Lesson 93: Practice
Read the passage from the nonfiction book Dog Heroes. Then answer questions 1
through 5.
LLI RED SYSTEM REVISED TEST PREP
Passage from
Dog Heroes
by Susan Buckley
Toby
1
4
5
LESSON 93: STUDENT BOOKLET
3
LEVEL N
2
Toby was a lucky dog. When he was a puppy, he didn’t have a home. Debbie
Parkhurst found him in a trash bin. She took him home and named him Toby.
Debbie was happy with her new pet, and Toby seemed happy, too.
One afternoon, Debbie was at home, and Toby was lying down nearby. Debbie
decided to have a snack, and she began to eat some sliced apple. Suddenly, she
couldn’t breathe. A piece of apple was stuck in her windpipe.
Debbie leaned over a chair to try to force the apple out of her windpipe. Then
she tried hitting herself on the chest. Nothing worked.
When Toby saw what was happening, he jumped up. He put his paws on
Debbie’s shoulders and pushed her to the floor. Then he started jumping up and
down on Debbie’s chest—hard.
Out popped the piece of apple, and Debbie started breathing again!
Reading Comprehension
Now answer questions 1 through 5 by filling in the circle next to the best answer.
1. Read this sentence from paragraph 2 of the passage.
Debbie decided to have a snack, and she began to eat some sliced apple.
A snack is a
A
light bite.
B
cold meal.
C
sweet food.
D
heavy meal.
© 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. Which is the correct way to divide the word suddenly into syllables?
LEVEL N LESSON 93: STUDENT BOOKLET
A
sudden-ly
B
su-dden-ly
C
sud-den-ly
D
sud-denly
3. According to paragraph 2, why does Debbie stop breathing?
A
She eats some sliced fruit.
B
She hits herself on the chest.
C
Toby jumps up and down on her body.
D
A piece of apple gets stuck in her windpipe.
4. Which word BEST describes how Debbie probably feels about Toby at the end
of the passage?
LLI RED SYSTEM REVISED TEST PREP
A
angry
B
fearful
C
hopeful
D
thankful
5. In this story, the writer gives
4
A
the last events first.
B
the most interesting events first.
C
events in the order in which they happen.
D
events about Debbie before events about Toby.
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 93: On Your Own
Read the abridged version of the fiction book Soccer Luck. Then answer questions 1
through 15.
LLI RED SYSTEM REVISED TEST PREP
Abridged version of
Soccer Luck
by Barbara Gannett
1
2
5
6
7
LESSON 93: STUDENT BOOKLET
4
LEVEL N
3
Soccer was a big deal at Amanda’s school, and her fifth-grade class had an
excellent team, the Rolling O’s. The team members were all in Mrs. O’s fifth-grade
class.
The team practiced a lot. Amanda was captain and knew how to get the best
from every player. But the real reason the Rolling O’s always won was Max. He
didn’t play soccer with his feet. He used his eyes and his brain to help the team.
The Rolling O’s played other classes at recess. But one team they’d never
played was Mr. Tugg’s sixth-grade class, the Tugg Rats. Every person on that team
seemed big and fierce.
“Check out their goalie,” Tony said. “He’s big enough to be in high school.”
Tony was the goalie for the Rolling O’s.
“That’s Rex King,” Amanda said. “He is really big. He’s a troublemaker, too. I
see him in the hallways all the time because he keeps getting kicked out of class.”
Max watched the team for a while. “Those guys aren’t much for teamwork,” he
said. “Rex just grabbed the ball from his own teammate.”
“Rex likes to grab things from other people” Tony muttered, “like milk money
and desserts.”
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
8
9
10
11
LEVEL N LESSON 93: STUDENT BOOKLET
12
13
14
15
16
LLI RED SYSTEM REVISED TEST PREP
17
18
19
20
21
22
23
24
6
Rex invited the Rolling O’s to play a game. “We have the same recess
tomorrow.” Rex grinned. “We challenge you.”
Amanda cleared her throat. “We accept,” she said.
“Bring crutches,” Rex said. He walked away, laughing.
