The Lady Who Loved the Land

Transcription

1 Reading Selection 1 Read the selection and choose the best answer to each question. The Lady Who Loved the Land (1) Claudia Alta Taylor was born on December 22, 1912, in Karnack, Texas. As a young girl she was said to be as pretty as a lady bird. Everyone called her Lady Bird. It was a perfect nickname for a child who enjoyed nature so much. The Lady Who Loved the Land This selection is about a Texan named Claudia Alta Taylor, who was also known by the nickname Lady Bird. She was married to Lyndon B. Johnson, the 36th president of the United States. Lady Bird loved the natural beauty of the outdoors and encouraged others to restore and protect nature. During her lifetime she helped to pass the Highway Beautification Act, built a wildflower center, and created hiking and biking trails. Read the selection to learn more about this amazing woman who did so much to beautify America. The Lady Who Loved the Land 1 Claudia Alta Taylor was born in Texas on December 22, As a young girl she was said to be as pretty as a lady bird. Everyone called her Lady Bird. It was a perfect nickname for a child who loved the outdoors.

2 Growing Up in East Texas 2 The outdoors was Lady Bird s favorite place. The lovely flowers that bloomed every spring were like friends to her. Even the spicy aroma of pine trees made Lady Bird feel at home. She paddled a boat in the bayous near her home. There she admired the cypress trees and the dried Spanish moss that clung to their limbs. In her diary she wrote that it was a place of dreams. 3 Lady Bird attended a one-room school until she was 12. She graduated from high school at the age of 15 and then studied at a school for girls. Lady Bird continued her education at the University of Texas at Austin, earning two degrees. Growing Up in East Texas 2 Lady Bird s favorite place was outdoors. The spring flowers were like friends to her. Even the spicy aroma of pine trees made Lady Bird feel at home. She paddled a boat in the waters near her home. She loved to look at the trees and the moss that hung from the tree limbs. In her diary she wrote that it was a place of dreams. 3 Lady Bird went to a one-room school until she was 12. She finished high school when she was 15. Then she studied at a school for girls. Lady Bird continued her education at the University of Texas at Austin Questions 1and 2 appear here on Modified

3 From Lady Bird to First Lady 4 In 1934, Lady Bird met Lyndon B. Johnson, who was working for a U.S. congressman. Soon after their first date, the two were married. Many years later, when Johnson became the 36th president of the United States, the couple moved into the White House. The president s wife, known as the First Lady, performs many duties. Lady Bird served as hostess for visiting world leaders and attended the official openings of government projects. 5 Lady Bird attended one such ceremony in 1964, when she spoke at the opening of the Flaming Gorge Dam in Utah. There she emphasized that natural beauty is a great resource. She believed that nature should be treated with care and appreciation. 6 Lady Bird visited many areas of the American West. Although she loved the wild, rugged scenery, she saw many things that upset her. Areas that once were beautiful were littered with trash. Old cars and auto parts were discarded along roadsides, left there for anyone to claim. In addition, large advertising billboards were increasing in number and in size. The signs kept travelers from enjoying the natural beauty of the outdoors. The First Lady wanted to solve these problems. From Lady Bird to First Lady 4 In 1934, Lady Bird met and soon after married Lyndon B. Johnson. Many years later, Johnson became the 36th president of the United States. The president s wife, known as the First Lady, performed many duties. Lady Bird was the hostess for visiting world leaders and went to many government ceremonies. 5 In 1964, Lady Bird spoke at one of these ceremonies. She said that natural beauty is a great resource. She believed that nature should be treated with care and appreciation. 6 Lady Bird visited many areas of the American West. She loved the scenery, but she saw many things that upset her. Areas that once were beautiful were littered with trash. Old cars and auto parts were discarded along roadsides. They were left there for anyone to pick up. Large signs used for advertisements were getting bigger in size. The signs kept travelers from enjoying the natural beauty of the outdoors. The First Lady wanted to solve these problems.

