• Practice for every day of the school year • Help students prepare for standardized testing

SKILL PRACTICE
Read each question. Fill in the bubble next to the correct answer.
 1. The guide word that is missing 
on the page is 
.
A 
blimp
B 
blizzard
C 
broken
D 
bat
 2. On a dictionary page, you can 
find 
.
A 
word meanings and pronunciations
B 
stories about real people
C 
a list of what is inside the book
D 
words in order of importance
 3. Why does the word 
broken
 come after 
blimp
 on the page?
A 
Broken
is a less important word
than 
blimp
.
B 
Broken
fits on the page after 
blimp
.
C 
Broken
comes after 
blimp
in the alphabet.
D 
Broken 
has two syllables and 
blimp
has one.
 4. What can you learn about a blimp from 
its picture?
A 
It is filled with gas.
B 
It is shaped like a football.
C 
It is lighter than air.
D 
It needs a pilot.
bat
(bat) 
1.
A wooden stick or 
club used to hit a ball. 
2.
A 
flying mammal with wings of 
thin skin. noun
blimp
(blimp) A kind of 
balloon that can be steered: 
A blimp is filled with a gas 
that is lighter than air.
See picture. noun
blizzard
(bliz
´
 
erd) A very 
cold snowstorm with strong 
winds: 
The blizzard covered 
our house with snow.
noun
boil
(boil) To bubble up and 
give off steam: 
The hot water 
began to boil.
verb
broken
(bro
´
ken) In pieces: 
The cup was broken. 
adjective
bat
3453.indb 33
5/6/10 3:59 PM

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34
Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.
5
WEEK
DAY
1
Tell students that this week they will learn how to ask questions to help them as they read. Say: Good 
readers often ask questions before they read something. This helps to set a purpose for reading. 
Explain to students that they will read a passage about two students, one from America and one 
from Japan, who are pen pals and tell each other about their homes and family lives. You might want 
to ask before you read, for example, 
Who are the students? How do they send information to each 
other? What exactly do they tell each other?
Direct students to choose a question and write it in the 
space provided for the strategy practice activity. Then read the instructions at the top of the page 
aloud. Have students read the passage. When they have finished, invite volunteers to share their 
questions and discuss how it helped them set a purpose for reading. Then direct students to 
complete the skill practice activity. Review the answers together.
DAY
2
Remind students of the strategy. Say: Asking questions as we read is a good way to check our 
understanding. Asking questions while we read helps us get more involved in the text and notice 
information that we don’t understand. Read the instructions at the top of the page aloud. To model 
the strategy, read the first paragraph aloud to students. Then say: The passage said that paper 
money is not the same as notebook paper. How is it not the same? I will look for the answer as 
I read on. Have students read the rest of the passage and ask questions as they read. When students 
have finished, direct them to complete the strategy practice activity. Invite volunteers to share their 
responses. Then direct students to complete the skill practice activity, and review the answers 
together.