Thank you for downloading these

close reading companions!

There is a student work page for each close reading lesson for the unit.
They are meant to be used during the Guided Practice part of your
minilesson and can be completed as independent work if needed. Each
close reading lesson focuses on a specific reading standard/skill.

On each of these worksheets, you’ll find:

✏ Standard correlation
✏ Close reading purpose
✏ Graphic organizer
✏ Apply It!

The “Apply It!” section at the bottom of each page is meant to show
the students what each reading skill actually looks like as a question
when being assessed. This way, when students are testing, they know
exactly what reading skill or strategy to use based on the question
type. The question types are consistent with the questions found in
Benchmark assessments and on the SBAC.

Are you using the national edition of benchmark?

There are a few variations from my CA Edition of the program. Separate
pages have been made specifically for the National Edition. Look for the
“National Ed.” label in the bottom left corner of the lesson’s page.

I INCLUDED SEPARATE PAGES FOR:

• Student Checklist • Week 3 Lesson 11

Click to jump X • Week 1 Lesson 14 • Week 3 Lesson 14
to these pages • Week 3 Lesson 8 • Answer Key

© Markers and Minions

 Please preview the following
before printing this file! J
REMINDER J
Don’t print this whole file without first previewing which pages
you’re using. The pages that are unique to the National Edition
are labeled in the bottom left corner of the page. CA teachers
– you won’t need to print these pages. Non-CA teachers - you
will need to print these special pages as a replacement for
those lessons indicated on the first page of this file.

1. FYI: The use of the word “theme”

This is for teachers using the CA Edition. I have seen the word “theme”
used in Week 2 Lesson 14 and on the Weeks 2 & 3 assessments. In third
grade, this is usually referred to as lesson, a moral, or a central message
(see R.L. 3.2 standard wording). In the Apply It! question for Week 2
Lessons 5 & 14, I used the word “lesson” instead of “theme,” and for Lesson
14, I titled it “Central Message” instead of “Theme.”

This resource
includes
graphics by:

© Markers and Minions

Name: ____________________________________

Unit 9
Close Reading Companions
Check off each lesson as you complete the companion worksheet.

week 1 close reading lessons Page ü

Lesson 2 – Key Details & Main Idea 1

Lesson 4 – Use Context Clues 2

Lesson 5 – Proverbs 3

Lesson 7 – Abstract Nouns 4

Lesson 10 – Key Details & Main Idea 5

Lesson 13 – Text Connections 6

Lesson 14 – Compare/Contrast 7

week 2 close reading lessons Page ü

Lesson 3 – Key Events & Summarize 8

Lesson 5 – Key Events & Summarize 9

Lesson 6 – Idioms 10

Lesson 8 – Analyze Illustrations 11

Lesson 11 – Nonliteral Language 12

Lesson 14 – Central Message 13

week 3 close reading lessons Page ü

Lesson 3 – Key Details & Main Idea 14

Lesson 5 – Key Details & Main Idea 15

Lesson 6 – Connections Between Words & Usage 16

Lesson 8 – Text Connections 17

Lesson 11 – Author’s Purpose: Sidebars 18

Lesson 14 – Compare/Contrast Authors’ Point of View 19

CA Edition © Markers and Minions

Name: ____________________________________

Unit 9
Close Reading Companions
Check off each lesson as you complete the companion worksheet.

week 1 close reading lessons Page ü

Lesson 2 – Key Details & Main Idea 1

Lesson 4 – Use Context Clues 2

Lesson 5 – Proverbs 3

Lesson 7 – Abstract Nouns 4

Lesson 10 – Key Details & Main Idea 5

Lesson 13 – Text Connections 6

Lesson 14 – Compare/Contrast 7

week 2 close reading lessons Page ü

Lesson 3 – Key Events & Summarize 8

Lesson 5 – Key Events & Summarize 9

Lesson 6 – Idioms 10

Lesson 8 – Analyze Illustrations 11

Lesson 11 – Nonliteral Language 12

Lesson 14 – Central Message 13

week 3 close reading lessons Page ü

Lesson 3 – Key Details & Main Idea 14

Lesson 5 – Key Details & Main Idea 15

Lesson 6 – Connections Between Words & Usage 16

Lesson 8 – Text Connections 17

Lesson 11 – Text & Graphic Features 18

Lesson 14 – Compare/Contrast 19

National Edition © Markers and Minions

Name: ________________________________________ Key Details & Main Idea
R.I. 3.2

Close reading purpose:

Read “Making Choices” and annotate key details. Then, complete the chart with key
details and write a main idea statement about how Franklin and Aesop approach
economic choices.

