\ [eter SS 7 loses a i| nee \ Th 180 Days. READ ING IGPractice, Assess, Diagnose: 180 Days of Math Each book provides teachers and parents with 180 daily practice pages to build and gauge students’ mathematical fluency. Each problem is tied to a specific mathematical concept. Students gain regular practice through these LR PE rea eral Grades K-6 ‘quick, diagnostic-based activities. Data-driven assessment tips are provided, and the Teacher Resource CD includes assessment analysis resources. This resource is correlated to the Common Core State Standards, is aligned to core content from the Partnership for 2lst Century Skis, and supports core concepts of STEM instruction. 208pp. Practice, Assess, Diagnose: 180 Days of Math Level Item Level hen Kindergarten FCS0803 Fourth Grade Fist Grade rrcsogo4 Fifth Grade Second Grade FCS Sinth Grade Third Grade 50806 & SHELL EDUCATION 5301 Oceanus Drive + Huntington Beach, CA 92649 EET ReetAuthor Suzanne Barchers, Ed.D. &s SHELL EDUCATIONee Contributing Author Publishing Credits Jodene Smith, M.A. Dona Herweck Rice, Editor-in-Chief; Robin Erickson, Production Director; Lee Aucoin, Creative Director; Timothy J. Bradley, llustration Manager; Conni Medina, M.A.Ed, Editorial Director, Sara Johnson, MS.Ed, Senior Editor; Aubrie Nielsen, MS.Ed, Editor, Beth Pachal, M.A.T, Associate Education Editor, Grace Alba, Designer; Alison Berry, Ilustrator, Maple Lam, llustitor, Stephanie Reid, Photo Editor; Corinne Burton, MAEd, Publisher Image Credits Cover, Maple Lamp. 36,72 Flekr p60 iStochelizabethoneilphotographycom: .120 Flickr p. 216 Bridgeman; allotherimages Shutterstock Standards © 2004 Midcontinent Research for Education and Learning (McREL) (© 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) {© 2007 Board of Regents of the University of Wisconsin System. World-Class instructional Design and Assessment (WIDA). For more information on using the WIDA ELP Standards, please visit the WIDA website at www.wida.us © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS) —_— Shell Education 5301 Oceanus Drive Huntington Beach, CA 92649-1030 hitp://wwwshelleducation.com ISBN 978-1-4258-0922-5 ©2013 Shell Education Publishing, Inc ‘The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited, No part ofthis publication may be transmitted, stored, or recorded ‘nany form without written permission from the publisher. +##50922—180 Days of Reading for First Grade © Shell EducationTABLE OF CONTENTS Introduction and Research How to Use This Book Standards Correlations. .......2..... els Daily Practice Pages ..........0eeeeeeeeeeeeeee eee Answer Key. References Cited . Contents of the Digital Resource CD.........66...239 INTRODUCTION AND RESEARCH The Need for Practice In order to be successful in today's reading classroom, students must deeply understand both concepts and procedures so that they can discuss and demonstrate their understanding. Demonstrating understanding is a process that must be continually practiced in order for students to be successful. According to Marzano, “practice has always been, and always will be, a necessary ingredient to learning procedural knowledge at a level at which students execute it independently” (2010, 83). Practice is especially important to help students apply reading comprehension strategies and word study skills. Understanding Assessment In addition to providing opportunities for frequent practice, teachers must be able to assess students’ comprehension and word-study skills. This is important so that teachers can adequately address students’ misconceptions, build on their current understanding, and challenge them appropriately, Assessment is a long-term process that often involves careful analysis of student responses from a lesson discussion, project, practice sheet, or test.. When analyzing the data, itis important for teachers to reflect on how their teaching practices may have influenced students’ responses and to identify those areas where additional instruction may be required. In short, the data gathered from assessments should be used to inform instruction: slow down, speed up, or reteach. This type of assessment is called formative assessment. © Shell Education ##50922—180 Days of Reading for First Grade 3HOW TO USE THIS BOOK 180 Days of Reading for First Grade offers teachers and parents a full page of daily