table of contents - teacher createdindividual unit contains two high-interest passages . the first...

#51255G Paired Passages 2 ©Blue Star Education

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Meeting Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Paired PassagesUnit 1 Nonfiction: Rattlesnake for Dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Fiction: A Dinosaur to Eat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 12–15Unit 2 Nonfiction: Adrift at Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Fiction: Captain’s Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 18–21Unit 3 Nonfiction: The See-Through Frog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Fiction: The Footprints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 24–27Unit 4 Nonfiction: Can’t Vote, but Running! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Fiction: The Day Marita Was Equal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 30–33Unit 5 Nonfiction: Counterfeit Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Fiction: The Counterfeit Masterpiece . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 36–39Unit 6 Nonfiction: The Fastest Animal on Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Fiction: A Tale from Kenya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 42–45Unit 7 Nonfiction: An Impossible Catch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Fiction: The Right Attitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 48–51Unit 8 Nonfiction: Warm as Pizza! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Fiction: The First X-Ray . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 54–57Unit 9 Nonfiction: What the Overalls Told . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Fiction: Leaving on Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 60–63Unit 10 Nonfiction: The Stowaway Cat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Fiction: What the Cat Was Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 66–69Unit 11 Nonfiction: The Town Under the Ground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Fiction: The Opal Surprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 72–75Unit 12 Nonfiction: Slave on the Expedition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Fiction: The Woman Who Jumped In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 78–81

Table of Contents

©Blue Star Education 3 #51255G Paired Passages

Table of Contents (cont.)

Unit 13 Nonfiction: A Hole in Your Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Fiction: The Mighty Thumb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 84–87Unit 14 Nonfiction: Behind Enemy Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Fiction: Why a Plastic Bag? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 90–93Unit 15 Nonfiction: A Bull-Sized Rodent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Fiction: A Pet for Alexandria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . . . 96–99Unit 16 Nonfiction: A Book About a Mouse-Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Fiction: Kidnapping Emergency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 102–105Unit 17 Nonfiction: The Day a Language Died . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Fiction: Some Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 108–111Unit 18 Nonfiction: A Shadow to Fear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Fiction: A Dreadful Fear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 114–117Unit 19 Nonfiction: Dead from Gold Fever . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Fiction: Letters from the Gold Fields . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 120–123Unit 20 Nonfiction: The Snake that Escaped . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Fiction: The Escape Artist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 126–129Unit 21 Nonfiction: The Ironman Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Fiction: Ancient Race, Modern Twist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 132–135Unit 22 Nonfiction: Nessie, the Loch Ness Monster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Fiction: A Nessie Bone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 138–141Unit 23 Nonfiction: Something for Everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Fiction: Who Said What . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 144–147Unit 24 Nonfiction: Why the Hounds Were Weary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Fiction: The Fox and the Crow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 150–153Unit 25 Nonfiction: The Slow-Mail Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Fiction: What Hasn’t Been Seen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Show What You Know (Questions & Answers) . . . . . . . . . . . . . . . . . . . . . . . 156–159Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160


Introduction

That night, David’s mother served the snake for dinner. She served it creamed on toast. There was a guest for dinner the night the rattlesnake was served.

* * * * *“We’ve come for dinosaur! Alejandro said we could eat some dinosaur

on his birthday!” Alejandro’s mother started to explain that dinosaurs were extinct, but then Thomas came in. He was carrying a dinosaur!

If a student read either one of these excerpts out of context, it is likely that the student would have a difficult time knowing which one was fiction and which was nonfiction . In addition, the student would have no idea how the two excerpts could be tied together or used to support an argument or idea .

If, on the other hand, the student read these excerpts in context and understood how they fit into an entire passage, the student would be able to answer with confidence that, as strange as it may seem, David grew up in a time and a place where poisonous snakes were a valuable food source . The student would then be able to compare, contrast, or tie this fact to the passage about a fictitious child who has insisted that he be served dinosaur or nothing at all for his birthday, and whose brother has found a solution to this unreasonable request by making a dinosaur-shaped cake . (Both passages deal with eating something one would not expect to eat .)

