Lesson 29: Practice
Read the passage from the nonfiction book Click and Treat: The Story of Karen
Pryor. Then answer questions 1 through 5.
LLI RED SYSTEM REVISED TEST PREP
Passage from
Click and Treat: The Story of Karen Pryor
by Jean Marshall
The Clicker
1
2
LESSON 29: STUDENT BOOKLET
4
LEVEL L
3
Karen wanted to share what she knew about training animals. So she wrote a
book about her work with the dolphins.
Many people around the world read her book. Dog trainers wrote to Karen.
They asked her to teach them how to train their dogs with praise. Horse trainers
and zookeepers wanted to learn, too.
Karen went to dog shows, zoos, and animal shelters. She spoke to big groups of
people. She showed them how to use a clicker as a signal and when to give treats.
A clicker is easier to use than a whistle. When you press a clicker, it makes a
clicking sound. Animals learn to listen for the click.
Click and Treat
5
6
7
8
Now Karen gives a clicker to every animal trainer she meets.
“Click and treat,” she says.
It does not matter if the animal is a dog or a horse. It could be a cat or a bird.
Karen Pryor knows how animals learn. She teaches people that praise works
better than punishment. Because of her work, people all over the world now click
and treat to reward their animals for jobs well done.
Reading Comprehension
Now answer questions 1 through 5 by filling in the circle next to the best answer.
1. Read these sentences from paragraph 8 of the passage.
She teaches people that praise works better than punishment. Because
of her work, people all over the world now click and treat to reward their
animals for jobs well done.
The meaning of praise is
A
harsh words.
B
funny words.
C
words that tell a story.
D
words that show a high opinion.
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
May not be reproduced without permission
RED Leveled Literacy Intervention Student Test Preparation Booklet
3
2. What is the suffix in easier?
LESSON 29: STUDENT BOOKLET
A
eas
B
ease
C
easy
D
er
3. The subject of Karen Pryor’s book was her work with
A
dogs.
B
horses.
C
dolphins.
D
all of the above.
LEVEL L
4. What can you tell from the fact that many people asked Karen Pryor to teach
LLI RED SYSTEM REVISED TEST PREP
them about training animals?
A
Karen Pryor is famous.
B
Animals seem to like Karen Pryor.
C
Many people want to train animals with praise rather than punishment.
D
Most people believe punishment is an important part of training an animal.
5. Which phrase identifies the way the author presents information in paragraphs
1–3?
4
A
time order
B
facts and opinions
C
order of importance
D
problem and solution
RED Leveled Literacy Intervention Student Test Preparation Booklet
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
May not be reproduced without permission
Lesson 29: On Your Own
Read the abridged version of the nonfiction book Remya Jose’s Great Idea. Then
answer questions 1 through 15.
LLI RED SYSTEM REVISED TEST PREP LEVEL L
LESSON 29
Abridged version of
How an Electric Washing
Machine Works
Remya Jose’s Great Idea
by Sunita Apte
1
2
3
Remya Jose wished for a washing machine. She knew it
was impossible. Washing machines were expensive. Her
family couldn’t afford one. Besides, washing machines
needed electricity to run. In Remya’s village in India, often
the power was out.
Remya and her twin sister rode two hours to school on
the bus. Then, they rode two hours home. After that, they
had to work. The girls cooked dinner and cleaned the house.
Their parents were ill, so the girls did it all themselves. They
were age fourteen.
Laundry was the biggest chore. The girls washed clothes
by hand. This took hours. Remya knew there must be a
better way. Then, she had a great idea. Remya loved solving
problems and designing things. She thought, “Could I design
a washing machine that doesn’t need electricity? Then,
anyone in any village could use it!”
1. Clothes and soap are put
into a drum.
2. Hoses fill the drum with
water.
3. Electricity turns the
agitator. The clothes move
around in the soapy water,
and the dirt is forced out.
4. A hose drains the soapy
water.
5. Hoses refill the drum with
water. Electricity turns the
agitator again, and the
clothes are rinsed.
6. A hose drains the water.
7. The drum spins the
clothes to force out most
of the water.
continued on next page
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
May not be reproduced without permission
RED Leveled Literacy Intervention Student Test Preparation Booklet
5
4
5
LESSON 29: STUDENT BOOKLET
6
7
LLI RED SYSTEM REVISED TEST PREP
LEVEL L
8
Remya thought about how washing machines work. She knew that she must
find a way to turn the drum without electric power. She thought about using a
pedal to turn the drum. A person could sit on a chair to pedal. It was like riding a
bike.