reading comprehension and word-study practice activities for each day of the school year. Easy to Use and Standards Based These activities reinforce grade-level skills across a variety of reading concepts. The questions are provided as a full practice page, making them easy to prepare and implement as part of a classroom morning routine, at the beginning of each reading lesson, or as homework. Every first-grade practice page provides questions that are tied to a reading or writing standard. Students are given the opportunity for regular practice in reading comprehension and word study, allowing them to build confidence through these quick standards-based activities, Days 1-3 1-2 Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it Reading Foundational Skills Standard and word analysis skills in decoding words. ‘now and apply grade-level phonics Reading Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone or Reading Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Day 4 1-3 Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it. Reading Anchor Standard 2: Determine central ideas or themes ofa text and analyze their development summarize the key supporting details and ideas. Day 5 Writing Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. #50922—180 Days of Reading for First Grade © Shell EducotionHOW TO USE THIS BOOK .... Using the Practice Pages Practice pages provide instruction and assessment opportunities for each day of the school year. The activities are organized into weekly themes, and teachers may wish to prepare packets of each week's practice pages for students. Days 1, 2, and 3 follow a consistent format, with a short piece of text and four corresponding items. As outlined on Page 4, every item is aligned to a reading standard. Using the Scoring Guide Use the scoring guide along the side of each practice page to check answers and see at a glance which skills may need more reinforcement. in the appropriate circle for each item to indicate correct (2) or incorrect (®) response You might wish to indicate only incorrect responses to focus on those skills. (For example, if students consistently miss questions 2 and 4, they may need additional help with those concepts as outlined in the table on page 4.) Use the answer key at the back of the book to score the items, or you may call out answers to have students self-score or peer-score their work © Shell Education 4¥#50922—180 Days of Reading for First Grade 5‘A longer text is used for Days 4 and 5. Students answer more in-depth comprehension questions on Day 4and complete a written response to the text on Day 5. This longer text can also be used for fluency practice (see page 7). Writing Rubric Score students’ written response using the rubric below. Display the rubric for students to reference as they write (writingrubric.doc; writingrubric.pdf). Points Criteria + Uses an appropriate organizational sequence to produce very clear and coherent writing 4 + Uses descriptive language that develops or clarifies ideas + Engages the reader + Uses a style very appropriate to task, purpose, and audience + Uses an organizational sequence to produce clear and coherent writing + Uses descriptive language that develops or clarifies ideas + Engages the reader + Uses a style appropriate to task, purpose, and audience + Uses an organizational sequence to produce somewhat clear and coherent writing 2 + Uses some descriptive language that develops or clarifies ideas + Engages the reader in some way + Uses a style somewhat appropriate to task, purpose, and audience + Does not use an organized sequence; the writing is not clear or coherent 1 + Uses little descriptive language to develop or clarify ideas + Does not engage the reader + Does not use a style appropriate to task, purpose, or audience 0 Offers no writing or does not respond to the assignment presented #50922—180 Doys of Reading for First Grade © Shell EducationHOW TO USE THIS BOOK ....., Developing Students’ Fluency Skills What Is Fluency? According to the National Reading Panel Report, there are five critical factors that are vital to effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension (2000). Rasinski (2006) defines fluency as “the ability to accurately and effortlessly decode the written words and then to give meaning to those words through appropriate