Follow That Horse by Shannon Teper RID Revised 9/09

5 What is the meaning of the word miniature in paragraph 2 of “Follow That Horse”? A. Quiet B. Small C. Clever IC 14: Interpret vocabulary critical to the meaning of the text (Reading GLE 1.3.2)

6 According to the Big Facts About Little Horses text box, what are two reasons miniature horses make good helpers? Include information from the text box in your answer. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ IA 16: Demonstrate understanding of text features (titles, headings, and other information divisions, table of contents, captions) and graphic features (Reading GLE 2.2.2)

2 A 2-point response provides information from the “Big Facts About Little Horses” text box to identify two reasons why miniature horses make good helpers. Example: Miniature horses make good helpers because most people aren’t allergic to them. Another reason is that they don’t have fleas. 1 A 1-point response provides information from the “Big Facts About Little Horses” text box to identify one reason why miniature horses make good helpers.

Text-based information may include, but is not limited to: The horses are cheap (to feed) (easier to feed) / Hay costs $4 a week / Oats cost $.25 a day The horses don’t have fleas Most people are not allergic to the horses Can exercise in a fenced yard

2 6 According to the Big Facts About Little Horses text box, what are two reasons miniature horses make good helpers? Include information from the text box in your answer. This response provides two reasons why miniature horses make good helpers. A. ... miniature horses are cheep to feed. B. ...they do not have fleas.

2 6 According to the Big Facts About Little Horses text box, what are two reasons miniature horses make good helpers? Include information from the text box in your answer. This response provides two reasons why miniature horses make good helpers. A. ...the food is cheap. C. ...people aren’t allergic to minature horses.

6 According to the Big Facts About Little Horses text box, what are two reasons miniature horses make good helpers? Include information from the text box in your answer. 1 This response provides one reason why miniature horses make good helpers. C. Most people are not allergece too miniature horses.

6 According to the Big Facts About Little Horses text box, what are two reasons miniature horses make good helpers? Include information from the text box in your answer. 1 This response provides one reason why miniature horses make good helpers. A. ...oats will casts 25 cents for day.

6 According to the Big Facts About Little Horses text box, what are two reasons miniature horses make good helpers? Include information from the text box in your answer. This response does not provide a reason why miniature horses make good helpers.

Helping Hands

7 Which sentence is the main idea of the selection “Helping Hands”? A. Capuchin monkeys use their fingers to turn pages. B. Capuchin monkeys are from South American rain forests. C. Capuchin monkeys assist people with disabilities with everyday tasks. IC 11: Demonstrate understanding of major ideas and supporting details (Reading GLE 2.1.3)

8 Based on the information in the selection “Helping Hands,” which sentence explains why capuchin monkeys most likely would be able to tie shoes? A. Capuchin monkeys wear sneakers. B. Capuchin monkeys are good helpers. C. Capuchin monkeys have fingers like people. IC 13: Make inferences or predictions based on the reading (Reading GLE 2.1.5)

9 The author of “Follow That Horse” wrote the selection to inform readers that animals help people. Use two details from “Follow That Horse” to support this idea. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The author of “Helping Hands” wrote the selection to inform readers that animals help people. Use two details from “Helping Hands” to support this idea. IA 19: Analyze author's purpose (including distinguishing between fact and opinion) and evaluate effectiveness for different audiences (Reading GLEs 2.4.2, 2.4.3, 2.4.4) NOTE: This can be adjusted to one/one

4 A 4-point response provides all of the following: • One text-based detail from “Follow That Horse” that informs readers that different kinds of animals can be taught to help people. • A second detail from “Follow That Horse” that informs readers that different kinds of animals can be taught to help people. • One text-based detail from “Helping Hands” that informs readers that different kinds of animals can be taught to help people. • A second detail from “Helping Hands” that informs readers that different Example: Miniature horses can lead blind people. They can learn 23 different commands. Monkeys have fingers a lot like humans. They can turn pages in a magazine. 3 A 3-point response provides three of the elements listed above. 2 A 2-point response provides two of the elements listed above. 1 A 1-point response provides one of the elements listed above.

