TIME for Kids G2 Teachers Manual

Compare and Contrast TFK Pages 60–61

MODEL THE SKILL ELAR Student
Have children open to page 59 of Time for Kids, Student Expectations
Edition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs. Explain to Compare and Contrast
children that when you compare things, you tell how they are TEKS 2.14 (A)
alike. When you contrast things, you tell how they are different. Distinguish the main idea
Tell children, We will use these articles to learn how to compare from the topic.
and contrast in a reading selection. Objective 3
TEKS 2.14 (B)
Display Transparency pp. 60–61 of the article “On the Beach” Locate the facts that are
and distribute Blackline Master 28. Ask children to open to clearly stated in a text.
page 60 of Time for Kids. Have children look at the title, pictures, Objective 1
and chart before they read the article. Then have children read
the article and identify any words they do not know. Underline Antonyms
these words on the transparency and review them with the class. TEKS 2.5 (C)
Then read the following question and answer choices aloud: Identify antonyms.
Objective 1
1 How are the mother turtle and the little turtles alike?
Charts
A They are very small. TEKS 2.15 (B)
Use graphic features to
B They crawl to the sea. interpret text.
Objective 3
C They play in the sand.
Materials
D They were born a few hours ago.
Transparency
From Blackline Master 28 pp. 60–61
Blackline Masters
Think Aloud This question asks me to compare the mother turtles 28, 29, 30
and the little turtles. I need to find the information in the article
that tells about the mother and information about the little
turtles. Then I can combine these details to find the answer.

Tell children that they do not need to read the whole text again,
but that they can look back at the article to find the answer. Tell
children to think about what the article says about the mother
turtle and the little turtles. Explain that they should look at the
answer choices and find the one that tells a way the mother is
like the little turtles. After children have had a chance to review
the article, call on volunteers to share their answers and explain
how they arrived at the correct answer (B).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 28.

Teacher’s Manual 91

TFK Pages 60–61

Charts

3 Look at the chart on page MODEL THE SKILL
61. Which animal’s eggs
are black? Tell children that texts often are accompanied by charts that can
A Robin help them understand information in a reading. Charts provide
B Butterfly information in a visual way. Sometimes charts add information
C Turtle that is not discussed in the text.
D Frog
Display Transparency pp. 60–61 and read the title aloud. Tell
From Blackline Master 28 children that the chart shows different kinds of eggs and the
animals that laid them.

Then read question 3 aloud.

Think Aloud The question asks which animal’s eggs are black.
I can look at the color of the eggs in the pictures and compare
them to see which are darkest. Then I can combine this
information with the name of the animal to get the answer.

Show children that photos of different animals’ eggs are on the
left side of the chart. Point out that an animal name is listed
beside each photo. Then have children determine which answer
choice is correct (D).

Antonyms

4 Which word on page 60 MODEL THE SKILL
means the opposite of
show? Tell children that antonyms are words that have opposite
A Swim meanings. For example, the antonym of tall is short. Discuss
B Crawl how replacing a word with its antonym affects the meaning of a
C Lay sentence.
D Hide
Then read question 4 aloud.
From Blackline Master 28
Think Aloud The answer to this question is not stated in the
article. To answer it, I have to think about the meaning of the
word show. Then I need to connect show to a word that has the
opposite meaning.

Guide children to see that when you show something, you let
it be seen or you point it out. Have them decide which answer
means the opposite of show (D).

92 Time For Kids • Issue 10

TFK Pages 60–61

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 are baby turtles and baby birds alike, and how are they
different? Explain your answer and support it with details from the
article.

From Blackline Master 28

Think Aloud The question asks how baby turtles and baby birds
are alike and different. I will go back to the article to find details
about baby turtles and baby birds. 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 response together. Remind children
to use complete sentences in their answers.

Possible response: Baby turtles and baby birds hatch from eggs.
Bird parents take care of their babies, but baby turtles must care
for themselves. Baby turtles hatch in the sand. Baby birds hatch
in nests.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T20 for answers to Blackline Master 28.

Teacher’s Manual 93

Student Name

DIRECTIONS
Answer these questions about “On the Beach.”

1 How are the mother turtle 3 Look at the chart on
and the little turtles alike? page 61. Which animal’s
eggs are black?
A They are very small. A Robin
B Butterfly
B They crawl to the C Turtle
sea. D Frog

C They play in the 4 Which word on page 60
sand. means the opposite of show?
A Swim
D They were born a B Crawl
few hours ago. C Lay
D Hide
2 How are turtles different
from birds? © Macmillan/McGraw-Hill

A Birds do not lay
eggs, but turtles do.

B Baby turtles eat a
lot, but baby birds
do not.

C Birds watch over
their young, but
turtles do not.

D Turtles have one
baby at a time, but
birds have many.

Blackline Master 28 Grade 2
On the Beach
94 Time For Kids

Student Name

5 How are baby turtles and baby birds alike, and how are they
different? Explain your answer and support it with details from
the article.

© Macmillan/McGraw-Hill

Blackline Master 28 Time For Kids 95

Grade 2
On the Beach

TFK Pages 62–63

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, antonyms, and reading
a chart. Introduce “Thank You, Flipper” by having children open
to page 62 of Time for Kids. Point out to children 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 the article is mainly
about?

