TIME for Kids G1 Teachers Manual

TFK Pages 30–31

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 Tell how the children in the article help other people.
Support your answer with details from the article.

From Blackline Master 13

Think Aloud I know from the article that there are many ways
kids help other people. This information is not presented in a
single sentence. I need to find specific examples of how children
help others. I will look in different parts of the article and use the
headings and pictures, too. Then I will combine the information
when I write my answer.

Elicit examples of different ways in which children help others.
Then help children combine these details in their responses.
Remind children that the answer they write should be based
only on information from the article, not on something that
they read or saw somewhere else. 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 form
complete sentences in their answers.

Possible response: Children collect food for people in need.
They also collect toys and money so all kids will get holiday gifts.
Some children give their time by reading to younger kids.

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 © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Sharing with Others.”

1 What is this article mainly about?
A There are many ways we can help others.
B Soldiers need to call home sometimes.
C We should read to young kids.

2 Pat gathers food for —
A soldiers far away
B people in need
C holiday gifts

3 Look at the list on page 31. The money from UNICEF goes
to pay for —
A toys for children
B food and medicine
C books for young girls

Blackline Master 13 Grade 1
Sharing with Others
44 Time For Kids

Student Name

4 On page 31, the article says, “Tyler collects money
and toys.” What does collects mean?
A Brings together
B Throws away
C Lets go

5 Tell how the children in the article help other people.
Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 13 Time For Kids 45

Grade 1
Sharing with Others

TFK Pages 32–33

Show What You Know

APPLY THE SKILLS

Remind children that some of the questions they will see on
a test will focus on main ideas and details, context clues, and
reading a list. Introduce “Thanks, Mom and Dad” by having
children turn to page 32 in Time for Kids. Point out that the
important ideas of an article can often be found in the title and
photographs. Have children look at the title, photographs, and
headings, and then ask, What do you think this article is about?

As children share their answers, ask how they used details from
specific text features to come up with their ideas. Record their
ideas on the board. Tell children to keep these ideas in mind as
they read to see if they are correct.

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

Distribute Blackline Master 14 on pages 47–48 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 photographs, headings, and the title to give you
an idea of what the article is about.

2. Read “Thanks, Mom and Dad” and the questions on the worksheet very
carefully. Make sure you understand what the questions are asking.

3. Remember that some questions have answers that are stated in the text.
For other questions, you will have to figure out the answer that is not
stated in the text.

4. Make sure your answers are based on information in the article,
photographs, and list. If you are not sure about the details, go back and
look at that part again.

5. For the short-answer question, plan your answer before you write. 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 “Thanks, Mom and Dad.”

1 Look at the following diagram of information.

Detail Detail Detail

An otter mother feeds its This crocodile mother When Mom is out
pup a crab. carries its baby. hunting, the lion
protects the cubs.

Main Idea

Which idea belongs in the Main Idea box?

A Father animals protect their young.

B Baby animals cannot find their own meals.

C Mom and dad animals help their babies in
many ways.

© Macmillan/McGraw-Hill 2 A goose father keeps keep its baby safe by —
A making lots of noise
B bringing it to the water
C flapping its wings

Blackline Master 14 Time For Kids 47

Grade 1
Thanks, Mom and Dad

Student Name

3 Look at the list on page 33. What is the name for a baby
elephant?
A Kid
B Calf
C Cub

4 What does the word warns mean?
A Helps
B Sees
C Tells

5 Why do animal babies need help? Support your answer with
details from the article.

© Macmillan/McGraw-Hill

Blackline Master 14 Grade 1
Thanks, Mom and Dad
48 Time For Kids

Poetry TFK Page 34

APPLY THE SKILLS 1 Which word from the
Tell children they will read a poem and answer questions about poem rhymes with
it. Point out some of the differences between poetry and prose. flows?
Poems may not have complete sentences. They are arranged into A Nose
lines and stanzas instead of paragraphs. Some poems rhyme, but B Fur
some do not. Sometimes poems repeat a word or line several C Softly
times to help express an important idea.
From Blackline Master 15
Have children open to “Hamster Hide-and-Seek” on page 34 of
Time for Kids. Read the title with children and ask them to share
their ideas on what the poem is about. Write their ideas on the
board. Ask how many children have seen a hamster in real life.
Ask what hamsters look like and how they act.

Then have children follow along with the poem as you read it
aloud. Discuss the different images in the poem and what they
might mean. Ask children to identify any words they do not
know and explain any unfamiliar words or confusing images.

Distribute Blackline Master 15 on page 50 of the Teacher’s
Manual. Read aloud question 1 and the answer choices. Tell
children to look back at the poem to find the answer.

Think Aloud I know that words that rhyme sound alike because
they end in the same sound. So, I can connect the sounds of the
words in the answer choices and the sound of the word flows to
figure out the correct answer.

Have a volunteer read each answer choice. Then ask children to
identify the correct answer (A).

