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B Y K A T H L E E N M . H O L L E N B E C K
N E W Y O R K • T O R O N T O • L O N D O N • A U C K L A N D • S Y D N E Y
M E X I C O C I T Y • N E W D E L H I • H O N G K O N G • B U E N O S A I R E S
G R A D E 3
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Scholastic Inc. grants teachers permission to photocopy the rubric, checklist, and mini-book pages in this book forclassroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, ortransmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without writtenpermission of the publisher. For information regarding permission, write to Scholastic Teaching Resources, 557 Broadway,
New York, NY 10012.
Cover design by Maria LiljaInterior design by Kathy Massaro
Interior art by Margeaux Lucas, Bari Weissman, Nadine Bernard Wescott, and Jenny Williams
ISBN: 0-439-55418-7Copyright © 2005 by Kathleen M. Hollenbeck.
Published by Scholastic Inc.All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 13 12 11 10 09 08 07 06 05
o the patient
and dedicated teachers
who guide
and encourage students.
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nContents
Introduction .................................................................................................... 4
Fluency: An Overview ........................................................................................ 5
What Is Fluency? .......................................................................................... 5
How Does Fluency Develop? ............................................................................ 5
Ways to Build Fluency .................................................................................... 6
Bringing Oral Reading Into Your Classroom .......................................................... 7
Where Does Vocabulary Fit In? .......................................................................... 8
Enhancing Comprehension .............................................................................. 8
Assessing Fluency ............................................................................................ 9
Teacher Checklist and Rubric for Oral Reading Fluency .......................................... 10
Student Checklist for Self-Assessment .............................................................. 11
Using the Mini-Books to Enhance Fluency ............................................................ 12
A Fluency Mini-Lesson .................................................................................. 12
Mini-Book Readability Scores.......................................................................... 14
Preparing for Difficult or Unfamiliar Text ............................................................ 15
Activities for Building Fluency.......................................................................... 16
How to Make the Mini-Books .......................................................................... 18
Resources for Reading Fluency and Comprehension................................................ 19
The Mini-Books .............................................................................................. 21
Meeting George Washington .......................................................................... 21
Franklin’s Fractions ...................................................................................... 25
What Simple Machines Are These? .................................................................. 29
Under the Bridge ........................................................................................ 33
How Do Animals Sleep? ................................................................................ 37
The Other Side of the Sea .............................................................................. 41
The Man, the Boy, and the Donkey.................................................................... 45
The Day the Sun Didn’t Shine .......................................................................... 49
What’s the Matter? ...................................................................................... 53
Pass the Chips!............................................................................................ 57
Tornado! .................................................................................................... 61
Man on the Moon ........................................................................................ 65
Born to Fly ................................................................................................ 69
A View From the Top .................................................................................... 73
Sal Fink .................................................................................................... 77
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As educators, we believe there is power inherent in the written word. Itis the power of knowledge and interaction—the ability to convey
what we mean and to be heard, the gift that brings others’ thoughts into ourrealm of understanding. It is our hope that the children in our care willlearn to look to the written word for the same reasons we do—to answerquestions, clarify learning, and exchange ideas.
A relationship between readers and the text can come only from trainingand experience. To help unlock the meaning of language, we teach readers toapply sense to symbols. They learn to associate sounds with letters and thento combine letters to make words. Ultimately, they connect these words tomake sense of what they are reading. They can answer questions such as“What is this story about?” and “What is the author telling me?”
For some, this progression happens naturally. One day children aredecoding single words and the next they are reading sentences, paragraphs,and chapters with ease. For others, each step comes with great effort, andsuccess is not always at hand. They seek what the proficient readers have—and what all readers deserve: fluency.
Fluency, the ability to read with speed, accuracy, and expression, isessential to comprehension, which is the primary goal of reading. Fluencycomes with practice, and all readers must strive to achieve it. Readers whoare already fluent, readers who are well on their way to being so, and thosewho are struggling to get there all must employ practice and patience tobecome confident, capable readers. Their skills may be different, but theirgoal is the same: They want to understand.
This teaching resource, Fluency Practice Mini-Books: Grade 3, offers countlessopportunities to build and strengthen your students’ ability to read with easeand confidence. It contains 15 mini-books on topics from core curricular areas,tied in with national standards at the third-grade level and presented as fiction,nonfiction, poetry, and prose. It also offers tools for assessment, including ateacher checklist and rubric and a checklist students can use to monitor theirown reading progress. (See Assessing Fluency, page 9.)
The mini-books and accompanying activities target specific skills influency and phonics and aim to increase speed of word recognition as well as to improve decoding accuracy, use of expression, and, ultimately,comprehension. The text adheres to vocabulary standards based on thestudies of Harris and Jacobson. These standards ensure that your students
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will encounter words within the first-grade reading vocabulary rather thanthose that might hinder their progress.
The stories have been leveled using readability scores from the LexileFramework for Reading (See chart, page 14.) These scores offer guidelines tohelp you select the stories that best match the needs and reading levels of eachstudent. The stories are ready for use to practice, strengthen, and assess skills inreading fluency. And they all share the same objective: to give students practicereading comfortably, confidently, and with enthusiasm, so that you can buildan ever-growing flock of fluent readers within the walls of your classroom.
What Is Fluency?Fluency is the mark of a proficient reader. When a student reads textquickly, gets most of the words right, and uses appropriate expression andphrasing, we say that he or she has achieved fluency. Fluency frees readersfrom the struggle that slows them down. Hence, they are able to read formeaning and to understand. They can attend to the details of text, pausingas indicated and varying tone and pace to enhance comprehension for boththemselves and potential listeners.
How Does Fluency Develop?As with every skill worth developing, fluency sharpens with experience.Exposure to print, immersion in a rich linguistic environment, and practice,practice, practice all lead to fluent reading.
From the emergent on up, readers must learn and apply tools to helpthem advance. The National Institute for Literacy (NIFL) speaks of fluencyas a skill in flux.
“Fluency is not a stage of development at which readers can read allwords quickly and easily. Fluency changes, depending on what readersare reading, their familiarity with the words, and the amount of theirpractice with reading text. Even very skilled readers may read in a slow,labored manner when reading texts with many unfamiliar words ortopics.” (NIFL, 2001)
Readers are most comfortable (and most fluent) when reading what theyhave seen before or what they know most about. When venturing beyondthat, they must rely on word attack skills, prior knowledge, and the host oftools that helped them advance previously.
Fluency: An OverviewFluent readers
read aloudeffortlessly and withexpression. Theirreading soundsnatural, as if they arespeaking. Readerswho have not yetdeveloped fluencyread slowly, word byword. Their oralreading is choppy and plodding.
NATIONAL INSTITUTE FOR
LITERACY, 2001
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Ways to Build FluencyTwo words encompass what readers require for the development of fluency:exposure and practice. To foster fluent reading, be sure to:
k MODEL FLUENT READING. Read aloud to students. As you read, model(and point out) aspects of fluent reading such as phrasing, pacing, andexpression. Help students understand that people aren’t born knowinghow to do this; they learn it by hearing it and trying it themselves.
k PROVIDE STUDENTS WITH PLENTY OF READING PRACTICE.Oral reading is highly effective for tracking and strengthening fluency. Itenables both the reader and the listener to hear the reader and assessprogress, and it allows the listener to provide guidance as needed. Whisperreading serves as a transition from oral to silent reading. In whisperreading, all students read aloud at the same time, but at a volume that isjust barely audible. The student is able to self-monitor and the teacher tomove around the room, noting progress, keeping students on task, andoffering guidance as needed. For silent reading, students read an assignedpassage or a book of their own choice. Because the reader cannot be heard,assessment of reading skill is not possible. The value of silent reading isthat it increases time spent reading and gives students “opportunities toexpand and practice reading strategies.” (Fountas and Pinnell, 2001)
k SELECT APPROPRIATE TEXT. To develop fluency, a student must practicereading text at his or her independent reading level—the level at which heor she is able to accurately decode 96 to 100 percent of the words in agiven text. This level varies for every student. By assessing each student’sreading level up front, you will be prepared to select appropriate texts andensure that your students get a lot of practice reading at a level at whichthey achieve success. (Rasinski, 2003; Worthy and Broaddus, 2001/2002)For information about how to use text to assess fluency, see AssessingFluency, page 9.
k RAISE THE BAR. Read aloud to students from text that is above theirindependent reading level, exposing them to new and more difficultwords and concepts without the pressure of having to decode.
k GIVE ROOM TO GROW. To help a student advance in fluency, present textat his or her instructional level. This text can be read with 90 to 95percent accuracy. With a little help, the student can get almost all thewords right. (Blevins, 2001a; Rasinski, 2003)
k PROVIDE DIRECT INSTRUCTION AND FEEDBACK. Prepare students beforethey read. First, review phonics skills they will need to decode words. Drawattention to sight words, root words, affixes, and word chunks. Pre-teachdifficult or unfamiliar words. Demonstrate the use of intonation, phrasing,and expression, and tell children when they have done these well. Listen tochildren read, and offer praise as well as helpful tips for the next attempt.
