ELA2009grade3book1

= //Multimodal Learning Assessment utilizing a New York State ELA Exam booklet:// =

Introduction
Some leading studies on technology in the classroom have considered technology to be an underutilized resource that was oversold (Cuban, 2001), or worse, implemented to the detriment of learning for young children (Cordes & Miller, 2000). I would agree with the first point, and suggest that technology has been largely implemented uncritically. Large investments were made, but little was done in the way developing and assessing appropriate applications. As argued by Cuban, technology use did not transcend traditional learning modalities (2001). This is not to say that it can't. Clearly, technology has transformed society in a significant way. The ubiquity and availability of content on the internet, mobile computing, personal digital imaging, and electronic messaging have become an integral part of daily life in the modern world. But teaching is not a normal part of daily life- it is a specialized and highly structured activity requiring extensive training and experience. Integrating technology effectively requires a harmony of technological aptitude and pedagogical content knowledge. For the traditional teachers that aren't very good at teaching, technology will offer no help. Good teachers that lack technology skills will be overwhelmed, and unable to make useful considerations with the resources. Therefore, good teachers, must be trained in the use of technology to be effective (Clements 2002). Technology-based learning activities require active involvement from a teacher to effectively scaffold the process, and this is not easily accomplished (Clements 2002). However, it can not be argued that computer technology does not facilitate higher order thinking in significant ways- Apple, Google, Facebook, and Microsoft have collectively amassed over a trillion reasons as to why computing technologies are the driving force in today's economy. This assessment is an attempt to create an effective computer based learning tool that transcends traditional teaching methods. It facilitates a student directed exploration of a standardized test with access to helpful internet resources and activities. In conjunction with an helpful and active teacher, this technology application facilitates practice and exploration of standardized ELA skills with a differentiated group of students at their own pace, in a largely self-directed way.

Phonics and Word Recognition

 * RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
 * Identify and know the meaning of the most common prefixes and derivational suffixes.
 * Decode words with common Latin suffixes.
 * Decode multisyllable words.
 * Read grade-appropriate irregularly spelled words.

Fluency

 * RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
 * Read grade-level text with purpose and understanding.
 * Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
 * Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Ideas and Details

 * RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 * RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
 * RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 3 topic or subject area//.

Integration of Knowledge and Ideas

 * RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
 * RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Text Types and Purposes

 * W.3.2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * Introduce a topic and group related information together.
 * Develop the topic with facts, definitions, and details.
 * Provide a concluding statement or section.

Research to Build and Present Knowledge

 * W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

=//**Assignment: **//=

Then you will answer questions about what you have read.

 * ====[[image:http://www.clker.com/cliparts/2/v/f/h/X/F/lined-paper-md.png width="87" height="117"]]==== || **DIRECTION: **

 Add a number for each question as you go.
||

4. A story about a boy's class project.
= Look for helpful strategies printed in Purple =

// To enjoy stories, poems, or to learn how to do new and interesting things, we all need to be able to read and understand written information. //
(you can click here to open this in a new tab if you want to refer to this while working on the questions)
 * [[image:http://www.greatneck.k12.ny.us/GNPS/SR/images/classroomteachers/computer_clipart.gif width="117" height="101"]] || == **Reading Comprehension Guide** ==

**The most basic question is a RIGHT THERE question, or literal comprehension** **-it is looking for WHO, WHAT, WHERE, WHEN, and sometimes WHY.** ||
 * [[image:brainpop_pageJPG.JPG width="304" height="249" link="@http://www.brainpopjr.com/readingandwriting/comprehension/"]]

Also check out this BrainPop interacive
|| **Other questions will deal with one of these features of a reading:**

**- CAUSE AND EFFECT ** - What happens as a result of something?

**- MAIN IDEA** - What is the story or lesson really about?

**- MAKE INFERENCES ** - What's your guess as to why something happened?

**- [|MAKE][|PREDICTIONS] ** - What will happen next?

**- SEQUENCE ** - What happens when? First?, Second?, Last? After?, Before?, During? ||


 * MORE TIPS FOR ANSWERING THESE QUESTIONS **

• Be sure to read carefully all the directions.

• Plan your time (especially if it's a "test.")

• Read each question carefully and think about the answer before choosing or writing your response.