Have children complete Blackline Master 15 on page 50 of the
Teacher’s Manual. Answers can be found on page T11.

Teacher’s Manual 49

Student Name

DIRECTIONS
Answer these questions about “Hamster Hide-and-Seek.”

1 Which word from the poem rhymes with flows?
A Nose
B Fur
C Softly

2 Which two words in the last stanza rhyme?
A Ripple, fur
B Inside, roads
C Leave, sleeve

3 What makes “Hamster Hide-and-Seek” a poem?
A It tells about an animal.
B It has a rhythmic pattern.
C It uses describing words.

© Macmillan/McGraw-Hill

Blackline Master 15 Grade 1
Hamster Hide-and-Seek
50 Time For Kids

Author’s Purpose TFK Pages 36–37

MODEL THE SKILL Materials
Have children open to page 35 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 and captions. pp. 36–37
Tell children, We will use these articles to identify the author’s Blackline Masters
purpose for writing an article. 16, 17, 18

Display Transparency pp. 36–37 of the article “The Forest Roof”
and distribute Blackline Master 16. Ask children to turn to page 36
of Time for Kids. Ask children to look at the title and photos
before they read the article. Have children read the article
carefully and identify any words that 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 Why did the author write “The Forest Roof”?
A To tell readers a story about a sloth baby and
its mother

B To convince readers to visit a rain forest

C To tell about the plants and animals in a rain
forest

From Blackline Master 16

Think Aloud This question asks about why the author wrote the
article. To understand why the author wrote this article, I need
to analyze the text and the photographs. Is the author trying to
convince me to do something, give me information, or entertain
me with a story?

Explain to the children that while all of the answer choices may
mention facts and ideas related to the text, only one of them
correctly states the author’s purpose. Allow children to select an
answer choice. Have them explain how they reached the correct
answer (C). Then invite volunteers to explain why answers A and
B are not correct.

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

Photographs and Captions

3 Look at the MODEL THE SKILL
photograph of the
frogs on page 36. Remind children that texts are often accompanied by
The frogs send out a photographs that can help them understand information in the
warning with their — text. Sometimes there will be text nearby that explains what
A spikes is happening in the photograph. This kind of text is called a
B blue color caption. Invite children to look at the photographs and describe
C white spots what they see.

From Blackline Master 16 Then read question 3 aloud.

Think Aloud At the top of page 36, there is a photograph of some
frogs. Next to the photograph is a caption with information
about the frogs. I need to combine the information in the text
with the information in the photograph to answer the question.

Point to the photograph of the frogs on Transparency pp. 36–37
and ask what children notice about the frogs. Ask children what
the text says about frogs. Then give them time to reread the item
and select an answer. Ask them to explain how they reached the
correct answer (B). Discuss the fact that frogs do not have spikes
or white spots, but do have blue skin to warn other animals
about their poison.

Context Clues

4 On page 36, the article MODEL THE SKILL
says, “Its spikes scare
off its enemies.” The Remind children that they may not know the meaning of every
word enemies means word in a text that they read. Explain that in many articles the
things that — context, or nearby words and sentences, can help them figure
A want to hurt out the meanings of unfamiliar words.
bugs
B bugs like to eat Then read question 4 aloud.
C help sick
people Think Aloud I cannot put my finger on the answer to this question
in a single sentence in the article, so I will have to find and
From Blackline Master 16 connect clues about the word. The sentence that contains the
word enemies is in the caption that goes with the photograph
52 Time For Kids • Issue 6 of the bug on page 36. I will see if anything in the text or
photograph helps me to figure out the meaning of enemies.

Invite children to explain what the bug is trying to do. Tell
them to ask themselves what a bug would want to scare off. Go
through the answer choices with them and have the class decide
which answer (A) makes the most sense in context.

TFK Pages 36–37

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 include the photograph on page 37?
Support your answer with details from the article.

From Blackline Master 16

Think Aloud To understand why the author included this
photograph, I have to analyze why the author wrote the
article and then see how the photograph fits this purpose. The
photograph shows people standing on a bridge high in the rain
forest and looking down.

Have children reread the text that goes with the photograph
and think about how the photograph helps readers understand
that text. Remind children that their answer should be based
only on information from the article and the photograph. 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 form complete sentences in their answers.

Possible response: The text is about people exploring the
rain forest. It says that they can walk on bridges high over the
ground. The photograph shows people on one of these bridges.
It helps readers understand what the bridges look like.

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 © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “The Forest Roof.”

