TIME for Kids G1 Teachers Manual

TFK Pages 60–61

Short Answer

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

5 How are owls’ bodies made to survive in the night? Support
your answer with details from the article.

From Blackline Master 28

Think Aloud I know that the first paragraph of this article says
that owls’ bodies are made to survive in the night. I need to find
details and evidence from the article and then combine them to
write the answer.

Work with children to find details from the article to answer the
question, and have volunteers underline these details on the
transparency. Tell the children that they should answer in their
own words. Write a short answer together. Remind children to
use complete sentences in their answers.

Possible response: Owls can hear and see very well at night.
This helps them hunt for food. They can also fly very quietly.

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

Teacher’s Manual 93

Student Name © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Whoo’s a Wonderful Bird?”

1 What is this article mainly about?
A Owls see well at night.
B Owls have very long wings.
C Owls are fascinating birds.

2 What do owls do during the day?
A Sleep
B Hunt
C Play

3 Look at the sign on page 61. If you go down the trail, you
will most likely see —
A the moon
B some mice
C many birds

Blackline Master 28 Grade 1
Whoo’s a Wonderful Bird?
94 Time For Kids

Student Name

4 In the first paragraph on page 61, which word helps you
figure out the meaning of fluffy?
A Space
B Soft
C Hunt

5 How are owls’ bodies made to survive in the night? Support
your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 28 Time For Kids 95

Grade 1
Whoo’s a Wonderful Bird?

TFK Pages 62–63

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on a
test will focus on main idea and details, signs and symbols, and
context clues. Introduce “Food for Whoo?” by having children
open to page 62 in Time for Kids. Point out to children that
important ideas of an article can often can be found in the title
and photographs. Have children look at the title, photographs,
and captions. Then ask, What do you think the article is 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 context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.

Distribute Blackline Master 29 on pages 97–98 of the Teacher’s
Manual and 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 photographs and title to give you an idea of
what the article is about.

2. Read “Food for Whoo?” 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, photographs, and text
feature about symbols. If you are not sure about the details, go back and
read that part again.

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

5. Be sure to write complete sentences in your answers.

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 “Food for Whoo?”

1 Look at the chart below.

Plants make food Owls eat insects.
from the sun.

Grasshoppers eat plants.

Which main idea belongs on the blank line?
A All living things need food.
B Most owls hunt at night.
C Owls also eat mice.

2 All energy first comes from —
A plants
B the sun
C water

© Macmillan/McGraw-Hill 3 Look at the picture of an owl on page 63. The owl stands for —
A courage
B wisdom
C energy

Blackline Master 29 Time For Kids 97

Grade 1
Food for Whoo?

Student Name

4 On page 62, which words from the article help the reader
understand the meaning of burrowing?
A “eats insects mostly”
B “hunts in the day”
C “lives in a hole”

5 How do living things get energy? Support your answer with
details from the article.

© Macmillan/McGraw-Hill

Blackline Master 29 Grade 1
Food for Whoo?
98 Time For Kids

Charts TFK Page 64

APPLY THE SKILLS 1 What is a nestling?
A An owl that is
Tell children that they will practice reading a chart and fully grown
answering questions about it. Review with children that a chart B An owl still
presents information organized by categories. Charts have inside the egg
columns that are read up and down and and rows that are read C An owl that
across. Have children open to “Growing and Changing” on page is young and
64 of Time for Kids. Ask children to share their ideas about the helpless
chart’s purpose. Write their ideas on the board.
From Blackline Master 30
Point out the heading “Life Stage” at the top of the first column
and read the stages of an owl’s life listed down the column. Then
explain that the chart can also be read across. Read the heading
of the second column. Ask them to find the nestling stage in the
first column. Have them move their finger along the “nestling”
row to find the description of what happens at this stage.

Distribute Blackline Master 30 from page 100 of the Teacher’s
Manual. Read aloud the first question and the answer choices.

Think Aloud I see the word nestling in the first column, but I do
not see the description of a nestling in that column. To answer
the question, I will need to combine information in the first
column with information in the second column.

After children have had time to look at the chart, ask a volunteer
for the correct answer (C). Then, if any children had trouble
finding the answer, show them how to find the label and
photograph of the nestling stage in column one and then run
their finger along the row to find the description of this stage in
column two.

Have children complete Blackline Master 30 on page 100 of the
Teacher’s Manual. Answers can be found on page T21.

Teacher’s Manual 99

Student Name

DIRECTIONS
Answer these questions about “Growing and Changing.”

