TIME for Kids G2 Teachers Manual

Main Idea and Details TFK Pages 30–31

MODEL THE SKILL ELAR Student
Have children open to page 29 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 use these articles to learn how to identify the main idea TEKS 2.14 (A)
and details of a reading selection. Identify the main idea in
a text.
Display Transparency pp. 30–31 of the article “Is Anyone Out TEKS 2.14 (B)
There?” and distribute Blackline Master 13. Ask children to Locate the facts that are
open to page 30 of Time for Kids. Tell them they will read about clearly stated in a text.
a scientist and her work. Have children look at the title and Objective 1
photographs before reading. Then have them read the article
carefully and identify any words they do not know. Underline Photos and Captions
these words on the transparency and review them with the class. TEKS 2.15 (B)
Then read the following question and answer choices aloud: Use captions to interpret text.
Objective 3
1 What is this article mainly about?
Context Clues
A Scientists like Jill Tarter listen for life in outer space. TEKS 2.5 (B)
Use context to determine the
B Radios, TVs, and cell phones make signals every day. meaning of unfamiliar words.
Objective 1
C Radio telescopes have picked up sounds from stars.
Materials
D There are 100 billion stars in the universe.
Transparency
From Blackline Master 13 pp. 30–31
Blackline Masters
Think Aloud This question asks what the article is mainly about. 13, 14, 15
I need to look back at the article and think about it as a whole.
I can find important information in different parts of the article
and connect the details to find the answer.

Tell children that they do not need to read the whole article
again. They can scan the article for details that will help them
answer the question. Remind children that although several
answer choices may include information from the article, they
must decide which answer best expresses the most important
overall idea. 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 (A).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 13.

Teacher’s Manual 41

TFK Pages 30–31

Photos and Captions

3 Look at the photo at the MODEL THE SKILL
bottom of the article.
What do radio telescopes Explain to children that texts often are accompanied by photos
do? that can help them to understand information more fully.
Sometimes photos will have text that explains what is happening
A They send signals in them. This kind of text is called a caption. Invite children to
to cell phones. look at the photos and read the captions. Ask children what
information they learned from the photos and the captions.
B They collect
information from Then read question 3 aloud.
radio sources.
Think Aloud The article has three photos. I should look at the
C They make photo at the bottom of the article and read the caption. I can
sounds to send locate the answer because it is stated in the caption.
into space.
Have children look at the photograph of the radio telescopes at
D They use tall the bottom of page 31. Point to the photo and caption on the
wires to gather transparency. Read the caption aloud with the class. Explain that
signals. the caption gives information about radio telescopes. Then have
children select the correct answer (B).
From Blackline Master 13

Context Clues

4 On page 31, the word MODEL THE SKILL
detect means to —
A send Tell children that they may not know the meaning of every word
B find or discover in a text that they read. Explain that context clues, or the other
C make words and sentences in the paragraph, can help them figure out
D help or guide the meanings of unfamiliar words.

From Blackline Master 13 Then read question 4 aloud.

Think Aloud To answer this question, I have to find clues in
the story and connect them to the answer choices. I can start
by finding the sentence with the word detect in it. I will see
if anything in the text or pictures can help me figure out the
meaning of detect to help me choose the best answer.

Point to the second paragraph on page 31 and the sentence, “We
may detect a signal at any moment and answer one of humankind’s
oldest questions,” says Tarter. Underline the word detect and
ask children to explain what they think the word means in the
sentence. Go through each choice with them and have the class
decide which answer (B) makes the most sense in the context.

42 Time For Kids • Issue 5

TFK Pages 30–31

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 is Jill Tarter’s job? Explain your answer and support it with
details from the article.

From Blackline Master 13

Think Aloud The question asks me to describe Jill Tarter’s job.
I will go back to the article to look for details that tell about the
work Jill does. Then I can combine the details in my description of
Jill Tarter’s job.

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: Jill Tarter is a scientist. She listens to sounds
from outer space. She and her group have not found signs of life
yet, but they are still listening.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T10 for answers to Blackline Master 13.

Teacher’s Manual 43

Student Name

DIRECTIONS
Answer these questions about “Is Anyone Out There?”

1 What is this article mainly 3 Look at the photo at the © Macmillan/McGraw-Hill
about? bottom of the article. What
do radio telescopes do?
A Scientists like Jill A They send signals to
Tarter listen for life cell phones.
in outer space. B They collect
information from
B Radios, TVs, and radio sources.
cell phones make C They make sounds
signals every day. to send into space.
D They use tall wires
C Radio telescopes to gather signals.
have picked up
sounds from stars. 4 On page 31, the word detect
means to —
D There are 100 A send
billion stars in the B find or discover
universe. C make
D help or guide
2 Jill Tarter hopes that
someday she will hear a
signal from a —

A cell phone

B tall wire

C computer

D space being

Blackline Master 13 Grade 2
Is Anyone Out There?
44 Time For Kids

Student Name

5 What is Jill Tarter’s job? Explain your answer and support it with
details from the article.

© Macmillan/McGraw-Hill

Blackline Master 13 Time For Kids 45

Grade 2
Is Anyone Out There?

TFK Pages 32–33

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 photos
and captions. Introduce “Finding the Way” by having children
open to page 32 of Time for Kids. Point out that some important
ideas of an article can be found in the title and pictures. 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 context clues as
they read to determine the meaning of some unfamiliar words.
Then have children read the article independently.

Distribute Blackline Master 14 on pages 47-48 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. 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 14. Answers can be
found on pages T10–T11 of the Teacher’s Manual.