1 Why did the author write “The Forest Roof”?
A To tell readers a story about a sloth baby
and its mother
B To convince readers to visit a rain forest
C To tell about the plants and animals in a
rain forest

2 The author wrote the last sentence of the article to show that
the rain forest is —
A beautiful
B scary
C important

3 Look at the photograph of the frogs on page 36. The frogs
send out a warning with their —
A spikes
B blue color
C white spots

Blackline Master 16 Grade 1
The Forest Roof
54 Time For Kids

Student Name

4 On page 36, the article says, “Its spikes scare off its
enemies.” The word enemies means things that —
A want to hurt bugs
B bugs like to eat
C help sick people

5 Why did the author include the photograph on page 37?
Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 16 Time For Kids 55

Grade 1
The Forest Roof

TFK Pages 38–39

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, context clues, and using
photographs and captions. Introduce “Rain Forests: From Soup to
Nuts” by having children turn to page 38 in Time for Kids. Point
out that important ideas of an article often can 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 their ideas and explain how they
came to those conclusions. Record their ideas on the board. Tell
children to keep these ideas in mind as they read to see if their
ideas are correct.

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

Distribute Blackline Master 17 on pages 57-58 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 title, photographs, and captions to give you
an idea of what the article is about.

2. Read “Rain Forests: From Soup to Nuts” and the questions on the
worksheet very carefully. Make sure you understand what the questions
are asking.

3. Remember that some questions have answers that are stated in the text.
For other questions, you will have to figure out the answer that is not
stated in the text.

4. Make sure your answers are based on information in the article and the
photographs. If you are not sure about the details, go back and read
that part again.

5. For the short-answer question, plan your answer before you write. 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 “Rain Forests: From Soup
to Nuts.”

1 Look at the chart about the article.

Clue Clue
People need to help You can join a rain
forest rescue program.
protect the rain
forests.

Author’s Purpose

© Macmillan/McGraw-Hill Which idea belongs in the Author’s Purpose box?
A To tell a story about life in a rain forest
B To convince people to save the rain forests
C To tell about animals that live in rain forests

2 The author tells readers to celebrate Arbor Day so
they will —
A plant more trees
B use more trees for lumber
C cut trees down for farming

Blackline Master 17 Time For Kids 57

Grade 1
Rain Forests: From Soup to Nuts

Student Name

3 The plants shown on page 38 are important because they —
A can cure illnesses
B are used to make paint
C are bright red

4 What does the word oxygen mean?
A A healthy food
B A kind of medicine
C A gas we breathe

5 How does the author show readers that rain forests help
us in many ways? Support your answer with details from
the article.

© Macmillan/McGraw-Hill

Blackline Master 17 Grade 1
Rain Forests: From Soup to Nuts
58 Time For Kids

Diagrams TFK Page 40

APPLY THE SKILLS 1 Look at the diagram.
In which layer of the
Tell children that they will practice what they learned about rain forest do large
diagrams. Remind children that a diagram can help readers see, animals live?
or visualize, information. Explain that diagrams often have labels A The understory
with arrows pointing to specific parts of the picture. They can B The canopy
also have text that gives information about the diagram as a C The forest
whole. Have children open to “Life in the Rain Forest” on page 40 floor
of Time for Kids. Ask children to share their ideas about what
information the diagram provides. From Blackline Master 18

Read the title and the introductory text of the diagram with Teacher’s Manual 59
children. Point out to children that the white dividing lines in
the diagram mark off sections, or layers, of the rain forest. Guide
children to understand that the boxed text, or label, in each
section of the diagram is giving information about what lives in
that particular layer. Discuss with children the meaning of the
words emergent, canopy, understory, and floor as they relate to
the diagram.

Ask children to point to the canopy layer of the rain forest. Have
them use the label and picture to tell you two animals that live in
that layer.

Distribute Blackline Master 18 on page 60 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look back at the different parts of the diagram to
find the correct answer.

Think Aloud I need to remember that there is only one correct
answer to the question. The question is asking which layer of
the rain forest is home to large animals. The diagram shows
four layers. I need to combine information from the labels and
pictures describing each layer to find the answer.

Remind children to look for specific information in the pictures
and labels in the diagram to answer the question. Remind them
to use only the information from the diagram, even if they
think they know the answer from texts they have seen or read
elsewhere. After children have identified the correct answer (C),
go back to the diagram and point to the drawing of the leopard
and the label for the “Forest Floor.”

Have children complete Blackline Master 18 on page 60 of the
Teacher’s Manual. Answers can be found on page T13.

Student Name © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Life in the Rain Forest.”

1 Look at the diagram. In which layer of the rain forest do
large animals live?
A The understory
B The canopy
C The forest floor

2 The rain forest trees are tallest in the —
A canopy
B emergent layer
C understory

3 Birds live in every layer of the rain forest except the —
A forest floor
B understory
C emergent layer

Blackline Master 18 Grade 1
Life in the Rain Forest
60 Time For Kids

Main Idea and Details TFK Pages 42–43

MODEL THE SKILL Materials
Have children open to page 41 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 and captions. pp. 42–43
Tell children, We will use these articles to learn how to identify Blackline Masters
the main idea and important details in reading selections. 19, 20, 21

Display Transparency pp. 42–43 of the article “Digging for Bones”
and distribute Blackline Master 19. Ask children to turn to page 42
of Time for Kids. Have children look at the title and photographs
before they read the article. 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 Which little tools did the scientists use to clean rock?
A Trowels
B Brushes
C Saws

From Blackline Master 19

Think Aloud This question asks which little tools the scientists
on the dig used to clean rock. I need to look at the article to find
where it talks about tools. Then I can look for details about little
tools and cleaning rock. I will combine these facts and details to
figure out the answer.