1 What is a nestling?
A An owl that is fully grown
B An owl still inside the egg
C An owl that is young and helpless

2 What stage comes just before the adult stage?
A Egg
B Fledgling
C Nestling

3 When an owl becomes an adult, it —
A stops growing
B learns to fly
C breaks out of an egg

© Macmillan/McGraw-Hill

Blackline Master 30 Grade 1
Growing and Changing
100 Time For Kids

Author’s Purpose TFK Pages 66–67

MODEL THE SKILL Materials
Have children open to page 65 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with Transparency
the class. Have children preview the photographs. Tell children, pp. 66–67
We will use these articles to identify the author’s purpose in Blackline Masters
a text. 31, 32, 33

Display Transparency pp. 66–67 of the article “Prize Pets” and
distribute Blackline Master 31. Ask children to turn to page 66
of Time for Kids. Ask children to look at the title, photographs,
and chart before they read the article. Then have children read
the article carefully and identify any words they do not know.
Underline these words on the transparency and review them
with the class. Then read the following question and answer
choices aloud:

1 The author wrote “Prize Pets” to —
A make readers want to buy dogs

B give information about dog shows

C tell a funny story about a special dog

From Blackline Master 31

Think Aloud This question asks why the author wrote the article.
To figure out the author’s purpose, I will have to analyze the text
and the text features. I need to think about the article as a whole
and what the article is trying to do. I can ask myself if the author
is trying to convince or persuade me of something, to entertain
me, to give me information about a topic, or to teach me how to
do something.

Tell children that they do not need to read the whole text again
but that they can look back at the headings and photographs to
remind themselves what each part is about. After children have
had time to review the article, point out the correct answer (B).
Invite a volunteer to explain how he or she got the answer.

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

Charts

3 Look at the chart MODEL THE SKILL
on page 67. Which
president had a flying Review with children that a chart presents information in a visual
squirrel as a pet? way. The information is usually organized in columns and rows.
Charts can be read across the rows or down the columns.
A Theodore
Roosevelt Then read question 3 aloud.

B George Think Aloud The article tells about dogs but not about other
Washington animals. I can look at the chart to find information about a
different kind of pet. I will have to look at the different columns
C Herbert and combine the details to find the answer.
Hoover
Point to the chart on Transparency pp. 66–67, and then read
From Blackline Master 31 the informational text at the top of the chart. Guide children to
understand that the chart is made up of two columns. Read the
column titles aloud. Then read the first row across with children.

Tell children that using text features such as charts will help
them better understand a text. Have children look at the chart
on page 67 and determine which answer choice is correct (A).

Context Clues

4 In the last paragraph MODEL THE SKILL
on page 66, the word
coat means — Remind children that they may not know the meaning of every
A jacket word in a text that they read. Explain that often the context,
B fur or nearby words and sentences, can help them figure out the
C breed meaning of an unfamiliar word.

From Blackline Master 31 Then read question 4 aloud.

Think Aloud I see the word coat in the article, but I do not know
what the author means by coat in this sentence. To answer the
question, I will have to find clues in the rest of the paragraph and
connect them to determine the meaning of the word.

Ask children which of the answer choices most closely fits the
meaning of coat as it is used in the article (B). Then have children
explain what clues in the text led them to pick this answer.

102 Time For Kids • Issue 11

TFK Pages 66–67

Short Answer

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

5 Why did the author call the article “Prize Pets”? Support
your answer with details from the article.

From Blackline Master 31

Think Aloud I know from reading the article that the author
wrote about dogs that compete in dog shows. I need to analyze
the title and the article as a whole to understand why the author
chose this title.

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

Possible response: The article is about pet dogs that compete in
shows. If a dog wins, it gets a prize. That is why the author chose
the title “Prize Pets.”

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 © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Prize Pets.”

1 The author wrote “Prize Pets” to —
A make readers want to buy dogs
B give information about dog shows
C tell a funny story about a special dog

2 The author most likely says that only the best dogs can
compete at the Westminster Kennel Club to show that —
A all the dogs will get prizes
B any dog can be in the show
C it is hard to get a dog into the show

3 Look at the chart on page 67. Which president had a flying
squirrel as a pet?
A Theodore Roosevelt
B George Washington
C Herbert Hoover

Blackline Master 31 Grade 1
Prize Pets
104 Time For Kids

Student Name

4 In the last paragraph on page 66, the word coat means —
A jacket
B fur
C breed

5 Why did the author call the article “Prize Pets”? Support
your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 31 Time For Kids 105

Grade 1
Prize Pets

TFK Pages 68–69

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on
a test will focus on author’s purpose, reading a chart, and
context clues. Introduce “All for America!” by having children
open to page 68 in Time for Kids. Point out to children that the
important ideas of an article can often be found in the title and
photographs. Have children look at the photographs, captions,
and headings, and then ask, What do you think the article is
about?

Encourage children to share what they think might be the
author’s purpose for writing this article. Then have them point
to the text and text features in the article to show how they
analyzed the author’s writing to come up with their answers.