When Amanda and Tony told Max about the challenge, he was quiet for a long
time. At last he said, “Rex takes other people’s things, right? And he gets kicked out
of class a lot?”
Tony and Amanda nodded.
“He always wears floppy shorts with lots of big pockets,” Max said. And he told
them how they could win.
By the end of the day, everyone was talking about the game between the
Rolling O’s and the Rats. A rumor flew around the school that each Rolling O
player carried a lucky stone.
The next morning, every person on the Rolling O’s left home with a bulging
pocket. That morning, every kid on the Rolling O’s left the classroom to use the
bathroom or to go to the library. They all happened to pass Rex.
Amanda was the last person with a full pocket. She met Rex on the way to
lunch.
“Hand it over,” Rex said.
Amanda reached in her pocket and pulled out a rock the size of her fist. She
handed it over.
At recess, Rex had pockets full of rocks. While he was using his hands to hold
his shorts up, Amanda scored a goal. When Rex dived for a ball, he landed hard on
a lumpy pocket. So he started yanking rocks out of his pockets and scattering
them on the ground.
Now Rex could pay attention to the game, and the Rats scored. Minutes later,
one of the rocks tripped him up. The O’s made another goal. Just then, the bell
rang.
The score was 2 to 1. The Rolling O’s had won.
“Some lucky stones!” Rex yelled.
“They were lucky,” Amanda said. “For us!”
The Rolling O’s took a victory lap around the field, with Max in the lead.
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
Reading Comprehension
Now answer questions 1 through 15 by filling in the circle next to the best answer.
1. Read these two sentences from paragraphs 14 and 15.
LLI RED SYSTEM REVISED TEST PREP
A rumor flew around the school that each Rolling O player carried a
lucky stone.
The next morning, every person on the Rolling O’s left home with a
bulging pocket.
The pockets were bulging because they were
A
tiny.
B
torn.
C
empty.
D
stuffed.
LEVEL N
2. Read these two sentences from paragraph 19.
LESSON 93: STUDENT BOOKLET
When Rex dived for a ball, he landed hard on a lumpy pocket. So he
started yanking rocks out of his pockets and scattering them on the
ground.
In this sentence scattering means
A
balancing.
B
piling in a certain spot.
C
throwing in many places.
D
setting down in many places.
3. The word excellent is spoken with extra stress on the
A
first syllable.
B
second syllable.
C
third syllable.
D
first and third syllables.
4. What is the suffix in grabbed?
A
grab
B
bed
C
ed
D
d
© 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
5. Where does this passage take place?
LEVEL N LESSON 93: STUDENT BOOKLET
A
at a park
B
at a school
C
in an empty lot
D
in Amanda’s yard
6. According to paragraph 2, who is the captain of the Rolling O’s?
7.
A
Max
B
Rex
C
Tony
D
Amanda
The chart below shows events in time order. First, read the chart.
LLI RED SYSTEM REVISED TEST PREP
Rex challenges the
Rolling O’s to a soccer
match.
Max tells Tony and
Amanda how they can
win.
Which sentence belongs in the empty box in the chart?
A
Rex takes rocks from the Rolling O’s.
B
The Rolling O’s put rocks in their pockets.
C
Amanda accepts the challenge to play the Tugg Rats.
D
Max watches the Tugg Rats play soccer at recess.
8. How does Max help the Rolling O’s to beat the Tugg Rats?
A
He scores many goals.
B
He tricks Rex into carrying rocks in his pocket.
C
He coaches the Rolling O’s to be better players.
D
He tells Amanda that the Tugg Rats aren’t good at teamwork.
9. Which word BEST names the feeling Amanda has towards Rex?
8
A
anger
B
respect
C
mistrust
D
friendliness
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
10. From reading the passage, you can tell that Max, Tony, and Amanda
A
do very well in school.
B
work well together as a team.
C
have been friends for a very long time.
D
believe that rocks can have magic powers.
LLI RED SYSTEM REVISED TEST PREP
11. Which detail MOST LIKELY gives Max the idea to use lucky stones against the
Tugg Rats?
A
He knows how big Rex is.