=//**Directions: **//=

Read this passage. Then answer questions 1 through 5.




//Chicks & Chickens // <span style="font-family: Georgia,serif; font-size: 130%;">by Gail Gibbons

<span style="background-color: #00ff25; color: #000000; font-family: Georgia,serif; font-size: 20.8px;">incubation = in-kew-BAY-shun

<span style="font-family: Georgia,serif; font-size: 130%;">farms where female chickens, called hens, lay eggs. This part of the story <span style="font-family: Georgia,serif; font-size: 130%;">tells what happens to the eggs. ||
 * <span style="font-family: Georgia,serif; font-size: 130%;">The book Chicks & Chickens tells about chickens. Most chickens live on

<span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;">Many farmers raise hens to lay eggs. Some breeds of hens lay white eggs. <span style="font-family: Georgia,serif; font-size: 130%; text-indent: 50px;">Others lay brown eggs. A few breeds lay green or blue eggs. A hen usually lays <span style="font-family: Georgia,serif; font-size: 130%; text-indent: 50px;">no more than one egg a day. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> After the hen has laid all her eggs, she sits on them gently, turning the <span style="font-family: Georgia,serif; font-size: 130%;">eggs over now and then, keeping them warm all over. <span style="font-family: Georgia,serif; font-size: 130%;">Warming the eggs is called incubation. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> The mother hen incubates her eggs for about 3 weeks. <span style="font-family: Georgia,serif; font-size: 130%;">During this time, a chick is growing inside each egg. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> When the incubated eggs are about 3 weeks old, the brooding mother <span style="font-family: Georgia,serif; font-size: 130%;">hears a cheeping sound. The eggshell of one of the eggs begins to crack. A <span style="font-family: Georgia,serif; font-size: 130%;">chick using its egg tooth, a sharp part of its beak, is breaking out of its shell. <span style="font-family: Georgia,serif; font-size: 130%;">The other eggs begin to hatch, too. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;">At first the chicks are wet and sticky. They are very tired. Soon they dry <span style="font-family: Georgia,serif; font-size: 130%;">and have fluffy yellow feathers called down. They become stronger. They can <span style="font-family: Georgia,serif; font-size: 130%;">see and hear and begin to move about. The chicks make a cheeping sound to <span style="font-family: Georgia,serif; font-size: 130%;">let their mother know where they are. The mother hen clucks and drops food <span style="font-family: Georgia,serif; font-size: 130%;">in front of them. Chicks can eat the same food as their mothers. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;">In a few weeks the chicks are bigger, but their mother still protects them. <span style="font-family: Georgia,serif; font-size: 130%;">The chicks have grown feathers. In a few months these young chickens will <span style="font-family: Georgia,serif; font-size: 130%;">look like their mother or father.

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;">**1** <span style="font-family: Georgia,serif; font-size: 130%;"> What does the mother hen do <span style="font-family: Georgia,serif; font-size: 130%;">during incubation? <span style="font-family: Georgia,serif; font-size: 130%;">(The word "during" is about the SEQUENCE. To answer, look at key words from the question )

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">lays the eggs || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">warms the eggs || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">cracks the eggs || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">hides the eggs || RF.3.3, RF.3.4, RI.3.1
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;">**2** <span style="font-family: Georgia,serif; font-size: 130%;"> Which word best describes a chick <span style="font-family: Georgia,serif; font-size: 130%;">right after it breaks out of its shell?

<span style="font-family: Georgia,serif; font-size: 130%;">("right after" is part of the SEQUENCE. Look at key words from the question )

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">fluffy || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">strong || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">tired || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">warm || RF.3.3, RF.3.4, RI.3.1, RI.3.7
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 170%;">**3** <span style="font-family: Georgia,serif; font-size: 130%;"> According to the passage, how do <span style="font-family: Georgia,serif; font-size: 130%;">the chicks let the mother hen know <span style="font-family: Georgia,serif; font-size: 130%;">where they are?

<span style="font-family: Georgia,serif; font-size: 130%;">("How do?" is looking for a CAUSE AND EFFECT. )

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">They sit on the eggs. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">They break their shells. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">They make a cheeping sound. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">They drop food in front of her. || RF.3.3, RF.3.4, RI.3.1
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 170%;">**4** <span style="font-family: Georgia,serif; font-size: 130%;"> Which statement about chicken eggs <span style="font-family: Georgia,serif; font-size: 130%;">is most important to the main idea <span style="font-family: Georgia,serif; font-size: 130%;">of this passage?