KEY DETAILS
______________________________________________________________
“Ben Franklin’s

______________________________________________________________
Two Cents”

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
“The Ants and the

______________________________________________________________
Grasshopper”

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Main Idea:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Which of the following is not a proverb from “Poor Richard’s Almanack”?

A. Have a growth mindset with everything you do.

B. A penny saved is a penny earned.
Apply it!

C. Early to bed, early to rise, makes a man healthy, wealthy, and wise.
D. Waste neither time nor money, but make the best use of both.

Unit 9 Week 1: Lesson 2 © Markers and Minions 1

Name: ________________________________________ Use Context Clues
R.I. 3.4

Close reading purpose:

Annotate the text by circling unfamiliar words in “Making Choices.” Use context
clues and a reference material to figure out the meaning of the new words.

Word Context clues My definition Revised definition

______________ ________________
______________
annual ______________ ________________
______________
2nd intro, page 4 ______________ ________________
______________
______________ ________________

______________ ________________
______________
proverbs ______________ ________________
______________
2nd intro, page 4 ______________ ________________
______________
______________ ________________

______________ ________________
______________
moral ______________ ________________
______________
intro, page 5 ______________ ________________
______________
______________ ________________

What is the meaning of the word necessity

as it is used in paragraph 10?

A. plenty
Apply it!

B. enough
C. need
D. want

Unit 9 Week 1: Lesson 4 © Markers and Minions 2

Name: ________________________________________ Proverbs
R.I. 3.4

Close reading purpose:

Reread each of the proverbs in “Ben Franklin’s ‘Two Cents.’” What literary
techniques can you find? What is the meaning of each proverb?

Proverb Literary Techniques meaning

__________________ __________________
“If a man empties his purse __________________ __________________
into his head, no one can __________________ __________________

take it away from him.” __________________ __________________

__________________ __________________

__________________ __________________
__________________ __________________
“A penny saved is a penny
__________________ __________________
earned.”
__________________ __________________
__________________ __________________

__________________ __________________
“Early to bed, early to rise, __________________ __________________
makes a man healthy, __________________ __________________

wealthy, and wise.” __________________ __________________

__________________ __________________

What does the proverb “well done is better than well said” mean?

A. One must speak well to be understood better.

Apply it!

B. It is better to actually do good than to just be a good talker.

C. Well done is better than not done well.
D. Talking is almost as good as doing.

Unit 9 Week 1: Lesson 5 © Markers and Minions 3

Name: ________________________________________ Abstract Nouns
S.L. 3.1

Close reading purpose:

Concrete nouns are people, places, and things that you can physically touch.
Abstract nouns are ideas that are not tangible. Reread each of the proverbs in
“Ben Franklin’s ‘Two Cents.’” Circle nouns that you find in each proverb.
Then, sort them in the chart.

Proverb Concrete abstract

“Waste neither time nor money,

but make the best use of both.”

“If a man empties his purse into his head,

no one can take it away from him.”

“The way to wealth depends on just two

words: frugality and industry.”

“Early to bed, early to rise, makes a

man healthy, wealthy, and wise.”

“A penny saved is a penny earned.”

Which two words are examples of abstract nouns?

A. cent
B. dollar
Apply it!

C. talent
D. time
E. purse

Unit 9 Week 1: Lesson 7 © Markers and Minions 4

Name: ________________________________________ Key Details & Main Idea
R.I. 3.2

Close reading purpose:

Read “Let It Grow” and annotate key details. Then, complete the chart.