phrasing and oral expression of the words.” Wolf (2005) notes that the goal of developing fluency is comprehension rather than the ability to read rapidly. Becoming a fluent reader is a skill that develops gradually and requires practice. Reading text repeatedly with a different purpose each time supports the development of fluency in young children (Rasinski 2003). Assessing Fluency Fluent readers read accurately, with expression, and at a good pace. A Fluency Rubric along with detailed instructions for scoring and keeping oral reading records is included on the Digital Resource CD (fluency.pdf).. The table below lists fluency norms by grade level (Rasinski 2003): Student Fluency Norms Based On Words Correct Per Minute (WCPM) Grade Fall Winter Spring 1 = = 60 wepm 2 53, 78 4. 3 79 93 li4 4 99 112 8 5 105 18 128 6 1s 132 145 © Shell Education ##50922—180 Days of Reading for First GradeHOW TO USE THIS BOOK «... Diagnostic Assessment Teachers can use the practice pages as diagnostic assessments. The data analysis tools included with the book enable teachers or parents to quickly score students’ work and monitor their progress. Teachers and parents can see at a glance which reading concepts or skills students may need to target in order to develop proficiency. ‘After students complete a practice page, grade each page using the answer key (pages 231-237). Then, complete the Practice Page Item Analysis for the appropriate day (pages 10-11, or pageitem1.paf and pageitem2.pdf) for the whole class, or the Student Item Analysis (pages 1213, ot studentitemI.pdf and studentitem2.pdf) for individual students. ‘These charts are also provided as both Microsoft Word’ files and as Microsoft Excel" files. ‘Teachers can input data into the electronic files directly on the computer, or they can print the pages and analyze students’ work using paper and pencil. To complete the Practice Page Item Analyses: + Write or type students’ names in the far-left column. Depending on the number of students, more than one copy of the form may be needed, or you may need to add rows. + The item numbers are included across the top of the charts. Each item correlates with the matching question number from the practice page. + For each student, record an X in the column if the student has the item incorrect. If the item is correct, leave the item blank. + Ifyou are using the Excel file, totals will be automatically generated. If you are using the Word file or if you have printed the PDF, you will need to compute the totals. Count the Xs in each row and column and fill in the correct boxes. To complete the Student Item Analyses: + Write or type the student’s name on the top row. This form tracks the ongoing progress of each student, so one copy per student is necessary. + The item numbers are included across the top of the chart. Each item correlates with the matching question number from the practice page. + For each day, record an X in the column if the student has the item incorrect. If the item is correct, leave the item blank. + Ifyou are using the Excel file, totals will be automatically generated. If you are using the Word file or if you have printed the PDE, you will need to compute the totals. Count the Xs in each row and column and fill in the correct boxes. #50922—180 Days of Reading for First Grode © Shell Education; jy iF 4 HOW TO USE THIS BOOK «... Using the Results to Differentiate Instruction Once results are gathered and analyzed, teachers can use the results to inform the way they differentiate instruction. The data can help determine which concepts are the most difficult for students and which need additional instructional support and continued practice. Depending on how often the practice pages are scored, results can be considered for instructional support on a daily or weekly basis. Whole-Class Support The results of the diagnostic analysis may show that the entire class is struggling with a particular concept or group of concepts. If these concepts have been taught in the past, this indicates that further instruction or reteaching is necessary. If these concepts have not been taught in the past, this data is a great preassessment and demonstrates that students do not have a working knowledge of the concepts. Thus, careful planning for the length of the unit(s) or lesson(s) must be considered, and