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Leveling Chart
 
Page # 
Flesch-Kincaid 
 
 
Grade Level
Interesting Places and Events
 
9 
7.0
 
10 
7.0
 
11 
7.0
 
12 
6.9
 
13 
6.6
 
14 
6.1
 
15 
7.5*
 
16 
6.7
 
17 
6.3
 
18 
7.7*
 
19 
6.8
 
20 
6.6
 
21 
6.4
 
22 
6.4
 
23 
6.9
 
24 
6.6
 
25 
8.1*
 
26 
6.8
 
27 
6.5
 
28 
7.0
 
29 
6.5
 
30 
8.2*
 
31 
7.2*
 
32 
6.9
 
33 
6.8
 
34 
6.2
 
35 
7.0
 
36 
7.0
 
37 
7.0
 
38 
6.9
Scientifi cally Speaking
 
41 
6.7
 
42 
6.9
 
43 
6.9
 
44 
6.7
 
45 
6.7
 
46 
6.7
 
47 
7.0
 
48 
6.5
 
49 
6.5
 
50 
6.0
 
51 
6.8
 
52 
6.3
 
53 
7.0
 
54 
6.6
 
55 
6.0
 
56 
6.6
 
57 
6.7
 
58 
6.8
 
59 
6.9
 
60 
6.7
 
61 
6.8
Scientifi cally Speaking (cont.)
 
62 
6.5
 
63 
6.9
 
64 
6.8
 
65 
6.0
 
66 
6.7
 
67 
6.3
 
68 
6.8
 
69 
6.7
 
70 
7.0
From the Past
 
73 
6.8
 
74 
6.9
 
75 
6.6
 
76 
6.9
 
77 
6.8
 
78 
6.6
 
79 
6.8
 
80 
6.1
 
81 
6.9
 
82 
6.8
 
83 
6.3
 
84 
6.8
 
85 
6.7
 
86 
6.7
 
87 
6.5
 
88 
6.5
 
89 
6.6
 
90 
6.4
 
91 
7.0
 
92 
6.9
 
93 
6.9
 
94 
6.8
 
95 
6.6
 
96 
6.8
 
97 
6.5
 
98 
6.1
 
99 
7.0
 
100 
6.0
 
101 
6.5
 
102 
6.0
Did You Know?
 
105 
7.1*
 
106 
6.6
 
107 
6.1
 
108 
6.0
 
109 
6.3
 
110 
6.7
 
111 
6.9
 
112 
6.4
 
113 
6.4
 
114 
6.4
 
115 
6.9
Did You Know? (cont.)
 