Many state tests now contain assessment sections that include paired passages . After reading two passages, students are expected to differentiate between fiction and nonfiction passages . They are expected to see how the two are connected and understand the underlying connection, as well as how they are dissimilar . They are asked to demonstrate their understanding of the passages by answering multiple-choice questions and providing written responses .

This multileveled task draws on many aspects of the reading and writing processes . The Paired Passages: Comprehension & Critical Thinking Skills Kit was created to provide practice with this type of exercise and assessment, including:

✣ Exercises that build reading comprehension

✣ Exercises that develop the skills needed to break down and analyze story elements

✣ Exercises that provide practice in keeping sequence and details from two sources separate

✣ Exercises that provide practice in proper letter formation, spacing, and spelling

✣ Practice with multiple-choice questions

✣ Practice with written-response questions on individual passage themes

✣ Practice with written-response questions that utilize information from two contrasting passages .


Using the Paired Passages Kit

The Kit Contains:The PassagesThere are 25 units in Paired Passages: Comprehension & Critical Thinking Skills. Each individual unit contains two high-interest passages . The first passage is nonfiction . The second is fiction . Each passage is written at grade level with appropriate vocabulary and sentence structure . The passages are tied together with a common theme . Unit subjects run the gamut from voting in elections to visiting an underground town .

The units may be done sequentially, but they do not have to be . A teacher may choose to go out of order or pick specific units at different times because of class interest or an individual student’s needs . Units may be done as a class or assigned as individual work .

The passages can be found on the cards, in the guide, or in the enhanced e-book . They can be used with small groups for guided reading, pair-share activities, at centers, or independently by students . The option of reproducing the passages for each student gives teachers other opportunities, such as assigning meaningful homework activities for students .

The Multiple-Choice QuestionsFor each set of passages there are multiple-choice questions . These are found directly following each set of passages . The answers are also conveniently located after each set of questions .

The first question focuses on the nonfiction passage . The second question focuses on the fiction passage . Answer choices for these questions come only from the passage the question stems refer to .

The third multiple-choice question asks what both passages have in common .

The fourth question requires the student to differentiate between the passages and understand what topic is covered in each one, as the answer choices are drawn from both passages .

Students can answer multiple-choice questions on the page by filling in the circle of the correct answer . Students can also answer multiple-choice questions by filling in the answer sheet located on page 9 of this book . Using this answer sheet provides practice responding in a standardized-test format .


In 1923, a gang attempted to rob a train in southern Oregon. Only one thing was left at the scene of the crime: a pair of greasy overalls. The police didn’t know who had committed the crime. Hoping the overalls could help solve the case, they sent them to a forensic scientist.

A forensic scientist looks for evidence that is hard fact. He or she looks for evidence that can be used in a court of law. The evidence does not come from a witness. It is not what someone saw happen.

The forensic scientist told the police that the suspect was likely a left-handed lumberjack. Why? The overall pockets on the left-hand side were more worn out than those on the right. The grease in the overalls was actually sap, and the sap came from trees being logged in southern Oregon.

The forensic scientist told the police the suspect’s height, weight, hair color, and age. What was his evidence? The size of the overalls and a hair stuck to a button. The scientist also said the lumberjack rolled his own cigarettes and had a neat appearance. Why? Bits of tobacco were in the pockets and nail clippings were stuck in the seams.

Lastly, the forensic scientist gave the police an address. How? The scientist had found a paper faded by washing in the overalls. By treating it with iodine, the scientist had been able to make out the words. It was a postal receipt with an address printed on it!

What the Overalls Told

Unit 9 Nonfiction


Ms. Carpenter said, “Class, yesterday we learned how forensic scientists help police solve cases. Today, I am going to give you some cases to solve. You don’t need forensic evidence to discover a solution, but you’ll need to listen carefully.”

“The first case,” said Ms. Carpenter, “is about a cowboy. The cowboy went into town on Friday. He stayed three days. When the cowboy left, he left on Friday. How is this possible?

