• Have your child read the text aloud to you, or take turns reading alternate sentences or paragraphs together. • Talk with your child about what they have read, and brainstorm ways the information in the text relates to their life. • Discuss the meanings of unfamiliar words that they read and hear. • Help your child monitor his or her understanding of what they have read. Encourage your child to consistently ask themselves whether they understand what the text is about. • To ensure understanding of the text, have them retell what they have read.
Tips for Completing Activities
• Review instructions with your child to ensure they understand the questions. • Encourage your child to go back to the article to support his or her answers. Then have your child highlight the important information from the text passage to help them answer the question. • Offer your child ample opportunities to share with you their answers and the thinking processes they used to arrive at those answers.
Authors: George Murray, Elizabeth Macleod, Janis Barr
All rights reserved. The classroom teacher may reproduce student pages in this teacher resource for individual classroom use only. The reproduction of any part of this teacher resource for an entire grade division, or entire school or school system, is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.
We acknowledge the financial support of the Government of Canada through the Canada Book Fund for our publishing activities. Distributed by Nelson Education Ltd. Printed in Canada. Contents Introduction . . . . . . . . . . . . . . . . . . 2 Deforestation . . . . . . . . . . . . . . . . . 54 Text Features . . . . . . . . . . . . . . . . . . 3 Canola . . . . . . . . . . . . . . . . . . . . 56 How Hard Is That? . . . . . . . . . . . . . 59 Social Studies Magnets Are More Than Fun . . . . . . . 62 Who Invented That? . . . . . . . . . . . . . 4 A Star Is Born . . . . . . . . . . . . . . . . 64 Making Silk in Ancient China . . . . . . . . 6 Seeing Stars . . . . . . . . . . . . . . . . . . 67 Rivers of Life . . . . . . . . . . . . . . . . . . 8 The World at Night . . . . . . . . . . . . . 69 Egypt’s Women Pharaohs . . . . . . . . . . 10 Earthquake! . . . . . . . . . . . . . . . . . 71 Slavery in Ancient Rome . . . . . . . . . . 13 Games Across the Ages . . . . . . . . . . . 16 Careers The History of Bicycles . . . . . . . . . . . 18 What Does a Marine Biologist Do? . . . . 75 What Does a Carpenter Do? . . . . . . . . 77 Geography What Does a Firefighter Do? . . . . . . . . 79 Our Growing Cities . . . . . . . . . . . . . 20 Living in Iqaluit . . . . . . . . . . . . . . . 22 Biography Roald Dahl . . . . . . . . . . . . . . . . . . 81 Health Spider-Man . . . . . . . . . . . . . . . . . . 84 Eating Breakfast . . . . . . . . . . . . . . . 25 Who Was Paul Bunyan? . . . . . . . . . . 86 Why Playing Sports Is Good for You . . . 27 Marie Curie . . . . . . . . . . . . . . . . . . 88 Turn Down the Music! . . . . . . . . . . . 29 Pauline Johnson . . . . . . . . . . . . . . . 91
Character Education Fables and Folktales
When You See Bullying . . . . . . . . . . . 31 The Goose and the Golden Eggs . . . . . . 94 Be a Good Sport! . . . . . . . . . . . . . . 33 The Rich Miser . . . . . . . . . . . . . . . 96 Fact Sheet: Peer Pressure . . . . . . . . . . 36 The Rich Man and the Thief . . . . . . . . 98
Introduction Reading comprehension is the cornerstone of a child’s academic success. By completing the activities in this book, children will develop and reinforce essential reading comprehension skills. Children will benefit from a wide variety of opportunities to practice engaging with text as active readers who can self- monitor their understanding of what they have read.
Here the reader will find the title of each section, what page Contents each text starts on within sections, and where to find specific information.
The chapter title gives the reader an idea of what the text will be Chapter Title about. The chapter title is often followed by subheadings within the text.
The title or topic is found at the top of the page. The subheading Title and is right above a paragraph. There may be more than one Subheading subheading in a text.
Maps help the reader understand where something is happening.
Map It is a visual representation of a location.
Diagram and Diagrams and illustrations give the reader additional visual Illustration information about the text.
A label tells the reader the title of a map, diagram, or illustration.
Label Labels also draw attention to specific elements within a visual.
Captions are words that are placed underneath the visuals.