Encourage children to share what they think will be compared
and contrasted in 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 what they know about context clues and
antonyms as they read to determine the meanings of words.
Then have children read the article independently.

Distribute Blackline Master 29 on pages 97–98 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 the pictures, captions, and 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 “Thank You, Flipper” and the questions on the worksheet
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 29. Answers can be
found on pages T20–T21 of the Teacher’s Manual.

96 Time For Kids • Issue 10

Student Name

DIRECTIONS
Answer these questions about “Thank You, Flipper.”
1 Look at the following diagram of information from the article.

DOLPHINS SHARKS

Can change Cannot change
direction quickly direction
quickly

Which idea belongs on the blank line?
A Are heroes
B May harm people
C Can swim fast
D Have white bodies

© Macmillan/McGraw-Hill 2 How are dolphins different 3 Look at the chart on page 63.
from sharks? How long is the whale shark?
A 10 feet
A Dolphins help B 20 feet
people. C 32 feet
D 46 feet
B Dolphins can swim
fast.

C Dolphins have tails.

D Dolphins live in
the sea.

Blackline Master 29 Time For Kids 97

Grade 2
Thank You, Flipper

Student Name

4 Which word on page 62 means the opposite of happy?
A strange
B upset
C gray
D large

5 How were the dolphins in the article like heroes? Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 29 Grade 2
Thank You, Flipper
98 Time For Kids

Poetry TFK Page 64

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 prose. Poetry
For example, poems may not have complete sentences. They TEKS 2.7
are arranged in lines and stanzas instead of paragraphs. Some Describe how rhyme, rhythm,
poems use rhyme, but some do not. Poems often use vivid and repetition interact to
words that 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 Objective 2
an important idea. Introduce “When Whales Exhale (Whale
Watching)” by having children open to page 64 in Time for Kids. 1 Which word from the
poem describes a sound?
Ask children to read the title of the poem and share their ideas A whale
on what the poem is about. Write their ideas on the board. Then B white
read the poem aloud with children. If necessary, explain what the C horn
words exhale, blowhole, spout, geyser, and flare mean. Discuss the D sea
different images in the poem and what they could mean.
From Blackline Master 30
Distribute Blackline Master 30 on page 100 of the Teacher’s
Manual. Read aloud the first question and answer choices. Tell
children to look back at the poem to find the answer.

Think Aloud The question asks which word from the poem
describes a sound. I need to look back at the poem to see how the
different words are used. I can locate the answer in the first line of
the poem.

After children have had time to answer the question, ask
volunteers to explain how they identified the correct answer (C).

Have children complete Blackline Master 30. Answers can be
found on page T21 of the Teacher’s Manual.

Teacher’s Manual 99

Student Name

DIRECTIONS
Answer these questions about “When Whales Exhale
(Whale Watching).”

1 Which word from the poem 3 The images in the poem
describes a sound? make the whale seem —

A whale A angry

B white B silly

C horn C tiny

D sea D powerful

2 How does the reader know © Macmillan/McGraw-Hill
that “When Whales Exhale
(Whale Watching)” is a Grade 2
poem? When Whales Exhale (Whale Watching)
A It uses rhymes and
sense words.
B It has sentences.
C It has a title.
D It tells about
something real.

Blackline Master 30

100 Time For Kids

Main Idea and Details TFK Pages 66–67

MODEL THE SKILL ELAR Student
Have children open to page 65 of 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. 66–67 of the article “Losing the Lynx” 2.14 (B)
and distribute Blackline Master 31. Have children open to Locate the facts that are
page 66 of Time for Kids. Explain that they are going to read clearly stated in a text.
about the lynx, a type of wild cat. Have children look at the Objective 1
title, pictures, and map before they read the article. Then have
children read the article and identify any words they do not Synonyms
know. Underline these words on the transparency and review TEKS 2.5 (C)
them with the class. Then read the following question and Identify synonyms.
answer choices aloud: Objective 1

1 What is this article mainly about? Map
TEKS 2.15 (B)
A The Iberian lynx is a wild cat. Use graphic features to
interpret text.
B Doñana National Park has a program to help save the Objective 3
lynx.
Materials
C Iberian lynx live in Spain and Portugal.
Transparency
D About 24 lynx live at Doñana National Park in Spain. Blackline Masters
31, 32, 33
From Blackline Master 31

Think Aloud This question asks what the article is mainly about.
I can find clues and text evidence in different parts of the article
and connect them to find the answer.

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

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 31.

Teacher’s Manual 101

TFK Pages 66–67

Map

3 Look at the small map on MODEL THE SKILL
page 66. The red part of
the map shows — Tell children that a map is a feature that gives visual information
A Spain about where places or things are located. This information can
B a park add to or help to explain the information presented in the text.
C an ocean
D Europe Display Transparency pp. 66–67 and read the title aloud. Tell
children that the larger map shows the location of Doñana
From Blackline Master 31 National Park in Spain. The smaller map shows the location of
Spain in Europe.

Then read question 3 aloud.

Think Aloud This question asks what the red part of the map
shows. First I need to look at the map and find the part that is
colored red. Then I will read the words on the map and combine
these details to figure out the answer.

Have children look at the map and read the labels. Then have
children determine which answer choice is correct (A).