B
He sees how Rex talks to other people.
C
He sees that Rex isn’t good at teamwork.
D
He knows Rex likes to take things from other kids.
12. Which word BEST describes Rex?
lazy
B
mean
C
clever
D
friendly
LESSON 93: STUDENT BOOKLET
A
LEVEL N
13. Which term names the genre, or type of text, that Soccer Luck is?
A
fable
B
fantasy
C
realistic fiction
D
autobiography
14. In this passage, the author
A
compares and contrasts events.
B
tells the events in order of time.
C
describes the most interesting events first.
D
states the main idea first and then adds details.
15. The author MOST LIKELY wrote this passage to
A
give information about lucky stones.
B
show the reader how to win a soccer game.
C
teach that a girl can be captain of a class soccer team.
D
tell an entertaining story about being clever and winning a soccer game.
© 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
9
TEST PREPARATION LESSON
You Will Need
93
LEVEL
N
• Level N Student Test
Preparation Booklets
• Think Together Chart 93
LEVEL
N
LESSONS
93–96
Name:
Goals
e Develop understanding of the terms
passage, item, stem, closed stem, open
stem, and option.
Student Test
Preparation Booklet,
Level N, Lessons 93–96
including words that are bold, italicized,
capitalized, or underlined.
e Notice that some stems include a graphic
passage.
e Apply thinking to multiple-choice items
related to passages from familiar texts.
e Practice responding to multiple-choice
items related to passages from familiar
texts.
organizer.
e If your students learned the terms discussed below at the previous level, help
them strengthen their knowledge by reviewing the terms and how they apply to
various examples.
e When you take a test, you will notice passages, or texts, to read. Sometimes a
passage is called a selection. Have students look at the nonfiction passage from
Dog Heroes in their Student Test Preparation Booklets. Here is an example of a
passage. The direction line above the passage tells you that the text is nonfiction.
First you read the passage carefully
e After you read the passage, look at the test items that relate to it. Have students
look at the five items on pages 3 and 4. Point out that the items are numbered
and that each has four options. These five 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 related to the excerpt. Notice that the
stems in items 2, 3, and 4 contain questions. These are called closed stems. The
stems in items 1 and 5 are incomplete sentences, which are called open stems.
TEST PREPARATION ( Optional )
Think
Together
LESSON 93
e Identify important words in item stems,
e Determine the important information in a
LEVEL N
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, 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 and 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 change questions to incomplete sentences. Place two stems on Think
Together Chart 93. Here is a closed stem: (1) Why did the rabbit get scared? Here
is the same stem restated as an open stem: (1a) The rabbit got scared because ___.
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 N
LESSON 93: LESSON PLAN
531
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 and 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. Have students note the word best in uppercase letters in item 4 and the word
suddenly in italics in item 2. 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 8. 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 93).
(2) How does Ms. Evers protect the bird?
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) How does Ms. Evers protect the bird?
e This item is asking how. The correct option will probably say the way something is
done. After underlining the other important words, you have an idea of what the
answer might be about—the way that Ms. Evers protects a bird. 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) Which brother ends up with more gold?
e This item is asking which. The other important words give clues that the correct option
will be about a brother getting gold. If you want to test a possible answer, you can
rewrite the question as an incomplete sentence: (4a) The brother that ends up with
more gold is ___.
532
LLI RED SYSTEM REVISED TEST PREP
LEVEL N
LESSON 93: LESSON PLAN
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 93.
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 4, what is an antonym for playful?
(6) Which word BEST identifies a theme expressed in the story?
e This item focuses on theme, which is a literary element. Here are some more stems for
LEVEL N
e This item focuses on the meaning of a word. Here is a closed stem.
you to read and think about.
(8) Why does Holly change her plan?
LESSON 93
(7) From reading the passage, you can tell that the narrator is a person
who ___.
(9) What is the last step in addressing an envelope?
(10) Chiara begs her friend to ___.
(11) To prepare for the game, what does Derek do FIRST?
Have a Try
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.
3. Cross out options that are not correct and think carefully about the
other options.