46 Time For Kids • Issue 5

Student Name

DIRECTIONS
Answer these questions about “Finding the Way.”

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

There are special
ways to help

blind people get
around.

Guide dogs Blind people
can lead can use GPS.

blind people.

Which idea belongs in the empty oval?
A A guide dog is trained to follow orders.
B GPS stands for Global Positioning System.
C Blind people can use walking sticks.
D GPS is like a talking map.

© Macmillan/McGraw-Hill 2 This article is mainly about — 3 Look at the photograph on
page 32. In what year did
A how technology the first guide dog training
helps blind people school start?

B a blind person who A 1911
uses GPS
B 1924
C how satellites move
around our planet C 1929

D telling a blind person D 1992
about a park

Blackline Master 14 Time For Kids 47

Grade 2
Finding the Way

Student Name

4 What does the word orbits mean on page 33?
A Takes pictures of
B Sends signals to
C Helps people on
D Travels around

5 How is GPS helpful to blind people when they are in a new place?
Explain your answer and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 14 Grade 2
Finding the Way
48 Time For Kids

TFK Page 34

Charts

APPLY THE SKILLS ELAR Student
Expectations
Tell children that they will read a chart and answer questions
about it. Review with children that a chart presents information Charts
in a way that is easy to read. Charts are organized in columns and TEKS 2.15 (B)
rows. Columns are read up and down. Rows are read across. Use graphic features to
interpret text.
Introduce “Old Ways and New Ways” by having children open Objective 3
to page 34 of Time for Kids. Read aloud the title and the
informational text at the top of the page. Then have children 1 Look at the chart on
share their ideas about what the chart’s purpose is. Write their page 34. What activity
ideas on the board. does the picture in the
third row of the “Past”
Point out the heading “Activity” and read the words listed in column show?
that column. Point out the headings “Past” and “Present” and A Listening to
show children that each of these columns has several pictures. music
Ask children how the “Past” and “Present” columns relate to the B Communicating
list of activities. Remind children that the chart can also be read C Cooking
horizontally. Ask children to find “Cooking” on the chart. Then D Traveling
have them look across the row at the pictures in each column.
Ask children how cooking has changed from the past to the From Blackline Master 15
present.

Distribute Blackline Master 15 on page 50 of the Teacher’s
Manual. Read aloud the first question and answer choices. Tell
children to look at the chart to find the answer.

Think Aloud The question asks what the picture shows. I can find
this picture on the chart. Then I can use my finger to track across
the chart to find the type of activity the picture shows. I can
combine these details to find the correct answer.

Have children complete Blackline Master 15. Answers can be
found on page T11 of the Teacher’s Manual.

Teacher’s Manual 49

Student Name

DIRECTIONS
Answer these questions about “Old Ways and New Ways.”

1 Look at the chart on page 34. 3 Long ago, people traveled
What activity does the from place to place in —
picture in the third row of the
“Past” column show? A trains that go under
the ground
A Listening to music
B cars
B Communicating
C wagons pulled by
C Cooking horses

D Traveling D jet planes

2 Look at the chart on page 34. © Macmillan/McGraw-Hill
The picture in the first row of
the “Present” column shows Grade 2
a way of — Old Ways and New Ways
A cooking
B listening to music
C traveling
D communicating

Blackline Master 15

50 Time For Kids

Author’s Purpose TFK Pages 36–37

MODEL THE SKILL ELAR Student
Have children open to page 35 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, Author’s Purpose
We will learn how to identify the author’s purpose in writing TEKS 2.13
a text. Explain the author’s purpose.
Objective 3
Display Transparency pp. 36–37 of the article “A New Deal on
School Meals” and distribute Blackline Master 16. Have children Context Clues
open to page 36 of Time for Kids. Explain that they will read TEKS 2.5 (B)
about new rules for school meals. Have children look at the title, Use context to determine the
pictures, and chart before reading. Then have children read the meaning of unfamiliar words.
article and identify any words they do not know. Underline these Objective 1
words on the transparency and review them with the class. Then
read the following question and answer choices aloud: Charts
TEKS 2.15 (B)
1 The author most likely wrote this article to — Use graphic features to
interpret text.
A teach kids how to cook better foods at school Objective 3

B tell parents how to buy healthful food Materials

C explain how schools are helping kids eat better Transparency
pp. 36–37
D tell a funny story about what kids eat Blackline Masters
16, 17, 18
From Blackline Master 16

Think Aloud This question asks why the author wrote the
article. To answer the question, I need to think about all of the
information in the article and how the author presents it. I can
analyze the information in the article to decide if the author is
trying to persuade, entertain, inform, or teach. Then I can figure
out the author’s purpose.

Tell children that they should review the article to look for
information that will help them determine the author’s purpose.
Explain that while several answers might mention things from
the article, only one answer correctly describes the author’s
purpose. After children review the article, ask volunteers to share
their answers and explain how they got the right answer (C).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 16.

Teacher’s Manual 51

TFK Pages 36–37

Charts

3 Look at the chart on MODEL THE SKILL
page 37. Which food or
drink has the most sugar Tell children that some texts are accompanied by charts that can
added to it? help to organize the information in the article. Sometimes charts
provide additional information about the text.
A One slice of
bread Display Transparency pp. 36–37 and read the title aloud. Tell
children that the chart shows how much sugar is in some food
B One fruit drink and drinks, such as bread and fruit drinks.

C One bar of Then read question 3 aloud.
chocolate
Think Aloud The text does not tell how much sugar is in different
D One cup of milk foods. So, I have to read the information and headings on the
chart. First, I need to look at each row of the chart to find out
From Blackline Master 16 how much sugar each food or drink contains. Then I can combine
these details to determine the correct answer.