Synonyms

4 Which word from page MODEL THE SKILL
67 means the same as “go
hungry”? Tell children that words that have the same or nearly the same
A save meaning are synonyms. Synonyms can replace a word in a
B find sentence without changing the meaning of the sentence.
C eat
D starve Then read question 4 aloud.

From Blackline Master 31 Think Aloud I need to think about the meaning of the phrase
“go hungry.” I will look in the text to help me figure out how “go
hungry” is used. Then I will look for context clues that will help
me figure out what it means. I will connect these clues to find the
correct answer.

Give children a moment to select an answer. Point out where the
phrase is used in the article and suggest some context clues that
may help them figure out the meaning of “go hungry.”Then have
volunteers share their answers and explain how they determined
the correct answer (D).

102 Time For Kids • Issue 11

TFK Pages 66–67

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 Why are the Iberian lynx in danger of disappearing? Explain your
answer and support it with details from the article.

From Blackline Master 31

Think Aloud The question asks why the Iberian lynx are in danger
of disappearing. I will go back to the article and look for details
that explain why the lynx are in danger. Then I can combine these
details 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 response together. Remind children
to use complete sentences in their answers.

Possible response: The Iberian lynx are disappearing because
they are losing their homes. People have taken over the places
where the lynx used to live. The lynx also are starving. They
cannot find enough food because the rabbits they used to eat
are gone.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T22 for answers to Blackline Master 31.

Teacher’s Manual 103

Student Name

DIRECTIONS
Answer these questions about “Losing the Lynx.”

1 What is this article mainly 3 Look at the small map on
about? page 66. The red part of the
A The Iberian lynx is a map shows —
wild cat. A Spain
B a park
B Doñana National C an ocean
Park has a program D Europe
to help save the
lynx. 4 Which word from page
67 means the same as “go
C Iberian lynx live in hungry”?
Spain and Portugal. A save
B find
D About 24 lynx live C eat
at Doñana National D starve
Park in Spain.
© Macmillan/McGraw-Hill
2 How many lynx live in Spain
and Portugal today?
A About 100,000

B More than 1,900

C Fewer than 200

D None

Blackline Master 31 Grade 2
Losing the Lynx
104 Time For Kids

Student Name

5 Why are the Iberian lynx in danger of disappearing? Explain your
answer and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 31 Time For Kids 105

Grade 2
Losing the Lynx

TFK Pages 68–69

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, synonyms, and reading a
map. Introduce “Surfing the Sands” by having children open to
page 68 of Time for Kids. Point out that some important ideas
of an article can be found in the title and photos. 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 what they know about context clues
and their knowledge of synonyms as they read to determine the
meaning of some unfamiliar words. Then have children read the
article independently.

Distribute Blackline Master 32 on pages 107–108 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 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 32. Answers can be
found on pages T22–T23 of the Teacher’s Manual.

106 Time For Kids • Issue 11

Student Name

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

Sand Master Park is a great
place for sandboarding.

The park has Boarders practice
ramps on the sand. flips and turns.

Which detail belongs in the empty oval?
A Dunes change shape when the wind blows.
B Josh Tenge has won four world championships.
C Snowboarding is like sandboarding.
D Riders use the ramps to lift into the air.

© Macmillan/McGraw-Hill 2 What is this article mainly about? 3 Look at the map on page 68.
What does the red part of the
A Sandboarders enjoy a map show?
new sport that is like
snowboarding on sand. A Oregon

B There are many dunes B A sandboarding
in the United States for park
sandboarding.
C The United States
C Josh Tenge is a sand-
boarder, not an ostrich. D An ocean

D Sand dunes, hills, and
cliffs are landforms.

Blackline Master 32 Time For Kids 107

Grade 2
Surfing the Sands

Student Name

4 Which word on page 69 means about the same as the word contests?

A states
B times

C competitions
D beaches

5 Why do sandboarders stay away from the sand dunes on beaches?
Explain your answer and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 32 Grade 2
Surfing the Sands
108 Time For Kids

Poetry TFK Page 70

APPLY THE SKILLS ELAR Student
Expectations
Tell children that 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 use rhyme, but some do not. Poems often use vivid and repetition interact to
words that 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 “The Sun” by having children open to
page 70 in Time for Kids. 1 The reader knows that
“The Sun” is a poem
Ask children to read the title of the poem and have them predict because it —
what the poem is about. Write their ideas on the board. Read the A uses capital
poem aloud with children and discuss the different images in it letters
and what they could mean. B has a title
C has lines and
Distribute Blackline Master 33 on page 110 of the Teacher’s stanzas
Manual to children. Read aloud the first question and answer D describes shape
choices. Tell children to look at the poem to find the answer. and color

Think Aloud The question asks how the reader knows that “The From Blackline Master 33
Sun” is a poem. I need to look back at “The Sun” and connect
what I see with what I know about what makes a piece of writing
a poem.

Have children reread the poem silently. After they have identified
the correct answer (C), ask a volunteer to explain how he or she
determined which answer is correct.

Have children complete Blackline Master 33. Answers can be
found on page T22 of the Teacher’s Manual.

Teacher’s Manual 109

Student Name

DIRECTIONS
Answer these questions about “The Sun.”

