We need to find feeling words. The story says 'His heart felt worried.' Worried tells how Marcus feels inside when it's dark.

This question tests CCSS.RL.1.4: identifying words and phrases in stories or poems that suggest feelings or appeal to the senses. Students must recognize feeling words that describe emotions. Feeling words describe emotions—how someone feels inside. Examples: happy, sad, scared, excited, proud. These words help readers understand characters' feelings. In this poem, the speaker is described using feeling language. Choice D is correct because 'peaceful' is a feeling word that describes emotion. In the poem, it says 'I feel peaceful, like a slow song.' This word helps us know how the character feels. Choice C is incorrect because 'green' is a sensory word that describes sight, not a feeling word. 'Green' describes how something looks, not how someone feels. To help students identify feeling words: Ask 'How does the character feel inside?' Look for words like happy, sad, scared, excited, calm. These words tell emotions. Practice: Read the poem. Find words that tell feelings. Ask: 'Is this a feeling word?' Create anchor charts: FEELING WORDS (happy, sad, scared, excited...). Watch for: Students who choose action words (jumped, ran) instead of feeling words, students who choose object names instead of describing words, students who can't distinguish between feeling words and sensory words.

This question tests CCSS.RL.1.4: identifying words and phrases in stories or poems that suggest feelings or appeal to the senses. Students must recognize sensory words that describe touch. Sensory words describe what we experience through our five senses (sight, sound, touch, taste, smell). Touch words describe how things feel (soft, warm). These words help readers imagine the story. In this poem, the kitten's fur is described using sensory language. Choice B is correct because 'soft' is a sensory word that describes touch. In the poem, it says 'My kitten’s fur is soft as a cloud.' This word helps us imagine how something feels. Choice A is incorrect because 'purrs' is an action word, not a sensory word. 'Purrs' describes what happens, not how something feels to touch. To help students identify sensory words: Ask 'What can you see/hear/feel/taste/smell in the story?' Look for words that describe the five senses. Touch: soft, rough, warm. Practice: Read the poem. Find words that tell feelings or describe senses. Ask: 'Is this a feeling word or a sensory word? Which sense does it describe?' Create anchor charts: FEELING WORDS (happy, sad, scared, excited...) and SENSORY WORDS organized by five senses. Watch for: Students who choose action words (jumped, ran) instead of sensory words, students who choose object names instead of describing words, students who can't distinguish between feeling words and sensory words.

We need to find a touch word. The word 'soft' tells how the fur feels. The poem says it's 'soft as a cloud.'

We need to find seeing words. The poem says 'The lake looks shiny.' Shiny tells how the lake looks to our eyes.

We need to find a feeling word. The word 'cozy' tells how Maya feels. It means she feels warm and comfy.

This question tests CCSS.RL.1.4: identifying words and phrases in stories or poems that suggest feelings or appeal to the senses. Students must recognize sensory words that describe sight/sound/touch/taste/smell. Sensory words describe what we experience through our five senses (sight, sound, touch, taste, smell). Sight words describe how things look (bright, colorful). Sound words describe what we hear (loud, boom). Touch words describe how things feel (soft, warm). Taste words describe how things taste (sweet, delicious). Smell words describe how things smell (fresh, sweet). These words help readers imagine the story. In this story, the smell is described using sensory language. Choice C is correct because 'stinky' is a sensory word that describes smell. In the story, it says 'A stinky smell popped out like a prank.' This word helps us imagine how something smells. Choice A is incorrect because 'slowly' is an action word, not a sensory word. 'Slowly' describes how something happens, not how something smells. To help students identify sensory words: Ask 'What can you see/hear/feel/taste/smell in the story?' Look for words that describe the five senses. Sight: bright, colorful, dark. Sound: loud, quiet, boom. Touch: soft, rough, warm. Taste: sweet, yummy. Smell: fresh, sweet. Practice: Read the story. Find words that describe senses. Ask: 'Which sense does it describe?' Create anchor charts: SENSORY WORDS organized by five senses. Watch for: Students who choose action words (jumped, ran) instead of sensory words, students who choose object names instead of describing words, students who can't distinguish between feeling words and sensory words.

This question tests CCSS.RL.1.4: identifying words and phrases in stories or poems that suggest feelings or appeal to the senses. Students must recognize sensory words that describe sound. Sensory words describe what we experience through our five senses (sight, sound, touch, taste, smell). Sound words describe what we hear (loud, boom). These words help readers imagine the story. In this story, the rain and thunder are described using sensory language. Choice D is correct because 'pattered' is a sensory word that describes sound. In the story, it says 'Rain pattered on the roof.' This word helps us imagine how something sounds. Choice C is incorrect because 'sat' is an action word, not a sensory word. 'Sat' describes what happens, not how something sounds. To help students identify sensory words: Ask 'What can you see/hear/feel/taste/smell in the story?' Look for words that describe the five senses. Sound: loud, quiet, boom. Practice: Read the story. Find words that tell feelings or describe senses. Ask: 'Is this a feeling word or a sensory word? Which sense does it describe?' Create anchor charts: FEELING WORDS (happy, sad, scared, excited...) and SENSORY WORDS organized by five senses. Watch for: Students who choose action words (jumped, ran) instead of sensory words, students who choose object names instead of describing words, students who can't distinguish between feeling words and sensory words.

We need to find sound words. The story says rain 'pattered' on the roof. Pattered tells the sound rain makes.

This question tests CCSS.RL.1.4: identifying words and phrases in stories or poems that suggest feelings or appeal to the senses. Students must recognize sensory words that describe sight/sound/touch/taste/smell. Sensory words describe what we experience through our five senses (sight, sound, touch, taste, smell). Sight words describe how things look (bright, colorful). Sound words describe what we hear (loud, boom). Touch words describe how things feel (soft, warm). Taste words describe how things taste (sweet, delicious). Smell words describe how things smell (fresh, sweet). These words help readers imagine the story. In this poem, the leaves are described using sensory language. Choice C is correct because 'rustling' is a sensory word that describes sound. In the poem, it says 'Leaves make a rustling sound like whispers.' This word helps us imagine how something sounds. Choice D is incorrect because 'safe' is a feeling word that describes emotion, not a sensory description. 'Safe' describes how someone feels, not how something sounds. To help students identify sensory words: Ask 'What can you see/hear/feel/taste/smell in the story?' Look for words that describe the five senses. Sight: bright, colorful, dark. Sound: loud, quiet, boom. Touch: soft, rough, warm. Taste: sweet, yummy. Smell: fresh, sweet. Practice: Read the poem. Find words that describe senses. Ask: 'Which sense does it describe?' Create anchor charts: SENSORY WORDS organized by five senses. Watch for: Students who choose action words (jumped, ran) instead of sensory words, students who choose object names instead of describing words, students who can't distinguish between feeling words and sensory words.