TIME for Kids G2 Teachers Manual

Teacher’s
Manual

Includes Blackline Masters
for Test Practice

B

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form
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Printed in the United States of America
1 2 3 4 5 6 7 8 9 WDQ 13 12 11 10 09

Contents

Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . v ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
How to Use Time For Kids . . . . . . . . . . . . . . . . . . vi Compare and Contrast TEKS 2.14 (A), 2.14 (B)
ELAR TEKS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Bar Graphs TEKS 2.15 (B)
Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . ix Synonyms TEKS 2.5 (C)

ISSUE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Champs for Chimps Model the Skills
Compare and Contrast TEKS 2.14 (A) Follow the Herd Apply the Skills
Photos and Captions TEKS 2.15 (B) A Penguin’s Toes Poetry
Context Clues TEKS 2.5 (B)
ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
One Tough Job Model the Skills Main Idea and Details TEKS 2.14 (A), 2.14 (B)
Play Smart! Apply the Skills Photos and Captions TEKS 2.15 (B)
Sports Championships Charts Context Clues TEKS 2.5 (B)

ISSUE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Is Anyone Out There? Model the Skills
Cause and Effect TEKS 3.13 (C) Finding the Way Apply the Skills
Map TEKS 2.15 (B) Old Ways and New Ways Charts
Antonyms TEKS 2.5 (C)
ISSUE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
A Hero’s Life Model the Skills Author’s Purpose TEKS 2.13
Keeping Kenya Green Apply the Skills Charts TEKS 2.15 (B)
Kenya Fast Facts Lists Context Clues TEKS 2.5 (B)

ISSUE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 A New Deal on School Meals Model the Skills
Main Idea and Details TEKS 2.14 (A), 2.14 (B) Bees, Bats, Bears, and Bison Apply the Skills
Bar Graphs TEKS 2.15 (B) Fresh and Fruity Written Directions
Prefixes and Suffixes TEKS 2.5 (A)
ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Tree Houses for Everyone Model the Skills Sequence of Events TEKS 2.14 (C)
Home, Sweet Home Apply the Skills Diagrams TEKS 2.15 (B)
Giant Hearts Poetry Context Clues TEKS 2.5 (B)

From Seed to Fruit Model the Skills
A Martian Garden Apply the Skills
From Seed to Beans Diagrams

Teacher’s Manual iii

ISSUE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 ISSUE 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
Main Idea and Details TEKS 2.14 (A), 2.14 (B) Main Idea and Details TEKS 2.14 (A),
Bar Graphs TEKS 2.15 (B) 2.14 (B)
Context Clues TEKS 2.5 (B) Photos and Captions TEKS 2.15 (B)
Context Clues TEKS 2.5 (B)
Dinosaur Hunters Model the Skills
A Language Art Apply the Skills A Big Turtle Comeback Model the Skills
Say It in Chinese Charts Daddy Day Care Apply the Skills
The Tortoise Poetry
ISSUE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Author’s Purpose TEKS 2.13 ISSUE 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
Diagrams TEKS 2.15 (B) Cause and Effect TEKS 3.13 (C)
Context Clues TEKS 2.5 (B) Time Line TEKS 2.15 (B)
Homophones TEKS 2.5 (B)
These Robots are Wild Model the Skills
Monarchs on the Move Apply the Skills It’s Getting Crowded Around Here!
Who Has a Backbone? Charts Model the Skills

ISSUE 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Pecans: A Nutty Resource Apply the Skills
Compare and Contrast From Cotton Field to T-Shirt Diagrams
TEKS 2.14 (A), 2.14 (B)
Charts TEKS 2.15 (B) ISSUE 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Antonyms TEKS 2.5 (C) Summarize TEKS 4.11 (A)
Photos and Captions TEKS 2.15 (B)
On the Beach Model the Skills Homographs TEKS 2.5 (B)
Thank You, Flipper Apply the Skills
When Whales Exhale (Whale Windy Weather Model the Skills
Solid as a Rock Apply the Skills
Watching) Poetry Raindrops on the Willow Tree Poetry

ISSUE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 ISSUE 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
Main Idea and Details TEKS 2.14 (A), 2.14 (B) Author’s Purpose TEKS 2.13
Map TEKS 2.15 (B) Time Line TEKS 2.15 (B)
Synonyms TEKS 2.5 (C) Context Clues TEKS 2.5 (B)

Losing the Lynx Model the Skills A Story Collector Model the Skills

Surfing the Sands Apply the Skills The Blowing Winds Apply the Skills

The Sun Poetry Who Has Seen the Wind? Poetry

Short-Answer Reading Rubric . . . . . . . . . . . . . .T1
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2

iv Time For Kids

Pacing Suggestions

THREE-MONTH PACING SUGGESTION

You might wish to use the Time for Kids, Student Edition as test preparation
starting in the second half of the year. At this pace, each issue corresponds to
one week of instruction in the Teacher’s Edition.

Time for Kids, Student Edition Issue Related Teacher’s Edition Lesson
Issue 1 Unit 4 Week 1
Issue 2 Unit 4 Week 2
Issue 3 Unit 4 Week 3
Issue 4 Unit 4 Week 4
Issue 5 Unit 4 Week 5
Issue 6 Unit 5 Week 1
Issue 7 Unit 5 Week 2
Issue 8 Unit 5 Week 3
Issue 9 Unit 5 Week 4
Issue 10 Unit 5 Week 5
Issue 11 Unit 6 Week 1
Issue 12 Unit 6 Week 2
Issue 13 Unit 6 Week 3
Issue 14 Unit 6 Week 4
Issue 15 Unit 6 Week 5

USING TIME FOR KIDS THROUGHOUT THE YEAR

Each issue contains 2 articles and a poem or text feature. You might wish to
use the Time for Kids, Student Edition throughout the year by assigning one
article a week. The poem or text feature can be read with the second article.

Teacher’s Manual v

How to Use Time for Kids

TIME FOR KIDS, STUDENT EDITION
Each issue in Time for Kids, Student Edition includes two
articles and a text feature, such as a chart or a diagram, or a poem.
Each issue relates to a Social Studies or Science Texas Essential
Knowledge and Skills (TEKS) Student Expectation.

TRANSPARENCIES
A transparency is provided for
the first article in each issue. Use
the transparency to model how
to answer questions on English
Language Arts and Reading
(ELAR) TEKS Student Expectations.
Questions are provided in Blackline Masters
found in the Time for Kids Teacher’s Manual.

TEACHER’S MANUAL
The Teacher’s Manual contains lessons for each issue of
Time for Kids.
Article 1: Model the Skills
Use the transparency and Blackline Master to model how to answer
comprehension, vocabulary, and text feature questions.

Article 2: Apply the Skills
The Blackline Master for the second article offers children the
opportunity to answer questions based on the same ELAR TEKS
modeled with the first article.

Text Feature or Poetry: Apply the Skills
A third Blackline Master is provided for children to review
previously taught ELAR TEKS.

vi Time For Kids

COMPREHENSION AND VOCABULARY FOCUS
As noted earlier, each issue of Time for Kids relates to a Social
Studies or Science TEKS. However, the items in the tests that
accompany each issue focus on ELAR TEKS for comprehension,
vocabulary, and text features.