<span style="font-family: Georgia,serif; font-size: 130%;">(the words MAIN IDEA are right in this question!)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">Eggs can be easily cracked. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">A hen can lay one egg a day. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Eggs can be different colors. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">A chick can grow inside an egg. || RF.3.3, RF.3.4, RI.3.2
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 170%;">**5** <span style="font-family: Georgia,serif; font-size: 130%;"> According to the passage, which <span style="font-family: Georgia,serif; font-size: 130%;">statement about chickens is true?

<span style="font-family: Georgia,serif; font-size: 130%;">(This is about LITERAL COMPREHENSION with a little bit of INFERENCE)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">A mother hen can find her chick <span style="font-family: Georgia,serif; font-size: 130%;">by its sounds. <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _** || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">The color of the egg tells how <span style="font-family: Georgia,serif; font-size: 130%;">big each chicken will be. <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _** || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Mother hens dry the feathers of <span style="font-family: Georgia,serif; font-size: 130%;">their chicks after they hatch. <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _** || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Chicken eggs take longer to <span style="font-family: Georgia,serif; font-size: 130%;">hatch than other bird eggs. <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _** || RF.3.3, RF.3.4, RI.3.1, RI.3.8
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

 =//<span style="font-family: Georgia,serif; font-size: 130%;">Directions //=


 * [[image:http://www.greatneck.k12.ny.us/GNPS/SR/images/classroomteachers/computer_clipart.gif width="117" height="101"]] || ==INFERENCE HELP GUIDE==

Here is a game to practice making inferences from sentences.
||

<span style="font-family: Georgia,serif; font-size: 130%;">Read this poem. Then answer questions 6 through 9.
//<span style="font-family: Georgia,serif; font-size: 130%;">If It Was Sunlight Shining // <span style="font-family: Georgia,serif; font-size: 130%;">by Jack Prelutsky

<span style="font-family: Georgia,serif; font-size: 130%;">If it was sunlight shining, <span style="font-family: Georgia,serif; font-size: 130%;">I’d know that it was day, <span style="font-family: Georgia,serif; font-size: 130%;">I’d gobble down my breakfast, <span style="font-family: Georgia,serif; font-size: 130%;">then hurry out to play.

<span style="font-family: Georgia,serif; font-size: 130%;">If it was sunlight shining, <span style="font-family: Georgia,serif; font-size: 130%;">I would not be indoors, <span style="font-family: Georgia,serif; font-size: 130%;">I’d race around the garden, <span style="font-family: Georgia,serif; font-size: 130%;">I’d fill the air with roars.

<span style="font-family: Georgia,serif; font-size: 130%;">If it was sunlight shining, <span style="font-family: Georgia,serif; font-size: 130%;">I’d be a chimpanzee, <span style="font-family: Georgia,serif; font-size: 130%;">I’d run, I’d jump, I’d tumble, <span style="font-family: Georgia,serif; font-size: 130%;">I’d clamber up a tree.

<span style="font-family: Georgia,serif; font-size: 130%;">But it is moonlight shining, <span style="font-family: Georgia,serif; font-size: 130%;">my eyes are getting red, <span style="font-family: Georgia,serif; font-size: 130%;">my head is full of cobwebs, <span style="font-family: Georgia,serif; font-size: 130%;">and I am off to bed.

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;">6 <span style="font-family: Georgia,serif; font-size: 130%;"> This poem is mostly about someone who is thinking about

<span style="font-family: Georgia,serif; font-size: 130%;">("mostly about" is looking for MAIN IDEA in your answer)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">eating || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">roaring || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">sleeping || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">playing || RF.3.3, RF.3.4, RI.3.2
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff25; font-family: Georgia,serif; font-size: 150%;">7 <span style="font-family: Georgia,serif; font-size: 130%;"> If the sun was shining, what would the speaker in this poem do first?