additional frontloading may be required. Small-Group or Individual Support The results of the diagnostic analysis may show that an individual or small group of students is struggling with a particular concept or group of concepts. If these concepts have been taught in the past, this indicates that further instruction or reteaching is necessary. Consider pulling aside these students while others are working independently to instruct further on the concept(s). ‘Teachers can also use the results to help identify individuals or groups of proficient students who are ready for enrichment or above-grade-level instruction. These students may benefit from independent learning contracts or more challenging activities Students may also benefit from extra pra 1g games or computer-based resources, Digital Resource CD ‘The Digital Resource CD provides the following resources: + Standards Correlations Chart + Reproducible PDFs of each practice page + Directions for completing the diagnostic Item Analysis forms + Practice Page Item Analysis PDFs, Word documents, and Excel spreadsheets + Student Item Analysis PDFs, Word documents, and Excel spreadsheets ment directions and rubric Fluency Ass © Shell Education #50922—180 Days of Reading for First Grade 9PRACTICE PAGE ITEM ANALYSIS DAYS 1-3 Suyssq suapms jo ¢ ‘uonsanb peo We ywopnis ajdmeg ‘DUEN WAP, | autos | . € I =u she PAA Jo zaquumnu [e101 atp (g) pue AUapNys Y>"a 40} a109$ 991409 [e103 axp (Z) AUapnys sod past 919m SUID YI yp atata ued nox sje307 ayp dn ppy “stoNsanb passnu avy syapnys saya ayeDIPUT OF S|]99 UE X Ue PIODd9y :suORDIAI “uray ypea passitu oy syuapmys © Shell Education #50922—180 Doys of Reading for First Grade 1PRACTICE PAGE ITEM ANALYSIS DAYS 4-5 rSeuaay asuodsay warty, wonsonb yea HU S]UAPNyS Jo ¢ é We {opnis a\dmeg aureN Tuapmg asuodsoy uartayy qpan10d # # wo Jo Joquant [e701 axp (¢) pue AUApNIs YD 10} 91098 19 ay Mara ued NOX “sjer01 ay dn ppy “suonsanb p: +##50922—180 Days of Reading for First Grade © Shell EducationSTUDENT ITEM ANALYSIS DAYS 1-3 Directions: Record an X in cells to indicate where the student has missed questions. Add up the totals. You can view the following: (1) which items the student missed; (2) the total correct score per day; and (3) the total number of times each item was missed. Student Name: Sample Student . Item 1 2 3 4 # correct Week | Day 1 1 x 3/4 Total 12 ##50922—180 Days of Reading for First Grade © Shell EducationSTUDENT ITEM ANALYSIS DAYS 4-5 Directions: Record an X in cells to indicate where the student has missed questions. Add up the totals. You can view the following: (1) which items the student missed; (2) the total correct score per day; and (3) the total number of times each item was missed. Student Name: Sample Student Day4 Day5 Item 1 2 3 4 | #correct Written Response Week 1 xX 3k 3 Total Written Response Averag © Shell Education #50922—180 Days of Reading for First Grade 13——_f | j | } a = ee, — EE STANDARDS CORRELATIONS Shell Education is committed to producing educational materials that are research and standards based. In this effort, we have correlated all of our products to the academic standards of all 50 United States, the District of Columbia, the Department of Defense Dependent Schools, and all Canadian provinces. How To Find Standards Correlations ‘To print a customized correlation report of this product for your state, visit our website at http://www.shelleducation.com and follow the on-screen directions, If you require assistance in printing correlation reports, please contact Customer Service at 1-877-777-3450. Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre-K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state. Common Core State Standards ‘The activities in this book are aligned to the Common Core State Standards (CCSS). The chart on page 4 and on the Digital Resource CD (standards.pdf) lists each standard that is addressed in this product. TESOL and WIDA Standards The activities in this book promote English language development for English language learners. The standards listed on the Digital Resource CD (standards.pdf) support the activities presented in this product. #50922—180 Doys of Reading for First Grade © Shell Educationtii NAME: DATE: rai bapa : Mom said I can buy a pet! She said a mouse is fun. A } mouse likes to play. It does not take a