1 The reader knows that “The 3 Which word is repeated in
Sun” is a poem because it — the poem?
A uses capital letters A It
B Gold
B has a title C For
D Child
C has lines and stanzas

D describes shape and
color

2 Which words in the poem © Macmillan/McGraw-Hill
rhyme?
A gold, coin
B climb, time
C ladder, locket
D child, man

Blackline Master 33 Grade 2
The Sun
110 Time For Kids

Main Idea and Details TFK Pages 72–73

MODEL THE SKILL ELAR Student
Have children open to page 71 of 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 TEKS 2.14 (A)
reading selection. Identify the main idea in
a text.
Display Transparency pp. 72–73 of the article “A Big Turtle TEKS 2.14 (B)
Comeback” and distribute Blackline Master 34. Have children Locate the facts that are
open to page 72 of Time for Kids. Explain that they are going clearly stated in a text.
to read about sea turtles in Mexico. Have children look at the Objective 1
title, pictures, and captions before they read the article. Then
have children read the article and identify any words they do not Context Clues
know. Underline these words on the transparency and review TEKS 2.5 (B)
them with the class. Then read the following question and Use context to determine the
answer choices aloud: meaning of unfamiliar words.
Objective 1
1 Female sea turtles crawl out of the water to —
Photos and Captions
A look for food TEKS 2.15 (B)
Use graphic features to
B lay eggs in the sand interpret text.
Objective 3
C sleep for a while
Materials
D play with other turtles
Transparency
From Blackline Master 34 pp. 72–73

Think Aloud This question asks why female sea turtles crawl Blackline Masters
out of the water. I can find details and text evidence in the first 34, 35, 36
paragraph of the article and in the photo and caption. I will
combine this information to find the answer.

Tell children that they do not need to read the whole article
again. They can scan the article and review the photographs for
details that will help them answer the question. After children
have had a chance to review the article, call on volunteers
to share their answers and explain how they came up with the
right answer (B).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 34.

Teacher’s Manual 111

TFK Pages 72–73

Photos and Captions

3 Look at the photos of MODEL THE SKILL
turtles on page 73. Which
are the largest sea turtles? Tell children that photos with captions are a feature that can
A Leatherbacks provide additional information to go along with the information
B Hawksbill turtles presented in the text. A photograph is a visual representation of
C Loggerheads information, and the caption tells what is happening or what is
D Green turtles important to understand about the photograph.

From Blackline Master 34 Display Transparency pp. 72–73 and read the title “Turtle
Trouble.”Tell children that these photographs and captions
give information about types of sea turtles that are in danger of
dying out.

Then read question 3 aloud.

Think Aloud This question asks which turtles are the largest. I
need to look at the photos and captions to find information to
answer this question. If I look at the photo of each turtle and read
the caption, I can combine these details to figure out the answer.

Show children that they can use the boldface type to locate the
information about each kind of turtle quickly. Then have children
determine which answer choice is correct (A).

Context Clues

4 In the first paragraph on MODEL THE SKILL
page 72, the word hatch
means — Tell children that they may not know the meaning of every
single word in a text. Explain that other words and phrases in
A make a secret the text can be used as context clues to help them figure out the
plan meanings of unfamiliar words.

B an opening in a Then read question 4 aloud.
floor or roof
Think Aloud I see the word hatch in the article, but the text does
C come out of an not tell me exactly what it means. I’ll read the paragraph again to
egg see if there are any clues that I can connect to the word hatch to
help me figure out what it means.
D a trapdoor over
an opening Point children to the first paragraph on page 72. Ask children to
explain what they think the word hatch means in the sentence.
From Blackline Master 34 Then have them read the answer choices carefully to determine
which answer is correct (C).

112 Time For Kids • Issue 12

TFK Pages 72–73

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 changes have helped make the number of olive ridleys on
La Escobilla Beach in Mexico go up since 1990? Support your
answer with details from the article.

From Blackline Master 34

Think Aloud The question asks what changes have helped make
the number of olive ridley turtles go up since 1990. I will go back
to the article to find where the author discusses the changes that
have helped this sea turtle. Then I can combine these details to
write the answer.

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

Possible response: In 1990, Mexico passed a new law to stop
sea turtle hunting. Now soldiers watch the beaches to keep the
turtles safe. People are also taught how to save sea turtles.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T24 for answers to Blackline Master 34.

Teacher’s Manual 113

Student Name

DIRECTIONS
Answer these questions about “A Big Turtle Comeback.”

1 Female sea turtles crawl out 3 Look at the photos of turtles
of the water to — on page 73. Which are the
A look for food largest sea turtles?
A Leatherbacks
B lay eggs in the sand
B Hawksbill turtles
C sleep for a while
C Loggerheads
D play with other
turtles D Green turtles

2 What is this article mostly 4 In the first paragraph on page © Macmillan/McGraw-Hill
about? 72, the word hatch means —

A Going to La A make a secret plan
Escobilla Beach
B an opening in a
B Making jewelry floor or roof
from turtle shells
C come out of an egg
C How turtles are hurt
by pollution D a trapdoor over an
opening
D Protecting sea
turtles in Mexico

Blackline Master 34 Grade 2
A Big Turtle Comeback
114 Time For Kids

Student Name

5 What changes have helped make the number of olive ridleys on
La Escobilla Beach in Mexico go up since 1990? Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 34 Time For Kids 115

Grade 2
A Big Turtle Comeback

TFK Pages 74–75

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, context clues, and using
photos and captions. Introduce “Daddy Day Care” by having
children open to page 74 of Time for Kids. Point out that some
important ideas of an article can be found in the title and photos.
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 as they read to determine
the meaning of some unfamiliar words. Then have children read
the article independently.