“The second case,” continued Ms. Carpenter, “is about a woman who married 15 men! Not one of the men has died, so the woman is not a widow. She has never gotten divorced, and yet this woman has never broken the law! How is this possible?

“The third case,” said Ms. Carpenter, “is about a man who tumbled out of a window of a 40-story building when it was raining outside. The man was not harmed, and not a hair on his head got wet. How is this possible?”

Chase said, “I know the answer to the first case! The cowboy left three days later on his horse that was named Friday!”

Terry said, “I know the answer to the second case! The woman was a judge. She wasn’t married to the men, but she was responsible for marrying each man to each man’s own wife!”

Hannah said, “I know the answer to the third case! A bald man tumbled out of a first-floor window of a 40-story building!”

“Cases solved!” cried Ms. Carpenter.

Leaving on Friday

Unit 9 Fiction


Using the Paired Passages Kit (cont.)

Written ResponsesA page requiring written responses is part of each unit . The first two written responses vary depending on the unit . They may require sequencing of events by filling in boxes, making lists, or even drawing a picture . Each response deals with only one of the passages . They are written to provide students with a foundation of sorting and organizing information . They provide and exercise in referring back to and keeping two different pieces of literary prose separate in the reader’s mind .

The last three written responses require higher-level responses . First, the students are asked to write out the main theme of each passage with complete sentences . Lastly, they are asked to respond to a question that requires thinking about or using information from both passages to answer .

A teacher’s expectations of what constitutes a satisfactory response on these last questions may change over the year, or it may vary depending on the level of the student . For example, at the beginning of the year or with some students, a teacher may accept phonetic spelling and lack of punctuation . As specific topics are covered in class and students become more mature, a teacher may begin to check spelling, capitalization, ending punctuation, etc . Enough variation allows that all students, even those struggling in grade-level writing skills or those with advanced writing skills, can participate .

The Teacher Resource BookThis guide provides:

1. copies of all the stories and questions .

2. correlations to common core state standards .

3. practice answer sheets .

4. individual answer keys for each set of passages .

Use it to make copies of the questions for students . The questions can help assess students' understanding of what they are reading . The enhanced e-book version of this guide can be used on an interactive whiteboard with an entire class, on individual computers, or to make copies directly from a computer .


Meeting Standards

Each passage and question in Paired Passages: Comprehension & Critical Thinking Skills meets one or more of the following Common Core State Standards . (© Copyright 2010 . National Governors Association Center for Best Practices and Council of Chief State School Officers . All rights reserved .) For more information about the Common Core State Standards, go to http://www.corestandards.org/.

Literature Standards Passage Title Pages

Key Ideas and Details

Standard 1: RL .5 .1 . Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text .

all passages

Standard 2: RL .5 .2 . Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text .

all passages

Craft and Structure

Standard 4: RL .5 .4 . Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes .

all passages

Range of Reading and Complexity of Text

Standard 10: RL .5 .10 . By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently .

all passages

Informational Text Standards Passage Title Pages

Key Ideas and Details

Standard 1: RI . 5 .1 . Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text .

all passages

Standard 2: RI .5 .2 . Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text .

all passages


Meeting Standards (cont.)

Informational Text Standards (cont.) Passage Title Pages

Standard 3: RI .5 .3 . Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text .

Rattlesnake for Dinner The See-Through Frog Counterfeit Money Warm as Pizza! What the Overalls Told The Town Under the Ground Slave on the Expedition A Hole in Your Hand Behind Enemy Lines A Bull-Sized Rodent A Book About a Mouse-Child The Day a Language Died A Shadow to Fear Dead from Gold Fever The Snake that Escaped Why the Hounds Were Weary The Slow-Mail Puzzle

10–15 22–27 34–39 52–57 58–63 70–75 76–81 82–87 88–93 94–99 100–105 106–111 112–117 118–123 124–129 148–153 154–159

Craft and Structure

Standard 4: RI .5 .4 . Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area .

all passages

Integration of Knowledge and Ideas

Standard 8: RI .5 .8 . Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s) .