Show children that foods and drinks are listed on the left side of
the chart. Point out that the spoon symbols on the right show
how many teaspoons of sugar each food or drink contains. Then
have children determine which answer choice is correct (B).

Context Clues

4 On page 37, the word MODEL THE SKILL
vending means —
A eating Tell children that they may not know the meaning of every word
B enjoying in a text that they read. Explain that often the context, or the
C cooking other words and sentences in the paragraph, can help them
D selling figure out the meanings of unfamiliar words.

From Blackline Master 16 Then read question 4 aloud.

Think Aloud To answer the question, I have to find clues in the
article and connect them. I can start by finding the sentence with
the word vending in it. Then I will see if anything in the text or
pictures can help me figure out the meaning.

Point to the first paragraph on page 37 and the sentence, The
new rules change vending machines in schools, too. Ask children
to explain what they think the word vending means in the
sentence. Tell them to look for clues in the sentences that follow
the word. Review all answer choices with children and have
them decide which answer (D) makes the most sense in context.

52 Time For Kids • Issue 6

TFK Pages 36–37

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 did the author write about new rules in Texas schools? Support
your answer with details from the article.

From Blackline Master 16

Think Aloud The question asks why the author wrote about new
rules in Texas schools. I will go back to the article to find facts and
details about the new rules. Then I can analyze the information
to write the answer.

Work with children to find information 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 author wrote about new rules in Texas
schools to explain that kids should have balanced meals to eat in
school. They should have foods with less fat and sugar. The rules
in Texas are examples of how schools are helping kids eat more
healthful foods.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T12 for answers to Blackline Master 16.

Teacher’s Manual 53

Student Name

DIRECTIONS
Answer these questions about “A New Deal on School Meals.”

1 The author most likely wrote 3 Look at the chart on page 37.
this article to — Which food or drink has the
most sugar added to it?
A teach kids how to
cook better foods at A One slice of bread
school
B One fruit drink
B tell parents how to
buy healthful food C One bar of
chocolate
C explain how schools
are helping kids eat D One cup of milk
better

D tell a funny story
about what kids eat

2 The author probably included 4 On page 37, the word © Macmillan/McGraw-Hill
the photo on page 36 to — vending means —
A eating
A describe school meals B enjoying
C cooking
B show an example of D selling
a healthful meal

C give information
about sandwiches

D teach about salads

Blackline Master 16 Grade 2
A New Deal on School Meals
54 Time For Kids

Student Name

5 Why did the author write about new rules in Texas schools?
Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 16 Time For Kids 55

Grade 2
A New Deal on School Meals

TFK Pages 38–39

Show What You Know

APPLY THE SKILLS

Tell children that some of the questions they see on a test will
focus on author’s purpose, context clues, and reading charts.
Introduce “Bees, Bats, Bears, and Bison” by having children open
to page 38 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 and headings, and then ask, What is the
article mainly about?

Encourage children to share what they think is the author’s
purpose for 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 determine the meaning
of unfamiliar words. Then have children read the article
independently.

Distribute Blackline Master 17 on pages 57–58 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 17. Answers can be
found on pages T12–T13 of the Teacher’s Manual.

56 Time For Kids • Issue 6

Student Name

DIRECTIONS
Answer these questions about “Bees, Bats, Bears, and Bison.”

1 Look at the following diagram. Bats, bears, and bison help
seeds get to the soil.
Bees and bats carry pollen.

Author’s Purpose

Which idea belongs in the empty author’s purpose box?
A Explain how animals help plants grow
B Convince kids to grow flowers and other plants
C Tell a silly story about animals that live together
D Teach kids how to find food when they are outdoors

© Macmillan/McGraw-Hill 2 The author includes the two 3 Look at the chart on page 39.
photos on page 38 to — Which animal uses sticks to
gather honey?
A explain how bats fly A Giraffe
at night
B Squirrel
B tell a funny story
about bees and bats C Monkey

C give information D Sparrow
about bees’ homes

D show bees and bats
helping plants

Blackline Master 17 Time For Kids 57

Grade 2
Bees, Bats, Bears, and Bison

Student Name

4 What does the word process mean on page 38?
A The way an animal moves
B A path that goes through a forest
C The place where an animal sleeps
D A set of steps that make something happen

5 Why did the author include the information in the last paragraph on
page 39? Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 17 Grade 2
Bees, Bats, Bears, and Bison
58 Time For Kids

Written Directions TFK Page 40

APPLY THE SKILLS ELAR Student
Expectations
Tell children that they are going to read a recipe and answer
questions about it. Point out that a recipe provides written Written Directions
directions that show how to prepare a particular food or drink. TEKS 2.15 (A)
A recipe includes a list of ingredients and tells how much of each Follow written multi-step
ingredient is needed. It also includes step-by-step directions directions.
for combining the ingredients. Introduce “Fresh and Fruity” by Objective 3
having children open to page 40 in Time for Kids.
1 How many bananas are
Ask children to read the title of the recipe and predict what food needed for this recipe?
or drink can be made from the recipe. Write their ideas on the A1
board. Invite children to look at the picture of the smoothie. Ask B3
children to think about what ingredients they might use to make C4
the smoothie, and write their responses on the board. Read the D6
recipe aloud with the children. Have children identify words that
they do not know. Underline these words on the transparency From Blackline Master 18
and review them with the class.

After you have read the recipe, call children’s attention to the
list of ingredients they made prior to reading. Ask children to
confirm whether the ingredients were mentioned in the text.