Distribute Blackline Master 35 on pages 117–118 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 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 35. Answers can be
found on pages T24–T25 of this Teacher’s Manual.

116 Time For Kids • Issue 12

Student Name

DIRECTIONS
Answer these questions about “Daddy Day Care.”

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

Male baboons can Half of the baboon
tell which babies are fathers spent time with

theirs. their babies.

Some baboon fathers help mother
baboons with the babies.

Which idea belongs in the empty box?
A Male baboons are fierce fighters.
B Animals are smarter than you think.
C Baby animals need help to meet their needs.
D Baboon fathers rush in if one of their babies is in danger.

© Macmillan/McGraw-Hill 2 What is the main idea of this 3 Look at the photos and
article? captions. Which animal dad
has a pouch for eggs in front
A Some animal fathers of its stomach?
take care of their kids.
A Baboon
B A male sea horse carries
the female’s eggs. B Darwin’s frog

C Scientists have learned C Sea horse
a lot about baboons.
D Emperor penguin
D A tadpole turns into a
frog.

Blackline Master 35 Time For Kids 117

Grade 2
Daddy Day Care

Student Name

4 On page 75, the word pop means —
A a fizzy drink
B to burst open
C a father
D a short, loud sound

5 Tell how some animal fathers help their babies before they are born.
Explain your answer and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 35 Grade 2
Daddy Day Care
118 Time For Kids

Poetry TFK Page 76

APPLY THE SKILLS ELAR Student
Expectations
Tell children that 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 use rhyme, but some do not. Poems often use vivid and repetition interact to
words that 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 “The Tortoise” by having children open
to page 76 in Time for Kids. 1 What makes “The
Tortoise” a poem?
Ask children to read the title of the poem and predict what the A It has a rhythmic
poem will be about. Write their ideas on the board. Read the pattern.
poem aloud with children. If necessary, explain what the words B It is silly.
wheeze, dwell, and mortise mean. Guide children to recognize the C It has sentences.
rhythm created by the pairs of rhyming words used throughout D It tells about an
the poem. animal.

Distribute Blackline Master 36 on page 120 of the Teacher’s From Blackline Master 36
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 The question asks what makes “The Tortoise” a
poem. I need to think of what I know about poems and connect
it to what I notice when I read “The Tortoise.” Then I can find the
right answer.

Have children reread the poem silently. After they have chosen
the correct answer (A), ask a volunteer to explain why that
answer is correct.

Have children complete Blackline Master 36. Answers can be
found on page T25 of the Teacher’s Manual.

Teacher’s Manual 119

Student Name

DIRECTIONS
Answer these questions about “The Tortoise.”

1 What makes “The Tortoise” 3 The images in the poem
a poem? suggest that the tortoise’s
shell is —
A It has a rhythmic A itchy
pattern.
B strong and useful
B It is silly.
C funny looking
C It has sentences.
D uncomfortable
D It tells about an
animal.

2 Which line from the poem
has a pair of rhyming words?
A I wear a helmet
B On my back
C The shell I dwell in
D Won’t fall off

© Macmillan/McGraw-Hill

Blackline Master 36 Grade 2
The Tortoise
120 Time For Kids

Cause and Effect TFK Pages 78–79

MODEL THE SKILL ELAR Student
Have children open to page 77 of 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, Cause and Effect
We will learn how to identify cause and effect relationships in a TEKS 3.13 (C)
reading selection. Remind them that a cause is why something Identify cause and effect
happens and an effect is the result of something that happens. relationships in texts.
Objective 3
Display Transparency pp. 78–79 of the article “It’s Getting
Crowded Around Here!” and distribute Blackline Master 37. Homophones
Have children open to page 78 of Time for Kids. Explain that TEKS 2.5 (B)
they are going to read about how quickly the number of people Use context to determine the
in the world is increasing. Have children look at the title, pictures, meaning of unfamiliar words.
and time line before they read the article. Then have children Objective 1
read the article and identify any words they do not know.
Underline these words on the transparency and review them Time Line
with the class. Then read the following question and answer TEKS 2.15 (B)
choices aloud: Locate and use information in
graphic features.
1 Why is it hard to find enough clean water for everyone in the world? Objective 3

A Water covers most of Earth. Materials

B Less than 1 percent of Earth’s water can be used. Transparency
pp. 78–79
C Buildings and new roads have replaced farmland. Blackline Masters
37, 38, 39
D Some people try to use less water.

From Blackline Master 37

Think Aloud This question asks why it is hard to find enough
clean water for everyone in the world. I will go back to look for
information in the part of the article that discusses why water is
a limited resource. Then I will combine the information to figure
out the best answer.

Tell children that they do not have to read the whole article
again. They can scan the article for details that will help them
answer the question. After children have had a chance to review
the article, call on volunteers to share their answers and explain
how they reached the correct answer (B).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 37.

