TCZ 9569 Nonfiction & Fiction Paired Texts Set (5 books) $79.95
Linking Fact to Fiction
Help students develop and practice the skills they need to compare and contrast fiction and nonfiction passages. After each of the 25 pairs of passages, students are asked both multiple-choice and open-ended questions. Correlated to the Common Core State Standards. 112 pages. $15.99 each TCZ 9685 Paired Passages Set
$127.92 TCZ 2911 Grade 1 TCZ 2912 Grade 2 TCZ 2913 Grade 3 TCZ 2914 Grade 4 TCZ 2915 Grade 5 TCZ 2916 Grade 6 TCZ 2917 Grade 7 TCZ 2918 Grade 8
Ben Franklin was puzzled. Ben was deputy postmaster general of the American colonies. He was deputy postmaster general from 1764 to 1775. Ben wanted to get mail fast. What puzzled Ben was mail from England. Ships carrying mail took two weeks longer than merchant ships to cross the Atlantic. Ben knew merchant ships were heavier than mail ships. Heavier ships should move slower. Ben knew merchant ships had to sail down a river before leaving England. Mail ships sailed directly from the coast. Sailing a shorter distance should mean a faster crossing. Why was the mail two weeks behind? Ben asked his cousin. Ben's cousin was a whaling-ship captain. Ben's cousin said merchant and whaling captains knew something. They knew about a current. The current was like a river. It was a river of water moving in the ocean. Today we know this current as the Gulf Stream. ships knew to avoid this current when sailing to the colonies. Going against the wed them down. Merchants kept what they knew about the current a secret. he fastest ships could do the most trading. Whaling captains knew about the cause whales often fed at its edges. sin said that whaling-ship captains had hip captains to avoid the current. The captains had not listened. Why not? sin said it was because the mail-ship elt that "they were too wise" to be given "simple American fishermen."
The Slow-Mail Puzzle
Unit 25 Nonfiction
Teacher Created Resources, Inc. 105 #2915 Paired Passages P T h C t d R I 105 #2915 P i d P P
"There is nothing we can do," the Elders said sadly. "Our village is going to be destroyed." Everyone began to cry except for one boy named Murry. People thought Murry was simple- minded. They did not think he was very smart because Murry did not care for fancy clothes or fancy things. Instead, Murry liked to be outside. He liked to spend time in the mountains looking at the wild animals he saw there. Murry asked, "Why is the village going to be destroyed?" " An evil two-headed giant said that our village would be destroyed unless we could show him something that hasn't been seen," answered one of the Elders. " And that is impossible, as we have to see something in order to find it and give it to him! Now, stop pestering us with your stupid questions and start packing." Murry turned around and ran. "What a useless boy," muttered the Elder as he watched Murry begin to climb a tree. "Only a simpleton would climb trees at a time like this. Any advice he has for us wise men is useless." Murry returned minutes later and carefully handed a tiny object to the Elder. As the confused Elder looked at it, Murry explained. "I've followed two robins as they built their nest and laid their eggs. I know this egg is about to hatch. Give this egg to the giant. He can see something no one has ever seen before. He can see the hatchling as it comes out of the egg."
What Hasn't Been Seen
Unit 25 Fiction
Show What You Know
The following are questions based on the passages "The Slow-Mail Puzzle" and "What Hasn't Been Seen." If needed, you may look back at the passages to answer the questions. 1. What is not true about the Gulf Stream? A Whales fed at its edges. B It is a current of water. C It flows away from England. D It is like a river in the ocean. 2. The Elders thought they could not find anything new because they A had started packing. B did not know robins laid eggs. C knew Murry's advice was useless. D thought they had to see it to find it. 3. What do both stories have in common? A people who are supposedly too simple to give good advice B things too new for people to know about C people who thought others did not have good advice D things that people kept a secret from other people 4. Most likely, when Ben Franklin was deputy postmaster general, k A few, if any, letters were sent to England. B few, if any, people looked at wild animals. C few if any children pestered their elders 5. A f Unit 25 Questions
Sample pages from TCZ 2915 Grade 5
Teacher Created Resources, Inc. 107 #2915 Paired Passages P
Show What You Know
6. Fill in the boxes. 7 . 7 Think about how people thought about Murry and what he did at different parts of the story. Very briefly, jot down some of the details. Beginning End Middle Write three or more sentences that tell what each story is about. 8. "The Slow-Mail Puzzle" ____________________________________________________________________ 9. "What Hasn't Been Seen" ____________________________________________________________________ 10. Should we judge others by what they wear or do? Tell why or why not. Use an example from the stories in your answer. If you can, think of an example from your own life, too. (Use a separate piece of paper. Your answer should be one paragraph long.) Unit 25 Questions Ship Type Weight (heavier/lighter) Effect on Speed Sailed From Effect on Distance Time Difference Mail Ship Merchant
Nonfiction Passage Fiction Passage Multiple Choice Open Ended
915 Paire 915 P i
Merchant s current slo After all, th current bec Ben's cous told mail-sh mail-ship c Ben's cous captains fe advice by "
Don't Rock the Boat D n't 't ock t k the Boa Boa t Roc Boat at Roc
Meg loved going to her summer camp each year. For two weeks, she could play and swim and do lots of fun things with all of her friends. Her favorite thing about camp was riding in a canoe. Last year, Meg had learned to canoe. At first, she did not know how to use a paddle. When she tried to paddle the boat, the boat would go in a circle. She could not make the canoe go straight. Then her teacher showed her how to use the oar. She had to paddle on one side of the boat. Then she had to paddle on the other side of the boat. Now she could make the canoe go anywhere she wanted it to go. Meg was a good swimmer, but she always wore her lifejacket in the canoe. At the start of camp, she ran into a log hidden under the water. The log flipped her canoe. Meg and her friend ended up in the water. She had been so glad she had on her lifejacket. It did not take long for the others to help them, but it felt as though they were in the water for a long time because the water was cold. When Meg got older, she wanted to go back to camp. She wanted to help the younger girls like some of the older girls did now. She could not wait to be the person who taught others how to canoe. She knew camp would always be a special part of her life.