Tell children that they do not need to read the whole text again.
They can look back at the article headings to help them find the
answer. Have children review the two paragraphs about tools on
page 43. Then ask a volunteer to identify the correct answer (B).

For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 19.

Teacher’s Manual 61

TFK Pages 42–43

Diagrams

3 Look at the diagram MODEL THE SKILL
on page 42. What can
you do with a trowel? Remind children that diagrams can help them visualize
A Dig in dirt information given in a text. Diagrams can be made up of a
B Cut a rock picture with labels that identify its different parts. Tell children
C Clean a fossil they can use the diagram on page 42 to help them visualize, or
see, how scientists work on a dig and what tools they use.
From Blackline Master 19
Then read question 3 aloud.

Think Aloud The text tells me that scientists found a new
dinosaur, and it tells how they dug it out. However, the text
doesn’t say what a trowel looks like or how it is used. I can use the
diagram to find this information. I can combine the information
and facts on the diagram to figure out the correct answer.

Point to the diagram on Transparency pp. 42–43. Have children
read the word trowel in the label and then follow the arrow to
the picture of the trowel. Ask children how the scientist is using
the trowel. Then have children read item 3 again and determine
which answer is correct (A).

Context Clues

4 On page 43, the word MODEL THE SKILL
skeleton means —
A once looked Remind children that they may not know the meaning of every
like word in a text they read. Remind them that they can use clues in
the text around the word, as well as any text features or graphics,
B a block of rock to help them figure out the meaning of the word.

C an animal’s Then read question 4 aloud.
bones
Think Aloud I see the word skeleton in the last paragraph on the
From Blackline Master 19 page, above a picture of bones in the shape of a dinosaur. I also
see the word in a label at the top of the page. I will have to find
context clues in the text and connect them with the label and the
pictures to find the correct meaning of skeleton.

Have children reread the paragraph that contains the word
skeleton. Then have them look at the pictures on the page. Ask
children to decide which of the answer choices most closely fits
the meaning (C).

62 Time For Kids • Issue 7

TFK Pages 42–43

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 did scientists learn about the dinosaur? Support your
answer with details from the article.

From Blackline Master 19

Think Aloud This question asks what the scientists learned about
the dinosaur. First, I need to find the part of the article that
tells what the scientists learned about the dinosaur bones they
found. Then I will combine the facts and details about what the
scientists learned to write my answer.

Have children reread the text and determine which parts tell
about the dinosaur itself rather than the process of finding
it. Remind children that their answer should be based on
information from the article, not on something that they read
or saw somewhere else. Tell 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: This was a new type of dinosaur that no one
knew about before. It had arms like wings. It had a long nose like
a beak.

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 © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Digging for Bones.”

1 Which little tools did the scientists use to clean rock?
A Trowels
B Brushes
C Saws

2 What is the main idea of the article?
A The dig took place in South America.
B A new kind of dinosaur was found.
C The scientists used many tools.

3 Look at the diagram on page 42. What can you do with
a trowel?
A Dig in dirt
B Cut a rock
C Clean a fossil

Blackline Master 19 Grade 1
Digging for Bones
64 Time For Kids

Student Name

4 On page 43, the word skeleton means —
A once looked like
B a block of rock
C an animal’s bones

5 What did scientists learn about the dinosaur? Support your
answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 19 Time For Kids 65

Grade 1
Digging for Bones

TFK Pages 44–45

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, diagrams, and context
clues. Introduce “Animals on the Move” by having children turn
to page 44 in Time for Kids. Point out that the important ideas
of an article can often be found in the title and photographs.
Have children look at the photographs, diagram, and headings,
and then ask, What do you think the article is about?

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

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

Distribute Blackline Master 20 on pages 67–68 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 title, photographs, and diagram to give you
an idea of what the article is about.

2. Read “Animals on the Move” 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 text, photographs, and
diagram. If you are not sure about the details, go back and check 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 20. Answers can be
found on pages T14–T15 of the Teacher’s Manual.

66 Time For Kids • Issue 7

© Macmillan/McGraw-Hill Student Name

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

1 What is the main idea of this article?
A People have strong legs for running.
B Animals live on land and in water.
C Animals move in many different ways.