Distribute Blackline Master 18 on page 60 of the Teacher’s
Manual. Read aloud the first question and answer choices. Tell
children to look back at the recipe to determine the answer.

Think Aloud I can answer this question by going back to the
recipe and looking for a number near the word banana. I can
locate the answer because it is stated in the list of ingredients.

Have children complete Blackline Master 18. Answers can be
found on page T13 of the Teacher’s Manual.

Teacher’s Manual 59

Student Name

DIRECTIONS
Answer these questions about “Fresh and Fruity.”

1 How many bananas are 3 Just after putting all the
needed for this recipe? ingredients in the blender,
A1 you should —
B3
C4 A add more ice cubes
D6
B pour the smoothie
into two glasses

C place the cap on the
blender

D drink the smoothie

2 Which of the following goes
into the smoothie?
A Ice cream
B Fruit juice
C Apples
D Low-fat milk

© Macmillan/McGraw-Hill

Blackline Master 18 Grade 2
Fresh and Fruity
60 Time For Kids

Sequence of Events TFK Pages 42–43

MODEL THE SKILL ELAR Student
Have children open to page 41 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, Sequence of Events
We will learn how to tell the order of events or ideas in a TEKS 2.14 (C)
reading selection. Describe the order of events
in a text.
Display Transparency pp. 42–43 of the article “From Seed to Objective 3
Fruit” and distribute Blackline Master 19. Have children open
to page 42 of Time for Kids. Explain that they will read about Context Clues
how pumpkins grow. Have children look at the title, pictures, TEKS 2.5 (B)
and diagram before reading. Then have children read the article Use context to determine the
carefully and identify any words they do not know. Underline meaning of unfamiliar words.
these words on the transparency and review them with the class. Objective 1
Then read the following question and answer choices aloud:
Diagrams
1 What happens next after seeds go into the soil? TEKS 2.15 (B)
Use graphic features to
A Leaves grow on the pumpkin vines. interpret text.
Objective 3
B Sprouts come up from the soil.
Materials
C Flowers grow on the vine.
Transparency
D Fruits take in water and sunlight. pp. 42–43
Blackline Masters
From Blackline Master 19 19, 20, 21

Think Aloud This question asks what happens next after seeds
go into the soil. I can find the answer to this question by looking
at the article again. I will look for details that tell about what
happens right after the seeds go into the soil and combine those
details to determine the answer.

Tell children that they do not have to read the whole article
again. Explain that they will most likely find the answer right
after the section in the article that tells about the seeds going
into the soil. 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 (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 19.

Teacher’s Manual 61

TFK Pages 42–43

Diagrams

3 Look at the diagram on MODEL THE SKILL
page 43. What do the
leaves of the pumpkin Tell children that a diagram is a feature that can provide
plant do? additional information to go along with the material in the text.
Diagrams are visual representations of information.
A Make seeds and
fruits Display Transparency pp. 42–43 and read the title aloud. Tell
children that the diagram on page 43 shows parts of a pumpkin
B Grow into new plant and how they work together to grow more plants.
plants
Then read question 3 aloud.
C Keep the seeds
safe Think Aloud This question asks what the leaves of a pumpkin
plant do. First I need to look at all the parts of the diagram and
D Turn light into their labels to find information about the leaves of a pumpkin
food plant. I can look at the label showing information about the leaf,
and combine these details to figure out the answer.
From Blackline Master 19
Point to the label on the transparency. Explain to children that
the label gives information about the leaves. Then have children
determine which answer choice is correct (D).

Context Clues

4 On page 42, the word MODEL THE SKILL
sprouts means —
A pretty flowers Tell children that they may not know the meaning of every word
B little insects in a text that they read. Explain that often the context, or the
C young plants other words and sentences in the paragraph, can help them
D sunny spots figure out the meanings of unfamiliar words.

From Blackline Master 19 Then read question 4 aloud.

Think Aloud I see the word sprouts in the article, but the article
does not tell me what it means. I will have to find clues in the
story and connect them to find the meaning. I will look at the text
and the pictures to help me figure out the meaning.

Point to the second paragraph on page 42 and the sentence,
Small sprouts come up from the soil. Underline the word sprouts
and ask children to explain what they think the word means in
the sentence. Go through each choice and have the class decide
which answer (C) makes the most sense in the context.

62 Time For Kids • Issue 7

TFK Pages 42–43

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 Tell, in order, the changes that happen to a pumpkin plant after leaves
grow on the vines. Support your answer with details from the article.

From Blackline Master 19

Think Aloud The question asks me to tell the changes that
happen to a pumpkin plant after leaves grow on it. I will go back
to the article and find the part where leaves grow on the plant.
Then I can combine the details about the changes that happen
after the leaves grow. I will make sure to write about the changes
in the correct order.

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 flowers appear next after leaves grow
on the pumpkin. One flower opens at a time. Then small, green
fruits grow on the vines. As weeks pass, the fruits grow bigger
and turn orange.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T14 for answers to Blackline Master 19.

Teacher’s Manual 63

Student Name

DIRECTIONS
Answer these questions about “From Seed to Fruit.”

1 What happens next after 3 Look at the diagram on
seeds go into the soil? page 43. What do the leaves
of the pumpkin plant do?
A Leaves grow on the
pumpkin vines. A Make seeds and
fruits
B Sprouts come up
from the soil. B Grow into new
plants
C Flowers grow on
the vine. C Keep the seeds safe

D Fruits take in water D Turn light into food
and sunlight.