KEY DETAILS Main ideas

______________________________________ ________________________
Paragraphs 1-2

______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
Paragraphs 5-10 Paragraphs 3-4

______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________

______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________
______________________________________ ________________________

This question has two parts. First answer Part A, then Part B.
Part A: What is the main idea of Part B: Choose two sentences
paragraphs 1 and 2? that support the main idea from
Part A.
A. Farmers markets are cool places to
Apply it!

visit. A. You can only buy fresh food

B. Farmers markets are growing because from a farmers market.
the demand for fresh fruits and B. The USDA suggests we eat
vegetables is increasing. more fresh foods.
C. Farmers markets are only available C. People need to get out of the
once a week. house more.
D. Farmers markets are better than D. People are choosing to eat
grocery stores. more healthy foods.

Unit 9 Week 1: Lesson 10 © Markers and Minions 5

Name: ________________________________________ Text Connections
R.I. 3.3

Close reading purpose:

Reread paragraphs 5 and 6 of “Let it Grow: The Booming Business of Farmers
Markets.” Annotate words and phrases that show sequence. Then, complete the
chart with the signal words/phrases, and then tell what the purpose is for each
connection.

Words/phrases that
paragraph purpose
show sequence
__________________________
5 __________________________
__________________________

__________________________
5 __________________________
__________________________

__________________________
5 __________________________
__________________________

__________________________
6 __________________________
__________________________

__________________________
6 __________________________
__________________________

What happens just before the farmers

hang up signs?

A. They arrange the produce on stands.

Apply it!

B. They park their trucks.

C. They become salespeople.
D. They unload the produce.

Unit 9 Week 1: Lesson 13 © Markers and Minions 6

Name: ________________________________________ Compare/Contrast
R.I. 3.9

Close reading purpose:

After reading “Making Choices” and “Let It Grow,”
compare and contrast the following categories.

“Making Choices” Categories “Let It Grow”

Text Type

Language

_______________________ How does the ________________________

_______________________ author support ________________________
their ideas?
_______________________ ________________________

_______________________ ________________________
Author’s
_______________________ ________________________
purpose or
_______________________ message ________________________
_______________________ ________________________

_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
Text evidence
_______________________ that supports ________________________
_______________________ the author’s ________________________
message
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________

Choose the sentence that is a proverb. Underline the sentence you choose.

The grasshopper was more interested in napping, playing the fiddle, and
dancing than saving food up for cooler days. When summer ended, he was
Apply it!

very hungry. However, he did not have any food stored. He quickly realized
that he should have saved for a rainy day. The grasshopper won’t make this
mistake again next summer!

Unit 9 Week 1: Lesson 14 © Markers and Minions 7

Name: ________________________________________ Compare/Contrast
R.I. 3.9

Close reading purpose:

After reading “Making Choices” and “Let It Grow,”
compare and contrast the following categories.

“Making Choices” Categories “Let It Grow”

_______________________ ________________________
What is the
_______________________ ________________________
author’s main
_______________________ point? ________________________
_______________________ ________________________

_______________________ How does the ________________________

_______________________ author support ________________________
their ideas?
_______________________ ________________________

_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
Text evidence
_______________________ that supports ________________________
_______________________ the author’s ________________________
message
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________

Choose the sentence that is a proverb. Underline the sentence you choose.

The grasshopper was more interested in napping, playing the fiddle, and
dancing than saving food up for cooler days. When summer ended, he was
Apply it!

very hungry. However, he did not have any food stored. He quickly realized
that he should have saved for a rainy day. The grasshopper won’t make this
mistake again next summer!

National Ed. Unit 9 Week 1: Lesson 14 © Markers and Minions 7

Name: ________________________________________ Key Events & Summarize
R.L. 3.2

Close reading purpose:

Reread paragraphs 1-8 of “Lazy Harry” and annotate the text to find the key
events. Then, write a summary of Harry’s character and the result of his choice.

Key events:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Summary:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Choose three sentences to complete a summary of this story so far.

Put the letter in each box.

Summary A. The goat might eat trees or wander off.