4 7 Lady Bird created a plan to make the nation s highways a source of pride for Americans. She wanted travelers to experience the beauty of the outdoors from their vehicles. Through her efforts a law was written limiting the number of billboards along roadsides. It also provided funds for cleaning up trash and planting flowers along highways. 8 The Highway Beautification Act, known Lady Bird as Lady Bird s Bill, was passed in Instead of seeing signs and rusty cars, people driving along the highways could now see flowers blooming. But Lady Bird was not just concerned with beautification. She also supported laws protecting clean water and air. 9 Lady Bird had other ideas about how to help the environment. She worked to support city and national parks as well as wilderness areas. Back in Washington, D.C., she did her part to plant flowers along city streets. 7 Lady Bird thought of a plan to make highways something Americans could be proud of again. She wanted people to see the beauty of the outdoors from their cars and trucks. She helped get a law written that limited the number of large signs along roadsides. It also provided money for cleaning up trash and planting flowers along highways. 8 The Highway Beautification Act that was passed in 1965 became known as Lady Bird s Bill. Instead of seeing signs and rusty cars, people driving along the highways could now see flowers blooming. But Lady Bird also wanted laws that protected our clean water and air. 9 Lady Bird had other ideas about how to help the environment. She worked to support parks and wilderness areas. She also planted flowers along the streets of the city where she lived. Question 3 appear here on Modified

5 Returning Home to Texas 10 In 1969 Lady Bird and her husband moved back to Texas. Here she encouraged her fellow Texans to make the highways more beautiful. She even gave awards to highway districts that placed native plants along their highways. 11 By 1982 her dream of creating a special place to protect native plants was achieved. The National Wildflower Research Center was built near Austin. People from all over enjoy its beautiful gardens. Programs offered at the center teach people of all ages to care for the land. The center was renamed in It is now called the Lady Bird Johnson Wildflower Center. 12 Lady Bird also helped create hiking and biking trails in an area of Austin called Town Lake. Today that section of the city attracts visitors and proud citizens. In 2007 the city honored Lady Bird by renaming the area Lady Bird Lake. Returning Home to Texas 10 In 1969, Lady Bird and her husband moved back to Texas. She tried to get Texans to make the highways more beautiful. She gave awards to highway districts that placed native plants along their highways. 11 By 1982, Lady Bird s dream of creating a special place to protect native plants came true. The National Wildflower Research Center was built near Austin. People from all over enjoy the beautiful gardens. Programs at the center teach people of all ages to care for the land. The center was renamed in It is now called the Lady Bird Johnson Wildflower Center. 12 Lady Bird also helped create hiking and biking trails in Austin. Today many people visit that section of the city. In 2007, the area was renamed Lady Bird Lake.

6 13 Lady Bird Johnson valued our nation s natural beauty. As first lady, she did her part to give others the chance to appreciate it, too. Texans can be proud that she continued working throughout her life to restore and protect the beauty of the land she loved. 13 Lady Bird believed that our nation s natural beauty was important. As the First Lady, she did her part to help others love it, too. Texans can be proud that she worked all her life to restore and protect the beauty of the land she loved.

7 TEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Objective: Fig. 19 (D) Identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. 1 The reader can tell that Lady Bird Johnson was concerned that A government leaders would not be pleased with her role in official ceremonies B highways would become more cluttered with items that would keep people from appreciating nature C people would not visit the National Wildflower Research Center Modified 3 The reader can tell that Lady Bird Johnson was concerned that A government leaders would not be pleased with her role in official ceremonies B highways would become too cluttered with items keeping people from appreciating the outdoors C laws would not allow travelers to enjoy the beauty of the land D laws would discourage travelers from viewing the natural beauty of the American West

8 TEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Objective: Fig. 19(D) Identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. 2 Which sentence shows that Lady Bird Johnson tried to inspire others to beautify the land? A Lady Bird attended one such ceremony in 1964, when she spoke at the opening of the Flaming Gorge Dam in Utah. B Lady Bird visited many areas of the American West. C She even gave awards to highway districts that placed native plants along their highways. Modified 4 What was Lady Bird Johnson s main goal in building the National Wildflower Research Center? A To offer rewards for planting flowers along roadsides B To create a place where native plants could be cared for and studied C To give visitors a chance to hike and bike on trails D Lady Bird also helped create hiking and biking trails in an area of Austin called Town Lake.