4. Restate closed stems to check possible answers.
TEST PREPARATION ( Optional )
(12) Which sentence states what the passage is MOSTLY about?
5. Select one option, and check your choice by looking again at the text passage
or passages.
6. Bubble in the correct option.
e Now turn to page 3 in your Student Test Preparation Booklets. The passage is from a
nonfiction book you have already read, Dog Heroes. 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.]
LLI RED SYSTEM REVISED TEST PREP
LEVEL N
LESSON 93: LESSON PLAN
533
Critical Thinking
1. Derive the meaning of
a word from context.
2. Identify correct
pronunciation and
understand syllables.
3. Recognize causes and
effects.
4. Make inferences about
people in a text.
5. Identify the
organization of a
nonfiction text.
1. Read this sentence from paragraph 2 of
the passage.
Debbie decided to have a snack, and
she began to eat some sliced apple.
A snack is a
 A light bite.
B cold meal.
C sweet food.
D heavy meal.
Thinking Within the Text
2. Which is the correct way to divide the
word suddenly into syllables?
A sudden-ly
B su-dden-ly
 C sud-den-ly
D sud-denly
Thinking Within the Text
4. Which word BEST describes how Debbie
probably feels about Toby at the end of
the passage?
A angry
B fearful
C hopeful
 D thankful
Thinking Beyond the Text
5. In this passage, the writer gives
A the last events first.
B the most interesting events
first.
 C events in the order in which
they happen.
D events about Debbie before
events about Toby.
Thinking About the Text
3. According to paragraph 2, why does
Debbie stop breathing?
A She eats some sliced fruit.
B She hits herself on the chest.
C Toby jumps up and down on
her body.
 D A piece of apple gets stuck in
her windpipe.
Thinking Within 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 list to the left). For instance, you might help students recognize
how item 5 requires them to think about how the writer organizes information.
On Your
Own
e Turn to page 5 in your Student Test Preparation Booklet. Earlier you read the fiction
book Soccer Luck. 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.]
534
LLI RED SYSTEM REVISED TEST PREP
LEVEL N
LESSON 93: LESSON PLAN
Critical Thinking
1. Derive the meaning of
1. Read these two sentences from
6.
paragraphs 14 and 15.
a word from context.
A rumor flew around the school
that each Rolling O player carried a
lucky stone.
The next morning, every person on
the Rolling O’s left home with a
bulging pocket.
2. Derive the meaning of
a word from context.
3. Identify correct
pronunciation, and
understand syllables.
The pockets were bulging because they
were
and affixes (suffix).
5. Identify the setting of
information in a text.
C Tony
 D Amanda
Thinking Within the Text
7. The chart below shows events in time
order. First, read the chart.
Rex challenges
the Rolling O’s
to a soccer
match.
A tiny.
B torn.
C empty.
 D stuffed.
7. Identify sequence
of events.
8. Identify key details
of plot.
2. Read these two sentences from
character traits and
actions.
In this sentence scattering means
B piling in a certain spot.
 C throwing in many places.
D setting down in many places.
Thinking Within the Text
3.
The word excellent is spoken with extra
stress on the
 A first syllable.
B second syllable.
C third syllable.
D first and third syllables.
Thinking Within the Text
4.
What is the suffix in grabbed?
A grab
Where does this passage take place?
A at a park
 B at a school
C in an empty lot
D in Amanda’s yard
How does Max help the Rolling O’s to
beat the Tugg Rats?
A He scores many goals.
 B He tricks Rex into carrying
rocks in his pocket.
C
He coaches the Rolling O’s to
be better players.
D
He tells Amanda that the Tugg
Rats aren’t good at teamwork.
Thinking Within the Text
9. Which word BEST names the feeling
Amanda has towards Rex?
A anger
Thinking Beyond the Text
Thinking Within the Text
8.
B respect
 C mistrust
D friendliness
B bed
 C ed
D d
5.
Thinking Within the Text
A balancing.
TEST PREPARATION ( Optional )
When Rex dived for a ball, he
landed hard on a lumpy pocket. So he
started yanking rocks out of his
pockets and scattering them on the
ground.
feelings.