SHORT-ANSWER PREPARATION
The first two tests for each issue of Time for Kids provide
opportunities for children to practice responding to short-
answer items. These items will help children to begin building
the skills and confidence they will need when they are faced
with short-answer items in a testing situation.

LEVELS OF THINKING
Test questions can be broken down into four developmentally
sequenced categories, based on the different levels of thinking
required to answer them.

• A question may have an answer that is stated in the selection.

At the most basic level, children can find or locate the answer
in the selection. At the next level, the answers are stated in the
text but cannot be found in a single sentence. Children must
combine, or put together, information from different parts of
the selection to find the answer.

• A question may have an answer that is not stated in the

selection. For a question at the third level of thinking, children
must find clues and text evidence in the selection and connect
them to find the inferred or implied answer to the question. A
question that addresses the fourth level of thinking requires
children to analyze the selection and make judgments based
on text evidence to determine the author’s style or purpose
for writing.

Teacher’s Manual vii

ELAR TEKS in Time for Kids

TEKS 2.5 Reading/Vocabulary TEKS 2.15 Reading/Comprehension of
Development Informational Text/Procedural Text

Students understand new vocabulary and use it when Students understand how to glean and use information
reading and writing. Students are expected to: in procedural texts and documents. Students are
(A) use prefixes and suffixes to determine the meaning expected to:
of words (e.g., allow/disallow); (A) follow written multi-step directions; and
(B) use context to determine the relevant meaning of (B) use common graphic features to assist in the
unfamiliar words or multiple-meaning words; interpretation of text (e.g., captions, illustrations).
(C) identify and use common words that are opposite
(antonyms) or similar (synonyms) in meaning; and TEKS 3.13 Reading/Comprehension of
(D) alphabetize a series of words and use a dictionary Informational Text/Expository Text
or a glossary to find words.
Students analyze, make inferences and draw
TEKS 2.7 Reading/Comprehension of conclusions about expository text and provide evidence
Literary Text/Poetry from text to support their understanding. Students are
expected to:
Students understand, make inferences and draw (A) identify the details or facts that support the main
conclusions about the structure and elements of idea;
poetry and provide evidence from text to support their (B) draw conclusions from the facts presented in text
understanding. Students are expected to describe how and support those assertions with textual evidence;
rhyme, rhythm, and repetition interact to create images (C) identify explicit cause and effect relationships
in poetry. among ideas in texts; and
(D) use text features (e.g., bold print, captions, key
TEKS 2.13 Reading/Comprehension of words, italics) to locate information and make and verify
Informational Text/Culture and History predictions about contents of text.

Students analyze, make inferences and draw TEKS 4.11 Reading/Comprehension of
conclusions about the author’s purpose in cultural, Informational Text/Expository Text
historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students analyze, make inferences and draw
Students are expected to identify the topic and explain conclusions about expository text and provide evidence
the author’s purpose in writing the text. from text to support their understanding. Students are
expected to:
TEKS 2.14 Reading/Comprehension of (A) summarize the main idea and supporting details in
Informational Text/Expository Text text in ways that maintain meaning;
(B) distinguish fact from opinion in a text and explain
Students analyze, make inferences and draw how to verify what is a fact;
conclusions about and understand expository text (C) describe explicit and implicit relationships among
and provide evidence from text to support their ideas in texts organized by cause-and-effect, sequence,
understanding. Students are expected to: or comparison; and
(A) identify the main idea in a text and distinguish it (D) use multiple text features (e.g., guide words, topic
from the topic; and concluding sentences) to gain an overview of the
(B) locate the facts that are clearly stated in a text; contents of text and to locate information.
(C) describe the order of events or ideas in a text; and
(D) use text features (e.g., table of contents, index,
headings) to locate specific information in text.

viii Time For Kids

Content Standards

Issue Article Social Studies or Science TEKS

1 One Tough Job Social Studies 2.11 (C) Describe how governments establish order, provide
Play Smart! security, and manage conflict.
Social Studies 2.12 (A) Compare the roles of public officials including mayor,
2 A Hero’s Life governor, and president.
Keeping Kenya Green
Social Studies 2.4 (A) Identify contributions of historical figures such as
3 Tree Houses for Henrietta King and Thurgood Marshall who have influenced the
Everyone community, state, and nation.
Home, Sweet Home Social Studies 2.6 (B) Locate the community, Texas, the United States, and
selected countries on maps and globes.
4 Champs for Chimps Social Studies 2.8 (B) Identify ways in which people have modified the
Follow the Herd physical environment such as building roads, clearing land for urban
development, and mining coal.
5 Is Anyone Out There? Social Studies 2.8 (D) Identify ways people can conserve and replenish natural
Finding the Way resources.
Social Studies 2.13 (B) Identify historic figures such as Florence Nightingale,
6 A New Deal on School Paul Revere, and Sojourner Truth who have exemplified good citizenship.
Meals
Bees, Bats, Bears, and Social Studies 2.13 (A) Identify characteristics of good citizenship such as a
Bison belief in justice, truth, equality, and responsibility for the common good.
Social Studies 2.13 (C) Identify ordinary people who exemplify good
7 From Seed to Fruit citizenship.
A Martian Garden
Science 2.9 (A) Identify the external characteristics of different kinds of plants
8 Dinosaur Hunters and animals that allow their needs to be met.
A Language Art Science 2.9 (B) Compare and give examples of the ways living organisms
depend on each other and on their environments.

Social Studies 2.16 (A) Describe how science and technology have changed
communication, transportation, and recreation.

Social Studies 2.11 (A) Identify functions of governments.
Social Studies 2.11 (B) Identify some governmental services in the community
such as libraries, schools, and parks and explain their value to the
community.
Science 2.9 (B) Compare and give examples of the ways living organisms
depend on each other and on their environments.

Science 2.6 (C) Observe and record the functions of plant parts.

Science 2.9 (B) Compare and give examples of the ways living organisms
depend on each other and on their environments.

Teacher’s Manual ix

Content Standards

Issue Article Social Studies or Science TEKS

9 These Robots are Wild Social Studies 2.8 (B) Identify ways in which people have modified the
Monarchs on the Move physical environment such as building roads, clearing land for urban
development, and mining coal.
Science 2.5 (A) Classify and sequence organisms, objects, and events based
on properties and patterns.

10 On the Beach Science 2.5 (A) Classify and sequence organisms, objects, and events based
Thank You, Flipper on properties and patterns.

11 Losing the Lynx Social Studies 2.6 (A) Identify major landforms and bodies of water, including
Surfing the Sands continents and oceans, on maps and globes.
Social Studies 2.6 (B) Locate the community, Texas, the United States, and
selected countries on maps and globes.
Social Studies 2.8 (C) Identify consequences of human modification of the
physical environment such as the use of irrigation to improve crop yields.

