details in their responses.Remind children that the answer they write should be based
only on information from the article, not on something that
they read or saw somewhere else. Tell children that they should
answer in their own words and not copy sentences from the
article. Write a short answer together. Remind children to form
complete sentences in their answers.
Possible response: Children collect food for people in need.
They also collect toys and money so all kids will get holiday gifts.
Some children give their time by reading to younger kids.
See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T10 for answers to Blackline Master 13.
TFK Pages 30–31
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Student Name
DIRECTIONS
Answer these questions about “Sharing with Others.”
1 What is this article mainly about?
A There are many ways we can help others.
B Soldiers need to call home sometimes.
C We should read to young kids.
2 Pat gathers food for —
A soldiers far away
B people in need
C holiday gifts
3 Look at the list on page 31. The money from UNICEF goes
to pay for —
A toys for children
B food and medicine
C books for young girls
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 144 Time For Kids Sharing with Others
Blackline Master 13
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Student Name
4 On page 31, the article says, “Tyler collects money
and toys.” What does collects mean?
A
Brings together B Throws away
C Lets go
5 Tell how the children in the article help other people.
Support your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 13
Grade 1Sharing with Others Time For Kids 45
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see ona test will focus on main ideas and details, context clues, and
reading a list. Introduce “Thanks, Mom and Dad” by having
children turn to page 32 in Time for Kids. Point out that the
important ideas of an article can often be found in the title and
photographs. Have children look at the title, photographs, and
headings, and then ask, What do you think this article is about?
As children share their answers, ask how they used details from
specific text features to come up with their ideas. Record their
ideas on the board. Tell children to keep these ideas in mind as
they read to see if they are correct.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then read the article with
children or have children read the article independently.
Distribute Blackline Master 14 on pages 47–48 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 14. Answers can be
found on pages T10–T11 of the Teacher’s Manual.
1. Before you read, look at photographs, headings, and the title to give youan idea of what the article is about.
2. Read “Thanks, Mom and Dad” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Remember that some questions have answers that are stated in the text.
For other questions, you will have to figure out the answer that is not
stated in the text.
4. Make sure your answers are based on information in the article,
photographs, and list. If you are not sure about the details, go back and
look at that part again.
5. For the short-answer question, plan your answer before you write. Be
sure to write complete sentences.
TFK Pages 32–33
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Student Name
DIRECTIONS
Answer these questions about “Thanks, Mom and Dad.”
1 Look at the following diagram of information.
Main Idea
Detail Detail Detail
An otter mother feeds itspup a crab.
This crocodile mothercarries its baby.
When Mom is outhunting, the lionprotects the cubs.
Which idea belongs in the Main Idea box?
A Father animals protect their young.
B Baby animals cannot find their own meals.
C Mom and dad animals help their babies in
many ways.
2 A goose father keeps keep its baby safe by —
A making lots of noise
B bringing it to the water
C
flapping its wings
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 14
Grade 1Thanks, Mom and Dad Time For Kids 47
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Student Name
3 Look at the list on page 33. What is the name for a baby
elephant?
A
Kid B Calf
C Cub
4 What does the word warns mean?
A
Helps B Sees
C Tells
5 Why do animal babies need help? Support your answer with
details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 148 Time For Kids Thanks, Mom and Dad
Blackline Master 14
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Poetry
APPLY THE SKILLS
Tell children they will read a poem and answer questions aboutit. Point out some of the differences between poetry and prose.
Poems may not have complete sentences. They are arranged into
lines and stanzas instead of paragraphs. Some poems rhyme, but
some do not. Sometimes poems repeat a word or line several
times to help express an important idea.
Have children open to “Hamster Hide-and-Seek” on page 34 of
Time for Kids. Read the title with children and ask them to share
their ideas on what the poem is about. Write their ideas on the
board. Ask how many children have seen a hamster in real life.
Ask what hamsters look like and how they act.
Then have children follow along with the poem as you read it
aloud. Discuss the different images in the poem and what they
might mean. Ask children to identify any words they do not
know and explain any unfamiliar words or confusing images.
Distribute Blackline Master 15 on page 50 of the Teacher’s
Manual. Read aloud question 1 and the answer choices. Tell
children to look back at the poem to find the answer.
Think Aloud I know that words that rhyme sound alike because
they end in the same sound. So, I can connect the sounds of the
words in the answer choices and the sound of the word flows to
figure out the correct answer.
Have a volunteer read each answer choice. Then ask children to
identify the correct answer (A).
Have children complete Blackline Master 15 on page 50 of the
Teacher’s Manual. Answers can be found on page T11.
TFK Page 34
1 Which word from the
poem rhymes withflows?
A Nose
B Fur
C Softly
From Blackline Master 15
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Student Name
DIRECTIONS
Answer these questions about “Hamster Hide-and-Seek.”
1 Which word from the poem rhymes with flows?
A Nose
B Fur
C Softly
2 Which two words in the last stanza rhyme?
A Ripple, fur
B Inside, roads
C Leave, sleeve
3 What makes “Hamster Hide-and-Seek” a poem?
A It tells about an animal.
B It has a rhythmic pattern.
C It uses describing words.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 150 Time For Kids Hamster Hide-and-Seek
Blackline Master 15
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Author’s Purpose
MODEL THE SKILL
Have children open to page 35 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs and captions.
Tell children, We will use these articles to identify the author’s
purpose for writing an article.
Display Transparency pp. 36–37 of the article “The Forest Roof”
and distribute Blackline Master 16. Ask children to turn to page 36
of Time for Kids. Ask children to look at the title and photos
before they read the article. Have children read the article
carefully and identify any words that they do not know.
Underline these words on the transparency and review them
with the class. Then read the following question and answer
choices aloud:
From Blackline Master 16
1 Why did the author write “The Forest Roof”?
A To tell readers a story about a sloth baby and
its mother
B To convince readers to visit a rain forest
C To tell about the plants and animals in a rain
forest
Think Aloud This question asks about why the author wrote the
article. To understand why the author wrote this article, I need
to analyze the text and the photographs. Is the author trying to
convince me to do something, give me information, or entertain
me with a story?
Explain to the children that while all of the answer choices may
mention facts and ideas related to the text, only one of them
correctly states the author’s purpose. Allow children to select an
answer choice. Have them explain how they reached the correct
answer (C). Then invite volunteers to explain why answers A and
B are not correct.
For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 16.
Materials
Transparency
pp. 36–37
Blackline Masters
16, 17, 18
TFK Pages 36–37
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TFK Pages 36–37
Photographs and Captions
MODEL THE SKILL
Remind children that texts are often accompanied byphotographs that can help them understand information in the
text. Sometimes there will be text nearby that explains what
is happening in the photograph. This kind of text is called a
caption. Invite children to look at the photographs and describe
what they see.
Then read question 3 aloud.
Think Aloud At the top of page 36, there is a photograph of some
frogs. Next to the photograph is a caption with information
about the frogs. I need to combine the information in the text with the information in the photograph to answer the question.
Point to the photograph of the frogs on Transparency pp. 36–37
and ask what children notice about the frogs. Ask children what
the text says about frogs. Then give them time to reread the item
and select an answer. Ask them to explain how they reached the
correct answer (B). Discuss the fact that frogs do not have spikes
or white spots, but do have blue skin to warn other animals
about their poison.
Context Clues
MODEL THE SKILL
Remind children that they may not know the meaning of every
word in a text that they read. Explain that in many articles the
context, or nearby words and sentences, can help them figure
out the meanings of unfamiliar words.
Then read question 4 aloud.
Think Aloud I cannot put my finger on the answer to this question
in a single sentence in the article, so I will have to find and
connect clues about the word. The sentence that contains the
word enemies is in the caption that goes with the photograph
of the bug on page 36. I will see if anything in the text or
photograph helps me to figure out the meaning of enemies.
Invite children to explain what the bug is trying to do. Tell
them to ask themselves what a bug would want to scare off. Go
through the answer choices with them and have the class decide
which answer (A) makes the most sense in context.
4 On page 36, the article
says, “Its spikes scare
off its enemies.” The
word enemies means
things that —
A want to hurt
bugsB bugs like to eat
C help sick
people
From Blackline Master 16
3 Look at thephotograph of the
frogs on page 36.
The frogs send out a
warning with their —
A spikes
B blue color
C white spots
From Blackline Master 16
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 16
5 Why did the author include the photograph on page 37?
Support your answer with details from the article.
Think Aloud To understand why the author included this
photograph, I have to analyze why the author wrote the
article and then see how the photograph fits this purpose. The
photograph shows people standing on a bridge high in the rain
forest and looking down.
Have children reread the text that goes with the photograph
and think about how the photograph helps readers understand
that text. Remind children that their answer should be basedonly on information from the article and the photograph. Tell
children that they should answer in their own words, and not
copy sentences from the article. Write a short answer together.
Remind children to form complete sentences in their answers.
Possible response: The text is about people exploring the
rain forest. It says that they can walk on bridges high over the
ground. The photograph shows people on one of these bridges.
It helps readers understand what the bridges look like.
See page T1 of the Teacher’s Manual for a short-answer rubric.See page T12 for answers to Blackline Master 16.
TFK Pages 36–37
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Student Name
DIRECTIONS
Answer these questions about “The Forest Roof.”
1 Why did the author write “The Forest Roof”?
A To tell readers a story about a sloth babyand its mother
B To convince readers to visit a rain forest
C To tell about the plants and animals in a
rain forest
2 The author wrote the last sentence of the article to show that
the rain forest is —
A beautiful
B scary
C important
3 Look at the photograph of the frogs on page 36. The frogs
send out a warning with their —
A spikes
B blue color
C white spots
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 154 Time For Kids The Forest Roof
Blackline Master 16
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Student Name
4 On page 36, the article says, “Its spikes scare off its
enemies.” The word enemies means things that —
A
want to hurt bugs B bugs like to eat
C help sick people
5 Why did the author include the photograph on page 37?
Support your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 16
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see ona test will focus on author’s purpose, context clues, and using
photographs and captions. Introduce “Rain Forests: From Soup to
Nuts” by having children turn to page 38 in Time for Kids. Point
out that important ideas of an article often can be found in the
title and photographs. Have children look at the photographs,
captions, and headings, and then ask, What do you think the
article is about?
Encourage children to share their ideas and explain how they
came to those conclusions. Record their ideas on the board. Tell
children to keep these ideas in mind as they read to see if their
ideas are correct.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then read the article aloud or
have children read the article independently.
Distribute Blackline Master 17 on pages 57-58 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 17. Answers can be
found on pages T12–T13 of the Teacher’s Manual.
TFK Pages 38–39
1. Before you read, look at the title, photographs, and captions to give you
an idea of what the article is about.
2. Read “Rain Forests: From Soup to Nuts” and the questions on the
worksheet very carefully. Make sure you understand what the questions
are asking.
3. Remember that some questions have answers that are stated in the text.
For other questions, you will have to figure out the answer that is not
stated in the text.
4. Make sure your answers are based on information in the article and thephotographs. If you are not sure about the details, go back and read
that part again.
5. For the short-answer question, plan your answer before you write. Be
sure to write complete sentences.
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Student Name
DIRECTIONS
Answer these questions about “Rain Forests: From Soup
to Nuts.”
1 Look at the chart about the article.
Clue Clue
People need to helpprotect the rain
forests.
You can join a rainforest rescue program.
Author’s Purpose
Which idea belongs in the Author’s Purpose box?