lot of work. “AAOAOAAAAAOOOAeDAAAAAAeneer A nAeeernnnnnnennnnnnnnnnnnnnnrnnnnennnnnnnnn _ Read the text. Answer the questions. “ Who tells the child she can buy a pet? @®) the girl the mouse @© Mom Which word rhymes ~ with ? @® mouse mice © moose B What kind of pet is a mouse? @® bad fun © fast _» What does the word buy mean? @® pay for give © like © Shell Education #50922—180 Days of Reading for First Grade Totalwater, too. Iread a book about mice. I must get mouse food. I can get it at the pet store. My mouse will need DATE: () Where can the child get mouse food? @® at home at the pet store © ata farm E \&) Which word starts with the same sound @® water pet © more What should the child give a mouse to eat? @ mouse food meat and bread © eggs _)» What is a mouse? @® a toy a color © an animal #50922—180 Doys of Reading for First Grade © Shell Education? Twill buy a cage. Pet mice live in cages. I will help : keep the cage clean. Mice like to wash up, too! j Where do pet mice live? @® hole cage © cave What is the correct spelling for ey @® mis mice © mise (2) What will she do if the cage is not clean? @®) buy a cage wash the mouse © wash the cage (> What is a cage? @® a place to wash a mouse a store for a mouse © a place for an animal to live © Shell Education 4##50922—180 Days of Reading for First Grade 1.606 —/4 TotalA New Home The white mouse sat ina big cage. Thena girl said, “I want that one!” A big hand picked up the mouse and put it ina box. The mouse soon felt happy. He had a new cage and a new friend! 18 +#50922—180 Days of Reading for First Grade © Shell EducationDATE: _ Read "A New Home.” Answer the questions. “1 ) Where do you think the mouse was? @® ona farm in a pet store ©) ina school How do you think the mouse felt at the end? ®) sad happy © fat =) Why is the mouse put into the box? @®) so that the girl could take him home so that the mouse What does the title mean? @®) The mouse got a new place to live. The girl got a could eat new pet. © so that the girl could | © The mouse left get a toy the store. © Shell Education $#50922—180 Doys of Reading for Fst Grade TotalReread "A New Home.” new pet. Write about what the girl does. Q Think about what the girl does to pick her 1#50922—180 Days of Reading for Fist Grade © Shell Educationri i are ripe. Read the text. Answer the questions. 3 Apples are good to eat. Have you seen an apple tree? i : You can pick your apples in the fall. That is when they 3 DATE: __) Where do apples grow? @® ona bush ona tree © ona farm Which word has the word all in it? @® tree fall © ripe _» When can you pick apples? @® in the fall in the summer © inthe spring _ What does the word ripe mean? @® red older © ready © Shell Education ##50922—180 Days of Reading for First Grade SCORE 160 Total 21DATE: jit tl) Read the text. Answer the questions. i Cut an apple in two. The middle is called the core. 7} ? Look at a seed. A big tree can grow from that : little seed! Which word rhymes |) What do trees - with grow from? @ acore ® core a seed @ar apple a tree © seed What is the middle of (2) How many pieces is G@ an apple called? the apple cut into? @®) It is not cut. @® astem three a seed © two © acore #50922—180 Days of Reading for First Grode © Shell Educationis best! DATE:___ Read the text. Answer the questions. ; You can eat an apple. You also can make applesauce. Apples can be made into juice. But an apple pie SCORE, 1.66 _-) What are some ways to eat apples? @®) ina sauce or ina pan as juice or ina glass © as juice or as sauce <)) Which word is made up of two words? @® apple into © best —/4 Total (2) What does the writer like best? @ apple juice apple pie © raw apples @ What is an apple? @® a fruit a season © adrink © Shell Education +#50922—180 Days of Reading for First Grade 23Bobbing for Apples Get ready for a fun game! This is what to do. First, get a big tub. Put water in the tub. Add lots of apples. Take turns with some friends. Try to get an apple out. No hands! You have to bite your apple. Have fun bobbing for apples! 24 #50922—180 Days of Reading for First Grade © Shell Educationpeers the questions. __ DATE:___ Read "Bobbing for Apples.” Answer _» What might happen in * the game? @®) You might get wet. You might eat a lot. © You might make a pie. What does the word bobbing mean? @® eating moving your head up and down © jumping .