2 The bottom of a snail’s body is like a —
A tail
B foot
C wing

3 Look at the diagram on page 45. A dolphin’s flipper
is on its —
A side
B back
C tail

Blackline Master 20 Time For Kids 67

Grade 1
Animals on the Move

Student Name

4 The first paragraph on page 45 says, “It flaps its wings to rise
and soar.” Which word from the paragraph helps the reader
understand the meaning of soar?
A Flies
B Tail
C Helps

5 How do different animals move? Support your answer with
details from the article.

© Macmillan/McGraw-Hill

Blackline Master 20 Grade 1
Animals on the Move
68 Time For Kids

Poetry TFK Page 46

APPLY THE SKILLS 1 Which line in
the poem uses
Tell children that they will practice what they have learned alliteration?
about poems. Remind children that poems do not follow the A First line
same rules as prose. Sometimes they have complete sentences, B Second line
but these sentences are often split into short lines. Some C Last line
poems rhyme, but some do not. Poems often use sound effects
like alliteration to appeal to the reader’s senses and feelings. From Blackline Master 21
Sometimes poems repeat a word or line several times to help
express an important idea.

Have children open to “Loose and Limber” on page 46 of Time
for Kids. Ask children to read the title and share their ideas
about what the poem might be about. Write their ideas on the
board. Then read the poem aloud with children. Discuss any
unfamiliar words or images with the children.

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

Think Aloud I know that alliteration means that the same
beginning sound is repeated in two or more words. To answer
this question, I will reread the first, second, and last lines of the
poem. I will connect the sounds of the words to find the line that
uses words with the same beginning sound.

Have children answer the question. After children have identified
the correct answer (A), ask a volunteer to say aloud the words
that begin with the same sound.

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 “Loose and Limber.”

1 Which line in the poem uses alliteration?
A First line
B Second line
C Last line

2 Which word from the poem rhymes with bows?
A Shows
B Knots
C Bones

3 Beanbag Jim is like a living rubber band because he —
A holds things together
B helps everyone
C stretches easily

© Macmillan/McGraw-Hill

Blackline Master 21 Grade 1
Loose and Limber
70 Time For Kids

Main Idea and Details TFK Pages 48–49

MODEL THE SKILL Materials
Have children open to page 47 of Time for Kids. Look at the
cover and read the article titles aloud with the class. Have Transparency
children preview the photographs and captions. Tell children, pp. 48–49
We will use these articles to identify the main idea and Blackline Masters
important details in a text. 22, 23, 24

Display Transparency pp. 48–49 of the article “Wow! Wind
Works!” and distribute Blackline Master 22. Ask children to turn
to page 48 of Time for Kids. Remind children to look at the title
and photographs before reading. 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 is this article mainly about?
A Trees, ice, and rocks

B The power of wind

C A very big pinwheel

From Blackline Master 22

Think Aloud This question asks about the main idea of this
article. I need to look back at the article and see what each
section is about. I will think about the title and section headings,
too. Then I will connect the details to figure out the main idea of
the article.

Tell children that they do not have to read the whole text again.
They should look back at the title and the beginning of the
article to see what the article is mostly about. Then they should
look through the article to find sentences that give important
details. After children have had time to review the article, ask
a volunteer for the correct answer (B). Invite volunteers to
underline the sentences they used to determine the answer.
(Wind has lots of power. Wind can help balloons move up. Wind can
change the shape of trees.)

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

Maps

3 Look at the map on MODEL THE SKILL
page 49. The red and
orange parts show Remind children that maps are drawings that show where places,
where many — such as countries and states, are located. Point out that the labels
A trees grow on a map and the text next to a map can give more information
B balloons soar about the map.
C tornadoes start
Then read question 3 aloud.
From Blackline Master 22
Think Aloud I see the orange and red parts of the map, but I
do not know why these parts are colored orange and red. By
combining the information on the map with the text next to the
map, I should be able to figure out the answer.

Point to the orange and red sections of the map of the
United States on Transparency pp. 48–49. Tell children it is
important to pay careful attention to graphic features such
as maps because they will help them better understand the
articles. After children have had time to review the map and
the accompanying text, ask a volunteer for the answer to the
question (C). Then have a volunteer underline the sentence in
the text that led to this answer.

Context Clues

4 On page 48, the article MODEL THE SKILL
says, “Wind can spin
pinwheels.” The word Remind children that they may not know the meaning of every
spin means — word in a text they read. Explain that the context, or other words
A stop and sentences in the article, can often help them figure out the
B turn meanings of unfamiliar words.
C break
Then read question 4 aloud.
From Blackline Master 22
Think Aloud I see the word spin in the article, but the article does
not tell me what it means. To figure out its meaning, I will have
to connect clues in the surrounding sentences and photographs.
Then I can use the clues to connect the word spin to its meaning.

Ask children to look back at the article and find where the word
spin appears. On the transparency, point out the photograph
of the children holding pinwheels. Discuss with children what a
pinwheel does when the wind blows. Ask children which of the
answer choices means almost the same thing as spin (B).

72 Time For Kids • Issue 8

TFK Pages 48–49

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 things that wind can do? Support your
answer with details from the article.