<span style="font-family: Georgia,serif; font-size: 130%;">(do first? . . . SEQUENCE!)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">climb up a tree || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">fill the air with roars || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">gobble down breakfast || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">race around the garden || RF.3.3, RF.3.4, RI.3.1, RI.3.8
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff25; font-family: Georgia,serif; font-size: 150%;">8 <span style="font-family: Georgia,serif; font-size: 130%;"> In the poem, the speaker most likely wishes to

<span style="font-family: Georgia,serif; font-size: 130%;">(This is INFERENCE - you have to figure out what all his "wishes" have in common)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">go to sleep || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">be outside || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">eat breakfast || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">stay indoors || RF.3.3, RF.3.4, RI.3.1, RI.3.7
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff25; font-family: Georgia,serif; font-size: 150%;">9 <span style="font-family: Georgia,serif; font-size: 130%;"> What will most likely happen next in the poem?

<span style="font-family: Georgia,serif; font-size: 130%;">("what will happen?" - I think you need to make a PREDICTION here)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">The speaker will climb a tree. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">The speaker will run outside. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">The speaker will eat breakfast. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">The speaker will go to sleep. || RF.3.3, RF.3.4, RI.3.7, RI.3.8
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

 =**<span style="font-family: Georgia,serif; font-size: 130%;">Directions **=


 * [[image:http://www.greatneck.k12.ny.us/GNPS/SR/images/classroomteachers/computer_clipart.gif width="117" height="101"]] || ==SEQUENCE PRACTICE==

Here is another short exercise to practice reading a sequence
||


 * <span style="font-family: Georgia,serif; font-size: 130%;">Read this article. Then answer questions 10 through 15. **



<span style="font-family: Georgia,serif; font-size: 130%;">Float in the Ocean

<span style="font-family: Georgia,serif; font-size: 130%;">by Janet F. Hoover

<span style="font-family: Georgia,serif; font-size: 130%;">It is easier to float in the ocean than it is to float in a swimming pool. Do you <span style="font-family: Georgia,serif; font-size: 130%;">know why?

<span style="font-family: Georgia,serif; font-size: 130%;">Ocean water is full of salt—and salt water can hold up more weight than <span style="font-family: Georgia,serif; font-size: 130%;">fresh water. See for yourself! (Ask an adult to help you.)

<span style="font-family: Georgia,serif; font-size: 130%;">You Will Need:
<span style="font-family: Georgia,serif; font-size: 130%;">• 3 cups warm water <span style="font-family: Georgia,serif; font-size: 130%;">• Measuring cup <span style="font-family: Georgia,serif; font-size: 130%;">• Wide-mouth jar <span style="font-family: Georgia,serif; font-size: 130%;">• Salt <span style="font-family: Georgia,serif; font-size: 130%;">• Spoon <span style="font-family: Georgia,serif; font-size: 130%;">• Raw potato


 * ==<span style="font-family: Georgia,serif; font-size: 130%;">You Will Do: ==

<span style="font-family: Georgia,serif; font-size: 130%;">1. Pour <span style="color: #0000ff; font-family: Georgia,serif; font-size: 130%;">1 1/2 <span style="font-family: Georgia,serif; font-size: 130%;"> cups of warm water into <span style="font-family: Georgia,serif; font-size: 130%;">the jar.

<span style="font-family: Georgia,serif; font-size: 130%;">2. Add <span style="color: #0033ff; font-family: Georgia,serif; font-size: 130%;">1/3 <span style="font-family: Georgia,serif; font-size: 130%;"> cup salt. || || <span style="font-family: Georgia,serif; font-size: 130%;">dissolved.
 * <span style="font-family: Georgia,serif; font-size: 130%;">3. Stir until the salt is completely

<span style="font-family: Georgia,serif; font-size: 130%;">4. Add another <span style="color: #0000ff; font-family: Georgia,serif; font-size: 27.0333px;">1 <span style="color: #0000ff; font-family: Georgia,serif; font-size: 130%;"> 1/2 <span style="font-family: Georgia,serif; font-size: 130%;"> cups of water. Pour it

<span style="font-family: Georgia,serif; font-size: 130%;">slowly over the back of the spoon into

<span style="font-family: Georgia,serif; font-size: 130%;">the jar so that the two liquids will not

<span style="font-family: Georgia,serif; font-size: 130%;">mix together. || || <span style="font-family: Georgia,serif; font-size: 130%;">Do not drop it. || ||
 * <span style="font-family: Georgia,serif; font-size: 130%;">5. Gently place the potato into the jar.

