MP3461 Includes Assessment Pages! Reading Well 3–4 Milliken’s Reading Well reading series provides teachers and parents with a wide variety of activities to use at home or in the classroom to enhance your reading program Reading materials and styles of writing include realistic fiction, biography, poetry, fantasy, informational articles, myths, legends, tall tales, and plays or skits The comprehension activities have been selected to provide opportunities for students to practice a variety of reading skills A list of comprehension skills for all grade levels is included on the Reading Comprehension Chart on page A variety of assessment rubrics helps you track progress in achieving those skills Each book in the series is sequential, allowing students to build on skills previous learned The various levels available allows you to select the one most appropriate for an individual student or class Reading Well Grades 3–4 written by Cindy Barden illustrated by Corbin Hillam Author Cindy Barden Illustrator Corbin Hillam Book Design and Production Good Neighbor Press, Inc Copyright © 2002 Milliken Publishing Co All rights reserved The purchase of this book entitles the individual teacher/purchaser to reproduce copies by any reproduction process for single classroom use The reproduction of any part of this book for use by an entire school or school system or for any commercial use is strictly prohibited Table of Contents 10 11 12 13 14 16 18 20 21 22 23 24 25 26 27 28 30 32 34 36 37 38 39 40 41 Reading Comprehension Skills Bloom’s Taxonomy Using Student Assessments Individual Activity Assessment Oral Reading Assessment Story Frame Story Map Story Frame/Story Map Assessment Student Reading Comprehension Skills Assessment Student Reading Log and Assessment No Sugar? Grandma’s Memory Book What’s Your Birthstone? Trolls of Scandinavia Grandma Meets the Alien The Boy Who Cried Wolf Imagine Eating 500 Pounds of Food a Day! African and Asian Elephants Nonsense Verse Monumental Monuments Om-pah, Om-pah Booms the Tuba The Strings Sing Listen to the Flute Boom, Boom, Boom Pecos Bill—A Tall Tale Hero The Secret of Alexandria Elementary School The Turtle Goes to War Yellowstone Vacation Churning Butter Make Your Own Butter Poetry to Prose The Ant and the Grasshopper A Mixed-Up Story Answers ii Copyright © 2002 Milliken Publishing Co MP3461 Reading Comprehension Skills Activities provide opportunities for students in grades and to practice these reading comprehension skills Skill Page numbers Relate pictures to text 21, 36 Distinguish between reality and fantasy 29, 30 Detect cause and effect 18, 19 Recognize the main idea 12, 13, 19, 33, 36 Compare and contrast 13, 21, 25, 26 Identify significant details 12, 13, 18, 20, 24, 25, 26, 28, 30, 34, 37 Recognize rhymes 22, 38 Sequence events 11, 31, 36, 40 Follow instructions 37 Summarize material 17, 38 Use context clues 11, 18, 32, 39 Predict outcomes 16, 29 Draw conclusions 16, 30, 37, 39 Classify 15, 21, 23, 24, 25, 27 Distinguish between fact and opinion 35 Discover author’s purpose 20, 29, 31, 34 Identify supporting details 14, 15, 20, 24, 33 Make judgements 11, 18, 19 Increase vocabulary skills 11, 32 Copyright © 2002 Milliken Publishing Co MP3461 Bloom’s Taxonomy Bloom’s Taxonomy, developed by Benjamin Bloom, divides cognitive objectives into six categories ranging from simple to complex Milliken’s Reading Well series provides opportunities for children to meet these six objectives Knowledge is the ability to memorize information and recall specific facts Skills include recording, outlining, listing, discriminating between facts and opinions, classifying items, distinguishing between definitions and examples, and summarizing material Comprehension is the ability to grasp the meaning of what has been learned rather than simply memorizing facts Skills include comparing and contrasting like and unlike items, identifying steps in a process, interpreting charts and graphs, translating verbal material to mathematical terms, estimating consequences, patterning, and predicting outcomes Application is the ability to use material previously learned in new situations Skills include inferring, estimating, applying concepts to new situations, ordering, sequencing, understanding changes in word meanings, and constructing graphs and charts Analysis is the ability to understand both the content and structural form of material and the ability to break material into its component parts Skills include writing analogies, decoding, using logic, drawing conclusions, predicting sequences, making inferences, and distinguishing between cause and effect Synthesis is the ability to put parts together to form a new whole Skills include planning, deductive reasoning, creative thinking, testing hypotheses, drawing conclusions, problem solving, and planning a project Evaluation is the ability to use definite criteria to judge the value of material