A To tell a story about life in a rain forest
B To convince people to save the rain forests
C To tell about animals that live in rain forests
2 The author tells readers to celebrate Arbor Day so
they will —
A plant more trees
B use more trees for lumber
C cut trees down for farming
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1Rain Forests: From Soup to Nuts Time For Kids 57
Blackline Master 17
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Student Name
3 The plants shown on page 38 are important because they —
A can cure illnesses
B are used to make paint
C are bright red
4 What does the word oxygen mean?
A A healthy food
B A kind of medicine
C A gas we breathe
5 How does the author show readers that rain forests help
us in many ways? Support your answer with details from
the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 17
Grade 158 Time For Kids Rain Forests: From Soup to Nuts
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Diagrams
APPLY THE SKILLS
Tell children that they will practice what they learned aboutdiagrams. Remind children that a diagram can help readers see,
or visualize, information. Explain that diagrams often have labels
with arrows pointing to specific parts of the picture. They can
also have text that gives information about the diagram as a
whole. Have children open to “Life in the Rain Forest” on page 40
of Time for Kids. Ask children to share their ideas about what
information the diagram provides.
Read the title and the introductory text of the diagram with
children. Point out to children that the white dividing lines in
the diagram mark off sections, or layers, of the rain forest. Guide
children to understand that the boxed text, or label, in each
section of the diagram is giving information about what lives in
that particular layer. Discuss with children the meaning of the
words emergent , canopy , understory , and floor as they relate to
the diagram.
Ask children to point to the canopy layer of the rain forest. Have
them use the label and picture to tell you two animals that live in
that layer.
Distribute Blackline Master 18 on page 60 of the Teacher’sManual. Read aloud the first question and the answer choices.
Tell children to look back at the different parts of the diagram to
find the correct answer.
Think Aloud I need to remember that there is only one correct
answer to the question. The question is asking which layer of
the rain forest is home to large animals. The diagram shows
four layers. I need to combine information from the labels and
pictures describing each layer to find the answer.
Remind children to look for specific information in the picturesand labels in the diagram to answer the question. Remind them
to use only the information from the diagram, even if they
think they know the answer from texts they have seen or read
elsewhere. After children have identified the correct answer (C),
go back to the diagram and point to the drawing of the leopard
and the label for the “Forest Floor.”
Have children complete Blackline Master 18 on page 60 of the
Teacher’s Manual. Answers can be found on page T13.
TFK Page 40
1 Look at the diagram.
In which layer of therain forest do large
animals live?
A The understory
B The canopy
C The forest
floor
From Blackline Master 18
Teacher’s Manual 59
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Student Name
DIRECTIONS
Answer these questions about “Life in the Rain Forest.”
1 Look at the diagram. In which layer of the rain forest do
large animals live?
A The understory
B The canopy
C The forest floor
2 The rain forest trees are tallest in the —
A canopy
B emergent layer
C understory
3 Birds live in every layer of the rain forest except the —
A forest floor
B understory
C emergent layer
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 160 Time For Kids Life in the Rain Forest
Blackline Master 18
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Main Idea and Details
MODEL THE SKILL
Have children open to page 41 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs and captions.
Tell children, We will use these articles to learn how to identify
the main idea and important details in reading selections.
Display Transparency pp. 42–43 of the article “Digging for Bones”
and distribute Blackline Master 19. Ask children to turn to page 42
of Time for Kids. Have children look at the title and photographs
before they read the article. Have children read the article carefully
and identify any words they do not know. Underline these words
on the transparency and review them with the class. Then read the
following question and answer choices aloud:
From Blackline Master 19
1 Which little tools did the scientists use to clean rock?
A Trowels
B Brushes
C Saws
Think Aloud This question asks which little tools the scientistson the dig used to clean rock. I need to look at the article to find
where it talks about tools. Then I can look for details about little
tools and cleaning rock. I will combine these facts and details to
figure out the answer.
Tell children that they do not need to read the whole text again.
They can look back at the article headings to help them find the
answer. Have children review the two paragraphs about tools on
page 43. Then ask a volunteer to identify the correct answer (B).
For further practice with the comprehension skill, you may wishto have children work together or independently to answer
question 2 on Blackline Master 19.
Materials
Transparency
pp. 42–43
Blackline Masters
19, 20, 21
TFK Pages 42–43
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TFK Pages 42–43
Diagrams
MODEL THE SKILL
Remind children that diagrams can help them visualizeinformation given in a text. Diagrams can be made up of a
picture with labels that identify its different parts. Tell children
they can use the diagram on page 42 to help them visualize, or
see, how scientists work on a dig and what tools they use.
Then read question 3 aloud.
Think Aloud The text tells me that scientists found a new
dinosaur, and it tells how they dug it out. However, the text
doesn’t say what a trowel looks like or how it is used. I can use the
diagram to find this information. I can combine the informationand facts on the diagram to figure out the correct answer.
Point to the diagram on Transparency pp. 42–43. Have children
read the word trowel in the label and then follow the arrow to
the picture of the trowel. Ask children how the scientist is using
the trowel. Then have children read item 3 again and determine
which answer is correct (A).
Context Clues
MODEL THE SKILL
Remind children that they may not know the meaning of every
word in a text they read. Remind them that they can use clues in
the text around the word, as well as any text features or graphics,
to help them figure out the meaning of the word.
Then read question 4 aloud.
Think Aloud I see the word skeleton in the last paragraph on the
page, above a picture of bones in the shape of a dinosaur. I also
see the word in a label at the top of the page. I will have to find
context clues in the text and connect them with the label and the
pictures to find the correct meaning of skeleton.
Have children reread the paragraph that contains the word
skeleton. Then have them look at the pictures on the page. Ask
children to decide which of the answer choices most closely fits
the meaning (C).
4 On page 43, the word
skeleton means —
A once lookedlike
B a block of rock
C an animal’sbones
From Blackline Master 19
3 Look at the diagramon page 42. What can
you do with a trowel?
A Dig in dirt
B Cut a rock
C Clean a fossil
From Blackline Master 19
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 19
5 What did scientists learn about the dinosaur? Support your
answer with details from the article.
Think Aloud This question asks what the scientists learned about
the dinosaur. First, I need to find the part of the article that
tells what the scientists learned about the dinosaur bones they
found. Then I will combine the facts and details about what the
scientists learned to write my answer.
Have children reread the text and determine which parts tell
about the dinosaur itself rather than the process of finding
it. Remind children that their answer should be based oninformation from the article, not on something that they read
or saw somewhere else. Tell children that they should answer
in their own words and not copy the sentences from the article.
Write a short answer together. Remind children to use complete
sentences in their answers.
Possible response: This was a new type of dinosaur that no one
knew about before. It had arms like wings. It had a long nose like
a beak.
See page T1 of the Teacher’s Manual for a short-answer rubric.See page T14 for answers to Blackline Master 19.
TFK Pages 42–43
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Student Name
DIRECTIONS
Answer these questions about “Digging for Bones.”
1 Which little tools did the scientists use to clean rock?
A Trowels
B Brushes
C Saws
2 What is the main idea of the article?
A The dig took place in South America.
B A new kind of dinosaur was found.
C The scientists used many tools.
3 Look at the diagram on page 42. What can you do with
a trowel?
A Dig in dirt
B Cut a rock
C Clean a fossil
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 164 Time For Kids Digging for Bones
Blackline Master 19
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Student Name
4 On page 43, the word skeleton means —
A once looked like
B a block of rock
C an animal’s bones
5 What did scientists learn about the dinosaur? Support your
answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 19
Grade 1Digging for Bones Time For Kids 65
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on main idea and details, diagrams, and context
clues. Introduce “Animals on the Move” by having children turn
to page 44 in Time for Kids. Point out that the important ideas
of an article can often be found in the title and photographs.
Have children look at the photographs, diagram, and headings,
and then ask, What do you think the article is about?
Encourage children to share what they think the article is about.
Have them point to the text and text features in the article to
show how they came up with their answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 20 on pages 67–68 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 20. Answers can be
found on pages T14–T15 of the Teacher’s Manual.
1. Before you read, look at the title, photographs, and diagram to give you
an idea of what the article is about.
2. Read “Animals on the Move” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the text, photographs, and
diagram. If you are not sure about the details, go back and check that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
TFK Pages 44–45
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Student Name
DIRECTIONS
Answer these questions about “Animals on the Move.”
1 What is the main idea of this article?
A People have strong legs for running.
B Animals live on land and in water.
C Animals move in many different ways.
2 The bottom of a snail’s body is like a —
A tail
B foot
C wing
3 Look at the diagram on page 45. A dolphin’s flipper
is on its —
A side
B back
C tail
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 20
Grade 1 Animals on the Move Time For Kids 67
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Student Name
4 The first paragraph on page 45 says, “It flaps its wings to rise
and soar.” Which word from the paragraph helps the reader
understand the meaning of soar?
A Flies
B Tail
C Helps
5 How do different animals move? Support your answer with
details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 168 Time For Kids Animals on the Move
Blackline Master 20
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Poetry
APPLY THE SKILLS
Tell children that they will practice what they have learnedabout poems. Remind children that poems do not follow the
same rules as prose. Sometimes they have complete sentences,
but these sentences are often split into short lines. Some
poems rhyme, but some do not. Poems often use sound effects
like alliteration to appeal to the reader’s senses and feelings.
Sometimes poems repeat a word or line several times to help
express an important idea.
Have children open to “Loose and Limber” on page 46 of Time
for Kids. Ask children to read the title and share their ideas
about what the poem might be about. Write their ideas on the
board. Then read the poem aloud with children. Discuss any
unfamiliar words or images with the children.
Distribute Blackline Master 21 from page 70 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look back at the poem to find the correct answer.
Think Aloud I know that alliteration means that the same
beginning sound is repeated in two or more words. To answer
this question, I will reread the first, second, and last lines of the
poem. I will connect the sounds of the words to find the line that uses words with the same beginning sound.
Have children answer the question. After children have identified
the correct answer (A), ask a volunteer to say aloud the words
that begin with the same sound.
Have children complete Blackline Master 21. Answers can be
found on page T15 of the Teacher’s Manual.
TFK Page 46
From Blackline Master 21
1 Which line in
the poem usesalliteration?
A First line
B Second line
C Last line
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Student Name
DIRECTIONS
Answer these questions about “Loose and Limber.”
1 Which line in the poem uses alliteration?
A First line
B Second line
C Last line
2 Which word from the poem rhymes with bows?
A Shows
B Knots
C Bones
3 Beanbag Jim is like a living rubber band because he —
A holds things together
B helps everyone
C stretches easily
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 21
Grade 170 Time For Kids Loose and Limber
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Main Idea and Details
MODEL THE SKILL
Have children open to page 47 of Time for Kids. Look at thecover and read the article titles aloud with the class. Have
children preview the photographs and captions. Tell children,
We will use these articles to identify the main idea and
important details in a text.
Display Transparency pp. 48–49 of the article “Wow! Wind
Works!” and distribute Blackline Master 22. Ask children to turn
to page 48 of Time for Kids. Remind children to look at the title
and photographs before reading. Have children read the article
carefully and identify any words they do not know. Underline
these words on the transparency and review them with the class.
Then read the following question and answer choices aloud:
From Blackline Master 22
1 What is this article mainly about?
A Trees, ice, and rocks
B The power of wind
C A very big pinwheel
Think Aloud This question asks about the main idea of thisarticle. I need to look back at the article and see what each
section is about. I will think about the title and section headings,
too. Then I will connect the details to figure out the main idea of
the article.
Tell children that they do not have to read the whole text again.
They should look back at the title and the beginning of the
article to see what the article is mostly about. Then they should
look through the article to find sentences that give important
details. After children have had time to review the article, ask
a volunteer for the correct answer (B). Invite volunteers to
underline the sentences they used to determine the answer.