**<span style="font-family: Georgia,serif; font-size: 130%;">What Will Happen: **
<span style="font-family: Georgia,serif; font-size: 130%;"> The potato will sink—but only <span style="font-family: Georgia,serif; font-size: 130%;">halfway!

**<span style="font-family: Georgia,serif; font-size: 130%;">Why? **
<span style="font-family: Georgia,serif; font-size: 130%;"> Salt water is heavier than fresh water, <span style="font-family: Georgia,serif; font-size: 130%;">so it will stay on the bottom. The fresh <span style="font-family: Georgia,serif; font-size: 130%;">water will remain on top.

<span style="font-family: Georgia,serif; font-size: 130%;"> The potato is heavier than the fresh water, but it is lighter than the salt water. <span style="font-family: Georgia,serif; font-size: 130%;">That is why the potato will sink only halfway down.

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;"> **10** <span style="font-family: Georgia,serif; font-size: 130%;"> In the experiment, what should you <span style="font-family: Georgia,serif; font-size: 130%;">do right after you pour the water <span style="font-family: Georgia,serif; font-size: 130%;">over the spoon?

<span style="font-family: Georgia,serif; font-size: 130%;">(notice the words "right after"- SEQUENCE)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">Add the salt to the water. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Stir the salt into the water. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Place the potato in the jar. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Pour warm water into the jar. || RF.3.3, RF.3.4, RI.3.1, RI.3.8
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="font-family: Georgia,serif; font-size: 130%;">11 In Step 4 of the experiment, why do <span style="font-family: Georgia,serif; font-size: 130%;">you pour the water over the spoon <span style="font-family: Georgia,serif; font-size: 130%;">“slowly”?

<span style="color: #000000; font-family: Georgia,serif; font-size: 130%;">(This "Why" question is "Right there" in step 4 - it's a LITERAL COMPREHENSION)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">It is easier to see what you are doing. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">It will keep the water from splashing out. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">It pushes the fresh water to the bottom. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">It will keep the liquids from mixing together. || RF.3.3, RF.3.4, RI.3.7
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;"> **12** <span style="font-family: Georgia,serif; font-size: 130%;"> In which step of the experiment do <span style="font-family: Georgia,serif; font-size: 130%;">you add the salt?

<span style="color: #000000; font-family: Georgia,serif; font-size: 130%;">(Answer should be "RIGHT THERE" in one of the steps)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;"> Step 1 || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;"> Step 2 || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;"> Step 3 || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;"> Step 4 || RF.3.3, RF.3.4, RI.3.1
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;"> **13** <span style="font-family: Georgia,serif; font-size: 130%;"> The article says to gently place the <span style="font-family: Georgia,serif; font-size: 130%;">potato into the jar. What does the <span style="font-family: Georgia,serif; font-size: 130%;">word “gently” mean?

<span style="font-family: Georgia,serif; font-size: 130%;">(Sounds like you need to infer the meaning of the word. If you didn't practice during the the poem, Use this short exercise to practice making an inference on the meaning of words )

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">carefully || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">quickly || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">secretly || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">silently || RF.3.3, RF.3.4, RI.3.1, RI.3.4
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="font-family: Georgia,serif; font-size: 130%;">14 The chart below shows steps from the experiment.

<span style="font-family: Georgia,serif; font-size: 130%;">

<span style="font-family: Georgia,serif; font-size: 130%;">Which step best belongs in the empty box?

<span style="font-family: Georgia,serif; font-size: 130%;">(this diagram is called a "flow chart" it's a picture of a SEQUENCE.)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">Pour warm water into the jar. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Pour warm water into the jar. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Place the potato in the jar. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">Pour the water over the spoon. || RF.3.3, RF.3.4, RI.3.1, RI.3.7
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="font-family: Georgia,serif; font-size: 130%;">15 What is the most important detail about salt water in this article?

<span style="font-family: Georgia,serif; font-size: 130%;">(Another MAIN IDEA. [|Need Practice? Try the stories on his webpage.])