12 A Big Turtle Comeback Social Studies 2.5 (A) Use symbols, find locations, and determine directions on

Daddy Day Care maps and globes.

Social Studies 2.6 (B) Locate the community, Texas, the United States, and

selected countries on maps and globes.

Science 2.9 (A) Identify the external characteristics of different kinds of plants

and animals that allow their needs to be met.

13 It’s Getting Crowded Social Studies 2.2 (C) Create and interpret timelines.
Around Here! Social Studies 2.6 (A) Identify major landforms and bodies of water, including
continents and oceans, on maps and globes.
Pecans: A Nutty Social Studies 2.8 (D) Identify ways people can conserve and replenish natural
resources.
Resource Social Studies 2.10 (C) Trace the development of a product from a natural
resource to a finished product.
Science 2.10 (B) Identify uses of natural resources.

14 Windy Weather Science 2.7 (D) Observe, measure, and record changes in weather, the night
Solid as a Rock sky, and seasons.
Science 2.8 (B) Identify characteristics of nonliving objects.

15 A Story Collector Social Studies 2.2 (C) Create and interpret timelines.
The Blowing Winds Social Studies 2.15 (A) Identify selected stories, poems, statues, paintings, and
other examples of the local cultural heritage;
Social Studies 2.15 (B) Explain the significance of selected stories, poems,
statues, paintings, and other examples of the local cultural heritage.

x Time For Kids

Compare and Contrast TFK Pages 6–7

MODEL THE SKILL ELAR Student
Have children open to page 5 of Time for Kids, Student Edition. Expectations
Look at the cover and read the article titles aloud with the class.
Have children preview the photographs. Tell them, We will use Compare and Contrast
these articles to learn how to compare and contrast things that TEKS 2.14 (A)
are alike and different. Distinguish the main idea
from the topic.
Display Transparency pp. 6–7 of the article “One Tough Job” Objective 3
and distribute Blackline Master 1. Ask children to open to page
6 of Time for Kids. Have children look at the title, photographs, Context Clues
and captions before they read the article. Tell children that when TEKS 2.5 (B)
they compare two things, they tell how they are alike. When they Use context to determine the
contrast two things, they tell how they are different. Then have meaning of unfamiliar words.
children read the article carefully and identify any words they Objective 1
do not know. Underline these words on the transparency and
review them with the class. Then read the following question Photos and Captions
and answer choices aloud: TEKS 2.15 (B)
Use captions and illustrations
1 When Condoleezza Rice was young, she planned to — to interpret text.
Objective 3
A run for president
Materials
B study music after college
Transparency
C play ice hockey pp. 6–7
Blackline Masters
D become Secretary of State 1, 2, 3

From Blackline Master 1

Think Aloud This question asks about what Condoleezza Rice
planned to do when she was young. I can look for details in the
article that tell when she was young and what plans she had.
Then I will combine the information I have found to figure out the
best answer.

Tell children that they should look for what Ms. Rice wanted to
do when she was young, not what she ended up doing when
she got older. Have children look back through the article to
determine which answer is correct (B). Invite a volunteer to
underline on the transparency the places in the article that
contain the details needed to reach the correct answer.

For further practice with the comprehension skill, have children
work together or independently to answer question 2 on
Blackline Master1.

Teacher’s Manual 1

TFK Pages 6–7

Photos and Captions

3 Look at the pictures on MODEL THE SKILL
page 6. Condoleezza Rice
played a tune with — Explain to children that texts are often accompanied by
A President Bush photographs that can help them better understand the
B Yo-Yo Ma information they read. Point out that a photograph usually has
C Mahmoud Abbas a caption that explains what the photograph shows or what
D A football player is happening in the photo. Photos and captions can provide
important information about the article.
From Blackline Master 1
Then read question 3 aloud.

Think Aloud The question asks about the person Condoleezza
Rice played a tune with. I need to look at the photo that shows
her playing the piano. Then I will read the information in the
caption under the photo to locate the name of the other person
in the picture.

Point to the photo and caption on Transparency pp. 6–7 and
tell children that the photo shows Condoleezza Rice playing a
tune. Have children read the caption to determine which answer
choice is correct (B).

Context Clues

4 In the first paragraph on MODEL THE SKILL
page 7, the word peaceful
means — Tell children that they may not know the meaning of every single
A without war word in a text. Explain that other words and phrases in the text
B very fast can give “context clues.”These clues can help them figure out the
C in two parts meanings of unfamiliar words.
D very tough
Then read question 4 aloud.
From Blackline Master 1
Think Aloud I see the word peaceful in the article, but the article
does not tell me exactly what peaceful means. I’ll read the
paragraph again to see if there are any clues that I can connect
to the word peaceful to help me figure out what it means.

Point out to children that the paragraph says the U.S. tries to
meet its goals without war. It also tries to solve problems in a
peaceful way. Then have them read the answer choices carefully
to determine which answer is correct (A). Have volunteers
explain how the clues in the paragraph helped them figure out
the meaning of the word.

2 Time For Kids • Issue 1

TFK Pages 6–7

Short Answer

MODEL WRITING A SHORT ANSWER
Tell children that short-answer questions will ask them to write
answers in complete sentences on the lines provided.
Read the following short-answer question aloud:

5 How was Condoleezza Rice’s life when she was young like her life
as an adult? How was it different? Support your answer with details
from the article.

From Blackline Master 1

Think Aloud This question asks how Ms. Rice’s life when she was
young was like her life when she was an adult and how it was
different. I will go back to the article to find details about her life
at those two different times. Then I can combine these details to
write the answer.

Work with children to find details from the article to answer the
question, and have a volunteer underline these details on the
transparency. Write a short answer together. Remind children to
use complete sentences in their answers.

Possible response: Condoleezza Rice played the piano and
studied hard when she was young. As an adult she still plays the
piano and works hard. She did not travel around the world and
meet with world leaders when she was young, but she did as an
adult.

See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T2 for answers to Blackline Master 1.

Teacher’s Manual 3

Student Name

DIRECTIONS
Answer these questions about “One Tough Job.”

1 When Condoleezza Rice was 3 Look at the pictures on page 6.
young, she planned to — Condoleezza Rice played a tune
with —
A run for president A President Bush

B study music after B Yo-Yo Ma
college
C Mahmoud Abbas
C play ice hockey
D A football player
D become Secretary of
State

2 How was the United States 4 In the first paragraph on page 7,
different when Condoleezza the word peaceful means —
Rice was young? A without war
B very fast
A Women did not C in two parts
travel. D very tough

B There was no © Macmillan/McGraw-Hill
Secretary of State.

C The president was
not elected.

D African Americans
did not get top jobs.

Blackline Master 1 Grade 2
One Tough Job
4 Time For Kids

Student Name

5 How was Condoleezza Rice’s life when she was young like her life
as an adult? How was it different? Support your answer with details
from the article.

