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GRADE
Week-by-Week Homework:
Reading Comprehension
MARY ROSE
with contributing author Margaret S. Gentile
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NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY
MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES
Week-by-Week Homework: Reading Comprehension (Grade 1)
© Mary Rose, Scholastic Inc.
Acknowledgments: My special thanks to the people at Scholastic Teaching Resources
who made this series of books possible, especially Virginia Dooley, Mela Ottaiano, and Sarah Glasscock
Dedication: To Tom Rose, my ever-patient, loving, and helpful husband
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for
classroom use. Purchase of this book entitles use of reproducibles by one teacher for one classroom
only. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without written permission of the publisher. For information regarding permission,
write to Scholastic Inc., 557 Broadway, New York, NY 10012-3999.
Photos ©: 41: C. Allan Morgan/Getty Images; 59: monkeybusinessimages/iStockphoto; 61: rjp85/

iStockphoto; 64 left, right: babyblueut/iStockphoto; 66: scyther5/iStockphoto; 69 right: PCN
Photography/Alamy Images; 69 left: CSA-Images/iStockphoto; 71: NASA/Getty Images; 74: Science &
Society Picture Library/Getty Images; 76: Hulton-Deutsch Collection/Corbis Images; 79 bottom left:
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84: CathyKeifer/iStockphoto; 87: PaulTessier/iStockphoto; 90: JeremyRichards/iStockphoto;
93: diephosi/iStockphoto; 94: bo1982/iStockphoto.
Text credits: “Winning,” p. 35, “Bicycles,” p. 76 , and

“One Leaf and Many Leaves,” p. 82 by Margaret S. Gentile
Cover design: Tannaz Fassihi
Cover illustration: Patrick George
Interior design: Melinda Belter
Illustrations: Margeaux Lucas
Editor: Sarah Glasscock
Copy editor: David Klein
ISBN: 978-0-545-66885-9
Copyright © 2016 by Mary Rose
All rights reserved.
Printed in the U.S.A.
First printing, January 2016.
1 2 3 4 5 6 7 8 9 10 40 21 20 19 18 17 16
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
LITERARY TEXT ASSIGNMENTS

Key Ideas and Details
RL.1.1 Ask and answer questions about key details in a text.
1 Jack the Squirrel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2 The Balloon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
RL.1.2 Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
3 Jack Looks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
4 The Missing Fire Truck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
RL.1.3 Describe characters, settings, and major events in a story, using key details.
5 Jack Sees a Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
6 Aunt Max . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Craft and Structure

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
7 Jack Gets a Surprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
8 Winning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
RL.1.5 Explain major differences between books that tell stories and books that
give information, drawing on a wide reading of a range of text types.
9 Jack and Bob Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
10 The Pack Rats at Home/Real Pack Rats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
RL.1.6 Identify who is telling the story at various points in a text.
11 Magic Glasses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
12 The Elves and the Shoemaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Integration of Knowledge and Ideas

RL.1.7 Use illustrations and details in a story to describe its characters, setting,
or events.
13 Something New . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
14 Party in the Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
(RL.1.8 not applicable to literature)
RL.1.9 Compare and contrast the adventures and experiences of characters
in stories.
15 Something Big! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
16 Slow and Steady . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
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INFORMATIONAL TEXT ASSIGNMENTS
Key Ideas and Details
RI.1.1 Ask and answer questions about key details in a text.
17 Yo-Yo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
18 Colors in a Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
RI.1.2 Identify the main topic and retell key details of a text.
19 A Penny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
20 Conrad’s Rock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
21 Running Shoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
22 Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Craft and Structure

RI.1.4 Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
23 Aeronauts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
24 Bicycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
RI.1.5 Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information
in a text.
25 Feathers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
RI.1.6 Distinguish between information provided by pictures or other illustrations
and information provided by the words in a text.
26 One Leaf and Many Leaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
27 I Like Spiders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Integration of Knowledge and Ideas

RI.1.7 Use the illustrations and details in a text to describe its key ideas.
28 Burrowing Owls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
RI.1.8 Identify the reasons an author gives to support points in a text.
29 The Dirt on Dirt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
RI.1.9 Identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures).
30 Dandelions/Poof! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Yearly Assignment Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
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Introduction
A Note From the Author

Homework can be a valuable link between what you do in the classroom
and the parents you serve, but many parents say they struggle to make
the most of homework time. According to a 2014 survey conducted by the
National Center for Families Learning (NCFL), 60% of parents struggle
to help with their children’s homework assignments (NCFL, 2014). The
biggest challenges to helping their children with homework was a lack of
understanding about the subject and time.
Your efforts in planning and assigning homework can make a
significant impact in empowering parents to be teaching partners.
The simple process used in this series of week-by-week assignments
establishes an effective routine that can enrich a family’s experience with
reading. Just imagine the cumulative effect of a child having this type of
support from grades 1–6; the weekly minutes add up to hours of added
involvement and growth in reading skills. And it can all happen in two
chairs at the kitchen table or on the living room couch. As an educator,
you have the unique opportunity to invite both students and parents to
learn and grow.
I always welcome your feedback at marycrose@mac.com.
Mary Rose
How to Use This Book

This book has been carefully written to be a homework book—a link between you
and the families of your students to bridge the gap between school and home. The
passages in this book are correlated to the Common Core State Standards (CCSS).
The passages and sets of questions will provide children with weekly practice
in a particular reading skill correlated to the CCSS. The passages and questions
might be slightly easier than those you are presenting in your classroom, but that
is intentional. We want children to experience success as they practice the skills
they’ve learned.
The book is divided into two parts: literary texts and informational texts. I
suggest you begin with the easiest passages in the literary text section. This will
provide children with read-aloud practice and teach them how to answer questions
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5 © Mary Rose, Scholastic Inc.
relating to the text. A chart showing the order in which to teach the passages appears
on page 13. This order is based on the Lexile measure of each passage. The Lexile
measure of a text is based only on word frequency and sentence length, not content.
Most standards have more than one passage. This allows you to teach a
particular lesson to your whole class, and then assign different homework lessons
based on the reading ability of your individual students. It also enables you to return
to skills you have already taught and review them
Welcome Letter
later in the school year, and to assign more difficult Dear Family,
Welcome Letter
pages as children’s reading ability progresses. I would like to ask for your assistance in helping your child become a
better reader. All you have to do is complete a weekly reading homework
Improving
assignment with your child. Each week your child will bring home a short Your Child’s Reading Skills
These
assignment: one read-aloud passage, a set of questions guidelines
about will help you know when and how to assist your child as he or she
the passage,
Here’s a brief overview of the structure of reads

and a letter with information and tips for you. Please aloud
listen to you
to your childand then answers the questions.
read
Read the questions with (or to) your child before he or she reads aloud the
the passage aloud. I encourage you to help with any difficult words. Then read
passage. This simple step will give your child a sense of what the passage is about, tools
the questions out loud to your child. Most of the time, I would like your child
with which to tackle unfamiliar names or words, and a purpose for reading. This reading
to answer the questions in his or her own writing, but on some of the longer
an assignment: doing the assignments and helping your child improve

will also trigger your child’s background knowledge of the passage’s topic.
selections, you are welcome to do the writing yourself.Study
A set of
his or her
information
theguidelines
passage’s
reading
to set
fortitle and illustrations next. These will provide even more
skills for reading and help your child establish a context for
the stage
is attached. words in the passage that may have more than one meaning. For instance, a bass in a
Each lesson is specifically designed to reinforcesymphony
a readingisstandard
very different
that from a bass in a lake.
Do not immediately correct your child’s reading error. If your child makes an error,
The WELCOME LETTER to families introduces

your child has already learned in class.
let him or her read to the end of the sentence. Most of the time, your child will realize that
You will have all week to help your child complete this assignment, and
what was said aloud does not make sense and will self-correct.
he or she will get credit for doing the work. Please complete the bottom of the
If your child pauses at a word, count slowly to five. Then try one of these steps:
page with your signature and your child’s signature to show
make that your of
the sound(s) child
the first letter, refer to the illustration, or point out the word if it
the concept behind this type of homework. At has completed the assignment. appears earlier in the text—including a different form of the word, such as swim and
swam. If your
Please contact me if you have any questions concerning child stillThe
this project. cannot read the word, say it.
Allow your child to circle
first lesson is attached and is due back by ______________________________ . or highlight words or phrases in the questions and then
Thanks for your help in making your child the bestfind thehe
reader same word
or she canor
be!phrase in the passage. Marking the text will help reinforce the
the beginning of the school year, make a copy of Sincerely,

idea that the answers to the questions are right there in the passage.
Help your child write the answers to the questions. As the year progresses,
encourage him or her to take on more of the writing.
Some questions may require more discussion and rereading. The skills covered by
this letter on pages 14–15 for each child to take

_________________________________________
these assignments vary greatly. Some are simple recall of the facts (literal questions), and
Your child’s teacher
some require your child to “read between the lines” and make inferences.
Provide extra help in certain situations. A variety of factors may affect your child’s
ability to complete an assignment. For example, if your child has been ill or is particularly
home. This letter also includes suggestions about Literary Texts

Teacher Talk
tired or over-stressed, step in with more guidance.
Ask me to adjust assignments. Each assignment should be appropriate for your child
at a specific time in the school year. Contact me if you have to help your child read more
than halfWeek-by-Week
the words in aReading
Homework: passage, so I(Grade
Comprehension can1) assign homework that better fits your child’s
skill level. If your child breezes through every assignment, let me know so I can send
how families can help their children improve their home a more difficult assignment.
A gradual build-up of skills -
There are two passages for this standard.
KEY IDEAS AND DETAILS
The first literary passage, “Jack the Squirrel,”
reading skills. introduces the recurring main character of Jack

the squirrel. The poem, “The Balloon,” should
be assigned much later in the school year
because of its complexity. Be sure to check the
15
RL.1.1 Ask and answer questions
about key details in a text.
chart on page 13 for the best order to assign

the passages.
Each assignment begins with a TEACHER TALK page. A history lesson

When I started my teaching career, teachers of first-grade students were usually
paid more money than other teachers. That is because administrators knew that
teaching students to read was the most important job in all the school system. It has
More information on the standard appears here, along always been the first-grade teacher who lays the foundation for all other learning
throughout a child’s life.
Conversational questioning
Parents and teachers hope that reading brings great pleasure to children and that
with suggestions and tips for applying it. they experience the joy of learning about the world around them. In working with
this standard, use conversational questioning to aid children in identifying the key
details in the text. For example, you might ask questions such as, Did you like
that story? What did you like (or not like) about it? What part did you think was funny
(or scary, silly, or exciting)? Did you think it was funny (or scary, silly, or exciting)
when . . . ? Who was your favorite character? What did you like about this character?
The FAMILY LETTER WITH QUESTIONS page

During the day, help children read some stories just for the joy of reading—
for the fun of making sense of the words—without asking questions, assigning
worksheets, or doing any follow-up. This will encourage children to appreciate
reading, and they will become far better at answering the critical questions you do
ask about what they have read.
begins with a short note about the passage that

gives directions and suggestions about how families 1
Family Letter
With Questions Please send this assignment back to school by ____________ .
(date)
can help their children before, during, and after Dear Family,
Standard: Ask and answer questions about key details in
a text.
16
In this story, every sentence begins with “Jack,” the main character’s name. Remind your
reading. Following the note is a series of questions to child to look at the illustration for details about what is happening in the story. If a word is
unfamiliar, ask him or her to focus on the beginning letter of that word.
Read the questions below with your child first. Then ask him or her to read the passage
aloud. After the read-aloud, ask the questions below about some key details in the text. Help
complete after reading the passage. At the back of the your child write one or two words to answer each question. Encourage him or her to refer to the
story to make sure words are spelled correctly.
book is an answer key for the questions. The child Ask your child to read the passage aloud. Then answer these questions
together. When you finish, sign below.
1. What is the squirrel’s name? _________________________________________
and a family member sign the bottom of the page to 2. What are three things the squirrel can do?
___________________________________________________________________
indicate they completed the assignment together. The ___________________________________________________________________
___________________________________________________________________
child returns this page to you for grading. Additional Literary Text
3. What does the squirrel do last? ______________________________________
1 Read-Aloud Name
___________________________________________________________________
Date
information on the page identifies the standard, and We completed this homework assignment together.
Jack the Squirrel
____________________________________ ____________________________________
there is space to write the date on which the child (child’s signature)
17
(family member’s signature)
JackWeek-by-Week
is a squirrel.
Homework: Reading Comprehension (Grade 1)
Jack can play.
will return the completed assignment. Jack can run.
Jack can look up.

Jack can jump.
The READ-ALOUD page includes a passage for children Jack can sleep.
to read aloud to a family member.