From Blackline Master 22

Think Aloud I know from the article that wind is powerful and
can do a lot of things. To find information about what the wind
can do, I need to reread the different parts of the article. Then I
can combine the details to write my answer.

Work with children to find details from the article to answer
the question, and have a volunteer underline these details on
the transparency. 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: Wind can make balloons fly. It can change
the shape of trees and rocks. It can be used to make electricity.

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 © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Wow! Wind Works!”

1 What is this article mainly about?
A Trees, ice, and rocks
B The power of wind
C A very big pinwheel

2 Wind machines use wind to make —
A electricity
B ice
C balloons

3 Look at the map on page 49. The red and orange parts show
where many —
A trees grow
B balloons soar
C tornadoes start

Blackline Master 22 Grade 1
Wow! Wind Works!
74 Time For Kids • Issue 8

Student Name

4 On page 48, the article says, “Wind can spin pinwheels.” The
word spin means —
A stop
B turn
C break

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

© Macmillan/McGraw-Hill

Blackline Master 22 Time For Kids 75

Grade 1
Wow! Wind Works!

TFK Pages 50–51

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, maps, and context clues.
Introduce “Blow, Wind, Blow!” by having children turn to page 50
in Time for Kids. Point out that the important ideas of an article
can often be found in the title and photographs. Have children
look at the title, photographs, and headings, and then ask, What
do you think the article is about?

Encourage children to share what they think is the main idea of
the article. Then have them point to the text and text features 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 23 on pages 77–78 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 title, photographs, and captions to give you
an idea of what the article is about.

2. Read “Blow, Wind, Blow!” 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 map. If
you are not sure about the details, go back and read that part again.

4. For the short-answer question, plan your answer 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 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 “Blow, Wind, Blow!”

1 Look at the chart about “Blow, Wind, Blow!”

The wind can blow Chicago is called Strong winds
very fast on Mount the Windy City. blow over
Antarctica.
Washington.

Which main idea belongs in the empty box?
A Some places are very windy.
B You should visit a windy city.
C People can measure windy weather.

2 The wind can blow more than 200 miles per hour in —
A Chicago
B Antarctica
C Kansas

© Macmillan/McGraw-Hill

Blackline Master 23 Time For Kids 77

Grade 1
Blow, Wind, Blow!

Student Name

3 Look at the map on page 51. Which place is labeled on
the map?
A Mount Washington, New Hampshire
B Lake Michigan
C Antarctica

4 The article says, “The wind blows very fast on this peak.”
What does the word peak mean?
A Tall building
B Continent
C Mountain top

5 What are two windy cities in the United States? Which city is
windier? Support your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 23 Grade 1
Blow, Wind, Blow!
78 Time For Kids

Poetry TFK Page 52

APPLY THE SKILLS 1 What makes “Cloud
Tell children they will read a poem and answer questions about Parade” a poem?
it. Point out some of the differences between poetry and prose. A It tells about
For example, poems may not have complete sentences. They clouds
are arranged into lines and stanzas instead of paragraphs. Some B It uses
poems rhyme, but some do not. Sometimes poems repeat a numbers.
word or line several times to help express an important idea. C Its lines have
rhythm.
Have children open to “Cloud Parade” on page 52 of Time for
Kids. Read the title with children and ask them to share their From Blackline Master 24
ideas on what the poem is about. Write their ideas on the board.
Then read the poem aloud with children. Help them understand
any unfamiliar words. Then discuss the different images in the
poem and what they might mean.

Distribute Blackline Master 24 from page 80 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look back at the poem to find the correct answer.

Think Aloud To answer this question, I should look carefully at
“Cloud Parade” and read it quietly to myself. Then I can connect
details about how it looks and sounds to help decide what makes
it a poem.

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

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

Teacher’s Manual 79

Student Name © Macmillan/McGraw-Hill

DIRECTIONS
Answer these questions about “Cloud Parade.”

1 What makes “Cloud Parade” a poem?
A It tells about clouds
B It uses numbers.
C Its lines have rhythm.

2 Which words from the poem rhyme?
A scoot, see
B by, sky
C four, furry

3 The speaker in the poem thinks the first cloud in the parade
looks like —
A a furry cat
B an ice-cream cone
C a purple plum

Blackline Master 24 Grade 1
Cloud Parade
80 Time For Kids

Main Idea and Details TFK Pages 54–55

MODEL THE SKILL Materials
Have children open to page 53 of Time for Kids. Look at the
cover and read the article titles aloud with the class. Have Transparency
children preview the photographs. Tell children, We will use pp. 54–55
these articles to identify the main idea and important details in Blackline Masters
a text. 25, 26, 27

Display Transparency pp. 54–55 of the article “Sunny Side Up”
and distribute Blackline Master 25. Ask children to turn to page
54 of Time for Kids. Ask them to look at the title, photographs,
and chart before reading. 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 is this article mainly about?
A Animals in the ocean

B How to cool off

C Learning how to swim

From Blackline Master 25

Think Aloud This question asks what the article is mainly about.
To answer this question, I need to look at the article and find
information. I need to think about the details in the whole article
and then connect the details to determine what the whole article
is about.