© Macmillan/McGraw-Hill

Blackline Master 1 Time For Kids 5

Grade 2
One Tough Job

TFK Pages 8–9

Show What You Know

APPLY THE SKILLS

Tell children that some of the questions they will see on a test
will focus on comparing and contrasting, using context clues,
and looking at photos and captions. Introduce “Play Smart!” by
having children open to page 8 of Time for Kids. Point out that
some important ideas of an article can be found in the title and
illustrations. Have children look at the photos, captions, and
headings and then ask, What do you think this article is mainly
about?

Encourage children to share what they think is the main idea of
the article. Have them point to the text and text features in the
article to show how they came up with their answers.

Remind children to use context clues to help them determine
the meaning of some unfamiliar words. Then have children read
the article independently.

Distribute Blackline Master 2 on pages 7–8 of the Teacher’s
Manual. Tell children that they will take a practice test on the
article they just read. Share these specific suggestions with
children to help them answer test questions:

1. Before you read, look at pictures, captions, and the title to give you an
idea of what the article is about.

2. Then read the article and the questions very carefully. Make sure you
understand what the questions are asking.

3. Make sure your answers are based on the article, pictures, and text
features. You may go back to the article at any time to find the answers
you need.

4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use details
from the article to support your answer.

5. Be sure to write complete sentences.

Have children complete Blackline Master 2. Answers can be
found on pages T2–T3 of the Teacher’s Manual.

6 Time For Kids • Issue 1

Student Name

DIRECTIONS
Answer these questions about “Play Smart!”

1 Look at the diagram of information from the article.

Soccer Football
Shin guard Shoulder pads

Which idea belongs on the blank line?
A Exercise rules
B Bike helmets
C Sports injuries
D Safety equipment

© Macmillan/McGraw-Hill 2 In which sport do kids get 3 Look at the picture on
injured the most? page 8. About how many kids
A Baseball go to the hospital each year
B Basketball with injuries from baseball?
C Football A 75,000
D Soccer B 100,000
C 200,000
Blackline Master 2 D 250,000
Grade 2
Play Smart! Time For Kids 7

Student Name

4 In the second paragraph on page 9, the word equipment means —
A gear
B rule
C field
D color

5 There are many different sports. What should kids do to play any
sport safely? Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 2 Grade 2
Play Smart!
8 Time For Kids

Charts TFK Page 10

APPLY THE SKILLS ELAR Student
Expectations
Tell children that a chart is a graphic feature that provides
factual information visually. A chart may present information in Charts
numbers, in words, and sometimes in pictures. Point out that TEKS 2.15 (B)
the information usually is organized by categories. Details about Use graphic features to
the categories appear in columns and rows that can be read interpret text.
vertically (up and down) or horizontally (across). Have children Objective 3
open to “Sports Championships” on page 10 in Time for Kids.
Ask children to share their ideas about the purpose of the chart. 1 Look at the chart. Which
Write their ideas on the board. sport plays for the World
Cup?
Point out the heading “Professional Sport” on the chart and tell A Football
children that this is a category. Explain that the column under B Soccer
“Professional Sport” is a list of sports organizations. Then point to C Baseball
the second column, “Name of Championship.”Tell children that D Baseball
this column lists sporting events in which teams from the sports
organizations compete. From Blackline Master 3

Then explain to children how to read the chart horizontally, or
across. Ask them to find the sport of baseball in the first column
on the chart. Have them move their finger across the row to find
the championship event for baseball in the column on the right.

Distribute Blackline Master 3 on page 10 of the Teacher’s
Manual. Read aloud the first question and answer choices. Tell
children to look back at the chart to find the answer.

Think Aloud I need to remember that there is only one
correct answer to each question. I will look in the “Name of
Championship” column to find the row that says “World Cup.”
Then I will look in the first column to see which sport is listed
in the same row. I will combine this information to choose the
correct answer.

Remind children that there is only one correct answer to the
question. After children have determined which answer is
correct (B), have a volunteer explain how he or she used the
chart to arrive at the answer.

Have children complete Blackline Master 3. Answers can be
found on page T3 of the Teacher’s Manual.

Teacher’s Manual 9

Student Name

DIRECTIONS
Answer these questions about “Sports Championships.”

1 Look at the chart. Which 3 What is the championship
sport plays for the for baseball?
World Cup? A World Series
A Football B Super Bowl
C Stanley Cup
B Soccer D NBA Finals

C Baseball

D Basketball

2 Look at the chart. Hockey
teams play for the —
A Super Bowl
B World Series
C NBA Finals
D Stanley Cup

© Macmillan/McGraw-Hill

Blackline Master 3 Grade 2
Sports Championships
10 Time For Kids • Issue 1

Cause and Effect TFK Pages 12–13

MODEL THE SKILL ELAR Student
Have children open to page 11 in the Time for Kids, Student Expectations
Edition. Look at the cover and read the article titles aloud with the
class. Have children preview the photographs. Tell children, We Cause and Effect
will learn how to identify cause and effect in a reading selection. TEKS 3.13 (C)
Identify cause and effect
Display Transparency pp. 12–13 of the article “A Hero’s Life” relationships in texts
and distribute Blackline Master 4. Ask children to open to page Objective 3
12 of Time for Kids. Explain that they are going to read about Antonyms
a famous man and what he did during his life. Have children TEKS 2.5 (C)
look at the title, photographs, and captions before they read the Identify and use words that
article. Then have children read the article and identify any words are opposite in meaning.
they do not know. Underline these words on the transparency Objective 1
and review them with the class. Then read the following question Map
and answer choices aloud: TEKS 2.15 (B)
Use graphic features to
1 Every January, Americans celebrate the life of Martin Luther King, interpret text.
Jr., because he — Objective 3

A marched to Washington, D.C. Materials

B changed our nation Transparency
pp. 12–13
C was born in Atlanta, Georgia Blackline Masters
4, 5, 6
D made a famous speech
Teacher’s Manual 11
From Blackline Master 4

Think Aloud The question asks about why we celebrate the life
of Martin Luther King, Jr. To answer this question, I can look
for details in different parts of the article. I see that the second
paragraph mentions that we celebrate King’s life. Then it says
that he changed our nation. I can combine these details to figure
out the answer.

Tell children that they should look for the part of the text that
talks about celebrating the life of Martin Luther King, Jr., and
then look for a reason or cause that explains why we celebrate
it. Call on volunteers to share their answers and explain how
they got the correct answer (B). Invite a volunteer to underline
the text that helped determine the answer. (Every January, we
celebrate the life of Martin Luther King, Jr. King changed our nation.)

For further practice with the comprehension skill, have children
work together or independently to answer question 2 on
Blackline Master 4.

TFK Pages 12–13

Map

3 Look at the map on MODEL THE SKILL
page 13. In what state is
Montgomery? Tell children that maps are drawings of geographic locations,
A Alabama or places, such as countries, states, or cities. Maps are visual
B Arkansas representations of information.
C North Carolina
D Tennessee Then read question 3 aloud.

From Blackline Master 4 Think Aloud The question asks what state Montgomery is in.
I need to look at the map to find Montgomery. Then I need to
figure out what state it is in. I can combine this information to
figure out the correct answer.