(Wind has lots of power. Wind can help balloons move up. Wind can
change the shape of trees.)
For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 22.
Materials
Transparency
pp. 48–49
Blackline Masters
22, 23, 24
TFK Pages 48–49
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TFK Pages 48–49
Maps
MODEL THE SKILL
Remind children that maps are drawings that show where places,such as countries and states, are located. Point out that the labels
on a map and the text next to a map can give more information
about the map.
Then read question 3 aloud.
Think Aloud I see the orange and red parts of the map, but I
do not know why these parts are colored orange and red. By
combining the information on the map with the text next to the
map, I should be able to figure out the answer.
Point to the orange and red sections of the map of the
United States on Transparency pp. 48–49. Tell children it is
important to pay careful attention to graphic features such
as maps because they will help them better understand the
articles. After children have had time to review the map and
the accompanying text, ask a volunteer for the answer to the
question (C). Then have a volunteer underline the sentence in
the text that led to this answer.
Context Clues
MODEL THE SKILL
Remind children that they may not know the meaning of every
word in a text they read. Explain that the context, or other words
and sentences in the article, can often help them figure out the
meanings of unfamiliar words.
Then read question 4 aloud.
Think Aloud I see the word spin in the article, but the article does
not tell me what it means. To figure out its meaning, I will have
to connect clues in the surrounding sentences and photographs.
Then I can use the clues to connect the word spin to its meaning.
Ask children to look back at the article and find where the word
spin appears. On the transparency, point out the photograph
of the children holding pinwheels. Discuss with children what a
pinwheel does when the wind blows. Ask children which of the
answer choices means almost the same thing as spin (B).
4 On page 48, the article
says, “Wind can spin
pinwheels.” The word
spin means —
A stop
B turn
C break
From Blackline Master 22
3 Look at the map onpage 49. The red and
orange parts show
where many —
A trees grow
B balloons soar
C tornadoes start
From Blackline Master 22
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 22
5 What are some things that wind can do? Support your
answer with details from the article.
Think Aloud I know from the article that wind is powerful and
can do a lot of things. To find information about what the wind
can do, I need to reread the different parts of the article. Then I
can combine the details to write my answer.
Work with children to find details from the article to answer
the question, and have a volunteer underline these details on
the transparency. Tell the children that they should answer in
their own words and not copy the sentences from the article.Write a short answer together. Remind children to use complete
sentences in their answers.
Possible response: Wind can make balloons fly. It can change
the shape of trees and rocks. It can be used to make electricity.
See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T16 for answers to Blackline Master 22.
TFK Pages 48–49
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Student Name
DIRECTIONS
Answer these questions about “Wow! Wind Works!”
1 What is this article mainly about?
A Trees, ice, and rocks
B The power of wind
C A very big pinwheel
2 Wind machines use wind to make —
A electricity
B ice
C balloons
3 Look at the map on page 49. The red and orange parts show
where many —
A trees grow
B balloons soar
C tornadoes start
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 174 Time For Kids • Issue 8 Wow! Wind Works!
Blackline Master 22
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Student Name
4 On page 48, the article says, “Wind can spin pinwheels.” The
word spin means —
A
stop B turn
C break
5 What are some things that wind can do? Support your answer
with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 22
Grade 1Wow! Wind Works! Time For Kids 75
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on main idea and details, maps, and context clues.
Introduce “Blow, Wind, Blow!” by having children turn to page 50
in Time for Kids. Point out that the important ideas of an article
can often be found in the title and photographs. Have children
look at the title, photographs, and headings, and then ask, What
do you think the article is about?
Encourage children to share what they think is the main idea of
the article. Then have them point to the text and text features to
show how they came up with their answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 23 on pages 77–78 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 23. Answers can be
found on pages T16–T17 of the Teacher’s Manual.
1. Before you read, look at the title, photographs, and captions to give you
an idea of what the article is about.
2. Read “Blow, Wind, Blow!” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, pictures, and map. If
you are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer before you write. Make
sure you answer every part of the question and use support from the
article in your answer.
5. Be sure to write complete sentences in your answer.
TFK Pages 50–51
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Poetry
APPLY THE SKILLS
Tell children they will read a poem and answer questions aboutit. Point out some of the differences between poetry and prose.
For example, poems may not have complete sentences. They
are arranged into lines and stanzas instead of paragraphs. Some
poems rhyme, but some do not. Sometimes poems repeat a
word or line several times to help express an important idea.
Have children open to “Cloud Parade” on page 52 of Time for
Kids. Read the title with children and ask them to share their
ideas on what the poem is about. Write their ideas on the board.
Then read the poem aloud with children. Help them understand
any unfamiliar words. Then discuss the different images in the
poem and what they might mean.
Distribute Blackline Master 24 from page 80 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look back at the poem to find the correct answer.
Think Aloud To answer this question, I should look carefully at
“Cloud Parade” and read it quietly to myself. Then I can connect
details about how it looks and sounds to help decide what makes
it a poem.
Guide children to look back at the poem to find the information
they need. Ask them to share how they arrived at the correct
answer (C).
Have children complete Blackline Master 24. Answers can be
found on page T17 of the Teacher’s Manual.
1 What makes “Cloud
Parade” a poem?A It tells about
clouds
B It uses
numbers.
C Its lines have
rhythm.
TFK Page 52
From Blackline Master 24
Teacher’s Manual 79
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Student Name
DIRECTIONS
Answer these questions about “Cloud Parade.”
1 What makes “Cloud Parade” a poem?
A It tells about clouds
B It uses numbers.
C Its lines have rhythm.
2 Which words from the poem rhyme?
A scoot, see
B by, sky
C four, furry
3 The speaker in the poem thinks the first cloud in the parade
looks like —
A a furry cat
B an ice-cream cone
C a purple plum
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 180 Time For Kids Cloud Parade
Blackline Master 24
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Main Idea and Details
MODEL THE SKILL
Have children open to page 53 of Time for Kids. Look at thecover and read the article titles aloud with the class. Have
children preview the photographs. Tell children, We will use
these articles to identify the main idea and important details in
a text.
Display Transparency pp. 54–55 of the article “Sunny Side Up”
and distribute Blackline Master 25. Ask children to turn to page
54 of Time for Kids. Ask them to look at the title, photographs,
and chart before reading. Then have children read the article
carefully and identify any words they do not know. Underline
these words on the transparency and review them with the class.
Then read the following question and answer choices aloud:
From Blackline Master 25
1 What is this article mainly about?
A Animals in the ocean
B How to cool off
C Learning how to swim
Think Aloud This question asks what the article is mainly about.To answer this question, I need to look at the article and find
information. I need to think about the details in the whole article
and then connect the details to determine what the whole article
is about.
Tell children that they do not have to read the entire text again.
They should look back at the title and the beginning of the
article to see what the article is mostly about. Then they should
look through the article to find sentences that give important
details. After children have had time to review the article, ask
a volunteer for the correct answer (A). Invite volunteers to
underline the sentences they used to determine the answer.
(They share the water with many living things. Some animals drift.
Some animals swim to the top to breathe.)
For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 25.
Materials
Transparency
pp. 54–55
Blackline Masters
25, 26, 27
TFK Pages 54–55
Teacher’s Manual 81
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TFK Pages 54–55
Charts
MODEL THE SKILL
Remind children that charts show information in a visual way.Information on a chart shows things that can be measured,
such as size, weight and length. Labels on the left-hand side
and across the bottom explain what is being compared in the
chart. Tell children that text features such as charts help them to
understand the text more fully.
Then read question 3 aloud.
Think Aloud This question asks me to use the chart to figure out
which animal is biggest. I can look at the bars on the chart to
see which is the biggest. Then I can combine information fromthe left side of the chart and the bottom of the chart to find the
correct answer.
Point to the chart on Transparency pp. 54–55 and read the
explanatory text under the title. Then read the labels along the
left side and the bottom of the chart. Point to each animal and
ask children how long it is. Then ask them to tell you which
answer is correct (B).
Context Clues
MODEL THE SKILL
Tell children that they may not know the meaning of every
word they read in a text. Explain that sometimes the author
uses another similar word to describe the same person, thing, or
action. If you know one of the words, it can be a context clue to
help you figure out the meaning of the unfamiliar word.
Then read question 4 aloud.
Think Aloud This question asks about the meaning of the word
crawls. I see the word in the section about crabs. The author
doesn’t tell me which word means the same as crawls. I have to
connect clues in the text to figure out what it means.
Elicit from children that the word crawls describes the way a crab
moves under rocks to hide. Have them look at the paragraph to
find another word that describes a crab moving in a similar way.
Then have children reread the question and pick the correct
answer (A).
4 On page 54, the word
crawls means —
A creeps
B hides
C keeps
From Blackline Master 25
3 Look at the charton page 55. Which
animal is biggest?
A Whale shark
B Man-of-warjellyfish
C Blue whale
From Blackline Master 25
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Student Name
DIRECTIONS
Answer these questions about “Sunny Side Up.”
1 What is this article mainly about?
A Animals in the ocean
B How to cool off
C Learning how to swim
2 Whales swim to the top of the ocean to —
A get sun
B see people
C breathe air
3 Look at the chart on page 55. Which animal is biggest?
A Whale shark
B Man-of-war jellyfish
C Blue whale
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 184 Time For Kids • Issue 9 Sunny Side Up
Blackline Master 25
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Student Name
4 On page 54, the word crawls means —
A creeps
B hides
C keeps
5 How do some ocean animals protect themselves? Support
your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 25
Grade 1Sunny Side Up Time For Kids 85
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see ona test will focus on main idea and details, reading charts, and
context clues. Introduce “Where Does the Water Go?” by having
children open to page 56 in Time for Kids. Point out to children
that the important ideas of an article can often be found in
the title and photographs. Have children look at the title,
photographs, and captions, and then ask, What do you think the
article is about?
Ask children to share their ideas about the main idea of the
article. Have them point to the text and text features in the
article to show how they came up with their answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 26 on pages 87–88 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 26. Answers can be
found on pages T18–T19 of the Teacher’s Manual.
1. Before you read, look at the photographs and title to give you an idea of what the article is about.
2. Read “Where Does the Water Go?” and the questions on the worksheet
very carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, photographs, and
chart. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences.
TFK Pages 56–57
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Student Name
DIRECTIONS
Answer these questions about “Where Does the Water Go?”
1 Look at the chart below.
Wet footprintsgo away in the
sun.
Puddles go awayin the sun.
A wet swimsuitdries in the sun.
Which main idea belongs in the empty box?
A The sun’s heat changes water to a gas.
B Rain makes puddles on the sidewalk.
C Look at what happens to water in two jars.
2 The “Rain, Rain, Go Away” part of the article is mainly
about how —
A someone left wet footprints
B most people do not like rainy days
C puddles dry up after the rain
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 26
Grade 1Where Does the Water Go? Time For Kids 87
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Student Name
3 Look at the chart on page 57. On Tuesday, how much water
is left in the jar without a lid?
A
0 cm B 8 cm
C 10 cm
4 Which words on page 56 help you know what vapor means?
A
“The sun’s heat”
B “puddle water”
C “to a gas”
5 How do wet things get dry? Support your answer with details
from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 188 Time For Kids Where Does the Water Go?
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Student Name
DIRECTIONS
Answer these questions about “Sunflakes.”
1 Which two words in the poem rhyme?
A yellow, bright
B sunmobile, feel
C sundrifts, sunbanks
2 Which word in the poem rhymes with sky?
A sunlight
B fight
C July
3 “Sunflakes” is a poem because it —
A uses rhyme
B has a title
C is about the sun
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 190 Time For Kids Sunflakes
Blackline Master 27
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Main Idea and Details
MODEL THE SKILL
Have children open to page 59 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Then tell
children, We will use these articles to identify the main idea
and important details in a text.
