3

Grade

Reading
Level O

Comprehension

STORIES INCLUDED
Kids on the Oregon Trail
The Kindness Project
The Doctor Who Saved
London
Pleasing Mrs. Kondrath
Empty Glory

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Grade 3 Reading Comprehension

Level O Workbook

by K5 Learning

© K5 Learning 2020

All rights reserved. No part of this book may be reproduced or transmitted in any form or
by any means, electronic or mechanical, or by any information storage and retrieval
system, without permission in writing from the author. Permission is granted to
reproduce this material to be used with one (1) teacher's students by virtue of the
purchase of this book. In other words, one (1) teacher may make copies of these
worksheets to be used with his/her students. Permission is not given to reproduce the
material for resale.
____________________________________________

Please visit store.k5learning.com for more workbooks from K5 Learning.

 Level O Reader

Table of Contents

Introduction & Tips ............................................................................................................... 1

List of Vocabulary Words .................................................................................................... 3

Stories & Exercises:

Detective Sam is on the Case ..................................................................................................... 4

Kids on the Oregon Trail ........................................................................................................... 11

The Kindness Project ................................................................................................................ 17

The Doctor Who Saved London ................................................................................................ 24

Empty Glory .............................................................................................................................. 30

Pleasing Mrs. Kondrath ............................................................................................................. 37

Wicked Worries ......................................................................................................................... 44

Don’t Count Your Eggs Before They’re Laid!. ............................................................................ 51

The Starfruit Tree ...................................................................................................................... 58

Thinking Outside the Box .......................................................................................................... 65

More from K5 Learning ....................................................................................................... 72

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 Level O Reader

Introduction & Tips

Welcome to our series of levelled reading workbooks. Each workbook contains a
number of texts. Each text is followed by exercises designed to reinforce literacy skills
including reading comprehension, vocabulary, spelling and writing. The books include
both fiction and non-fiction passages and explore a wide range of topics in social
studies, nature, history, science and more.

Our readers are “leveled” from A to Z based on a number of factors related to text
complexity such as vocabulary, average word size and sentence length, amount of
repetitiveness of words and sentence structures and subject matter complexity.

Early reading levels use short simple words and sentences in big fonts in a highly
repetitive manner. Stories relate to subjects young children are familiar with. Each
successive level introduces greater reading challenge.

About K5 Learning
K5 Learning provides thousands of free worksheets and affordable workbooks for
children in kindergarten to grade 5.

We work with award-winning teachers to create materials in support of independent

learning.

Our aim is to help parents help their kids develop their reading, math and study skills.
Visit us at www.k5learning.com.

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 Level O Reader

Some tips on using our leveled readers

Review the vocabulary words on the first page of each story with your student.
Ask your child to read these words and talk about what they mean.

Ask younger students to read the stories out loud and use their finger to point to
words as they read from left to right. Help them as needed.

Ask younger students to also read the directions of the exercises out loud.
Remind them to use complete sentences when answering.

Ask older students to look up words they don’t know in a dictionary.

Point out punctuation; for example, when there is an exclamation mark ask
them to reread the sentence using more enthusiasm.

Review your student’s work and guide him or her through any answers that are
not correct.

Discuss the stories, the characters, the topics, the settings, the pictures –
anything about the text to make it more interesting, relevant or fun.

Monitor your student’s progress and adjust reading levels as needed.

Keep the reading fun!

Other books in this series

This book is one of a series of levelled reading workbooks. The levelled reading
approach makes it easy for parents to find appropriate materials for their kids.

The books range from Levels A-C (kindergarten) to Levels X-Z (grade 6).

The books can be purchased and downloaded exclusively from the online bookstore at
K5 Learning store.k5learning.com.

Questions & Feedback

If you have any questions or feedback for us, please contact us at customer-
service@k5learning.com.

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 Level O Reader

List of Vocabulary Words

The following vocabulary words are introduced in this workbook:

alibi artist belongings brainstorm business

challenge character cheating cholera complicated

confident coop course crime deeds

detective disease dumb evidence experiment

expression generosity groaning guilt guinea

ideas ideas impatient interrogate leapt

magazine masterpieces messages motive nerve

overlapping overwhelmed oxen pianist pioneers

practicing pride professional relax research

responsibilities schedule scientific settlors spirit

starfruit stomach suspect tense theory

tightened victory willpower worrying

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 Level O Reader

alibi suspect interrogate

crime motive detective

Detective Sam is on the Case

Sam had finished his homework and chores, so it was time

to play his favorite video game, Green Ghosts Gone Wild.
He headed for the bookshelf where he kept his video
games, but the game was not there. He searched on the
shelf, under his bed, in his desk drawer and even behind his
pillow. It was nowhere to be found.

Sam frowned, put his fedora detec tive hat on his head and
grabbed his notebook, pen and magnifying glass. This was
definitely a case for Detective Sam.

The first step in an investigation is to list

possible clues. Detective Sam
scanned his surroundings. The
laundry basket was empty which
meant that Mom had been in his
room to get his dirty laundry. He jotted
‘Mom, laundry’ in his notebook.

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 Level O Reader

He then noticed another important clue : a brown, scraggly

teddy bear laying on the floor next to his bed. That was his
little sister’s favorite teddy bear, Booboo. Jenny carried him
everywhere she went. The only reasonable deduction to
make was that she had been in his room. Jenny had also
been angry at him for taking the last pancake at breakfast,
so she had a motive to take his video game. Further, she
had been home all day, so he knew she did not have an
alibi. He jotted ‘Jenny, teddy bear’ in his notebook.

The next step in an investigation is to interrogate possible

suspects. Detective Sam began searching for his prime
suspect, Jenny. He found her in the kitchen eating a peanut
butter and jelly sandwich. Even though it was daytime , and
light poured in through the kitchen window, Detective Sa m
flipped on the kitchen light. He pu t a chair directly in front
of his sister, sat down, and stared at her
with narrowed eyes. This was how
detectives get criminals to admit to
their crimes. He had seen it on TV
once.

“What have you been up to today?”

Detective Sam asked.

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 Level O Reader

Jenny scrunched her eyebrows together. “Why are you

acting so weird?”

Detective Sam decided to get right to the point. “Have you

seen my video game, Green Ghosts Gone Wild?”

“No.”