6
Fluency developswhen children
do lots of reading andwriting—includinglots of easy text.Repeated readinghelps childrendevelop fluencybecause with eachreading their wordidentificationbecomes quicker andmore automatic,freeing attention forexpression, phrasing,and comprehension.
(CUNNINGHAM, 2005)
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k USE A VARIETY OF READING MATERIALS. Plays, fiction stories,nonfiction passages, and poetry offer a rich and varied readingexperience. Expose your students to each of these. Give them manyopportunities to get excited about and immerse themselves in whatthey are reading.
k HIGHLIGHT PHRASING. One of the most effective ways to helpstudents who are struggling with fluency is to use phrase-cued text.Phrase-cued text is marked by slashes to indicate where readers shouldpause. One slash indicates a pause within a sentence. Two slashesindicate a longer pause at the end of a sentence. Ready-made samples ofphrase-cued text are available (see Resources for Reading Fluency andComprehension, page19), but you can alsoconvert any passage oftext to phrase-cued textby reading it aloud,listening for pauses, anddrawing slashes in theappropriate places. (Seethe example, right, fromthe mini-book “How DoAnimals Sleep?,” page37.) Model fluent readingwith proper phrasing,and invite students topractice with the text youhave marked.
Bringing Oral Reading Into Your ClassroomProvide opportunities for children to read aloud. This may include all orany of the following:
k INTERACTIVE READ-ALOUD: An adult reader demonstrates fluent oralreading and talks about how he or she changes tone, pace, or expressionin response to the story. Students enjoy a dramatic reading and absorbskills in fluent reading. In addition, the interactive read-aloud providesan opportunity for teachers to ask open-ended questions before, during,and after the reading, soliciting students’ prior knowledge andextending their understanding, comprehension, and connection withthe topic. This connection can advance student interaction with the textand promote optimal conditions for fluency.
k SHARED READING: An adult reader models fluent reading and theninvites children to read along, using big books or small-groupinstruction.
How Do Animals Sleep?
Inside?// Outside?// Upside down?//Where/ and how/ do animals sleep?//
Lights out!// Bats sleep/ in dark places,/ such as caves.// Bats hang/ upside down/while sleeping.// They hold/ themselves in place/ with strong claws.//
Treetops/ are tempting!// Birds make nests/ in trees/ and sleep there.// Sometimes,/ birds sleep on a branch.// A sleeping bird/ holds the branch tightly/ with its feet.//
Students who arehaving trouble
with comprehensionmay not be puttingwords together inmeaningful phrases orchunks as they read.Their oral reading ischaracterized by achoppy, word-by-worddelivery that impedescomprehension. Thesestudents needinstruction in phrasingwritten text intoappropriate segments.
(BLEVINS, 2001A)
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Where Does Vocabulary Fit In?Stumbling over the words constitutes one of the main setbacks on the wayto fluency. It remains in your students’ best interest, then, to grow familiarwith words they will likely encounter in reading. Cunningham andAllington (2003) urge active use of word walls, inviting studentparticipation in choosing words to put on the walls, eliminating wordshardly used, and reviewing the list words daily.
k CHORAL READING: An adult and children read aloud together. Thisactivity works especially well with poetry and cumulative tales.
k ECHO READING: A child repeats phrases or sentences read by someoneelse, mimicking tone, expression, and pacing.
k REPEATED READING: An adult reads aloud while a student listens andreads again while the student follows along. Then the adult invites thestudent to read along, and, finally, the student reads the same text aloudalone. This technique is most helpful for struggling readers.
k PAIRED REPEATED READING: Teachers group students in pairs,matching above-level readers with on-level readers and on-level readerswith those below level. Partners are encouraged to take turns readingaloud to each other, each reading a short passage three times and thengetting feedback. The manner of grouping provides every strugglingreader with a more proficient reader to model.
k READERS’ THEATER: Students work in groups to rehearse and perform abrief play before the class. Performing can be exciting, and the drive topresent well can be a powerful force behind mastering fluency in readingand speech, motivating both struggling and proficient readers.
k TAPE-ASSISTED READING: Children listen to books-on-tape while readingalong in a book. (Consider recording your own tapes if commercially madetapes go too quickly, or if the tapes include background elements such asmusic or sound effects, which can be distracting.) Children can also listenand critique their own reading on tape.
k PHRASE-CUED TEXT: (See Highlight Phrasing, page 7.)
Enhancing ComprehensionIn all reading instruction, it is important to remember that reading impartsmeaning, and so the fundamental goal of reading is to comprehend. Allother instruction—phonics, phonemic awareness, auditory discrimination—is wasted effort if comprehension gets lost in the process. Consequently,those who find no purpose or meaning in the written word will soon loseinterest in reading altogether.
Avoid this by teaching your students strategies to enhance comprehension.Help them learn to question the text they are reading. What is the message?
As the childapproaches a
new text he is entitledto an introduction sothat when he reads,the gist of the wholeor partly revealedstory can providesome guide for afluent reading. Hewill understand whathe reads if it refers tothings he knowsabout, or has readabout previously, sothat he is familiarwith the topic, thevocabulary or thestory itself.
(CLAY, 1991)
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Does it make sense to them? Do they know what it means? Find out by askingquestions. Ask questions before students read, to prepare them for the story.Ask as they read, to deepen their understanding of the text. Ask additionalquestions after they read, to clear up any comprehension issues andsummarize the story. Teach your students to formulate questions of their ownto give them a vested interest in what they are reading.
* For more detailed information on timed reading, consult Blevins (2001a, pp. 9–12) and Rasinski (2003, pp. 82–83).
Instruction thatfocuses too heavily
on word-perfectdecoding sends amessage that goodreading is nothingmore than accurateword recognition. Asa result, students tendto shoot for accuracyat the expense ofeverything else,including meaning.
(RASINSKI, 2004)
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”n
The majority ofchildren who
enter kindergarten andelementary school atrisk for reading failurecan learn to read ataverage or above-average levels—if theyare identified early andgiven systematic,intensive instruction inphonemic awareness,phonics, readingfluency, vocabulary, andreading comprehensionstrategies.
(LYON AND CHHABRA, 2004;ORIGINALLY CREDITED TO
LYON ET AL., 2001 AND
TORGESEN, 2002)
“
”
There are two ways to assess a student’s progress in fluency: informally andformally. Informal assessment involves listening to students read aloud,noting how easily, quickly, and accurately they read and deciding how wellthey attend to phrasing, expression, and other elements. Formal assessmentinvolves timing a student’s oral reading to create a tangible record of his orher progress throughout the school year.
To conduct an informal assessment of students’ reading fluency, use thereproducible Teacher Checklist and Rubric for Oral Reading Fluency, onpage 10. Have a student read aloud for five to seven minutes while you noteon the form the strategies the student uses as well as his or her readingstrengths and difficulties.
Students can monitor their own progress using the Student Checklist forSelf-Assessment, on page 11. Photocopy and laminate one for each student.Review the checklist components with students many times, until theyunderstand the purpose of the checklist and the meaning of each sentence.Encourage students to mentally complete the checklist from time to time totrack their own reading fluency.
To carry out timed repeated reading, select a passage of text (150–250words) that is at the student’s independent reading level and that he or shehas never read before. Have the student read aloud the passage for oneminute. Track your own copy of the text while he or she reads, markingwords omitted or pronounced incorrectly. Count the number of words thestudent read correctly. Then give the student three one-minute opportunities(in separate sessions) to read the same text, and average the scores to obtainhis or her oral reading fluency rate.*
I N C O N C L U S I O NDoes fluency instruction work? Research has shown that concentratedreading instruction can dramatically improve reading comprehension andfluency, which in turn affect academic performance, self-esteem, and overallachievement. With this in mind, it is not only helpful to instruct with aneye toward fluency, it is essential.
Assessing Fluency
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The child reads in meaningful phrases. The child responds to punctuation throughappropriate pausing and intonation. The child usually self-corrects while reading. The child reads with expression and works to pronounce unfamiliar words, repeating them ifnecessary to ensure accuracy.