9 TEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Objective: Fig. 19(D) Identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. 3 What evidence from the selection shows that Lady Bird Johnson was well respected? A People visit Austin s wildflower research center. B Lady Bird Johnson supported national parks. C Public places were named after Lady Bird Johnson. D Lady Bird Johnson planted flowers near city streets. Modified Use the whole selection The Lady Who Loved the Land on pages 3 8 to answer questions 5 and 6. 5 What evidence from the selection shows that Lady Bird Johnson was respected? A People visit Austin s wildflower research center. B Places were named after Lady Bird Johnson. C Lady Bird Johnson planted flowers along city streets.

10 TEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Objective: Fig. 19(E) Identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. 4 What is the best summary of the section Growing Up in East Texas? A When Lady Bird was a child, she admired the nature that surrounded her. She especially liked the flowers that bloomed in spring. She considered them to be like friends to her. BAs a child, Lady Bird enjoyed the outdoors of East Texas. She played in fields of flowers, in piney woods, and on bayous. She attended school and eventually earned two degrees from a university. C When Lady Bird was young, she lived in East Texas. She liked spending time outside. She was comforted by things in nature like blooming flowers, and she enjoyed looking at trees. Modified 2 What is the best summary of the section Growing Up in East Texas? A When Lady Bird was a child, she enjoyed the outdoors. She really liked the flowers in spring. She considered them to be like friends to her. BAs a child, Lady Bird enjoyed the outdoors. She played in fields of flowers, in piney woods, and on the water. She went to a one-room school and graduated high school at 15. Lady Bird also attended the University of Texas at Austin. C When Lady Bird was young, she lived in Texas. She liked being outside. She was comforted by things in nature like flowers. She also enjoyed looking at trees. D As a young girl, Lady Bird often wrote about the outdoors in her diary. She described the bayous as a place of dreams. Lady Bird attended a one-room school until she was 12 and graduated from high school at the age of 15.

11 TEKS: (4.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Objective: Fig. 19(D) Identify the author's use of similes and metaphors to produce imagery. 5 Read this sentence from paragraph 2. Even the spicy aroma of pine trees made Lady Bird feel at home. The imagery in these lines appeals most to the reader s sense of A sight B smell C taste D touch Modified imagery when the author uses details and descriptions that appeal to the reader s senses 1 Read this sentence from paragraph 2. Even the spicy aroma of pine trees made Lady Bird feel at home. The imagery in these lines appeals most to the reader s sense of A smell B taste C touch

12 TEKS: (4.14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to continue to apply earlier standards with greater depth in increasingly more complex texts. Objective: Fig 19 (D) (A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior; (B) explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects) ; and (C) compare various written conventions used for digital media (e.g. language in an informal 1-mail vs. language in a web-based news article). 6 The pictures in the selection show Lady Bird Modified No Comparable Question on Modified A performing her duties B as a caring citizen C enjoying her interests D at different stages of her life

13 TEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Objective: Fig 19 (D) Identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. No Comparable Question on Modified 6 Which sentence shows that Lady Bird Johnson tried to encourage others to make the land more beautiful? A In 1964, Lady Bird spoke at one of these ceremonies. B Lady Bird visited many areas of the American West. C She gave awards to highway districts that placed native plants along their highways.

14 Reading Selection 2 Read the next two selections. Then choose the best answer to each question. Carmen is a student at Pleasant Hill Elementary School. Miss D. is Carmen s teacher. Miss D. s mother, Grams, likes to visit the classroom and share her time with the students. In this poem, Miss D. asks the class to vote on how to spend the money left over at the end of the school year. Carmen Secret Ballot by Andrea Cheng School s almost out. We have to spend the money somehow. We put suggestions 5 on the board: Carmen Carmen, the speaker in this poem, is a student at Pleasant Hill Elementary School. Miss D. is Carmen s teacher. Miss D. s mother, Grams, likes to visit the classroom and share her time with the students. In this poem, the class must decide how to spend the money left over at the end of the school year. The class suggests a pizza party, roller skating, and a picture for Grams. Miss D. has asked the class to vote by secret ballot. Read the poem to find out how the class will spend the money. Carmen Secret Ballot by Andrea Cheng School s almost out. We have to spend the money somehow. We put suggestions 5 on the board:

15 Pizza party. Roller skating. How about thinking of other people? 10 Miss D. says. Kayla raises her hand. A present for Grams, she says. What would Grams like? 15 I put my head down and shut my eyes and think. A big picture of us in front of Pleasant Hill, Pizza party. Roller skating. How about thinking of other people? 10 Miss D. says. Kayla raises her hand. A present for Grams, she says. What would Grams like? 15 I put my head down and shut my eyes and think. A big picture of us in front of Pleasant Hill,

16 20 I say. We vote on slips of paper called secret ballots. Pizza gets four, 25 skating gets three, and the picture wins. 20 I say. We vote on slips of paper called secret ballots. Pizza gets four, 25 skating gets three, and the picture wins. Questions 1, 2, and 3 appear here on Modified

17 Reading Selection 3 Zach Bonner s Little Red Wagon 1 Zach Bonner enjoys helping people. He cares so much about people that he spends his time and energy finding ways to make their lives better. People like Zach are hard to find. What makes Zach even more amazing is that he is a sixth grader who has been on a mission to help others since he was six years old. Zach Bonner s Little Red Wagon This article is about how Zach Bonner and his little red wagon make a difference to people in need. Zach used his little red wagon to help people after a hurricane hit near his hometown. He also collected food and supplies in backpacks for homeless children. Zach wanted to do more for homeless children, so pulling his little red wagon, he walked to Florida s state capital, Georgia, and the White House in Washington, D.C. Zach s travels with his little red wagon allowed him to meet several presidents of the United States, including current President Barack Obama. Read to find out more about Zach s work and his plans for the future. Zach Bonner s Little Red Wagon 1 Zach Bonner enjoys helping people. He cares so much about people that he looks for ways to make their lives better. What makes Zach even more amazing is that he is a sixth grader who has been looking for ways to help others since he was six years old.

18 Responding to a Storm 2 Zach began offering his help to people in In late summer, a hurricane named Charley left many people near Zach s hometown of Tampa, Florida, without drinking water. When Zach heard that people in his community were collecting bottles of water, he realized that his family could help. He and his mother brought their extra bottles to the collection site. 3 But Zach wanted to do more. He decided to ask others to donate. With his mother s permission, six-yearold Zach pulled his little red wagon through his neighborhood. He passed out flyers to his neighbors. When they read about his plan to collect drinking water, they were happy to help. They put their bottled water into Zach s wagon, and they even added other helpful supplies, such as clothes and canned food. It didn t take long before Zach s wagonloads added up to truckloads 27 truckloads of water and supplies, to be exact! New Ways to Help 4 Most people would have been satisfied with their efforts if they had collected 27 truckloads of materials for people in need. But not Zach. He wanted to keep helping people, so he and his mother looked for other ways to contribute. They heard about an organization that helps homeless children. The organization had a wish list of things that homeless children need. Zach asked people to donate supplies on the list, such as toothbrushes, toothpaste, soap, and first-aid kits. He put the supplies into backpacks and called them Zach Packs. A Zach Pack wasn t complete until it also contained a toy! Responding to a Storm 2 Zach began helping people in That summer a hurricane left many people near Zach s hometown in Florida without drinking water. When Zach heard that people were collecting bottles of water, he knew that his family could help. He and his mother donated their extra bottles, too. 3 But Zach wanted to do more. He wanted to ask others to donate bottles of water. With his mother s permission, six-year-old Zach pulled his little red wagon through his neighborhood. He passed out flyers to his neighbors. When they read about his plan to collect drinking water, they were happy to help. They put their bottled water into Zach s wagon. They even added other supplies like clothes and canned food. It didn t take long before Zach s wagon collection added up to 27 truckloads of bottled water and supplies! Question 1 appear here on Modified New Ways to Help 4 Zach wanted to keep helping people, so he and his mother looked for other ways. They heard about a group of people that helped homeless children. The group had a wish list of things that homeless children need. Zach asked people to donate supplies on the list like toothbrushes, toothpaste, soap, and first-aid kits. He put the supplies into backpacks and called them Zach Packs. A Zach Pack wasn t complete until it also contained a toy!