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

Distribute Blackline Master 32 on pages 107–108 of the
Teacher’s Manual and 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.

2. Read “All for America!” 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 chart.
If you are not sure about the details, go back and read that part again.

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

5. Be sure to write complete sentences in your answer.

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 “All for America!”

1 Look at the chart below.

The bald eagle The Liberty Bell
is a symbol of is a symbol of

America. America.

Author’s Purpose

© Macmillan/McGraw-Hill Which idea belongs in the Author’s Purpose box?
A Tell a funny story about eagles
B Make readers want to visit Philadelphia
C Give information about symbols of America

2 The author includes two pictures on page 69 to —
A tell why Betsy Ross made the flag
B show what our flag looks like
C describe where you can see the flag

Blackline Master 32 Time For Kids 107

Grade 1
All for America!

Student Name

3 Look at the chart on page 69. The Great Seal is on the —
A one-dollar bill
B Liberty Bell
C American flag

4 In this article, the word symbol means —
A a bird that flies fast
B a person who makes flags
C a thing that stands for something

5 Why did the author choose the name, “All for America!”
for this article? Support your answer with details from the
article.

© Macmillan/McGraw-Hill

Blackline Master 32 Grade 1
All for America!
108 Time For Kids

Diagrams TFK Page 70

APPLY THE SKILLS 1 Lady Liberty is also
Tell children that they will practice what they learned about called the —
diagrams. Review with children that a diagram is a picture or A Statue of
drawing of something. On the diagram are labels that name the Liberty
parts of what is being pictured. Diagrams also can include text B Freedom
that provides extra information. Have children open to “Lady Symbol
Liberty” on page 70 of Time for Kids. Ask children to share their C Tall Lady
ideas about the purpose of the diagram. Write their ideas on the
board. From Blackline Master 33

Read the informational text with children. Then read the labels
and point to the parts of the statue they are naming.

Distribute Blackline Master 33 on page 110 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look back at the diagram to find the answer.

Think Aloud This question asks about another name for Lady
Liberty. I need to combine information in the picture, the
labels, and the text. I do not see the answer in the labels, and I
cannot answer it based on just the picture, so I will look at the
information in the text of the diagram.

After children have identified the correct answer (A), ask a
volunteer to read aloud the sentence that gives the answer.

Have children complete Blackline Master 33. Answers can be
found on page T23 of the Teacher’s Manual.

Teacher’s Manual 109

Student Name

DIRECTIONS
Answer these questions about “Lady Liberty.”

1 Lady Liberty is also called the —
A Statue of Liberty
B Freedom Symbol
C Tall Lady

2 What is Lady Liberty holding in her hand up high?
A A crown
B A book
C A torch

3 Lady Liberty is standing on a —
A crown
B pedestal
C harbor

© Macmillan/McGraw-Hill

Blackline Master 33 Grade 1
Lady Liberty
110 Time For Kids

Retell TFK Pages 72–73

MODEL THE SKILL Materials
Have children open to page 71 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with Transparency
the class. Have children preview the photographs. Tell children, pp. 72–73
We will use these articles to retell the events in a text in order. Blackline Masters
34, 35, 36
Display Transparency pp. 72–73 of the article “Money Goes
Around” and distribute Blackline Master 34. Ask children to
open to page 72 of Time for Kids. Have children look at the title,
photographs, and captions before they read the article. Remind
children of words used to show the order of events, such as first,
then, and now. Then have children read the article carefully and
identify any words they do not know. Underline these words on
the transparency and review them with the class. Then read the
following question and answer choices aloud:

1 What happens after you put money in the bank?
A The money goes to hungry people.
B You earn money at a yard sale.
C The bank adds interest.

From Blackline Master 34

Think Aloud This question asks what happens after you put
money in the bank. I need to find the part of the article that tells
about putting money in the bank and what happens next. Then
I can combine this information to figure out the answer.

Explain to children that to retell events in the correct order, they
usually will need to combine details from different sentences.
After children have had time to review the article, point out the
correct answer (C). Invite volunteers to explain how they got the
answer. (First you save money. You put it in the bank. The money
earns interest. That is money that the bank adds in.)

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

Teacher’s Manual 111

TFK Pages 72–73

Photographs and Captions

3 Look at the MODEL THE SKILL
photograph and Review with children that photographs often have captions
caption on page 72. that explain what is happening in the pictures. Explain that
What is the girl doing photographs and captions may provide information that is not
in the store? found in the text of the article.
A Buying food
Then read question 3 aloud.
B Saving her
money Think Aloud This question asks what the girl is doing in the store.
To answer the question, I need to combine the information in the
C Giving money photograph with the information in the caption.
away
Have a volunteer point to the photograph of the girl at the store on
From Blackline Master 34 Transparency pp. 72–73. Read the caption aloud with children.
Then have children determine which answer is correct (A).