Her quick answer was very suspicious. He tried several

different tactics all while squinting harder and harder at
her. However, she denied taking his game or even being in
his room. He pulled Booboo out from behind his back and
flung him onto the table. “How do you explain this then?”

“Booboo! I’ve been looki ng all over for him! Where was
he?” Jenny hugged the stuffed animal tight against her.

“In my room,” Detective Sam

announced.

Jenny thought for a moment. “Oh, I

had to ask Mom a question and that’s
where I found her.”

Sam frowned and looked at BooBoo, his only witness, who

unfortunately could not talk, and then raised his head to
stare directly into Jenny’s eyes. “Just admit that you did it!”

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 Level O Reader

“I didn’t take your game! Mom! Sam won’t leave me

alone!” Jenny shouted.

Mom came into the kitchen. “What’s going on here?” she

asked. Then she saw Detective Sam’s hat. “It looks like
Detective Sam is doing some sleuthing.”

Sam nodded. “Green Ghosts Gone Wild is missing .”

“Well, I suggest you take a look downstairs where you were

playing last night,” Mom said.

Sam thought about this new information. A good detective

always follows a lead. He jumped up, hurried down the
stairs and saw Green Ghosts Gone Wild laying on the table
by the couch. He had completely forgotten that he had left
it there the night before.

Detective Sam sat on the couch, opened his notebook and

wrote “Case Closed” in big, bl ack letters.

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 Level O Reader

Detective Sam is on the Case (exercises)

1. Use the code below to fill in the blanks.

1 – C 2 – E 3 – H 4 – I
5 – L 6 – M 7 – N 8 – O
9 – P 10 – S 11 – T 12 – U
13 – V

a. A _______________ (10-5-2-12-11-3) is another name

for a detective.

b. A _______________ (10-12-10-9-2-1-11) is someone

who may have committed a crime.

c. A _______________ (6-8-11-4-13-2) is a possible reason

someone might commit a crime.

2. Write 1, 2, 3 and 4 to put the events from the story in

order.

_______ Sam’s mom tells him to look for his game

downstairs.

_______ Sam can’t find his favorite video game .

_______ Sam questions his sister .

_______ Sam looks around his room to gather clues .

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 Level O Reader

3. Based on clues in the following sentence, what do you

think alibi means?

“Also, she had been home all day, so he knew she

didn’t have an alibi.”

a. An alibi is a song parents sometimes sing to their

children at bedtime.

b. An alibi is a reason why a suspect might commit a

crime.

c. An alibi is evidence showing a suspect was not at

the place of the crime when the crime was
committed.

d. An alibi is how alligators say goo dbye.

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 Level O Reader

Detective Sam is on the Case (answers)

1. Use the code below to fill in the blanks .

a. A sleuth is another name for a detective.

b. A suspect is someone who may have
committed a crime.
c. A motive is a possible reason someone might
commit a crime.

2. Write 1, 2, 3 and 4 to put the events from the story in

order.

4 Sam’s mom tells him to look for his game

downstairs.

1 Sam can’t find his favorite video game .

3 Sam questions his sister.

2 Sam looks around his room to gather clues .

3. Based on clues in the following sentence, what do you

think alibi means?

“Also, she had been home all day, so he knew she

didn’t have an alibi.”

d. An alibi is evidence showing a suspect was not at

the place of the crime when the crime was
committed.

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 Level O Reader

pride pioneers responsibilities

oxen settlers belongings

Kids on the Oregon Trail

Imagine walking for hundreds of miles, for over five months.

The early pioneers and settlers and their children did just
that.

Over two hundred years ago, people left their homes to

travel to faraway places in the West. Some went in hopes of
finding gold and striking it rich; others left for the promise of
free land and a better life. Children traveled with their
parents. Leaving their homes, friends and familiar
surroundings was difficult for them,
and kids had to grow up fast.

The wagons were packed with

hundreds of pounds of food such
as flour, bacon, sugar, coffee,
and salt for the long trip
across the country. They also packed tools, guns for
hunting, and blankets to keep them warm. This left little
room for toys, books, and extra clothes. Children and their
parents had to leave many of their belongings behind.

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 Level O Reader

The wagons were heavy and were pulled by oxen which

moved very slowly. Smaller children sometimes rode in the
wagon, but it was bumpy, cramped and uncomfortable.
Parents and children mostly walked along the tr ail, which
was often hot and dusty.

Many pioneer families followed the Oregon Trail across

rushing rivers, the harsh weather of the prairies and the hills
of the Rocky Mountains. They traveled through burning
heat, freezing snow, rain, and sleet. Children walked from
early morning to almost sundown, and sometimes they
would not see a town or city for weeks.

On the trail, older children had many chores. They fetch ed

water, prepared food, kept the camp clean, herded
animals and looked after younger brothers and sisters. They
also gathered wood or buffalo chips, dried buffalo manure,
for the campfires at night. Collecting buffalo chips might
not be fun, but it felt good to help
keep your family warm at night.

On the trail, kids did not go to school,

but they did learn a lot about nature
and how to survive outdoors. Many parents helped their kids
learn to read and write while on the journey. Some kids kept
diaries about their big trip and all the things that they saw.

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 Level O Reader

At night, families would have dinner and then sing songs or

tell stories around a campfire. They usually slept outside
under the stars when the
weather was good or
under the wagon or
in make-shift tents
when the weather
was bad.

The children were excited to finally reach the ir new homes;

however, this was when the work really began. People often
built their homes far away from any town or any neighbors,
and the family had to do most of the work themselves.

Even young children had important jobs and responsibilities.

They helped to clear the land of trees and rocks and to
build the houses. Children also cared for the animals such
as cows, chickens, pigs, sheep, and horses.

While it was a challenging life, these early pioneer children

were happy. When the weather was bad, the y knew they
had helped to build the roof that kept them dry. After
dinner, they knew they had helped provide the food that
filled their tummies. The children took pride in the work they
did to help their families.

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 Level O Reader

Kids on the Oregon Trail (exercises)

1. Riding in a wagon can be bumpy, and these words got

all scrambled on the wagon ride. Unscramble the
letters to find the correct word.

a. Many people headed to the ______________ (t w s e)

to search for gold or find land to farm.

b. Pioneer children worked hard and had many

_______________ (h c r e s o) to do along the way.

c. Children helped to gather _______________ (o d o w)

along the trail.

d. Pioneer children usually slept outside under the

_____________ (r s t s a) when the weather was good.

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 Level O Reader

2. Read each statement and decide if it is true or false .

____________ Pioneer children often had to leave behind

their toys, books, and extra clothes .