Display Transparency pp. 60–61 of the article “Whoo’s a
Wonderful Bird?” and distribute Blackline Master 28. Ask
children to open to page 60 of Time for Kids. Have children
look at the title, photographs, and sign before they read the
article. Then have children read the article carefully and identify
any words they do not know. Underline these words on the
transparency and review them with the class. Then read the
following question and answer choices aloud:
From Blackline Master 28
1 What is this article mainly about?
A Owls see well at night.
B Owls have very long wings.
C Owls are fascinating birds.
Think Aloud This question asks what the article is mainly about.
To find the answer to this question, I need to look at details and
information from the whole article. Then I can connect the details
to determine the main idea.
After children have had time to review the article, ask a volunteer
for the correct answer (C). Invite volunteers to point out where
they found the answer.
For further practice with the comprehension skill, have children
work independently or together to answer question 2 onBlackline Master 28.
Materials
Transparency
pp. 60–61
Blackline Masters
28, 29, 30
TFK Pages 60–61
Teacher’s Manual 91
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TFK Pages 60–61
Signs and Symbols
MODEL THE SKILL
Explain to children that signs give information by using words,pictures, or both. Signs can be different colors and different
shapes. Ask children about any signs they are familiar with.
Discuss the fact that many signs contain symbols, or pictures
that stand for something. When a magazine article includes a
sign or symbol, it often includes text that explains its meaning
and purpose.
Then read question 3 aloud.
Think Aloud The item asks what I would see if I went down the
trail. The sign gives me an idea of the correct answer, but tobe sure, I need to combine the information in the sign with the
information in the text next to it.
Point to the sign on Transparency pp. 60–61. Read the words at
the top of the sign and call attention to the picture of the flying
bird. Then read the explanatory text next to the sign. Finally,
have children look at the question again and tell you which
answer is correct (C).
Context CluesMODEL THE SKILL
Explain to children that sometimes an author uses two similar
words to describe the same person, thing, or action. If you know
one of the words, it can help you figure out the meaning of the
other word.
Then read question 4 aloud.
Think Aloud I see the word fluffy in the section about how owls
fly. I see all three answer choices in that section, too. I need to pick
the answer choice that helps me figure out what fluffy means.
Remind children to reread the relevant paragraph and look
carefully at each answer choice. Then ask them which answer
choice is correct (B). Have a volunteer explain how he or she
arrived at the answer.
4 In the first paragraph
on page 61, which
word helps you figure
out the meaning of
fluffy?
A Space
B Soft
C Hunt
From Blackline Master 28
3 Look at the sign onpage 61. If you go
down the trail, you
will most likely see —
A the moon
B some mice
C many birds
From Blackline Master 28
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 28
5 How are owls’ bodies made to survive in the night? Support
your answer with details from the article.
Think Aloud I know that the first paragraph of this article says
that owls’ bodies are made to survive in the night. I need to find
details and evidence from the article and then combine them to
write the answer.
Work with children to find details from the article to answer the
question, and have volunteers underline these details on the
transparency. Tell the children that they should answer in their
own words. Write a short answer together. Remind children touse complete sentences in their answers.
Possible response: Owls can hear and see very well at night.
This helps them hunt for food. They can also fly very quietly.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T20 for answers to Blackline Master 28.
TFK Pages 60–61
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Student Name
DIRECTIONS
Answer these questions about “Whoo’s a Wonderful Bird?”
1 What is this article mainly about?
A Owls see well at night.
B Owls have very long wings.
C Owls are fascinating birds.
2 What do owls do during the day?
A Sleep
B Hunt
C Play
3 Look at the sign on page 61. If you go down the trail, you
will most likely see —
A the moon
B some mice
C many birds
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 194 Time For Kids Whoo’s a Wonderful Bird?
Blackline Master 28
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Student Name
4 In the first paragraph on page 61, which word helps you
figure out the meaning of fluffy?
A
Space B Soft
C Hunt
5 How are owls’ bodies made to survive in the night? Support
your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 28
Grade 1Whoo’s a Wonderful Bird? Time For Kids 95
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on main idea and details, signs and symbols, and
context clues. Introduce “Food for Whoo?” by having children
open to page 62 in Time for Kids. Point out to children that
important ideas of an article can often can be found in the title
and photographs. Have children look at the title, photographs,
and captions. Then ask, What do you think the article is about?
Encourage children to share what they think is the main idea of
this article. Have them point to the text and text features in the
article to show how they came up with their answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 29 on pages 97–98 of the Teacher’s
Manual and tell children that they will take a practice test on
the article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 29. Answers can be
found on pages T20–T21 of the Teacher’s Manual.
1. Before you read, look at the photographs and title to give you an idea of
what the article is about.
2. Read “Food for Whoo?” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, photographs, and text
feature about symbols. If you are not sure about the details, go back and
read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answers.
TFK Pages 62–63
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Student Name
4 On page 62, which words from the article help the reader
understand the meaning of burrowing?
A “eats insects mostly”
B “hunts in the day”
C “lives in a hole” 5 How do living things get energy? Support your answer with
details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 198 Time For Kids Food for Whoo?
Blackline Master 29
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Charts
APPLY THE SKILLS
Tell children that they will practice reading a chart andanswering questions about it. Review with children that a chart
presents information organized by categories. Charts have
columns that are read up and down and and rows that are read
across. Have children open to “Growing and Changing” on page
64 of Time for Kids. Ask children to share their ideas about the
chart’s purpose. Write their ideas on the board.
Point out the heading “Life Stage” at the top of the first column
and read the stages of an owl’s life listed down the column. Then
explain that the chart can also be read across. Read the heading
of the second column. Ask them to find the nestling stage in the
first column. Have them move their finger along the “nestling”
row to find the description of what happens at this stage.
Distribute Blackline Master 30 from page 100 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Think Aloud I see the word nestling in the first column, but I do
not see the description of a nestling in that column. To answer
the question, I will need to combine information in the first
column with information in the second column.
After children have had time to look at the chart, ask a volunteer
for the correct answer (C). Then, if any children had trouble
finding the answer, show them how to find the label and
photograph of the nestling stage in column one and then run
their finger along the row to find the description of this stage in
column two.
Have children complete Blackline Master 30 on page 100 of the
Teacher’s Manual. Answers can be found on page T21.
1 What is a nestling?
A An owl that isfully grown
B An owl stillinside the egg
C An owl that
is young and
helpless
TFK Page 64
From Blackline Master 30
Teacher’s Manual 99
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Student Name
DIRECTIONS
Answer these questions about “Growing and Changing.”
1 What is a nestling?
A An owl that is fully grown
B An owl still inside the egg
C An owl that is young and helpless
2 What stage comes just before the adult stage?
A Egg
B Fledgling
C Nestling
3 When an owl becomes an adult, it —
A stops growing
B learns to fly
C breaks out of an egg
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1100 Time For Kids Growing and Changing
Blackline Master 30
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Author’s Purpose
MODEL THE SKILL
Have children open to page 65 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Tell children,
We will use these articles to identify the author’s purpose in
a text.
Display Transparency pp. 66–67 of the article “Prize Pets” and
distribute Blackline Master 31. Ask children to turn to page 66
of Time for Kids. Ask children to look at the title, photographs,
and chart before they read the article. Then have children read
the article carefully and identify any words they do not know.
Underline these words on the transparency and review them
with the class. Then read the following question and answer
choices aloud:
From Blackline Master 31
1 The author wrote “Prize Pets” to —
A make readers want to buy dogs
B give information about dog shows
C tell a funny story about a special dog
Think Aloud This question asks why the author wrote the article.
To figure out the author’s purpose, I will have to analyze the text
and the text features. I need to think about the article as a whole
and what the article is trying to do. I can ask myself if the author
is trying to convince or persuade me of something, to entertain
me, to give me information about a topic, or to teach me how to
do something.
Tell children that they do not need to read the whole text again
but that they can look back at the headings and photographs to
remind themselves what each part is about. After children have
had time to review the article, point out the correct answer (B).
Invite a volunteer to explain how he or she got the answer.
For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 31.
Materials
Transparency
pp. 66–67
Blackline Masters
31, 32, 33
TFK Pages 66–67
Teacher’s Manual 101
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4 In the last paragraph
on page 66, the word
coat means —
A jacket
B fur
C breed
From Blackline Master 31
3 Look at the charton page 67. Which
president had a flying
squirrel as a pet?
A Theodore
Roosevelt
B George
Washington
C Herbert
HooverFrom Blackline Master 31
TFK Pages 66–67
Charts
MODEL THE SKILL
Review with children that a chart presents information in a visualway. The information is usually organized in columns and rows.
Charts can be read across the rows or down the columns.
Then read question 3 aloud.
Think Aloud The article tells about dogs but not about other
animals. I can look at the chart to find information about a
different kind of pet. I will have to look at the different columns
and combine the details to find the answer.
Point to the chart on Transparency pp. 66–67, and then read
the informational text at the top of the chart. Guide children to
understand that the chart is made up of two columns. Read the
column titles aloud. Then read the first row across with children.
Tell children that using text features such as charts will help
them better understand a text. Have children look at the chart
on page 67 and determine which answer choice is correct (A).
Context Clues
MODEL THE SKILL
Remind children that they may not know the meaning of every
word in a text that they read. Explain that often the context,
or nearby words and sentences, can help them figure out the
meaning of an unfamiliar word.
Then read question 4 aloud.
Think Aloud I see the word coat in the article, but I do not know
what the author means by coat in this sentence. To answer the
question, I will have to find clues in the rest of the paragraph and
connect them to determine the meaning of the word.
Ask children which of the answer choices most closely fits the
meaning of coat as it is used in the article (B). Then have children
explain what clues in the text led them to pick this answer.
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 31
5 Why did the author call the article “Prize Pets”? Support
your answer with details from the article.
Think Aloud I know from reading the article that the author
wrote about dogs that compete in dog shows. I need to analyze
the title and the article as a whole to understand why the author
chose this title.
Work with children to find details from the article to answer the
question, and have a volunteer underline these details on the
transparency. Tell children that they should answer in their own
words. Write a short answer together. Remind children to usecomplete sentences in their answers.
Possible response: The article is about pet dogs that compete in
shows. If a dog wins, it gets a prize. That is why the author chose
the title “Prize Pets.”
See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T22 for answers to Blackline Master 31.
TFK Pages 66–67
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Student Name
DIRECTIONS
Answer these questions about “Prize Pets.”
1 The author wrote “Prize Pets” to —
A make readers want to buy dogs
B give information about dog shows
C tell a funny story about a special dog
2 The author most likely says that only the best dogs can
compete at the Westminster Kennel Club to show that —
A all the dogs will get prizes
B any dog can be in the show
C it is hard to get a dog into the show
3 Look at the chart on page 67. Which president had a flying
squirrel as a pet?
A Theodore Roosevelt
B George Washington
C Herbert Hoover
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 31
Grade 1104 Time For Kids Prize Pets
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Student Name
4 In the last paragraph on page 66, the word coat means —
A jacket
B fur
C breed
5 Why did the author call the article “Prize Pets”? Support
your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 31
Grade 1Prize Pets Time For Kids 105
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TFK Pages 68–69
Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see ona test will focus on author’s purpose, reading a chart, and
context clues. Introduce “All for America!” by having children
open to page 68 in Time for Kids. Point out to children that the
important ideas of an article can often be found in the title and
photographs. Have children look at the photographs, captions,
and headings, and then ask, What do you think the article is
about?