19 5 In 2007 Zach decided to pull his little red wagon on a longer walk. Zach wanted to collect money to help homeless children. He planned to walk from his home in Tampa to Florida s state capital, Tallahassee 280 miles away! It took Zach and his mother 23 days to reach their destination. But it was worth the blisters and sore muscles. By the time they arrived in Tallahassee, Zach had raised $25,000. It was enough money to provide food and supplies for 800 families. Beyond Florida 6 Zach knew that homelessness wasn t a problem only for children in Florida. He wanted to help kids all over the country, so in 2008 he planned another journey. He decided to start in Tallahassee and walk to Atlanta, Georgia. Along the way Zach stopped to talk to groups and teach people some facts about homelessness. He explained that homeless kids aren t different from other kids, except that they might not have access to some of the things that other kids take for granted. Zach wanted others to know what essential things kids are missing when they don t have a home. He hoped his message would encourage others to donate these needed items. 7 The next year, Zach and his now-famous wagon traveled all the way from Atlanta, Georgia, to the White House. This was the longest walk of all! It took 10 weeks, and along the way donations totaled $50,000. The money was used to purchase supplies for a homeless shelter in Washington, D.C., and to build a playground in Florida for children without permanent homes. 5 In 2007, Zach pulled his little red wagon on a longer walk. Zach wanted to collect money to help homeless children. He planned to walk from his home to Florida s state capital 280 miles away! It took Zach and his mother 23 days to reach the capital. But it was worth the blisters and sore muscles. By the time they arrived, Zach had raised $25,000. It was enough money to buy food and supplies for 800 families. Question 2 appear here on Modified 6 Zach knew that homelessness wasn t a problem for children only in Florida. He wanted to help kids all over the country. So in 2008 Zach planned another walk from Florida to Georgia. Along the way, Zach stopped to talk to people and teach them some facts about homelessness. He explained that homeless kids aren t different from other kids, except that they might not have some of the things that other kids take for granted. Zach wanted others to know what essential things kids are missing when they don t have a home. He hoped his message would encourage others to donate these needed items. 7 The next year, Zach and his famous wagon traveled all the way to the White House. This was the longest walk of all! It took 10 weeks, and along the way people donated a total of $50,000. The money was used to buy supplies for a homeless shelter in Washington, D.C., and to build a playground in Florida for children without homes.

20 8 What s next for Zach and his little red wagon? He says he is planning a 2,300-mile journey across the United States. This time other volunteers will take turns walking to help Zach reach his goal. 9 Zach s journeys have raised a lot of money to help others. They have also brought Zach to the attention of some very important people. Zach has met with two former presidents of the United States as well as current president Barack Obama. The presidents wanted to let Zach know they appreciated his work. Zach continues to show how one person can make a difference. One person and a little red wagon, that is! 8 What s next for Zach and his little red wagon? He says he is planning a trip across the United States. This time other people will take turns walking to help Zach reach his goal. 9 Zach has raised a lot of money to help others. He has had the chance to meet some very important people. Zach has met with two former presidents of the United States as well as current president Barack Obama. The presidents wanted to let Zach know they appreciated his work. Zach continues to show how one person can make a difference. One person and a little red wagon, that is!

21 TEKS: (4.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Objective: (A) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 1 The reader can tell that the poem is written in free-verse form because it does not have A a serious subject B plot and conflict C a rhyming pattern Modified 1 How can the reader tell that the poem is written in free-verse form? A It does not have a serious subject. B It does not have a rhyming pattern. C It does not have a message. D a common theme

22 TEKS: (4.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Objective: (A) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 2 Which poetic structure is found in the poem? A Stanzas B Rhythm C Use of repetition Modified 2 Which poetic structure is found in the poem? A Stanzas B Use of repetition C Short line length D Short line length