At first, her parents and friends were doubtful. But Remya would not give up.
Her determination paid off. Her father agreed to help her. During Remya’s school
vacation, he paid workers at an auto workshop to build this new machine.
When the machine was ready, Remya tried it out. First, she filled the drum
with soap and water. Then, she added dirty clothes. She let them sit in the soapy
water for ten minutes. Next, she pedaled for three or four minutes. This turned the
drum and agitated the clothes. Then, Remya drained the soapy water. Next, she
rinsed the clothes with clean water. Finally, she drained the rinse water. She
pedaled one last time to push out more water. The whole process took twenty
minutes. It was much faster than washing clothes by hand. Her invention worked!
Remya’s washing machine changed her life. Her design won an important
prize. The Discovery Channel India made a video about her.
Now, she is an adult. Remya Jose still loves to invent ways to solve everyday
problems. She still has great ideas and works hard to turn them into reality.
Reading Comprehension
Now answer questions 1 through 15 by filling in the circle next to the best answer.
1. Read these sentences from paragraph 5 of the passage.
But Remya would not give up. Her determination paid off. Her father
agreed to help her.
People with a lot of determination MOST LIKELY
A
change their minds easily.
B
are not very friendly to others.
C
don’t quit until they get what they want.
D
have a hard time finishing what they start.
2. Read these sentences from paragraph 6 of the passage.
Next, she pedaled for three or four minutes. This turned the drum and
agitated the clothes.
When the drum agitated the clothes, it
6
A
made them wet.
B
dried them slowly.
C
stretched them out.
D
shook them quickly.
RED Leveled Literacy Intervention Student Test Preparation Booklet
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
May not be reproduced without permission
3. The word electricity is spoken with extra stress on the
A
first syllable.
B
second syllable.
C
third syllable.
D
fifth syllable.
LLI RED SYSTEM REVISED TEST PREP
4. What is the base word in impossible?
A
im
B
imposs
C
poss
D
possible
5. Remya and her sister must do the chores because
A
their parents are ill.
B
the electricity is often out.
C
their parents work long hours.
D
they travel four hours to and from school.
LEVEL L
LESSON 29: STUDENT BOOKLET
6. According to paragraph 3, what does Remya love to do?
7.
A
design things
B
ride a bicycle
C
ride the bus to school
D
help out around the house
The chart below shows events in time order. First, read the chart.
She fills drum with soap
and water.
She lets clothes sit for
ten minutes.
Which sentence belongs in the empty box in the chart?
A
She pedals for three or four minutes.
B
She drains the soapy water.
C
She adds dirty clothes.
D
She rinses clothes with clean water.
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
May not be reproduced without permission
RED Leveled Literacy Intervention Student Test Preparation Booklet
7
8. How does Remya’s machine change her life?
LESSON 29: STUDENT BOOKLET
A
She becomes rich.
B
She becomes an adult.
C
She wins a prize for her design.
D
She realizes that she loves to design things.
9. Which phrase BEST describes Remya?
A
rich and spoiled
B
meek but clever
C
poor but carefree
D
smart and creative
LEVEL L
10. What is the MOST LIKELY reason that Remya’s parents and friends are
doubtful?
LLI RED SYSTEM REVISED TEST PREP
A
They don’t need a washing machine.
B
They are jealous that she is so inventive.
C
They aren’t sure if her invention will work.
D
They think that she should spend more time on her schoolwork.
11. Which sentence expresses the main idea of this passage?
A
Hard work is good for children.
B
Children must always respect their parents.
C
Solving problems takes imagination and hard work.
D
Washing clothes is done best without using electricity.
12. Based on paragraph 4 and the sidebar, what is the MAIN difference between an
electric washing machine and Remya’s washing machine?
8
A
Remya’s machine has a drum, or tub.
B
Remya’s machine has a way for soapy water to drain.
C
Remya’s machine does not use electricity to turn the agitator.
D
Remya’s machine does not need to be refilled with rinse water.
RED Leveled Literacy Intervention Student Test Preparation Booklet
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
May not be reproduced without permission
13. The MAIN purpose of this passage is to
A
inform.