Encourage children to share what they think might be the
author’s purpose for writing this article. Then have them point
to the text and text features in the article to show how they
analyzed the author’s writing to come up with their answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 32 on pages 107–108 of the
Teacher’s Manual and tell children that they will take a practice
test on the article they just read. Share these specific suggestions
with children to help them answer test questions:
Have children complete Blackline Master 32. Answers can be
found on pages T22–T23 of the Teacher’s Manual.
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “All for America!” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, pictures, and chart.
If you are not sure about the details, go back and read that part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
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Student Name
DIRECTIONS
Answer these questions about “All for America!”
1 Look at the chart below.
The bald eagleis a symbol of
America.
The Liberty Bellis a symbol of
America.
Author’s Purpose
Which idea belongs in the Author’s Purpose box?
A Tell a funny story about eagles
B Make readers want to visit Philadelphia
C Give information about symbols of America
2 The author includes two pictures on page 69 to —
A tell why Betsy Ross made the flag
B show what our flag looks like
C describe where you can see the flag
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 32
Grade 1 All for America! Time For Kids 107
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Student Name
3 Look at the chart on page 69. The Great Seal is on the —
A one-dollar bill
B Liberty Bell
C American flag
4 In this article, the word symbol means —
A a bird that flies fast
B a person who makes flags
C a thing that stands for something
5 Why did the author choose the name, “All for America!”
for this article? Support your answer with details from the
article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 32
Grade 1108 Time For Kids All for America!
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Diagrams
APPLY THE SKILLS
Tell children that they will practice what they learned aboutdiagrams. Review with children that a diagram is a picture or
drawing of something. On the diagram are labels that name the
parts of what is being pictured. Diagrams also can include text
that provides extra information. Have children open to “Lady
Liberty” on page 70 of Time for Kids. Ask children to share their
ideas about the purpose of the diagram. Write their ideas on the
board.
Read the informational text with children. Then read the labels
and point to the parts of the statue they are naming.
Distribute Blackline Master 33 on page 110 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look back at the diagram to find the answer.
Think Aloud This question asks about another name for Lady
Liberty. I need to combine information in the picture, the
labels, and the text. I do not see the answer in the labels, and I
cannot answer it based on just the picture, so I will look at the
information in the text of the diagram.
After children have identified the correct answer (A), ask avolunteer to read aloud the sentence that gives the answer.
Have children complete Blackline Master 33. Answers can be
found on page T23 of the Teacher’s Manual.
TFK Page 70
From Blackline Master 33
1 Lady Liberty is also
called the — A Statue of
Liberty
B Freedom
Symbol
C Tall Lady
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Student Name
DIRECTIONS
Answer these questions about “Lady Liberty.”
1 Lady Liberty is also called the —
A Statue of Liberty
B Freedom Symbol
C Tall Lady
2 What is Lady Liberty holding in her hand up high?
A A crown
B A book
C A torch
3 Lady Liberty is standing on a —
A crown
B pedestal
C harbor
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 33
Grade 1110 Time For Kids Lady Liberty
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Retell
MODEL THE SKILL
Have children open to page 71 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Tell children,
We will use these articles to retell the events in a text in order.
Display Transparency pp. 72–73 of the article “Money Goes
Around” and distribute Blackline Master 34. Ask children to
open to page 72 of Time for Kids. Have children look at the title,
photographs, and captions before they read the article. Remind
children of words used to show the order of events, such as first,
then, and now. Then have children read the article carefully and
identify any words they do not know. Underline these words on
the transparency and review them with the class. Then read the
following question and answer choices aloud:
From Blackline Master 34
1 What happens after you put money in the bank?
A The money goes to hungry people.
B You earn money at a yard sale.
C The bank adds interest.
Think Aloud This question asks what happens after you put
money in the bank. I need to find the part of the article that tells
about putting money in the bank and what happens next. Then
I can combine this information to figure out the answer.
Explain to children that to retell events in the correct order, they
usually will need to combine details from different sentences.
After children have had time to review the article, point out the
correct answer (C). Invite volunteers to explain how they got the
answer. (First you save money. You put it in the bank. The money
earns interest. That is money that the bank adds in.)
For further practice with the comprehension skill, have children
work independently or together to answer question 2 on
Blackline Master 34.
Materials
Transparency
pp. 72–73
Blackline Masters
34, 35, 36
TFK Pages 72–73
Teacher’s Manual 111
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Photographs and Captions
MODEL THE SKILL
Review with children that photographs often have captionsthat explain what is happening in the pictures. Explain that
photographs and captions may provide information that is not
found in the text of the article.
Then read question 3 aloud.
Think Aloud This question asks what the girl is doing in the store.
To answer the question, I need to combine the information in the
photograph with the information in the caption.
Have a volunteer point to the photograph of the girl at the store on
Transparency pp. 72–73. Read the caption aloud with children.
Then have children determine which answer is correct (A).
Context Clues
MODEL THE SKILL
Remind children that they may not know the meaning of every
word in an article that they read. Explain that often the context,
or nearby words and sentences, can help them figure out the
meaning of an unknown word. Sometimes the author uses aneasy word that means the same as an unfamiliar word.
Then read question 4 aloud.
Think Aloud I see the words earn, spend, make, and give in the
article, but the author does not tell me which two words have
almost the same meaning. To answer the question, I will have to
connect clues in the text.
Give children a moment to look over the article. Then ask
children which of the answer choices most closely fits the
meaning of earn. (B). Ask a volunteer to explain what clues led tothis answer. (The final paragraph tells how you can “earn money” or
“make more money.”)
4 Which word from the
article means the same
as earn in the first
paragraph?
A Spend
B Make
C Give
From Blackline Master 34
3 Look at thephotograph and
caption on page 72.
What is the girl doing
in the store?
A Buying food
B Saving her
money
C Giving money
awayFrom Blackline Master 34
TFK Pages 72–73
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 34
5 What are some ways that kids can earn money? Support
your answer with details from the article.
Think Aloud On the first page of the article, the author tells about
ways that kids can use their money, but I need to find the part
of the article that tells how they can earn money. Then I can
combine the details to write the answer.
Work with children to find details from the article to answer
the question, and have volunteers underline these details on
the transparency. Tell the children that they should answer in
their own words and not copy the sentences from the article.Write a short answer together. Remind children to use complete
sentences in their answers.
Possible response: Kids can sell goods, like old toys, to earn
money. They can also sell services, like walking a dog.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T24 for answers to Blackline Master 34.
TFK Pages 72–73
Teacher’s Manual 113
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TFK Pages 74–75
Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see ona test will focus on retelling events in order, using photos and
captions, and context clues. Introduce “How Money Is Made” by
having children open to page 74 in Time for Kids. Point out to
children that important ideas of an article can often be found in
the title and photos. Have children look at the photos, captions,
and headings. Then ask, What do you think the article is about?
Encourage children to think about how making new money
might involve steps taken in a certain order. Have them point to
the text and text features in the article to show how they used
different parts of the text to come up with their answer.
Remind children to use context clues to figure out the meanings
of unfamiliar words. Have them read the article independently.
Distribute Blackline Master 35 on pages 117–118 of the
Teacher’s Manual. Tell children that they will take a practice test
on the article they just read. Share these specific suggestions
with children to help them answer test questions:
Have children complete Blackline Master 35. Answers can be
found on pages T24–T25 of the Teacher’s Manual.
1. Before you read, look at the pictures, captions, and title to give you an
idea of what the article is about.
2. Read “How Money Is Made” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, photographs, and
captions. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
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Charts
APPLY THE SKILLS
Tell children that they will practice what they learned aboutreading charts. Review with children that a chart presents
information organized by categories. Charts have columns and
rows that can be read across or up and down. Have children
open to “U.S. Coins” on page 76 of Time for Kids. Ask children to
share their ideas about the chart’s purpose. Write their ideas on
the board.
Point out the heading “Coin” at the top of the first column and
read the kinds of coins listed below. Read through each of the
two remaining columns. Then explain that the chart also can be
read horizontally. Ask them to find the dime on the chart. Have
them move their finger across the “dime” row to find the picture
on the front of the dime and the picture on the back.
Distribute Blackline Master 36 on page 120 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look at the chart to find the answer.
Think Aloud To answer this question, I will need to find the dollar
in the “Coin” column. Then I will have to look at the “dollar” row
and combine the details to find the answer.
After children have had time to look at the chart, ask a volunteer
for the correct answer (A). Then, if any children had trouble
finding the answer, show them how to link information in the
correct row (“Dollar”) and the correct column (“Picture on Back”).
Have children complete Blackline Master 36 on page 120 of the
Teacher’s Manual. Answers can be found on page T25.
1 What is on the back of
a dollar coin?A The Statue of
Liberty
B George
Washington
C A map of Texas
From Blackline Master 36
TFK Page 76
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Student Name
DIRECTIONS
Answer these questions about “U.S. Coins.”
1 What is on the back of a dollar coin?
A The Statue of Liberty
B George Washington
C A map of Texas
2 Who is pictured on the front of a nickel?
A Franklin D. Roosevelt
B Abraham Lincoln
C Thomas Jefferson
3 The Lincoln Memorial is shown on the back of the —
A dime
B cent
C quarter
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1120 Time For Kids U.S. Coins
Blackline Master 36
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Compare and Contrast
MODEL THE SKILL
Have children open to page 77 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Tell children,
We will use these articles to identify how to compare and
contrast information in a text.
Display Transparency pp. 78–79 of the article “Things Change”
and distribute Blackline Master 37. Ask children to open
to page 78 of Time for Kids. Have children look at the title,
photographs, and headings before they read the article. Then
have children read the article carefully and identify any words
they do not know. Remind children to look for words that
signal differences, such as then and now , and words that signal
similarities, such as alike and the same. Then read the following
question and answer choices aloud:
From Blackline Master 37
1 How were clothes long ago different from clothes today?
A They were warmer.
B They cost more money.
C They were made by hand.
Think Aloud This question asks how clothes were different long
ago. To answer this question, I need to find out what clothes were
like long ago and what clothes are like today. Then I can combine
these details to figure out the difference between the two.
Remind children that when they compare things, they tell how
they are alike. When they contrast things, they tell how the
things are different. After children have had time to review the
article, ask a volunteer to give the correct answer (C). Invite
volunteers to explain how they got the answer. (Long ago,
families made their own clothes. They sewed their clothes by hand.
Now, most clothes are made in big factories.)
For further practice with the comprehension skill, have children
work independently or together to answer question 2 on
Blackline Master 37.
Materials
Transparency
pp. 78–79
Blackline Masters
37, 38, 39
TFK Pages 78–79
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TFK Pages 78–79
Diagrams
MODEL THE SKILL
Review with children that diagrams can provide additionalinformation that may not appear in the text. Diagrams usually
have labels that identify different parts.
Then read question 3 aloud.
Think Aloud This question asks me to name something that is
in both pictures. I need to look carefully at the pictures to find
which item appears in both. Then I can combine what I see in the
pictures with the answer choices to choose the right answer.
Have a children look carefully at both pictures. Then have
children determine which answer is correct (B).
Context Clues
MODEL THE SKILL
Tell children that they may not know the meaning of every word
in a text that they read. Remind them to use context clues, such
as surrounding words and sentences, to help determine the
meaning of unfamiliar words.
Then read question 4 aloud.
Think Aloud I see the word factories in the article, but I do not
know what it means. I will have to find clues in the text and
connect them to the meaning of the word. I will also look at the
photograph next to the section that tells about factories.
Give children a moment to look over the paragraph about
factories. Then ask children which of the answer choices most
closely fits the meaning of the word (A). Ask a volunteer to
explain what clues led to this answer. (Now, most clothes are
made in big factories.)
4 On page 78, what
does the word
factories mean?