Tell children that they do not have to read the entire text again.
They should look back at the title and the beginning of the
article to see what the article is mostly about. Then they should
look through the article to find sentences that give important
details. After children have had time to review the article, ask
a volunteer for the correct answer (A). Invite volunteers to
underline the sentences they used to determine the answer.
(They share the water with many living things. Some animals drift.
Some animals swim to the top to breathe.)

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.

Teacher’s Manual 81

TFK Pages 54–55

Charts

3 Look at the chart MODEL THE SKILL
on page 55. Which Remind children that charts show information in a visual way.
animal is biggest? Information on a chart shows things that can be measured,
A Whale shark such as size, weight and length. Labels on the left-hand side
B Man-of-war and across the bottom explain what is being compared in the
jellyfish chart. Tell children that text features such as charts help them to
C Blue whale understand the text more fully.

From Blackline Master 25 Then read question 3 aloud.

Think Aloud This question asks me to use the chart to figure out
which animal is biggest. I can look at the bars on the chart to
see which is the biggest. Then I can combine information from
the left side of the chart and the bottom of the chart to find the
correct answer.

Point to the chart on Transparency pp. 54–55 and read the
explanatory text under the title. Then read the labels along the
left side and the bottom of the chart. Point to each animal and
ask children how long it is. Then ask them to tell you which
answer is correct (B).

Context Clues

4 On page 54, the word MODEL THE SKILL
crawls means —
A creeps Tell children that they may not know the meaning of every
B hides word they read in a text. Explain that sometimes the author
C keeps uses another similar word to describe the same person, thing, or
action. If you know one of the words, it can be a context clue to
From Blackline Master 25 help you figure out the meaning of the unfamiliar word.

Then read question 4 aloud.

Think Aloud This question asks about the meaning of the word
crawls. I see the word in the section about crabs. The author
doesn’t tell me which word means the same as crawls. I have to
connect clues in the text to figure out what it means.

Elicit from children that the word crawls describes the way a crab
moves under rocks to hide. Have them look at the paragraph to
find another word that describes a crab moving in a similar way.
Then have children reread the question and pick the correct
answer (A).

82 Time For Kids • Issue 9

TFK Pages 54–55

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 do some ocean animals protect themselves? Support
your answer with details from the article.

From Blackline Master 25

Think Aloud I know that the article talks about many animals
in the ocean and what they do. To answer this question, I need
to find information in different parts of the article about how
ocean animals protect themselves and combine them to write
my answer.

Work with children to find details from “Sunny Side Up” to answer
the question, and have a volunteer underline these details on
the transparency. Tell 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: Crabs hide under rocks, and they have hard
shells. Jellyfish can sting. Fish swim down deep during the day so
they cannot be seen.

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 “Sunny Side Up.”

1 What is this article mainly about?
A Animals in the ocean
B How to cool off
C Learning how to swim

2 Whales swim to the top of the ocean to —
A get sun
B see people
C breathe air

3 Look at the chart on page 55. Which animal is biggest?
A Whale shark
B Man-of-war jellyfish
C Blue whale

© Macmillan/McGraw-Hill

Blackline Master 25 Grade 1
Sunny Side Up
84 Time For Kids • Issue 9

Student Name

4 On page 54, the word crawls means —
A creeps
B hides
C keeps

5 How do some ocean animals protect themselves? Support
your answer with details from the article.

© Macmillan/McGraw-Hill

Blackline Master 25 Time For Kids 85

Grade 1
Sunny Side Up

TFK Pages 56–57

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, reading charts, and
context clues. Introduce “Where Does the Water Go?” by having
children open to page 56 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 title,
photographs, and captions, and then ask, What do you think the
article is about?

Ask children to share their ideas about 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 figure out
the meanings of unfamiliar words. Then have children read the
article independently.

Distribute Blackline Master 26 on pages 87–88 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 “Where Does the Water Go?” 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
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.

Have children complete Blackline Master 26. Answers can be
found on pages T18–T19 of the Teacher’s Manual.

86 Time For Kids • Issue 9

Student Name

DIRECTIONS
Answer these questions about “Where Does the Water Go?”

1 Look at the chart below.

Wet footprints Puddles go away A wet swimsuit
go away in the in the sun. dries in the sun.

sun.

© Macmillan/McGraw-Hill Which main idea belongs in the empty box?
A The sun’s heat changes water to a gas.
B Rain makes puddles on the sidewalk.
C Look at what happens to water in two jars.

2 The “Rain, Rain, Go Away” part of the article is mainly
about how —
A someone left wet footprints
B most people do not like rainy days
C puddles dry up after the rain

Blackline Master 26 Time For Kids 87

Grade 1
Where Does the Water Go?