Teacher’s Manual 121

TFK Pages 78–79

Time Line

3 Look at the time line on MODEL THE SKILL
page 79. When was the
U.S. population about 76 Tell children that a time line is a graphic feature that can provide
million? additional information to go along with the text. A time line
may list key events in the order they happened, or it may show
A 1800 changes that happen over a period of time. Time lines are
visual representations of information that can help the reader
B 1850 understand the subject of an article.

C 1900 Then read question 3 aloud.

D 1950 Think Aloud This question asks when the population of the
United States was about 76 million people. To answer this
From Blackline Master 37 question, I need to look at the time line to find the information.
I will look at the years listed in order from 1800 to 2000 and the
population figures that go with them. When I combine these
details, I will have the answer.

Point to the dates and labels on the transparency. Explain that
the labels give the population figures. Have children find the
label that is closest to 76 million. Then have children determine
which answer choice is correct (C).

Homophones

4 In the first paragraph on MODEL THE SKILL
page 78, the word hour
means — Tell children that they may not know the meaning of every
word in a text. Point out that some words may sound the same
A 60 minutes as other words they know but may have different spellings
and meanings. Homophones are words that have the same
B belonging to us pronunciation but different meanings and different spellings.

C a place to live Then read question 4 aloud.

D a paddle for a Think Aloud I see the word hour (h-o-u-r) in the article, but the
boat article does not tell me what hour means. It sounds just like the
word our (o-u-r), so it must be a homophone. I have to think
From Blackline Master 37 about how the word hour is used in the text and look for context
clues to connect this word to its correct meaning.

Give children a moment to select an answer. Then have
volunteers share their answers and explain how they determined
the correct answer (A).

122 Time For Kids • Issue 13

TFK Pages 78–79

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 problem do people face because the world’s population is
growing so fast, and what can they do about this problem? Explain
your answer and support it with details from the article

From Blackline Master 37

Think Aloud The question asks what problem we face because
the population is growing so fast, and what we can do to solve
this problem. I will go back to the article to look for details that
explain what the problem is and what we can do 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 response together. Remind children
to use complete sentences in their answers.

Possible response: Earth has limited resources that we must
all share. It gets harder to share these resources as the number
of people grows. We can solve this problem by using less and
wasting less of our resources.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T26 for answers to Blackline Master 37.

Teacher’s Manual 123

Student Name

DIRECTIONS
Answer these questions about “It’s Getting Crowded Around Here!”

1 Why is it hard to find enough 3 Look at the time line on
clean water for everyone in page 79. When was the U.S.
the world? population about 76 million?
A 1800
A Water covers most B 1850
of Earth. C 1900
D 1950
B Less than 1 percent
of Earth’s water can 4 In the first paragraph on page
be used. 78, the word hour means —
A 60 minutes
C Buildings and new B belonging to us
roads have replaced C a place to live
farmland. D a paddle for a boat

D Some people try to © Macmillan/McGraw-Hill
use less water.

2 When farmlands vanish —

A there is less room to
grow food

B cities get smaller

C people want more
food to eat

D there are fewer roads

Blackline Master 37 Grade 2
It’s Getting Crowded Around Here!
124 Time For Kids

Student Name

5 What problem do people face because the world’s population is
growing so fast, and what can they do about this problem? Explain
your answer and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 37 Time For Kids 125

Grade 2
It’s Getting Crowded Around Here!

TFK Pages 80–81

Show What You Know

APPLY THE SKILLS

Tell children that some of the questions they will see on a test
will focus on cause and effect, homophones, and reading a time
line. Introduce “Pecans: A Nutty Resource” by having children
open to page 80 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
features in the article to show how they came up with their
answers.

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

Distribute Blackline Master 38 on pages 127–128 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, headings, and the title to give you an
idea of what the article is about.

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 38. Answers can be
found on pages T26–T27 of this Teacher’s Manual.

126 Time For Kids • Issue 13

Student Name

DIRECTIONS
Answer these questions about “Pecans: A Nutty Resource.”
1 Look at the following diagram of information from the article.

Cause Effect

Enough rain falls
in the spring.

Which idea belongs in the empty box?
A A drought happens.
B There is a good pecan crop in the fall.
C The farmers have a big problem.
D The canals are dry.

© Macmillan/McGraw-Hill 2 Farmers grow special plants 3 Look at the time line on
around pecan trees to — pages 80–81. When do
pecan trees grow leaves and
A give the trees shade blossoms?

B make the place look A January
pretty
B March
C give the trees
nutrients C July

D bring water to the D October
place

Blackline Master 38 Time For Kids 127

Grade 2
Pecans: A Nutty Resource

Student Name

4 In the introduction to the time line on page 80, the word through
means —
A put on
B gave
C tossed
D during

5 Why are pecan trees great natural resources? Explain your answer
and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 38 Grade 2
Pecans: A Nutty Resource
128 Time For Kids

Diagrams TFK Page 82

APPLY THE SKILLS ELAR Student
Tell children they will read a diagram and answer questions Expectations
about it. Point out that this diagram is a graphic feature that
illustrates the steps in a process. This diagram includes labels and Diagrams
captions that tell about each step. TEKS 2.15 (B)
Use graphic features to
Introduce “From Cotton Field to T-Shirt” by having children open interpret text.
to page 82 of Time for Kids. Ask children to read the title of the Objective 3
diagram and share their ideas about what they think the diagram
describes. Write their ideas on the board. 1 Look at the diagram on
page 82. What is the first
Read the diagram aloud with the children. Answer any questions step?
they may have about what happens in each step. A Plant & Grow
B Harvest
Distribute Blackline Master 39 on page 130 of the Teacher’s C Clean & Gin
Manual. Read aloud the first question and answer choices. Tell D Manufacture
children to look at the diagram to find the answer.
From Blackline Master 39
Think Aloud This question asks about the first step in the process.
I need to find the heading that says Step 1. Next to this, I see the
words Plant & Grow. I can combine these details to choose the
best answer.