B. Harry is lazy and does not want to watch the goat
Apply it!

1. all day.
C. Trina is just as lazy as Harry, and she thinks of
2. ways to avoid working, too.
D. Trina’s parents think she is lazy, too.
3. E. Harry and Trina get married.
F. Trina also has a goat she watches over.

Unit 9 Week 2: Lesson 3 © Markers and Minions 8

Name: ________________________________________ Key Events & Summarize
R.L. 3.2

Close reading purpose:

Reread paragraphs 9-17 of “Lazy Harry” and annotate the key events. Then,
write a summary of Harry and Trina’s choices and the results of their choices.

Key events:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Summary:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Which sentence states a lesson in this story?

A. Never spend money before you have it.

B. Do not be wasteful.
Apply it!

C. Be careful what you wish for, because it might come true.

D. Hard work pays off, but being lazy gets you nowhere.

Unit 9 Week 2: Lesson 5 © Markers and Minions 9

Name: ________________________________________ Idioms
R.L. 3.4

Close reading purpose:

Write both the literal meaning and the nonliteral meaning of each idiom.

Idiom Literal Meaning Nonliteral Meaning

_____________________ ____________________
“clear as day” _____________________ ____________________
_____________________ ____________________

_____________________ ____________________
“a fog has lifted” _____________________ ____________________
_____________________ ____________________

_____________________ ____________________
“set her mind” _____________________ ____________________
_____________________ ____________________

_____________________ ____________________
“barely lifting a
_____________________ ____________________
finger”
_____________________ ____________________

_____________________ ____________________
“carry out” _____________________ ____________________
_____________________ ____________________

In paragraph 9, Trina says, “We can collect honey while barely lifting a
finger.” Which sentence means the same thing?

A. We don’t have to collect honey ourselves.

Apply it!

B. It will be difficult to collect honey.

C. It will be easy to collect honey.
D. We don’t use our fingers while collecting honey. We use a tool so we
don’t get stung.

Unit 9 Week 2: Lesson 6 © Markers and Minions 10

Name: ________________________________________ Analyze Illustrations
R.L. 3.3 & 3.7

Close reading purpose:

Reread paragraphs 1–4 of “Lazy Harry.” Look for details that describe Harry’s
character. Then, look at the illustration. How do the details and the illustration tell
you about his character? How do they affect the mood of the story?

How the text describes harry How the picture portrays harry
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________

How the details and illustration affect the mood of this story

________________________________________________________________
________________________________________________________________
________________________________________________________________

Choose two details from the story to complete the chart.

Write the letter in the box.
A. “He groaned and complained
Detail that shows the whole way home, too.”
Lazy Harry is: B. “Or it might squeeze itself
this:
Apply it!

through the hedge into a

whiny garden.”
C. “I must always watch the
tired goat.”
D. “…Harry still found this simple
task to be exhausting.”

Unit 9 Week 2: Lesson 8 © Markers and Minions 11

Name: ________________________________________ Nonliteral Language
R.L. 3.4

Close reading purpose:

Read paragraphs 5-8 of “Lazy Harry.” What can you learn about the characters?
How do these paragraphs help you figure out what the nonliteral saying “birds of a
feather flock together” means?

Story event

_____________________________________________________
5
_____________________________________________________

_____________________________________________________
6
_____________________________________________________

_____________________________________________________
7
_____________________________________________________

_____________________________________________________
8
_____________________________________________________

What does “birds of a feather flock together” mean?

__________________________________________________________
__________________________________________________________
__________________________________________________________

Choose two underlined phrases that are idioms.

A
There once was a group of girls who played together during recess. One morning,
B C
one of the girls came to school looking upset. She had a long face. A friend of
Apply it!

D
hers walked up to her and gave her a big hug. She told her that she was there if
E
her friend wanted to talk about it, and that she was all ears. The sad girl told her
F
friend what was wrong and felt much better afterwards.

Unit 9 Week 2: Lesson 11 © Markers and Minions 12

Name: ________________________________________ Central Message
R.L. 3.2

Close reading purpose:

Reread paragraphs 3–16 of “Lazy Harry” and “The Ant and the Grasshopper.”
Compare and contrast Harry and the grasshopper.