Note that Standard 10 is not addressed in a particular
assignment, but doing these homework assignments will
certainly help children work toward the goal of that standard,
reading grade-level texts independently by the end of the year. 18
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Cycling through an assignment
Each week, select one read-aloud passage to assign for reading homework. I suggest
the following procedure:
Assign a graded homework assignment on Monday and ask for it to be returned
by Friday. On the following Monday, call small groups together to discuss the
work. Review the skill, focusing on words and questions that presented difficulty.
If there is a natural connection between the assignment and the next one, share it
with children. Then, hand out the new assignment. Take a few moments to discuss
the topic of the passage, pointing out difficult words and reviewing the standard.
Depending on children’s skill level, you might even have them read the passage in
small groups before sending the assignment home.
Grading and monitoring homework assignments

The easiest way to grade these assignments is to give whole credit, half credit, or
no credit. This simplified grading system is designed to meet the broad range of
assistance that families provide to their children. Some family members assist by
writing down the answers for a child; others will allow the child to write his or
her own answers; still others will let a child work until every letter in the answer
is correct. Some children can complete their homework with no assistance at all;
others need a bit of gentle assistance. Be sure to emphasize this point when you meet
with families for conferences. Help each family establish reasonable expectations
related to their child’s abilities. Revisit this issue as the school year progresses,
emphasizing that the goal is for families to gradually offer less assistance as children
gain confidence and skills in reading.
Also, when you communicate with a family, check to see how long it is taking
the child to complete a homework assignment. If it takes longer than 20 minutes,
the passages are too difficult for that child. If it takes less than 5 minutes, they are
too easy. Differentiate the assignments for children by assigning easier or more
difficult passages in this book. If the lessons are still too easy, you may want to use
assignments from the grade 2 book in this series.
Using a passage with more than one standard

Almost any passage in this book can be correlated to several standards. Most
passages can be used for a lesson on main idea, retelling, or finding unfamiliar
vocabulary words. However, you don’t want to overdo it, so just choose one other
standard to address and keep the lesson short and sweet.
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Meeting the Standards
The CCSS reading standards for literature and informational text are grouped under
the umbrella of the College and Career Readiness Anchor Standards (CCR) for
Reading. The chart below lists these anchor standards for grades K–5.
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of
a text.
CRAFT AND STRUCTURE
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning
or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions
of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
INTEGRATION OF KNOWLEDGE AND IDEAS
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge
or to compare the approaches the authors take.
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
10. Read and comprehend complex literary and informational texts independently and proficiently.
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The Value of Reading Aloud the Passages
Reading aloud is the best way to improve reading comprehension and fluency. Every
passage in this book should be read aloud by a child to an adult for several reasons.
Many families think their child reads at a much higher level than he or she actually
does. Listening as a child reads aloud each week helps families develop a realistic
understanding of his or her reading skills. As the school year progresses and the
assignments become more difficult, families will be able to see the advances their
children are making.
Classroom Strategies for Maximizing Read-Aloud Experiences

The following classroom strategies are aimed at augmenting read-aloud time
effectively. They will help you avoid round-robin reading and reach struggling readers.
1. Reread familiar passages.

You can read a passage aloud one day and have children reread it aloud the
following day. During the second reading, children will read more confidently
because they understand the concept of the text and will know previously
unfamiliar words.
2. Read old favorites.

Remember when you were young (or perhaps when your own children were
young), and the best thing about reading was hearing the same stories over
and over again? Children often get more out of a story the second or third time
they hear it. Once a text becomes familiar, even struggling readers feel less self-
conscious about reading aloud. When children are reading an old favorite, they
tend to read more fluently.
3. Assign special pages the day before children read them.

In this variation on round-robin reading, you assign each child one page to read
aloud the next day. This allows time for the child to focus on perfecting reading
rate and vocal inflection at home, so they will be fluent when they read in front
of the class.
4. Introduce choral reading.

This is a particularly effective strategy for reading poetry. Try a variety of
poems—funny ones, poems that tell a story, have a delightful rhythm, are read in
two parts, or have a deep meaning. Read the poem several times to help children
feel its rhyme and get a sense of its meaning.
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5. Do paired reading.
In this technique, children read together in pairs or groups of three, scattered
around the classroom. This activity is effective with both fiction and nonfiction.
It fosters an environment in which students help one another understand more
complicated words and concepts.
6. Read plays.
Assign roles for a play to children at least a day in advance. This allows children
to practice their part until their reading flows fluently, and they feel comfortable
with voice inflections and word meanings. Children also tend to pay extra
attention when reading plays because they want to be ready when their turn to
read comes.
7. Have children read their writing aloud to the class.

Build students’ confidence by giving them time to read their own essays, reports,
or stories aloud to the rest of the class. You can also gauge their listening skills by
the kinds of questions they ask in response to hearing their peers read aloud.
z
Why Silent Reading Is Not Enough
As young readers build their skills, we might be •฀฀Silent฀reading฀may฀perpetuate฀children’s฀mis-
tempted to allow them to complete more and more pronunciation of words, which hampers their
reading assignments with silent reading. Sustained, comprehension of the text. When you hear children
silent reading is highly effective in developing chil- mispronounce words, use it as an opportunity to
dren’s reading ability and increasing motivation, and help them connect written and spoken words.
children do develop their reading skills by reading. •฀฀Silent฀reading฀does฀not฀teach฀children฀to฀read฀with฀
As discussed below, silent reading has its draw- expression, use voice inflections, or adjust their
backs, so it’s important to make sure children are rate of reading to reflect the content. Nor does it
applying strategies to help them comprehend the text offer any information about the child’s awareness
they’re reading. of punctuation. When reading independently, many
•฀฀Silent฀reading฀allows฀children฀to฀skip฀words฀they฀ young readers may fail to pause for commas or
do not know. Skipping unfamiliar words is often quotation marks or stop for periods, which can im-
taught as an effective reading strategy, and indeed pede their ability to make the meaning of the text.
it can be. But it is only a good strategy if children •฀฀Silent฀reading฀does฀not฀give฀children฀the฀oppor-
reread the entire sentence and try to figure out the tunity to listen to themselves as they read. When
unknown word through context or syntactic clues. children listen to themselves reading aloud, they
We cannot tell if children are rereading for mean- learn to correct their errors and ensure that what
ing when they are reading silently. Good readers they read makes sense.
may reread, but struggling readers, who need to
do so the most, often may not.
englishtips.org
How to Simplify Your Homework Routine
The tips below will simplify yet strengthen your routine for the homework
assignments in this book, as well as all the other homework you assign.
Homework assignments should ask children to practice skills

they have already mastered.
If you’re studying contractions in class today, then send home an assignment about
rhyming words or another skill they learned a month ago.
Let parents have some authority over homework assignments.

Passing out homework assignments on Mondays and having students return their
completed work by Friday of that week is a flexible and effective approach. Some
children may return triumphantly on Tuesday, having completed all the assignments
in one night. Others may do one assignment each night. Some families may work
on reading on Mondays, math on Tuesdays, and so on. Whichever scenario applies,
this framework gives families control over how an assignment is completed, allowing
them to schedule the work around activities of importance—scouting, sports, music,
and the like—and still get the homework done on time.
Assign appropriate homework.

A “one-size-fits-all” assignment is not the best solution for a classroom of children
with a wide range of skills. To differentiate your student’s assignments, label a
pocket folder or large manila envelope for each student. Fill the folder or envelope
with the homework assignment that matches each student’s skill set. Have children
turn in their folders or envelopes to you for grading.
Consider purchasing books in this series for a variety of grade levels so you can
assign pages on the same standard based on the levels of all your children.
Give the appropriate amount of homework.

A general guideline is for children to have 10 minutes per night of homework per
grade level. Thus, a first grader should get 10 minutes of work a night; a student in
fourth grade should get 40 minutes of work a night.
In a typical week, your children should have one reading assignment, one math
assignment, and one in science, social studies, writing, or grammar. You might also
have them keep a log of what they are reading and how much time they spend on
reading. Rather than producing a class chart listing the number of books children
have read, which may encourage competition and exaggeration, creating individual
reading logs enable you to communicate with families about the types and levels of
books children choose, how much time children spend on reading, and even how
many words the child has to look up.
englishtips.org
Grade homework fairly and effectively.
Families vary widely in how much assistance they provide, so rather than grading
every word of every page, try giving “whole credit,” “half credit” and “no credit”
for assignments. You can quickly scan the completed work to see if children got the
main idea of the lesson and grade accordingly: a check mark, a check minus, or an
X. If a student clearly missed the point of the lesson, hold a mini-conference with
him or her and allow for a “do-over.”
It’s also important to consider the number of homework pages a child has
completed when you are deciding on a grade. Determine a total homework grade for
that period and count it as if it were a score on a major test.
Document the standards you have covered.

Your districts may require you to document the standards you have taught in each
subject, or you may want to record that information on your own. A chart for
recording information about the homework you assign appears on page 96. You
can use it to mark the date on which you sent home an assignment and make notes
about the effectiveness of the assignment—especially important when you have a
range of different abilities in your classroom.
y
Explore Scholastic’s Storia website at www.scholastic.com/storia-school. Two thousand
leveled eBooks—both fiction and informational texts—are available for downloading by
subscription from this site. Also explore the Scholastic classroom magazines website at
http://classroommagazines.scholastic.com for literary and informational text passages
to share with children.
englishtips.org
✄eaching Order of Passages
Primary
Title Page Text Type Lexile Level
Standard
Jack the Squirrel 18 Literary RL.1.1 -70
Jack Looks 23 Literary RL.1.2 -30
Jack Sees a Friend 28 Literary RL.1.3 50
Jack Gets a Surprise 33 Literary RL.1.4 90
Jack and Bob Play 38 Literary RL.1.5 120
Something New 49 Literary RL.1.7 150
Something Big! 54 Literary RL.1.9 160
A Penny 64 Informational RI.1.2 180
Slow and Steady 56 Literary RL.1.9 190
Yo-Yo 59 Informational RI.1.1 190
The Dirt on Dirt 90 Informational RI.1.8 200*
Magic Glasses 44 Literary RL.1.6 210
Party in the Park 51 Literary RL.1.7 250
One Leaf and Many Leaves 82 Informational RI.1.6 250
The Missing Fire Truck 25 Literary RL.1.2 260
Feathers 79 Informational RI.1.5 260
Running Shoes 69 Informational RI.1.3 270
Burrowing Owls 87 Informational RI.1.7 270
Dandelions/Poof 93, 94 Informational RI.1.9 280/100*
Conrad’s Rocks 66 Informational RI.1.2 290
Neil 71 Informational RI.1.3 290
Winning 35 Literary RL.1.4 300*
I Like Spiders 84 Informational RI.1.6 310
Aunt Max 30 Literary RL.1.3 330
Colors in a Box 61 Informational RI.1.1 330
Aeronauts 74 Informational RI.1.4 380
The Elves and the Shoemaker 46 Literary RL.1.6 390
The Balloon 20 Literary RL.1.1 410
Bicycles 76 Informational RI.1.4 410
The Pack Rats at Home/Real Pack Rats 40, 41 Literary/Informational RL.1.5 490/380
* Lexile levels for poems are estimates.
englishtips.org
Welcome Letter
Dear Family,
I would like to ask for your assistance in helping your child become a
better reader. All you have to do is complete a weekly reading homework
assignment with your child. Each week your child will bring home a short
assignment: one read-aloud passage, a set of questions about the passage,
and a letter with information and tips for you. Please listen to your child read
the passage aloud. I encourage you to help with any difficult words. Then read
the questions out loud to your child. Most of the time, I would like your child
to answer the questions in his or her own writing, but on some of the longer
selections, you are welcome to do the writing yourself. A set of guidelines for
doing the assignments and helping your child improve his or her reading skills
is attached.
Each lesson is specifically designed to reinforce a reading standard that
your child has already learned in class.
You will have all week to help your child complete this assignment, and
he or she will get credit for doing the work. Please complete the bottom of the
page with your signature and your child’s signature to show that your child
has completed the assignment.
Please contact me if you have any questions concerning this project. The
first lesson is attached and is due back by ______________________________ .
Thanks for your help in making your child the best reader he or she can be!
Sincerely,
_________________________________________
Your child’s teacher
englishtips.org
Welcome Letter
Improving Your Child’s Reading Skills

These guidelines will help you know when and how to assist your child as he or she
reads aloud to you and then answers the questions.
Read the questions with (or to) your child before he or she reads aloud the
passage. This simple step will give your child a sense of what the passage is about, tools
with which to tackle unfamiliar names or words, and a purpose for reading. This reading
will also trigger your child’s background knowledge of the passage’s topic.
Study the passage’s title and illustrations next. These will provide even more
information to set the stage for reading and help your child establish a context for
words in the passage that may have more than one meaning. For instance, a bass in a
symphony is very different from a bass in a lake.
Do not immediately correct your child’s reading error. If your child makes an error,
let him or her read to the end of the sentence. Most of the time, your child will realize that
what was said aloud does not make sense and will self-correct.
If your child pauses at a word, count slowly to five. Then try one of these steps:
make the sound(s) of the first letter, refer to the illustration, or point out the word if it
appears earlier in the text—including a different form of the word, such as swim and
swam. If your child still cannot read the word, say it.
Allow your child to circle or highlight words or phrases in the questions and then
find the same word or phrase in the passage. Marking the text will help reinforce the
idea that the answers to the questions are right there in the passage.
Help your child write the answers to the questions. As the year progresses,
encourage him or her to take on more of the writing.
Some questions may require more discussion and rereading. The skills covered by
these assignments vary greatly. Some are simple recall of the facts (literal questions), and
some require your child to “read between the lines” and make inferences.
Provide extra help in certain situations. A variety of factors may affect your child’s
ability to complete an assignment. For example, if your child has been ill or is particularly
tired or over-stressed, step in with more guidance.
Ask me to adjust assignments. Each assignment should be appropriate for your child
at a specific time in the school year. Contact me if you have to help your child read more
than half the words in a passage, so I can assign homework that better fits your child’s
skill level. If your child breezes through every assignment, let me know so I can send
home a more difficult assignment.
englishtips.org
Literary Texts
Teacher Talk
A gradual build-up of skills