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">A potato will sink in fresh water. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">You can make it yourself. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">It is heavier than fresh water. || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">You can find it in the ocean. || RF.3.3, RF.3.4, RI.3.1, RI.3.2
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

 =<span style="font-family: Georgia,serif; font-size: 130%;">Directions: = =<span style="font-family: Georgia,serif; font-size: 130%;">Read this story. Then answer questions 16 through 21. =


 * [[image:http://www.greatneck.k12.ny.us/GNPS/SR/images/classroomteachers/computer_clipart.gif width="117" height="101"]] || ==Author's Purpose==

We should revisit the Main Idea as well, since that is directly linked to the Authors Purpose
||

<span style="font-family: Georgia,serif; font-size: 130%;">Harold’s Hundred Days of School <span style="font-family: Georgia,serif; font-size: 130%;">by Susan Taylor Brown <span style="font-family: Georgia,serif; font-size: 130%;">illustrated by Jaime Zollars

<span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;">Harold counts the big red X’s on the calendar. “Ninety-eight, ninety-nine, <span style="font-family: Georgia,serif; font-size: 130%;">one hundred!” He jumps up and down. “Yay! Tomorrow is Hundreds Day.” <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “What’s Hundreds Day?” asks his mom. <span style="font-family: Georgia,serif; font-size: 130%;"> “We’ve been in school for one hundred days. We get to have a party. <span style="font-family: Georgia,serif; font-size: 130%;"> Everyone is supposed to bring one hundred of something to count and <span style="font-family: Georgia,serif; font-size: 130%;"> share. I need to find the absolutely most perfect thing ever!” <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> Harold opens cupboards in the kitchen. He finds a box of cereal. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “I could make a necklace out of one hundred pieces of cereal.” His <span style="font-family: Georgia,serif; font-size: 130%;"> stomach growls. “But what if I get hungry and eat the cereal off my necklace? <span style="font-family: Georgia,serif; font-size: 130%;"> Then I won’t have anything to share.” <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> Harold runs into his bedroom. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “I know,” he says. “I bet I have more than one hundred rocks in my rock <span style="font-family: Georgia,serif; font-size: 130%;"> collection.” He pulls out a big box from under his bed. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> Harold puts rocks in his pockets. He stands up. His pants sag. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “Uh-oh. These rocks are too heavy to take to school.” <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> Harold puts back the rocks and walks down the hall. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “I know,” he says. “My sister has over one hundred stickers. I can stick <span style="font-family: Georgia,serif; font-size: 130%;"> them all over me.” He looks in his sister’s room. “Can I have some of your <span style="font-family: Georgia,serif; font-size: 130%;"> stickers for school?” <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> His sister shakes her head. “Sorry. I’m taking them to school tomorrow <span style="font-family: Georgia,serif; font-size: 130%;"> for show-and-tell.” <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> Harold sighs. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> He walks all around the inside of the house. He walks all around the <span style="font-family: Georgia,serif; font-size: 130%;"> outside of the house. Finally he sits down at the kitchen table. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “Time is running out,” he says. “And I still need to find the absolutely <span style="font-family: Georgia,serif; font-size: 130%;"> most perfect thing ever to take to school.” <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> Then he sees the grocery list on the wall. “Maybe I should make a list <span style="font-family: Georgia,serif; font-size: 130%;"> to help me think.” He starts to write. * * * <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “I bet I have over one hundred ideas,” says Harold. “But none of them <span style="font-family: Georgia,serif; font-size: 130%;"> is the absolutely most perfect thing ever.” He puts his head down on the table. All at once he gets another idea. <span style="font-family: Georgia,serif; font-size: 130%;"> The absolutely most perfect idea ever. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> He finds an old white shirt in the rag basket. “Mom, may I write on <span style="font-family: Georgia,serif; font-size: 130%;"> this old shirt?” he asks. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “Why?” asks his mom. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “It’s for school. For Hundreds Day.” <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “OK,” says his mom. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> He gets a black pen. He starts to write. He writes and he writes and <span style="font-family: Georgia,serif; font-size: 130%;"> he writes. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> Harold takes his shirt to school the next day. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “Harold, please show us what you brought for Hundreds Day,” says <span style="font-family: Georgia,serif; font-size: 130%;"> the teacher. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> Harold pulls his shirt out of a bag. He puts it on and turns in a circle. <span style="display: inline-block; font-family: Georgia,serif; font-size: 130%; text-indent: 20px;"> “I couldn’t make up my mind,” says Harold. “So I brought one <span style="font-family: Georgia,serif; font-size: 130%;"> hundred ideas.”