A Rex takes rocks from the
Rolling O’s.
B The Rolling O’s put rocks in
their pockets.
C Amanda accepts the challenge
to play the Tugg Rats
 D Max watches the Tugg Rats
play soccer at recess.
paragraph 19.
10. Make inferences about
Max tells
Tony and
Amanda how
they can win.
Which sentence belongs in the empty
box in the chart?
Thinking Within the Text
9. Infer a character’s
B Rex
LESSON 93
a fiction text.
6. Identify important
A Max
LEVEL N
4. Recognize base words
According to paragraph 2, who is the
captain of the Rolling O’s?
Thinking Within the Text
10. From reading the passage, you can tell
that Max, Tony, and Amanda
A do very well in school.
 B work well together as a team.
C have been friends for a very
long time.
D believe that rocks can have
magic powers.
Thinking Beyond the Text
LLI RED SYSTEM REVISED TEST PREP
LEVEL N
LESSON 93: LESSON PLAN
535
Critical Thinking
11. Infer a character’s
thinking and the
reasons for it.
12. Identify character
traits.
13. Identify the genre
of a text.
14. Identify the
organization of a
fiction text.
15. Infer author’s purpose.
11. Which detail MOST LIKELY gives Max
the idea to use lucky stones against the
Tugg Rats?
A He knows how big Rex is.
C He sees that Rex isn’t good at
B He sees how Rex talks to
other people.
teamwork.
 D He knows Rex likes to take
things from other kids.
Thinking Beyond the Text
12. Which word BEST describes Rex?
A lazy
 B mean
C clever
D friendly
Thinking Beyond the Text
13. Which term names the genre, or type of
text, that Soccer Luck is?
A fable
B fantasy
14. In this passage, the author
A compares and contrasts
events.
 B tells the events in order
of time.
C
describes the most
interesting events first.
D
states the main idea first and
then adds details.
Thinking About the Text
15. The author MOST LIKELY wrote this
passage to
A give information about lucky
B show the reader how to win a
C teach that a girl can be
stones.
soccer game.
captain of a class soccer team.
 D tell an entertaining story
about being clever and
winning a soccer game.
Thinking About the Text
 C realistic fiction
D autobiography
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.
536
LLI RED SYSTEM REVISED TEST PREP
LEVEL N
LESSON 93: LESSON PLAN
LLI RED SYSTEM REVISED TEST PREP
THINK TOGETHER CHART 93
You may wish to print these pages to display the individual stem for the Think Together items.
(1)
Why did the rabbit get scared?
LEVEL N
(2)
LESSON 93: THINK TOGETHER CHART
(1a) The rabbit got scared because _____.
How does Ms. Evers protect the bird?
(2a) Ms. Evers protects the bird by _____.
(3)
How does Ms. Evers protect the bird?
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
LLI RED SYSTEM REVISED TEST PREP
THINK TOGETHER CHART 93
(4)
Which brother ends up with more gold?
LEVEL N
LESSON 93: THINK TOGETHER CHART
(4a) The brother that ends up with more gold is _____.
(5)
In paragraph 4, what is an antonym for playful?
(5a) In paragraph 4, an antonym for playful 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 93
(6)
Which word BEST identifies a theme expressed in
the story?
LEVEL N
LESSON 93: THINK TOGETHER CHART
(6a) The word that BEST identifies a theme expressed in
the story is _____.
(7)
From reading the passage, you can tell that the
narrator is a person who _____.
(8)
Why does Holly change her plan?
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 93
(8a) Holly changes her plan because _____.
LEVEL N
What is the last step in addressing an envelope?
LESSON 93: THINK TOGETHER CHART
(9)
(9a) The last step in addressing an envelope is _____.
(10) Chiara begs her friend to _____.
(11) To prepare for the game, what does Derek do FIRST?
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 93
(11a) To prepare for the game, the FIRST thing Derek does
is _____.
LEVEL N
LESSON 93: THINK TOGETHER CHART
(12) Which sentence states what the passage is MOSTLY
about?
(12a) The sentence that states what the passage is
MOSTLY about 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