g4-daily-warm-ups-reading

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race ricardo martinez #3490 daily warm-ups: reading � ©teacher created resources, inc. table of contents introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 tracking sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 nonfiction passages. . . . . . . . . . . …

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 childhood obesity—littering—teacher selection—character education— too much tv!—school uniforms—enough sleep—amount of homework— heavy backpacks—cell phones—school lunch menu—quality of children’s movies—extracurricular activities—discipline at school—drug-prevention programs ©teacher created resources, inc. � #3490 daily warm-ups: reading table of contents fiction passages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 fairy tales/folklore. . . . . . . . . . …

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o.s.—puppy love—alarming discovery—racing for friendship fantasy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 the disappearing cat—will power—volleyball venue—martian madness— the quest—football practice—computer virus—fly away home—make a wish—the legend—the toe hair—open up—grocery shopping—touch and go—round ’em up answer key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …

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s also divided into five categories. these categories are fairy tales/ folklore, historical fiction, contemporary realistic fiction, mystery/suspense/adventure, and fantasy. each story is followed by questions to stimulate thinking about the plot, characters, vocabulary, and sequence. comprehension questions comprehension is the primary goal of any reading task. students who comprehend what they read perform better both on tests and in life. the follow-up questions after each passage are written to encourage students to improve in recognizing text structure, visualizing, summarizing, and learning new vocabulary. each of these skills can be found in scope-and-sequence charts as well as standards for reading comprehension. the different types of questions in daily warm-ups: reading are geared to help students with the following skills: • recognize the main idea • identify details • recall details • summarize • describe characters and character traits • classify and sort into categories • compare and contrast • make …

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