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;">16 <span style="font-family: Georgia,serif; font-size: 110%;"> What is this story mostly about?

<span style="font-family: Georgia,serif; font-size: 130%;">("mostly about" sounds like the MAIN IDEA, doesn't it? <span style="font-family: Georgia,serif; font-size: 130%;">Try the practice on FINDING THE MAIN IDEA at the beginning of this section)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">how Harold finds an old shirt || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">how Harold thinks of a good idea || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">how Harold gathers a rock collection || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">how Harold counts days on the calendar || RF.3.3, RF.3.4, RI.3.1, RI.3.7
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;">17 <span style="font-family: Georgia,serif; font-size: 110%;"> What does Harold keep under his bed?

<span style="font-family: Georgia,serif; font-size: 130%;">(A "What" question usually has the answer "RIGHT THERE" in the story )

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">his shirt || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">his calendar || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">his stickers || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">his rocks || RF.3.3, RF.3.4, RI.3.1
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 150%;">18 <span style="font-family: Georgia,serif; font-size: 110%;"> Which sentence is most important to the main idea of the story?


 * [[image:http://www.greatneck.k12.ny.us/GNPS/SR/images/classroomteachers/computer_clipart.gif width="99" height="86"]] || <span style="font-family: Georgia,serif; font-size: 130%;"> The all important MAIN IDEA question returns again and again!

HERE IS SOME MORE PRACTICE ON THIS TYPE OF QUESTION ||

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">“I need to find the absolutely most perfect thing ever!” || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">“I could make a necklace out of one hundred pieces of cereal.” || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">“These rocks are too heavy to take to school.” || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">“My sister has over one hundred stickers.” || RF.3.3, RF.3.4, RI.3.1, RI.3.2, RI.3.8
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff25; color: #000000; font-family: Georgia,serif; font-size: 150%;">19 <span style="font-family: Georgia,serif; font-size: 110%;"> Which word best describes Harold in the story?


 * [[image:http://www.greatneck.k12.ny.us/GNPS/SR/images/classroomteachers/computer_clipart.gif width="99" height="86"]] || <span style="font-family: Georgia,serif; font-size: 130%;">We need to make an INFERENCE about Harold.

Let's Practice inferring Character Traits ||

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">brave || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">clever || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">rude || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">silly || RF.3.3, RF.3.4, RI.3.1, RI.3.8
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff25; font-family: Georgia,serif; font-size: 160%;">20 <span style="font-family: Georgia,serif; font-size: 110%;"> Why did the author most likely write “Harold’s Hundred Days of School”?

<span style="font-family: Georgia,serif; font-size: 130%;">(Looks like they want to know the author's purpose Here's more Practice if you need it)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_ _ _ _** || <span style="font-family: Georgia,serif; font-size: 130%;">to give information about the calendar || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">to tell about the history of a famous holiday || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 20.8px;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">to give readers ideas for school parties || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 130%;">**_** || <span style="font-family: Georgia,serif; font-size: 130%;">to entertain readers with an interesting story || RF.3.3, RF.3.4, RI.3.1, RI.3.8, W.3.2, W.3.8
 * <span style="font-family: Georgia,serif; font-size: 130%;">**A**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**B**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**C**
 * <span style="font-family: Georgia,serif; font-size: 130%;">**D**

<span style="background-color: #00ff25; font-family: Georgia,serif; font-size: 160%;">21 <span style="font-family: Georgia,serif; font-size: 130%;"> What idea does Harold finally choose for Hundreds Day? How does he take his idea to <span style="font-family: Georgia,serif; font-size: 130%;"> school? Use details from the story in your answer.


 * [[image:http://www.greatneck.k12.ny.us/GNPS/SR/images/classroomteachers/computer_clipart.gif width="99" height="86"]] || Directions: These last two questions have to be written with complete sentences.

Watch a short video and try some games on working with complete sentences.

Did you catch the "USE DETAILS FROM THE STORY?" very important!