Categories to
Harry compare
The Grasshopper

________________________ _________________________
________________________ What economic _________________________
choices did this
________________________ _________________________
character
________________________ make? _________________________
________________________ _________________________

________________________ _________________________
________________________ What were the _________________________
________________________ results of these _________________________
choices?
________________________ _________________________
________________________ _________________________

________________________ _________________________
________________________ What do these _________________________
choices tell you
________________________ _________________________
about each
________________________ character? _________________________
________________________ _________________________

________________________ _________________________
________________________ What is the _________________________
central
________________________ _________________________
message, or
________________________ the lesson? _________________________
________________________ _________________________

What central message, or lesson, do both stories have?

A. Work hard and plan for the future.

B. Rely on others when you need help.
Apply it!

C. Always live in the moment and seize the day.

D. Don’t marry someone unless you love them.

Unit 9 Week 2: Lesson 14 © Markers and Minions 13

Name: ________________________________________ Key Details & Main Idea
R.I. 3.2

Close reading purpose:

Read “From Fruit to Jam” and annotate key details.
What choices have to be made when making marmalade?

panies have to
What choices do com
products?
Explain the process of making orange
make when creating
____marmalade.
_ What choices are made during
_______________________
__ this process?
_____ _
____________
____________ ______________________________
_ __ _ _ __ _ _ __ ___
____
____________ ______________________________
_ __ __ _ __ _ _ ________
____________ ______________________________
__ __ _ __ _ _ __ _____
__
____________ ______________________________
_ _ __ _ _ __ ___
__________ ______
_ ______________________________
______________________________
whe n
pe op le ha ve to make
What choi ce s do ______________________________
ges?
they are growing oran
____ __
______________________________
____________
____________
___
________________________________
__ _ __ _ _ __ _ _ ____________
__
_ ___
________________________________________
__ _ _ __ _ __ _
______
___
________________________________
_ __ _ _ __ _ _ __ ____________
__
___
__ _ _ __ _ _ __ ___________________________________________
____
__
_______________________________
____________
____________
___
____________
____________

Part A: What is the main idea of Part B: Which sentence supports the
paragraph 4? answer to Part A?

A. Orange marmalade is one of the A. “They have to consider the best place
most popular jams. to plant the trees.”
Apply it!

B. Farmers grow orange trees in B. “Now the work of jam-making can

orchards. really begin.”
C. There are many choices famers C. “Then the oranges are sent to
must make when growing orange factories known as food-processing
trees. plants.”
D. Jams can be made either at home or D. “The first step in making orange
in factories. marmalade is to produce the fruit.”

Unit 9 Week 3: Lesson 3 © Markers and Minions 14

Name: ________________________________________ Key Details & Main Idea
R.I. 3.2

Close reading purpose:

Read the rest of “From Fruit to Jam.” Annotate key details and answer each question.

How do companies choose which method What choices do the companies have to
to use? Describe both methods. make about the materials?
_____________________________ ____________________________
_____________________________ ____________________________
_____________________________ ____________________________
_____________________________ ____________________________
_____________________________ ____________________________
_____________________________ ____________________________
_____________________________ ____________________________
_____________________________ _________________________
_____________________________
What choices do consumers make?
_____________________________
___________________________
__________________________
How do labels help consumers? ___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
_________________________
_______________________

Which of the following details are specific to the open-pan method? Check
all that apply.

q Better method for selling at markets

q Sealed container
Apply it!

q Gives jam a fruitier flavor

q Used by home cooks and farmers
q Faster and saves on fuel

Unit 9 Week 3: Lesson 5 © Markers and Minions 15

Name: ________________________________________ Connections Between
Words & Usage R.I. 3.1

Close reading purpose:

Read paragraphs 10 and 11 about the two methods for creating jam. The open-pan
method is considered “homemade.” Read about the vacuum pan method in
paragraph 11. This method is the opposite of homemade. Use text evidence from this
paragraph to make inferences about what homemade means.

What does
“homemade”
mean?

Reread paragraph 14. Which two statements help define the word
“organic”?