A
Places wherethings are
made
B Things that
cost money
C People who
buy things
From Blackline Master 37
3 Look at the diagramon page 79. Which
of these is in both
pictures?
A Computer
B Desk
C Whiteboard
From Blackline Master 37
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 37
5 How is the way families get their clothes today different
from the way they got their clothes long ago? Support your
answer with details from the article.
Think Aloud The first paragraph under the part of the article
called “Making Clothes” tells how families got their clothes long
ago. The second paragraph contrasts this with how families get
clothes today. I can combine details from both paragraphs to
write the answer to this question.
Work with children to find several details from the article to
answer the question, and have volunteers underline these detailson the transparency. Write a short answer together. Remind
children to use complete sentences in their answers.
Possible response: Long ago, families sewed their own clothes
by hand. Today, clothes are made by machines in factories.
Families buy these clothes in stores.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T26 for answers to Blackline Master 37.
TFK Pages 78–79
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Student Name
DIRECTIONS
Answer these questions about “Things Change.”
1 How were clothes long ago different from clothes today?
A They were warmer.
B They cost more money.
C They were made by hand.
2 What was different in classrooms of long ago?
A Teachers sat down at a desk.
B Students worked in a big circle.
C All of the girls wore dresses.
3 Look at the diagram on page 79. Which of these is in
both pictures?
A Computer
B Desk
C Whiteboard
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1124 Time For Kids Things Change
Blackline Master 37
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Student Name
4 On page 78, what does the word factories mean?
A Places where things are made
B Things that cost money
C People who buy things
5 How is the way families get their clothes today different
from the way they got their clothes long ago? Support your
answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 37
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on comparing and contrasting, reading a diagram,
and context clues. Introduce “What a Trip!” by having children
open to page 80 in Time for Kids. Point out to children that
important ideas of an article often can be found in the title and
photographs. Have children look at the title, photographs, and
diagram, and then ask, What do you think the article is about?
Encourage children to share what they think will be compared
and contrasted in this article. Have them point to the text and
text features in the article to show how they came up with their
answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 38 on pages 127–128 of the
Teacher’s Manual and tell children that they will take a practice
test on the article they just read. Share these specific suggestions
with children to help them answer test questions:
Have children complete Blackline Master 38. Answers can be
found on pages T26–T27 of the Teacher’s Manual.
1. Before you read, look at the photographs and title to give you an idea of what the article is about.
2. Read “What a Trip!” and the questions on the worksheet very carefully.
Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, photographs, and
diagram. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences in your answer.
TFK Pages 80–81
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Student Name
4 Which words from the article help you understand what
college means on page 80?
A
“a school after high school”B “how machines work”
C “work on science projects”
5 What are some things that all astronauts do? Support your
answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1128 Time For Kids What A Trip!
Blackline Master 38
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Diagrams
APPLY THE SKILLS
Tell children that they will practice what they learned aboutreading diagrams. Review with children that a diagram is made
up of a picture and labels that identify the parts of the picture.
Often, introductory text or a caption gives information about the
whole diagram.
Have children open to “The Space Shuttle” on page 82 of Time
for Kids. Ask children to share their ideas about the diagram’s
purpose. Write their ideas on the board.
Point out the title “The Space Shuttle” and read the information
above the diagram. Explain that by looking at the labels on thediagram, children can get more information about the parts of
the space shuttle.
Distribute Blackline Master 39 on page 130 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Think Aloud This question asks about the tank of the space
shuttle. The paragraph at the top of the page tells me that the
diagram shows the three main parts of a space shuttle. The
tank must be one of those parts. I will look at the labels on the
diagram to see what the tank holds and combine the details in
the diagram to figure out the correct answer.
After children have identified the correct answer (C), ask a
volunteer to explain how he or she arrived at the answer.
Have children complete Blackline Master 39. Answers can be
found on page T27 of the Teacher’s Manual.
TFK Page 82
From Blackline Master 39
1 On the space shuttle,
the tank holds the —
A ground
B crew
C fuel
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Student Name
DIRECTIONS
Answer these questions about “The Space Shuttle.”
1 On the space shuttle, the tank holds the —
A ground
B crew
C fuel
2 What lifts the shuttle off the ground?
A Rocket boosters
B Fuel tank
C Orbiter
3 Which part carries the crew?
A Orbiter
B Tank
C Rocket boosters
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 39
Grade 1130 Time For Kids The Space Shuttle
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Compare and Contrast
MODEL THE SKILL
Have children open to page 83 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Tell children,
We will use these articles to identify how to compare and
contrast information in a text.
Remind children that when they compare things, they tell how
they are alike. When they contrast things, they tell how the
things are different.
Display Transparency pp. 84–85 of the article “Wild About
Museums” and distribute Blackline Master 40. Ask children toopen to page 84 of Time for Kids. Have children look at the title,
photographs, and captions before they read the article. Then
have children read the article carefully and identify any words
they do not know. Then read the following question and answer
choices aloud:
From Blackline Master 40
1 How are the two museums described in this article alike?
A You can see dinosaur bones.
B You can see the sea.
C You can learn new things.
Think Aloud I know that the museums described in this article are
different in some ways. To answer this question, I need to find a
way that they are alike. I can look for details about museums in
the article and then combine the details to find the answer.
After children have had time to review the article, point out the
correct answer (C). Invite volunteers to explain how they arrived
at the answer. (Do you like to learn new things? Then a museum is a
place for you.)
For further practice with the comprehension skill, have children
work independently or together to answer question 2 on
Blackline Master 40.
Materials
Transparency
pp. 84–85
Blackline Masters
40, 41, 42
TFK Pages 84–85
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TFK Pages 84–85
Signs and Symbols
MODEL THE SKILL
Review with children that signs give information by using words,pictures, or both. Remind children that when an article includes
a sign or symbol, it often includes text that explains the meaning
and purpose.
Then read question 3 aloud.
Think Aloud This question asks what rule you can learn from the
signs in the picture. To answer this question, I need to look at the
picture and read the words on the sign. Then I can combine the
words with the picture on the sign to figure out the answer.
Have children look carefully at the photograph and the text.
Then have children determine which answer is correct (A).
Context Clues
MODEL THE SKILL
Tell children that they may not know the meaning of every word
in a text that they read. Remind them to use the context, or
other words and sentences in the article, to help determine the
meaning of unfamiliar words.
Then read question 4 aloud.
Think Aloud I see the word hatched in the second paragraph, but
the article does not tell me what hatched means. I can look at
other words in the sentence and in the rest of the paragraph to
see if I can find are any clues to help me understand the meaning
of the word. Then I can connect the clues to find the right answer.
Give children a moment to look over the paragraph about sea
turtles. Then ask them which of the answer choices most closely
fits the meaning (B). Ask a volunteer to explain what clues led tothis answer. (The paragraph is about baby sea turtles. After they
are hatched, the tiny turtles run to the sea.)
4 On page 85, the word
hatched means —
A seen
B bornC caught
From Blackline Master 40
3 Look at the signs onpage 85. What rule
can you learn from
reading these signs?
A No pets
allowed
B Do not eat here
C Wear a bike
helmet
From Blackline Master 40
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 40
5 How is the Padre Island National Seashore a different kind
of museum? Support your answer with details from the
article.
Think Aloud This article first tells about the Houston Museum of
Natural Science. Then it says that Padre Island National Seashore
is a different kind of museum. I need to think about ways in which
the two museums are different. Then I need to combine details
from the article to write the answer.
Work with children to find several details from the article to
answer the question, and have volunteers underline thesedetails on the transparency. Tell children that they should answer
in their own words, and not copy sentences from the article.
Write a short answer together. Remind children to use complete
sentences in their answers.
Possible response: Most museums are indoors. Padre Island
National Seashore is an outdoor museum and park. You can see
birds and animals there. You can also see the sea.
See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T28 for answers to Blackline Master 40.
TFK Pages 84–85
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Student Name
DIRECTIONS
Answer these questions about “Wild About Museums.”
1 How are the two museums described in this article alike?
A You can see dinosaur bones.
B You can see the sea.
C You can learn new things.
2 At the Houston Museum of Natural Science, you can see —
A birds at the seashore
B many sand dunes
C a special place for butterflies
3 Look at the signs on page 85. What rule can you learn from
reading these signs?
A No pets allowed
B Do not eat here
C Wear a bike helmet
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1134 Time For Kids Wild About Museums
Blackline Master 40
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Student Name
4 On page 85, the word hatched means —
A seen
B born
C caught
5 How is the Padre Island National Seashore a different kind of
museum? Support your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 40
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on comparing and contrasting, signs and symbols,
and context clues. Introduce “A Basket Maker” by having children
open to page 86 in Time for Kids. Point out to children that
important ideas of an article can often be found in the title and
photographs. Have children look at the title and photographs,
and then ask, What do you think the article is about?
Encourage children to share what they think will be compared
and contrasted in this article. Have them point to the text and
text features in the article to show how they came up with their
answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 41 on pages 137–138 of the
Teacher’s Manual and tell children that they will take a practice
test on the article they just read. Share these specific suggestions
with children to help them answer test questions:
Have children complete Blackline Master 41. Answers can be
found on pages T28–T29 of the Teacher’s Manual.
TFK Pages 86–87
1. Before you read, look at the photographs and title to give you an idea of what the article is about.
2. Read “A Basket Maker” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, photographs, and
signs. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to write complete sentences and keep your writing inside
the lines.
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Student Name
DIRECTIONS
Answer these questions about “A Basket Maker.”
1 Look at the diagram below.
Baskets inthe Past
BasketsToday
Madeto sell
or trade Made bymachines
Which information belongs on the blank line?
A Teri Rofkar
B Made by hand
C Pots used for this
2 How is spruce wood different from other kinds of wood?
A It is beautiful.
B It bends easily.
C It has no roots.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1 A Basket Maker Time For Kids 137
Blackline Master 41
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Student Name
3 In the sign for a deer on page 87, the hands are held —
A out to the side
B around each eye
C beside the head
4 On page 86, the word weavers means —
A people who make baskets
B things used for cooking
C people who teach lessons
5 How were baskets of long ago different from baskets of
today? Support your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 41
Grade 1138 Time For Kids A Basket Maker
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Poetry
APPLY THE SKILLS
Tell children they will read a poem and answer questionsabout it. Remind children that poems may not have complete
sentences. They are arranged into lines and stanzas instead of
paragraphs. Many poems rhyme, but some do not. Poems often
use vivid words to appeal to the reader’s senses and feelings.
Sometimes poems repeat a word or line several times to help
express an important idea.
Have children open to “Sarah Enters a Painting” on page 88 of
Time for Kids. Read the title with children and ask them to share
their ideas of what the poem is about. Write their ideas on the
board. Then read the poem aloud with children, and make sure
they understand the basic concept: a girl is looking at a painting
and wondering what it would be like to get inside the painting.
Discuss the images in the poem and what they might mean.
Distribute Blackline Master 42 on page 140 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look at the poem to find the answer.
Think Aloud The question asks how the reader can tell that
“Sarah Enters a Painting” is a poem. All of the answer choices are
features of poetry, but only one is a feature of this poem. I need to look at “Sarah Enters a Painting” carefully and connect what I
find to figure out the best answer.
After children have identified the correct answer (C), ask a
volunteer to explain how to find the answer.
Have children complete Blackline Master 42. Answers can be
found on page T29 of the Teacher’s Manual.
TFK Page 88
From Blackline Master 42
1 You can tell that
“Sarah Enters aPainting” is a poem
because —
A every line has
words with the
“p” sound
B its lines have a
regular rhythm
C it is written in
lines instead of paragraphs
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Student Name
DIRECTIONS
Answer these questions about “Sarah Enters a Painting.”