B
instruct.
C
persuade.
D
entertain.
LLI RED SYSTEM REVISED TEST PREP
14. How does the author organize the section in which Remya tries out her
machine?
A
shows cause and effect
B
gives main idea and details
C
uses compare and contrast
D
lists events in the order they happened
15. You can tell that the author of this passage
LEVEL L
A
is a friend of Remya’s family.
B
thinks Remya is someone to admire.
C
is not sure how useful Remya’s invention is.
D
would like to own one of Remya’s washing machines.
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
May not be reproduced without permission
RED Leveled Literacy Intervention Student Test Preparation Booklet
LESSON 29: STUDENT BOOKLET
9
TEST PREPARATION LESSON
You Will Need
29
LEVEL
L
• Level L Student Test
Preparation Booklets
• Think Together Chart 29
LEVEL
L
LESSONS
29–32
Name:
Goals
e Develop understanding of the terms
passage, item, stem, closed stem, open
stem, and option.
Student Test
Preparation Booklet,
Level L, Lessons 29–32
including words that are bold, italicized,
capitalized, or underlined.
passage.
e Apply thinking to multiple-choice items
related to a familiar text.
e Practice responding to multiple-choice
items related to a familiar text.
e Notice that some stems include a graphic
organizer.
e When you take a test, you will have passages, or texts, to read. Sometimes a passage
is called a selection. Have students look at the passages, and excerpt from Click
and Treat: The Story of Karen Pryor on page 3 in their Student Test Preparation
Booklets. The direction line above the passages tells you that the text is nonfiction.
Read the passage, or selection, carefully.
e After you read the passage, you will find test items to answer. Test item is another
way of saying test question. Have students look at the five items on pages 3–4.
Point out that the items are numbered.
e Some test items are multiple choice. The first part of a multiple-choice item is the
stem. A stem is a question or an incomplete sentence. Have students look at the
items relating to the excerpt from Click and Treat: The Story of Karen Pryor.
Notice that some stems are questions. These are called closed stems. Other items are
incomplete sentences, which are called open stems.
TEST PREPARATION ( Optional )
Think
Together
LESSON 29
e Identify important words in item stems,
e Determine the important information in a
LEVEL L
Leveled Literacy Intervention RED System
Student Test Preparation Booklet
e The second part of a multiple-choice item is a set of four options, or possible answers.
After you read all four options, you choose the one that answers the question or
completes the sentence best. Have students look at the options in the five items on
pages 3–4. Help them recognize how options answer a question (in closed stems)
or complete a sentence (in open stems). If you want to try out an option, it can help
to rewrite questions as incomplete sentences. Place two stems on Think Together
Chart 29. Here is a closed stem: (1) What problem does Layla have in the story?
Here is the same item restated as an open stem: (1a) The problem Layla has in the
story is ___. Restating closed stems as open stems can help you “hear” the correct
option in the blank at the end of the sentence.
e Explain that there is only one option that is correct for each item. Each of the
other three options is incorrect for some reason. Sometimes an option seems
correct at first. Yet when you think more carefully, you realize it is not correct.
Sometimes an option seems very unlikely. Sometimes an option is actually the
opposite of the correct answer. If you feel sure that any option is incorrect, cross it
out in your test booklet.
LLI RED SYSTEM REVISED TEST PREP
LEVEL L
LESSON 29: LESSON PLAN
163
e Certain words appear often in the stems of multiple-choice items. Some of these
common words are “question words” such as which, what, how, when, where, and
why. Have students look at the five stems on pages 3–4, and help them recognize the
question words.
• If an item asks why, the correct option will be a reason for something.
• If an item asks when, the correct option will have to do with time.
• If an item asks where, the correct option will have to do with some place.
• If an item asks how, the correct option will have to do with the way something is done.
• If an item asks what or which, the correct option will have to do with an event,
action, idea, or trait.
e Some tests use special print to draw attention to words such as most, least, first, last,
and not. The special print might be uppercase letters, bold letters, underlining, or
italics. If an item uses an author’s exact words from a passage, those words are usually
shown in special print, too. Have students note the bold sentence in item 1.
e Also, some tests use diagrams or charts in some items. Have students look at item 7 on
page 7. This item begins with two sentences that help you know what to do. You need to
read the chart. Below the chart is the item stem. To answer this item, you will refer to
the chart. [Students close their Student Test Preparation Booklets.]
e Now let’s look at an item stem and think together about important words we find there
(Think Together Chart 29).