There are two passages for this standard.
-
✓ ✟ IDEAS AND DETAILS
The first literary passage, “Jack the Squirrel,”
introduces the recurring main character of Jack RL.1.1 Ask and answer questions
the squirrel. The poem, “The Balloon,” should about key details in a text.
be assigned much later in the school year
because of its complexity. Be sure to check the
chart on page 13 for the best order to assign
the passages.
A history lesson
When I started my teaching career, teachers of first-grade students were usually
paid more money than other teachers. That is because administrators knew that
teaching students to read was the most important job in all the school system. It has
always been the first-grade teacher who lays the foundation for all other learning
throughout a child’s life.
Conversational questioning
Parents and teachers hope that reading brings great pleasure to children and that
they experience the joy of learning about the world around them. In working with
this standard, use conversational questioning to aid children in identifying the key
details in the text. For example, you might ask questions such as, Did you like
that story? What did you like (or not like) about it? What part did you think was funny
(or scary, silly, or exciting)? Did you think it was funny (or scary, silly, or exciting)
when . . . ? Who was your favorite character? What did you like about this character?
During the day, help children read some stories just for the joy of reading—
for the fun of making sense of the words—without asking questions, assigning
worksheets, or doing any follow-up. This will encourage children to appreciate
reading, and they will become far better at answering the critical questions you do
ask about what they have read.
englishtips.org
Family Letter
1 With Questions Please send this assignment back to school by ____________
(date)
.

a text.
Dear Family,
In this story, every sentence begins with “Jack,” the main character’s name. Remind your
child to look at the illustration for details about what is happening in the story. If a word is
unfamiliar, ask him or her to focus on the beginning letter of that word.
Read the questions below with your child first. Then ask him or her to read the passage
aloud. After the read-aloud, ask the questions below about some key details in the text. Help
your child write one or two words to answer each question. Encourage him or her to refer to the
story to make sure words are spelled correctly.
Ask your child to read the passage aloud. Then answer these questions
1. What is the squirrel’s name? _________________________________________
2. What are three things the squirrel can do?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What does the squirrel do last? ______________________________________
___________________________________________________________________
We completed this homework assignment together.
____________________________________ ____________________________________
(child’s signature) (family member’s signature)
englishtips.org
Literary Text
1 Read-Aloud Name Date
Jack the Squirrel
Jack is a squirrel.
Jack can play.
Jack can run.
Jack can look up.

Jack can jump.
Jack can sleep.
englishtips.org
Family Letter
(date)
.

a text.
Dear Family,
“The Balloon” is a narrative poem. It tells a story. Although the poem rhymes, make sure
your child stops at each period instead of stopping at the end of each line. The poem, like
almost all poetry, is best read out loud, and is easier to understand on a second reading.
Please help your child read through the poem twice to grasp how hard the boy tries to save the
balloon. Your child will also have to use what he or she knows about roses—and their thorns—
to figure out what happens to the balloon in the end.
To connect the passage to your child’s life, talk about a time he or she might have had a
similar experience with a balloon.
1. What does the boy do to make sure the balloon is safe? ___________________
___________________________________________________________________
2. What happened to the boy’s other balloons? ____________________________
___________________________________________________________________
3. What happens to this balloon? _______________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
The Balloon
The man at the store

Gave a balloon to me.
“Hold on tight, my boy,
Don’t let it go free.”
I held the string tight,

And the balloon bounced high.
It bobbed and bobbed
And reached for the sky.
I’ll save this balloon,

And I won’t let it fly.
All the others before it
Went up to the sky.
Into the house

I’ll take my prize.
Just past the roses—POP!
GONE! Right before my eyes!
englishtips.org
Teacher Talk
Retelling a story
When you ask beginning readers to retell a
-
✁EY IDEAS AND DETAILS
familiar story, they may not know what you
mean. To familiarize them with the process RL.1.2 Retell stories, including
of retelling events, provide a simple, child- key details, and demonstrate
friendly framework: Ask what the character is understanding of their central
doing before the exciting part. Then identify the message or lesson.
exciting part. Next, ask what the character is
doing after the exciting part. Teach students to
always look for these three divisions in a story. (For example, in “Jack Looks,” at first
Jack is running and playing; the exciting part is when Jack gets scared because he
sees himself; after that, Jack runs back up the tree.)
Finding the central message

Questions about the central message of a story often present a challenge to
beginning readers, who are just learning to decode and make sense of simple texts.
But even a very simple story such as “Jack Looks” can have a message, which is the
author’s purpose for writing the story. Help children identify the passage’s central
message by asking why Jack is scared or why he runs back up the tree. Guide them
to see that even though the author does not explicitly say so, readers know that Jack
is afraid of his own reflection.
An implicit message appears in almost all literary texts. For example, in “The
Missing Fire Truck,” there are no words announcing, “The central message of this
story is . . .” Instead readers must deduce that the main character has misjudged
his friend.
To get children to understand a story’s message, have them apply the story to
their own lives. For “The Missing Fire Truck,” ask them questions such as, Did you
ever lose something? Did you think someone had taken it? Did you find it? Were you
ever wrong about another person? You may be surprised by the variety of messages
children identify in a text. For example, some may say the message of “The Missing
Fire Truck” is that Hattie should have asked before playing with the truck.
Test tip
Test writers use terms such as main idea, focus, subject, topic, and key ideas
interchangeably, making questions about the central message or lesson of a story
very confusing for young readers. For more information on questioning techniques
for grade-one students, see the “Conversational questioning” section on page 16.
englishtips.org
Family Letter
(date)
.
Standard: Retell stories, including key details, and

demonstrate understanding of their central message
or lesson.
Dear Family,
The illustration in the story “Jack Looks” is important, so talk about it before your child reads
the story to you. The story asks the reader to infer, or figure out, why a character acts the way
he does. There is no right or wrong response; accept and write down any reasonable answer
your child gives.
Because your child is a beginning reader, encourage him or her to point to every word as
it is read. If your child has difficulty with this story, read it aloud first and then offer help as your
child reads it aloud to you. As you answer the questions together, return to the illustration in the
passage to assist your child in identifying key details.
1. Where does Jack go? ________________________________________________
___________________________________________________________________
2. What does Jack see? ________________________________________________
___________________________________________________________________
3. Why does Jack run in the end? ________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Jack Looks
Jack is a squirrel.
He runs and runs.
Jack runs and plays.
Jack runs to the water.

He looks down.
What does he see?
Jack looks and looks.
Jack runs and runs.

He runs up the tree.
Jack sleeps.
englishtips.org
Family Letter
(date)
.
Standard: Retell stories, including key details, and

demonstrate understanding of their central message
or lesson.
Dear Family,
“The Missing Fire Truck” is more than a story about a missing toy. The central message here
is about jumping to conclusions. While you may not use those words with your child, you can
point out what happens when the main character falsely accuses his best friend of theft.
As you read the questions below, help your child go back to the story to locate the key details
that answer each one. (To help answer the first question, for example, you could ask your child
to circle the words “fire truck” in the first paragraph.) Guide your child to circle other key details in
the text to reinforce the idea that answers to questions can often be found directly in the text.
Ask your child to read the passage aloud. Then answer the questions
1. What toy is David missing? __________________________________________
2. How does David act when he thinks Wilson has taken his truck? ____________
___________________________________________________________________
3. How does David feel when he finds out Wilson has not taken the truck?
___________________________________________________________________
How do you know? _________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
The Missing Fire Truck

David looked in his toy box. He looked under the chair. He looked
under the table. He looked under the chair again. Wilson had stolen
his fire truck. His best friend had stolen his fire truck!
Yesterday, he and Wilson had been playing with the fire truck.
They were being firefighters. Wilson must have stuffed the truck into
his backpack. He loved David’s fire truck.
Mom came into the room. “David! What’s wrong?” she asked.
“Wilson took my fire truck,” David replied.
“I don’t think Wilson would do something like that,” she said.
David didn’t say anything. He kicked a chair.
The next morning, David didn’t sit
with Wilson on the bus. He didn’t sit
with Wilson at lunch. He didn’t play with
Wilson at recess.
After school, Mom met David at the
door. She was holding the fire truck.
“Did you go to Wilson’s house? Did his mom give it back to you?”
David asked.
“No. Wilson didn’t steal your truck. Hattie had it,” Mom replied.
“She was playing that her dollhouse was on fire.”
David turned around and ran down the sidewalk.
“Where are you going?” Mom called.
David smiled. “To see Wilson! He’s my best friend!”
englishtips.org
Teacher Talk
Teaching literary elements

You may be the first person to use the terms
-
✂EY IDEAS AND DETAILS
characters, settings, and events with children.
The traditional way to teach new words is to RL.1.3 Describe characters,
present a word, define it, give an example, settings, and major events in a
and then continue to use the word. In story, using key details.
20 years of teaching kindergarten and first
grade, I have found that this is not always the
most effective way of teaching complicated terms. In fact, sometimes the procedure
works better in reverse! Here’s what I mean:
Begin with stories that are familiar to your children (e.g., The Cat in the Hat,
Cinderella, The Three Little Pigs, Shrek). Ask children to name the people and animals
in these stories. Once you’ve listed their responses, talk about the role that each one
plays in the story. Explain that people and animals in the stories we read are called
characters, then give some examples of characters in other stories and continue to
use the word with new stories: “The story today is Goggles by Ezra Jack Keats.
I wonder what characters we’ll meet in this book!”
On another day, do a similar lesson on setting. Ask students to identify where
different stories take place, such as the forest in Little Red Riding Hood and Africa
in The Lion King. Once children understand the concept of setting, explain that the
place where stories happen is called the setting. Make it clear that a story might have
more than one setting.
As the school year progresses, guide children to recognize that setting includes
not just the place where a story happens but also the time frame. It may be the
present, the future, or the past—ranging from long ago to the recent past.
Teaching events is a little more complicated, but the process is the same. Make
sure children know and understand the concept and then present the term. You may
want to talk about the sequence of the day in the classroom—reading time, lunch
time, art class—identifying specific events that occurred at each of those times
(e.g., We read “The Missing Fire Truck.” Joey spilled his milk. Crystal got a prize for
her spelling.)
Describing characters
The passages for this standard are “Jack Sees a Friend” and “Aunt Max.” The
questions for both passages focus on describing characters, but you can extend
practice with these passages by discussing the major events in each story.
englishtips.org
Family Letter
(date)
.
Standard: Describe characters, settings, and major events in

a story, using key details.
Dear Family,
We are now learning about setting (the place where a story takes place) and characters
(the people or animals in a story). Please use these words when you talk with your child about
stories you read at home, such as bedtime stories and stories you see in movies or on TV.
“Jack Sees a Friend” compares and contrasts two characters. Remind your child to use only
the information from the words and picture in the passage to answer the questions and not to
rely on his or her knowledge of these animals.
1. What happens to Jack? ______________________________________________
___________________________________________________________________
___________________________________________________________________
2. How are Jack and Bob the same? _____________________________________
___________________________________________________________________
3. How are Jack and Bob different? ______________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Jack Sees a Friend
Jack looks.
He sees a new friend.
The new friend looks.
He sees Jack.
The friend cannot run up the tree.

The friend cannot eat like Jack.
The friend does not look like Jack.
The friend is not a squirrel.
The new friend is Bob.