for a given purpose Skills include developing and evaluating criteria, determining appropriateness and relevancy of information, discovering common attributes, and evaluating material for extraneous information Copyright © 2002 Milliken Publishing Co MP3461 Using Student Assessments Assessment forms can measure student progress on a variety of reading comprehension skills They also enable you to track a child’s literary development over time Completed forms can be shared with students and their parents, used as motivational tools, and used as guides when completing report cards Individual Activity Assessment Most activities in the Reading Well series provide opportunities for students to sharpen several reading comprehension skills The Individual Activity Assessment form can be used as a follow-up for any activity in this book A copy of it can be attached to the completed activity for students to take home Oral Reading Assessment This form allows you to track students’ oral reading skills It can be used on a monthly or quarterly basis and will be a helpful reference tool at parent/teacher conferences Story Frame and Story Map Students can complete the Story Frame and Story Map after reading any type of narrative The Story Frame helps students summarize material they have read The Story Map helps students identify the elements of a story These forms can be used with many of the activities in this book as well as with other books and stories students read Story Frame/Story Map Assessment This form provides a means to assess a student’s reading comprehension level through the use of the story frame, story map, or other types of oral or written book reports completed by students Student Reading Comprehension Skills Assessment This form allows you to assess a student’s overall level on many reading comprehension skills It can be used on a quarterly basis to track progress and provides valuable information for parents about their child’s progress Student Reading Log and Assessment This form is a self-assessment tool for students as well as a progress report It provides an opportunity to learn at what level a student is comfortable reading and to suggest appropriate reading material for the future, providing input for both students and parents Copyright © 2002 Milliken Publishing Co MP3461 Individual Activity Assessment Student’s name: _ Date: _ Activity title: Skill Level Student Student Student Student has mastered this skill shows high level of proficiency has basic understanding of this skill needs improvement on this skill Skills needed to complete this activity Check all that apply Skill level _ Relate pictures to text _ _ Distinguish between reality and fantasy _ _ Detect causes and effects _ _ Recognize main idea _ _ Compare and contrast _ _ Identify significant details _ _ Recognize rhymes _ _ Sequence events _ _ Follow instructions _ _ Summarize material _ _ Use context clues _ _ Predict outcomes _ _ Draw conclusions _ _ Synthesize _ _ Determine point of view _ _ Discover author’s purpose _ Copyright © 2002 Milliken Publishing Co MP3461 Oral Reading Assessment Student’s name: _ Skill Level Student Student Student Student has mastered this skill shows high level of proficiency has basic understanding of this skill needs improvement on this skill Dates of assessment Reading Skill Skill Level Recognizes when words not make sense or sound right _ _ _ Self-corrects if word doesn’t make sense or sound right _ _ _ Pays attention to end punctuation _ _ _ Reads fluently _ _ _ Reads with expression _ _ _ Understands what he/she has read _ _ _ Overall assessment _ _ _ Notes to help student improve: _ _ _ _ Copyright © 2002 Milliken Publishing Co MP3461 Student’s name: Date: Story Frame Title: _ Author: _ This story is mainly about (name of main character) Other important characters are _ _ This story takes place (when and where) _ _ _ _ The problem is _ _ _ The problem is solved when _ _ _ At the end of the story _ _ _ _ Copyright © 2002 Milliken Publishing Co MP3461 Name: Date: _ Pecos Bill—A Tall Tale Hero People enjoy hearing and telling tall tales—stories about people who have great adventures and can amazing deeds Sometimes the stories are based on a real person or a true event, but in a tall tale, the truth gets stretched When Pecos Bill was a toddler, his family decided to move West because they had too many neighbors The closest one was only 50 miles away—much too close for comfort His parents loaded everything into a covered wagon along with their 18 children As they crossed the Pecos River, the wheel hit a rock and little Bill bounced out of the wagon No one noticed he was missing until it was too late An old coyote found Bill and adopted him Since no one knew his real name, he became Pecos Bill The coyotes took good care of Bill and taught him everything they knew He grew healthy and strong One day, as Pecos Bill ran through the desert, he