____________ The Oregon Trail was a very easy trail .

____________ Pioneer children rode in the wagons and

played video games during the trip.

____________ Pioneer children had chores they needed

to do along the trail.

3. What would you have liked best about being a

pioneer?

_____________________________________________________________

____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Level O Reader

Kids on the Oregon Trail (answers)

1. Riding in a wagon can be bumpy, and these words got

all scrambled in the wagon ride. Unscramble the letters
to find the correct word.

a. Many people headed to the west to search for

gold or find land to farm.

b. Pioneer children worked hard and had many

chores to do along the way.

c. Children helped to gather wood along the trail.

d. Pioneer children usually slept outside under the

stars when the weather was good.

2. Read each statement and decide if it is true or false.

True Pioneer children often had to leave behind

their toys, books, and extra clothes .

False The Oregon Trail was a very easy trail .

False Pioneer children rode in the wagons and

played video games during the trip.

True Pioneer children had chores they needed

to do along the trail.

3. Think about what life would be like if you had been a

pioneer. What would you have liked best if you were a
pioneer?

Answers will vary.

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 Level O Reader

deeds confident brainstorm

dumb ideas messages

The Kindness Project

Alexis and Jamie were excited to share their stories from the
weekend with their third-grade class. Mr.
Capstone and the rest of the students sat
on the carpet, eager to listen.

“A few weeks ago, we decided to

brainstorm ideas about things we can do
to make people happy,” Alexis began explaining.

“We call it ‘The Kindness Project’. We thin k there are too

many grumpy people in the world, especially adults! Even
though we are kids, there are still lots of things we can do to
make people smile,” Jamie added.

Mr. Capstone was intrigued by The Kindness Project and

asked the girls about the type s of good deeds they were
doing. Alexis explained that on the weekend, she and
Jamie used chalk to write positive messages on the sidewalk
in front of their houses. They wrote messages like, ‘Keep
smiling’ and ‘You’re amazing just the way you are .’

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 Level O Reader

They hoped their messages would make people smile when

they walked by.

“What a dumb idea,” Brennan muttered to himself.

“What else did you guys do?” a classmate asked.

Jamie eagerly told the class how she

and Alexis baked chocolate chip
cookies then left them on their
neighbors’ porches. Their
neighbors were so happy
with the surprise treats!

Brennan let out a huge sigh. He could not hide his boredom.
“Is it almost time to go home?”

Just then, the bell rang and Mr. Capstone dismissed his
students. “Thanks for sharing your good deeds, Alexis and
Jamie! See everyone tomorrow!”

“Yeah, thanks for sharing your lame ideas,” Brennan said in

a mocking way.

Jamie shot him a dirty look then headed out the door with
Alexis.

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 Level O Reader

On the way home, Jamie complained about

how rude Brennan had been. “He said our
idea was dumb!” she exclaimed.

“That’s okay,” Alexis said. “I have an

idea.”

She explained to Jamie her idea about how

they could get back at Brennan.

“Are you confident this will work?” Jamie asked, looking

skeptical.

Alexis nodded, “I’m totally confident. Let’s do it .”

The girls got busy working on their plan. By the time their
plan was complete, they already felt better about the rude
comments Brennan had made.

The next morning at school, the room was buzzing with

excitement. Alexis and Jamie’s good deeds had inspired
many of their classmates to spread their own kindness.
Students enthusiastically shared stories about helping
neighbors with their gardening, painting rocks with positive
messages to leave around the com munity and setting up a
stand with free lemonade.

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 Level O Reader

“What about you, Brennan?” Mr. Capstone asked. “Were

you inspired to do any good deeds?”

Brennan blushed. “No,” he replied and then paused, “but

someone did do something for me.”

Alexis and Jamie glanced at each other, trying to stifle their

giggles.

Brennan continued, “There was a knock at our door last

night and when I answered, there was a plate of cupcakes
on our porch. I don’t know who left them there.”

“Wow! What a nice surprise!” Mr. Capstone

exclaimed. “And how did that make you feel?”

“Well, the cupcakes were really good. They

had chocolate icing and sprinkles. My mom
and my sister liked them, too. So, I guess they
made us all happy.”

Alexis and Jamie beamed, feeling satisfied that their plan

had worked. It turned out the way Alexis had explained to
Jamie last night, “When someone goes low, we stay high.”
The Kindness Project was a bigger success than they had
ever imagined!

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 Level O Reader

The Kindness Project (exercises)

1. Multiple Choice.

Why did Jamie and Alexis start The Kindness Project?

a. So that everyone would tell them how nice they

are.
b. So that they had something to do with all their
extra baking.
c. To become rich and famous.
d. To make people happier.

How did Jamie and Alexis inspire their classmates to be

kind?

a. By sharing things they had done to make people

smile.
b. By explaining that even kids can make a positive
impact.
c. Neither a nor b.
d. Both a and b.

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 Level O Reader

What did Brennan initially think about The Kindness

Project?

a. He thought it was dumb.

b. He thought it was a great idea.
c. He was terrified by it.
d. He wanted to know how he could participate, too.

2. List 3 examples of good deeds that Jamie, Alexis or

their classmates did as part of The Kindness Project.

a. _____________________________________________________

b. _____________________________________________________

c. _____________________________________________________

3. Explain what Alexis meant by, “When someone goes

low, we stay high.”

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Level O Reader

The Kindness Project (answers)

1. Multiple Choice.

Why did Jamie and Alexis start The Kindness Project?

c. To make people happier.

How did Jamie and Alexis inspire their classmates to be

kind?
c. Both a and b.

What did Brennan initially think about The Kindness

Project?
a. He thought it was dumb.

2. List 3 examples of good deeds that Jamie, Alexis or

their classmates did as part of The Kindness Project.

a. They wrote positive messages on the sidewalk in

front of their houses.

b. They baked chocolate chip cookies for the

neighbors.

c. The students helped their neighbors with their

gardening.

3. Explain what Alexis meant by, “When someone goes

low, we stay high.”

Answers may vary.