(2) Where does Robert want Sam to take him?
e First, we’ll look for question words. Then we’ll look for words in special print. Finally,
we’ll look for any other important words. Usually these are nouns and verbs that relate
to some specific part of the passage. It’s a good idea to underline the important words so
you can think about them more easily.
(3) Where does Robert want Sam to take him?
e This item is asking where. The correct option will probably be a place. After underlining
the other important words, you have an idea of what the answer might be about—a
place that Robert wants Sam to take him. If you don’t remember details about that part
of the passage, you could look back at the text to find out. Here is another stem.
(4) Why is Brendan unable to move in the water?
e This item is asking why. The other important words give clues that the correct option
will be about Brendan, water, and movement. If you want to test a possible answer, you
can rewrite the question as an incomplete sentence: (4a) Brendan is unable to move in
the water because ___.
e Show the following series of stems, inviting students to identify and underline the
important words in the stems. Write or glue each item on Think Together Chart 29.
If necessary, help them restate closed stems by starting a response sentence using as
many words from the stem as possible. After you read the stem and identify the
important words, think about what kind of test item it is.
(5) In paragraph 2, what is a synonym for faithful?
e This item focuses on the meaning of a word. Here is a closed stem.
(6) When does the story take place?
164
LLI RED SYSTEM REVISED TEST PREP
LEVEL L
LESSON 29: LESSON PLAN
e This item focuses on setting, which is a literary element. Here are some more stems for
you to read and think about. Have students highlight or underline important words.
(7) What is Monica’s problem in the story?
(8) Where does Carl decide NOT to go?
(9) What is the most important step in preparing the soil?
(11) To fix the bicycle, what does Marla do SECOND?
(12) Which sentence BEST states the main idea of the story?
e Have students look at the inside front cover of their Student Test Preparation
Booklets to review the steps for multiple-choice items:
1. Read the stem and all four options.
2. Find and underline important words in the stem and think what the item is about.
LESSON 29
Have a Try
LEVEL L
(10) Robert wants to join the club to ___.
3. Cross out options that are not correct and think carefully about the other options.
4. Restate closed stems to check possible answers.
6. Bubble in the correct option.
e Now turn to page 3 in your Student Test Preparation Booklets. The passage is from a
book you have already read, Click and Treat: The Story of Karen Pryor. Read the
passage to yourself carefully. When you finish reading, work with your partner to
complete the five multiple-choice items.
[Students read the passage independently and complete the 5 multiple-choice items with a partner.]
Critical Thinking
1. Derive the meaning of
a word from context.
2. Recognize affixes.
3. Identify key details in a
text.
4. Make inferences about
information in a text.
1. Read these sentences from paragraph 8 of
the passage.
work with
She teaches people that praise
works better than punishment.
Because of her work, people all over
the world now click and treat to reward
their animals for jobs well done.
The meaning of praise is
A harsh words.
B funny words.
C words that tell a story.
 D words that show a high
opinion.
Thinking Within the Text
2. What is the suffix in easier?
3. The subject of Karen Pryor’s book was her
A eas
B ease
C easy
 D er
Thinking Within the Text
TEST PREPARATION ( Optional )
5. Select one option and check your choice by looking again at the text passage
or passages.
A dogs.
B horses.
 C dolphins.
D all of the above.
Thinking Within the Text
4. What can you tell from the fact that many
people asked Karen Pryor to teach them
about training animals?
A Karen Pryor is famous.
B Animals seem to like Karen
Pryor.
 C Many people want to train
animals with praise rather
than punishment.
D Most people believe
punishment is an important
part of training an animal.
Thinking Beyond the Text
LLI RED SYSTEM REVISED TEST PREP
LEVEL L
LESSON 29: LESSON PLAN
165
Critical Thinking
5. Identify the
organization of a
nonfiction text.
5. Which phrase identifies the way the
author presents information in
paragraphs 1-3?