Context Clues

4 Which word from the MODEL THE SKILL
article means the same
as earn in the first Remind children that they may not know the meaning of every
paragraph? word in an article that they read. Explain that often the context,
A Spend or nearby words and sentences, can help them figure out the
B Make meaning of an unknown word. Sometimes the author uses an
C Give easy word that means the same as an unfamiliar word.

From Blackline Master 34 Then read question 4 aloud.

Think Aloud I see the words earn, spend, make, and give in the
article, but the author does not tell me which two words have
almost the same meaning. To answer the question, I will have to
connect clues in the text.

Give children a moment to look over the article. Then ask
children which of the answer choices most closely fits the
meaning of earn. (B). Ask a volunteer to explain what clues led to
this answer. (The final paragraph tells how you can “earn money” or
“make more money.”)

112 Time For Kids • Issue 12

TFK Pages 72–73

Short Answer

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

5 What are some ways that kids can earn money? Support
your answer with details from the article.

From Blackline Master 34

Think Aloud On the first page of the article, the author tells about
ways that kids can use their money, but I need to find the part
of the article that tells how they can earn money. 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 volunteers underline these details on
the transparency. Tell the children that they should answer in
their own words and not copy the sentences from the article.
Write a short answer together. Remind children to use complete
sentences in their answers.

Possible response: Kids can sell goods, like old toys, to earn
money. They can also sell services, like walking a dog.

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

Teacher’s Manual 113

Student Name © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Money Goes Around.”

1 What happens after you put money in the bank?
A The money goes to hungry people.
B You earn money at a yard sale.
C The bank adds interest.

2 If you want to buy things, first you have to —
A do some tasks
B give money away
C save money

3 Look at the photograph and caption on page 72. What is the
girl doing in the store?
A Buying food
B Saving her money
C Giving money away

Blackline Master 34 Grade 1
Money Goes Around
114 Time For Kids

Student Name

4 Which word from the article means the same as earn in the
first paragraph?
A Spend
B Make
C Give

5 What are some ways that kids can earn money? Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 34 Time For Kids 115

Grade 1
Money Goes Around

TFK Pages 74–75

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on
a test will focus on retelling events in order, using photos and
captions, and context clues. Introduce “How Money Is Made” by
having children open to page 74 in Time for Kids. Point out to
children that important ideas of an article can often be found in
the title and photos. Have children look at the photos, captions,
and headings. Then ask, What do you think the article is about?

Encourage children to think about how making new money
might involve steps taken in a certain order. Have them point to
the text and text features in the article to show how they used
different parts of the text to come up with their answer.

Remind children to use context clues to figure out the meanings
of unfamiliar words. Have them 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 the pictures, captions, and title to give you an
idea of what the article is about.

2. Read “How Money Is Made” 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, photographs, and
captions. If you are not sure about the details, go back and read that
part again.

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

5. Be sure to write complete sentences in your answer.

Have children complete Blackline Master 35. Answers can be
found on pages T24–T25 of the Teacher’s Manual.

116 Time For Kids • Issue 12

© Macmillan/McGraw-Hill Student Name

DIRECTIONS
Answer these questions about “How Money Is Made.”

1 Look at the following diagram about “How Money Is Made.”

First
Metal strips go through a machine.

Next

Last
A machine stamps pictures on the

metal.

What idea belongs in the middle box?
A The U.S. Mint makes every coin.
B The machine cuts out disks.
C U.S. bills are made of cloth.

2 What happens just after metal disks are cut out?
A Metal strips go through a machine.
B The disks are metal coins.
C Pictures are stamped on the metal.

Blackline Master 35 Time For Kids 117

Grade 1
How Money Is Made

Student Name

3 Look at the picture of a quarter on page 75. What is shown
on the quarter?
A A star
B A flag
C A tree

4 In the first paragraph on page 75, the word tearing means —
A crying
B making
C ripping

5 Tell, in order, the steps for making metal coins. Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 35 Grade 1
How Money Is Made
118 Time For Kids

Charts TFK Page 76

APPLY THE SKILLS 1 What is on the back of
a dollar coin?
Tell children that they will practice what they learned about A The Statue of
reading charts. Review with children that a chart presents Liberty
information organized by categories. Charts have columns and B George
rows that can be read across or up and down. Have children Washington
open to “U.S. Coins” on page 76 of Time for Kids. Ask children to C A map of Texas
share their ideas about the chart’s purpose. Write their ideas on
the board. From Blackline Master 36

Point out the heading “Coin” at the top of the first column and
read the kinds of coins listed below. Read through each of the
two remaining columns. Then explain that the chart also can be
read horizontally. Ask them to find the dime on the chart. Have
them move their finger across the “dime” row to find the picture
on the front of the dime and the picture on the back.