The child reads primarily in meaningful phrases. The child attends to most punctuation andusually reads at a smooth pace, but sometimes struggles with words or sentence structure.The child often self-corrects but does not always recognize errors. The child reads withexpression and attempts to pronounce unfamiliar words, but sometimes needs assistance.
The child reads primarily in groups of two or three words. The child reads smoothly attimes and then slowly, word by word, especially when encountering unfamiliar words. The child pays little attention to punctuation, pacing, and expression and spends most ofthe effort on decoding. The child hesitates before trying new words and usually requiresassistance with them.
The child reads slowly and word by word. The child does not heed punctuation and readswords in a string without pause or expression. The child does not attempt to pronounceunfamiliar words. The child’s reading sounds stilted and unnatural and lacks meaning.
Adapted from 35 Rubrics & Checklists to Assess Reading and Writing by Adele Fiderer. Scholastic, 1998. Permission to reuse granted by the author.
Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources
Child’s Name: ____________________________________________________ Date: ________________________
Grade: _________ Passage: _______________________________________________________________________
Oral Reading Rubric
self-corrects as he or she reads. ..................................................
attempts to read/pronounce unfamiliar words. ..............................
reads in meaningful phrases or word chunks. ..................................
reads smoothly without frequent pauses. ......................................
attends to punctuation at the end of a sentence. ..........................
reads with appropriate expression. ................................................
3
4
2
1
Usually Sometimes Seldom
Teacher Checklist and Rubric for Oral Reading Fluency
The reader:
Oral Reading Checklist
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Adapted from 35 Rubrics & Checklists to Assess Reading and Writing by Adele Fiderer. Scholastic, 1998. Permission to reuse granted by the author.
Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources
My Read-Aloud Checklist
I say a word again if it does not sound right.
I pay attention to punctuation at the end of a sentence.
I try to read without stopping after everyword.
I read with expression.
I look at the pictures to see what is happening.
2
1
3
4
5
Yes Sometimes No
Name: _____________________________________________________________________
STUDENT CHECKLIST FOR SELF-ASSESSMENT
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PREPARATION: Give each student a copy of the mini-book “Franklin’s Fractions” (pages 25–28). Helpstudents assemble the books, or construct them inadvance. (See How to Make the Mini-Books, page 18.)
Use this sample mini-lesson as a model for using the mini-booksto strengthen and assess students’ reading fluency.
Using the Mini-Books to Enhance FluencyA Fluency Mini-Lesson
Franklin’sFractions
Practice Mini-Books: Grade 3 Scholastic Teaching Resources • Franklin’s Fractions
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Franklin’sFractions
“ anklin’s Fractions!” people said.“ dea’s rather nice! Now you n o run a sale and offer things h ice!”
1. Depending on students’ level of reading proficiency, you maywant to read aloud the story first and then invite them to readalong with you in their mini-books. As you read, point outways in which your pacing, intonation, and expression lendmeaning to the text. You might say:
“Listen while I reread the words ‘Come on in!’ What did I dowith my voice to make those words sound cheerful? What didI see in the sentence that told me to do that?” (exclamationpoint)
or“Did you notice how my voice rose at the end of the sentence‘Notice how it’s cut in two?’ That’s what we do when we seea question mark. We know the sentence is asking something;we use our voices to make it sound that way.”
1. Introduce unfamiliar or difficult words that students will come across in the text.These might include Franklin, Walter William, fractions, three-quarter, slices, one-third, separately, and notice as well as some of the sight words: idea’s and might. Helpstudents decode the words. Review them several times to aid recognition and boostfluency. (See Preparing for Difficult or Unfamiliar Text, page 15, for more aboutthe vocabulary in the mini-books.)
2. Review reading techniques that promote fluency, such as reading from left toright, “smooshing” words together to sound like talking, and crossing the pagewith a steady, sweeping eye movement. (Blevins, 2001a)
Reading and Modeling
Pre-Reading
Page 26 • Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources • Franklin’s Fractions
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“I give change in fractions, too,”said Walter William. “See? If youpay four quarters, you might getone back from me.”
Walter William Franklinhung a sign outside his door.“Come on in!” the sign said.“I sell fractions in my store!”
Page 27 • Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources • Franklin’s Fractions
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“How can you sell fractions?”people asked. “How can it be?”
“I sell things in parts,” said WalterWilliam. “Come and see.”
“I am selling lemonadefor less. Now, have you heard?Three cups for one dollarmeans that one cup is one-third!”
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2. Try reading the sentences without the inflection. Point out thatquestions read without the appropriate tone sound flat and stilted,without depth, character, or expression.
3. Read the story aloud again, inviting students to read aloud withyou as they are able. NOTE: If you feel that a group of readers isalready proficient, preview the words and then have children readthe story aloud without modeling.
4. Once readers have read the story several times, go back andemphasize aspects of phonics and vocabulary that will increasetheir understanding of language; encourage faster, more accuratereading; and deepen comprehension. (You may want to write thestory on sentence strips and use a pocket chart to manipulatewords and phrases.) “Franklin’s Fractions” presents opportunitiesto explore such topics as:
k rhyming: door, store; heard, third; nice, price. Have studentsunderline the rhyming words in each verse.
k quantitative words: three-quarter, two, eight, half, one dollar,half-price, one-third, quarters. Have students put a dot underall the number words in the mini-book.
k phrasing: Readers must pause after all ending punctuation. Theywill pause ever so briefly after each comma, as in the sentence “Ifyou pay four quarters, you might get one back from me.”
k dialogue: Help readers practice using clues in punctuation, textplacement, and vocabulary to determine who is speaking andwhen. Point out that each time a character speaks, the words thathe or she says are contained within quotation marks. An indentedparagraph indicates that a new speaker is talking. Dialoguewords such as “said” and “cried” highlight who is speaking.
5. The methods described here feature shared reading and Reader’sTheater. Other options for use with this mini-book include timedreading for assessment of each child’s rate of fluency, pairedrepeated reading, and choral reading.
Fluency techniques such as echo reading work well with storiescontaining repetitive or rhythmic text, which naturally lead the readerto pause in the middle of a sentence rather than strictly at the end.This method gives students the opportunity to step in and participatein the oral reading. “Under the Bridge,” page 33, and “The OtherSide of the Sea,” page 41, offer examples of such text.
Page 25 • Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources • Franklin’s Fractions
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Franklin’sFractions
“Franklin’s Fractions!” people said.“The idea’s rather nice! Now you need to run a sale and offer things half-price!”
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“Here I have a cupcake.Notice how it’s cut in two?I’ll sell each half separately.That is what I do.”
“Want a three-quarter pizza?Let me turn the oven on. This onehad eight slices. See? Now two of them are gone.”
Page 28 • Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources • Franklin’s Fractions
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“Here I have a cupcake.Notice how it’s cut in two?I’ll sell each half separately.That is what I do.”
“Want a three-quarter pizza?Let me turn the oven on. This onehad eight slices. See? Now two of them are gone.”
Page 27 • Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources • Franklin’s Fractions
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“How can you sell fractions?”people asked. “How can it be?”
“I sell things in parts,” said WalterWilliam. “Come and see.”
“I am selling lemonadefor less. Now, have you heard?Three cups for one dollarmeans that one cup is one-third!”
Page 26 • Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources • Franklin’s Fractions
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“I give change in fractions, too,”said Walter William. “See? If youpay four quarters, you might getone back from me.”
Walter William Franklinhung a sign outside his door.“Come on in!” the sign said.“I sell fractions in my store!”
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A Lexile Score of 350 to 550 is appropriate for the third-gradeindependent reading level.
Mini-Book Readability ScoresThe chart below shows the readability scores of the stories in this collection.The texts were leveled using the Lexile Framework for Reading. These scoresoffer guidelines to help you select the stories that best match the needs andreading levels of each student. For more information about the LexileFramework, go to www.lexile.com. (See Preparing for Difficult or UnfamiliarText, page 15, for more about the vocabulary in the mini-books.)
Story Title Lexile Score
1. Meeting George Washington 350L
2. Franklin’s Fractions 360L
3. What Simple Machines Are These? 380L
4. Under the Bridge 420L
5. How Do Animals Sleep? 470L
6. The Other Side of the Sea 480L
7. The Man, the Boy, and the Donkey 500L
8. The Day the Sun Didn’t Shine 500L
9. What’s the Matter? 510L
10. Pass the Chips! 530L
11. Tornado! 540L
12. Man on the Moon 540L
13. Born to Fly 550L
14. A View From the Top 550L
15. Sal Fink 550L
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Preparing for Difficult or Unfamiliar TextTo assess fluency, have children read text that is new to them. (Blevins, 2001a)With this in mind, when using the mini-books for assessment, do not preparestudents by introducing unfamiliar or difficult words. Pre-reading may distortthe assessment results.