Text-based details may include, but are not limited to: Follow That Horse: Guide blind people (Dan) / guide people / crossing the street Cuddles is compact / 26 inches high / 80 pounds / fits under a table / size of a dog / housebroken Go everywhere their owners (Dan) go / Ride elevators / go in restaurants / fly on an airplane / stores – shopping Offer another choice to blind people who are allergic to or afraid of dogs Cuddles learned 23 different commands during her training (including forward, right, left, and find the door) Cuddles learned to “spook in place” For safety, Cuddles was taught to decide when to disobey / Cuddles won’t cross when a car is coming Cuddles saved Dan from being hit by a bike Cheap to feed / Easy to feed Don’t have fleas

Helping Hands: Clever animals / Super smart A group called Helping Hands teaches monkeys to help their owners (paralyzed) with everyday tasks Have great memories Learn quickly to put videos in the VCR Dial the phone Pick up things (that have been dropped) Have fingers a lot like humans Turn pages in a magazine / book Scratch an itchy nose They are great at switching lights on and off Get their owner a sandwich Kimba loves doing her job

9 The author of “Follow That Horse” wrote the selection to inform readers that animals help people. Use two details from “Follow That Horse” to support this idea. The author of “Helping Hands” wrote the selection to inform readers that animals help people. Use two details from “Helping Hands” to support this idea. 4 This response provides two text-based details from “Follow That Horse” that inform readers that different kinds of animals can be taught to help people. G. ...was taught to decide when to disobey. G. ...when a car is coming, Cuddles won’t cross. H. ...saved Dan from danger recently when a bike raced into his path... Also provides more than two text-based details from “Helping Hands” that inform readers that different kinds of animals can be taught to help people. GG. ...have fingers a lot like yours. HH. ...makes it easy for a capuchin like patty to turn pages in a magazine. II. ...use he fingers to scratch an itchy nose.

9 The author of “Follow That Horse” wrote the selection to inform readers that animals help people. Use two details from “Follow That Horse” to support this idea. The author of “Helping Hands” wrote the selection to inform readers that animals help people. Use two details from “Helping Hands” to support this idea. 4 This response provides two text-based details from “Follow That Horse” that inform readers that different kinds of animals can be taught to help people. E. ...knows how to take commands…like left, right, forwards, backwards, and find the door. G. ...when a car is coming Cuddles won’t cross the street. Also provides two text-based details from “Helping Hands” that inform readers that different kinds of animals can be taught to help people. EE. ...knows how to dial the phone... JJ. ...great at turning the lights on and off.

9 The author of “Follow That Horse” wrote the selection to inform readers that animals help people. Use two details from “Follow That Horse” to support this idea. The author of “Helping Hands” wrote the selection to inform readers that animals help people. Use two details from “Helping Hands” to support this idea. 3 This response provides two text-based details from “Follow That Horse” that inform readers that different kinds of animals can be taught to help people. E. ...learned 23 different commands... G. ...learned to decide when to disobey her owner... Also provides one text-based detail from “Helping Hands” that inform readers that different kinds of animals can be taught to help people. BB. ...capuchin monkeys are taught by Helping Hands to help disabled owners.

9 The author of “Follow That Horse” wrote the selection to inform readers that animals help people. Use two details from “Follow That Horse” to support this idea. The author of “Helping Hands” wrote the selection to inform readers that animals help people. Use two details from “Helping Hands” to support this idea. 2 This response provides two text-based details from “Helping Hands” that inform readers that different kinds of animals can be taught to help people. HH. Help hurt people by turning pages,... DD. ...puting movies in VCRs or DVD players.

9 The author of “Follow That Horse” wrote the selection to inform readers that animals help people. Use two details from “Follow That Horse” to support this idea. The author of “Helping Hands” wrote the selection to inform readers that animals help people. Use two details from “Helping Hands” to support this idea. 2 This response provides one text-based detail from “Follow That Horse” that inform readers that different kinds of animals can be taught to help people. J. ...do not have flies. Also provides one text-based detail from “Helping Hands” that inform readers that different kinds of animals can be taught to help people. JJ. ...helpful to turn on or off lights.

9 The author of “Follow That Horse” wrote the selection to inform readers that animals help people. Use two details from “Follow That Horse” to support this idea. The author of “Helping Hands” wrote the selection to inform readers that animals help people. Use two details from “Helping Hands” to support this idea. 1 This response provides one text-based detail from “Follow That Horse” that informs readers that different kinds of animals can be taught to help people. D. ...not only dogs can help blind people…

that different kinds of animals can be taught to help people. 9 The author of “Follow That Horse” wrote the selection to inform readers that animals help people. Use two details from “Follow That Horse” to support this idea. The author of “Helping Hands” wrote the selection to inform readers that animals help people. Use two details from “Helping Hands” to support this idea. This response does not provide a text-based detail from either passage that informs readers that different kinds of animals can be taught to help people.

10 Which phrase explains why the animals in the selections “Follow That Horse” and “Helping Hands” are taught to do simple tasks? A. People enjoy training different types of animals. B. The animals will be able to assist people who need help. C. Having helper animals allows people to have more free time. IA 18: Make connections (cause and effect) within a text (Reading GLE 2.3.1)