Ask children to use the diagram to determine which answer
is correct (A). Have a volunteer explain how to figure out the
answer.

Have children complete Blackline Master 39. Answers can be
found on page T27 of the Teacher’s Manual.

Teacher’s Manual 129

Student Name

DIRECTIONS
Answer these questions about “From Cotton Field to T-Shirt.”

1 Look at the diagram on 3 What happens in Step 4?
page 82. What is the
first step? A The cotton pods
A Plant & Grow are picked.
B Harvest
C Clean & Gin B The cotton is sent
D Manufacture to the mill.

2 In Step 3, the cotton gin is C Raw cotton is spun
used to — into thread.
A plant the cotton
seeds D The cotton is
B pick the cotton cleaned.
bolls, or pods
C send the cotton to © Macmillan/McGraw-Hill
a mill
D take seeds out of
the cotton

Blackline Master 39 Grade 2
From Cotton Field to T-Shirt
130 Time For Kids

Summarize TFK Pages 84–85

MODEL THE SKILL ELAR Student
Have children open to page 83 of 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, Summarize
We will learn to summarize the information presented in a TEKS 4.11 (A)
reading selection. Summarize the main idea and
supporting details.
Display Transparency pp. 84–85 of the article “Windy Weather” Objective 1
and distribute Blackline Master 40. Have children open to
page 84 of Time for Kids. Explain that they are going to read Homographs
about different kinds of windy weather. Have children look at TEKS 2.5 (B)
the title, pictures, and captions before they read the article. Then Use context to determine the
have children read the article and identify any words they do not meaning of unfamiliar words.
know. Underline these words on the transparency and review Objective 1
them with the class. Then read the following question and
answer choices aloud: Photos and Captions
TEKS 2.15 (B)
1 Which new title best summarizes this article? Use captions to interpret text.
Objective 3
A “Windy Winters”
Materials
B “As Fast as a Car”
Transparency
C “Summer Winds” pp. 84–85
Blackline Masters
D “Air on the Move” 40, 41, 42

From Blackline Master 40

Think Aloud This question asks which new title is the best
summary of the article. I need to look back at the article to find
the main ideas and decide what the article is mostly about. Then
I can connect the main idea to the answer choices and find the
one that is the best summary.

Tell children that they do not need to read the whole article
again. They can scan the article and review the photographs for
details that will help them answer the question. After children
have had a chance to review the article, call on volunteers to
share their answers and explain how they reached the
answer (D).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 40.

Teacher’s Manual 131

TFK Pages 84–85

Photos and Captions

3 Look at the photos and MODEL THE SKILL
captions on pages 84–85.
Which kind of windy Tell children that texts often are accompanied by photographs
weather can pick up trees that can help them better understand the information they read.
and cars? Point out that a photo usually has a caption that explains what is
happening in the picture.
A Rainstorm
Display Transparency pp. 84–85. Point to each photo and read
B Hurricane aloud the caption that goes with it.

C Blizzard Then read question 3 aloud.

D Tornado Think Aloud The question asks which kind of windy weather can
pick up trees and cars. I need to look at the photos and captions
From Blackline Master 40 to find information that answers this question. Each picture
shows a different kind of powerful wind. I can read each caption
to find details that name each kind of wind and tell what it can
do. Then I can combine these details to figure out the answer.

Call on volunteers to share their answers and explain how they
came to the right answer (D).

Homographs

4 In the caption on page 85, MODEL THE SKILL
the word tear means —
Tell children that they may not know the meaning of every word
A pull or remove in a text. Point out that some words may be spelled exactly the
by force same way but have different meanings. Homographs are words
that have the same spelling but different meanings, and they
B cut into pieces often have different pronunciations—like bow (rhymes with
“low”) and bow (rhymes with “now”). Context clues can help
C a drop of water readers determine which meaning of a homograph is correct.
from the eye
Then read question 4 aloud.
D weep or cry
Think Aloud The word that is spelled t-e-a-r is a homograph. It
From Blackline Master 40 can be pronounced in two different ways, and it has different
meanings. I need to use context clues to figure out how the
word is used in this article. Then I can connect its meaning and
pronunciation to find the correct answer.

Call on volunteers to give the two pronunciations of tear, and
explain the meanings of each. Then have children determine
which answer choice is correct (A).

132 Time For Kids • Issue 14

TFK Pages 84–85

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 Summarize what you learned about tornadoes from “Windy
Weather.” Support your answer with details from the article.