2 At first, the pumpkins are 4 On page 42, the word sprouts
tiny and — means —
A green A pretty flowers
B brown B little insects
C orange C young plants
D yellow D sunny spots

© Macmillan/McGraw-Hill

Blackline Master 19 Grade 2
From Seed to Fruit
64 Time For Kids

Student Name

5 Tell, in order, the changes that happen to a pumpkin plant after
leaves grow on the vines. Support your answer with details from
the article.

© Macmillan/McGraw-Hill

Blackline Master 19 Time For Kids 65

Grade 2
From Seed to Fruit

TFK Pages 44–45

Show What You Know

APPLY THE SKILLS

Tell children that some of the questions they will see on a test
will focus on sequence of events, context clues, and diagrams.
Introduce “A Martian Garden” by having children open to page
44 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 the article is mainly about?

Encourage children to share what kinds of events might be told
in the article. Have them point to the text and text features in
the article to show how they can determine the sequence of
these events.

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 20 on pages 67–68 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 20. Answers can be
found on pages T14–T15 of the Teacher’s Manual.

66 Time For Kids • Issue 7

Student Name

DIRECTIONS
Answer these questions about “A Martian Garden.”
1 Look at the following diagram of information from the article.

Mautner ground up slices of Martian rock to make soil and mixed it with water.

The plants grew a couple of inches in a few weeks.

Which idea belongs in the empty box?
A Mautner wondered how food from Mars would taste.
B Mautner found some vegetable seeds.
C Mautner traveled to Antarctica and the Sahara Desert.
D Mautner put asparagus and potato pieces in the mixture.

© Macmillan/McGraw-Hill 2 What happened before 3 Look at the diagram on
Michael Mautner proved his page 45. Which planet is
rocks came from Mars? closest to the sun?
A Mercury
A Mautner traveled to
Mars. B Mars

B Some rocks from C Saturn
Mars fell to Earth.
D Neptune
C Mautner ground up
slices of rock.

D Plants grew in the
Martian soil.

Blackline Master 20 Time For Kids 67

Grade 2
A Martian Garden

Student Name

4 In the last sentence on page 45, the word colony means —
A a school where students learn about plants
B a market that sells vegetables and fruits
C a group of people who settle in a faraway place
D a machine used to find rocks from space

5 The photograph on page 45 shows an asparagus plant that Mautner
grew. Tell, in order, the steps Mautner followed to grow this plant.
Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 20 Grade 2
A Martian Garden
68 Time For Kids

Diagrams TFK Page 46

APPLY THE SKILL ELAR Student
Expectations
Tell children they will read a diagram and answer some questions
about it. Point out to children that a diagram can help a reader Diagrams
visualize information. Diagrams have labels that identify each TEKS 2.15 (B)
part and captions that explain or describe what is shown. There Use common graphic
may also be a short introductory text that gives information features to assist in the
about the whole diagram. Introduce “From Seed to Beans” by interpretation of text.
having children open to page 46 in Time for Kids. Objective 3

Ask children to read the title of the diagram and share their 1 Look at the diagram on
predictions about what the diagram shows. Write their ideas page 46. On what day do
on the board. Read the text and the photo captions aloud with the plant’s roots appear?
the children and discuss what they see in each photo. Point out A Day 1
that the diagram shows only a few days in the process of a seed B Day 3
becoming a plant, including the beginning, Day 1, and the end, C Day 8
Day 60. Guide children to understand that the arrows that point D Day 14
to the labels show the order in which they should read the labels
and captions. From Blackline Master 21

Distribute Blackline Master 21 on page 70 of the Teacher’s
Manual. Read aloud the first question and answer choices. Tell
children to look back at the diagram to find the answer.

Think Aloud This question asks when the plant’s roots appear.
I will look at the photos, read the captions, and follow the arrows
on the diagram to find information about the plant’s roots. Then
I can combine these details to figure out on which day the plant’s
roots appear.

Have children complete Blackline Master 21. Answers can be
found on page T15 of the Teacher’s Manual.

Teacher’s Manual 69

Student Name

DIRECTIONS
Answer these questions about “From Seed to Beans.”

1 Look at the diagram on 3 The beans are ready to pick
page 46. On what day do the on —
plant’s roots appear? A Day 6
A Day 1 B Day 8
C Day 14
B Day 3 D Day 60

C Day 8

D Day 14

2 What happens on Day 8?
A A seed is planted.
B The seed grows
roots.
C The seed sprouts.
D A seedling grows.

© Macmillan/McGraw-Hill

Blackline Master 21 Grade 2
From Seed to Beans
70 Time For Kids

Main Idea and Details TFK Pages 48–49

MODEL THE SKILL ELAR Student
Have children open to page 47 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 of a reading TEKS 2.14 (A)
selection. Identify the main idea in
a text.
Display Transparency pp. 48–49 of the article “Dinosaur TEKS 2.14 (B)
Hunters” and distribute Blackline Master 22. Have children open Locate the facts that are
to page 48 of Time for Kids. Explain that they will read about clearly stated in a text.
some fossils discovered in China. Have children look at the title, Objective 1
pictures, and bar graph before reading. Then have them read the
article and identify any words they do not know. Underline these Context Clues
words on the transparency and review them with the class. Then TEKS 2.5 (B)
read the following questions and answer choices aloud: Use context to determine
the meaning of multiple-
1 What is the main idea of this article? meaning words.
Objective 1
A Meng Jin made an important fossil discovery.
Bar Graphs
B The Gobi Desert is in China. TEKS 2.15 (B)
Use graphic features to
C Some mammals lived 130 million years ago. interpret text.
Objective 3
D An adult dinosaur could grow to be very big.
Materials
From Blackline Master 22
Transparency
Think Aloud The question asks about the main idea of this article. pp. 48–49
I will find important clues and text evidence from different parts
of the article and connect this information to find the answer. Blackline Masters
22, 23, 24
Tell children that they do not need to read the entire article
again. They can scan the article for details that will help them
answer the question. Remind children that although several
answer choices may include information from the article, they
must decide which answer best expresses the most important
overall idea. After children have had a chance to review the
article, call on volunteers to share their answers and explain how
they figured out the right answer (A).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 22.