~ ) What do you need for this game? @®) water, a big tub, and a mop water, little pans, and apples © water, a big tub, and apples What is the main idea? @® how to play the game how to clean apples © how to fill a tub © Shell Education +##50922—180 Days of Reading for First Grade SCORE 1.00 306 4.08 —/l4 Total 25NAME: ATE OW Reread “Bobbing for Apples.” Q Think about how to bob for apples. IN Write about how to play the game. #50922—180 Days of Reading for Fist Grade © Shell Educationa WEEK 3 . 1 DATE: _ Read the text. Answer the questions. : The leaves are red and gold. It is cool at night. : Orange pumpkins are in the stores. Fall is here at last! i 2.66 |) What time of year .&) Which word starts is it in the text? with the same sound 3.08 as “G5? @ spring fall @ gold 4.68 © summer pumpkin © can a Total -) What colors are @ What does the word the leaves? cool mean? @® green and yellow @® alittle cold green and orange a little windy © red and gold © alittle warm © Shell Education #50922—180 Days of Reading for First Grade 21seed i —/4 Total 28 ttt DATE: Read the text. Answer the questions. } work. Make a great big leaf pile. Jump in! It is fun! AAAAAAOAAARAAAA RDA DADDARDDADDADANARAAnnnnnnnannnnennemnnmnntnntt! ee ; Are there leaves on the ground? Get a rake and get to \)) Where does this text Which is the correct a rake? @® trima tree pile up leaves © get a job take place? spelling for ? @® outside @® rak inside rakk © ona farm © rake (B what can you do with | {5} What does it refer to in the text? @®) the leaves falling on the ground jumping in the pile of leaves © raking the leaves #50922—180 Days of Reading for First Grode Shell Educationi Football is fun in the fall. You can watch a game on TV. er | : Do you like to run or kick? You may want to play, too! » When are football games fun? ® in the fall in the morning © in the summer Which two words make ? @®) base and ball basket and ball © foot and ball (2) What is a football? @® akind of foot a kind of game © akind of shoe What does the word kick mean? @® to hit with your foot to hit with your leg © to hit with your arm © Shell Education +#50922—180 Days of Reading for First Grade 1.60 200 Total 29WEEK 3 Two Falls The leaves were bright last fall. There were sunny days and cool nights. The sun helps the leaves make food. This helps the leaves keep their colors. This year, the nights are warm and the days are cool. There are lots of clouds. The leaves are dull. But I still love fall! +#50922—180 Doys of Reading for First Grade © Shell EducationDATE: - Read "Two Falls.” Answer the questions. |) Why were the leaves bright last fall? @® There was a lot of rain. The leaves were red and gold. © The leaves could make food. What does the text tell you about leaves? @®) that they grow on trees that they need sun to make their food © that they need clouds to stay bright \2) What is the weather like this year? @) warm nights and cool days cloudy days and cool nights © warm nights and sunny days What is the main idea? @®) Leaves are bright or dull. Leaves change in the fall. © Clouds make leaves dull. © Shell Education 4¥#50922— 180 Days of Reading for First Grade SCORE 1.606 2086 Total 3Think about whether the leaves change color in the fall where you live. g Reread “Two Falls.” \ Write about what fall is like where you live. #50922—180 Days of Reading for First Grade © Shell EducationRead the text. Answer the questions. Ants have a queen just like bees do. Her job is to lay the eggs. All the other ants work for her. DATE: - “}) How are ants and bees alike? @®) They both like honey. They live in the same place. © They both have a queen. & Which picture rhymes with ants? 2) What does the queen do? @®) She makes the ants work. She lays the eggs. © She gets the food. Who does her refer to in this text? &, @® the queen the ants © agirl © Shell Education +#50922—180 Doys of Reading for First Grade SCORE 1.6© 2086 3.60 4©6 poe) Total 33ese 2 2.086 i Some worker ants look for food. They use smell to i mark a trail to the food. Then more ants can find i the food. 3.08 4©0 4 Total ty A worker ant finds food. What happens next? @®) More ants can find the food. The ants use smell to mark a trail to the food. More ants look for food. © Ants stay in the nest. Which word ends with the same sound as 2 @® food mark © ant How do ants use smell? @®) to find the