 A time order
B facts and opinions
C order of importance
D problem and solution
Thinking About the Text
e After students have completed the Practice with a partner, discuss any items they
found difficult. You may want to select certain items in order to discuss the thinking
they required (see lists to the left on pages 165–166). For instance, you might help
students recognize how item 5 requires them to think about the organization of the
information in the passage.
On Your
Own
e Turn to page 5 in your Student Test Preparation Booklets. Earlier you read the book
Remya Jose’s Great Idea. Today you are going to read an abridged version of that book to
yourself.
e Then, for each multiple-choice item, read the stem and all four options.
e Find and underline the important words in the stem and use these words to think what
the question is about.
e Cross out any options that you know are not correct and think carefully about the
other options.
e Restate closed stems to check how possible answers sound in a sentence.
e Select one option and check your choice by looking back at one or more parts of the passage.
e Bubble in the correct option.
[Students read the passage independently and complete the 15 multiple-choice items on their own.]
Critical Thinking
1. Derive the meaning of
a word from context.
2. Derive the meaning of
a word from context.
3. Identify correct
pronunciation and
understand syllables.
1. Read these sentences from paragraph 5 of
2. Read these sentences from paragraph 6 of
the passage.
the passage.
But Remya would not give up. Her
determination paid off. Her father
agreed to help her.
Next, she pedaled for three or four
minutes. This turned the drum and
agitated the clothes.
People with a lot of determination MOST
LIKELY
When the drum agitated the clothes, it
A change their minds easily.
B are not very friendly to others.
 C don’t quit until they get what
they want.
D have a hard time finishing
what they start.
Thinking Within the Text
A made them wet.
B dried them slowly.
C stretched them out.
 D shook them quickly.
Thinking Within the Text
3.
The word electricity is spoken with extra
stress on the
A first syllable.
B second syllable.
 C third syllable.
D fifth syllable.
Thinking Within the Text
166
LLI RED SYSTEM REVISED TEST PREP
LEVEL L
LESSON 29: LESSON PLAN
Critical Thinking
4. Recognize base words
4.
and affixes.
5. Identify key details
6. Identify key details
in a text.
8. Recognize causes
9. Identify personality
10. Understand
11. Infer main idea.
12. Compare and contrast
details in a text.
13. Infer author’s purpose.
Thinking Beyond the Text
Remya and her sister must do the chores
because
Thinking Within the Text
6.
According to paragraph 3, what does
Remya love to do?
Thinking Within the Text
7. The chart below shows events in time
order. First, read the chart.
She lets
clothes
sit for ten
minutes.
Which sentence belongs in the empty box
in the chart?
A She pedals for three or four
B She drains the soapy water.
minutes.
 C She adds dirty clothes.
D She rinses clothes with clean
water.
Thinking Within the Text
8. How does Remya’s machine change her
life?
A She becomes rich.
B She becomes an adult.
 C She wins a prize for her
design.
D She realizes that she loves
to design things.
Thinking Within the Text
10. What is the MOST LIKELY reason that
Remya’s parents and friends are doubtful?
A They don’t need a washing
machine.
B They are jealous that she is so
inventive.
 C They aren’t sure if her
invention will work.
D They think that she should
spend more time on her
schoolwork.
Thinking Beyond the Text
11. Which sentence expresses the main idea
of this passage?
A Hard work is good for
B Children must always respect
children.
their parents.
 C Solving problems takes
imagination and hard work.
D Washing clothes is done best
without using electricity.
Thinking Beyond the Text
12. Based on paragraph 4 and the sidebar,
what is the MAIN difference between an
electric washing machine and Remya’s
washing machine?
A Remya’s machine has a
B Remya’s machine has a way
TEST PREPARATION ( Optional )
 A design things
B ride a bicycle
C ride the bus to school
D help out around the house
She fills
drum
with soap
and water.
B meek but clever
LESSON 29
traits in a nonfiction
subject.
A rich and spoiled
C poor but carefree
 D smart and creative
 A their parents are ill.
B the electricity is often out.
C their parents work long
hours.
D they travel four hours to and
from school.
and effects.
motivation for people’s
behavior in a
nonfiction text.
B imposs
Thinking Within the Text
5.
Which phrase BEST describes Remya?
LEVEL L
of events.
9.
A im
C poss
 D possible
in a text.
7. Identify sequence
What is the base word in impossible?
drum, or tub.
for soapy water to drain.