Teacher’s Manual 71

TFK Pages 48–49

Bar Graphs

3 Look at the bar graph on MODEL THE SKILL
page 49. How tall was the
adult dinosaur? Tell children that a bar graph is a feature that can provide
A 3 inches additional information to go along with the material presented
B 8 inches in the text. Bar graphs are visual representations of information.
C 18 inches
D 48 inches Display Transparency pp. 48–49 and read the title aloud. Tell
children that this graph shows the size of the mammal and the
From Blackline Master 22 dinosaur described in the article. The chart shows the size of the
dinosaur when it was young and when it was an adult.

Then read question 3 aloud.

Think Aloud I need to use the bar graph to find out how tall
the adult dinosaur was. I will look at the sizes of the bars, the
numbers, and the words on the graph. Then I can combine the
information to figure out the answer.

Show children that they can use the numbers on the left side of
the bar graph to measure the height of the adult dinosaur. Then
have children determine which answer choice is correct (D).

Context Clues

4 On page 48, the word MODEL THE SKILL
team means —
Tell children that they may not know the meaning of every word
A two animals in a text that they read. Explain that the context, or the other
hitched to a plow words and sentences in the paragraph, can help them figure out
or cart the meanings of words that have multiple meanings.

B players on the Then read question 4 aloud.
same side in a
game Think Aloud I see the word team in the article, but I’m not sure
what it means in this sentence. I will have to find context clues
C two or more in the article and connect them to find the meaning. I will see
people who work if anything in the text or pictures can help me figure out the
together meaning of team as it is used in this sentence.

D to join together Point to the second paragraph on page 48 and the sentence,
to play a sport The big surprise was what else Meng and his team found. Underline
the word team and ask children to explain what they think the
From Blackline Master 22 word means in the sentence. Point out that while team has
multiple meanings, only one meaning fits how it is used in this
sentence. Have the class decide which answer (C) makes the
most sense in the context.

72 Time For Kids • Issue 8

TFK Pages 48–49

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 did Meng Jin’s discovery change how scientists think about
dinosaurs and mammals? Support your answer with details from the
article.

From Blackline Master 22

Think Aloud The question asks how Meng Jin’s discovery changed
how scientists think about dinosaurs and mammals. I will go
back to the article to find details about what scientists used to
think and what they think now. 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: Scientists used to think ancient mammals
ate insects and seeds. They believed ancient dinosaurs hunted
these mammals. Now scientists think that mammals hunted and
ate small dinosaurs.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T16 for answers to Blackline Master 22.

Teacher’s Manual 73

Student Name

DIRECTIONS
Answer these questions about “Dinosaur Hunters.”

1 What is the main idea of 3 Look at the graph on © Macmillan/McGraw-Hill
this article? page 49. How tall was the
adult dinosaur?
A Meng Jin made an A 3 inches
important fossil B 8 inches
discovery. C 18 inches
D 48 inches
B The Gobi Desert is
in China. 4 On page 48, the word team
means —
C Some mammals A two animals hitched
lived 130 million to a plow or cart
years ago. B players on the same
side in a game
D An adult dinosaur C two or more people
could grow to be who work together
very big. D to join together to
play a sport
2 What was inside the cat-sized
mammal?

A Insects and seeds

B The bones of a
young dinosaur

C A baby cat

D A full-grown
dinosaur

Blackline Master 22 Grade 2
Dinosaur Hunters
74 Time For Kids

Student Name

5 How did Meng Jin’s discovery change how scientists think about
dinosaurs and mammals? Support your answer with details from
the article.

© Macmillan/McGraw-Hill

Blackline Master 22 Time For Kids 75

Grade 2
Dinosaur Hunters

TFK Pages 50–51

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 bar
graphs. Introduce “A Language Art” by having children open to
page 50 of Time for Kids. Point out that some important ideas
of an article can be found in the title and pictures. 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 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 23 on pages 77–78 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 answers 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 23. Answers can be
found on pages T16–T17 of the Teacher’s Manual.

76 Time For Kids • Issue 8

Student Name

DIRECTIONS
Answer these questions about “A Language Art.”

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

China has more More people live Millions of people
than one billion in China than in in China speak
any other country. Mandarin.
people.

Which main idea belongs in the empty box?
A More people speak Chinese than any other language.
B Everyone should learn 100 Chinese words a year.
C Some Chinese teachers in the U.S. are from China.
D Chinese kids study math just like American kids.

© Macmillan/McGraw-Hill 2 What is the main idea of 3 Look at the bar graph on
this article? page 51. Which country has
fewer people than Indonesia?
A Jennifer Bucknam is A China
a great teacher.
B India
B Some kids in the
U.S. learn Chinese. C United States

C Chinese is the best D Brazil
language to learn.

D Dun means “move
down.”