Student Name

3 Look at the chart on page 57. On Tuesday, how much water
is left in the jar without a lid?
A 0 cm
B 8 cm
C 10 cm

4 Which words on page 56 help you know what vapor means?
A “The sun’s heat”
B “puddle water”
C “to a gas”

5 How do wet things get dry? Support your answer with details
from the article.

© Macmillan/McGraw-Hill

Blackline Master 26 Grade 1
Where Does the Water Go?
88 Time For Kids

Poetry TFK Page 58

APPLY THE SKILLS 1 Which two words in
the poem rhyme?
Tell children that they will practice what they have learned about A yellow, bright
poems. Remind children that poems are arranged into lines. B sunmobile, feel
Poems often rhyme and use vivid words to appeal to the reader’s C sundrifts,
senses and feelings. Sometimes poems repeat a word or line sunbanks
several times to help express an important idea. Poems often
appeal to a reader’s imagination rather than telling a story or From Blackline Master 27
giving information.

Have children open to “Sunflakes” on page 58 of Time for Kids.
Read the title with children and ask them to share their ideas on
what the poem is about. Write their ideas on the board. Then
read the poem aloud with children and discuss the different
images in the poem and what they might mean.

Read the poem aloud with children. Help them understand any
unfamiliar words. Then discuss the images in the poem.

Distribute Blackline Master 27 on page 90 of the Teacher’s
Manual. Read aloud the first question and the answer choices.
Tell children to look back at the poem to find the correct answer.

Think Aloud This question asks which two words from the poem
rhyme. I know that rhyming words end with the same sound. I
can say the words to myself and connect the sounds to pick the
ones that rhyme.

Point out to children that rhyming words are not always spelled
the same way, even though they end with the same sound. After
children have identified the correct answer (B), ask a volunteer to
read aloud the words so that everyone in the class can hear the
rhyming sounds.

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 “Sunflakes.”

1 Which two words in the poem rhyme?
A yellow, bright
B sunmobile, feel
C sundrifts, sunbanks

2 Which word in the poem rhymes with sky?
A sunlight
B fight
C July

3 “Sunflakes” is a poem because it —
A uses rhyme
B has a title
C is about the sun

© Macmillan/McGraw-Hill

Blackline Master 27 Grade 1
Sunflakes
90 Time For Kids

Main Idea and Details TFK Pages 60–61

MODEL THE SKILL Materials
Have children open to page 59 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. Then tell pp. 60–61
children, We will use these articles to identify the main idea Blackline Masters
and important details in a text. 28, 29, 30

Display Transparency pp. 60–61 of the article “Whoo’s a
Wonderful Bird?” and distribute Blackline Master 28. Ask
children to open to page 60 of Time for Kids. Have children
look at the title, photographs, and sign 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 What is this article mainly about?
A Owls see well at night.
B Owls have very long wings.
C Owls are fascinating birds.

From Blackline Master 28

Think Aloud This question asks what the article is mainly about.
To find the answer to this question, I need to look at details and
information from the whole article. Then I can connect the details
to determine the main idea.

After children have had time to review the article, ask a volunteer
for the correct answer (C). Invite volunteers to point out where
they found the answer.

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

Teacher’s Manual 91

TFK Pages 60–61

Signs and Symbols

3 Look at the sign on MODEL THE SKILL
page 61. If you go
down the trail, you Explain to children that signs give information by using words,
will most likely see — pictures, or both. Signs can be different colors and different
A the moon shapes. Ask children about any signs they are familiar with.
B some mice Discuss the fact that many signs contain symbols, or pictures
C many birds that stand for something. When a magazine article includes a
sign or symbol, it often includes text that explains its meaning
From Blackline Master 28 and purpose.

Then read question 3 aloud.

Think Aloud The item asks what I would see if I went down the
trail. The sign gives me an idea of the correct answer, but to
be sure, I need to combine the information in the sign with the
information in the text next to it.

Point to the sign on Transparency pp. 60–61. Read the words at
the top of the sign and call attention to the picture of the flying
bird. Then read the explanatory text next to the sign. Finally,
have children look at the question again and tell you which
answer is correct (C).

Context Clues

4 In the first paragraph MODEL THE SKILL
on page 61, which
word helps you figure Explain to children that sometimes an author uses two similar
out the meaning of words to describe the same person, thing, or action. If you know
fluffy? one of the words, it can help you figure out the meaning of the
A Space other word.
B Soft
C Hunt Then read question 4 aloud.

From Blackline Master 28 Think Aloud I see the word fluffy in the section about how owls
fly. I see all three answer choices in that section, too. I need to pick
the answer choice that helps me figure out what fluffy means.

Remind children to reread the relevant paragraph and look
carefully at each answer choice. Then ask them which answer
choice is correct (B). Have a volunteer explain how he or she
arrived at the answer.

92 Time For Kids • Issue 10