met a cowboy named Chuck “How come you’re running around like a coyote?” Chuck asked “Because I am a coyote,” Bill replied “Horsefeathers!” Chuck answered “If you are a coyote, where is your long bushy tail?” Chuck led Pecos Bill to a river where he could see his reflection Bill was amazed Chuck was right He didn’t have a long, bushy tail He wasn’t a coyote after all How did Pecos Bill get his name? _ How did Bill discover he wasn’t a coyote? _ _ 28 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ Pecos Bill (cont’d) Pecos Bill and Chuck headed off together Suddenly a giant rattlesnake wrapped itself around Bill and began to squeeze Bill squeezed even harder He squeezed so hard the snake became as skinny as a rope From then on, Bill used that old rattlesnake for a lasso One time a wowser attacked Bill What’s a wowser, you might wonder? Well, it’s part grizzly bear, part mountain lion, part gorilla, and part tarantula While they fought, Bill and that wowser kicked up such a dust storm it covered the whole state of Texas for seven days and seven nights Finally, the wowser gave up He became Bill’s friend and companion Another time Bill was in such a hurry to get across Texas he lassoed himself a tornado The tornado tried to buck him off, but Bill held on and rode that tornado all the way to New Mexico What is the author’s purpose for writing about Pecos Bill? A To relay information to the reader B To entertain the reader C To persuade the reader to believe what he or she believes Check the sentence that is true _ A tall tale is a story about a giraffe’s tail _ A tall tale is a story that stretches the truth _ A tall tale is a story about a tall person Could this story be true? Why or why not? _ _ What’s a wowser? _ What you think Pecos Bill might if he wanted to travel to the moon? _ _ _ 29 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ The Secret of Alexandria Elementary School Alec the Elephant lived in the Alexandria Elementary School No one knew he lived there except Mr Grey, the custodian, and he didn’t mind at all Sometimes Mr Grey got lonely at night and Alec was good company During the day, Alec stayed behind the furnace in the basement and kept very quiet He was cozy and warm in the winter and pleasantly cool in the summer Once the children left for the day, Alec was free to roam the halls Alec spent an hour or two in the gym, doing exercises so he wouldn’t get too fat When Mr Grey took his break, the two of them shared a bag of peanuts and a bottle of root beer Each evening Alec checked out all the classrooms He squeezed into the first grade classroom to see the newest pictures the children had drawn Once he tried to fit into a desk, but that was a disaster He got stuck and had to wait an hour before Mr Grey came by to get him unstuck Alec lumbered down the hall to read the poems and stories hanging on the walls in Mr B.’s second grade class He usually stopped and straightened up Suzie’s desk while he was there She always forgot before she went home He visited the four bunnies in the third grade classroom and the two snakes who lived in glass cages Alec figured the snakes must be smarter than the rabbits, because they were in fourth grade What was the “secret” of Alexandria Elementary School? _ Who knew Alec lived there? _ List three interesting things Alec might see if he visited your classroom _ _ _ Could this be a true story? _ Why or why not? _ 30 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ The Secret of Alexandria Elementary School (cont’d) Alec’s favorite room was the fifth grade class because they always had great science experiments on display He loved science He always checked out the library for new books Alec particularly liked reading about Curious George, Babar, the Elephant, Clifford, the Big Red Dog, and Corduroy, the teddy bear His favorite book was Charlotte’s Web He had read that one eight times already Then Alec spent an hour or two on the computer in the sixth grade classroom That was the only one connected to the internet He always checked his e-mail for messages from his friends in other schools You didn’t know Alec had animal friends in other schools? Well, of course he did Leon Lion prowled the halls of Lincoln School Karen Cobra slithered around Columbia Junior High Julie Giraffe had lived in an elementary school for a while until she grew too tall Then she moved into the high school Perhaps one of Alec’s friends lives in your school If you ever see a pile of peanut shells in the corner of a classroom or paw prints in the hallway, you might have found a clue List five main events from this story in the order they occurred _ _ _ _ _ What is the author’s purpose for writing this story? A To relay information to the reader B To entertain the reader C To persuade the reader to believe what he or she believes 31 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ The Turtle Goes to War Submarines