1 You can tell that “Sarah Enters a Painting” is a poem
because —
A every line has words with the “p” sound
B its lines have a regular rhythm
C it is written in lines instead of paragraphs
2 Which two words from the poem rhyme?
A stair, there
B toy, train
C rush, hurry
3 Which two words from the poem have the same beginning
sound?
A chairs, climb
B If, I’d
C what, way
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 42
Grade 1140 Time For Kids Sarah Enters a Painting
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Main Idea and Details
MODEL THE SKILL
Have children open to page 89 of Time for Kids, StudentEdition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Tell children,
We will use these articles to identify the main idea and details
of a reading selection.
Display Transparency pp. 90–91 of the article “Get Ready, Get
Set, Go!” and distribute Blackline Master 43. Ask children to
open to page 90 of Time for Kids. Have children look at the title,
photographs, and captions before they read the article. Then
guide them to notice that each paragraph describes a different
sporting event. Point out that words showing lengths of time are
in bold type. Underline any unknown words on the transparency
and explain them to the class. Then read the following question
and answer choices aloud:
From Blackline Master 43
1 This article is mostly about —
A a short race called a sprint
B how long some sports take to play
C where some games are played
Think Aloud This question asks what the article is mostly about.
I cannot find the answer in a single sentence. To answer this
question, I must connect clues and evidence from different parts
of the article.
After children have had time to review the article, point out the
correct answer (B). Invite a volunteer to explain how to figure out
the answer.
For further practice with the comprehension skill, have childrenwork independently or together to answer question 2 on
Blackline Master 43.
MaterialsTransparency
pp. 90–91
Blackline Masters
43, 44, 45
TFK Pages 90–91
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TFK Pages 90–91
Photographs and Captions
MODEL THE SKILL
Review with children that photographs often are accompaniedby captions that explain what is happening in the photographs.
Explain that photographs and captions provide information that
may not be found in the text.
Then read question 3 aloud.
Think Aloud This question asks about the picture of the calendar
and the caption that goes with it. I need to read the question
carefully and then look back at the picture and caption. Then I
can combine the facts and information to get the answer.
Have a volunteer point to the picture of the calendar on
Transparency pp. 90–91. Read the caption aloud with the
children. Then have children determine which answer is
correct (B).
Context Clues
MODEL THE SKILL
Remind children that they may not know the meaning of every
word in a text that they read. Explain that often the context,or nearby words and sentences, can help them figure out the
meaning of an unknown word. Sometimes a word has many
different meanings. Context clues can be helpful for figuring out
which meaning of a word best fits the text.
Then read question 4 aloud.
Think Aloud I cannot find the definition of match in the article.
When I look back at the article, I see that the best tennis players
play in many games before they meet in the last match. I can
connect the context clues to figure out the meaning of the word.
Ask children which answer choice best fits the way match is
used in the sentence (A). Then have children explain how they
determined the correct answer.
4 The article says, “The
best players meet in
the last match.” In this
sentence, the word
match means —
A game
B jump
C time
From Blackline Master 43
3 Look at the pictureand caption at the
bottom of page 91.
What does a calendar
show?
A A big race
B Days and
weeks
C Hours,
minutes, andseconds
From Blackline Master 43
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Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them towrite an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 43
5 Why does a tennis tournament last longer than the Kentucky
Derby? Support your answer with details from the article.
Think Aloud I know that the author tells how long it takes to play
different sports. I need to find details about the Kentucky Derby
and about a tennis tournament. I will combine the information
about the two sports in my answer.
Work with children to find details from the article to answer the
question, and have volunteers underline these details on the
transparency. Tell children that they should answer in their own
words and not copy the sentences from the article. Write a shortanswer together. Remind children to use complete sentences in
their answers.
Possible response: In the Kentucky Derby, the horses run one
mile. The race is over in just minutes. In a tennis tournament, the
winner of each game plays again until the best players are in the
last match. This can take weeks.
See pages T1 in the Teacher’s Manual for a short-answer rubric.
See page T30 for answers to Blackline Master 43.
TFK Pages 90–91
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Student Name
DIRECTIONS
Answer these questions about “Get Ready, Get Set, Go!”
1 This article is mostly about —
A a short race called a sprint
B how long some sports take to play
C where some games are played
2 Which of these lasts for days?
A A golf tournament
B A horse race
C A soccer game
3 Look at the picture and caption at the bottom of page 91.
What does a calendar show?
A A big race
B Days and weeks
C Hours, minutes, and seconds
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1144 Time For Kids Get Ready, Get Set, Go!
Blackline Master 43
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Student Name
4 The article says, “The best players meet in the last match.”
In this sentence, the word match means —
A
game B jump
C time
5 Why does a tennis tournament last longer than the Kentucky
Derby? Support your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 43
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Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on atest will focus on main ideas and details, photos and captions,
and context clues. Introduce “Play Ball!” by having children open
to page 92 in Time for Kids. Point out to children that important
ideas of an article often are found in the title and photographs.
Have children look at the photographs, captions, and headings,
and then ask, What do you think the article is about?
Encourage children to share what they think is the main idea of
this article. Have them point to the text and text features in the
article to show how they came up with their answers.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 44 on pages 147–148 of the
Teacher’s Manual and tell children that they will take a practice
test on the article they just read. Share these specific suggestions
with children to help them answer test questions:
Have children complete Blackline Master 44. Answers can be
found on pages T30–T31 of the Teacher’s Manual.
1. Before you read, look at the photographs, captions, and title to give you
an idea of what the article is about.
2. Read “Play Ball!” and the questions on the worksheet very carefully.
Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article, photographs, and
captions. If you are not sure about the details, go back and read that
part again.
4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use support
from the article in your answer.
5. Be sure to use complete sentences in your answer.
TFK Pages 92–93
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Student Name
DIRECTIONS
Answer these questions about “Play Ball!”
1 Look at the diagram of information from the article.
Held inWilliamsport,Pennsylvania
Top teams playKids make
friends
Which of these belongs in the empty box?
A Little League World Series
B Hawaiian athletes
C Softball around the world
2 A coach’s job is to —
A throw the ball
B train the team
C catch the ball
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 44
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Student Name
3 Look at the photo and caption on page 92. What do players
do before the game?
A
Swing the bat B Stretch
C Chew gum
4 On page 93, the word admire means —
A
make fun of B act just like
C look up to
5 What makes the Little League World Series fun? Support
your answer with details from the article.
© M
a c m i l l a n / M c G r a w
- H i l l
Grade 1148 Time For Kids Play Ball!
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Poetry
APPLY THE SKILLS
Tell children they will read a poem and answer questions aboutit. Remind children that poems do not follow the same rules as
prose. For example, poems may not have complete sentences.
They are arranged into lines and stanzas instead of paragraphs.
Some poems rhyme, but some do not. Poems often use vivid
words to appeal to the reader’s senses and feelings. Sometimes
poems repeat a word or line several times to help express an
important idea.
Have children open to “From the autograph album” on page 94
of Time for Kids. Read the title with children and ask them to
share their ideas of what the poem is about. Write their ideas
on the board. If some children do not know what an autograph
album is, explain that some famous people sign their names
for fans. These are autographs. Collectors sometimes put these
autographs into albums. Then read the poem aloud with children
and discuss the different images in the poem and what they
might mean. Make sure children understand the baseball terms
in the poem.
Distribute Blackline Master 45 on page 150 of the Teacher’s
Manual. Read aloud the first question and the answer choices. Tell children to look at the poem to find the answer.
Think Aloud This question asks about how the poet writes the
first stanza. I will need to look at the first stanza carefully and
connect what I find to the answer choices to figure out which
answer is best.
After children have had time to identify the correct answer (A),
ask a volunteer to explain why this answer is correct and the
other two answers are not.
Have children complete Blackline Master 45. Answers can befound on page T31 of the Teacher’s Manual.
TFK Page 94
From Blackline Master 45
1 In the first stanza, the
poet —
A repeats the “s”
sound
B rhymes the two
lines
C uses lines of
the same length
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Student Name
DIRECTIONS
Answer these questions about “From the autograph album.”
1 In the first stanza, the poet —
A repeats the “s” sound
B rhymes the two lines
C uses lines of the same length
2 How can the reader tell that “From the autograph album”
is a poem?
A It is divided into short lines.
B It mixes easy and hard words.
C It tells about life and baseball.
3 Which words in the second stanza rhyme?
A In, out
B Jim, star
C drop, shortstop
© M
a c m i l l a n / M c G r a w
- H i l l
Blackline Master 45
Grade 1150 Time For Kids From the autograph album
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Use the rubric below to score the short-answer items in the tests.
Score Description
3 An exemplary response gives an interesting and detailed response stronglysupported by text evidence.
2 A sufficient response gives a clear and reasonable response supported by textevidence.
1 A partially sufficient response gives a reasonable but vague response weaklyconnected to text evidence.
0 An insufficient response does not respond to the question.
Evidence may be specific words from the story or a retelling.
Short-Answer Reading Rubric
Teacher’s Manual T1
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Answer Key
ISSUE 1, Article 1
Question Answer Content Focus
1 B Retell
2 C Retell
3 A Photographs andCaptions
4 C Context Clues
5 See possibleresponses below
Retell
3-Point Answer: Dragonflies are at the pond in the morning. Swans are there in theafternoon. Raccoons are there at night.
2-Point Answer: Dragonflies are at the pond in the morning. Swans are there in theafternoon.
1-Point Answer: Raccoons are at the pond at night.
ISSUE 1, Article 2
Question Answer Content Focus
1 C Retell
2 C Retell
3 A Photographs andCaptions
4 B Context Clues
5 See possibleresponses below
Retell
3-Point Answer: Children reuse and recycle things. They learn about plants andanimals. They use less power and light.
2-Point Answer: Children reuse and recycle things. They use less power.
1-Point Answer: Children reuse and recycle things.
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ISSUE 1, Text Feature
Question Answer Content Focus
1 A Diagrams
2 C Diagrams
3 B Diagrams
Teacher’s Manual T3
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ISSUE 2, Article 1
Question Answer Content Focus
1 B Main Idea andDetails
2 C Main Idea andDetails
3 A Maps
4 A Context Clues
5 See possibleresponses below
Main Idea andDetails
3-Point Answer: The children who live near Garissa do not have books to read. Peoplefrom other countries give books to a special library for these children. Camels carrythe books to towns near Garissa so children can read the books.
2-Point Answer: People from other countries give books to a special library for thechildren of Garissa. Camels carry the books to Garissa so children can read them.
1-Point Answer: Camels carry the books to towns near Garissa.
ISSUE 2, Article 2
Question Answer Content Focus
1 C Main Idea andDetails
2 A Main Idea andDetails
3 A Maps
4 C Context Clues
5 See possibleresponses below
Main Idea andDetails
3-Point Answer: People should save water because there is little fresh water on Earth. The number of people on Earth is getting bigger. More people need water to drink. They also need water to wash in and to grow food.
2-Point Answer: People should save water because there is little fresh water on Earth.People need water to drink.
1-Point Answer: People need water to drink.
T4 Time For Kids • Issue 2
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ISSUE 2, Poetry
Question Answer Content Focus
1 C Poetry
2 B Poetry
3 A Poetry
Teacher’s Manual T5
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ISSUE 3, Article 1
Question Answer Content Focus
1 B Compare andContrast
2 A Compare andContrast
3 C Diagrams
4 C Context Clues
5 See possibleresponses below
Compare andContrast
3-Point Answer: The wings are different on ladybugs than on other bugs. Ladybugshave two outer wings and thin wings underneath them.