way home to tell if the food is good © to tell other ants where food is _) What does the word ants mean? @®) one ant zero ants © many ants +#50922—180 Days of Reading for First Grade © Shell Education: Have you had an ant bite? Some ants will bite or sting } to stay safe. Most ants just want to do their jobs. AAAnAnnnnnnnnenDDAOOAOerAeer-Arrrrrennrnn enn ennnenennnnnnennennnnn, wes Why do some ants bite? @® to get food to get to the nest © to stay safe Which word has the same vowel sound as 2? é @ sting bite © their ee What do most ants want to do? @®) work sting © bite What is the opposite of safe? @® hurt not hurt © bit © Shell Education 4##50922—180 Days of Reading for First Grade Total 35The Ant Farm Get an ant farm if you want to learn a lot about ants. You can see how strong ants are. You can watch them make tunnels and eat. Your ants will be fun to watch. But you have to take care of them, too. 36 1#50922—180 Days of Reading for First Grade © Shell Educationquestions. _____ DATE:__ Read "The Ant Farm.” Answer the WEEK 4 ri SCORE. What is an ant farm? @®) a container for ants to live in a farm to grow ant food © a hole outside where ants live _<-) Think about ant ai farms. Which is true? @ Ants do not work much. Ants make tunnels. © An ant farm has a farmer. 1.0© 2) What are ant farms * good for? @®) to learn how to farm to get a new pet © to learn how ants work +) What does this text tell you? @® how to find ants what an ant farm is © how to watch ants Total © Shell Education #50922—I80 Days of Reading for First Grade 37NAME: DATE: Og Reread “The Ant Farm.” Q Think about whether ants should be in their nests or in an ant farm. iN Write about whether you think ant farms are \ good or bad. +##50922—180 Days of Reading for First Grade © Shell EducationCOATES Read the text. Answer the questions. : it open. Then, they clean it out. They wash the seeds. _) Who cuts the pumpkin? @® Pam Dad © the seeds Which word rhymes with ee @® cook seed © open Gs ~» What do Pam and Dad do with the seeds? @) wash them eat them © toss them away Which sentence uses the word cut in the same way as in the text? @ I saw someone cut in line. Cut the pizza. We cut through the 9g park to get home. © Shell Education +##50922—180 Days of Reading for First Grade SCORE 1.00 208 3.08 4.08 4 Total 39Dad puts oil ina pa Dad adds a bit of sa ID Tee aaeeeeaeeeseeeeore y it <3 Read the text. Answer the questions. Pam adds the pumpkin seeds. me to bake the seeds! uy Who puts things in the pan? @® Pam oil and salt © Pam and Dad <}) Which word has the same vowel sound as seeds? @® clean bake © step ( what are Pam and Dad doing? @®) cleaning the pumpkin baking the seeds © making a pie oS Which sentence uses the word bit in the same way as the text? @®) The dog bit the boy. Put the bit in the horse’s mouth. © Only use a little bit of glue. #50922—180 Days of Reading for Fist Grade © Shell EducationDATE: Read the text. Answer the questions. ; Dad cuts up the pumpkin. Pam peels it. They put the : pieces into a pot. They let it boil. Then they mash i Ste teaeeeaeenennes |) Where are Dad <<) Which is the correct and Pam? spelling for ® 2 @® ina kitchen @® punkin in a pumpkin patch pumpkin © inastore © pumcan wy What do they do last? ||__» What does the word it "refer to in this text? ®) boil the pumpkin mash the pumpkin @ Dad © peel the pumpkin the pot © the pumpkin © Shell Education 1##50922—180 Doys of Reading for First Grade aThe Pumpkin Surprise Pam and Dad make a pie crust. They make the pie filling. They fill the crust. But there is still more pumpkin left! They make pumpkin cookies. There is still more pumpkin left! Dad said, "We can use it for breakfast!” #50922—180 Doys of Reading for First Grade © Shell EducationRead "The Pumpkin Surprise.” Answer the questions. jit DATE: Aisne} Why do Pam and Dad make cookies? @® They like cookies. They had more pumpkin. © They had more y pie crust. What do you think Dad will make for breakfast? @ pumpkin pancakes more pumpkin pie © eggs and toast B Why do they have so much pumpkin? @®) The pumpkin is very big. The pumpkin has lots of seeds. © They like to fix pumpkin. (>) What is the main idea fb of the text? @® Pam and Dad like to make pie. Pam and Dad use a lot of pumpkin. © Pam and Dad will not make pie again. © Shell Education #50922—I80 Days of Reading for First Grade