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 Level O Reader

disease evidence experiment

theory cholera scientific

The Doctor Who Saved London

In the city of London about 150 years ago many people

started to get very sick. The sickness they had was called
cholera. The disease caused panic among Londoners
because nobody knew how to prevent it or how to cure it.

Lots of doctors tried to figure out how to prevent people

from getting cholera. Most doctors thought that people got
cholera from breathing in polluted air. They told their
patients to open their windows and breathe in fresh air as
much as possible. However, this advice did not seem to
work as more and more people contracted the disease.

Doctors also struggled to help the patients who already had

cholera. Some doctors told their patients to
drink lots of water, but that did not
help. Some told their patients to
take certain medicines, but those
did not help, either. The doctors did
not know what to do.

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 Level O Reader

One doctor and scientist named John Snow had a different

idea. He thought that cholera might be spread through the
water that people were drinking. Maybe polluted water was
making everyone sick.

At first, other doctors and scientists

disregarded Doctor Snow’s idea.
They believed that cholera was
spread through the air and that
water was not the problem. Nobody paid
much attention to Dr. Snow.

When scientists have an idea that is not

proven, it is called a ‘theory’. Scientists then
create experiments to test whether their theories are true or
not. Doctor Snow developed a plan to test his theory about
polluted water causing cholera.

Doctor Snow went to different neighborhoods in London

and tested their water. He also counted the number of sick
people in each neighborhood. It was just as he had
thought! The neighborhoods with the cleanest water had
the fewest sick people. The places with the dirti est water
had the most sick people. This proved his theory that
cholera was spread through dirty water .

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 Level O Reader

Doctor Snow showed the results of his study to the mayor of

London and the other doctors. They examined the evidence
and realized that Dr. Snow was rig ht.

All over London, people stopped drinking water that might

be polluted. Almost immediately, people stopped getting
sick, and the whole city was overjoyed. Doctors knew how
to stop cholera now. All it took was clean water.

Thanks to Doctor John Snow, we also know how to stop

many other sicknesses that can be spread
through dirty water. Cities are now
designed to make sure everyone
has a supply of clean water.

We would not know about the

risks of dirty water if it was not fo r
Doctor John Snow’s scientific
training, hard work and
discovery. Doctor Snow may not
be as famous as Batman or
Wonder Woman, but he is a
hero.

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 Level O Reader

The Doctor Who Saved London (exercises)

1. Answer these questions:

a. What is the name of the sickness that people were

getting?

________________________________________________________

b. What is the name of the doctor who helped stop

cholera?

________________________________________________________

c. In what city were people getting sick with

cholera?

________________________________________________________

2. Pick the correct answer:

Why were people getting sick with cholera?

a. They were eating dirty food .

b. They were drinking dirty water .
c. They were not taking enough baths.

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 Level O Reader

How did most doctors (but not Doctor John Snow) first
think that cholera was spread?

a. Through breathing in polluted air .

b. Through not changing your dirty socks often
enough.
c. Through petting stray cats and dogs.

Was Doctor John Snow’s discovery important ?

a. No; he only helped a few people.

b. No; it is not important to drink clean water.
c. Yes; now all doctors know how important clean
water is to being healthy.

3. Fill in the blanks.

theory experiments discoveries

When a scientist has an idea which is not proven,

it is called a ____________________. In order to figure out if
a theory is correct, a scientist will perform
_________________. Theories and experiments can lead to
important ____________________.

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 Level O Reader

The Doctor Who Saved London (answers)

1. Answer these questions:

a. Cholera.

b. Doctor John Snow.

c. City of London.

2. Pick the correct answer:

Why were people getting sick with cholera?

b. They were drinking dirty water.

How did most doctors (but not Doctor John Snow) first
think that cholera was spread?

a. Through breathing in polluted air.

Was Doctor John Snow’s discovery important?

c. Yes; now all doctors know how important clean

water is to being healthy.

3. Fill in the blanks.

When a scientist has an idea which is not proven,

it is called a theory. In order to figure out if a theory is
correct, a scientist will perform experiments. Theories
and experiments can lead to important discoveries.

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 Level O Reader

victory character generosity

guilt cheating tightened

Empty Glory

Maddy called to her mother from the living room. “ I'm going
to set up the game, okay?” It was Saturday night, which
meant it was time to play Candyland, her favorite game.

While she waited for her mother, Maddy unfolded the board
and pulled the cards out from the box. As she was placing
them on the board, she suddenly had an idea. Looking over
her shoulder to make sure her mother was not there, she
began shuffling through the cards. She was looking for
Queen Frostine.

In Candyland, there are special

character cards which allow you to
jump far forward or force you to fall
far back. Queen Frostine is located
near the end of the board and can
give you a huge advantage if you
draw her early on.

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 Level O Reader

Quickly, Maddy found Queen Frostine and placed her just

under the top card in the deck. She had just placed the
deck of cards on the board when her mom entered the
room.

“You can go first today!” she told her mother as she sat
down. Her mother cocked her head in surprise, wondering
what had inspired this sudden generosity. Maddy normally
insisted on going first. Still, her mom went ahead and drew
the top card, then moved forward two yellow spaces.

Maddy drew next, crying out in fake surprise when she got
Queen Frostine.

“Wow, that's incredibly good luck,” her mother mused.

Beaming, Maddy moved her piece forward, convinced her
victory was guaranteed. Sure enough, even after her
mother’s next draw, Maddy was still far ahead. A few turns
later, she crossed the finish line.

“Good game, Maddy,” her mother said

as she began cleaning up the board. Their
tradition was that the loser always cleaned up.
Meanwhile, Maddy skipped happily out of the
room, relishing her win.

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 Level O Reader

However, she only relished her victory for a

brief moment. As soon as she was out of
her mother's sight, she did not feel very
pleased with herself. Instead of feeling
excited, there was an odd tightness in
her stomach. She had felt this once before,
when she snuck a peek at her Christmas
presents early and then was too ashamed to
tell her parents. She felt worse than she
usually felt after losing!

As she thought of her mom cleaning up the

board game in the other room alone, her stomach
tightened even more. She became overwhelmed by guilt
and slowly walked back to her mom in the living room.

“I have to tell you something,” she blurted out, her head

down. Summoning her courage, she continued , “I cheated.
I put Queen Frostine as the second card before you came
into the room.”