A. Certain farming rules must be followed to be called organic.

Apply it!

B. Organic is a type of fruit.

C. Organic is believed to be safer and more healthful.
D. Some people prefer organic goods.

Unit 9 Week 3: Lesson 6 © Markers and Minions 16

Name: ________________________________________ Text Connections
R.I. 3.3 & 3.8

Close reading purpose:

A text can be organized by cause and effect, compare and contrast, or in sequence.
While reading “From Fruit to Jam: A Tasty List of Choices,” look for clues that help
you decide what text structure the author uses. Answer the following questions and
write down the signal words you find in the text.

Words/phrases What does this connect to?

______________________ ________________________________
______________________ ________________________________
______________________ ________________________________

______________________ ________________________________
______________________ ________________________________
______________________ ________________________________

______________________ ________________________________
______________________ ________________________________
______________________ ________________________________

______________________ ________________________________
______________________ ________________________________
______________________ ________________________________

______________________ ________________________________
______________________ ________________________________
______________________ ________________________________

Number the steps below (1-4) in the correct order to begin manufacturing
orange marmalade.

_____ Oranges are picked when ready.

Apply it!

_____ Oranges are sold to manufacturers.

_____ Oranges grow on trees.
_____ Oranges are prepared to be made into marmalade.

Unit 9 Week 3: Lesson 8 © Markers and Minions 17

Name: ________________________________________ Text Connections
R.I. 3.3 & 3.8

Close reading purpose:

Reread pages 24 and 25, and then look at the steps for making and selling jam on
page 29. During this process, when do producers have to choose between the open-
pan or vacuum-pan process? What text evidence helps you make this connection?

______________________________
When do producers
choose between the ______________________________
open-pan and
vacuum-pan methods? ______________________________

What paragraph helps

you figure this out?
______________________

The producer has to choose a method

before point ____ on the chart.

Number the steps below (1-4) in the correct order to begin manufacturing
orange marmalade.

_____ Oranges are picked when ready.

Apply it!

_____ Oranges are sold to manufacturers.

_____ Oranges grow on trees.

_____ Oranges are prepared to be made into marmalade.

National Ed. Unit 9 Week 3: Lesson 8 © Markers and Minions 17

Name: ________________________________________ Author’s Purpose:
Sidebars
R.I. 3.3 & 3.8

Close reading purpose:

Look at the sidebar “Consumer Choice: When Less Is More!”
Why was this information included? How is this information different from the rest
of what you’ve read?

What is the purpose of the main text?

_____________________________________________
_____________________________________________

What is the purpose of including the information in the sidebar?

_____________________________________________
_____________________________________________

How do you know the author’s purpose?

_____________________________________________
_____________________________________________
_____________________________________________

Reread the sidebar and select the statement that best connects the
sidebar information to the main text.

A. Bright labels are a good idea for jam.

Apply it!

B. There can be many different types of jams at the store, including

orange marmalade.
C. Both producers and consumers make choices when it comes to
producing and buying goods.
D. Competitive pricing is important if you want people to buy your jam.

Unit 9 Week 3: Lesson 11 © Markers and Minions 18

Name: ________________________________________ Text & Graphic Features
R.I. 3.5

Close reading purpose:

Who uses the vacuum-pan method for making marmalade?
Which text and graphic features help you figure this out?

Who uses the vacuum-pan method? How do you know?

______________________________________________
______________________________________________
______________________________________________
______________________________________________

Which text and graphic features help you compare the

choices made by producers and consumers?

Reread the sidebar and select the statement that best connects the
sidebar information to the main text.

A. Bright labels are a good idea for jam.

Apply it!

B. There can be many different types of jams at the store, including

orange marmalade.
C. Both producers and consumers make choices when it comes to
producing and buying goods.
D. Competitive pricing is important if you want people to buy your jam.

National Ed. Unit 9 Week 3: Lesson 11 © Markers and Minions 18

Name: ________________________________________ Authors’ POV
R.I. 3.6 & 3.9

Close reading purpose:

There are two methods for making jam: the open-pan method and the vacuum-pan
method. Reread paragraph 4 of “Let It Grow.” Which method do you think the food
writer, Michael Pollan, would prefer? What is author Alan Wood’s point of view? What is
your point of view? Use text evidence.