are not modern inventions The first submarine used in war was the Turtle, a one-person sub invented by David Bushnell He planned to use it against British warships during the Revolutionary War The British used their warships to form a blockade in New York Harbor in 1776 They wouldn’t let any American ships leave or enter the harbor with goods or supplies The Turtle was only seven-and-a-half feet long and six feet wide The submarine was shaped like an egg and made of oak with bands of iron The Turtle had no means of propulsion The only way to move the submarine under water was for the person inside to turn a crank by hand to move the propeller The submarine also had no air supply The submarine had to return to the surface within 30 minutes or the operator ran out of air To make the submarine sink, the operator opened a valve to admit seawater into a ballast tank The seawater made the submarine too heavy to float To make the submarine rise, he emptied the tank with a hand pump Blockade means Propulsion means _ Ballast means _ 32 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ The Turtle Goes to War (cont’d) The Turtle carried a gunpowder bomb with a timer To destroy an enemy ship, the operator had to screw the bomb to a ship’s wooden hull while under water Then he had to get away quickly before the bomb exploded The Turtle was used only once in the Revolutionary War Sergeant Ezra Lee guided the Turtle under water up to the hull of the British ship HMS Eagle No one saw him, but he couldn’t attach the bomb because the ship’s hull was copper-plated Lee and the Turtle escaped but didn’t destroy any British ships What is the main idea of the article about the Turtle? A A submarine can’t sink a warship B The Americans won the Revolutionary War C The Turtle was the first submarine used in a war Circle T for true or F for false T F The Turtle was a one-person submarine T F The Turtle sank several British warships T F The air supply in the Turtle was limited to one hour T F The operator let seawater into a ballast tank to make the submarine sink T F The bombs were sent under water by a hand-cranked propeller T F The Turtle was made of iron so it would sink easily T F David Bushnell operated the Turtle when it attacked the British warship T F Submarines are not modern inventions 10 T F An operator turned a hand crank to move the Turtle into position under water 33 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ Yellowstone Vacation Yellowstone Vacation Send From: To: Sent: Subject: Reply Forward Edit Print Delete Kate@email.com Uncle Joe; Grandpa B; Mary S; Jim C: Bonnie H; Jerry June 24 Yellowstone Vacation Dear Friends and Family, I had such a great time on my vacation to Yellowstone National Park I wanted to share the experience with you I’ll have photos on my website in the next few days so you can check those out I started my tour of the park by driving the 140 mile Great Loop Road that makes a huge figure eight through the park One of the first signs I saw said DO NOT FEED THE BEARS That one had me worried all week I did see a few bears, but I stayed in the car with the windows rolled up I didn’t bother them and they didn’t bother me I also saw bison, big horn sheep, and many smaller animals I learned from a ranger that there are more than 300 types of animals that live in Yellowstone Wait until you see that photo I took of the herd of elk! Although it’s late June, many mountains still had snow Some of the peaks are nearly 8,000 feet high I also saw the Liberty Cap, an extinct hot spring Other hot springs are still active The most spectacular was Mammoth Hot Spring, a 300-foot waterfall! I was so excited about writing to you, I haven’t even unpacked yet I’ll that now and write more tomorrow love, Kate Why did Kate write this letter? _ _ What kinds of animals did she see? Why was there still snow on the mountains in June? _ _ 34 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ Yellowstone Vacation (cont’d) Yellowstone Vacation Send From: To: Sent: Subject: Reply Forward Edit Print Delete Kate@email.com Uncle Joe; Grandpa B; Mary S; Jim C: Bonnie H; Jerry June 25 Yellowstone Vacation (continued) Dear Friends and Family, Yellowstone has so many weird features, I sometimes felt I had landed on another planet The mud pots that burp and sputter made me laugh I saw steam and gasses coming out of fumaroles which are vents in the ground Yellowstone contains hundreds of geysers with names like the Giant, Daisy, Grand, Porkchop, Sapphire, and Steamboat The Grotto Geyser reminded me of a weird monster peeking above the ground Of course I stopped to watch the most famous geyser in the park I’ve seen pictures of Old Faithful, but nothing can compare to watching it in person It takes about 75 minutes for Old Faithful to build up steam Then it shoots 10,000 to 12,000 gallons of steaming hot water over 180 feet in the air! You have to see it to