Caption Captions give the reader more information about the map, diagram, or illustration.
Fact Box A fact box tells the reader extra information about the topic.
A table presents text information in columns and rows in a
Table concise and often comparative way.
Bold and Bold and italic text are used to emphasize a word or words, and Italic text signify that this is important vocabulary.
The Wheel Scientists do not know for sure who invented the first wheel. Many say the people of Mesopotamia did. Many agree that Mesopotamians were the first people to use the wheel for everyday things. They used a potter’s wheel to make pots. They used carts with wheels to move goods from place to place. Carts helped towns and cities trade with other places. Trade meant they could sell things they did not need and buy from other people things they needed.
Irrigation Farmers in Mesopotamia needed lots of water from the rivers to grow crops. Carrying water by hand or in carts was hard work. It took a lot of time. Mesopotamians invented irrigation so they could have bigger farms and would not have to work so hard. They dug canals that would bring water from the rivers to their farms.
The Seeder Plough
Farmers needed to plough the fields before they could plant seeds. Then they had to go back to put seeds in the ground. The Mesopotamians invented the seeder plough. In the seeder plough, there was a funnel with seeds behind the plough. As the plough dug up the soil, the seeds were dropped into the soil right away. This meant that farmers could plant more crops in a shorter time.
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. What do you think the word remarkable means? Why?
Step 1: The eggs laid by silkworm moths are collected and kept in a cool place where the temperature can be controlled. Over time, the temperature is slowly increased to about 25°C. The silkworms will then hatch from the eggs.
Step 2: Silkworms are fed fresh mulberry leaves. They eat
constantly until they grow very fat. The fat provides the energy the silkworms need to create a cocoon. Silkworm Step 3: Silkworms produce a jelly-like material that hardens into a thin strand of silk when it is exposed to air. The worm wraps itself in the long strand to create a white cocoon.
Step 4: The cocoons are kept in a dry place for several days. The cocoons are then steamed or baked to kill the silkworm inside before it starts to break out. Each cocoon is then dipped in hot water to loosen the strand of silk. Silk cocoon Step 5: Each cocoon is then unwound to get the long strand of silk. This strand is between 600 metres and 900 metres long. The strands are then wound onto a spool.
Step 6: Several strands of silk are then twisted together to make
strong silk thread. Natural materials are used to dye the threads different colours. The threads are then woven into colourful fabric.
Fun Fact According to Chinese legend, Empress Hsi Ling Shi, wife of Emperor Huang Ti (also called the Yellow Emperor), was the first person to accidentally discover silk. It happened when a silkworm cocoon fell into the cup of tea she was drinking under a mulberry tree. When she pulled out the cocoon, the strong silk fiber came loose.
The Nile River flows through five countries in Africa. One of these countries is Egypt.
One of the oldest
civilizations in the world began in Egypt. Most of Egypt was desert, but the Queen Hatshepsut’s sailing boat travelled the Nile. Nile River created a green space along its banks. The land around the river was very flat. The river flooded every year from water that came rushing down from mountains in another country. After the flood, people planted their crops in the thick mud left behind. The mud was very good for growing crops. These crops provided food for the people and their animals. People fished in the river and caught birds for food. The river also provided transportation. People could use boats to travel from town to town to trade.
The Indus River
The Indus River starts in the Himalayan Mountains. It flows through what is now Pakistan. The Indus River is in a very dry area. One of the earliest civilizations in the world began here, just like in Egypt. The river flooded at least once a year. It brought good soil along with it, and left the soil behind. This soil was excellent for farming. The flooding also provided water for irrigation. Farmers grew crops such as melons, wheat, peas, and cotton. Historians believe that there were more than 1500 settlements in the valley created by the Indus River.
The River Thames
Great cities also began on rivers. London, England, is one example. London is on the River Thames. The city was first built by the Romans. It was called Londinium. After the Romans left, people continued to live in and move to London. The river provided people with transportation. Ships could come in from the sea, and goods could be moved into England. So London became an inland port and a major trading city. Many crafts people lived and worked in London because it was easy to ship what they made to the rest of England and other parts of the world.
2. What is the same about the land around the Nile and Indus Rivers?
________________________________________________________________ ________________________________________________________________ 3. How did the flooding of the Nile and Indus Rivers help farmers?
5. What are the sections on the Nile River and the Indus River about? What is the main idea of both? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
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