Bob is a bunny.
He is not like Jack.
He is a new friend.
Bob and Jack play.
englishtips.org
Family Letter
(date)
.
Standard: Describe characters, settings, and major events in

a story, using key details.
Dear Family,
In this assignment, you’ll meet Aunt Max, a character based on a real person who was
loved by many children—including the author. This passage provides a great beginning
for character analysis, which your child will need to be able to do in the upper grades to
understand why characters behave the way they do. For example, your child should be able to
see the contrast between Aunt Max and the mother in the story and determine why the children
like Aunt Max so much.
Your child will use what we have learned about the literary terms character and event to
answer questions about this passage.
1. Who is the main character in this story? ________________________________
2. What are five words the author uses to describe Aunt Max?
__________________________________________________________________
__________________________________________________________________
3. Name one thing Aunt Max does with the children. _______________________
__________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Aunt Max
We call her Aunt Max. I do not know her real name. She has wild
hair and wire glasses.
Aunt Max is TALL! She is really tall. I can stand on a chair and still
not be as tall as she is. She is even taller than my dad.
Aunt Max is LOUD! She is really loud. When she laughs, the cat
runs and hides. She sings silly songs. My brother and I sing with
her. We all sing. My mom says, “Don’t sing so loud!” Aunt Max
sings louder.
Aunt Max is FUN! She is really fun. She helps us climb trees. My
mom says, “Come down!” Aunt Max says, “Climb higher!” Aunt Max
always helps us down.
Aunt Max is MESSY! She is really messy. She cooks messy stuff
called taffy. My brother and I have to pull it before we can eat it. We
pull and fold and pull and fold. It is like stringy, sweet bubble gum.
My mom makes us pull it outside. Aunt Max lets us lick our fingers.
Aunt Max is LOVING! She is really loving. She gives us big bear
hugs and dog-sloppy kisses. My brother and I love Aunt Max right
back. We think she is the funnest person in our family.
englishtips.org
Teacher Talk
Words describing feelings

and the senses
-
CR✠☎T AND STRUCTURE
Although the first passage for this standard,
RL.1.4 Identify words and phrases
“Jack Gets a Surprise,” is quite short and
in stories or poems that suggest
has a limited vocabulary, it can serve as
feelings or appeal to the senses.
an introduction to the world of words that
represents feelings and/or appeals to the
senses. As children learn to read words like
funny and surprise, they can also learn expressions such as ouch, wow, pop, bam, eek,
and oh no! Encourage your young readers and writers to include these words in their
writing and illustrations. These expressive sensory words add personality to writing
and are easy to spell and fun to write.
In Margaret S. Gentile’s poem, “Winning,” children learn the most basic feeling
words: mad, sad, hurt (so bad), proud, silly, moan, and groan. Since this poem is a
narrative that most children can identify with, they are likely to understand and
identify with these emotions, too. The headings in the poem provide a context for
the stanzas.
To boost children’s vocabulary of sensory words, create two charts for your
room—one listing words related to emotions and one listing words that appeal to the
five senses. Let children add words they encounter in texts to the charts. Displaying
these charts—featuring children’s words in their own handwriting—provides a useful
visual reference during class, one that has extra meaning because children had a
hand in creating the charts. Additionally, each new entry on a chart provides the
opportunity for a mini-lesson and spelling lesson focusing on that word.
Sensory poems
Another easy way to teach sensory words is to write Popcorn
sensory poetry. Start by serving something familiar
I like popcorn
and healthful, such as popcorn, and write a poem
using sensory words that children brainstorm while Small and light.
eating; for example, buttery, small, salty, crunchy, I like popcorn
light, and white. Repeat this activity with apple slices
I could eat it every night.
and descriptive words such as hard, white, red, sweet,
crunchy, juicy, and delicious. A sample poem about I like popcorn,
popcorn appears at the right. In a bowl big and white.
Salty, buttery popcorn

What a crunchy delight!
englishtips.org
Family Letter
(date)
.
Standard: Identify words and phrases in stories or poems

that suggest feelings or appeal to the senses.
Dear Family,
We have recently begun learning words that show feelings or appeal to the senses. In
addition to sensory words, this passage also includes words that may be difficult for your
beginning reader. For example, you may have to help your child read surprise, funny, good, oh,
and ouch. Do not be alarmed if your child has difficulty with the littlest words, such as in, to, go,
is, and the. These little words look alike, so they can be confusing to beginning readers.
Encourage your child to consult the illustration in the passage for clues about what happens
to Jack and how he feels about it. If necessary, identify the surprise as an acorn.
1. What happens to Jack? _______________________________________________
___________________________________________________________________
2. How does Jack feel about what happens? How do you know? _____________
___________________________________________________________________
___________________________________________________________________
3. Why is it a funny day? ________________________________________________
_____________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Jack Gets a Surprise
Jack can run and play.

Jack can go up the tree.
He likes to go up the tree.
He likes to go down.
Jack looks up.

He looks in the tree.
He looks and looks.
Oh! No! Ouch!
A surprise drops from the tree.

Jack eats the surprise.
The surprise is good to eat.
What a funny day!
englishtips.org
Family Letter
(date)
.
Standard: Identify words and phrases in stories or poems

that suggest feelings or appeal to the senses.
Dear Family,
In this poem, readers determine what happens to the girl in the first two stanzas, how she
feels in the third stanza, and then how her attitude changes in the last two stanzas. (Remember
that a stanza is a group of lines in a poem.)
Help your child find the words that express emotions and appeal to the senses in the poem.
Because it is written for beginning readers, the emotions expressed are very simple, but your
child may need to do a second reading to find them all.
Please take a moment to make sure your child knows the meaning of words that may be
unfamiliar, such as moan.
1. Name three feeling words the child uses at the end of the first three stanzas.
________________________________ ________________________________
________________________________
2. Name two feeling words the child uses in the last two stanzas.
________________________________ ________________________________
3. What makes the child’s feelings change? _______________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Winning
by Margaret S. Gentile
The Team
I wasn’t picked
And I’m undone.
I’m mad and I’m sad.
I hurt so bad.
The Art Contest

My pretty drawing
Came in third.
I’m mad and I‘m sad.
I hurt so bad.
I Give Up
If I can’t win
Then I’ll just quit.
I’m mad and I’m sad.
I hurt so bad.
And Then I Thought . . .

I’m being silly
To think the worst.
Yet I moan and groan
That I’m not first?
I’ll be proud, stand tall.

I didn’t win, but I gave my all.
I’m not mad and I’m not sad,
And I’m not hurting very bad!
englishtips.org
Teacher Talk
Literary text or
informational text?
-
CRAFT AND STRUCTURE
The first passage for this standard, “Jack and
RL.1.5 Explain major differences
Bob Play,” features talking animals that act
between books that tell stories
like people and express human emotions. It
and books that give information,
is obviously a story. The second assignment
drawing on a wide reading of a
features a paired selection, a story about pack range of text types.
rats and an informational passage about the
animals. In “The Pack Rats at Home,” the pack
rats in the story live in a household, wear
clothes, and think and act like humans. The informational passage, “Real Pack Rats,”
has a completely different tone and purpose. It gives facts about real pack rats. The
illustrations that accompany each passage give clues about its text type.
Talking animals are prevalent in children’s literature, so it is pretty easy for
beginning readers to understand that stories about them are not real. It gets much
more difficult when the story is a work of realistic fiction where children can
identify with the characters.
When you begin lessons about literary texts, make it clear that the story you
are going to read is made up. Explain that the story may seem real, but the author
made up the characters and events. For lessons on informational texts, emphasize
the importance of searching the titles for words and phrases such as “the real story
of . . .” or “a biography of . . .,” which indicate that these events really happened.
Remember that this is a process. Only after several years’ reading experience will
children understand that historical fiction has characteristics of both fiction and
nonfiction, and be able to reliably distinguish realistic fiction from narratives of
real events.
Close reading
In close reading, the reader delves deeply into a text, rereading it several times to
uncover the layers of meaning. A true close read may not be appropriate for first
graders, but rereading familiar stories helps children develop fluency and vocal
inflections. Rereading old favorites from a basal or the classroom library is also a
way to afford children opportunities to see and understand concepts and words they
may have missed the first time. You will witness young readers experiencing that
“Aha!” moment of comprehension that is so precious to all teachers.
englishtips.org
Family Letter
(date)
.
Standard: Explain major differences between books that tell

stories and books that give information, drawing on a wide
reading of a range of text types.
Dear Family,
This standard focuses on the difference between fiction (literary texts) and nonfiction
(informational texts). Any text that has talking animals is fiction.
Before reading the passage, remind your child to use different voices to indicate that
different characters are speaking. For example, in the middle of the story, Bob gets hurt. How
would he say, “Oh, no! Ouch!” and, “Help me, Jack!”? Remind your child that the exclamation
marks show when a reader’s voice should change. If necessary, read the passage aloud to
your child to model the changes, and encourage your child to read the story again.
1. Who talks in the story? _______________________________________________
2. How can you tell that Jack and Bob are friends? _________________________
___________________________________________________________________
___________________________________________________________________
3. Is this story real or made up? How do you know? _________________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Jack and Bob Play
Jack and Bob are friends.

They play and play.
Jack and Bob run and run.
They eat and eat.
Bob sees something new.

It is not something to eat.
It is not something fun.
Bob says, “Oh, no!”
Bob says, “Ouch!”
Bob says, “Help me, Jack!”

Jack helps his friend.
Jack helps Bob.
Bob can run and play.
englishtips.org
Family Letter
(date)
.
Standard: Explain major differences between books that tell

stories and books that give information, drawing on a wide
reading of a range of text types.
Dear Family,
When children learn to read, they often have difficulty telling the difference between
informational text (gives facts) and literature (tells stories). Some differences are easy to spot,
such as when animals in a story talk, wear clothes, or have emotions. Other clues are more
difficult to spot. For example, an informational text will not describe rats as cute or cuddly
because those words indicate an opinion, not a fact. But as this pair of passages about pack
rats shows, literature can also give information. Help your child see how the illustrations in both
passages provide hints to differentiate between fact and fiction.
Before reading each passage, ask your child to think about how to use his or her voice
to read the text. Doing this will help your child tell the difference between the story and the
informational text. Make sure to point out that both passages tell what pack rats really do.
Ask your child to read the passages aloud. Then answer these questions
1. What kinds of things do pack rats like? _________________________________
2. How do pack rats thank people for the things they take? __________________
___________________________________________________________________
3. Which text is a made-up story? How do you know? ______________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
The Pack Rats at Home
Daddy Pack Rat brings home a surprise. “Look! This will make our
nest look pretty,” he tells his family. “The people call it a ‘spoon.’”
“It is shiny,” says Mama Pack Rat. She takes the spoon. She thinks
about where to put the spoon. “What did you give the people for it?”
The people have pretty, shiny things. When Daddy Pack Rat takes
something, he always leaves a gift for the people.
“I left three pretty stones for them,” Daddy Pack Rat says.
Mama Pack Rat smiles. “That will make them happy.”
The little Pack Rats run into the nest. They all talk at once. “Let us
see!” “Oh, it is even prettier than the coin!” “Put it with the coin and
the ring!” “We want to look at it every day!”
Daddy Pack Rat pulls a twig from the nest. “Tomorrow I will
bring home another surprise. I will leave this twig as a gift,” he tells
the family. “It will be a gift for their car key. This is such a nice twig.
I know the people won’t mind if I trade this twig for the car key.”
englishtips.org
Informational Text
Real Pack Rats

Yes, pack rats are real. They live in the desert.
Pack rats are small rats. They take things to their
nests. They often make a trade. They take something
shiny. Then they leave a pebble or a twig behind. Pack
rats use their nests for years. Real pack rats’ nests are
full of shiny objects.
englishtips.org
Teacher Talk
Point of view
Many stories are told in the third person.
-
CRAFT AND STRUCTURE
The writer uses pronouns such as he, she,
they, them, or their. It also usually means that RL.1.6 Identify who is telling the
the writer is omniscient (from the Greek story at various points in a text.
omni meaning “all,” and sciens, meaning
“knowing”) and knows everything about all the
characters. Both passages for this standard, “Magic Glasses” and “The Elves and the
Shoemaker,” are told from the third-person point of view. The omniscient narrator
remains unnamed so readers can focus on the character who is speaking. In both
passages, children can tell which character is speaking through the dialogue and
accompanying tag lines.
In stories written in the first person, a narrator uses pronouns such as I, we,
me, us, or our to tell the story. For example, “Party in the Park” is told in first
person because the main character, Maria, is doing the talking. Before you assign
that passage, conduct a mini-lesson about who tells the story. Explain to children
that when they write personal narratives—their own stories about something that
happened to them—they use the first-person point of view. If they write a made-up
story or a “once upon a time” story, they usually use the third-person point of view.
Reading fluency
There is much more to reading than just saying the words, or word calling. We want
students to read smoothly and with few errors. As children read fluently, we want
them to modulate their voices in the following ways:
1. Tone reflects the emotion in the words. Changing the tone of voice can
indicate emotions such as love, anger, or fear.
2. The rate of speed at which the words are spoken can also reflect emotion, such
as calm, excitement, happiness, or fear.
3. The volume of the reader’s voice can help express the message of the words.
Before you send this assignment home, spend a few minutes teaching children to
speak in a different voice for each character represented in “Magic Glasses.” When
children are reading at home, their family will be impressed that they can both pay
attention to the tag lines (Emma said, he said, she said) and also change their vocal
inflections to reflect different speakers.
englishtips.org
Family Letter
11
(date)
.
RL.1.1. Ask
Standard: and answer
Identify who is questions
telling the about
story atkey details
various in a in
points
atext.xxxxkxkxkxkxkxkxkxkxkxkxkxkkxkkxkxkxkxk
text.
Dear Family,
This story consists mostly of dialogue. Each time the speaker changes, a new paragraph
begins. Beginning quotation marks indicate when each character begins speaking, and ending
quotation marks tell when he or she finishes speaking. We use tag lines to help us know who is
speaking, such as “Emma said.”
Remind your child to use a different voice for each character who speaks. Doing this will
help your child identify who is telling the story at various times. It will also add to the flavor of
the story and make it even more fun to read!
1. Which children do not think the glasses are magic?
___________________________________________________________________
2. Which children think the glasses are magic?
___________________________________________________________________
3. Why are the glasses special for two children, but not for the other two?
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
11
Magic Glasses
On Monday, Emma went to school wearing something new.
She was wearing new glasses. They were round. They were red.
Emma said, “These are magic glasses.”
Anna tried on the glasses. “These are not magic for me,” she said.
Anthony tried on the glasses. “These are not magic for me,”
he said.
Steven tried on the glasses. “These ARE magic glasses!” he said.
“I can see the letters on the white board! I can see the television!
I can see the teacher by the door. Can I wear your magic glasses,
Emma? Can I please wear them all day long?”
“I need the magic glasses, Steven,” Emma said. “But tell your
family. Maybe they will get magic glasses for you, too.”
“I will!” said Steven. “But mine are going to be green! Green
magic glasses!”
englishtips.org
Family Letter
(date)
.
Standard: Identify who is telling the story at various points in

a text.
Dear Family,
One of the first things beginning readers must learn is to identify tag lines. These are the
words that indicate who is speaking in a story. Examples of tag lines are “asked Susan,” “yelled
George,” and “whispered Grandmother.” To help your child understand the story and pay
attention to the tag lines, ask him or her to use a different voice for each character. Make this
easier by helping your child underline all the tag lines in the story before you begin reading.
1. Who talks in this story? _______________________________________________
___________________________________________________________________
___________________________________________________________________
2. What word tells how the elves talk? ____________________________________
3. What gift do the man and woman give to the elves? _____________________
___________________________________________________________________
4. Why does the shoemaker’s wife whisper? ______________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
The Elves and the Shoemaker