Point out the map on the transparency. Have children turn to
page 13. Read the heading of the map and the places aloud. Tell
children that it is important to use maps when reading because
maps can help them understand the text and answer test
questions. Then have children determine which answer choice is
correct (A).

Antonyms

4 The article says, “At that MODEL THE SKILL
time, many laws kept
black and white people Tell children that antonyms are words that have opposite
apart.” Which word meanings. For example, the antonym of small is big. Discuss
means the opposite of how taking a word out of a sentence and putting in its antonym
apart? changes the meaning of the sentence.

A alone Then read question 4 aloud.

B together Think Aloud I will read the sentence and look for context clues
to help figure out the meaning of apart. Then I need to look at
C separate the answer choices and find the word that means the opposite
of apart. When I put that word in the sentence, the sentence will
D away mean the opposite of what it meant before.

From Blackline Master 4 Discuss context clues such as unfair laws, kept, and black and
white people. Guide them to see that apart means “away from
each other.” Have the class decide which answer means the
opposite of apart (B).

12 Time For Kids • Issue 2

TFK Pages 12–13

Short Answer

MODEL WRITING A SHORT ANSWER
Tell children that short-answer questions will ask them to write
answers in complete sentences on the lines provided.
Read the following short-answer question aloud:

5 What did Martin Luther King, Jr., do to help African Americans?
Support your answer with details from the article.

From Blackline Master 4

Think Aloud This question asks what Martin Luther King, Jr.,
did to help African Americans. I will go back to the article and
look for clues and information that tell what he did. Then I will
combine the details to write the answer.

Work with children to find details from the article to answer the
question, and have a volunteer underline this evidence on the
transparency. Remind them that the answer should be based on
information from the text, not on something they read or saw
somewhere else. Write a short answer together. Remind children
to use complete sentences in their answers.

Possible response: Martin Luther King, Jr., protested against
laws that were unfair to African Americans. He helped to get
a new law. Now the law says African Americans must have
equal rights.

See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T4 for answers to Blackline Master 4.

Teacher’s Manual 13

Student Name

DIRECTIONS
Answer these questions about “A Hero’s Life.”

1 Every January, Americans 3 Look at the map on page 13.
celebrate the life of Martin In what state is Montgomery?
Luther King, Jr., because he — A Alabama
B Arkansas
A marched to C North Carolina
Washington, D.C. D Tennessee

B changed our nation

C was born in Atlanta,
Georgia

D made a famous
speech

2 The Civil Rights Act was 4 The article says, “At that © Macmillan/McGraw-Hill
passed to — time, many laws kept black
and white people apart.”
A honor President Which word means the
John F. Kennedy opposite of apart?

B celebrate Martin A Alone
Luther King, Jr.’s life
B Together
C give African
Americans equal C Separate
rights
D Away
D start a protest in
Washington, D.C.

Blackline Master 4 Grade 2
A Hero’s Life
14 Time For Kids

Student Name

5 What did Martin Luther King, Jr., do to help African Americans?
Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 4 Time For Kids 15

Grade 2
A Hero’s Life

TFK Pages 14–15

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on a
test will focus on cause and effect, antonyms, and reading a map.
Introduce “Keeping Kenya Green” by having children open to
page 14 of Time for Kids. Point out that some important ideas of
an article can be found in the title and illustrations. Have children
look at the photos, captions, and headings and then ask, What
do you think this article is mainly about?

Encourage children to share what they think are the cause and
effect relationships in this article. Have them point to the text
and text features in the article to show how they came up with
their answers.

Remind children to use context clues as they read to determine
the meanings of unfamiliar words. Then have children read the
article independently.

Distribute Blackline Master 5 on pages 17–18 of the Teacher’s
Manual. Tell children that they will take a practice test on the
article they just read. Share these specific suggestions with
children to help them answer test questions:

1. Before you read, look at pictures, captions, and the title to give you an
idea of what the article is about.

2. Then read the article and the questions very carefully. Make sure you
understand what the questions are asking.

3. Make sure your answers are based on the article, pictures, and text
features. You may go back to the article at any time to find the answers
you need.

4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use details
from the article to support your answer.

5. Be sure to write complete sentences.

Have children complete Blackline Master 5. Answers can be
found on pages T4–T5 of the Teacher’s Manual.

16 Time For Kids • Issue 2

Student Name

DIRECTIONS
Answer these questions about “Keeping Kenya Green.”
1 Look at the following diagram of information from the article.

Cause Effect

Wangari Maathai
plants new trees in

Kenya.

Maathai keeps People in other
spreading her African countries are
message and now planting trees.
planting trees.

Which of these belongs in the empty box?
A Maathai was born in Kenya.
B There are many other countries in Africa.
C Maathai used to live in a farm community.
D Some people try to keep Maathai from planting trees.

© Macmillan/McGraw-Hill 2 Because of the Green Belt 3 Look at the map on page 15.
Movement, farmers — Which country is labeled on
A cut down trees the map?
B plant trees A Kenya
C build houses B Canada
D move to Kenya C United States
D Mexico
Blackline Master 5
Time For Kids 17
Grade 2
Keeping Kenya Green

Student Name

4 The article says, “Women sell seedlings to Maathai’s group.” Which
word means the opposite of sell?
A Plant
B Cut
C Spend
D Buy

5 How has Maathai’s tree planting helped other women? Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 5 Grade 2
Keeping Kenya Green
18 Time For Kids

TFK Page 16

Lists

APPLY THE SKILLS ELAR Student
Expectations
Tell children that a list is a series of items arranged in a certain
order. Explain that sometimes it is easier to read a series of facts Lists
if they are in the form of a list instead of written as a paragraph. TEKS 2.15 (B)
Introduce “Kenya Fast Facts” by having children open to page 16 Use graphic features to
in Time for Kids. interpret text.
Objective 3
Read the list of facts aloud. Explain that currency means the
type of money that is used in Kenya. Mention that the capital of 1 Look at the list on page
Kenya, Nairobi, is also shown on the map. Have children identify 16. What is the official
any unfamiliar words and explain them. name of Kenya?
A Republic of
Distribute Blackline Master 6 on page 20 of the Teacher’s Kenya
Manual. Read aloud the first question and answer choices. Tell B Nairobi
children to look back at the list of facts to find the answer. C Kiswahili
D Nevada
Think Aloud I should look at the list to find the answer to the
question. I will look for the words “official name” to find the From Blackline Master 6
information I need. I will combine that with the information on
the list right next to those words to find the stated answer.

After children have identified the correct answer (A), invite a
volunteer to explain how to find the answer.

Have children complete Blackline Master 6. Answers can be
found on page T5 of the Teacher’s Manual.

Teacher’s Manual 19

Student Name

DIRECTIONS
Answer these questions about “Kenya Fast Facts.”