believe it! I stayed at Yellowstone for six days and didn’t begin to see everything The park covers over two million acres of land in Wyoming, Montana, and Idaho There are more than 350 miles of roads through the park, plus 1,200 miles of trails for horseback riding and hiking Yellowstone was the first national park in the United States and I think it is definitely the best I plan to go back there again next year Would any of you like to go along? love, Kate Write F for fact or O for opinion _ Yellowstone was the first national park _ Yellowstone is the greatest national park _ Kate worried about bears _ Mud pots are funny _ Old Faithful is the best geyser in the park _ Kate enjoyed her trip to Yellowstone National Park 35 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ Churning Butter In the old days, when people ran out of butter, they couldn’t drive to the store and buy a few pounds If they wanted butter, they usually had to make it themselves People who owned cows could enjoy fresh butter if they were willing to work for it After milking each day, they set aside a portion of the milk and allowed the creamy part to rise to the top They skimmed off the cream and used it to make butter After pouring the fresh cream into a butter churn, they pushed the handle, called a dasher, up and down, up and down, over and over Eventually, the cream turned into butter and buttermilk They used the butter on homemade bread and drank the thick, rich buttermilk Number the steps in order to make butter _ Put the cream in the butter churn _ Milk the cow _ Allow the cream to rise to the top _ Push the dasher up and down _ Set aside some milk _ Skim off the cream Label the dasher on the picture of the butter churn What is the main idea of this article? _ _ 36 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ Make Your Own Butter You don’t need a butter churn to make your own fresh butter You will need: ⁄2 pint whipping cream a clear plastic container with a tight cover several well-washed marbles salt Directions: Pour cup of room temperature whipping cream in a clear plastic container Add or well-washed marbles and close tightly Shake the container continuously until butter forms (You can work with a partner so your arms don’t get tired.) When butter forms, pour off the liquid into a cup (This is buttermilk and very delicious Cool and enjoy its rich, creamy taste.) Mix a pinch of salt in with the butter Put the butter in the refrigerator to cool and harden Convince an adult to make fresh homemade bread to go with your butter What is buttermilk? Besides bread, what other foods you enjoy with butter? _ _ If you had no other way to get butter except to make it yourself, you think it would be worth all the work? Why or why not? _ _ 37 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ Poetry to Prose Write a title for each short poem Then write one sentence that summarizes the poem in your own words Before The “E” comes the “I” Nobody knows the reason why It’s so, but that’s how it is Usually _ _ Wet shoes, cold and muddy, Squishing, dripping, tracking The puddle-evidence of my life _ _ We can’t wait Until we grow up, And then we wish We could begin To grow younger again _ _ Some say It’s half empty Others say, it’s half full It all depends on point of view, Some say _ _ 38 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ The Ant and the Grasshopper June “Come little ant,” sang Grasshopper “Come sing and dance with me.” “Not today,” answered Ant “I am making a cozy home for winter.” “Winter’s far away,” sang Grasshopper “Enjoy the summer while you can.” “Not today,” answered Ant “I’m storing food, for the winter will be long.” Grasshopper sang all summer He hopped through the grass and danced among the flowers Ant worked hard all summer He built a warm underground home He stored seeds and nuts and grain September “Come little ant,” sang Grasshopper “Come sing and dance with me.” “Not today,” said Ant “There is much work to be done before winter.” “Winter is still far away Enjoy the autumn,” sang Grasshopper December “Little ant, little ant! Where are you? I’m too cold and hungry to dance and sing,” shivered Grasshopper But Ant did not hear Grasshopper He was warm and cozy in his underground home He danced and sang as he enjoyed the seeds, nuts, and grain he had worked so hard to gather during summer and autumn Who would say each sentence? Write A for Ant or G for Grasshopper _ Winter will be here all too soon _ Dancing and singing is more fun than working _ Who wants to plan ahead, if it means giving up fun now? _ Play is fun when the work is done _ This is a great way to spend the winter _ I wish I had worked hard last summer 39 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Name: Date: _ A Mixed-Up Story Number the sentences in order to make sense of the story Use a pencil so you can erase if needed A _ She carried a knapsack of goodies for her