Before reading for the purpose of developing fluency, however, it is helpfulto highlight words that may prove to be stumbling blocks for young orstruggling readers. Words slightly above grade level, difficult words on gradelevel, and complex high-frequency words can be daunting when encounteredfor the first time within text. To prevent this, introduce words and helpchildren decode them before they read. Give them a chance to decipher thewords before you provide correct pronunciation. Then review the wordsseveral times to aid recognition and boost fluency.
The words listed below may be unfamiliar or challenging to your students. Someare within the common third grade vocabulary but may contain difficult orunfamiliar letter patterns. Others have been categorized as common to textread by slightly older readers. (Harris and Jacobson, 1982) These words wereselected for use in the mini-books when necessary to enhance the flow of thetext or where substitutions would not carry the same meaning, such as thewords inclined and pulley in “What Simple Machines Are These?,” page 29. Notethat proper nouns are excluded from leveling.
Meeting George WashingtonGeorge Washington, dizzy,general, impatient, DelawareRiver, British, soldiers
Franklin’s FractionsWalter William Franklin, fractions,three-quarter, slices, one-third
What Simple Machines AreThese?attention, Mr. Barlow, clues,simple, Jules, Carlos, Marla,stroller, ramp, inclined, pulleys,lever
Under the Bridgemeadow, wooden, troll, waded,lonely
How Do Animals Sleep?claws, tempting, bunches, fluffy
The Other Side of the SeaAmerica, sprays, uneasy, symbol,freedom, Statue, Liberty,graceful, Ellis Island
The Man, the Boy, and theDonkeyswitched, village, selfish, shame
The Day the Sun Didn’t Shinecomplained, hedgehog,headache, sliver, moonlight,shone, snorted, impossible,huddled, petals, glared,remarked
What’s the Matter?Professor, tuna, students,Michelle, Shiro, Tori, bonus, solid,liquid, boils, steam, vapor,temperature, challenge
Pass the Chips!restaurant, chef, batch, SaratogaChips, Saratoga Springs, menu
Tornado! tornado, Oklahoma, trailers,destroys, underground, littered,tractors
Man on the Moonastronauts, Columbia, Eagle,Michael Collins, Neil Armstrong,Buzz Aldrin, mankind, collected,soil, samples, heroes, American
Born to FlyAmelia Earhart, Canary, flight,license, received, phone, CaptainH. H. Railey, Atlantic, passenger,Hawaii, Washington, sixty-six,courage, skill
A View From the TopMeg Lowman, treetops,rainforest, scientist, affect, steel,harness, sting, poison, thorny,collects
Sal FinkMike Fink, riverboat, Mississippi,Ohio, roughest, toughest, SalFink, alligators, upstream,wrestled, pirates, coyote
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Play With Punctuation
Emphasize the impact of ending punctuation. Model and then invitestudents to say the same sentence three different ways, using a period,a question mark, and an exclamation point. For example, from“What’s the Matter?,” page 53, you might read the sentence “Yousolved my bonus questions!” as follows:
k “You solved my bonus questions.”
k “You solved my bonus questions?”
k “You solved my bonus questions!”
Dabble in Dialogue
Use a mini-book filled with conversation, such as “What SimpleMachines Are These?,” page 29, or “The Man, the Boy, and theDonkey,” page 45, to draw attention to using dialogue to representeach character’s unique personality. For example, when reading aloud“What Simple Machines Are These?,” purposely model distinct voicesfor Mr. Barlow, Jules, Carlos, and Marla. Discuss the ways you changeinflection, accent, pace, and tone to represent each character. WhenMr. Barlow speaks, for example, you may want to talk slowly andcarefully. For Marla, you may choose to speak more quickly and in ahigher-pitched voice. Each person’s speech will hold its own distinctsound; repeat it each time that character speaks. Point out yourintentions to your students, and encourage them to create their ownunique voices for characters—in this mini-book and in trade booksthey read aloud.
In addition, use oral reading to demonstrate the ways speech canreflect emotion. The dialogue in “The Man, the Boy, and theDonkey,” provides a particularly good opportunity for this; the scornand criticism of the passersby can be conveyed through pitch (howhigh or low), tone (nature of expression), and pace (degree of speed)throughout the story, ending with the old man’s quiet wisdom.
Activities for Building Fluency
oks: Grade 3 Scholastic Teaching Resources • What Simple Machines Are These?
7
ver!” cried Carlos.“ them all!” said Mr. Barlow.
“ u learn?”“ s make work easier!”
s ey’re all around us!”
What SimpleMachines
Are These?
ks: Grade 3 • The Man, the Boy, and The Donkey
7
been following them.N o them and said,“ Try to please everyone a e no one at all.”
The Man, the Boy, and the Donkey
s: Grade 3 • What’s the Matter?
7
d Professor Betty.“ at some kinds of matterc mperature. Now youk tes of matter: solid,
r gas. You win theb
What’s theMatter?
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Connect With Phonics
Each mini-book offers opportunities to extend phonics awareness.While reading, look for connections to the following:
Tap Into Highlighting Tape
Use colorful highlighting tape to flag words previously introduced aswell as to mark the beginning and end of text children will beexpected to read. Students can also use highlighting tape to emphasizerepetitive phrases, rhyming words, sight words, and word chunks, aswell as to mark dialogue for Readers’ Theater.
Pull Out a Pocket Chart
Use a pocket chart to reinforce pacing, intonation, chunking, andother aspects of fluent reading. Focus on one mini-book and one skillat a time. For example, to guide children in reading smoothly insteadof word by word, determine where natural phrasing groups wordstogether, such as “The man walked” in the sentence “The man walkedwhile his son rode” (from the mini-book “The Man, the Boy, and theDonkey,” page 45). Write each word on its own strip, and place thesewords in order on the chart. Read aloud the words, separately at first,and then blending, or “smooshing,” them together. (Blevins, 2001a)Next, substitute the individual words for a larger strip featuring thewords in a group rather than individually. (Example: “The manwalked” would be a natural word group.)
Invite children to manipulate sentences on the pocket chart, writingwhole sentences on strips and then cutting them apart to show naturalgroupings.
Page 73 • Fluency Practice Mini-Books: Grade 3 • A View From the Top
7
Meg collects some of the insects and plant life. Her work helps scientistsaround the world learn more aboutrainforest life.
Page 69 • Fluency Practice Mini-Books: Grade 3 • Born to Fly
7
Born to Fly
In June 1937, Amelia began a flightaround the world. Before she could finish, Amelia’s plane went down. Nine ships and sixty-six planes searched. None could find her. Today, we remember Amelia’scourage and skill.
Page 33 • Fluency Practice Mini-Books: Grade 3 • Under the Bridge
7
“We don’t care if you’re clean or neat.Just being nice would be a treat.”
And so the troll came out that day.He made new friends and learned to play.
N
N
Page 41 • Fluency Practice Mini-Books: Grade 3 Scholastic Teaching Resources • The Other Side of the Sea
7
We step off the boatonto a new shore.We’ve reached Ellis Island,America’s door.
The Other Side of the Sea
bb
Letter-Sound Relationships
k blends and digraphs
k high-frequency words
k vowel sounds
k word families
k rhyme
Word Structure
k compound words
k contractions
k homonyms
k plurals
k prefixes and suffixes
k syllabication
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1. Remove the mini-book pagesto be copied, tearing along theperforation.
2. For each book, make a double-sided copy of the pages on 8 1/2- by 11-inch copy paper.
3. Once you have double-sidedcopies of the pages, place page 2 behind the title page.
4. Fold the pages in half along the solid line.
5. Check to be sure that thepages are in proper order, and then staple them togetheralong the book’s spine.
Page 1Page 6
Page 3
Title PagePage 7
Page 5 Page 2
Page 4
Title Page
Page 5
Page 7
Page 2
Title Page
Title Page
How to Make the Mini-Books
n
Photocopying Tips
l If your machine doesnot have a double-sided function, makecopies of the title pageand page 7 first. Placethis copy in themachine’s paper tray.Then make a test copyof the second page(pages 1 and 6) to besure that it copies ontothe back of the titlepage and page 7.
l Alternatively, you cansimple photocopysingle-sided copies ofeach page, cut apartthe mini-book pages,and stack themtogether in order, withthe title page on top.Then staple the pagestogether along thebook’s spine.
w w w w w w w w w w w w w
wwwwwwwwwwwww
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Armbruster, Bonnie B., Ph.D., Fran Lehr, M.A., and Jean Osborn, M.Ed., A Child Becomes a Reader. (RMC Research Corporation/Partnership forReading: National Institute for Literacy, National Institute of Child Healthand Human Development, U.S. Department of Education, and U.S.Department of Health and Human Services, 2003).
Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words toLife: Robust Vocabulary Instruction. New York: The Guilford Press, 2002.
Blevins, Wiley. Building Fluency: Lessons and Strategies for Reading Success. NewYork: Scholastic, 2001a.*
Blevins, Wiley. Teaching Phonics and Word Study. New York: Scholastic, 2001b.
Clay, Marie M. Becoming Literate: The Construction of Inner Control.Portsmouth, NH: Heinemann, 1991.
Cunningham, Patricia M., Phonics They Use: Words for Reading and Writing.Boston: Pearson Education, Inc., 2005.
Cunningham, Patricia M., and Richard L. Allington. Classrooms That Work:They Can ALL Read and Write. New York: Pearson Education, 2003.
Cunningham, Patricia M., Dorothy P. Hall, and Cheryl M. Sigmon. TheTeacher’s Guide to the Four Blocks. Greensboro, NC: Carson-Dellosa, 1999.
Fiderer, Adele. 40 Rubrics & Checklists to Assess Reading and Writing. New York:Scholastic, 1999.
Fiderer, Adele. 35 Rubrics & Checklists to Assess Reading and Writing. New York:Scholastic, 1998.
Fluency Formula: Grades 1–6. New York: Scholastic, 2003.*
Fountas, Irene C., and Gay Su Pinnell. Guiding Readers and Writers (Grades3–6): Teaching Comprehension, Genre, and Content Literacy. Portsmouth,NH: Heinemann, 2001.
Fresch, Mary Jo, and Aileen Wheaton. Teaching and Assessing Spelling.New York: Scholastic, 2002.
Harris, A. J., and M. D. Jacobson. Basic Reading Vocabularies. New York:Macmillan, 1982.
Heilman, Arthur W. Phonics in Perspective. Upper Saddle River, NJ: PearsonEducation, 2002.
Resources for Reading Fluency and Comprehension
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Kieff, Judith. “Revisiting the Read-Aloud.” Childhood Education. Volume80, No. 1, p. 28.
Lyon, G. R., J. M. Fletcher, S. E. Shaywitz, B. A. Shaywitz, J. K. Torgesen, F. B. Wood, A. Shulte, and R. Olson. “Rethinking Learning Disabilities.”In C. E. Finn, R. A. J. Rotherham, and C. R. Hokanson (Eds.),Rethinking Special Education for a New Century. Washington, D.C.:Thomas B. Fordham Foundation & Progressive Policy Institute, 2001, pp. 259–287.
Lyon, G. Reid. “Why Reading Is Not a Natural Process.” EducationalLeadership, Volume 55, No. 6 (March 1998): pp. 14–18.
Lyon, G. Reid, and Vinita Chhabra. “The Science of Reading Research.”Educational Leadership, Volume 61, No. 6 (March 2004): pp. 12–17.
Pennington, Mark. Better Spelling in 5 Minutes a Day. Roseville, CA: PrimaPublishing, 2001.
Pinnell, Gay Su, and Patricia L. Scharer. Teaching for Comprehension inReading. New York: Scholastic, 2003.*
Rasinski, Timothy. “Creating Fluent Readers.” Educational Leadership,Volume 61, No. 6 (March 2004): pp. 46–51.
Rasinski, Timothy V. The Fluent Reader. New York: Scholastic, 2003.*
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA:ASCD, 1999.
Torgesen, J. K. “The Prevention of Reading Difficulties.” Journal of SchoolPsychology, Volume 40, Issue 1, pp. 7–26.
Wagstaff, Janiel M. Teaching Reading and Writing With Word Walls. NewYork: Scholastic, 1999.
White, Sheida. “Listening to Children Read Aloud: Oral Fluency.” NAEPFacts, National Center for Education Statistics. Volume 1, Number 1.
Worthy, Jo, and Karen Broaddus. “Fluency Beyond the Primary Grades: FromGroup Performance to Silent, Independent Reading.” The Reading Teacher,Volume 55, No. 4, (December 2001/January 2002): pp. 334–343.
Worthy, Jo, and Kathryn Prater. “I Thought About It All Night: ReadersTheatre for Reading Fluency and Motivation (The Intermediate Grades).”The Reading Teacher, Volume 56, No. 3 (November 2002): p. 294.
Yopp, Hallie Kay, and Ruth Helen Yopp. “Supporting Phonemic AwarenessDevelopment in the Classroom.” The Reading Teacher, Volume 54, No. 2(October 2000): pp. 130–143.
* This resource includes samples and/or examples of phrase-cued text.
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•
7
Ker
ryfe
ltco
ld,s
mal
l,an
daf
raid
.“I
’mno
ta
sold
ier,
”sh
esa
id.“
I’m
just
ag
irlw
hone
eds
tog
oho
me.
”K
erry
look
edat
the
qua
rter
agai
n.G
eorg
eW
ashi
ngto
n’s
face
app
eare
d.
Wha
td
oyo
uth
ink
will
hap
pen
next
?
UUU
U
Mee
ting
Geo
rge
Was
hing
ton
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Page22
•
61
One
day,K
errysat
inher
bed
roomand
countedher
money.O
neq
uarterlooked
more
shinythan
therest.K
erryp
ickedit
up.She
lookedat
theface
onit.
“That’sG
eorge
Washing
ton,”said
Kerry.
“Where
isthis
boat
going
?”asked
Kerry.
Georg
eW
ashington
lookedim
patient.
“We’re
crossingthe
Delaw
areR
iverto
get
tothe
British
soldiers.W
ew
antto
takethem
by
surprise.”
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23•
•
25
Ker
ryhe
ldup
the
qua
rter
.It
was
just
ap
iece
ofm
etal
.Geo
rge’
sfa
cew
asg
one!
“Ple
ase
step
onth
eb
oat
sow
eca
ng
etg
oing
,”sa
idG
eorg
eW
ashi
ngto
n.
All
aton
ce,K
erry
felt
ast
rang
ew
ind
wra
par
ound
her.
She
felt
diz
zyan
dco
ld.
“Ste
pon
the
boa
t,p
leas
e,”
avo
ice
said
.
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Page24
•
43
“You’reG
eorge
Washing
ton!”exclaim
edK
erry.“Yourface
ison
my
quarter!”
“Iam
Georg
eW
ashington,”
replied
theg
eneral.“But
what
isa
quarter?”
Kerry
lookedup
.Shew
asnot
inher
bed
roomnow
.Instead,she
stoodin
thesnow
atthe
edg
eof
ariver.A
tallman
ina
longcap
estood
before
her.
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25•
•
7
Franklin’s
Fractions
“Fra
nklin
’sFr
actio
ns!”
peo
ple
said
.“T
heid
ea’s
rath
erni
ce!N
owyo
une
edto
run
asa
lean
dof
fer
thin
gs
half-
pric
e!”
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•
61
“Ig
ivechang
ein
fractions,too,”said
Walter
William
.“See?If
youp
ayfour
quarters,you
mig
htg
etone
back
fromm
e.”
Walter
William
Franklinhung
asig
noutsid
ehis
door.
“Com
eon
in!”the
sign
said.
“Isellfractions
inm
ystore!”
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27•
•
25
“How
can
you
sell
frac
tions
?”p
eop
leas
ked
.“H
owca
nit
be?
”“I
sell
thin
gs
inp
arts
,”sa
idW
alte
rW
illia
m.“
Com
ean
dse
e.”
“Iam
selli
ngle
mon
ade
for
less
.Now
,hav
eyo
uhe
ard
?Th
ree
cup
sfo
ron
ed
olla
rm
eans
that
one
cup
ison
e-th
ird!”
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Page28
•
43
“Here
Ihave
acup
cake.N
oticehow
it’scut
intw
o?I’llselleach
halfsep
arately.That
isw
hatI
do.”
“Want
athree-q
uarterp
izza?Let
me
turnthe
ovenon.This
onehad
eight
slices.See?N
owtw
oof
themare
gone.”
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•
7
“Ase
esaw
isa
leve
r!”
crie
dC
arlo
s.“Y
ou’v
eg
uess
edth
emal
l!”sa
idM
r.B
arlo
w.
“Now
,wha
td
idyo
ule
arn?
”“S
imp
lem
achi
nes
mak
ew
ork
easi
er!”
said
Jule
s.“A
ndth
ey’r
eal
laro
und
us!”