1 Look at the list on page 16. 3 Which sport is on the list?
What is the official name of A Baseball
Kenya? B Biking
A Republic of Kenya C Soccer
D Tennis
B Nairobi

C Kiswahili

D Nevada

2 What is the name of the
currency used in Kenya?
A Dollar
B Shilling
C Capital
D Nairobi

© Macmillan/McGraw-Hill

Blackline Master 6 Grade 2
Kenya Fast Facts
20 Time For Kids • Issue 2

Main Idea and Details TFK Pages 18–19

MODEL THE SKILL ELAR Student
Have children open to page 17 of the Time for Kids, Student Expectations
Edition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Tell children, Main Idea and Details
We will learn how to identify the main idea and details of a 2.14 (A)
reading selection. Identify the main idea in a
text.
Display Transparency pp. 18–19 of the article “Tree Houses 2.14 (B)
for Everyone” and distribute Blackline Master 7. Have children Locate the facts that are
open to page 18 of the Time for Kids. Explain that they are clearly stated in a text.
going to read about a special kind of tree house. Have children Objective 1
look at the title, pictures, and graph before they read the article.
Then have children read the article and identify any words they Prefixes and Suffixes
do not know. Underline these words on the transparency and 2.5 (A)
review them with the class. Then read the following question Use prefixes and suffixes to
and answer choices aloud: determine the meaning of
words.
1 Forever Young tree houses are made for — Objective 1
A kids from the city
B people who are afraid of being up high Bar Graphs
C kids with disabilities 2.15 (B)
D children who love the outdoors Use graphic features to
interpret text.
From Blackline Master 7 Objective 3

Think Aloud This question asks about what group Forever Young Materials
tree houses are made for. I can locate the answer to this question
by looking at the article again. I will look for details that tell Transparency
which kids the tree houses are made for. pp. 18–19

Tell children that they do not need to read the whole article Blackline Masters
again. They can scan the article and review the photographs for 7, 8, 9
details that will help answer the question. After children have
had a chance to review the article, call on volunteers to share
their answers and explain how they got the right answer (C).

For further practice with the comprehension skill, have children
work together or independently to answer question 2 on
Blackline Master 7.

Teacher’s Manual 21

TFK Pages 18–19

Bar Graphs

3 Look at the graph MODEL THE SKILL
on page 19. What Tell children that a bar graph is a feature that can provide
percentage of U.S. additional information about the text. Graphs are visual
homes have an air representations of information. Display Transparency pp. 18–19
conditioner? and read the title aloud. Tell children that this graph shows the
A 85% percentage of U.S. homes that have each pictured item.
B 60%
C 35% Then read question 3 aloud.
D 20%
Think Aloud This question asks what percentage of U.S. homes
From Blackline Master 7 have an air conditioner. I need to look at the graph to find
information that answers this question. If I look at the bar next
to the air conditioner and the numbers following the bar, I can
combine these details to figure out the answer.

Show children that they can also use the line at the bottom of
the graph to measure how long each bar is and what percent
each bar shows. Then have children determine which answer
choice is correct (A).

Prefixes and Suffixes

4 On page 18, the word MODEL THE SKILL
wonderful means —
A not wonder Tell children that they may not know the meaning of every
B wonder again word in a text. Explain that knowing the meaning of a prefix or
C without wonder suffix can help readers determine the meaning of certain words.
D full of wonder Review with children that prefixes are word parts added to the
beginning of a base word, and that suffixes are word parts added
From Blackline Master 7 to the end. Then read question 4 aloud.

22 Time For Kids • Issue 3 Think Aloud I see the word wonderful in the article, but the
article does not tell me what wonderful means. When I look
closely at the word, I realize that it has a base and a suffix. I can
connect the meaning of the base word and the meaning of the
suffix to find the correct answer.

Review with children some common prefixes and suffixes and
their meanings. Some familiar prefixes include un- (“not”) and re-
(“again”); familiar suffixes include -less (“without”) and -ful (“full
of”). Give children a moment to select an answer, suggesting that
they identify the base word first and then the suffix. Then have
volunteers share their answers and explain how they determined
the correct answer (D).

TFK Pages 18–19

Short Answer

MODEL WRITING A SHORT ANSWER
Tell children that short-answer questions will ask them to write
answers in complete sentences on the lines provided.
Read the following short-answer question aloud:

5 How do Forever Young tree houses help kids with disabilities?
Explain your answer and support it with details from the article.

From Blackline Master 7

Think Aloud The question asks how these tree houses help kids
with disabilities. I will go back to the article to look for details
that explain how the kids get to the tree house, what they do, and
how they feel about it. Then I can combine the details to write the
answer.

Work with children to find details from the article to answer the
question, and have a volunteer underline these details on the
transparency. Write a short answer together. Remind children to
use complete sentences in their answers.

Possible response: Kids with disabilities can get into Forever
Young tree houses because these tree houses have ramps. Kids
feel great when they can get into a tree house without any help.
They get to feel what it’s like to be a normal kid.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T6 for answers to Blackline Master 7.

Teacher’s Manual 23

Student Name

DIRECTIONS
Answer these questions about “Tree Houses for Everyone.”

1 Forever Young tree houses 3 Look at the graph on page
are made for — 19. What percentage of
U.S. homes have an air
A kids from the city conditioner?

B people who are A 85%
afraid of being up
high B 60%

C kids with disabilities C 35%

D children who love D 20%
the outdoors

2 What is this article mainly 4 On page 18, the word
about? wonderful means —
A not wonder
A Dreaming in a B wonder again
tree house C without wonder
D full of wonder
B Tree houses
everyone can enjoy © Macmillan/McGraw-Hill

C Building more
Forever Young
tree houses

D Kristen Messer’s
first time in a
tree house

Blackline Master 7 Grade 2
Tree Houses for Everyone
24 Time For Kids

Student Name

5 How do Forever Young tree houses help kids with disabilities?
Explain your answer and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 7 Time For Kids 25

Grade 2
Tree Houses for Everyone

TFK Pages 20–21

Show What You Know

APPLY THE SKILLS

Tell children that some of the questions they will see on a test
will focus on main idea and details, prefixes and suffixes, and
reading a bar graph. Introduce “Home, Sweet Home” by having
children open to page 20 of the Time for Kids. Point out that
some important ideas of an article can be found in the title and
photographs. Have children look at the photos, captions, and
headings and then ask, What do you think this article is mainly
about?

Encourage children to share what they think is the main idea of
this article. Have them point to the text and text features in the
article to show how they came up with their answers.

Remind children to use what they know about prefixes
and suffixes as they read to determine the meaning of
some unfamiliar words. Then have children read the article
independently.

Distribute Blackline Master 8 on pages 27–28 of the Teacher’s
Manual. Tell children that they will take a practice test on the
article they just read. Share these specific suggestions with
children to help them answer test questions:

1. Before you read, look at pictures, captions, and the title to give you an
idea of what the article is about. Take a quick look at the questions so
you’ll know what to look for in the article.

2. Then read the article and the questions on the worksheet very carefully.
Make sure you understand what the questions are asking.

3. Make sure your answers are based on the article, pictures, and text
features. You may go back to the article at any time to find the answers
you need.

4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use details
from the article to support your answer.

5. Be sure to write complete sentences.

Have children complete Blackline Master 8. Answers can be
found on pages T6–T7 of the Teacher’s Manual.