Once upon a time, there was a poor shoemaker. One day, he had
enough leather left to make one more pair of shoes. The shoemaker
said, “Wife, tomorrow I will make these new shoes. I will sell them.
Then we can buy food.”
In the morning, the shoes had been made! A man came in the
shop. “These are very fine shoes. Every stitch is perfect,” he said. He
bought the shoes.
The shoemaker and his wife bought food and
more leather. The shoemaker cut out two pairs
of shoes. In the morning, he found the shoes
had been made. This happened
night after night. One night, he
and his wife hid and watched.
Two elves came into the shop and sewed the shoes.
The wife whispered, “These elves have made us rich. I will make
gifts for them.” She sewed clothes for the elves.
The next night, the shoemaker and his wife put out tiny shirts
and pants. They put out hats and tiny shoes. Then they hid and
watched again.
The elves came in. They put on their new clothes. “Now we are
boys so fine and neat. Why cobble more for others’ feet?” they sang.
The elves did not come back. The shoemaker and his wife were
never hungry again. They lived happily ever after.
englishtips.org
Teacher Talk
Using illustrations -
Primary school children rely on illustrations
✙✆✝EGRATION OF
and photographs to help them understand KNOWLEDGE AND IDEAS
the characters and action in a story. The
illustration for “Something New” shows a RL.1.7 Use illustrations and details
turtle, so when encountering an unfamiliar in a story to describe its characters,
setting, or events.
word beginning with t, children will likely
guess that that word is turtle. The illustration
in “Party in the Park” helps readers understand
how easy it was for Maria to lose sight of her family.
Encourage children to include illustrations with the stories they write. Some
respond creatively when they are allowed to draw before they begin to write a story.
You can look at the drawings and make suggestions about which details they should
include in their writing.
Writing lesson
One way to teach beginning writers how to create wonderful narratives is to write
about a shared special event, such as a field trip or a special classroom visitor. Start
by brainstorming words about the event with children, then arrange the words
into categories as you write them on the board. For example, after a bunny visited
our classroom, my class came up with the following descriptive words about its
appearance and actions:
How the bunny looked What the bunny did
•฀brown฀and฀white฀ ฀ ฀ ฀ •฀wiggled฀his฀nose
•฀long฀ears฀฀ ฀ ฀ ฀ ฀ •฀ate฀a฀carrot
•฀pink฀eyes฀ ฀ ฀ ฀ ฀ •฀hopped฀around฀the฀room
•฀little฀white฀tail฀ ฀ ฀ ฀ ฀ •฀let฀us฀pet฀him
•฀long฀back฀feet฀
Initially, introduce the topic of the story. Then ask children to write three
sentences about how the bunny looked and two or three sentences about what it did.
Help create a closing sentence that sums up the event. A sample appears below.
Yesterday a bunny visited our room. His name was Max.
The bunny was brown and white. He had long ears and long back feet. He had
a little white tail.
The bunny wiggled his nose the whole time. He ate a carrot and hopped around
the room.
We loved having a bunny in our class.
englishtips.org
Family Letter
(date)
.
RL.1.1. Ask
Standard: and
Use answer questions
illustrations about
and details in akey details
story in a
to describe
text.xxxxkxkxkxkxkxkxkxkxkxkxkxkkxkkxkxkxkxk
its characters, setting, or events.
Dear Family,
This standard asks children to use the pictures in a story to describe a character. As the
illustration shows, this passage introduces a new character into the stories about Jack the
squirrel and Bob the bunny—a turtle.
“Something New” contains a question mark (?) and four exclamation points (!). Remind your
child to read the question like a question—that is, to raise his or her voice at the end of the
sentence—and to read the exclamation with excitement. This will make the story come alive
and show the excitement Jack and Bob are feeling when they see something new. Remind your
child to use the illustration in the story to help answer the questions.
1. What kinds of animals are in the story? ________________________________
___________________________________________________________________
___________________________________________________________________
2. Why do Jack and Bob think the turtle is a rock? __________________________
___________________________________________________________________
3. What does Jack do after he first sees the turtle? __________________________
What does Bob do after he first sees the turtle? __________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Something New
Jack and Bob go out to play.

Jack and Bob see something new.
It is not a squirrel, and it is not a bunny.
It does not run, and it does not play.
Is it a rock?
Oh, oh, oh! It is a surprise!

It is not a rock!
Jack and Bob see it is not a rock!
It has a head and legs.
The surprise does not run.
The surprise can walk.
It is a turtle, and it is slow.
Jack does not like the surprise.

Jack runs up the tree.
Bob eats and eats and eats.
englishtips.org
Family Letter
(date)
.
RL.1.1. Ask
Standard: and
Use answer questions
illustrations about
and details in akey details
story in a
to describe
its characters, setting, or events.
Dear Family,
The illustration for “Party in the Park,” is vital to understanding the problem that Maria,
the main character, has. That problem is one that almost every child has had at one time or
another: getting separated from family in a crowd. The illustration establishes the setting of the
story and helps readers understand how Maria gets lost. As your child reads and you answer
the questions together, point out the details in the illustration.
Note that this story is told in the first person. Maria is the one telling the story. She uses the
pronouns I, we, and my. Before reading, show your child how to imitate the sound of a crying
baby: “Whhaaa! Wha! Wha! Wha!” After answering the questions, suggest that your child circle
Maria, Mom, and Kyra in the illustration and then color it.
1. Where do Maria and her family go? ___________________________________
___________________________________________________________________
2. How does Maria get lost? ____________________________________________
3. How does Kyra help Maria find her mother? ____________________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Party in the Park

It was the day of the Party in the Park. Mom and I took chairs
and towels and baby stuff for Kyra. We walked to the park. I
heard music. I saw dancing. There were magic acts and food and
games. It was going to be fun, fun, fun.
“Whhaaa! Wha! Wha! Wha!” cried Baby Kyra.
Mom and I set up the chairs. We put down the towels. “Can we
go and see the magic act?” I asked.
“Just sit for a minute. Then we can walk around,” said Mom.
“Whhaaa! Wha! Wha! Wha!” cried Baby Kyra.
I did not want to wait. I took a few steps. Then I took a few
more steps. Soon I was lost. I could see dads and moms and
other kids. I could see other chairs and other babies. I could see
other towels. But I could not see my mom. I was really lost.
Then I heard, “Whhaaa! Wha! Wha! Wha!” I knew which way to
walk. I found Mom and Kyra. Kyra helped me find my way back.
englishtips.org
Teacher Talk
Standard 8 for informational texts asks children

to identify an author’s purpose. There is not a
corresponding standard 8 for literary texts.
-
✞✡☛EGRATION OF
KNOWLEDGE AND IDEAS
Analyzing character responses RL.1.9 Compare and contrast
In the passages for this standard, children the adventures and experiences of
compare the responses of the two main characters in stories.
characters to the events in the story.
“Something Big!” focuses on the different
reactions of Jack the squirrel and Bob the bunny to an outsized visitor. “Slow and
Steady,” a variation of the “Tortoise and the Hare” from Aesop’s Fables, shows how
these two characters behave differently in a race that seems to be mismatched—and
we know how that turned out!
This should be an easy standard for you to address at almost any time of the year
and with many different stories. As children become more competent readers, you
may want to introduce them to books in a series, such as Clifford the Big Red Dog,
Curious George, or Madeline. A series provides opportunities for them to see how
the same character responds in different situations.
Allow the freedom of reading

This resource is all about assigned reading to reinforce children’s skills for particular
standards, but assigned reading should be only a small part of your curriculum.
Most of the reading children do should be texts of their own choosing, on topics that
hold their interest. Your goal every day should be to help young readers find joy and
excitement in what they read.
englishtips.org
Family Letter
(date)
.
RL.1.1. Ask
Compare questions
and contrast theabout key details
adventures and in a
experiences of characters in stories.
Dear Family,
The two characters in “Something Big!” react quite differently to the unexpected arrival of a
new animal. What’s important for your child to gain from the story is an understanding of how
the characters’ reactions differ. As you answer the questions together, help your child compare
and contrast the reactions of Jack and Bob.
Even if your child can read well, have him or her read this passage more than once—
perhaps he or she can read it to other family members, neighbors, or even the cat or a stuffed
animal. Repeated readings—to any audience—build confidence, fluency, and essential sight-
word recognition.
1. Both Jack and Bob see something new in the forest. What is it? ____________
___________________________________________________________________
2. What happens when Jack sees something big? _________________________
___________________________________________________________________
3. What happens when Bob sees something big? __________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Something Big!
Jack sees something big.

Bob sees something big.
It is not a squirrel or a bunny.
It is not a turtle.
It is big, big, BIG!
Jack runs up a tree.

He looks down.
He does not come down.
Jack is afraid.
He is afraid of something big.
Bob is not afraid of something big.

He goes to something big.
He eats with something big.
Bob is a new friend to something big.
Something big is a new friend to Bob.
englishtips.org
Family Letter
(date)
.
RL.1.1. Ask
Compare questions
and contrast theabout key details
adventures and in a
experiences of characters in a story.
Dear Family,
This passage requires your child to compare and contrast the experiences of two characters,
Turtle and Rabbit. To make this task easier, divide the story into three parts: (1) what happens
before the race, (2) what happens during the race, and (3) what happens after the race. How
are the experiences of the two animal characters similar and different in each part of the story?
At this point in the school year, you may need to read the questions out loud, but your child
should be able to write the answers independently. Complete sentences are not required.
1. What does Rabbit do during the race? __________________________________
___________________________________________________________________
2. What does Turtle do during the race? __________________________________
___________________________________________________________________
3. Why does Turtle win? ________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Literary Text
Slow and Steady
Turtle was very slow. He walked on short legs and took small
steps. Rabbit laughed at Turtle. Rabbit was fast. He could run and
hop on his long back legs. He told all the animals how fast he was.
One day Turtle asked Rabbit to be in a race. “I can beat you in any
race,” said Rabbit. “You are so slow!”
“But I would like to try,” said Turtle. Turtle told Rabbit where the
race would start. Turtle said where the race would end.
The race started. Rabbit began to run. He ran fast. He was near
the end. Then Rabbit decided to rest. He sat down. He went to sleep.
Turtle started walking toward the finish line. He walked and
walked and walked. He was slow, but he did not stop. Finally, Turtle
passed Rabbit.
Rabbit woke up. He saw Turtle. Turtle had won! “Oh, no!”
said Rabbit.
“Slow and steady wins the race,” said Turtle.
englishtips.org
Informational Texts
Teacher Talk
The complexity of
informational text
-
Literary texts once made up as much as
RI.1.1 Ask and answer questions
80 percent of the reading in the primary
about key details in a text.
grades. In today’s primary classrooms, there
is usually an even split between literary
and informational texts. The need to teach
young children about informational text has never been greater. State and national
assessments are usually evenly balanced between literary and informational texts,
too. Children’s computer skills and exposure to informational text on the Internet
provides even more compelling reasons to teach the skills related to reading this type
of text.
Ever curious about the real world around them, young children love learning
facts and figures, and they love informational text even if they don’t always
understand its more advanced concepts.
Comprehending informational text is more difficult than understanding literature
for several reasons. First of all, text features can make a page look very “busy”
and overwhelm young readers. Moreover, informational text often uses familiar
words in unfamiliar ways (e.g., a crust of bread; the crust of the earth). It employs
complex concepts (e.g., a billion germs on the head of a pin). Informational text
also uses higher-level vocabulary, including numerous multisyllabic words (e.g.,
brontosaurus, meteorology, biodegradable) and words with Greek and Latin affixes
(e.g., transcontinental, herbivore).
The passages tied to this standard are about familiar topics—toys and crayons.
Before sending “Yo-Yo” home, you may want to bring in an actual yo-yo, in case
some children haven’t seen or played with one. Before sending “Colors in a Box”
home, make sure children know that cent means one penny and cents refers to more
than one penny. Explain that five cents is the same as five pennies.
Choosing texts
Other factors to consider when choosing texts for children include subject matter,
lengths of text, and the sophistication of the reader. We want children to read at their
Lexile level, but also above and below it. Children who read a lot of informational
text will probably be reading above their level. First graders who are reading chapter
books for pure pleasure may be reading above their level, or they may be reading
below their level. It depends on the text and the child. Please encourage your
children to read what interests them. We know that when children choose their own
book, they are far more likely to complete the text.
englishtips.org
Family Letter
(date)
.