“Oh, honey,” her mom replied, coming closer. “That draw

did seem a little too good to be true. I appreciate you
being honest. It looks like the game taught you an
important lesson. Winning by cheating doesn’t feel good,
does it?”

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 Level O Reader

Maddy bit her lip and shook her head. “I'm sorry. I feel really
bad.”

Her mom smiled gently. “Well, no need to hang on to those

feelings. Messing up is often how we grow. As long as you
learn from your mistakes, there’s no need to keep feeling
ashamed. I did something similar when I was your age , and I
learned my lesson, too!”

“That said, I better get my fair shot at Queen Frostine next

time! She’s my favorite card, too!” she said with a wink .

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 Level O Reader

Empty Glory (exercises)

1. Choose the correct answer.

Which of the following is NOT one of the lessons Maddy

might have learned from this experience?

a. Cheating ruins the sweetness of victory.

b. We often learn through our mistakes.
c. Cheating is fine if you do not get caught.
d. Honesty is the best policy, even when we are
ashamed of our actions.

Which character card helped Maddy to win?

a. Plumpy
b. Gloppy
c. Queen Frostine
d. Princess Lolly

Maddy did something before the game began that her

mother found unusual. What was it?

a. She set up the board by herself.

b. She was fidgeting nervously.
c. She told her mother she could go first.
d. She jumped when her mother walked into the room.

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 Level O Reader

2. True (T) or False (F)? Circle the right answer. If the story
does not say the answer, circle (X) .

Maddy felt no shame for what

T F X
she had done.

Maddy’s mother said she

would never play Candyland T F X
with her again.

Maddy’s joy at winning did

T F X
not last very long.

Maddy had cheated at board

T F X
games before.

3. Maddy’s mom said, “Messing up is often how we grow.”

What did she mean by that?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Level O Reader

Empty Glory (answers)

1. Choose the correct answer.

Which of the following is NOT one of the lessons Maddy

might have learned from this experience?
c. Cheating is fine if you do not get caught.

Which character card helped Maddy to win?

c. Queen Frostine

Maddy did something before the game began that her

mother found unusual. What was it?
c. She told her mother she could go first.

2. True (T) or False (F)? Circle the right answer. If the story
does not say the answer, circle (X).

3. Answers will vary.

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 Level O Reader

groaning willpower professional

pianist practicing complicated

Pleasing Mrs. Kondrath

“Make sure you practice!” Kara’s piano teacher, Mrs.

Kondrath, reminded Kara as she finished her lesson. “Thirty
minutes each day. Promise?”

Kara was halfway down the stairs already. “I promise,” she

hollered back. Kara dreamed of being a professional
pianist.

However, the next day Kara did not feel like

practicing. “I’ll do it later,” she thought,
and went outside to play soccer. When
she came back inside, she still did
not want to practice. “I’ll do
it later,” she thought, and
went to play computer
games. After an hour, she still
did not want to practice and
went to read in her room.

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 Level O Reader

As she lay on her bed, Kara felt guilty about not practicing.
She gave up and dragged herself slowly to the piano.
Instead of taking out her music, she slumped down on the
bench. “I’m too tired to play,” she complained to her mom
nearby, but her mom di d not respond. For the next thirty
minutes, Kara stayed slumped on the bench, playing a few
halfhearted notes, groaning every few minutes and hoping
her mom would say that she did not need to practice.

After a particularly loud groan, her mother walked over to

her. “Kara, if you’d spent the last thirty minutes practicing
instead of groaning, you would have been done by now.”

Kara only grunted in response.

Her mother crouched down next to

her. “Did I ever tell you that I
wanted to be a professional
dancer when I was younger?” she
asked, looking thoughtful and
almost sad.

Kara shook her head.

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 Level O Reader

“I loved going to dance class each week. I was rather good

at your age, one of the best in the class, but I w asn’t good
about practicing on my own. We were supposed to do
stretches and drills each day, but they were boring and
difficult. I did not practice very much. Over the years, as
the other kids improved, I stayed at the same level.
Eventually, I told myself I didn’t care about dance, and I
quit. It is one of my biggest regrets. I often wonder how
good I would be today if I had worked harder back then.”

“I know practicing isn’t particularly fun, but the only way to

get really good at something is to work har d at it.
Dreaming about it isn’t enough.” She smiled, then stood.
“I’ll leave it up to you whether you practice or not, but you
did make a promise to Mrs. Kondrath.”

Kara spent a few more minutes slouched on her bench,

thinking about what her mom had sa id. Finally, she sat up
straight and placed her fingers on the keys.

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 Level O Reader

Once she got started, it was not that hard to keep going.
Whenever she came to a tricky spot in the music, she
summoned her willpower and played it five times through,
just like Mrs. Kondrath had taught her. And by the fifth time,
almost like magic, her fingers started to remember what to
do.

There was one complicated piece of music that Kara had

never been able to play properly. She played it 5 times
through, and the last time it sounded a bit better.
Encouraged, Kara played it another 5 times. It was not
perfect, but it was pretty good! She played it twice again,
surprised that her fingers could suddenly do what they
could not do a few days before.

“Kara, dinner is ready ,” her Mom interrupted. More than 30

minutes had passed. After dinner, Kara had homework to
do, but played the piece one more time before
going to bed.

A week later, when she played

the same complicated piece
for Mrs. Kondrath with only a
few mistakes in the middle, her
teacher beamed with pride. “I
can tell you’ve been practicing.”

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 Level O Reader

Pleasing Mrs. Kondrath (exercises)

1. Multiple Choice.

Which of the following did Kara not do while she

avoided the piano?

a. Read
b. Play computer games
c. Watch her favorite show
d. Play soccer

Why did Kara’s mom eventually quit dancing ?

a. The other kids in her class were mean to her .

b. She was not working hard enough to improve and
got frustrated.
c. She got injured.
d. She did not really like dancing.

Which of the following is not a reason why Kara’s mom

did not practice more?

a. Practice was time-consuming.

b. Practice was difficult.
c. She did not know how to practice.
d. Practice was not fun.

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 Level O Reader

How long was Kara supposed to play piano each day?

a. Five minutes
b. Five hours
c. All day long
d. Thirty minutes

2. True (T) or False (F)? Circle the right answer. If the story
does not say the answer, circle (X).

When Kara started to play, it

T F X
was harder than she expected

In the beginning of the story,

Kara promises her mom that T F X
she will practice piano.