Distribute Blackline Master 36 on page 120 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look at the chart to find the answer.

Think Aloud To answer this question, I will need to find the dollar
in the “Coin” column. Then I will have to look at the “dollar” row
and combine the details to find the answer.

After children have had time to look at the chart, ask a volunteer
for the correct answer (A). Then, if any children had trouble
finding the answer, show them how to link information in the
correct row (“Dollar”) and the correct column (“Picture on Back”).

Have children complete Blackline Master 36 on page 120 of the
Teacher’s Manual. Answers can be found on page T25.

Teacher’s Manual 119

Student Name

DIRECTIONS
Answer these questions about “U.S. Coins.”

1 What is on the back of a dollar coin?
A The Statue of Liberty
B George Washington
C A map of Texas

2 Who is pictured on the front of a nickel?
A Franklin D. Roosevelt
B Abraham Lincoln
C Thomas Jefferson

3 The Lincoln Memorial is shown on the back of the —
A dime
B cent
C quarter

© Macmillan/McGraw-Hill

Blackline Master 36 Grade 1
U.S. Coins
120 Time For Kids

Compare and Contrast TFK Pages 78–79

MODEL THE SKILL Materials
Have children open to page 77 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with Transparency
the class. Have children preview the photographs. Tell children, pp. 78–79
We will use these articles to identify how to compare and Blackline Masters
contrast information in a text. 37, 38, 39

Display Transparency pp. 78–79 of the article “Things Change”
and distribute Blackline Master 37. Ask children to open
to page 78 of Time for Kids. Have children look at the title,
photographs, and headings before they read the article. Then
have children read the article carefully and identify any words
they do not know. Remind children to look for words that
signal differences, such as then and now, and words that signal
similarities, such as alike and the same. Then read the following
question and answer choices aloud:

1 How were clothes long ago different from clothes today?
A They were warmer.

B They cost more money.

C They were made by hand.

From Blackline Master 37

Think Aloud This question asks how clothes were different long
ago. To answer this question, I need to find out what clothes were
like long ago and what clothes are like today. Then I can combine
these details to figure out the difference between the two.

Remind children that when they compare things, they tell how
they are alike. When they contrast things, they tell how the
things are different. After children have had time to review the
article, ask a volunteer to give the correct answer (C). Invite
volunteers to explain how they got the answer. (Long ago,
families made their own clothes. They sewed their clothes by hand.
Now, most clothes are made in big factories.)

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

Teachers Manual 121

TFK Pages 78–79

Diagrams

3 Look at the diagram MODEL THE SKILL
on page 79. Which Review with children that diagrams can provide additional
of these is in both information that may not appear in the text. Diagrams usually
pictures? have labels that identify different parts.
A Computer
B Desk Then read question 3 aloud.
C Whiteboard
Think Aloud This question asks me to name something that is
From Blackline Master 37 in both pictures. I need to look carefully at the pictures to find
which item appears in both. Then I can combine what I see in the
pictures with the answer choices to choose the right answer.

Have a children look carefully at both pictures. Then have
children determine which answer is correct (B).

Context Clues

4 On page 78, what MODEL THE SKILL
does the word
factories mean? Tell children that they may not know the meaning of every word
in a text that they read. Remind them to use context clues, such
A Places where as surrounding words and sentences, to help determine the
things are meaning of unfamiliar words.
made
Then read question 4 aloud.
B Things that
cost money Think Aloud I see the word factories in the article, but I do not
know what it means. I will have to find clues in the text and
C People who connect them to the meaning of the word. I will also look at the
buy things photograph next to the section that tells about factories.

From Blackline Master 37 Give children a moment to look over the paragraph about
factories. Then ask children which of the answer choices most
closely fits the meaning of the word (A). Ask a volunteer to
explain what clues led to this answer. (Now, most clothes are
made in big factories.)

122 Time For Kids • Issue 13

TFK Pages 78–79

Short Answer

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

5 How is the way families get their clothes today different
from the way they got their clothes long ago? Support your
answer with details from the article.

From Blackline Master 37

Think Aloud The first paragraph under the part of the article
called “Making Clothes” tells how families got their clothes long
ago. The second paragraph contrasts this with how families get
clothes today. I can combine details from both paragraphs to
write the answer to this question.

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

Possible response: Long ago, families sewed their own clothes
by hand. Today, clothes are made by machines in factories.
Families buy these clothes in stores.

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

Teachers Manual 123

Student Name © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Things Change.”

1 How were clothes long ago different from clothes today?
A They were warmer.
B They cost more money.
C They were made by hand.