2-Point Answer: Ladybugs have four wings.
1-Point Answer: Ladybugs have different wings.
ISSUE 3, Article 2
Question Answer Content Focus
1 A Compare andContrast
2 C Compare andContrast
3 B Diagrams
4 A Context Clues
5 See possibleresponses below
Compare andContrast
3-point answer: All volunteers are good citizens. They work for free. They deserve abig “thank you.”
2-point answer: All volunteers work for free. They deserve a big “thank you.”
1-point answer: Volunteers work for free.
T6 Time For Kids • Issue 3
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ISSUE 3, Poetry
Question Answer Content Focus
1 A Poetry
2 B Poetry
3 A Poetry
Teacher’s Manual T7
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ISSUE 4, Article 1
Question Answer Content Focus
1 B Author’s Purpose
2 C Author’s Purpose
3 C Charts
4 A Context Clues
5 See possibleresponses below
Author’s Purpose
3-point answer: The author wants readers to get healthy by eating good foods andstaying in shape. The boy looks healthy and happy. Kids will see the picture and
want to be like the boy.2-point answer: The boy looks happy and healthy. Kids will see the picture and want
to be like the boy.
1-point answer: The boy looks healthy and happy.
ISSUE 4, Article 2
Question Answer Content Focus
1 C Author’s Purpose
2 A Author’s Purpose
3 B Charts
4 C Context Clues
5 See possibleresponses below
Author’s Purpose
3-point answer: The author tells how colorful vegetables are good for you. A purplecarrot has extra vitamins. An orange cauliflower has extra vitamin A.
2-point answer: The author tells how colorful vegetables are good for you. A purplecarrot has extra vitamins.
1-point answer: The author tells how colorful vegetables are good for you.
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ISSUE 4, Text Feature
Question Answer Content Focus
1 B Diagrams
2 C Diagrams
3 B Diagrams
Teacher’s Manual T9
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ISSUE 5, Article 1
Question Answer Content Focus
1 A Main Idea andDetails
2 B Main Idea andDetails
3 B Lists
4 A Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: Children collect food for people in need. They also collect toys andmoney so all kids will get holiday gifts. Some children give their time by reading toyounger kids.
2-point answer: Children collect food for people who need it. They also collect toys soall kids will get holiday gifts.
1-point answer: Children collect food for people who need it.
ISSUE 5, Article 2
Question Answer Content Focus
1 C Main Idea andDetails
2 C Main Idea andDetails
3 B Lists
4 C Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: Baby animals need help getting food and staying safe. A baby ottercannot get its own meal. A baby crocodile needs its mom to take it to the water tobe safe.
2-point answer: Baby animals need help getting food and staying safe. A baby ottercannot find its own meal.
1-point answer: Baby animals need help getting food.
T10 Time For Kids • Issue 5
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ISSUE 5, Poetry
Question Answer Content Focus
1 A Poetry
2 C Poetry
3 B Poetry
Teacher’s Manual T11
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ISSUE 6, Article 1
Question Answer Content Focus
1 C Author’s Purpose
2 C Author’s Purpose
3 B Photographs andCaptions
4 A Context Clues
5 See possibleresponses below
Author’s Purpose
3-point answer: The text is about people exploring the rain forest. It says that they can
walk on bridges high over the ground. The photograph shows people on one of these bridges. The photograph helps readers understand what the bridges look like.
2-point answer: The text says people can walk on bridges in the rain forest. Thephotograph shows one of these bridges.
1-point answer: The photograph shows a bridge in the rain forest.
ISSUE 6, Article 2
Question Answer Content Focus
1 B Author’s Purpose
2 A Author’s Purpose
3 A Photographs andCaptions
4 C Context Clues
5 See possibleresponses below
Author’s Purpose
3-point answer: Many foods and medicines come from rain forests. Fiber and oils fromrain forests are used to make rugs and paint. Rain forests add a gas called oxygen to
the air. People and animals breathe oxygen.
2-point answer: Many foods and medicines come from rain forests. Fiber and oils fromrain forests are used to make rugs and paint.
1-point answer: Many foods and medicines come from rain forests.
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ISSUE 6, Text Feature
Question Answer Content Focus
1 C Diagrams
2 B Diagrams
3 A Diagrams
Teacher’s Manual T13
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ISSUE 7, Article 1
Question Answer Content Focus
1 B Main Idea andDetails
2 B Main Idea andDetails
3 A Diagrams
4 C Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: This was a new type of dinosaur that no one knew about before. Ithad arms like wings. It had a long nose like a beak.
2-point answer: It had arms like wings. It had a long nose like a beak.
1-point answer: It had arms like wings.
ISSUE 7, Article 2
Question Answer Content Focus
1 C Main Idea andDetails
2 B Main Idea andDetails
3 A Diagrams
4 A Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: A snail crawls on the bottom of its body. A frog uses its legs to jump.A dog uses its legs to run. An eagle flaps its wings to fly. A dolphin uses its tail to
swim.2-point answer: A frog uses its legs to jump. A dog uses its legs to run. A bird flaps its
wings to fly.
1-point answer: A frog uses its legs to jump. A dog uses its legs to run.
T14 Time For Kids • Issue 7
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ISSUE 7, Poetry
Question Answer Content Focus
1 A Poetry
2 A Poetry
3 C Poetry
Teacher’s Manual T15
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ISSUE 8, Article 1
Question Answer Content Focus
1 B Main Idea andDetails
2 A Main Idea andDetails
3 C Maps
4 B Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: Wind can make balloons fly. It can change the shape of trees androcks. It can be used to make electricity.
2-point answer: Wind can make balloons fly. It can change the shape of trees androcks.
1-point answer: Wind can make balloons fly.
ISSUE 8, Article 2
Question Answer Content Focus
1 A Main Idea andDetails
2 B Main Idea andDetails
3 A Maps
4 C Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: Chicago and Dodge City are two windy cities in the United States.
Dodge City is windier. It is the windiest city in the United States.
2-point answer: Chicago and Dodge City are two windy cities. Dodge City is windier.
1-point answer: Chicago and Dodge City are two windy cities.
T16 Time For Kids • Issue 8
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ISSUE 8, Poetry
Question Answer Content Focus
1 C Poetry
2 B Poetry
3 B Poetry
Teacher’s Manual T17
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ISSUE 9, Article 1
Question Answer Content Focus
1 A Main Idea andDetails
2 C Main Idea andDetails
3 B Charts
4 A Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: Crabs hide under rocks, and they have hard shells. Jellyfish can sting.Fish swim down deep during the day so they cannot be seen.
2-point answer: Crabs hide under rocks, and they have hard shells. Fish swim downdeep so they cannot be seen.
1-point answer: Crabs hide under rocks, and they have hard shells.
ISSUE 9, Article 2
Question Answer Content Focus
1 A Main Idea and
Details
2 C Main Idea andDetails
3 B Charts
4 C Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: Wet things get dry from the sun’s heat. The sun’s heat turns the water
into a gas. The gas goes into the air.
2-point answer: Wet things get dry from the sun’s heat. The water turns into a gas.
1-point answer: The water goes into the air.
T18 Time For Kids • Issue 9
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ISSUE 9, Poetry
Question Answer Content Focus
1 B Poetry
2 C Poetry
3 A Poetry
Teacher’s Manual T19
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ISSUE 10, Article 1
Question Answer Content Focus
1 C Main Idea andDetails
2 A Main Idea andDetails
3 C Signs and Symbols
4 B Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: Owls can hear and see very well at night. This helps them hunt forfood. They also can fly very quietly.
2-point answer: Owls can hear and see well at night. They can fly quietly.
1-point answer: Owls can see at night.
ISSUE 10, Article 2
Question Answer Content Focus
1 A Main Idea andDetails
2 B Main Idea andDetails
3 B Signs and Symbols
4 C Context Clues
5 See possibleresponses below
Main Idea andDetails
3-point answer: Living things get energy from food. Plants make food from sunlight.Plants are food for grasshoppers. Insects are food for owls.
2-point answer: Living things get energy from food. Plants make food from sunlight.
1-point answer: Living things get energy from food.
T20 Time For Kids • Issue 10
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ISSUE 10, Text Feature
Question Answer Content Focus
1 C Charts
2 B Charts
3 A Charts
Teacher’s Manual T21
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ISSUE 11, Article 1
Question Answer Content Focus
1 B Author’s Purpose
2 C Author’s Purpose
3 A Charts
4 B Context Clues
5 See possibleresponses below
Author’s Purpose
3-point answer: The article is about pet dogs that compete in shows. If a dog wins, itgets a prize. That is why the author chose the title “Prize Pets.”
2-point answer: The article is about pet dogs that compete in shows. If a dog wins, itgets a prize.
1-point answer: The article tells about dogs that win pet shows.
ISSUE 11, Article 2
Question Answer Content Focus
1 C Author’s Purpose
2 B Author’s Purpose
3 A Charts
4 C Context Clues
5 See possibleresponses below
Author’s Purpose
3-point answer: The article tells about different symbols of America. It tells about theeagle, the Liberty Bell, and the flag. All of these symbols are about America.
2-point answer: The author wrote about different symbols. All of these symbols areabout America.
1-point answer: The article is about America.
T22 Time For Kids • Issue 11
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ISSUE 11, Text Feature
Question Answer Content Focus
1 A Diagrams
2 C Diagrams
3 B Diagrams
Teacher’s Manual T23
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ISSUE 12, Article 1
Question Answer Content Focus
1 C Retell
2 C Retell
3 A Photographs andCaptions
4 B Context Clues
5 See possibleresponses below
Retell
3-point answer: Kids can sell goods, like old toys, to earn money. They can also sell
services, like walking a dog.2-point answer: Kids can sell goods, like old toys. They can also sell services.
1-point answer: Kids can sell goods.
ISSUE 12, Article 2
Question Answer Content Focus
1 B Retell
2 C Retell
3 A Photographs andCaptions
4 C Context Clues
5 See possibleresponses below
Retell
3-point answer: First, metal strips go through a machine. Then disks are cut out of themetal. Last, pictures are stamped on the disks.
2-point answer: First, metal strips go through a machine. Then disks are cut out of themetal.
1-point answer: A machine cuts disks out of metal strips.
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ISSUE 12, Text Feature
Question Answer Content Focus
1 A Charts
2 C Charts
3 B Charts
Teacher’s Manual T25
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ISSUE 13, Text Feature
Question Answer Content Focus
1 C Diagrams
2 A Diagrams
3 A Diagrams
Teacher’s Manual T27
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ISSUE 14, Article 1
Question Answer Content Focus
1 C Compare andContrast
2 C Compare andContrast
3 A Signs and Symbols
4 B Context Clues
5 See possibleresponses below
Compare andContrast
3-point answer: Most museums are indoors. Padre Island National Seashore is anoutdoor museum and park. You can see birds and animals there. You can also seethe sea.
2-point answer: Most museums are indoors. Padre Island National Seashore is anoutdoor museum and park.
1-point answer: Padre Island National Seashore is outdoors.
ISSUE 14, Article 2
Question Answer Content Focus
1 B Compare andContrast
2 B Compare andContrast
3 C Signs and Symbols
4 A Context Clues
5 See possibleresponses below
Compare andContrast
3-point answer: Long ago, all baskets were made by hand. They were used fordrinking and for cooking. Today, some baskets are made by machines. Machinesmake baskets fast.
2-point answer: Long ago, baskets were made by hand. Today they are made bymachines.
1-point answer: Long ago, baskets were made by hand.
T28 Time For Kids • Issue 14
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ISSUE 14, Poetry
Question Answer Content Focus
1 C Poetry
2 A Poetry
3 C Poetry
Teacher’s Manual T29
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