 C Remya’s machine does not
use electricity to turn the
agitator.
D Remya’s machine does not
need to be refilled with rinse
water.
Thinking Beyond the Text
13. The MAIN purpose of this passage is to
 A inform.
B instruct.
C persuade.
D entertain.
Thinking About the Text
LLI RED SYSTEM REVISED TEST PREP
LEVEL L
LESSON 29: LESSON PLAN
167
Critical Thinking
14. Identify the
organization of a
nonfiction text.
15. Infer author’s attitude
toward a subject.
14. How does the author organize the
section in which Remya tries out her
machine?
A shows cause and effect
B gives main idea and details
C uses compare and contrast
 B lists events in the order they
happened
Thinking About the Text
15. You can tell that the author of this passage
A is a friend of Remya’s family.
 B thinks Remya is someone to
admire.
C
is not sure how useful
Remya’s invention is.
D
would like to own one of
Remya’s washing machines
Thinking About the Text
e After students have completed On Your Own, take time to discuss any items they
found difficult. You might select certain items in order to point out important words in
the stems and to discuss how those words gave clues to students about the nature of the
test item.
168
LLI RED SYSTEM REVISED TEST PREP
LEVEL L
LESSON 29: LESSON PLAN
LLI RED SYSTEM REVISED TEST PREP
THINK TOGETHER CHART 29
You may wish to print these pages to display the individual stem for the Think Together items.
(1)
What problem does Layla have in the story?
LEVEL L
(2)
LESSON 29: THINK TOGETHER CHART
(1a) The problem Layla has in the story is _____.
Where does Robert want Sam to take him?
(2a) Robert wants Sam to take him _____.
(3)
Where does Robert want Sam to take him?
Fountas & Pinnell Leveled Literacy Intervention. Copyright ©2013 by Irene C. Fountas and Gay Su Pinnell. This page may be photocopied.
LLI RED SYSTEM TEST PREPARATION
1
(4)
LLI RED SYSTEM REVISED TEST PREP
THINK TOGETHER CHART 29
Why is Brendan unable to move in the water?
LEVEL L
LESSON 29: THINK TOGETHER CHART
(4a) Brendan is unable to move in the water
because _____.
(5)
In paragraph 2, what is a synonym for faithful?
(5a) In paragraph 2, a synonym for faithful is _____.
Fountas & Pinnell Leveled Literacy Intervention. Copyright ©2013 by Irene C. Fountas and Gay Su Pinnell. This page may be photocopied.
LLI RED SYSTEM TEST PREPARATION
2
LLI RED SYSTEM REVISED TEST PREP
THINK TOGETHER CHART 29
(6)
When does the story take place?
LEVEL L
(7)
LESSON 29: THINK TOGETHER CHART
(6a) The story takes place _____.
What is Monica’s problem in the story?
(7a) Monica’s problem in the story is _____.
(8)
Where does Carl decide NOT to go?
Fountas & Pinnell Leveled Literacy Intervention. Copyright ©2013 by Irene C. Fountas and Gay Su Pinnell. This page may be photocopied.
LLI RED SYSTEM TEST PREPARATION
3
LLI RED SYSTEM REVISED TEST PREP
THINK TOGETHER CHART 29
(8a) Carl decides NOT to go _____.
LEVEL L
What is the most important step in preparing
the soil?
LESSON 29: THINK TOGETHER CHART
(9)
(9a) The most important step in preparing the soil is
_____.
(10) Robert wants to join the club to _____.
Fountas & Pinnell Leveled Literacy Intervention. Copyright ©2013 by Irene C. Fountas and Gay Su Pinnell. This page may be photocopied.
LLI RED SYSTEM TEST PREPARATION
4
LLI RED SYSTEM REVISED TEST PREP
THINK TOGETHER CHART 29
(11) To fix the bicycle, what does Marla do SECOND?
LEVEL L
LESSON 29: THINK TOGETHER CHART
(11a) To fix the bicycle, the SECOND thing Marla does
is _____.
(12) Which sentence BEST states the main idea
of the story?
(12a) The sentence that BEST states the main idea of
the story is _____.
Fountas & Pinnell Leveled Literacy Intervention. Copyright ©2013 by Irene C. Fountas and Gay Su Pinnell. This page may be photocopied.
LLI RED SYSTEM TEST PREPARATION
5