2 What was different in classrooms of long ago?
A Teachers sat down at a desk.
B Students worked in a big circle.
C All of the girls wore dresses.

3 Look at the diagram on page 79. Which of these is in
both pictures?
A Computer
B Desk
C Whiteboard

Blackline Master 37 Grade 1
Things Change
124 Time For Kids

Student Name

4 On page 78, what does the word factories mean?
A Places where things are made
B Things that cost money
C People who buy things

5 How is the way families get their clothes today different
from the way they got their clothes long ago? Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 37 Time For Kids 125

Grade 1
Things Change

TFK Pages 80–81

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on a
test will focus on comparing and contrasting, reading a diagram,
and context clues. Introduce “What a Trip!” by having children
open to page 80 in Time for Kids. Point out to children that
important ideas of an article often can be found in the title and
photographs. Have children look at the title, photographs, and
diagram, and then ask, What do you think the article is about?

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

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

Distribute Blackline Master 38 on pages 127–128 of the
Teacher’s Manual and 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 photographs and title to give you an idea of
what the article is about.

2. Read “What a Trip!” 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, photographs, and
diagram. If you are not sure about the details, go back and read that
part again.

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

5. Be sure to write complete sentences in your answer.

Have children complete Blackline Master 38. Answers can be
found on pages T26–T27 of the Teacher’s Manual.

126 Time For Kids • Issue 13

© Macmillan/McGraw-Hill Student Name

DIRECTIONS
Answer these questions about “What a Trip!”

1 How is the pilot different from the other astronauts on the
space shuttle?
A The pilot is in charge of the space shuttle.
B The pilot works on science projects.
C The pilot flies the space shuttle.

2 Joe Tanner is like the other astronauts because he —
A had a job to do on the space station
B lived outside the space station
C stayed on Earth to do his job

3 Look at the diagram on page 81. It shows the space shuttle
going to —
A the moon
B the space station
C Earth

Blackline Master 38 Time For Kids 127

Grade 1
What A Trip!

Student Name

4 Which words from the article help you understand what
college means on page 80?
A “a school after high school”
B “how machines work”
C “work on science projects”

5 What are some things that all astronauts do? Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 38 Grade 1
What A Trip!
128 Time For Kids

Diagrams TFK Page 82

APPLY THE SKILLS 1 On the space shuttle,
Tell children that they will practice what they learned about the tank holds the —
reading diagrams. Review with children that a diagram is made A ground
up of a picture and labels that identify the parts of the picture. B crew
Often, introductory text or a caption gives information about the C fuel
whole diagram.
From Blackline Master 39
Have children open to “The Space Shuttle” on page 82 of Time
for Kids. Ask children to share their ideas about the diagram’s
purpose. Write their ideas on the board.

Point out the title “The Space Shuttle” and read the information
above the diagram. Explain that by looking at the labels on the
diagram, children can get more information about the parts of
the space shuttle.

Distribute Blackline Master 39 on page 130 of the Teacher’s
Manual. Read aloud the first question and the answer choices.

Think Aloud This question asks about the tank of the space
shuttle. The paragraph at the top of the page tells me that the
diagram shows the three main parts of a space shuttle. The
tank must be one of those parts. I will look at the labels on the
diagram to see what the tank holds and combine the details in
the diagram to figure out the correct answer.

After children have identified the correct answer (C), ask a
volunteer to explain how he or she arrived at 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 “The Space Shuttle.”

1 On the space shuttle, the tank holds the —
A ground
B crew
C fuel

2 What lifts the shuttle off the ground?
A Rocket boosters
B Fuel tank
C Orbiter

3 Which part carries the crew?
A Orbiter
B Tank
C Rocket boosters

© Macmillan/McGraw-Hill

Blackline Master 39 Grade 1
The Space Shuttle
130 Time For Kids

Compare and Contrast TFK Pages 84–85

MODEL THE SKILL Materials
Have children open to page 83 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with Transparency
the class. Have children preview the photographs. Tell children, pp. 84–85
We will use these articles to identify how to compare and Blackline Masters
contrast information in a text. 40, 41, 42

Remind children that when they compare things, they tell how
they are alike. When they contrast things, they tell how the
things are different.

Display Transparency pp. 84–85 of the article “Wild About
Museums” and distribute Blackline Master 40. Ask children to
open to page 84 of Time for Kids. Have children look at the title,
photographs, and captions before they read the article. Then
have children read the article carefully and identify any words
they do not know. Then read the following question and answer
choices aloud:

1 How are the two museums described in this article alike?
A You can see dinosaur bones.
B You can see the sea.
C You can learn new things.