<span class="wiki_link_ext" style="color: #0000ff;">Let's practice finding the main details from a story

Here is another practice story on finding the main details

Using the information you gathered, and what you know about complete sentences, answer these two questions. Use paper if it's easier, and type the answers and send them to me with this chat! ||

<span style="font-family: Georgia,serif; font-size: 130%;"> Harold’s ﬁnal idea:

<span style="font-family: Georgia,serif; font-size: 130%;"> media type="meebo" key="kZgQKiEabU" height="316" width="697"

<span style="font-family: Georgia,serif; font-size: 130%;"> How he takes his idea to school:

<span style="font-family: Georgia,serif; font-size: 130%;"> media type="meebo" key="kZgQKiEabU" height="316" width="697"

RF.3.3, RF.3.4, RI.3.1, RI.3.7,RI.3.8, W

=<span style="font-family: Georgia,serif; font-size: 130%;">Credits: = <span style="font-family: Georgia,serif; font-size: 130%;"> January 12–16, 2009 <span style="font-family: Georgia,serif; font-size: 130%;">21383 <span style="font-family: Georgia,serif; font-size: 130%;">English Language Arts Test Book 1 <span style="font-family: Georgia,serif; font-size: 130%;"> 3rd Grade

<span style="font-family: Georgia,serif; font-size: 130%;"> Developed and published under contract with the New York State Education Department by CTB/McGraw-Hill LLC, a subsidiary of The McGraw-Hill Companies, <span style="font-family: Georgia,serif; font-size: 130%;"> Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright © 2009 by the New York State Education Department. Permission is hereby granted for school <span style="font-family: Georgia,serif; font-size: 130%;"> administrators and educators to reproduce these materials, located online at http://www.emsc.nysed.gov/osa, in the quantities necessary for their school’s use, but not for <span style="font-family: Georgia,serif; font-size: 130%;"> sale, provided copyright notices are retained as they appear in these publications. This permission does not apply to distribution of these materials, electronically or by other <span style="font-family: Georgia,serif; font-size: 130%;"> means, other than for school use.

<span style="font-family: Georgia,serif; font-size: 130%;"> Acknowledgments

<span style="font-family: Georgia,serif; font-size: 130%;"> CTB/McGraw-Hill LLC is indebted to the following for permission to use material in this book: <span style="font-family: Georgia,serif; font-size: 130%;"> Cover illustration and abridgment from Chicks and Chickens by Gail Gibbons, copyright © 2003 by Gail Gibbons. Used with permission <span style="font-family: Georgia,serif; font-size: 130%;"> by Holiday House, Inc. <span style="font-family: Georgia,serif; font-size: 130%;"> “If It Was Sunlight Shining” from My Parents Think I’m Sleeping by Jack Prelutsky, copyright © 1985 by Jack Prelutsky. Used by <span style="font-family: Georgia,serif; font-size: 130%;"> permission of HarperCollins Publishers. <span style="font-family: Georgia,serif; font-size: 130%;"> “Float in the Ocean” by Janet F. Hoover from Turtle Magazine’s July/August 2004 issue, copyright © 2004 by Children’s Better Health <span style="font-family: Georgia,serif; font-size: 130%;"> Institute, Benjamin Franklin Literary & Medical Society, Inc., Indianapolis, IN. <span style="font-family: Georgia,serif; font-size: 130%;"> “Harold’s Hundred Days of School” by Susan T. Brown and illustration from Highlights for Children Magazine’s February 2006 issue, <span style="font-family: Georgia,serif; font-size: 130%;"> copyright © 2006 by Highlights for Children, Inc., Columbus, Ohio. Used by permission. <span style="display: block; font-family: Georgia,serif; font-size: 130%; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 3876px; width: 1px;"> <span style="display: block; font-family: Georgia,serif; font-size: 130%; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 5709px; width: 1px;">**B** <span style="color: #ffffff; display: block; font-family: Georgia,serif; font-size: 130%; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 7883px; width: 1px;">**_** <span style="display: block; font-family: Georgia,serif; font-size: 130%; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 6628.5px; width: 1px;">Step 1 <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 25762.5px; width: 1px;">

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 57953.5px; width: 1px;">http://www.fcatexplorer.com/media/parent/tiplister/flash/tip121a.swf