116 
6.8
 
117 
6.0
 
118 
6.7
 
119 
6.6
 
120 
6.9
 
121 
6.9
 
122 
6.7
 
123 
7.5*
 
124 
6.2
 
125 
6.2
 
126 
7.3*
 
127 
8.2*
 
128 
7.0
 
129 
6.0
 
130 
6.6
 
131 
6.5
 
132 
6.7
 
133 
6.8
 
134 
6.8
Fascinating People
 
137 
6.6
 
138 
6.5
 
139 
6.4
 
140 
6.6
 
141 
6.9
 
142 
7.0
 
143 
6.9
 
144 
6.7
 
145 
6.9
 
146 
6.7
 
147 
6.7
 
148 
7.0
 
149 
6.3
 
150 
6.9
 
151 
6.6
 
152 
6.6
 
153 
6.8
 
154 
6.7
 
155 
6.5
 
156 
6.8
 
157 
6.8
 
158 
6.1
 
159 
6.7
 
160 
6.9
 
161 
6.0
 
162 
6.5
 
163 
6.6
 
164 
6.6
 
165 
7.4*
 
166 
6.3
 
Page # 
Flesch-Kincaid 
 
 
Grade Level
 
Page # 
Flesch-Kincaid 
 
 
Grade Level

---

©Teacher Created Resources 
5 
#5036 Daily Warm-Ups: Nonfiction Reading
Introduction 
(cont.)
Practice First to Build Familiarity
Initial group practice is essential.  Read aloud the first passage in each of the five topic areas and do its 
related questions with the whole class.  Depending upon the needs of your class, you may choose to 
do the first three passages in each topic area as a whole class.  Some teachers like to use five days in a 
row to model the reading and question-answering process at the start of the year.  Model pre-reading 
the questions, reading the text, highlighting information that refers to the comprehension questions, and 
eliminating answers that are obviously incorrect.  You may also want to model referring back to the text 
to ensure the answers selected are the best ones.
Student Practice Ideas
With Daily Warm-Ups:  Nonfiction Reading you can choose to do whole-class or independent practice.  
For example, you can use the passages and questions for the following:
Whichever method you choose for using the book, it’s a good idea to practice as a class how to read 
a passage and respond to the comprehension questions.  In this way, you can demonstrate your own 
thought processes by “thinking aloud” to figure out an answer.  Essentially, this means that you tell your 
students your thoughts as they come to you.
Self-Monitoring Reading Strategies
Use the reading strategies on page 174 with your students so they can monitor their own reading 
comprehension.  Copy and distribute this page to your students, or turn it into a class poster.  Have your 
students use these steps for this text, as well as future texts.
Record Keeping
In the sun image at the bottom, right-hand corner of each warm-up page, there is a place for you (or 
for students) to write the number of questions answered correctly.  This will give consistency to scored 
pages.  Use the Tracking Sheet on page 176 to record which warm-up exercises you have given to your 
students.  Or distribute copies of the sheet for students to keep their own records.
How to Make the Most of This Book 
  /  Read each lesson ahead of time before you use it with the class so that you are familiar with it.  
This will make it easier to answer students’ questions.
  /  Set aside ten to twelve minutes at a specific time daily to incorporate Daily Warm-Ups:  Nonfiction 
Reading
 into your routine.
  /  Make sure the time you spend working on the materials is positive and constructive.  This should 
be a time of practicing for success and recognizing it as it is achieved.
The passages and comprehension questions in Daily Warm-Ups:  Nonfiction Reading are time-efficient, 
allowing your students to practice these skills often.  The more your students practice reading and 
responding to content-area comprehension questions, the more confident and competent they will become.
warm-ups  
for lessons
centers
end-of-class 
activities
homework
individual  
student work
whole-gr
oup  
practice

---

#5036 Daily Warm-Ups: Nonfiction Reading 
6 
©Teacher Created Resources
Standards and Benchmarks
Each passage in Daily Warm-Ups:  Nonfiction Reading meets at least one of the following standards and 
benchmarks, which are used with permission from McREL.  Copyright 2010 McREL.  Mid-continent 
Research for Education and Learning.  4601 DTC Boulevard, Suite 500, Denver, CO 80237.  Telephone:  
303-337-0990.  Web site:  www.mcrel.org/standards-benchmarks.  To align McREL Standards to the 
Common Core Standards, go to www.mcrel.org.
Uses the general skills and strategies of the reading process
 •  Establishes and adjusts purposes for reading
 •  Uses word origins and derivations to understand word meaning
 •  Uses a variety of strategies to extend reading vocabulary
 •  Uses specific strategies to clear up confusing parts of a text
 •  Understands specific devices an author uses to accomplish his or her purpose
 •  Reflects on what has been learned after reading and formulates ideas, opinions, and personal
responses to texts
 •  Knows parts of speech and their functions
Uses skills and strategies to read a variety of informational texts
 •  Reads a variety of informational texts
 •  Summarizes and paraphrases information in texts
 •  Uses new information to adjust and extend personal knowledge base
 •  Draws conclusions and makes inferences based on explicit and implicit information in texts
 •  Understands the evidence used to support an assertion in informational texts
©Teacher Cr
eated Resour
ces 
95 
#5036 Daily 
Warm-Ups: Nonfiction Reading
Warm-Up 
Check You
r Understa
nding
/
4
Name ___
________
________
________
________
________
___ 
  1.
  Which w
ord refers 
to the “greatest 
number of 
people allo
wed”?
 
a.  doubtful 
c.  cemented
 
b.  maximum 
 
d.  million 
  2.
  Which e
vent occurred 
third?
 