Blackline Master 23 Time For Kids 77

Grade 2
A Language Art

Student Name

4 What does the word down mean in the first paragraph on page 50?
A A grassy area
B Soft, fluffy feathers
C A lower place
D Sad or gloomy

5 How are the kids at Woodstock Elementary learning Chinese?
Explain your answer and support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 23 Grade 2
A Language Art
78 Time For Kids

Charts TFK Page 52

APPLY THE SKILLS ELAR Student
Expectations
Tell children that they will read a chart and answer questions
about it. Review with children that a chart presents information Charts
in a way that is easy to read. The information usually is organized TEKS 2.15 (B)
by categories. Charts have columns that are read up and down Use graphic features to
and rows that are read across. Introduce “Say It in Chinese” by interpret text.
having children open to page 52 of Time for Kids. Objective 3

Read aloud the title and the informational text at the top of 1 How do you say the
the page. Then have children share their ideas about what the Chinese words for Thank
chart’s purpose is, and write their ideas on the board. you?
A nee how
Point out the heading “English” and read the words listed below. B sye sye
Explain that by reading down the column, the reader gets a C neen gway sing
list of words in English. Point out the heading “Chinese” and D dzay jee-an
ask children how the first two columns relate. Explain that the
second column does not show Chinese characters, but rather a From Blackline Master 24
way of writing Chinese words with the English alphabet. Then
have children look at the third column and ask volunteers to say
what information that column provides.

Remind children that the chart also can be read horizontally. Ask
children to find Hello on the chart. Then have them read across
the row while tracking with their fingers. Ask children to say Hello
aloud in Chinese.

Distribute Blackline Master 24 on page 80 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 know that the first column of the chart has English
words. I can find Thank you in that column. Then I use my finger
to track across the chart to find how to say Thank you in Chinese.
I can combine these details to find the correct answer.

Ask children to share how they arrived at the correct answer (B).

Have children complete Blackline Master 24. Answers can be
found on page T17 of the Teacher’s Manual.

Teacher’s Manual 79

Student Name

DIRECTIONS
Answer these questions about “Say It in Chinese.”

1 How do you say the Chinese 3 How can you write Wow! in
words for Thank you? Chinese, using the English
A nee how alphabet?
B sye sye A Ni hao.
C neen gway sing
D dzay jee-an B Nin gui xing?

C Hao bang!

D Zai jian!

2 What does Xue xiao hao wan
mean in English?
A What is your name?
B Good-bye!
C Hello.
D School is fun.

© Macmillan/McGraw-Hill

Blackline Master 24 Grade 2
Say It in Chinese
80 Time For Kids

Author’s Purpose TFK Pages 54–55

MODEL THE SKILL ELAR Student
Have children open to page 53 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, Author’s Purpose
We will learn how to identify the author’s purpose for writing TEKS 2.13
a text. Explain the author’s purpose.
Objective 3
Display Transparency pp. 54–55 of the article “These Robots Context Clues
Are Wild” and distribute Blackline Master 25. Have children TEKS 2.5 (B)
open to page 54 of Time for Kids. Explain that they are going Use context to determine the
to read about some new kinds of robots. Have children look at meaning of unfamiliar words.
the title, pictures, and diagram before they read the article. Then Objective 1
have children read the article and identify any words they do not Diagrams
know. Underline these words on the transparency and review TEKS 2.15 (B)
them with the class. Then read the following question and Use graphic features to
answer choices aloud: interpret text.
Objective 3
1 The author wrote “These Robots Are Wild” to —
Materials
A explain how insects are like lobsters
Transparency
B get readers to build their own robots pp. 54–55
Blackline Masters
C inform readers about animal-like robots 25, 26, 27

D tell a funny story about some robots Teacher’s Manual 81

From Blackline Master 25

Think Aloud This question asks why the author wrote the
article. To answer this question, I need to think about all of the
information in the article and how the author presents it. I can
analyze the information in the article to decide if the author is
trying to persuade, entertain, inform, or teach. Then I can figure
out the author’s purpose.

Tell children that they should review the article to look for
information that will help them determine the author’s purpose.
Explain that while several answers might mention details from
the article, only one answer correctly describes the author’s
purpose. 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 correct answer (C).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 25.

TFK Pages 54–55

Diagrams

3 Look at the diagram MODEL THE SKILL
on page 55. The Robot Tell students that a diagram is a graphic feature that can provide
Roach feels where it is additional details to support the ideas presented in an article.
going by using — Diagrams are visual representations of factual information. They
usually include labels or captions to describe each part of the
A sensors diagram. Invite students to look at the diagram on page 55.

B its legs Then read question 3 aloud.

C antennas Think Aloud The text tells about robots with animal-like parts,
but it does not give details about the robot roach. I need to look
D its skin at the diagram of the robot roach and read the labels that go
with the picture. Then I can combine this information about how
From Blackline Master 25 the robot roach moves to figure out the answer.

Show children that the diagram includes a photo of the robot
roach and labels that tell more about its parts. Then have
children determine which answer choice is correct (A).

Context Clues

4 What does the word MODEL THE SKILL
scorpions mean on
page 54? Tell children that they may not know the meaning of every word
in an article that they read. Explain that often the context, or
A machines that the other words and sentences in the paragraph, can help them
move figure out the meanings of unfamiliar words.

B dangerous places Then read question 4 aloud.

C scientists who Think Aloud I see the word scorpions in the article, but I’m
make robots not sure what it means. I need to look for context clues in the
surrounding text. Then I can connect the clues to figure out the
D small, crawling correct meaning.
animals
Point to the second paragraph on page 54 and the sentence
From Blackline Master 25 Scientists are looking closely at insects, lobsters, and scorpions.
Underline the word scorpions and ask children to explain what
they think the word means in the sentence. Go through each
choice with them and have the class decide which answer (D)
makes the most sense in the context.