Wh
at
Sim
ple
Ma
chin
esA
reT
hes
e?
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•
61
“Situp
ona
seesaw.
Choose
anend
.Justone!
You’llgo
upw
henI
sitd
own.
I’llliftyou
forfun!”
“Attention,class!”
saidM
r.Barlow
.H
ehand
edout
ap
age
ofclues.“I’d
likeyou
tofig
ureout
what
simp
lem
achinesthese
are.”Jules,C
arlos,andM
arlaw
orkedtog
ether.“H
ere’sthe
firstclue,”
readC
arlos.
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•
25
“Thi
sw
illhe
lpyo
um
ove
alo
adw
ithou
tlif
ting
it.Pu
sha
stro
ller
upa
ram
p.
You
won
’tne
edto
qui
t.”
“Peo
ple
use
pul
leys
tohe
lpth
emlif
tth
ing
s,”
said
Jule
s.“P
ulle
ysm
ake
the
job
easi
er.”
Mar
lare
adth
ene
xtcl
ue.
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•
43
“Have
aheavy
pailto
lift?Tie
itto
arop
e.Pullthe
rope
overa
wheel.
Easylift,I
hope!”
“Aram
pis
aninclined
plane!”
saidM
arla.She
wrote
“inclinedp
lane”on
theline
besid
ethe
clue.“O
kay,”said
Jules.“Here’s
thenext
clue.”
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ncy
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tice
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7
“We
don
’tca
reif
you’
recl
ean
orne
at.
Just
bei
ngni
cew
ould
be
atr
eat.
”A
ndso
the
trol
lcam
eou
tth
atd
ay.
He
mad
ene
wfr
iend
san
dle
arne
dto
pla
y.N
N
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61
Theg
oatstrotted
allthew
ayacross
theb
ridg
e.Thenthey
turnedaround
andw
aded
through
thew
ater.Therethey
foundthe
troll.He
lookedsad
andlonely.
Ina
fieldof
sweet
green
grass
therelived
threeg
oats.Theirm
eadow
layat
theed
ge
ofa
great
wood
enb
ridg
e.Und
erthe
brid
ge
liveda
mean
andm
udd
ytroll.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
35•
•
25
One
day
,the
thre
eg
oats
trie
dto
cros
sth
eb
ridg
e.A
sso
onas
they
step
ped
onit,
the
trol
lcal
led
out
ina
loud
,mea
nvo
ice.
“Thi
sb
ridg
eis
min
e.I
amth
eb
oss!
Stay
off
my
brid
ge.
You
may
not
cros
s!”
Aft
era
long
sile
nce,
the
trol
lsp
oke.
“Ica
nnot
com
eup
ther
e,yo
use
e.I
don
’tw
ant
you
tolo
okat
me.
Id
on’t
take
bat
hs.I
’mon
my
own.
I’m
mud
dy,
mea
n,an
dal
lalo
ne.”
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page36
•
43
Theg
oatsw
alkedto
thecenter
ofthe
brid
ge.A
gain,they
calledto
thetroll.“C
ome
upon
topand
letus
seew
how
on’tlet
usw
alkhap
pily.”
Theg
oatsstood
stillandcalled
out.“This
littleb
ridg
eis
oursto
use.We’llw
alkacross
itif
we
choose.”The
trollspoke
ina
louder,m
eanervoice.
“Stayoff
my
brid
ge!G
etoff,I
say,orI
will
make
yourun
away!”
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
37•
•
7
Wha
tab
out
life
und
erg
roun
d?
Foxe
ssl
eep
inan
und
erg
roun
dd
en.
Asl
eep
yfo
xcu
rlsup
and
uses
itsflu
ffy
tail
for
ap
illow
.Th
ese
are
som
ew
ays
inw
hich
anim
als
slee
p.W
hat
othe
rw
ays
have
you
seen
?
How
Do
Ani
mal
sSl
eep?
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page38
•
61
Inside?
Outsid
e?U
psid
ed
own?
Where
andhow
do
animals
sleep?
Sealions
sleepin
andout
ofthe
water.
When
theysleep
inthe
ocean,onlytheir
nosesstick
outof
thew
ater.Therest
oftheir
bod
ieshang
dow
n.Sealions
sleepon
land,too.They
takeg
roupnap
son
large
rocks.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
39•
•
25
Lig
hts
out!
Bat
ssl
eep
ind
ark
pla
ces,
such
asca
ves.
Bat
sha
ngup
sid
ed
own
whi
lesl
eep
ing
.The
yho
ldth
emse
lves
inp
lace
with
stro
ngcl
aws.
How
abou
ta
real
wat
erb
ed?
Sea
otte
rsflo
aton
thei
rb
acks
whi
leth
eyna
p.F
irst,
they
win
dse
awee
dar
ound
thei
rfe
et.T
his
keep
sth
eot
ters
from
float
ing
away
.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page40
•
43
Evenb
iganim
alssleep
intrees.
Monkeys
lieon
branches
orb
unchesof
leaves.Monkeys
wrap
theirtails
aroundthe
branches.This
keeps
them
onkeysfrom
fallingw
hilethey
sleep.
Treetops
aretem
pting
!Bird
sm
akenests
intrees
andsleep
there.Sometim
es,b
irds
sleepon
ab
ranch.Asleep
ingb
irdhold
sthe
branch
tightly
with
itsfeet.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
41•
•
7
We
step
off
the
boa
ton
toa
new
shor
e.W
e’ve
reac
hed
Ellis
Isla
nd,
Am
eric
a’s
doo
r.
Th
eO
ther
Sid
eof
the
Seab
b
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page42
•
61
We
standon
thed
eckw
ithour
backs
tothe
sea:m
ym
other,my
father,m
yb
rother,andm
e.
“Welcom
e!”the
lady
inrob
esseem
sto
say.O
ureyes
fillwith
tears.W
ehave
come
along
way.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
43•
•
25
Then
we
see
asy
mb
olof
free
dom
for
all.
The
Stat
ueof
Lib
erty
,g
race
fula
ndta
ll.
We
wav
eto
the
face
sw
e’ve
love
dfo
rso
long
.It
hurt
sus
tole
ave
them
.W
etr
yto
be
stro
ng.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page44
•
43
Seasp
raysin
ourfaces,
andw
indrocks
theship
.The
uneasyrid
em
akesus
sickthe
whole
trip.
We’re
offto
Am
erica.W
e’reon
ourw
ay.W
ew
antb
etterlives
andg
oodjob
sfor
good
pay.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
45•
•
7
An
old
man
had
bee
nfo
llow
ing
them
.N
owhe
cam
eup
toth
eman
dsa
id,
“Lea
rnfr
omth
is.T
ryto
ple
ase
ever
yone
and
you
will
ple
ase
noon
eat
all.”
The
Man
,th
eBo
y,an
dth
eDo
nkey
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page46
•
61
Them
anand
hisson
carriedthe
donkey
intothe
busy
market.Just
then,thed
onkeykicked
itsfeet
freeand
felltothe
ground
.Then
itg
otup
andran
off.The
man
andhis
sonfelt
sadfor
theirloss.
One
day,a
man
andhis
sonled
ad
onkeyto
market.A
farmer
walked
by
andsaid
,“Fools!D
onkeysare
torid
eon!”
On
hearingthis,the
man
put
hisson
onthe
donkey’s
back.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
47•
•
25
The
two
pic
ked
upth
ed
onke
yan
dca
rrie
dit
bet
wee
nth
em.A
llth
ew
ayto
tow
n,p
eop
lela
ughe
dan
dm
ade
fun
ofth
em.
The
man
wal
ked
whi
lehi
sso
nro
de.
They
pas
sed
ag
roup
ofm
en.
“Suc
ha
lazy
boy
!”sa
idth
em
en.“
He
mak
eshi
sfa
ther
wal
kw
hile
herid
es!”
Soth
em
anan
dth
eso
nsw
itche
dp
lace
s.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page48
•
43
Fartherd
own
theroad
,peop
lecried
out,“Sham
eon
youfor
making
thatlittle
donkey
carrysuch
aheavy
load!”
Them
anand
hisson
did
notknow
what
tod
o.Sothey
got
offthe
donkey.
Villag
ew
omen
walked
by.“H
owselfish!”
theycried
.“Thatm
anm
akeshis
poor
sonw
alkw
hilehe
rests.”So
them
anp
ulledhis
sonup
ontothe
donkey
besid
ehim
.Theyb
othrod
e.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
49•
•
7
TheD
aythe
Sun
Didn
’tSh
ine
“All
right
!Ib
elie
veyo
u!”
said
the
hed
geh
og.H
elo
oked
upto
the
sky
and
yelle
d,“
Iw
ish
for
the
sun
toco
me
out!