From Blackline Master 40

Think Aloud The question asks me to write a summary of what
I learned about tornadoes from this article. I will go back to the
article to look for details about tornadoes. Then I can connect
these details to write the summary.

Work with children to find information from the article to include
in the summary. Write a short response together. Remind
children to use complete sentences in their answers.

Possible response: A tornado is a dangerous windstorm. The
wind spins in a funnel and acts like a vacuum cleaner. The winds
can blow 40 to 379 miles an hour.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T28 for answers to Blackline Master 40.

Teacher’s Manual 133

Student Name

DIRECTIONS
Answer these questions about “Windy Weather.”

1 Which new title best 3 Look at the photos and
summarizes this article? captions on pages 84–85.
A “Windy Winters” Which kind of windy weather
B “As Fast as a Car” can pick up trees and cars?
C “Summer Winds”
D “Air on the Move” A Rainstorm

B Hurricane

C Blizzard

D Tornado

2 Which detail belongs in a 4 In the caption on page 85, the © Macmillan/McGraw-Hill
summary of page 84? word tear means —
A Umbrellas often A pull or remove by
break in rainstorms. force
B A hurricane is a B cut into pieces
dangerous summer C a drop of water
windstorm. from the eye
C Hurricane winds D weep or cry
move very slowly.
D Too much rain at Grade 2
one time can cause Windy Weather
a flood.

Blackline Master 40

134 Time For Kids

Student Name

5 Summarize what you learned about tornadoes from “Windy
Weather.” Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 40 Time For Kids 135

Grade 2
Windy Weather

TFK Pages 86–87

Show What You Know

APPLY THE SKILLS

Tell children that some of the questions they will see on a
test will focus on summarizing, homographs, and photos and
captions. Introduce “Solid as a Rock” by having children open to
page 86 of Time for Kids. Point out that some important ideas
of an article can be found in the title and photos. 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 the article is about.
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 and what they know about
recognizing homographs as they read to determine the meaning
of some unfamiliar words. Then have children read the article
independently.

Distribute Blackline Master 41 on pages 137–138 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 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 41. Answers can be
found on pages T28–T29 of the Teacher’s Manual.

136 Time For Kids • Issue 14

Student Name

DIRECTIONS
Answer these questions about “Solid as a Rock.”

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

Rain water that becomes ice Rain, wind, and moving
can crack rocks. water wear down rocks.

The moving water of a river The rocks become
rubs sand against rocks. smaller and smoother.

Which idea belongs in the empty box?
A Strong winds blow sand against rocks.

B A river can flow all the way to the sea.

C Cold weather turns water into ice.

D Rocks do not need food.

© Macmillan/McGraw-Hill 2 Which idea belongs in a 3 Look at the photos and
summary of this article? captions on page 87. Fine
sand comes from —
A People are living A air
things.
B plants
B Living things grow.
C rocks
C Plants and animals
breathe. D animals

D Rocks do not grow,
but they change.

Blackline Master 41 Time For Kids 137

Grade 2
Solid as a Rock

Student Name

4 In the second paragraph on page 87, the word minute means —
A very tiny
B 60 seconds
C not important
D a short time

5 Write a summary of how weather changes rocks. Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 41 Grade 2
Solid as a Rock
138 Time For Kids

Poetry TFK Page 88

APPLY THE SKILLS ELAR Student
Expectations
Tell children that 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 use rhyme, but some do not. Poems often use and repetition interact to
vivid words that appeal to the reader’s senses and feelings. A create images in poetry.
poem usually has an important idea or message that the poet Objective 2
expresses in an interesting way. Sometimes poems repeat a word
or a line several times to help express an important idea. 1 The reader can tell
that “Raindrops on the
Introduce “Raindrops on the Willow Tree” by having children Willow Tree” is a poem
open to page 88 in Time for Kids. Ask children to read the title of because it —
the poem and share their ideas on what the poem is about. Write A has lines instead
their ideas on the board. Read the poem aloud with children and of complete
discuss the different images in it and what they could mean. sentences
B has a title that
Distribute Blackline Master 42 on page 140 of the Teacher’s tells what it is
Manual. Read aloud the first question and answer choices. Tell about
children to look at the poem to find the answer. C tells a story about
a real tree
Think Aloud The question asks how the reader knows that D includes the name
“Raindrops on the Willow Tree” is a poem. I need to think of what of the author
I already know about poems and connect what I know to what I
find when I read this poem and see how it is set up on the page. From Blackline Master 42
Then I can find the right answer.

Have children reread the poem silently. After they have chosen
the correct answer (A), ask a volunteer to explain why that
answer is correct.

Have children complete Blackline Master 42. Answers can be
found on page T29 of the Teacher’s Manual.

Teacher’s Manual 139

Student Name

DIRECTIONS
Answer these questions about “Raindrops on the Willow Tree.”

1 The reader can tell that 3 Which words from the poem
“Raindrops on the Willow rhyme?
Tree” is a poem because it — A got, soon
B time, like
A has lines instead of C shine, mine
complete sentences D glow, gone

B has a title that tells
what it is about

C tells a story about a
real tree

D includes the name of
the author

2 Which word in the poem is © Macmillan/McGraw-Hill
an example of repetition?
A unexpected
B diamonds
C time
D snow

Blackline Master 42 Grade 2
Raindrops on the Willow Tree
140 Time For Kids