Nonfiction & Fiction Paired Texts
Promote student engagement and improve comprehension skills by teaching students to make connections between fiction and nonfiction texts. This resource provides high-interest passages, multiple-choice questions, and short-answer activities designed to meet the rigor of today's standards. Each assessment motivates students to look for textual evidence when answering questions. All units include writing activities linked to higher-order thinking and questioning skills. The writing ideas are designed to incorporate the skills necessary for excellent writing as well as help assess a student's ability to respond to a written prompt. Correlated to the Common Core State Standards. 144 pages. $15.99 each TCZ 3892 Grade 2 TCZ 3893 Grade 3 TCZ 3894 Grade 4 TCZ 3895 Grade 5 TCZ 3896 Grade 6
Sample pages from TCZ 3892 Grade 2
Out on the Open Waters ers Waters W e Ope on the O on th pen s t on Out pen
Boats have always been important to people. People used boats to explore other lands. Boats are still used by people to visit places. They help people get food. They are even used to move goods from one place to another. There are many different types of boats. Some are used for work. Others are used for fun. Large sailing ships were used to explore new worlds. Christopher Columbus and his men used ships with sails to explore. The three most famous ships sailed by Columbus were the Nia , the Pinta , and the Santa Mara . The largest of his three ships was the Santa Mara. Sailing ships were also used to ship
goods from place to place. Tea came from China, and sugar came from the West Indies. Sailors brought things back from other parts of the world for everyone to enjoy. People use boats today for all kinds of reasons. People use boats for fishing. Barges move goods up and down rivers. People enjoy riding in canoes and kayaks and spending time out on the water. It is hard to imagine a time when people won't enjoy spending time on boats and out on the water.
Teacher Created Resources 117 #3892 Nonfiction & Fiction Paired Texts
QUESTIONS Name Date
What is Meg's favorite thing to do at camp?
go horseback riding
What is one thing people do NOT use boats for?
going on trips
hiking in the woods
What type of boat or ship did Columbus use during his trips at sea?
a ship with sails
a boat with oars
a boat with a motor
a canoe with paddles
Write the sentence from the story "Out on the Open Waters" that helped you to answer #3.
What is the same about the two stories?
They both talk about shipwrecks.
They both talk about some type of boat.
They both talk about ships with sails.
They both talk about Christopher Columbus.
The following pages have questions based on the texts from Unit 22. You may look at the stories to help answer any questions. Use the back of the page if you need extra space for writing your answers.
S l f
11 1 Teacher Created Resources 119 #3892 Nonfiction & Fiction Paired Texts
Time to Write!
Imagine you are the captain of a ship. You and your crew cannot find any land. You have been at sea for over twenty days. Complete the capta r in's log and write about what life at sea is like for you and your crew. r
Day 20: y Day 21: y Day 22: y
We have spotted land!
Nonfiction Passage Fiction Passage Writing Activity Response Activity
Teacher Created Resou esou Te cher Created so Teac
Close Reading Practice Books
Teach students how to deeply analyze fiction and nonfiction text with 26 reading passages and 19 graphic organizers. An introduction details the steps of close reading, outlining how to focus instruction to teach how to do a deep-dive into a text with multiple reads and use graphic organizers to guide their thinking. Question stems aligned to the standards help you form thought-provoking text-dependent questions for student responses. 48 pages. $8.99 each TCZ 62560 Grade 2 TCZ 62561 Grade 3 TCZ 62562 Grade 4 TCZ 62563 Grade 5 TCZ 62564 Grade 6
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