The See-Through Frog Can’t Vote, but Running! Counterfeit Money Warm as Pizza! What the Overalls Told The Town Under the Ground Slave on the Expedition A Hole in Your Hand The Day a Language Died A Shadow to Fear Dead from Gold Fever Why the Hounds Were Weary The Slow-Mail Puzzle

22–27 28–33 34–39 52–57 58–63 70–75 76–81 82–87 106–111 112–117 118–123 148–153 154–159

Range of Reading and Level of Text Complexity

Standard 10: RI .5 .10 . By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently .

all passages


In the eighth inning of Game 1 of the 1954 World Series, the score was tied 2-2 . The New York Giants were in the field, and the Cleveland Indians were at bat . With two men already on base, the Indians’ Vic Wertz hit a fly ball deep into center field . As it soared through the air, no one thought the ball could be caught . It seemed to be going too far too fast, so the Indians would score and take the lead in the game .

One man sprang into action . Turning his back on the infield, the centerfielder ran toward the outfield fence as fast as he could . He ran toward the deepest part of center field—nearly 440 feet (134 meters) from home plate . Still running, he took a quick glance back, raised his mitt, and caught the ball as it was flying over his shoulder!

As soon as he had caught the ball, the man spun around and threw the ball into the infield . His actions were so quick that the runners on base never had a chance to score! The Giants won the World Series that year . Many people say it was due to the play now known simply as “The Catch .”

Who was this player who made the impossible catch? He was Willie Mays . Willie played baseball for 22 seasons . In his first six games in the major leagues, he had only 1 hit after 26 times at bat! Good thing he didn’t give up, because by the end of his career, Willie had a total of 3,283 hits . He also scored 2,062 runs and hit 660 home runs .

An Impossible Catch

Unit 7 Nonfiction


Mr . McCormick said, “Class, why does it take longer to run from second base to third base than it takes to run from first base to second base?”

Mr . McCormick’s eyes twinkled as he looked at his students . “Don’t look so worried,” he said . “It’s a joke! The answer is, ‘Because there’s a short stop between second and third .’”

After the class stopped laughing, Mr . McCormick said, “I wanted you to laugh because being in a good humor fits the person I’ll be discussing . Willie Mays was a baseball player whose nickname was ‘The Say Hey Kid .’ Willie’s nickname came about because Willie always greeted his teammates with a friendly ‘Say hey .’ Willie was a skillful player, but there was something extra he added to a baseball team . He made it fun to play, and his pleasure in participating rubbed off on other players .

“One manager from an opposing team once said how Willie could help a team . He did not mention Willie’s hitting, running, or throwing skills . Instead, he mentioned Willie’s attitude . He said Willie could help a team ‘just by riding on the bus with them .’”

“Say hey!” said Andrew . “Two baseball teams played a game . How was it possible that one team won without a man touching home base?”

“They were all-girl teams,” replied Danielle, giggling .

“Now that we are all in a good humor, it’s time for math,” said Mr . McCormick .

“We’re ready to participate and have fun!” replied the students . “Say hey!”

The Right Attitude

Unit 7 Fiction


Show What You Know (cont.)

Unit 7 Questions

6. Find the player that shows the position Willie Mays was in when he made “The Catch.” Circle the letter next to that player.

7. List in order what happens in “The Right Attitude.” Use the numbers 1 to 5. Put “1” by what happened first. Put “5” by what happened last.

_____ Andrew tells a joke .

_____ Mr . McCormick tells a joke .

_____ Mr . McCormick talks about Willie Mays’ attitude .

_____ Mr . McCormick says that it is time for math .

_____ Mr . McCormick talks about Willie Mays’ nickname .

Write three or more sentences that tell what each story is about.

8. “An Impossible Catch”

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9. “The Right Attitude”

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10. Do you think one person’s attitude can change how other people feel? Write one paragraph or more telling why you think so. You may choose to use an example from your own life or someone else’s life if you want. (Use a separate piece of paper.)

A B

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