Kara played the trickiest parts

T F X
five times through.

Kara is thirteen years old. T F X

3. What is something you would like to be really good at?

Describe how you will become good at it :

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Level O Reader

Pleasing Mrs. Kondrath (answers)

1. Multiple Choice.

Which of the following did Kara not do while she

avoided the piano?
c. Watch her favorite show

Why did Kara’s mom eventually quit dancing?

b. She was not working hard enough to improve and
got frustrated.

Which of the following is not a reason why Kara’s mom

did not practice more?
a. She did not know how to practice.

How long was Kara supposed to play piano each day?

d. Thirty minutes

2. True (T) or False (F)? Circle the right answer. If the story
doesn’t say the answer, circle (X).

3. What is something you would like to be really good at?

Describe how you will become really good at it:
Answers will vary.

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 Level O Reader

tense stomach overwhelmed

relax nerve worrying

Wicked Worries

In third grade, David began to worry. He began to worry a

lot.

The worrying started one day after a math test. As David

reviewed his answers, his body grew tense and hot. He was
sure he had messed everything up and would fail the test!
Would his teacher and parents be disappointed in him?

All day long, David could not stop thinking about his test.
Even at recess, the worry lurked in the back of his mind.
Later, David’s parents noticed he was quieter than usual,
but when they asked him if
something was wrong, he
just shook his head. Only
when he received his test scor e
the next day did he let out a sigh
of relief. His mistakes had been
imaginary, and he had been
worrying over nothing.

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 Level O Reader

Unfortunately, he began to worry about other things. He

worried about upcoming field trips and who he would sit
next to on the bus. He worried about raising his hand in
class and getting an answer wrong. He worried about
forgetting his homework and getting in trouble.

David’s worries were always worse than the reality. Even

when his fears came true, like when he answered a question
incorrectly in class, it was never the enormous problem that
David had imagined. Still, he could not stop worrying.

David’s parents began to wonder what was wrong. David

had always been quite talkative and energetic at home.
Now, he often complained that his stomach hurt and rarely
talked during dinner. One day, they came into his room at
bedtime.

“Is something wrong, David?” his mom

asked. “You haven’t seemed like yourself
lately.”

David shrugged, about to say no. He was

embarrassed by his worries, which
seemed so silly after the fact. However, it
was stressful trying to cope with his fears alone. Before he
could lose his nerve, he told his parents everything.

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 Level O Reader

His parents nodded understandingly. “I worried a lot at your

age, too,” his dad said. “We all have f ears and worries, and
it’s normal to feel overwhelmed by them sometimes. You
have nothing to be ashamed of.”

“We’re proud of you for telling us,” his mom added. “It’s
always okay to ask for help. If you would like, we can teach
you a few things to help you fight the worries on your own.”

David nodded in agreement.

“First,” his mom continued, “whenever you

catch yourself worrying, start taking deep
breaths in and out. Count to four on the
way in, hold your breath for a couple
seconds, and then count to six on the way
out. It’s a way to tell your body to relax,
and when your body relaxes your mind
can relax as well.”

“Next,” his dad said, “you want to replace

the bad thoughts with positive thoughts.
When you start to worry, think about
something that makes you happy.”

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 Level O Reader

The next day, David tried it. When he began to worry about
an upcoming spelling quiz, he took several deep breaths
and thought about going on a bike rides with his friends. He
imagined them laughing together, the wind whipping
through his hair and clothes, and the rush he felt going
downhill. After a few minutes, he was not thinking about the
quiz at all!

For the rest of the school year, though David’s worries did
not disappear, he got better at handling them. He learned
that training your mind took practice, j ust like learning a
new sport.

One day, just before his final exams, his Mom asked David
how he was coping. He replied, “Don’t worry about it, Mom.
I’m OK.”

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 Level O Reader

Wicked Worries (exercises)

1. Multiple Choice.

Which of the following was not one of David’s worries?

a. Failing his math test

b. Forgetting something at home
c. Not liking the school lunch
d. Not knowing who he would sit next to on the bus

Which of the following did David’s parents recommend

he do to try to cope with the worries?

a. He should write out his worries in a journal .

b. He should stay home until he can stop worrying .
c. He should take deep breaths and think about
things he likes to do.
d. He should picture each of his worries in a balloon,
floating up and away.

Which of the following is not one of the lessons Davi d’s

parents taught him?

a. Worrying is normal and nothing to be ashamed of.

b. Training your mind takes time and practice.
c. It is okay to ask for help.
d. The best way to deal with worries is to keep them
to yourself.

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 Level O Reader

2. True (T) or False (F)? Circle the right answer. If the story
doesn’t say the answer, circle (X).

David’s parents thought he

was silly for worrying and T F X
seeking help.

David’s father worried when T F X

he was David’s age too.

David got in trouble at school T F X

for worrying too much.

One of David’s favorite things T F X

to do is playing ice hockey.

3. What are some good things you might think about to

stop worrying about something ?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Level O Reader

Wicked Worries (answers)

1. Multiple Choice.

Which of the following was not one of David’s worries?

c. Not liking the school lunch

What did David’s parents recommend he try to cope

with the worries?
c. He should take deep breaths and think about
things he likes to do.

Which of the following is not one of the lessons Davis’s

parents taught him?
d. The best way to deal with worries is to keep them
to yourself.

2. True (T) or False (F)? Circle the right answer. If the story
doesn’t say the answer, circle (X).

3. What are some good things you might think about to

stop worrying about something ?

Answers will vary.

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 Level O Reader

course schedule expression

coop research business

Don’t Count Your Eggs Before They’re

Laid!

Chucky had just finished building the chicken coop, when

he heard his dad’s truck turn up the driveway. By the time
Chucky got to the house, his Dad was already placing two
wire cages onto the ground. The chickens were here!

Chucky had been planning this day for months. He had

saved his money to buy 6 chickens from a farmer down the
road, collected empty egg cartons and built the chicken
coop. Now he was ready to start selling eggs to all the
neighbors. Chucky was convinced he was going to make a
fortune.

Chucky took the chickens to the

newly built coop and gave them
some feed. He decided to leave
them alone for a while so they
could relax.

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 Level O Reader

After an hour Chucky checked on the chickens,

but there were no eggs yet.