26 Time For Kids • Issue 3

Student Name

DIRECTIONS
Answer these questions about “Home, Sweet Home.”

1 Look at the following diagram of information from the article.

Put up walls Use tools and
machines

Habitat for Humanity volunteers

Which detail belongs in the empty box?
A Live in New Mexico
B Work hard together
C Take their time
D Build in many countries

© Macmillan/McGraw-Hill 2 What is this article mainly about? 3 Look at the bar graph on
page 21. How many Habitat
A Habitat for Humanity for Humanity houses had
builds homes for been built in 2005?
families in need.
A 10,000
B It usually takes six
months to build a B 100,000
new house.
C 200,000
C A girl named Suruchi
works with Habitat D 300,000
for Humanity.

D More than one
million people live in
these houses.

Blackline Master 8 Time For Kids 27

Grade 2
Home, Sweet Home

Student Name

4 What does the word unpaid mean on page 20?
A Paid again
B Well paid
C Paid before
D Not paid

5 How does Habitat for Humanity help people in many places?
Explain your answer and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 8 Grade 2
Home, Sweet Home
28 Time For Kids

TFK Page 22

Poetry

APPLY THE SKILLS ELAR Student
Expectations
Tell children they will read a poem and answer questions
about it. Point out some of the differences between poetry and Poetry
prose. For example, poems may not have complete sentences. TEKS 2.7
They are arranged in lines and stanzas instead of paragraphs. Describe how rhyme, rhythm,
Some poems rhyme, but some do not. Poems often use vivid and repetition interact to
words to appeal to the reader’s senses and feelings. Sometimes create images in poetry.
poems repeat a word or a line several times to help express an Objective 2
important idea. Introduce “Giant Hearts” by having children open
to page 22 in Time for Kids, Student Edition. 1 Which word in the
poem is an example of
Ask children to read the title of the poem and share their repetition?
predictions about what the poem is about. Write their ideas on A Little
the board. Read the poem aloud with children and discuss the B Giant
different images in it and what they could mean. Guide children C Tall
to understand that the speaker is not being literal in the last lines D Size
of the poem, “And the biggest giants are the little players / Who
play with giant hearts.” From Blackline Master 9

Distribute Blackline Master 9 on page 30 of the Teacher’s
Manual to children. Read aloud the first question and answer
choices. Tell children to look back at the poem to find the answer.

Think Aloud I know that repetition means “used many times.” So,
I need to look back at the poem to locate which word from the
answer choices is repeated, or used most often, in the poem.

After children have identified the correct answer (B), ask
volunteers to identify all the times that the words giant or giants
are used in the poem.

Have children complete Blackline Master 9. Answers can be
found on page T7 of the Teacher’s Manual.

Teacher’s Manual 29

Student Name

DIRECTIONS
Answer these questions about “Giant Hearts.”

1 Which word in the poem is 3 In this poem, a person with
an example of repetition? a “giant heart” is someone
A Little who —
B Giant
C Tall A is big and tall
D Size
B talks to hamsters

C tries hard and learns
from mistakes

D likes to play and
have fun

2 What makes “Giant Hearts”
a poem?
A It uses rhymes.
B It has sentences.
C It has a title.
D It has paragraphs.

© Macmillan/McGraw-Hill

Blackline Master 9 Grade 2
Giant Hearts
30 Time For Kids • Issue 3

Compare and Contrast TFK Pages 24–25

MODEL THE SKILL ELAR Student
Have children open to page 23 of the Time for Kids, Student Expectations
Edition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Tell children, Compare and Contrast
We will use these articles to learn how to compare and contrast TEKS 2.14 (A)
things that are alike and different in a text. Identify and distinguish main
idea from topic in a text.
Display Transparency pp. 24–25 of the article “Champs for TEKS 2.14 (B)
Chimps” and distribute Blackline Master 10. Ask children to Locate the facts that are
open to page 24 of the Time for Kids. Have children look at the clearly stated in a text.
title, photographs, and bar graph before they read the article. Objective 3
Then have children read the article and identify any words they
do not know. Underline these words on the transparency and Synonyms
review them with the class. Then read the following question TEKS 2.5 (C)
and answer choices aloud: Identify and use words that
are similar in meaning.
1 How are chimps at the sanctuary different from chimps in a lab? Objective 1

A They live in small cages. Bar Graphs
TEKS 2.15 (B)
B They are active and happy. Use graphic features to
interpret text.
C They cannot climb trees. Objective 3

D They do not like bananas. Materials

From Blackline Master 10 Transparency
pp. 24–25
Think Aloud This question asks how the chimps at the Blackline Masters
sanctuary are different from the chimps in the lab. I need to find 10, 11, 12
information in the article about chimps at the sanctuary and
information about chimps in the lab. Then I can combine the
details to find the answer.

Remind children that they can look back at the article to find the
answer. Review with children that when you compare things,
you tell how they are alike, and when you contrast things, you
tell how they are different. Tell children to think about what the
article says about chimps at the sanctuary. After children have
had a chance to review the article, call on volunteers to share
their answers and explain how they got the correct answer (B).

For further practice with the comprehension skill, have children
work together or independently to answer question 2 on
Blackline Master 10.

Teacher’s Manual 31

TFK Pages 24–25

Bar Graphs

3 Look at the bar graph on MODEL THE SKILL
page 25. Which chimp is
older than Inky? Tell children that a bar graph is a visual way to display and
A Lil Mama compare information that can be measured, such as age. The
B Bill reader can use a bar graph to find factual information.
C Coco
D Susie Then read question 3 aloud.

From Blackline Master 10 Think Aloud The text tells me about chimps that live in
sanctuaries, but it doesn’t tell me how old chimps can live to be.
I can use the bar graph to find information about chimps in U.S.
zoos and combine these details to find answers.

Tell children that it is important to use text features such as bar
graphs because they will help them answer questions about the
text. Point to the bar graph on Transparency pp. 24–25 and
read the title and text aloud. Explain to children that the chimps’
names can be found along the bottom of the graph, along with
the name of the zoo where each one lives. Their ages are shown
along the left-hand side as well as at the top of each bar. Then
have children determine which answer choice is correct (A).

Synonyms

4 Which word in the MODEL THE SKILL
second paragraph means
the same as little in the Tell children that synonyms are words that have the same or
caption on page 24? nearly the same meaning. For example, a synonym for loud is
A Once noisy. Point out that context clues can help a reader figure out
B Brought the meaning of words.
C Small
D Another Then read question 4 aloud.

From Blackline Master 10 Think Aloud I can think about the meaning of the word little in
the caption. Then I need to look for context clues in the text to
help me figure out what little means. When I have an idea of its
meaning, I can connect the details to find the correct answer.

Guide children to think about how they can use context clues to
determine the meaning of words and their synonyms. Have the
class decide which answer means the same as little (C).