Point of view Text evidence

Michael Pollan: ________________________________
______________________ ________________________________
______________________ ________________________________
______________________ ________________________________

Alan Wood: ________________________________

______________________ ________________________________
______________________ ________________________________
______________________ ________________________________

Mine: ________________________________
______________________ ________________________________
______________________ ________________________________
______________________ ________________________________

Which method do you think Michael Pollan would prefer? How do you know?
_________________________________________________________
_________________________________________________________
_________________________________________________________

Which two statements are evidence that Michael Pollan would prefer the
open-pan method?

A. The open-pan method “is a better choice for selling to this market.”
Apply it!

B. “Home cooks use this method…”

C. Open pans cook more quickly.
D. The open-pan method saves money.

Unit 9 Week 3: Lesson 14 © Markers and Minions 19

Name: ________________________________________ Compare/Contrast
R.I. 3.6 & 3.9

Close reading purpose:

Reread page 28 of “From Fruit to Jam,” and paragraphs 1-3 of “Let It Grow.” How
does each author view the idea of consumer choice? What information is given about
consumer choice in each text?

“From Fruit to Jam” “Let It grow”

______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________

What is the author’s point of What is the author’s point of view

view about consumer choice? about consumer choice?
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________
______________________________ _______________________________

Which two statements express the authors’ points of view?

A. People make food choices based on health and what is best for their
community.
Apply it!

B. People choose their foods based on pricing and selection.

C. People choose their foods based on whether or not it is grown organically.
D. People make food choices based on what they see advertised.

National Ed. Unit 9 Week 3: Lesson 14 © Markers and Minions 19

 Unit 9
Answer key

week 1 close reading lessons Answers

Lesson 2 – Key Details & Main Idea A

Lesson 4 – Use Context Clues C

Lesson 5 – Proverbs B

Lesson 7 – Abstract Nouns C, D

B
Lesson 10 – Key Details & Main Idea
B, D
Lesson 13 – Text Connections A

Lesson 14 – Compare/Contrast Sentence #4

week 2 close reading lessons Answers

Lesson 3 – Key Events & Summarize B, E, C

Lesson 5 – Key Events & Summarize D

Lesson 6 – Idioms C

Lesson 8 – Analyze Illustrations A, D

Lesson 11 – Nonliteral Language C, E

Lesson 14 – Central Message A

week 3 close reading lessons Answers

Lesson 3 – Key Details & Main Idea C, A

Lesson 5 – Key Details & Main Idea 1, 3, 4

Lesson 6 – Connections Between Words & Usage A, C

Lesson 8 – Text Connections 2, 3, 1, 4

Lesson 11 – Author’s Purpose: Sidebars C

Lesson 14 – Compare/Contrast Author’s Point of View A, B

CA Edition © Markers and Minions

 Unit 9
Answer key

week 1 close reading lessons Answers

Lesson 2 – Key Details & Main Idea A

Lesson 4 – Use Context Clues C

Lesson 5 – Proverbs B

Lesson 7 – Abstract Nouns C, D

B
Lesson 10 – Key Details & Main Idea
B, D
Lesson 13 – Text Connections A

Lesson 14 – Compare/Contrast Sentence #4

week 2 close reading lessons Answers

Lesson 3 – Key Events & Summarize B, E, C

Lesson 5 – Key Events & Summarize D

Lesson 6 – Idioms C

Lesson 8 – Analyze Illustrations A, D

Lesson 11 – Nonliteral Language C, E

Lesson 14 – Central Message A

week 3 close reading lessons Answers

Lesson 3 – Key Details & Main Idea C, A

Lesson 5 – Key Details & Main Idea 1, 3, 4

Lesson 6 – Connections Between Words & Usage A, C

Lesson 8 – Text Connections 2, 3, 1, 4

Lesson 11 – Text & Graphic Features C

Lesson 14 – Compare/Contrast A, B

National Edition © Markers and Minions