a.  convincing 
the committee 
to accept 
the Ferris 
wheel
 
b.  riding 
on the Ferris 
wheel
 
c.  planning 
for the Chicago 
World’s F
air
 
d.  building 
the Ferris 
wheel
  3.
  What can 
you infer 
about the 
reasons the 
committee 
didn’t immediately 
accept and 
support the 
idea of the 
Ferris wheel?
 
a.  They didn’
t think it 
would work. 
c.  They 
thought it 
didn’t cost 
enough.
 
b.  They thought 
it would 
hold too 
many people. 
d.  both a 
and c
  4.
  From the 
context of 
the passage, 
which is 
the best synon
ym for impr
essive?
 
a.  towering 
c.  ugly
 
b.  remarkable 
d.  both a 
and c
The directors 
of the 1893 
Chicago 
World’s 
Fair needed 
something 
special to 
mark their 
event.  The 
Eiffel Tower 
had been 
constructed 
for the Paris 
World’s F
air in 1889. 
 Architects 
and engineers 
made man
y proposals 
for 
towers, b
ut they really 
didn’t hold 
anybody’
s 
interest.  
A bridge 
builder and 
engineer 
named 
George Ferris 
had a different 
idea.  He 
wanted 
to create 
a monster 
wheel 250 
feet tall. 
 It 
would be 
a moving 
wheel with 
spokes lik
e a 
bicycle.  
He intended 
to carry more 
than 2,000 
people on 
each ride. 
 Altogether
, they would 
weigh more 
than two 
million pounds.
Ferris con
vinced a 
very doubtful 
committee 
to let him 
build the 
wheel at 
his own e
xpense.  
He built his 
huge wheel 
and then 
set two 
giant towers 
cemented 
into the earth 
to hold 
the wheel. 
 The axle 
that would 
hold the 
giant wheel 
weighed 
about fifty 
tons.  Tw
o 
powerful 
engines could 
turn the wheel 
with a 
huge chain 
near the edge 
of the wheel. 
 The 
spokes of 
the wheel 
would hold 
thirty-six 
large wooden 
boxes.  Each 
box could 
hold 
sixty people. 
 The maximum 
number of 
people 
on the ride 
at one time 
was 2,160 
people.  The 
giant box
es had fiv
e glass windo
ws on each 
side, and 
iron grills 
kept people 
from falling 
out.  The 
entire wheel 
was 250 
feet across. 
 
To make 
night rides 
more impr
essive, Ferris 
outlined the 
wheel with 
light bulbs, 
a recent 
invention. 
 The first 
ride was 
taken on 
June 
21, 1893, 
and was a 
huge success. 
 It cost fifty 
cents.  This 
was ten times 
the cost of 
a ride on 
a carousel. 
 About 1.5 
million people 
rode the 
Ferris wheel 
at the fair
.  
From the 
Past
 
23
 
The First 
Ferris Wh
eel
Uses a variety of 
strategies to extend 
reading vocabulary
#5036 Daily 
Warm-Ups: Nonfiction Reading 
110 
©Teacher Cr
eated Resour
ces
Warm-Up 
Check Your 
Understandin
g
/
4
Name _____
__________
__________
__________
__________
_ 
  1.
  What 
is the meaning 
of the term 
hibernates
, when 
referring 
to hair?
 
a.  Hair 
goes through 
several colors.
 
b.  Hair 
sleeps 
every night.
 
c.  Hair 
grows in cycles 
lasting 
three to five 
years and 
then enters 
a resting 
phase.
 
d.  Hair 
falls out 
and leaves 
you bald.
  2.
  How often 
are eyelashes 
replaced?
 
a.  every 
ten weeks 
c.  every 
six months
 
b.  every 
three to five 
years 
d.  every 
three months
  3.
  What 
is the author’
s purpose 
in writing 
the passage?
 
a.  to encourage 
you to care 
for your 
hair 
c.  to inform 
the reader
 
b.  to entertain 
the reader 
d.  to change 
your mind
  4.
  What 
can you 
infer about 
your own 
hair from 
the passage?
 
a.  Some 
of the hair 
follicles 
are in a resting 
phase 
right now.
 
b.  Hair 
grows at dif
ferent 
rates in dif
ferent