Samantha Saves the Stream CTDR
SAMANTHA SAVES THE STREAM Vocabulary • Use synonyms to determine word meaning: What does the word pollution mean in this book? Let’s look for clues on page 11. (Answer: trash in the air and water; Clues/evidence: the air did not smell right; trash is getting into the stream; the air and water are getting dirty) • Use descriptions to determine word meaning: What does the word stream mean in this book? Let’s look for clues on page 9. (Answer: small river; Clues/evidence: the fish were not acting right; the fish were not zipping around) • Use photographs to determine word meaning: What does the word grate mean in this book? Let’s look for clues on pages 14–15. (Answer: lets water run from above ground to below ground; Clues/evidence: photograph on page 14 shows boy throwing candy wrapper into a grate; photograph on page 15 shows lady dumping oil down the grate) • Use descriptions to determine word meaning: What does the word sewer mean in this book? Let’s look for clues on page 14. (Answer: carries water under the street; Clues/evidence: sewer was under the grate; rainwater washed into the sewer after a storm; sewer carried rainwater into the stream)
LEVEL M/28
Find It! Level 1 Comprehension
CAUSE Crows did not sound right.
CAUSE Red maple tree did not look right.
CAUSE Fish were not acting right.
M
CAUSE She found trash in the stream.
M
M
M
EFFECT The stream had a problem.
• Identify facts and details: The neighbors collected trash from . . . (the edge of the stream, page 18) • Identify facts and details: Samantha helped save the stream . . . (and she solved a mystery, page 20)
Look Closer! Level 2 Comprehension • Identify sequence of events: What did Samantha do at the end of the story? (she passed out notes that reminded people not to throw trash down the sewer, page 19) • Identify stated main idea: What sentence tells the main idea for page 18? (“We can clean up the stream!”) • Identify sequence of events: The boy dropped a candy wrapper in the grate. What happened next? (a lady dumped oil into the sewer, pages 14–15) • Identify cause and effect: Samantha knew the stream had a problem because . . . Explain your answer. Use a cause-and-effect chart to answer this question. (the crows did not sound right; the red maple tree did not look right; the fish were not acting right; she found trash in the stream, pages 8–11)
Prove It! Level 3 Comprehension • Make inferences: The shiny black spots in the stream were probably . . . (Answer: oil; Clues/evidence: Samantha watched a lady dump oil from her car into the sewer; the sewer carried rainwater into the stream, page 15) • Analyze character: What kind of person is Samantha? (Answer: a thinker; Clues/evidence: “What is going on?” Samantha wondered; “What are those spots?” Samantha wondered; she could only think about the mystery; Samantha wondered, “What is that boy doing?” pages 9, 10, 12, and 14) • Make inferences: What clue shows that the boy and the lady listened to Samantha? (more neighbors came to listen to Samantha, page 17) • Draw conclusions: The neighbors were worried about the environment. How can you tell? (many neighbors came to listen to Samantha; “What can we do?”; all the neighbors helped; the neighbors collected trash from the edge of the stream; they scooped up oil, pages 17–18)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses describing words on page 7. Find examples. (warm, fluffy, bright, blue) • Analyze text structure and organization: The author uses animal sounds on page 6. What are the words? (tweet, ribbit)
Early Explorers Set A Fluent Copyright © 2007 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
LEVEL M/28
Find It! Level 1 Comprehension
CAUSE Crows did not sound right.
CAUSE Red maple tree did not look right.
CAUSE Fish were not acting right.
M
CAUSE She found trash in the stream.
M
M
M
EFFECT The stream had a problem.
• Identify facts and details: The neighbors collected trash from . . . (the edge of the stream, page 18) • Identify facts and details: Samantha helped save the stream . . . (and she solved a mystery, page 20)
Look Closer! Level 2 Comprehension • Identify sequence of events: What did Samantha do at the end of the story? (she passed out notes that reminded people not to throw trash down the sewer, page 19) • Identify stated main idea: What sentence tells the main idea for page 18? (“We can clean up the stream!”) • Identify sequence of events: The boy dropped a candy wrapper in the grate. What happened next? (a lady dumped oil into the sewer, pages 14–15) • Identify cause and effect: Samantha knew the stream had a problem because . . . Explain your answer. Use a cause-and-effect chart to answer this question. (the crows did not sound right; the red maple tree did not look right; the fish were not acting right; she found trash in the stream, pages 8–11)
Prove It! Level 3 Comprehension • Make inferences: The shiny black spots in the stream were probably . . . (Answer: oil; Clues/evidence: Samantha watched a lady dump oil from her car into the sewer; the sewer carried rainwater into the stream, page 15) • Analyze character: What kind of person is Samantha? (Answer: a thinker; Clues/evidence: “What is going on?” Samantha wondered; “What are those spots?” Samantha wondered; she could only think about the mystery; Samantha wondered, “What is that boy doing?” pages 9, 10, 12, and 14) • Make inferences: What clue shows that the boy and the lady listened to Samantha? (more neighbors came to listen to Samantha, page 17) • Draw conclusions: The neighbors were worried about the environment. How can you tell? (many neighbors came to listen to Samantha; “What can we do?”; all the neighbors helped; the neighbors collected trash from the edge of the stream; they scooped up oil, pages 17–18)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses describing words on page 7. Find examples. (warm, fluffy, bright, blue) • Analyze text structure and organization: The author uses animal sounds on page 6. What are the words? (tweet, ribbit)
Early Explorers Set A Fluent Copyright © 2007 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