23 TEKS: (4.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Objective: Fig 19(D) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 3 The paragraph above the title of the poem is included to A help readers understand how the students feel about their teacher B persuade readers to write a poem about a special school event C encourage readers to think about their school experiences Modified 3 Read lines 8 and 9 from the poem. How about thinking of other people? What do these lines show about Miss D.? A She thinks it is important to share with others. B She thinks her students are selfish. C She wants her students to try harder. D provide background information about details that readers would not know

24 TEKS: (4.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Objective: (B) Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words. 4 The word essential in paragraph 6 means A necessary B favorite C interesting D thoughtful Modified 3 What does the word essential mean in paragraph 6? A Necessary B Favorite C Interesting.

25 TEKS: (4.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Objective: (A) Summarize the main idea and supporting details in text in ways that maintain meaning. 5 What is the best summary of the section New Ways to Help? A Zach Bonner and his mother learned about an organization that helps children. Zach asked people to donate supplies on the organization s wish list. Supplies such as toothpaste and soap were put in backpacks. Zach also included a toy. B Zach Bonner pulled his little red wagon to help collect money for homeless children. He walked from his home to the state capital. He raised enough money to help hundreds of families. C Zach Bonner and his mother searched for ways to help those in need. Zach walked from his home to the state capital. It was a long trip, and by the time he reached the capital, Zach had sore muscles and blisters. Modified 2 What is the best summary of the section New Ways to Help? A Zach Bonner and his mother heard about a group of people with a donation wish list. Some items on the list are toothpaste and soap. Zach placed the donations in a backpack with a toy included. B Zach Bonner and his mother wanted to help people in need. Zach walked from his home to the state capital. Zach had sore muscles and blisters by the time he reached the capital. C Zach Bonner wanted to keep helping people in need. He had collected lots of materials and filled backpacks with things for homeless children. He also made money for food and supplies by walking to the state capital. D Zach Bonner wanted to continue helping people even after he had collected truckloads of materials for those in need. He filled backpacks with items for homeless children. He also raised money for food and supplies by walking to the state capital with his red wagon.

26 TEKS: (4.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Objective: (A) Summarize the main idea and supporting details in text in ways that maintain meaning. No comparable question on Modified 1 Why did Zach start collecting bottles of water? A He thought many families would probably have extra bottled water. B He heard that people in Florida needed drinking water after a hurricane. C He saw that his family had extra bottles of water they were not using.

27 TEKS: (4.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Objective: Fig 19(D) Use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. 6 What can the reader conclude about Zach s mother? A She prefers that Zach walk shorter distances. B She supports Zach s work. C She thinks Zach s work should receive more attention. D She wishes Zach would help at his school. Modified Use the whole article Zach Bonner s Little Red Wagon on pages to answer question 4. 4 What can the reader conclude about Zach s mother? A She wishes that Zach would walk shorter distances. B She supports Zach s work. C She thinks Zach s work should receive more attention.

28 TEKS: (4.19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Objective: (F) Write persuasive essays for appropriate audiences that establish a position and use supporting details. 7 What is one difference between the poem and the selection? Modified No comparable question on Modified A In the poem, Carmen asks for advice from an adult. In the selection, Zach creates plans all on his own. B In the poem, Carmen wants to thank someone. In the selection, Zach wants to help others. C In the poem, Carmen needs help. In the selection, Zach wants to find ways to help others. D In the poem, Carmen wants to help a classmate. In the selection, Zach wants to help other children.

29 TEKS: (4.19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Objective: (F) Write persuasive essays for appropriate audiences that establish a position and use supporting details. 8 What is one difference between the poem and the selection? Modified No comparable question on Modified A Carmen knows Grams personally, while Zach does not know the people he helps. B Carmen shares her ideas with others, while Zach does not. C Carmen s plan requires other people, while Zach s does not. D Carmen ignores Miss D. s question, while Zach responds to the people around him.

30 TEKS: (4.19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to Objective: (F) Write persuasive essays for appropriate audiences that establish a position and use supporting details. 9 Both the poem and the selection express the importance of Modified No comparable question on Modified A thinking about others B making new friends C being accepting of others D overcoming challenges