From Blackline Master 40

Think Aloud I know that the museums described in this article are
different in some ways. To answer this question, I need to find a
way that they are alike. I can look for details about museums in
the article and then combine the details to find the answer.

After children have had time to review the article, point out the
correct answer (C). Invite volunteers to explain how they arrived
at the answer. (Do you like to learn new things? Then a museum is a
place for you.)

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

Teacher’s Manual 131

TFK Pages 84–85

Signs and Symbols

3 Look at the signs on MODEL THE SKILL
page 85. What rule Review with children that signs give information by using words,
can you learn from pictures, or both. Remind children that when an article includes
reading these signs? a sign or symbol, it often includes text that explains the meaning
A No pets and purpose.
allowed
Then read question 3 aloud.
B Do not eat here
Think Aloud This question asks what rule you can learn from the
C Wear a bike signs in the picture. To answer this question, I need to look at the
helmet picture and read the words on the sign. Then I can combine the
words with the picture on the sign to figure out the answer.
From Blackline Master 40
Have children look carefully at the photograph and the text.
Then have children determine which answer is correct (A).

Context Clues

4 On page 85, the word MODEL THE SKILL
hatched means —
A seen Tell children that they may not know the meaning of every word
B born in a text that they read. Remind them to use the context, or
C caught other words and sentences in the article, to help determine the
meaning of unfamiliar words.
From Blackline Master 40
Then read question 4 aloud.

Think Aloud I see the word hatched in the second paragraph, but
the article does not tell me what hatched means. I can look at
other words in the sentence and in the rest of the paragraph to
see if I can find are any clues to help me understand the meaning
of the word. Then I can connect the clues to find the right answer.

Give children a moment to look over the paragraph about sea
turtles. Then ask them which of the answer choices most closely
fits the meaning (B). Ask a volunteer to explain what clues led to
this answer. (The paragraph is about baby sea turtles. After they
are hatched, the tiny turtles run to the sea.)

132 Time For Kids • Issue 14

TFK Pages 84–85

Short Answer

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

5 How is the Padre Island National Seashore a different kind
of museum? Support your answer with details from the
article.

From Blackline Master 40

Think Aloud This article first tells about the Houston Museum of
Natural Science. Then it says that Padre Island National Seashore
is a different kind of museum. I need to think about ways in which
the two museums are different. Then I need to combine details
from the article to write the answer.

Work with children to find several details from the article to
answer the question, and have volunteers underline these
details on the transparency. Tell children that they should answer
in their own words, and not copy sentences from the article.
Write a short answer together. Remind children to use complete
sentences in their answers.

Possible response: Most museums are indoors. Padre Island
National Seashore is an outdoor museum and park. You can see
birds and animals there. You can also see the sea.

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

Teacher’s Manual 133

Student Name © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Wild About Museums.”

1 How are the two museums described in this article alike?
A You can see dinosaur bones.
B You can see the sea.
C You can learn new things.

2 At the Houston Museum of Natural Science, you can see —
A birds at the seashore
B many sand dunes
C a special place for butterflies

3 Look at the signs on page 85. What rule can you learn from
reading these signs?
A No pets allowed
B Do not eat here
C Wear a bike helmet

Blackline Master 40 Grade 1
Wild About Museums
134 Time For Kids

Student Name

4 On page 85, the word hatched means —
A seen
B born
C caught

5 How is the Padre Island National Seashore a different kind of
museum? Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 40 Time For Kids 135

Grade 1
Wild About Museums

TFK Pages 86–87

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on a
test will focus on comparing and contrasting, signs and symbols,
and context clues. Introduce “A Basket Maker” by having children
open to page 86 in Time for Kids. Point out to children that
important ideas of an article can often be found in the title and
photographs. Have children look at the title and photographs,
and then ask, What do you think the article is about?

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

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

Distribute Blackline Master 41 on pages 137–138 of the
Teacher’s Manual and 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 photographs and title to give you an idea of
what the article is about.

2. Read “A Basket Maker” 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, photographs, and
signs. If you are not sure about the details, go back and read that
part again.

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

5. Be sure to write complete sentences and keep your writing inside
the lines.

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 “A Basket Maker.”