a text.
Dear Family,
Whether children are completing daily reading in the classroom, written worksheets related
to a story, or state standardized tests, they are expected to know the important details that
support the main idea of a text. The questions below will help me determine how well your child
understands the main idea and the key details of a passage called “Yo-Yo.”
As with most of these assignments, your child should do as much independent work as he
or she is capable of doing. However, your child may need more assistance from you to explain
how a yo-yo can sleep and walk. Feel free to write your child’s exact words on the lines.
Ask your child to read aloud the passage. Then answer these questions
1. What is a yo-yo? ____________________________________________________
___________________________________________________________________
2. How does a yo-yo sleep? ____________________________________________
___________________________________________________________________
3. How does a yo-yo walk? _____________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Yo-Yo
A yo-yo is a toy on a string. It spins on the string. It goes
up and down.
You can do tricks with a yo-yo. You can make it “sleep.”
The yo-yo goes to the end of the string. Then it spins.
You can make the yo-yo “walk.” The yo-yo rolls along the
floor. It looks like you are walking the yo-yo.
A yo-yo is a good toy. It is fun to make it spin. It is fun to
do tricks with a yo-yo.
englishtips.org
Family Letter
(date)
.

a text.
Dear Family,
Like all the questions in the first homework assignments, the answers to the questions
about this passage are literal questions. The answers can be found directly in the text. Reinforce
the idea that the answers are right there in front of us by having your child use a crayon to
underline key details in the passage that will help him or her answer the questions. Having your
child underline words in the passage will also help reinforce correct spelling.
1. When were the first crayons just for kids made? _________________________
___________________________________________________________________
2. How many colors were in the first box of crayons? _______________________
3. How are crayons special now? ________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Colors in a Box
You have used crayons many times. You draw with
them. You color with them. The first crayons for kids were
made over 100 years ago. A box cost five cents. It held
eight crayons. The box had black, brown, yellow, and green
crayons. It also had red, blue, purple, and orange crayons.
Now, some crayons have glitter. Some glow in the dark.
Some smell good. Some boxes of crayons have 120 colors.
That is a lot of color in a box!
englishtips.org
Teacher Talk
Sharing background information

The two passages for this standard are “A
-
Penny” and “Conrad’s Rock.” Before sending
“A Penny” home, make sure children know that RI.1.2 Identify the main topic and
penny means one penny and pennies refers to retell key details of a text.
more than one penny.
Later in the school year, revisit this
standard with “Conrad’s Rock.” It recounts
the true story of a child who found a gold rock and essentially began a gold rush in
North Carolina 50 years before the ‘49ers headed to California.
Determining the main topic

This standard asks children to focus on both the main topic and key details in the
text. Here are four tips for helping children determine the main topic of a text.
1. The topic is often stated in the title (e.g., “A Penny” is about pennies).
2. If the topic is not stated in the title, it is most likely to be found in the
first sentence.
3. If the topic is not clearly stated in the title or the first paragraph, direct
children to the last paragraph. In the conclusion, the author sums up the
text and restates the topic. “Conrad’s Rock” is an example of this. From
the title and the opening sentences, readers know the topic of the text—
rocks—but it is not until the last sentence that they learn the significance
of these particular rocks.
4. For most informational texts written at the first-grade level, the topic or
main idea can be stated in one or two words. Help children recognize
that the main idea of some texts will need to be written as a complete
sentence. Again, “Conrad’s Rock” is an example of a text with a main idea
that cannot be stated in one or two words.
These are basic concepts, to be sure, but it is important for children to begin
finding the main idea as this is the most-often asked question on the standardized
tests they will most likely be taking for the rest of their school careers.
englishtips.org
Family Letter
(date)
.
Standard: Identify the main topic and retell key details of

a text.
Dear Family,
Being able to recognize and retell the most important details in a text will help readers
identify what the text is about—its main topic. Many test questions will ask your child to
determine the main idea of a passage. Quite often the main idea can be found in the opening
sentence of a piece, or in the title.
Make sure your child understands how some words become plural. In the case of penny,
forming the plural is a little tricky. Pennies requires changing the y to an i and adding –es.
1. What is this passage about? _________________________________________
___________________________________________________________________
2. What makes a penny red? ___________________________________________
___________________________________________________________________
3. Where do some kids save their pennies? _______________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
A Penny
A penny is money. It is one cent. A penny is covered with

copper. Copper makes it red. A penny is the only red coin.
Some kids save pennies. They save them in a bank. The
bank can look like a pig. We call it a piggy bank. Do you
save pennies?
englishtips.org
Family Letter
(date)
.
Standard: Identify the main topic and retell key details of

a text.
Dear Family,
This is a true story about the 1805 gold rush in North Carolina, which occurred almost
50 years before the better-known California Gold Rush of 1849. Conrad Reed was 12 when he
found a 17-pound gold nugget on his family’s farm.
After your child reads this passage, talk about what he or she has learned. Help your child
identify the key details in the passage by asking him or her to tell you everything he or she can
remember about the text.
1. What did Conrad’s mother do with the rock? _____________________________
___________________________________________________________________
2. What did Conrad’s father do with the rock? _____________________________
___________________________________________________________________
3. What happened after the Reed family found out the rock was gold?
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Conrad’s Rock
Conrad Reed liked rocks. He really liked rocks. One day
Conrad found a yellow rock in Little Meadow Creek. He took it
home. His mother used the rock. She put it by a door to hold it
open. The rock was there for three years.
Then Conrad’s dad took the rock to town. He sold it for $3.50.
Soon he found out it was real gold! But there were more rocks
just like that one. They were on the Reeds’ land. The Reed family
sold their gold rocks for a lot of money.
Many people came to town. They came to the town to find
gold. It was called a “gold rush.” And it all started with
Conrad’s rock.
englishtips.org
Teacher Talk
Making connections
This is a difficult standard for first graders
-
to grasp. At first, they may not see the
connections between the individuals, events, RI.1.3 Describe the connection
ideas, or information in a text. In addition between two individuals, events,
to using the passages described below with ideas, or pieces of information in
this standard, continue to look in your basal a text.
reading series and other supplemental reading
for short passages like these where similar
connections can be made.
“Running Shoes” tells the story of Bill Bowerman, who used his wife’s waffle
machine to make the sole of the first running shoe in the early 1970s. Bowerman
went on to co-found Nike. This idea changed the way we all think about sneakers
and athletic shoes.
“Neil” tells about Neil Armstrong’s first airplane ride, which was the event that
led to his being the first person to walk on the moon.
Logistics hint
First graders are young, and it is sometimes difficult for them to keep track of their
assignments in the course of traveling between home and school. You can solve this
problem by implementing a “Watch for It Wednesday” policy. Instead of sending
assignments home each day, designate one day a week to send home everything—
graded homework, completed classwork, notes from the PTA and office, class
newsletter, and permission slips—home for the week. Place the material in large
manila envelopes with children’s names on them. Parents will love this! Children
can return the envelopes to school with lunch money, signed permission slips, or
notes from their parents. You can use each envelope for several weeks.
englishtips.org
Family Letter
(date)
.
Standard: Describe the connection between two individuals,

events, ideas, or pieces of information in a text.
Dear Family,
“Running Shoes” tells the true story of how Bill Bowerman revolutionized the running shoe.
He later co-founded the Nike shoe company.
This standard can be difficult for first-grade children to master. The best way for your child
to see a connection between historical events and their own lives is for them to read about
something they know well, such as sneakers. Make sure your child looks at the bottom of a pair
of sneakers. If you have waffles for breakfast, let him or her look at the waffle machine and see
how it resembles the bottom of the first running shoes.
Ask your child to read the passage to you. Then answer these questions
1. How was the bottom of the first running shoes made? ___________________
___________________________________________________________________
2. How did the bumps on the shoes help runners? _________________________
___________________________________________________________________
3. How are your sneakers like the first running shoes? ______________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Running Shoes
This is a picture of a This is a running shoe. It is very
machine. It makes waffles. old. Look at the bottom of the shoe.
We eat waffles for breakfast. Does it look like a waffle to you?
One day a man put rubber in a waffle machine. He made the

bottom for a new shoe. It was a running shoe. The bumps helped
runners go fast. The bumps kept runners from falling down.
Look at your own running shoes. Do they have bumps on the
bottom? These are not from a waffle machine. The bumps are there
because of the first running shoes.
Your running shoes might be called sneakers. They are quiet
shoes. Now get running!
englishtips.org
Family Letter
(date)
.
Standard: Describe the connection between two individuals,

events, ideas, or pieces of information in a text.
Dear Family,
The mini-biography of Neil Armstrong demonstrates how events can be connected and
how they can make an impact on a person’s life. Two childhood events led Armstrong to his
career as a test pilot and astronaut. Making these connections can help your child make other
connections as they read, for example, between two individuals, two ideas, or two pieces of
information that later influence the course of a person’s life or events in history.
Please help your child recognize how simple daily activities may lead to a life-long career.
1. What did Neil get to do when he was 5? _______________________________
___________________________________________________________________
2. What did Neil like to do at his neighbor’s house? ________________________
___________________________________________________________________
3. How is Neil best remembered today? __________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Neil
Neil was 5 years old. He looked out the window. He saw the
houses and cars below. They looked very, very small.
“Do you like riding in a plane?” asked his father.
“Yes,” said Neil. “But I don’t want to ride in a plane. I want to
fly it!”
Neil played with model planes. His neighbor had a telescope. Neil
could see stars and planets. He could see the moon.
Neil began taking flying lessons at the age of 14. He became
a pilot at the age of 16. When he grew up, Neil joined the Navy.
He flew fighter planes. Then he
finished college.
Neil still loved flying. He became
a test pilot. He flew planes to see
if they were OK. Neil flew the X-15
rocket plane. He flew almost 4,000
miles an hour!
At last, Neil was picked for the
best job of all. He became an
astronaut. Neil Armstrong flew
Apollo 11 to the moon. He was the
first person to ever walk on the
moon. He said it all started when
he was 5.
englishtips.org
Teacher Talk
Domain-specific words
Domain-specific words denote words or
-
CRAFT AND STRUCTURE
phrases that are connected to a particular area
of study; for example, pyroclastic flow: geology; RI.1.4 Ask and answer questions
astronomical unit: astronomy; stamen and to help determine or clarify the
pistil: botany; anemometer: meteorology. Of meaning of words and phrases in
course, first graders will not encounter such a text.
sophisticated vocabulary in these passages
or other grade-appropriate texts, but they will
find domain-specific words within informational passages. Children may not see
many of these words again for several months. In some cases, domain-specific words
have more than one meaning, which may be confusing for children just learning
to read. For example, if a child reads, “Each week Jimmy blows his allowance on
candy,” he or she will realize that this is a different meaning than the use of blow in
“Dandelions” on page 93. You may want to make note of these words and refer back
to the passages when they appear in other texts.
Affixes
You can help your children become better readers by calling attention to prefixes
and suffixes, which are used extensively in English. Most affixes have Greek or
Latin origins. As children become more sophisticated readers, they will encounter
many affixes that change the meanings of root words. The chart below shows some
common affixes and their meanings.
PREFIX MEANING EXAMPLE

mis- without or incorrectly misuse, misplace
un- not unlock, uncomfortable
dis- not disable, disappear
bi- two bicycle
tri- three tricycle, triangle
SUFFIX MEANING EXAMPLE
-less without helpless, hopeless, careless
-ful full of helpful, hopeful, careful
-er more prettier, slower, bigger
-est the most prettiest, slowest, biggest
-ed showing past-time action played, copied, laughed
-ing showing present-time action playing, copying, laughing
englishtips.org
Family Letter
(date)
.
Standard: Ask and answer questions to help determine or

clarify the meaning of words and phrases in a text.
Dear Family,
This passage tells about the first hot-air balloon ride. It contains three words in boldface
type that may be difficult for your child to read. When young readers encounter an unfamiliar
word, they can use the context of the sentence, illustrations, and their own sense about whether
a word looks or sounds right to guess its meaning.
Before you offer assistance, encourage your child to consider the boldface words,
study the illustration, and reread the passage. You may be surprised by how quickly he or
she figures out the word’s meaning. Talk about how your young reader made meaning of the
boldface words.
1. What does ascend mean? ___________________________________________
___________________________________________________________________
2. Why does a hot-air balloon have a gondola? ___________________________
___________________________________________________________________
3. What is an aeronaut? _______________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Aeronauts
A hot-air balloon can go up high. The balloon is open at the
bottom. There is a fire below the opening. The fire heats the air in the
balloon. The hot air makes the balloon ascend, or go up into the sky.
A gondola below the balloon holds people.
The first hot-air balloon was made in France. It was 1783. The
Montgolfier brothers built this balloon. They were not sure it would
be safe. They thought that going up high might hurt people. Instead
the brothers sent a sheep, duck, and rooster up in the balloon.
The animals flew almost two miles. They landed safely. So the first
aeronauts were animals! They were the first to travel in a balloon.
englishtips.org
Family Letter
(date)
.
Standard: Ask and answer questions to help determine or

clarify the meaning of words and phrases in a text.
Dear Family,
Your beginning reader will often encounter familiar words that are used in unfamiliar ways.
An example of this appears in this passage about bicycles. Your child probably knows the word
bone and the word shake but has probably not encountered the word boneshaker.
The standard for this assignment focuses on determining the meanings of unfamiliar words
and phrases. This maybe a little difficult for your child, so please offer any assistance he or
she needs.
If you have a bicycle at your house, examine it together after reading the passage.
1. What was missing in the first wooden bicycles? __________________________
2. Which bicycle was as tall as a man? __________________________________
3. Why was a bicycle called a boneshaker? _______________________________
___________________________________________________________________
4. How do the pedals and chain on a bike work together? __________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Bicycles
The first wooden bicycle was made about 200 years ago. It had
two wooden wheels. It did not have pedals. The rider pushed it with
his or her feet. It was called a running machine.
A better bike was made about 50 years later. It had pedals on
the front wheel. It was called the fast foot. It was made of wood,
too. Then, metal tires were put on the wheels. This bicycle had a very
bumpy ride. It was called the boneshaker.
Inventors kept making better bikes. A chain was put between the
two wheels. Pedals pushed the chain. The chain turned the wheels.
The inventors added brakes.
Some bikes had high front wheels and small back wheels. The
front wheel was as tall as a man. These were called penny-farthing
or high-wheel bikes. After many years, the front and back wheels
were made the same size.
Now there are many types of bikes: racing bikes, mountain bikes,
and bikes for doing tricks. Bicycles have changed a lot in 200 years!
englishtips.org boneshaker bicycle