Iw
illne
ver
agai
nco
mp
lain
ofits
light
!”In
stan
tly,h
eat
and
light
fille
dth
eea
rth.
“Nic
ely
don
e,”
rem
arke
dth
eto
ad.
And
the
sun
neve
rhi
dits
light
agai
n.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page50
•
61
Anim
alshud
dled
together
forw
armth.
Flowers
kept
theirp
etalstig
htlyshut.
Plantsd
idnot
grow
.Everyonefelt
tiredand
cross.“I’m
sotired
thatit’s
giving
me
ahead
ache,”com
plained
thehed
gehog
.“Is
thatso?”
glared
thetoad
.
“It’stoo
brig
htout
here,”com
plained
ahed
gehog
oned
ay.“I’mg
ettinga
headache
fromallthis
sun.Iw
ishthe
sunw
ouldtake
ab
reak!”“B
ecarefulw
hatyou
wish
for,”w
arneda
toadw
hop
assedb
y.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
51•
•
25
“Im
pos
sib
le!”
snap
ped
the
hed
geh
og.
“The
sun
has
noth
ing
tod
ow
ithal
ltha
t.”
“Jus
tw
ait,
”sa
idth
eto
ad.“
You’
llse
e.”
Day
sw
ent
by,
and
the
sun
did
not
shin
e.Th
eea
rth
stay
edco
vere
din
dar
knes
s.
That
nig
ht,t
hesu
nse
tas
usua
l.Th
esk
yg
rew
dar
k,an
dju
stth
etin
iest
sliv
erof
moo
nlig
htsh
one.
Then
ab
igcl
oud
cove
red
even
that
.The
nig
htw
asas
dar
kas
the
very
dee
pes
tb
lack
.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page52
•
43
“Itm
eansno
more
headaches!”
sangthe
hedg
ehog,and
hed
ida
littled
ance.The
toadsnorted
.“ITM
EAN
S,NO
MO
RE
HEA
T,”he
shouted.“N
om
orelig
ht.N
oseed
sg
rowing
andflow
ersin
bloom
.”
Thenext
day,the
sund
idnot
come
out.The
skystayed
black,and
theearth
was
coveredin
darkness.
“Lookw
hatyou’ve
done!”
criedthe
toad.
“Yourw
ishhas
come
true!Do
youknow
what
thism
eans?”
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
53•
•
7
“Nic
ew
ork!
”sa
idPr
ofes
sor
Bet
ty.
“You
’ve
lear
ned
that
som
eki
nds
ofm
atte
rca
nch
ang
ew
ithte
mp
erat
ure.
Now
you
know
the
thre
est
ates
ofm
atte
r:so
lid,
liqui
d,an
dva
por
orga
s.Yo
uw
inth
eb
onus
chal
leng
e!”
Wha
t’s
the
Ma
tter
?
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page54
•
61
“How
about
when
water’s
reallyhot?”
askedthe
professor.“W
hat’sthe
matter
then?”“W
henw
aterg
etshot,it
boils
andturns
intosteam
,”said
Tori.“Thenm
atteris
avap
oror
gas.”
ProfessorB
ettyw
aseating
atuna
fishsand
wich
when
sheheard
peop
lecalling
.“Professor
Betty!Professor
Betty!”
ProfessorB
ettylooked
upto
findthree
ofher
students
standing
before
her.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
55•
•
25
“Wat
erth
atis
very
cold
turn
sto
ice,
”sa
idM
iche
lle.“
That
mat
ter
isa
solid
.”“W
hen
it’s
war
m?”
aske
dPr
ofes
sor
Bet
ty.
“Ice
mel
tsin
tow
ater
whe
nit
war
ms
up,”
said
Shiro
.“Th
enm
atte
ris
aliq
uid
.”
“Wha
t’s
the
mat
ter?
”as
ked
the
pro
fess
or.
Mic
helle
,Shi
ro,a
ndTo
rig
rinne
d.
“Tha
t’s
wha
tyo
uas
ked
usin
clas
sth
ism
orni
ng,”
said
Shiro
.“N
oww
ekn
ow!”
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page56
•
43
“Ah!”
saidProfessor
Betty.
“Yousolved
my
bonus
questions!
What
isthe
matter
when
it’scold
?W
hatis
them
atterw
henit’s
warm
?W
hatis
them
atterw
henit’s
hot?”
“We
did
n’tund
erstandat
first,”said
Michelle.“Then
atlunch,
Ib
ought
anice
pop
.Ileft
iton
thetab
le,andit
melted
intoa
watery
mess!R
ight
then,Iknew
!”“So,tellm
e,”said
thep
rofessor,“w
hat’sthe
matter
when
it’scold
?”
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
57•
•
7
Geo
rge
open
edhi
sow
nre
stau
rant
and
put
pot
ato
chip
son
the
men
u.In
time,
pot
ato
chip
sw
ere
pac
kag
edan
dso
ldin
the
New
Eng
land
stat
es.
Tod
ay,t
hey
are
sold
acro
ssth
eU
nite
dSt
ates
and
allo
ver
the
wor
ld.
w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w
wwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww
wwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww
wwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww
Pas
sth
eC
hip
s!
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page58
•
61
Word
spread
,andp
eople
came
fromallover
totaste
Georg
e’snew
crispy
fries.H
enam
edthem
Saratoga
Chip
s,because
therestaurant
was
inSaratog
aSp
rings,
New
York.
Itw
asa
summ
ernig
htin
1853.A
ta
restaurantin
New
Yorkstate,
chefG
eorge
Crum
was
hardat
work.
“Ah,”
saidthe
chef.“Someone
wants
ap
lateof
my
tastyFrench
fries.”
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
59•
•
25
Geo
rge
thou
ght
the
cust
omer
wou
ldb
ean
gry
.To
his
surp
rise,
the
cust
omer
love
dth
em!T
hecu
stom
erat
eth
ew
hole
pla
tefu
land
aske
dfo
rm
ore.
Oth
erd
iner
sb
egan
toas
kfo
rth
em,t
oo.
Geo
rge
mad
ehi
sb
est
bat
chye
t.Th
efr
ies
wer
eth
ick
and
gol
den
bro
wn.
But
the
cust
omer
was
not
hap
py.
“Tak
eth
ese
bac
k,”
com
pla
ined
the
cust
omer
.“T
hey
are
too
thic
kto
eat.
”
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page60
•
43
Georg
em
ade
anotherb
atchrig
htaw
ay.H
ecut
thep
otatoesm
uchthinner
thanb
efore.Thenhe
friedthem
.Ag
ain,thecustom
ersent
thefries
back.
Thisb
otheredG
eorge.“I’llshow
who’s
boss,”
saidG
eorge.H
em
ade
anotherp
lateof
fries.Thistim
e,hesliced
thep
otatoesas
thinas
thincould
be.H
efried
themuntilthey
were
toocrisp
tostick
with
afork.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
61•
•
7
Tornado!
Scie
ntis
tssa
yth
isw
ason
eof
the
mos
td
ang
erou
sto
rnad
oes
ever
.It’
sha
rdto
bel
ieve
that
one
stor
mco
uld
caus
eso
muc
hha
rm.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page62
•
61
Itis
lateafternoon
onM
ay3,1999.
Theair
feelsw
armand
stickyhere
inO
klahoma.The
skyg
rows
veryd
ark.It
istoo
dark
forthe
mid
dle
ofthe
day.
Thetornad
ohas
passed
now.W
estep
outside.A
llaroundus,the
ground
islittered
with
bricks,w
ood,tab
les,andb
eds.C
arsand
tractorslie
upsid
ed
own.
Treesare
stripp
edof
bark.Som
etrees
havesnap
ped
inhalf.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
63•
•
25
Ilo
okup
and
can’
tb
elie
vem
yey
es.
Ise
ea
thic
k,b
lack
clou
dso
hug
eit
fills
the
who
lesk
y.Fr
omit
com
esa
mig
hty,
spin
ning
tunn
elof
win
d.I
tis
ato
rnad
o!
Man
yp
eop
lehe
arth
ene
ws
that
ato
rnad
ois
com
ing
.As
my
fam
ilyan
dI
do,
they
run
tohi
de
ince
llars
und
erth
eg
roun
d.