82 Time For Kids • Issue 25

TFK Pages 54–55

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 does the author of this article want you to know about robots
with animal-like parts? Explain your answer and support it with
details from the article.

From Blackline Master 25

Think Aloud The question asks what the author wants me to
know about robots with animal-like parts. I will go back to the
article to find information about these robots and analyze the
information to determine what the author wants me to know.

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: Robots with animal-like parts could be very
useful. They could creep, crawl, or swim into dangerous places to
help people. These robots may also go underwater or into space
to explore.

See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T18 for answers to Blackline Master 25.

Teacher’s Manual 83

Student Name

DIRECTIONS
Answer these questions about “These Robots Are Wild.”

1 The author wrote “These 3 Look at the diagram on page 55. © Macmillan/McGraw-Hill
Robots Are Wild” to — The Robot Roach feels where it
is going by using —
A explain how insects A sensors
are like lobsters B its legs
C antennas
B get readers to build D its skin
their own robots
4 What does the word
C inform readers about scorpions mean on page 54?
animal-like robots A machines that move
B dangerous places
D tell a funny story C scientists who make
about some robots robots
D small, crawling
2 The author wrote about animals
cockroaches because robot
scientists are interested in —

A why people hate
cockroaches

B how cockroaches move

C what cockroaches eat

D how big roaches grow

Blackline Master 25 Grade 2
These Robots Are Wild
84 Time For Kids

Student Name

5 What does the author of this article want you to know about robots
with animal-like parts? Explain your answer and support it with
details from the article.

© Macmillan/McGraw-Hill

Blackline Master 25 Time For Kids 85

Grade 2
These Robots Are Wild

TFK Pages 56–57

Show What You Know

APPLY THE SKILLS

Tell children that some of the questions they see on a test will
focus on author’s purpose, context clues, and reading diagrams.
Introduce “Monarchs on the Move” by having children open to
page 56 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 article, the photos, and the diagram, and then ask,
Why do you think the author wrote this article?

Encourage children to share what they think is the author’s
purpose for the article. Have them point to the text and text
features to show how they came up with their answers.

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

Distribute Blackline Master 26 on pages 87–88 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 26. Answers can be
found on pages T18–T19 of this Teacher’s Manual.

86 Time For Kids • Issue 9

Student Name

DIRECTIONS
Answer these questions about “Monarchs on the Move.”

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

Every August, monarch In the spring, the
butterflies fly south for monarchs fly north again.

the winter.

Author’s Purpose

Which idea belongs in the Author’s Purpose box?
A Convince readers to watch for monarchs flying south
B Inform readers how monarchs travel for warm weather
C Tell readers a silly story about a monarch’s trip south
D Teach readers how they can help keep monarchs safe

© Macmillan/McGraw-Hill 2 The author wants readers to 3 Look at the chart on page
know that — 57. What comes out of a
butterfly’s egg?
A Mexico has too many A A caterpillar
Oyamel fir trees
B A butterfly
B most people do not care
much about monarchs C A pupa

C monarchs need Oyamel D A shell
fir trees to survive

D traveling south for
the winter is easy for
monarchs

Blackline Master 26 Time For Kids 87

Grade 2
Monarchs on the Move

Student Name

4 What does the word fluttering mean on page 56?
A Jumping up and down
B Coming to a sudden stop
C Falling straight down
D Flying by moving the wings

5 What does the author of this article want you to know about the
winter home of the monarch butterflies? Explain your answer and
support it with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 26 Grade 2
Monarchs on the Move
88 Time For Kids

Charts TFK Page 58

APPLY THE SKILLS ELAR Student
Expectations
Tell children that they will read a chart and answer questions
about it. Explain to children that a chart presents information in Charts
a way that is easy to read. Charts have columns that can be read TEKS 2.15 (B)
up and down and rows that can be read across. Introduce “Who Use graphic features to
Has a Backbone?” by having children open to page 58 of Time interpret text.
for Kids. Objective 3

Read aloud the title and the informational text at the top of the 1 Which animal has a
page. Then have children share their predictions about what backbone?
the chart’s purpose is, and write their ideas on the board. Point A Bird
out the heading “Animal” and read the words listed below. B Butterfly
Explain that by reading down the column, the reader sees a C Jellyfish
list of animals. Point out the headings “Yes” and “No” and show D Lobster
children that each of these columns has several checkmarks.
Ask children how the “Yes” and “No” columns relate to the list of From Blackline Master 27
animals. Remind children that the chart can also be read across.
Ask children to find “Bird” on the chart. Then have them read
across the row while tracking with their fingers. Ask children to
tell whether a bird has a backbone.

Distribute Blackline Master 27 on page 90 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 know that the first column of the chart has the
names of different animals. I can use my finger to track across
the chart to find out which animal has a check mark in the “Yes”
column. Then I can combine this information to figure out the
correct answer.

Ask children to use the chart to determine which answer is
correct (A). Have a volunteer explain how he or she arrived at the
correct answer.

Have children complete Blackline Master 27. Answers can be
found on page T19 of the Teacher’s Manual.

Teacher’s Manual 89

Student Name

DIRECTIONS
Answer these questions about “Who Has a Backbone?”

1 Which animal has a 3 Which animal is a vertebrate?
backbone? A Butterfly
A Bird B Jellyfish
B Butterfly C Rabbit
C Jellyfish D Worm
D Lobster

2 Which of these does not have
a backbone?
A Fish
B Rabbit
C Snake
D Worm

© Macmillan/McGraw-Hill

Blackline Master 27 Grade 2
Who Has a Backbone?
90 Time For Kids