Teacher Talk
Text features
In addition to the features listed in the
-
CRAFT AND STRUCTURE
standard, text features include sidebars,
bold print, italic print, underlined words, RI.1.5 Know and use various text
pronunciation guides, maps, graphs, charts, features (e.g., headings, tables
illustrations and photographs, and captions. of contents, glossaries, electronic
Children will see text features in print and menus, icons) to locate key facts or
information in a text.
digital texts, including magazines, textbooks,
and web pages. Explain the purpose of these
text features to children:
•฀฀HEADING: Authors of informational text intentionally group similar pieces of
information together and identify the topic with a heading. Use the headings
to locate information.
•฀฀BOLDFACE AND ITALIC PRINT: A word in boldface or italics is often followed by an
explanation of what that word means.
•฀฀CAPTION: This text accompanies an illustration or photograph and provides
information about it.
• SIDEBAR: Text is placed in a box to add more information to the main part of
an article.
Call attention to text features by asking questions that can only be answered
using information in the features.
A mini-lesson on chunking information

To show children what to do when they encounter long pieces of text without
headings, conduct a mini-lesson to demonstrate natural breaks and “chunks” of
information. Display a sample text. Draw a horizontal line to break it into sections
and brainstorm headings to add to each section to make the text easier to read.
Learning this process will help children learn to clarify the message in the text and
understand how writing is organized and constructed.
Headings, a sidebar, and text-based questions

“Feathers” has three headings that will help children easily locate the answers to the
questions about it. A simple sidebar shows how feathers make birds unique. The
questions about “Feathers,” like all the sets of questions in this book, are text-based.
This will prepare children for future standardized tests. In recent years, tests have
been composed of text-based assessments so that any child can answer questions
about a passage, regardless of prior knowledge.
englishtips.org
Family Letter
(date)
.
Standard: Know and use various text features (e.g.,

headings, tables of contents, glossaries, electronic menus,
icons) to locate key facts or information in a text.
Dear Family,
Authors often “chunk” pieces of information together and put each chunk under a heading.
That is what the author has done in this passage about feathers. The headings will help your
child see that he or she can easily find the answers to the questions below by looking under the
correct heading for specific information.
The sidebar in this passage illustrates how birds are like some other animals, but only birds
have feathers.
Keep these text features in mind as you work on these questions with your child.
1. Read the headings. Where would you look to learn about different kinds
of feathers? ________________________________________________________
___________________________________________________________________
2. Besides birds, what other animal has a beak? ___________________________
3. Write two ways that feathers help birds.
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Feathers
Birds have feathers. Feathers make birds beautiful.
Feathers Help Birds

Feathers help birds fly. Feathers help birds stay warm. Feathers
help birds stay dry. Feathers help birds hide.
Kinds of Feathers
Feathers come in many colors. Some feathers are stiff. Some
feathers are fluffy. Some feathers are long. Some feathers are short.
How We Use Feathers

We use feathers for pillows. We use feathers for blankets. We use
feathers on hats.
Who Has Feathers?
Snakes lay eggs. Birds lay eggs.
Fish have pretty colors. Birds have pretty colors.
Octopi have beaks. Birds have beaks.
But only birds have feathers.

englishtips.org
Teacher Talk
Creating relevant illustrations

Whether they are answering test questions
-
CRAFT AND STRUCTURE
or just reading for enjoyment, young readers
need to use information from both text and RI.1.6 Distinguish between
illustrations. The following activity shows how information provided by pictures or
children can create their own illustrations for a other illustrations and information
short report. provided by the words in a text.
Choose a subject the class has been
studying and write a whole-group report as a
model; for example, a science report on insects: We studied insects. Insects have six
legs. Insects have three body parts. Insects lay eggs. Some insects eat other insects. Insects
are interesting. As children suggest sentences, write them for display. Think aloud
about what kind of illustration to include to enhance the text. Draw the illustration
and label it.
Pair or group students and have them produce their own illustrated report. For
instance, let each group choose an insect to write about. Each group will need to
learn something about the insect’s body, what it eats, and one other interesting fact;
for example: We learned about crickets. Crickets are about 1 inch long. Crickets have
giant back legs for jumping. Crickets eat mostly plants. Crickets make a nice sound at
night. The accompanying illustration might be a cricket beside an inch ruler, a cricket
jumping, or a cricket eating a plant.
Then have children write individual reports. For instance, let each child choose a
different insect and write a report with an introduction, at least three facts about the
insect, an illustration tied to one of those facts, and a concluding sentence. Example:
I chose to write about ladybugs. Ladybugs are mostly red. They have black spots.
Ladybugs have six legs. Ladybugs have wings. They can fly. Ladybugs eat mostly plants.
I think ladybugs are the prettiest insect.
Encourage children to be even more creative with their illustrations. (One of my
children drew several insects, accompanied by a speech bubble telling a fact.) Allow
children to use different media, three-dimensional additions—buttons, feathers,
stacked paper—and/or glitter. At this grade level, the goal is for the writing to be fun.
Have children present their reports to the class and display their illustrated writing
on a bulletin board.
Extending the use of the passages

Connect the passages “One Leaf and Many Leaves” and “I Like Spiders” to science
lessons on how plants help people or animal adaptations.
englishtips.org
Family Letter
(date)
.
Standard: Distinguish between information provided by

pictures or other illustrations and information provided
by the words in a text.
Dear Family,
To answer the questions, your child will need to use information from the text and the
photos. Encourage your child to study the pictures and read the words in order to answer each
question. Make sure the answer to every question comes from the text and not from personal
knowledge about leaves.
Your child may not have thought much about leaves and the kinds of leaves the plants
in your area have. Follow up this assignment with a discussion about the leaves you see around
you and how you use them.
1. What plant has leaves that are needles? _______________________________
___________________________________________________________________
2. What kind of leaves does a yard have? _________________________________
___________________________________________________________________
3. Name one way that leaves help us. ____________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
One Leaf and Many Leaves

A leaf is part of a plant. A leaf can be a long, thin needle.

A leaf can be part of a ball. A leaf can be a blade of grass.
A leaf can look like a flower.
pine tree cabbage
grass poinsettia
Leaves make food for a plant. Leaves can be food for us.
Leaves help the plant breathe. Leaves clean the air.
Leaves give us shade. Leaves can be a big pile of fun. Jump in!
englishtips.org
Family Letter
(date)
.
Standard: Distinguish between information provided by

pictures or other illustrations and information provided
by the words in a text.
Dear Family,
After your child reads “I Like Spiders,” spend a few minutes looking at the picture. The
information needed to answer the last two questions comes from the labels on the photo,
not the text. Make sure your child uses the photo and words in the passage—and not his
or her personal experiences with spiders—to answer the questions. It’s important for young
readers to get in the habit of studying pictures and illustrations that accompany text, because
they often contain valuable information.
1. What is one good thing spiders do? ___________________________________
___________________________________________________________________
2. How big can a spider be? ____________________________________________
___________________________________________________________________
3. How many eyes does a wolf spider have? _______________________________
4. How many legs does a spider have? __________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
I Like Spiders
A wolf spider has 8 eyes.
A spider has 8 legs.
wolf spider
I like spiders. Spiders eat bugs in my yard. Spiders eat

flying bugs that bite. Spiders have many legs. Spiders can
be as big as this page. Spiders can be as little as this
dot: .
Spiders make pretty webs. Some spiders are pretty colors.
Some spiders have many eyes. Do you like spiders, too?
englishtips.org
Teacher Talk
Supporting main ideas with details

in text and illustrations
-
☞✌✍EGRATION OF
The main idea of “Burrowing Owls” is that KNOWLEDGE AND IDEAS
these little owls nest in holes in the ground,
RI.1.7 Use the illustrations and
not in trees like many other birds. The picture
details in a text to describe its
highlights this main idea by showing the size key ideas.
of the owl and a little of its habitat on the
ground.
Integrating learning
You can use almost any passage in this book to practice this standard. You can
search out other age-appropriate texts to use with RI.1.7 as well. For instance, almost
any article from Ranger Rick, National Geographic for Kids, or Scholastic News offers
illustrations and textual details that explain the main idea of an article. Also look in
your reading basal series or any supplemental series materials for passages to share.
Handwriting
Despite the usefulness of computers and the ease of typing on keyboards,
handwriting with clear letter formation is still an important skill for children to
master. They will be doing a lot of writing by hand throughout their school careers
and adulthood. In some cases, poor handwriting on essays may cause a teacher or
test scorer to misinterpret what is being written and to give a lower score. Spend a
few minutes each day instructing children in the foundations of handwriting.
If you feel like you don’t have time for a formal handwriting lesson, try working
with only a few words a day. For example, before giving a spelling test to a child,
conduct a lesson on how to properly write the subject, his or her name, the date, and
your name at the top of their sheet of paper:
Spelling October 25, 2017

Joey Mrs. Rose
Make sure children make all vertical lines from the top down and the circle
letters starting on the midline. (I used to make a green dot at the top of the page and
a red dot at the bottom like traffic lights.)
On the rare occasions when you have children copy a sentence, present the
words, and possibly the letters, one at a time. This should be your own writing
lesson for the day.
englishtips.org
Family Letter
(date)
.
Standard: Use the illustrations and details in a text to

describe its key ideas.
Dear Family,
This standard requires children to get some information from the illustrations in a text and
some information from the words themselves. The photo with this passage shows the size of a
burrowing owl and a little of its habitat.
After reading the passage and answering the questions below, share the following facts
with your child: Burrowing owls live in Florida and from the Mississippi River to the Pacific Ocean.
They are a threatened species in Colorado.
1. What do burrowing owls eat? _________________________________________
___________________________________________________________________
2. How tall is the burrowing owl in the photo? _____________________________
3. When can you see a burrowing owl? __________________________________
___________________________________________________________________
4. What does a burrowing owl look like? __________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________ ____________________________________
englishtips.org
Informational Text
Burrowing Owls
A burrow is a hole in the ground. Animals dig these holes.
Animals live in them. A burrowing owl lives in a hole. It does not
make a nest in a tree. It stays on the ground.
Burrowing owls are small. Their legs are long. They have
brown feathers with white spots. They have bright yellow eyes.
They have white eyebrows.
Burrowing owls eat moles and mice. They eat lots of insects.
These owls live in fields. Look for them when you are out for a
walk. You can see them in the daytime.
9 inches
englishtips.org
Teacher Talk
Nonfiction poetry
This standard is represented with a nonfiction
-
poem. As with all poetry, please encourage ✎✏✑EGRATION OF
children to read this poem more than once. KNOWLEDGE AND IDEAS
(Even adults need to read and reread poems RI.1.8 Identify the reasons an
several times to appreciate the words and author gives to support points in
get the deeper meaning behind them.) a text.
Allow some time between the rereadings of
the poem and discussion of it. These few
moments of quiet time in the classroom allow
the words to sink in and let children discover
the idea of the poem.
The main idea behind “The Dirt on Dirt” Paper
is that while we usually do not like dirt Paper for tickets
anywhere around us, it is really valuable. The
And cards and a gift,
poet supports the main idea of the text by
giving several reasons why dirt is helpful and And paper for boxes
useful. So heavy to lift.
Use the poem at the right before or after
Paper for sneezes
assigning “The Dirt on Dirt” to help children
see how the poet supports the main idea of And towels for our hands.
the text. Both poems focus on the value and Paper covers our walls
versatility of an essential product, and the And vegetable cans.
author gives lots of support for her ideas.
Paper cups and napkins
And smooth paper plates,
And paper for homework.
Don’t let it be late!
Paper is all around us,