32 Time For Kids • Issue 4

TFK Pages 24–25

Short Answer

MODEL WRITING A SHORT ANSWER
Tell children that short-answer questions will ask them to write
answers in complete sentences on the lines provided.
Read the following short-answer question aloud:

5 For the chimps in Florida, how is living in the sanctuary different
from living in the lab? Explain your answer and support it with
details from the article.

From Blackline Master 10

Think Aloud This question asks how living in a sanctuary and
living in a lab are different for the chimps in Florida. I will go back
to the article to find details about life in the sanctuary and life
in the lab. Then I can combine the details about the differences
between the two places to write my answer.

Work with children to find details from the article to answer the
question, and have a volunteer underline these details on the
transparency. Write a short answer together. Remind children to
use complete sentences in their answers.

Possible response: The chimps in the sanctuary live on islands
instead of in cages. They live with other chimps and have
families. They climb trees and eat good food. In the lab, the
chimps live in small cages. They don’t get to climb trees or have
families or as much freedom as the chimps in the sanctuary do.

See page T1 in the Teacher’s Manual for a short-answer rubric.
See page T8 for answers to Blackline Master 10.

Teacher’s Manual 33

Student Name

DIRECTIONS
Answer these questions about “Champs for Chimps.”

1 How are chimps at the 3 Look at the bar graph on © Macmillan/McGraw-Hill
sanctuary different from page 25. Which chimp is
chimps in a lab? older than Inky?
A Lil Mama
A They live in B Bill
small cages. C Coco
D Susie
B They are active
and happy. 4 Which word in the second
paragraph means the same as
C They cannot little in the caption on
climb trees. page 24?
A Once
D They do not B Brought
like bananas. C Small
D Another
2 Chimps in a sanctuary and
chimps in the wild both —

A have human friends

B are studied in a lab

C live with other
chimps

D must find their
own food

Blackline Master 10 Grade 2
Champs for Chimps
34 Time For Kids

Student Name

5 For the chimps in Florida, how is living in the sanctuary different
from living in the lab? Explain your answer and support it with
details from the article.

© Macmillan/McGraw-Hill

Blackline Master 10 Time For Kids 35

Grade 2
Champs for Chimps

TFK Pages 26–27

Show What You Know

APPLY THE SKILLS

Tell children that some of the questions they will see on a test
will focus on comparing and contrasting, synonyms, and reading
a bar graph. Introduce “Follow the Herd” by having children
open to page 26 of Time for Kids. Point out to children that
important information about an article can be found in the title
and illustrations. Have children look at the photos, captions, and
headings and then ask, What do you think this article is mainly
about?

Encourage children to share what they think may be compared
and contrasted in this article. Have them point to the text and
text features to show how they came up with their answers.

Remind children to use their knowledge of synonyms
and context clues as they read to determine the meaning
of unfamiliar words. Then have children read the article
independently.

Distribute Blackline Master 11 on pages 37–38 of the Teacher’s
Manual. Tell children that they will take a practice test on the
article they just read. Share these specific suggestions with
children to help them answer test questions:

1. Before you read, look at pictures, captions, and the title to give you an
idea of what the article is about.

2. Then read the article and the questions very carefully. Make sure you
understand what the questions are asking.

3. Make sure your answers are based on the article, pictures, and text
features. You may go back to the article at any time to find the answers
you need.

4. For the short-answer question, plan your answer carefully before you
write. Make sure you answer every part of the question and use details
from the article to support your answer.

5. For the short-answer question, be sure to write complete sentences.

Have children complete Blackline Master 11. The answers to
the practice test can be found on pages T8–T9 of the Teacher’s
Manual.

36 Time For Kids • Issue 4

Student Name

DIRECTIONS
Answer these questions about “Follow the Herd.”
1 Look at the following diagram of information from the article.

Samburu Samburu
Elephants Servals

Eat a lot of Eat little food
food

Which idea belongs on the blank line?
A Do not roam around
B Have a safe place to live
C Weigh 440 pounds
D Do not live with other animals

© Macmillan/McGraw-Hill 2 How is Lewis different from 3 Look at the graph on page 26.
most African elephants? How many elephants lived in
Samburu in 2003?
A He wears a special A 1,000
collar.
B 900
B He uses his trunk to
grab food. C 700

C He does not like to D 525
wander.

D He looks for his
own food.

Blackline Master 11 Time For Kids 37

Grade 2
Follow the Herd

Student Name

4 The first paragraph on page 26 says, “By doing what comes
naturally, Lewis could help save other elephants.” Which word
means almost the same as save?
A Roam
B Give
C Find
D Protect

5 How was the dry season different for elephants like Lewis than for
other animals in Samburu? Support your answer with details from
the article.

© Macmillan/McGraw-Hill

Blackline Master 11 Grade 2
Follow the Herd
38 Time For Kids

Poetry TFK Page 28

APPLY THE SKILLS ELAR Student
Expectations
Tell children they will read a poem and answer questions about
it. Review some of the differences between poetry and prose. Poetry
Poems may not have complete sentences. They are arranged in TEKS 2.7
lines and stanzas instead of paragraphs. Some poems rhyme, Describe how rhyme, rhythm,
and some do not. Sounds and words that repeat may create a and repetition interact to
rhythmic pattern. Poems often use vivid words and images to create images in poetry.
appeal to the reader’s senses and feelings. Objective 2

Introduce “A Penguin’s Toes” by having children open to page 1 The poem repeats words
28 in Time for Kids. Ask children to read the title of the poem like “froze,” “chill,” and
and share their ideas of what the poem is about. Read the poem “frosty” to show that —
aloud with children. If necessary, explain what the words expose, A penguins live in a
digits, rigid, and frigid mean. Guide children to understand the cold place
word play and humor in the last two lines, “when a penguin / rides B being a penguin
his icicle to school.” would be fun
C penguins get sick
Distribute Blackline Master 12 on page 40 of the Teacher’s too often
Manual to children. Read aloud the first question and answer D we should help
choices. Tell children to look back at the poem to find the answer. penguins

Think Aloud I know that words like froze, chill, and frosty From Blackline Master 12
describe things that are cold. Words like these are repeated all
through the poem. I can connect these words to the idea that the
poem takes place somewhere very cold.

Guide children to look back at the poem to find the information
they need to answer the question. Ask them to share how they
arrived at the correct answer (A).

Have children complete Blackline Master 12. Answers can be
found on page T9 of the Teacher’s Manual.

Teacher’s Manual 39

Student Name

DIRECTIONS
Answer these questions about “A Penguin’s Toes.”

1 The poem repeats words like 3 In this poem, the image of a
“froze,” “chill,” and “frosty” penguin riding an icicle to
to show that — school is meant to be —
A quiet
A penguins live in a
cold place B scary

B being a penguin C sad
would be fun
D funny
C penguins get sick
too often © Macmillan/McGraw-Hill

D we should help
penguins

2 What makes “A Penguin’s
Toes” a poem?

A It is about a
chilly penguin.

B It has very long
sentences.

C It has a rhythmic
pattern.

D It is divided into
paragraphs.

Blackline Master 12 Grade 2
A Penguin’s Toes
40 Time For Kids • Issue 4