grandmother B _ Finally she met three billy goats C _ Snow White told them she wanted to visit her grandmother in Brooklyn, but was lost D _ “I think you’re in the wrong story,” said the first billy goat E _ “If I can,” the first billy goat replied F _ “Can you help me? she asked G _ Then she started off again H _ “Of course,” said the second billy goat I _ Along the way, she got lost J _ “You can’t get there from here,” said the second billy goat K _ She went home and changed her name to Little Red Riding Hood L _ “Well, maybe,” answered the third billy goat M _ What was she to do? N _ Once upon a time, Snow White set off to visit her sick grandmother O _ “I think you need to start this story over,” said the third billy goat P _ After she heard their advice, Snow White knew just what to 40 Copyright © 2002 Milliken Publishing Co reproducible MP3461 Answer Key No Sugar?, page 11 2, 3, Glucose, sucrose, lactose, fructose (honey and corn syrup also contain sugar) Answers will vary African and Asian Elephants, page 21 Grandma’s Memory Book, page 12 B start a memory book for Sara Has larger ears What’s Your Birthstone?, page 13 C Aquamarine, sapphire, turquoise Both are shades of red 16th century Answers will vary The Trolls of Scandinavia, page 14 Sweden, Denmark, Norway, and Iceland to walk through deep snow to hear wolves to protect them from harsh winter and insect bites to smell danger The Trolls of Scandinavia (cont’d), page 15 short, wrinkled, strong, gray, fantasy to protect themselves from sunlight Answers will vary The Boy Who Cried Wolf, page 18 They thought he was playing another trick on them Answers may vary Sample answer: People who lie may not be believed, even when they are telling the truth The Boy who Cried Wolf (cont’d), page 19 C Answers may vary Asian African Has tusks X Has two fingerlike extensions on end of trunk Has one fingerlike extensions on end of trunk X X X Has smoother forehead Has two humps on forehead X X Has looser, more wrinkled skin Is smaller Both X X Monumental Monuments, page 23 Washington Monument Washington, D.C 555' brick and concrete 1888 Statue of Liberty New York Harbor 305' (statue + base + stand) steel and copper 1886 Om-pah, Om-pah Booms the Tuba, page 24 strings, woodwinds, brass, and percussion by blowing into a mouthpiece trombone tuba The Imagine Eating 500 Pounds of Food a Day!, page 20 A Answers will vary Strings Sing, page 25 strings brass brass brass strings Plucked Bow violin guitar viola banjo cello mandolin bass ukulele harp Listen to the Flute, page 26 wood flute, piccolo, saxophone Sound: By blowing air into a hole or over a vibrating reed Notes: By opening and closing holes Answers will vary 41 Copyright © 2002 Milliken Publishing Co MP3461 Answer Key Boom, Boom, Boom, 27 Strings Brass trumpet violin cornet viola French horn cello baritone bass trombone guitar tuba ukelele Woodwinds flute piccolo clarinet oboe bassoon saxophone mandolin banjo Percussion drums xylophone maracas cymbals tambourine triangle bells gong harp Pecos Bill—A Tall Tale Hero, page 28 He fell off the covered wagon while crossing the Pecos River Chuck showed him his reflection in the water The Turtle Goes to War, page 32 to prevent someone or something from coming or going moving, usually with an engine weight The 10 Turtle Goes to War (cont’d), page 33 C T F F T F F F T T Yellowstone Vacation, page 34 To share her vacation experience with family and friends bears, elk, bison, big horn sheep Because the mountains are so high Yellowstone Vacation (cont’d), page 35 F O F O O F Churning Butter, page 36 Steps: 5, 1, 3, 6, 2, Main idea: Making butter involves a lot of work Pecos Bill (cont’d), page 29 B A tall tale is a story that stretches the truth No A wowser is an imaginary animal, a combination of grizzly bear, mountain lion, gorilla, and tarantula Answers will vary Make Your Own Butter, page 37 Buttermilk is the liquid left after butter forms The Secret of Alexandria Elementary School, page 30 Alec, the elephant, lives there Mr Grey, the custodian Answers will vary No A Mixed-Up Story, page 40 A B C 10 D 11 E F G 16 H I J 12 K 15 L M N O 13 P 14 The Secret of Alexandria Elementary School (cont’d), page 31 Answers will vary B The Ant and the Grasshopper, page 39 A G G A A G 42 Copyright © 2002 Milliken Publishing Co MP3461 ... Mixed-Up Story Answers ii Copyright © 2 002 Milliken Publishing Co MP3461 Reading Comprehension Skills Activities provide opportunities for students in grades and to practice these reading comprehension. . .Reading Well 3–4 Milliken s Reading Well reading series provides teachers and parents with a wide variety of activities to use at home or in the classroom to enhance your reading program Reading. .. came from Asia The ones with the larger ears came from Africa Their ears may be two-and-a-half to three-and-a-half feet across There is another unusual thing about African elephants: they always