“Maybe if I pet them, they’ll lay eggs

faster,” Chucky thought. He reached into the
coop, but the chickens ran away and clucked loudly. “I
have to be patient,” Chucky told himself.

Chucky checked the coop again just before dinner, but

there were still no eggs. Chucky was getting annoyed. This
was not going according to his business plan! At dinner, he
complained to his parents.

His father looked at him with a serious expression and

asked, “Did you explain to the chickens exactly what you
expected from them? Did you work out a schedule? Maybe
they are waiting for your directions?”

His mother, who had grown up on a farm, piped up, “We

used to get the chickens to lay eggs by singing to them, but
you have to pick a song that they will like.”

Chucky was not sure if his parents were being serious or not,
but he was desperate. After dinner, he went down to the
coop and reviewed the details of his business plan with the
chickens, explaining how many eggs they were expected to
lay and when.

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 Level O Reader

Then he sang his favorite song, Old MacDonald had a Farm ,

and the chickens seemed to dance along . Maybe his mom
was right!

Unfortunately, the next morning, there were still no eggs.

Chucky decided to do some research. He looked up ‘how

to make chickens lay eggs fast ’ on his computer. People
had posted some strange suggestions, like telling jokes to
the chickens, feeding them pizza, or taking them for a bike
ride. Chucky decided to give these ideas a try.

Chucky returned to the coop and asked the chickens, “Why

did the chicken cross the road?” — but none of the birds
paid any attention to him.

He then brought them some leftover pizza

from the fridge, but hours later they still
had not touched it. I guess they do not
like pepperoni, Chucky thought.

Just as he ran to fetch his b ike to take them for a ride, his
mom called from the house.

“It's getting dark, honey, and it's time to come inside!” she
hollered.

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 Level O Reader

Another day was over, and Chucky’s chickens still had not
laid a single egg. As he trudged inside, his mom noticed his
frown.

“These things take time! You can’t force the chickens to lay
eggs. Nature has to take its own course ,” she told him.

Chucky felt frustrated. He might need to trade these

chickens for some chickens that knew how to lay eggs!

The next morning, when he woke

up, Chucky smelled something
delicious coming from the
kitchen. His mom, busy frying
bacon and eggs, smiled when he
walked in.

“Guess what happened while you were sleeping?” she

exclaimed with a beaming smile.

Immediately, Chucky ran outside to th e chicken coop and

found four incredible eggs on the straw bedding!

Chucky returned to the kitchen and asked his mom, “How

did you get them to lay the eggs? What did you do?”

“I just left them alone.”

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 Level O Reader

Don’t Count Your Eggs Before They’re

Laid (exercises)

1. Answer the following questions in one or two words:

a. What is the name of the boy in this story?

________________________________________________________

b. What kind of animals does the boy buy?

________________________________________________________

c. What does Chucky want the chickens to do?

________________________________________________________

2. Pick the correct answer:

Where does Chucky’s family live?

a. In a big city
b. On a farm
c. In the middle of the ocean
d. In an apartment building

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 Level O Reader

What has Chucky just finished building?

a. A sand castle
b. A house for his parents to live in
c. A chicken coop
d. A car made from Lego

What does Chucky want to do with the fresh eggs?

a. Make scrambled eggs

b. Make an omelet
c. Make French Toast
d. Make money by selling the eggs

3. Chucky’s mom said “Nature has to take its own

course.” What do you think she meant by that?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Level O Reader

Don’t Count Your Eggs Before They’re

Laid (answers)

1. Answer the following questions in one or two words:

a. What is the name of the boy in this story?

Chucky.

b. What kind of animals does the boy buy?

Chickens.

c. What does Chucky want the chickens to do?

Lay eggs.

2. Pick the correct answer:

Where does Chucky’s family live?

b. On a farm

What has Chucky just finished building?

c. A chicken coop

What does Chucky want to do with the fresh eggs?

d. Make money by selling the eggs

3. Chucky’s mom said “Nature has to take its own

course.” What do you think she meant by that?

Answers may vary.

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 Level O Reader

guinea confident challenge

leapt starfruit impatient

The Starfruit Tree

The three guinea pigs were sitting on the grass in the shade
of a tree and staring up at the ripe, yellow starfruit hanging
off a branch. The lowest hanging fruit swung temptingly
close, just inches above their heads.

The guinea pigs were hungry. It had been several hours

since breakfast, and their stomachs were beginning to
rumble. Almond, the oldest and wisest pig, looked at the
starfruit. She feared that her friends, Raisin and Carrot,
would fight over the fruit. Sometimes they were both too
greedy to share.

Carrot, the most impatient pig, was the first

to break the silence. “That starfruit will feed
me for days.”

Raisin, the grumpiest pig, scowled and

replied, “What makes you think I won’t get it
before you?”

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 Level O Reader

Almond, continued to stare up at the starfruit. She was sure

it was too high for any of them
to reach. “How about this?” Almond
suggested. “We all try jumping for it,
and whoever gets the starfruit first
gets to keep it.”

Raisin and Carrot agreed. They watched, nervous and

eager, as Almond backed up a few steps. She ran to pick
up speed before leaping into the air , but Almond was not a
good jumper and she did not even get close to the fruit.

Raisin and Carrot were relieved as Almond tumbled to the

ground. Almond shook the dust and dirt out of her brown
hair. “You try then,” Almond said.

Raisin accepted Almond’s challenge. Her black hair shone

beautifully in the sunshine. She licked her lips in anticipation
of eating the whole fruit herself. Then, l ike Almond, she took
a running start and leapt as high as she could. She got
close but missed.

“It’s more challenging than it looks, isn’t it?” Almond

remarked. Raisin, who was always a sore loser, frowned.

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 Level O Reader

Now it was Carrot’s turn. Carrot did not bother with a

running start. She was a good jumper and was confident in
her victory. She gathered all her strength a nd leapt as high
as she could. Her nose brushed the very bottom of the
starfruit, but it still was not enough.

The three hungry guinea pigs continued to stare longingly

at the delicious looking starfruit. After a few minutes,
Almond said, “That starfruit is almost as big as we are. Do
any of us really need the whole thing?”

“What do you mean?” asked Carrot.

“I have an idea that will help all three of us. Raisin, can you
get on my back?”