Stay
ing
und
erg
roun
dun
tilth
est
orm
end
sw
illsa
veou
rliv
es.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page64
•
43
Thetornad
ostretches
fromthe
skyto
theg
round.It
isthickest
atthe
top,
upin
thecloud
s.Itsp
ins,afierce
tunnelof
wind
.Itscatters
everythingin
itsp
ath.
Thetornad
od
estroysas
itraces
along.
Roaring
,itrip
sroofs
offhouses.The
tornado
blow
sap
arthom
esm
ade
ofb
rickand
barns
mad
eof
wood
.Thep
owerfulw
indthrow
strailers
andtrucks
through
theair.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
65•
•
7
Nei
land
Buz
zw
alke
don
the
moo
nfo
ral
mos
tth
ree
hour
s.Th
enth
eycl
imb
edb
ack
into
the
Eagl
e.Th
ene
xtd
ay,t
hey
retu
rned
toth
eC
olum
bia
and
head
edho
me.
On
Eart
h,th
eyha
db
ecom
ehe
roes
.In
spac
e,th
eyha
dm
ade
anA
mer
ican
dre
amco
me
true
.
Man
on
the
Moon
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page66
•
61
ThenB
uzzA
ldrin
stepp
edout
ofthe
Eagle.Together,the
two
collectedrocks
andsoilfrom
them
oon.Theyw
ouldb
ringthese
samp
lesb
ackto
Earthfor
scientiststo
study.
On
July16,1969,three
astronautsflew
intosp
ace.Theyset
outto
do
what
noone
hadd
oneb
efore.Theyw
entto
put
am
anon
them
oon.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
67•
•
25
“Tha
t’s
one
smal
lste
pfo
rm
an,
one
gia
ntle
apfo
rm
anki
nd,“
hesa
id.
Peop
leal
love
rth
ew
orld
hear
dN
eil
and
saw
that
first
step
onth
em
oon.
ATV
cam
era
onth
eEa
gle
had
reco
rded
it.
On
July
20,1
969,
they
did
just
that
.Th
eir
spac
eshi
pha
dtw
op
arts
.One
par
t,th
eC
olum
bia,
took
the
astr
onau
tsin
tosp
ace.
The
othe
rp
art,
the
Eagl
e,w
asm
ade
tola
ndon
the
moo
n.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page68
•
43
Thencam
ethe
word
sthe
world
hadb
eenw
aitingto
hear.“The
Eaglehas
landed
,”said
Neil
Arm
strong.N
eilopened
thed
oorof
theEagle.H
eclim
bed
dow
nits
ladd
erand
stepp
edon
them
oon.
One
astronaut,MichaelC
ollins,stayed
onthe
Colum
bia.Theother
two,
NeilA
rmstrong
andB
uzzA
ldrin,clim
bed
intothe
Eagle.Theycould
seethe
moon.
Theysteered
theEagle
toward
it.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
69•
•
7
Born toFl
y
InJu
ne19
37,A
mel
iab
egan
afli
ght
arou
ndth
ew
orld
.Bef
ore
she
coul
dfin
ish,
Am
elia
’sp
lane
wen
td
own.
Nin
esh
ips
and
66p
lane
sse
arch
ed.N
one
coul
dfin
dhe
r.To
day
we
rem
emb
erA
mel
ia’s
cour
age
and
skill
.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page70
•
61
Thefirst
time
Am
eliaEarhart
rode
ina
plane,she
lovedit.“B
ythe
time
Ig
ot200
to300
feetoff
theg
round,”
saidA
melia,“I
knewI
hadto
fly.”
Forfive
years,Am
eliacontinued
toset
records.Tw
iceshe
flewfrom
Haw
aiito
Washing
ton,D.C
.Tenp
ilotshad
died
tryingto
make
thatflig
ht
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
71•
•
25
That
June
,Am
elia
cros
sed
the
Atla
ntic
Oce
anin
asm
allp
lane
.She
flew
asa
pas
seng
er.F
our
year
sla
ter,
she
flew
acro
ssb
yhe
rsel
f.A
mel
iab
ecam
eth
efir
stw
oman
tocr
oss
the
Atla
ntic
alon
e.
That
first
pla
nerid
eto
okp
lace
inD
ecem
ber
1920
.Six
day
sla
ter,
Am
elia
took
her
first
flyin
gle
sson
.Th
ensh
eb
oug
hthe
rfir
stai
rpla
ne.
She
nam
edhe
rye
llow
pla
neC
anar
y.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page72
•
43
Then,in1928,A
melia
receiveda
phone
call.It
was
fromC
aptain
H.H
.Railey.
“Am
elia,”he
asked.“H
oww
ouldyou
liketo
be
thefirst
wom
anto
flyacross
theA
tlantic?”A
melia
said,“Yes.”
Alm
ostat
once,Am
eliab
rokew
orldrecord
sin
flight.She
becam
ethe
firstw
oman
pilot
tog
eta
license.She
flewhig
herand
fasterthan
anyoneever
had.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
73•
•
7
Meg
colle
cts
som
eof
the
inse
cts
and
pla
ntlif
e.H
erw
ork
help
ssc
ient
ists
arou
ndth
ew
orld
lear
nm
ore
abou
tra
info
rest
life.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page74
•
61
When
Meg
Lowm
anw
aslittle,
sheloved
toclim
btrees.She
searchedthe
branches
forinsects
andflow
ers.Tod
ayM
egstillsp
ends
lotsof
time
inthe
treetops.It
isher
job.
Meg
facesd
anger
inthe
treetops,too.
Thereare
snakes,bats,and
antsthat
sting.There
arep
oisond
artfrog
sand
thornyvines
toclim
baround
.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
75•
•
25
Way
uphi
gh,
Meg
stud
ies
life
that
she
can’
tse
eon
the
gro
und
.She
sees
man
yp
lant
s,in
sect
s,an
dot
her
livin
gth
ing
s.N
owhe
reel
sein
the
wor
ldar
eth
ere
som
any.
Meg
isa
rain
fore
stsc
ient
ist.
She
stud
ies
rain
fore
sts
allo
ver
the
wor
ld.S
hefin
ds
out
wha
tki
nds
ofin
sect
sliv
eth
ere.
She
lear
nsho
wth
eyaf
fect
pla
ntlif
e.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page76
•
43
Meg
doesn’t
juststud
ylife
fromthe
ground
.Sheclim
bs
uphig
hin
thetrees.She
andher
helpers
haveb
uilta
walkw
ayup
there.
Meg
’sw
alkway
lookslike
ab
ridg
e.It
hangs
fromthe
treeson
steelwires.
Meg
wears
aharness
tokeep
hersafe.
Theharness
hasrop
esand
wires.
Itkeep
sM
egfrom
fallingif
sheslip
s.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
77•
•
7
Mik
eFi
nkd
idn’
tha
veto
go
teac
hth
ose
pira
tes
ale
sson
.The
yne
ver
got
free
from
the
rop
esSa
lhad
tied
.A
ndSa
land
Mik
eFi
nk?
They
kep
ton
ridin
gth
eriv
er.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page78
•
61
Salwaited
untilthep
iratesfellasleep
.Then
sheb
urstfree
fromthe
ropes.
Shetied
upthose
pirates
fasterthan
achip
munk
runsfrom
acoyote.Then
Salleft
thep
iratesb
ehindand
went
home.
Once
therelived
am
annam
edM
ikeFink.
He
rana
riverboat
upand
dow
nthe
Mississip
piand
Ohio
rivers.Folkssay
hew
asthe
roughest,toug
hestm
anever
torid
ethe
water.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page
79•
•
25
Salw
asho
pp
ing
mad
.Th
ose
pira
tes
had
noid
eaw
hat
aw
oman
they
’dca
ught
.Th
eyw
ould
soon
find
out.
Now
,Mik
eFi
nkha
da
dau
ght
erna
med
Sal.
SalF
ink
was
asto
ugh
ashe
rd
add
y.Sh
ero
de
allig
ator
san
dne
ver
fell
off.
She
row
edup
stre
amal
one
asfa
stas
ten
men
coul
dto
get
her.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
Page80
•
43
One
day,Salw
ashunting
bob
cats.A
llofa
sudd
en,pirates
grab
bed
her!They
tiedSalup
andtook
herto
theircave.They
wanted
Mike
Finkto
give
thema
pile
ofm
oney.Thenthey’d
give
Salback.
Salwas
specialoff
theriver,too.
Shehunted
,fished,and
wrestled
bears.
Shekep
ttw
ocub
sw
ithher
forfun.
Flue
ncy
Prac
tice
Min
i-Boo
ks: G
rade
3 ©
Kat
hlee
n M
. Hol
lenb
eck,
Sch
olas
tic T
each
ing
Res
ourc
es