And it’s all made of wood.
Paper is useful.
Paper is good.
englishtips.org
Family Letter
(date)
.
Standard: Identify the reasons an author gives to support

points in a text.
Dear Family,
Your child may enjoy this nonfiction poem without realizing there is a message in it. After
reading the poem, ask your child how the poet feels about dirt—what is good or bad about it—
before answering the questions. You may have to explain that the word earth has more than
one meaning. It can be another word for dirt and soil, and it’s also the name of our planet. If
your child is not familiar with adobe, point out that the wall in the photo is made of it. To make
adobe, mud is mixed with straw, formed into bricks, and then dried in the sun.
Make sure your child’s answers come only from the poem and not from what he or she
knows about dirt. In Question 2, for example, your child should not say that we get tomatoes
from dirt, because that information is not in the poem.
1. What do we usually do with dirt? ______________________________________
___________________________________________________________________
2. What food can we get from dirt? ______________________________________
___________________________________________________________________
3. How can you tell the poet likes dirt? ___________________________________
___________________________________________________________________
____________________________________ ____________________________________
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Informational Text
The Dirt on Dirt

We wash it from our hands,
We sweep it from the floor,
We dust it from the table,
We whisk it out the door.
We scrub it from our cars,

We spray it off our bikes,
It seems that dirt is something
That no one really likes.
But dirt is really good stuff,

It gives us grass and trees,
It gives us flowers of every kind,
And food, like corn and peas.
Dirt is a home for fox or mouse,

It’s under every road,
And dirt is mud deep in a lake,
A home for frog and toad.
There is dirt in every mountain,

There is dirt in every brick, an adobe wall
There is dirt in every rock and stone,
And adobe walls so thick.
Sometimes we call it sand or clay,

Or soil or grime or loam,
And sometimes there’s another name—
It’s called earth, just like our home.
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Teacher Talk
Comparing and
contrasting texts
-
✒✔✕EGRATION OF
This standard is represented by a pair of KNOWLEDGE AND IDEAS
passages on the topic of dandelions. The
RI.1.9 Identify basic similarities
first passage is prose; the second is poetry.
in and differences between
“Dandelion” is a straightforward informational two texts on the same topic
text. One of the facts it presents is about (e.g., in illustrations, descriptions,
what happens when someone blows on a or procedures).
dandelion. “Poof!” is a poem that describes
how and why someone might blow on a
dandelion. Yet both texts are about dandelions
and both mention what happens when you blow
on a dandelion puffball.
Reading stamina
As children become more fluent readers, we want them to develop reading stamina.
They should be able to maintain interest and read independently for a period of time
relative to their age and reading ability. To increase reading stamina, make sure you
begin by setting reasonable goals. A first grader who can read uninterrupted for 5
to 10 minutes is off to a great start, but do not get hung up on the actual number
of minutes. Allow children to stop when they get tired or the subject matter is
no longer interesting. Next time, choose a slightly easier book to ensure that the
reading is smoother and more pleasurable. Remember that most adults read far
below their “academic level.” We read novels or the newspaper, both often written
on a tenth-grade reading level, rather than college-level textbooks that would be at
our “instructional level.” We sometimes read easy things when we are reading for
pleasure; allow your students to do the same.
Self-correcting
When children are reading aloud and make an error, do not immediately correct it.
Allow readers to continue to the end of the sentence to see if they hear the mistake
and realize that what they said does not make sense. Most of the time children will
reread the sentence correctly the second time. If readers do not hear the error, ask
them to reread the sentence or point out the missed word. Sometimes, if children
are really struggling, you can let little errors slide just for the sake of fluency (saying
the instead of a, for example). You want them to enjoy the reading and to understand
what they have read. If you focus on those smallest of errors, children will become
frustrated. Those simple words will be learned in due time.
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Family Letter
(date)
.
Standard: Identify basic similarities in and differences

between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
Dear Family,
Dear Family,
This assignment has two passages about dandelions. The goal is for your child to explain
how these passages are the same and how they are different. Begin by pointing out that the
passages look different on the page. Then focus on the content. “Dandelions” discusses the
growth of dandelions into puffballs, that they are edible, and how they “sleep.” “Poof!” describes
how to blow on a dandelion to make a wish.
If you do not have dandelions in your area, study the photographs with the passages so it is
clear what is meant by blowing the seeds off a dandelion puffball.
Ask your child to read the passages aloud. Then answer these questions
1. How are these passages different? ____________________________________
___________________________________________________________________
___________________________________________________________________
2. How are these passages the same? ___________________________________
___________________________________________________________________
3. What happens when you blow on a dandelion? _________________________
___________________________________________________________________
____________________________________ ____________________________________
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Informational Text
Dandelions
Do you know dandelions? They are little yellow flowers.
The flowers turn into puffballs. People love to blow on them.
Every little seed goes flying. Sometimes they can go for five miles!
When the seeds land, they grow. They can grow with very little
water. They can grow with very little dirt.
Many people eat dandelions. They make good salads.
The dandelion sleeps at night. This means its flowers close up.
Many people do not like dandelions. They do not like them in
their green, grassy yards. How do you feel about dandelions?
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Informational Text
Poof!
Want to make a wish come true?
I know a way. This is what you do.
Pick a dandelion, white and round.
Wish real hard. Don’t make a sound.
With one long breath, you gently blow.
And the seeds on the stem will go and go.
All gone in one? True your wish will be.
Seeds still left? Try again. You will see.
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Answers
Literary Texts The Pack Rats at Home/Real Pack Running Shoes, p. 68
Rats, p. 39 1. A man put rubber in a waffle
Jack the Squirrel, p. 17 1. Pack rats like shiny objects. machine. 2. The bumps helped
1. Jack 2. Accept any three: play, 2. Pack rats leave something behind runners run faster and kept them
run, look up, jump, sleep. 3. sleep (a stone or twig). 3. “The Pack Rats from falling. 3. Possible responses:
The Balloon, p. 19 at Home” is a story (or made-up) My sneakers have bumps like the
1. He holds the string tightly. because the animals act like people. first running shoes. The bottom of
2. The other balloons flew into the my shoes are rubber, too.
Magic Glasses, p. 43
sky. 3. A thorn on the rosebush pops 1. Anna and Anthony 2. Emma Neil, p. 70
the balloon. and Steven 3. Emma and Steven 1. ride in an airplane 2. look at stars,
Jack Looks, p. 22 need glasses to see well. Anna and planets, and the moon through a
1. Jack goes to the water. 2. Jack Anthony don’t. telescope 3. He was the first person
sees himself in the water. 3. Jack to walk on the moon.
The Elves and the Shoemaker, p. 45
runs because he doesn’t know he 1. shoemaker, his wife, the two elves Aeronauts, p. 73
was looking at himself. 2. sang 3. clothes 4. So the elves 1. to go up or climb 2. A hot-air
The Missing Fire Truck, p. 24 won’t hear her. balloon has a gondola for people to
1. a fire truck 2. He wouldn’t sit ride in. 3. An aeronaut flies in a hot-
Something New, p. 48
with Wilson on the bus or at lunch. air balloon.
1. a squirrel, a bunny, a turtle
He wouldn’t play with Wilson. 2. It doesn’t look like them. It Bicycles, p. 75
3. Happy; he went to go play with doesn’t run and play. 3. Jack runs 1. pedals 2. penny-farthing or high-
Wilson. (Also accept that David said away. Bob eats. wheel bikes 3. Their metal wheels
Wilson was his best friend.) made the ride bumpy and shook
Party in the Park, p. 50
Jack Sees a Friend, p. 27 the rider’s bones. 4. Pedals push the
1. to the Party in the Park 2. Maria
1. Jack meets a new friend, a bunny. chain. The chain turns wheels.
wanders away from her mother.
2. Both play; both eat; they are 3. When Maria hears Kyra’s cries, Feathers, p. 78
friends. 3. Bob is a bunny; Jack is she knows which way to go. 1. “Kinds of Feathers” 2. octopi
a squirrel. Jack has a long tail; Bob 3. Accept any two: Feathers help
has a small puffy tail. Jack can go up Something Big!, p. 53
birds fly, keep them warm and dry,
a tree; Bob stays on the ground. 1. a deer 2. Jack runs up the tree.
and help them hide.
He is afraid of the deer. He doesn’t
Aunt Max, p. 29 want to become friends with One Leaf and Many Leaves, p. 81
1. Aunt Max 2. tall, loud, fun, something big. 3. Bob stays and eats 1. pine tree 2. blades of grass
messy, loving 3. Accept any of the grass with the deer. He isn’t afraid. 3. Accept any of the following: food,
following: sing songs, climb trees, They become friends. clean air, shade, fun
make and eat taffy.
Slow and Steady, p. 55 I Like Spiders, p. 83
Jack Gets a Surprise, p. 32 1. Rabbit runs fast. Then he stops 1. Spiders eat bugs. 2. as big as a
1. Jack is hit on the head by an and goes to sleep. 2. Turtle keeps sheet of paper 3. eight 4. eight
acorn. 2. Accept any of these walking and doesn’t stop. 3. Turtle
answers: Jack is hurt because he Burrowing Owls, p. 86
wins because he doesn’t stop.
says “Ouch!” Jack is surprised 1. moles, mice, insects 2. 9 inches
because he says, “Oh! No!” Jack is 3. in the daytime 4. A burrowing
Informational Texts owl is small and has long legs,
happy because he gets something to
eat. 3. It is a funny day because the Yo-Yo, p. 58 brown feathers with white spots,
surprise that hurt Jack is something 1. a toy on a string 2. It goes to the and bright yellow eyes with white
good to eat. end of the string and spins. 3. It rolls eyebrows.
along the floor. The Dirt on Dirt, p. 89
Winning, p. 34
1. mad, sad, hurt (so bad) 2. Accept Colors in a Box, p. 60 1. We wash it away and try to get
any of the following: silly, proud, 1. over 100 years ago 2. eight rid of it. 2. corn and peas 3. I can
moan, groan, not mad, not sad, not 3. They have glitter, glow in the tell the poet likes dirt because she
hurting very bad 3. She realizes she dark, or smell good. Some boxes tells us how useful it is.
should be proud and/or that it may have 120 crayons. Dandelions/Poof, p. 92
not be possible to win every time. A Penny, p. 63 1. “Dandelions” gives facts and
Jack and Bob Play, p. 37 1. pennies 2. copper 3. in a piggy looks like an article. “Poof!” is a
1. Bob 2. Jack helps Bob when he bank poem that tells how to make a
gets hurt; they play together. 3. This wish with a dandelion. 2. Both talk
Conrad’s Rock, p. 65 about dandelion puffballs. 3. The
story is made up. Animals cannot 1. She used it to hold the door open.
really talk. dandelion seeds go flying.
2. He sold it for $3.50. 3. Possible
responses: Conrad’s family found
more gold rocks and sold them.
Many people came to look for gold.
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✖early Assignment Grid
PASSAGE/STANDARD NOTES AND COMMENTS
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Dedication: To Tom Rose, my ever-patient, loving, and helpful husband

Photos ©: 41: C. Allan Morgan/Getty Images; 59: monkeybusinessimages/iStockphoto; 61: rjp85/

Text credits: “Winning,” p. 35, “Bicycles,” p. 76 , and

LITERARY TEXT ASSIGNMENTS

Craft and Structure

Integration of Knowledge and Ideas

Craft and Structure

Integration of Knowledge and Ideas

Yearly Assignment Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

A Note From the Author

How to Use This Book

Here’s a brief overview of the structure of reads

an assignment: doing the assignments and helping your child improve

The WELCOME LETTER to families introduces

the beginning of the school year, make a copy of Sincerely,

this letter on pages 14–15 for each child to take

home. This letter also includes suggestions about Literary Texts

reading skills. introduces the recurring main character of Jack

chart on page 13 for the best order to assign

Each assignment begins with a TEACHER TALK page. A history lesson

The FAMILY LETTER WITH QUESTIONS page

begins with a short note about the passage that

1. What is the squirrel’s name? _________________________________________

indicate they completed the assignment together. The ___________________________________________________________________

will return the completed assignment. Jack can run.

Jack can look up.

to read aloud to a family member.

Grading and monitoring homework assignments

Using a passage with more than one standard

KEY IDEAS AND DETAILS

CRAFT AND STRUCTURE

INTEGRATION OF KNOWLEDGE AND IDEAS

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

Classroom Strategies for Maximizing Read-Aloud Experiences

1. Reread familiar passages.

2. Read old favorites.

3. Assign special pages the day before children read them.

4. Introduce choral reading.

7. Have children read their writing aloud to the class.

Homework assignments should ask children to practice skills

Let parents have some authority over homework assignments.

Assign appropriate homework.

Give the appropriate amount of homework.

Document the standards you have covered.

* Lexile levels for poems are estimates.

Improving Your Child’s Reading Skills

A gradual build-up of skills

Standard: Ask and answer questions about key details in

1. What is the squirrel’s name? _________________________________________

2. What are three things the squirrel can do?

3. What does the squirrel do last? ______________________________________

We completed this homework assignment together.

Jack the Squirrel

Jack can look up.

Jack can sleep.

Standard: Ask and answer questions about key details in

2. What happened to the boy’s other balloons? ____________________________

3. What happens to this balloon? _______________________________________

We completed this homework assignment together.

The man at the store

I held the string tight,

I’ll save this balloon,