Raisin understood Almond’s plan immediately. She climbed

onto Almond’s back, then stuck out her paw to help Carrot
climb onto hers. The three guinea pigs balanced on each
other’s backs in harmony, stumbling only once.

When the three regained their balance, Carrot reached out

and easily plucked the starfruit off its branch.

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 Level O Reader

The guinea pigs stared at their prize. The starfruit was

gigantic, its skin bright and yellow as the sun. It was silly of
them to have competed for it. “We should have worked
together from the start,” noted Almond.

“You’re right,” replied Raisin in agreement. “Besi des, it’s

always nicer to share with friends.”

“I agree,” chimed in Carrot.

Together, they split the starfruit into three equal pieces, and
enjoyed their lunch beneath the shade of the tree.

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 Level O Reader

The Starfruit Tree (exercises)

1. True or False.

Carrot only eats carrots.

The 3 guinea pigs decided to work

together at the very start.

If guinea pigs could jump higher, it would

have been easier to get the starfruit.

The three guinea pigs split the starfruit

into six equal pieces.

2. Answer the questions in complete sentences .

a. In what order were the guinea pigs stacked on

each other when they decided to work together ?

________________________________________________________

b. Who of the three guinea pigs considered

themselves the best jumper of the group?

________________________________________________________

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 Level O Reader

c. Whose idea was it to work together to reach the

starfruit?

________________________________________________________

3. What is the difference between co -operate and

compete? Give one example of when you co -operated
with someone and one example of when you
competed with someone.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Level O Reader

The Starfruit Tree (answers)

1. True or False.

False Carrot only eats carrots.

False The 3 guinea pigs decided to work

together at the very start.

True If guinea pigs could jump higher, it would

have been easier to get the starfruit.

False The three guinea pigs split the starfruit

into six equal pieces.

2. Answer the questions in complete sentences.

a. In what order were the guinea pigs stacked on

each other when they decided to work together?
Almond, Raisin and Carrot .

b. Who of the three guinea pigs considered

themselves the best jumper of the group?
Carrot.

c. Whose idea was it to work together to reach the

starfruit?
Almond.

3. What is the difference between co-operate and

compete? Give one example of when you co -operated
with someone and one example of when you
competed with someone.

Answers may vary.

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 Level O Reader

spirit magazine masterpieces

artist ideas overlapping

Thinking Outside the Box

Clare's favorite class in school was art. She

loved painting with water-colors, scribbling
with crayons, and drawing with pens and
pencils. Her friends enjoyed art class as well.
They drew dragons, mermaids, superheroes, and whatever
else inspired them. Clare did not tell her friends this, but she
secretly thought that she was the b est artist in their group.

One day, a new student named Veronica arrived. When she

was introduced, Veronica smiled and waved at the class.
The teacher told the students that Veronica was the winner
of several art contests. Hearing this made Clare a little
nervous. What if Veronica was better at art than Clare?

When it was time for art class, the teacher asked everyone
to find an animal in a magazine and redraw it. Clare chose
a fierce-looking tiger roaring in a jungle. Her friend,
Bethany, chose to draw a seal sitting on an iceberg. Her
other friend, Rebecca, drew a woodpecker pecking at a
tree.

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 Level O Reader

When Clare saw that Veronica was drawing a lion, she

realized that they were both drawing big cats. Excitement
bubbled inside of Clare. If she worked hard on dra wing her
tiger, it might outshine Veronica ’s lion.

Clare concentrated on her

drawing for the rest of the class.
Just as she finished sketching
the last stripe, the teacher
announced that time was up.

Everyone had drawn all sorts of different animals, and the

teacher asked the students to show their masterpieces one
by one. All the students were impressed with Clare ’s tiger;
they told her that it looked like the picture in the magazine.

A crowd gathered around Veronica. Everyone was eager to

see what she had drawn as she had won so many art
contests. When they saw her lion though, they began to
laugh. Instead of circles for eyes, the lion had strange little
boxes, and had overlapping small and large boxes making
up its body. It looked nothing like the l ion in the picture.

“Is that a lion or a set of blocks? ” one boy teased.

“It just looks like a bunch of crazy squares! ” another girl

laughed.

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 Level O Reader

Clare was confused. How could someone who had won so

many art contests create something so strange?

The teacher looked as well. “Veronica, would you like to

explain your drawing?”

Veronica smiled. “Yes. I think what is

special about a lion isn’t his head or tail
or legs, but his spirit. So, I made all his
body parts into plain boxes. That way, when
people looked at the drawing, they would think
about the lion’s spirit rather than look at his
paws or mane or whatever.”

Clare peered at Veronica’s drawing with new interest. It did

not look like the lion in the magazine, but it had a beauty to
it that Clare hadn’t noticed before. It was a painting of a
proud and powerful lion, even though it did not look like a
lion at all!

Clare thought about what her art teacher had told them so
many times: that art was more than just trying to copy a
picture, and that art could b e used to express ideas in
many ways. Art could be long and boxy, or short and round.
It could be squiggly and fun, or straight and serious. It could
be realistic or weird. The possibilities were endless.

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 Level O Reader

Clare was suddenly happy that Veronica was in her class.

She felt inspired and was looking forward to doing her next
art project a little differently.

Pablo Picasso, Bull Prints

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 Level O Reader

Thinking Outside the Box (exercises)

1. True or False.

Veronica is a professional artist .

Clare’s friends, Bethany and Rebecca.

drew a turtle and a horse .

Clare’s class was impressed with her drawing .

At first, some of the kids did not understand

Veronica’s drawing.

2. Short Answers.

a. What assignment did Clare’s teacher give the

class?

________________________________________________________

b. What did Clare draw?

________________________________________________________

c. What was strange about Veronica’s drawing ?

________________________________________________________

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 Level O Reader

3. Think of an animal and draw it however you would like:

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 Level O Reader

Thinking Outside the Box (answers)

1. True or False.

False Veronica is a professional artist.

False Clare’s friends, Bethany and Rebecca.

drew a turtle and a horse.

True Clare’s class was impressed with her drawing.

2. Short Answers.

a. What was the assignment Clare’s teacher gave

the class?

To find an animal in a magazine and redraw it.

b. What did Clare draw?

A tiger.

c. What was strange about Veronica’s drawing?

It was made of boxes and didn’t look like the lion

in the magazine.

3. Think of an animal and draw it however you would like:

Drawing of an animal.

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