1 Look at the diagram below.

Baskets in Made Baskets
the Past to sell Today
or trade
Made by
machines

Which information belongs on the blank line?
A Teri Rofkar
B Made by hand
C Pots used for this

2 How is spruce wood different from other kinds of wood?
A It is beautiful.
B It bends easily.
C It has no roots.

© Macmillan/McGraw-Hill

Blackline Master 41 Time For Kids 137

Grade 1
A Basket Maker

Student Name

3 In the sign for a deer on page 87, the hands are held —
A out to the side
B around each eye
C beside the head

4 On page 86, the word weavers means —
A people who make baskets
B things used for cooking
C people who teach lessons

5 How were baskets of long ago different from baskets of
today? Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 41 Grade 1
A Basket Maker
138 Time For Kids

Poetry TFK Page 88

APPLY THE SKILLS 1 You can tell that
“Sarah Enters a
Tell children they will read a poem and answer questions Painting” is a poem
about it. Remind children that poems may not have complete because —
sentences. They are arranged into lines and stanzas instead of A every line has
paragraphs. Many poems rhyme, but some do not. Poems often words with the
use vivid words to appeal to the reader’s senses and feelings. “p” sound
Sometimes poems repeat a word or line several times to help B its lines have a
express an important idea. regular rhythm
C it is written in
Have children open to “Sarah Enters a Painting” on page 88 of lines instead of
Time for Kids. Read the title with children and ask them to share paragraphs
their ideas of what the poem is about. Write their ideas on the
board. Then read the poem aloud with children, and make sure From Blackline Master 42
they understand the basic concept: a girl is looking at a painting
and wondering what it would be like to get inside the painting.
Discuss the images in the poem and what they might mean.

Distribute Blackline Master 42 on page 140 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look at the poem to find the answer.

Think Aloud The question asks how the reader can tell that
“Sarah Enters a Painting” is a poem. All of the answer choices are
features of poetry, but only one is a feature of this poem. I need
to look at “Sarah Enters a Painting” carefully and connect what I
find to figure out the best answer.

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

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

Teacher’s Manual 139

Student Name © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Sarah Enters a Painting.”

1 You can tell that “Sarah Enters a Painting” is a poem
because —
A every line has words with the “p” sound
B its lines have a regular rhythm
C it is written in lines instead of paragraphs

2 Which two words from the poem rhyme?
A stair, there
B toy, train
C rush, hurry

3 Which two words from the poem have the same beginning
sound?
A chairs, climb
B If, I’d
C what, way

Blackline Master 42 Grade 1
Sarah Enters a Painting
140 Time For Kids

Main Idea and Details TFK Pages 90–91

MODEL THE SKILL Materials
Have children open to page 89 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with Transparency
the class. Have children preview the photographs. Tell children, pp. 90–91
We will use these articles to identify the main idea and details Blackline Masters
of a reading selection. 43, 44, 45

Display Transparency pp. 90–91 of the article “Get Ready, Get
Set, Go!” and distribute Blackline Master 43. Ask children to
open to page 90 of Time for Kids. Have children look at the title,
photographs, and captions before they read the article. Then
guide them to notice that each paragraph describes a different
sporting event. Point out that words showing lengths of time are
in bold type. Underline any unknown words on the transparency
and explain them to the class. Then read the following question
and answer choices aloud:

1 This article is mostly about —
A a short race called a sprint
B how long some sports take to play
C where some games are played

From Blackline Master 43

Think Aloud This question asks what the article is mostly about.
I cannot find the answer in a single sentence. To answer this
question, I must connect clues and evidence from different parts
of the article.

After children have had time to review the article, point out the
correct answer (B). Invite a volunteer to explain how to figure out
the answer.

For further practice with the comprehension skill, have children
work independently or together to answer question 2 on
Blackline Master 43.

Teacher’s Manual 141

TFK Pages 90–91

Photographs and Captions

3 Look at the picture MODEL THE SKILL
and caption at the
bottom of page 91. Review with children that photographs often are accompanied
What does a calendar by captions that explain what is happening in the photographs.
show? Explain that photographs and captions provide information that
may not be found in the text.
A A big race
Then read question 3 aloud.
B Days and
weeks Think Aloud This question asks about the picture of the calendar
and the caption that goes with it. I need to read the question
C Hours, carefully and then look back at the picture and caption. Then I
minutes, and can combine the facts and information to get the answer.
seconds
Have a volunteer point to the picture of the calendar on
From Blackline Master 43 Transparency pp. 90–91. Read the caption aloud with the
children. Then have children determine which answer is
correct (B).

Context Clues

4 The article says, “The MODEL THE SKILL
best players meet in
the last match.” In this Remind children that they may not know the meaning of every
sentence, the word word in a text that they read. Explain that often the context,
match means — or nearby words and sentences, can help them figure out the
A game meaning of an unknown word. Sometimes a word has many
B jump different meanings. Context clues can be helpful for figuring out
C time which meaning of a word best fits the text.

From Blackline Master 43 Then read question 4 aloud.

Think Aloud I cannot find the definition of match in the article.
When I look back at the article, I see that the best tennis players
play in many games before they meet in the last match. I can
connect the context clues to figure out the meaning of the word.

Ask children which answer choice best fits the way match is
used in the sentence (A). Then have children explain how they
determined the correct answer.

142 Time For Kids • Issue 15