Text Extraction Evaluation Report <span class="float-right ml-2 px-3 py-1 bg-blue-600 text-white text-sm font-medium rounded-full">42%</span>

Page Test 0

29320 100%

FOREWORD This is a pivotal time in the history of the Ministry of Education and Technical Education (MOETE) in Egypt. We are embarking on the transformation of Egypt’s K-12 education system starting in September 2018 with KG1, KG2 and Primary 1 continuing to be rolled out year after year until 2030. We are transforming the way in which students learn to prepare Egypt’s youth to succeed in a future world that we cannot entirely imagine. MOETE is very proud to present this new series of textbooks, Discover, with the accompanying digital learning materials that captures its vision of the transformation journey. This is the result of much consultation, much thought and a lot of work. We have drawn on the best expertise and experience from national and international organizations and education professionals to support us in translating our vision into an innovative national curriculum framework and exciting and inspiring print and digital learning materials. The MOETE extends its deep appreciation to its own “Central Administration for Curriculum Development” (CACD) and “Discovery Education”. This transformation of Egypt’s education system would not have been possible without the significant support of Egypt’s current president, His Excellency President Abdel Fattah El-Sisi. Overhauling the education system is part of the president’s vision of ‘rebuilding the Egyptian citizen’ and it is closely coordinated with the ministries of higher education & scientific research, Culture, and Youth & Sports. Education 2.0 is only a part in a bigger national effort to propel Egypt to the ranks of developed countries and to ensure a great future to all of its citizens.

Evaluation Results

Expected

Actual

FOREWORD

section_heading

This is a pivotal time in the history of the Ministry of Education and Technical Education (MOETE) in Egypt.

section_text

We are embarking on the transformation of Egypt’s K-12 education system starting in September 2018 with KG1, KG2 and Primary 1 continuing to be rolled out year after year until 2030.

section_text

We are transforming the way in which students learn to prepare Egypt’s youth to succeed in a future world that we cannot entirely imagine.

section_text

MOETE is very proud to present this new series of textbooks, Discover, with the accompanying digital learning materials that captures its vision of the transformation journey.

section_text

This is the result of much consultation, much thought and a lot of work.

section_text

We have drawn on the best expertise and experience from national and international organizations and education professionals to support us in translating our vision into an innovative national curriculum framework and exciting and inspiring print and digital learning materials.

section_text

The MOETE extends its deep appreciation to its own “Central Administration for Curriculum Development” (CACD) and “Discovery Education”.

section_text

This transformation of Egypt’s education system would not have been possible without the significant support of Egypt’s current president, His Excellency President Abdel Fattah El-Sisi.

section_text

Overhauling the education system is part of the president’s vision of ‘rebuilding the Egyptian citizen’ and it is closely coordinated with the ministries of higher education & scientific research, Culture, and Youth & Sports.

section_text

Education 2.0 is only a part in a bigger national effort to propel Egypt to the ranks of developed countries and to ensure a great future to all of its citizens.

section_text

reasoning Used the provided image and extracted text to reconstruct reading order. Identified one section heading (FOREWORD). Grouped sentences into paragraphs as they visually belong together on the page: the opening drop-cap paragraph has three sentences; the next block is a continuous paragraph of three sentences; the appreciation line stands as its own short paragraph; the concluding block forms a final paragraph of three sentences. Split each paragraph into individual sentences. No math, lists, or captions present.

Page Test 1

29321 34%

CONTENTS CHAPTER 7 LESSON 1 EXPLORING MONEY LESSON 2 COMPOSING AN AMOUNT LESSON 3 APPLICATIONS ON MONEY LESSON 4 MORE APPLICATIONS ON MONEY LESSON 5 WORK WITH MONEY LESSON 6 SAVING AND PURCHASING LESSON 7 PLACE VALUE FOR AMOUNTS LESSON 8 ADDING USING MONEY LESSON 9 SUBTRACTING USING MONEY LESSON 10 APPLICATIONS ON ADDING AND SUBTRACTING MONEY CHAPTER 8 LESSON 1 EXPLORING EVEN NUMBER AND ODD NUMBER LESSON 2 DOUBLE THE NUMBER LESSON 3 AN EVEN OR AN ODD NUMBER? LESSON 4 PATTERNS LESSON 5 MORE PATTERNS LESSON 6 EXPLORING THE PATTERN RULE. LESSON 7 CREATE PATTERNS INVOLVING ADDITION AND SUBTRACTION LESSON 8 EXPLORING ARRAYS LESSON 9 REPEATED ADDITION AND ARRAYS LESSON 10 CREATING ARRAYS CHAPTER 9 LESSON 1 ESTIMATING THE SUM AND THE DIFFERENCE LESSON 2 ROUNDING TO THE NEAREST 10 LESSON 3 APPLICATIONS ON ESTIMATING AND ROUNDING LESSON 4 ADDING TWO 2-DIGIT NUMBERS WITH REGROUPING LESSON 5 MORE OF ADDING TWO 2-DIGIT NUMBERS WITH REGROUPING LESSON 6 ADDING TWO 3-DIGIT NUMBERS WITH REGROUPING LESSON 7 MORE OF ADDING TWO 3-DIGIT NUMBERS WITH REGROUPING LESSON 8 ADDING TWO NUMBERS WITH OR WITHOUT REGROUPING USING MODELS LESSON 9 ADDING TWO NUMBERS WITH OR WITHOUT REGROUPING LESSON 10 STRATEGIES FOR ADDING TWO NUMBERS CHAPTER 10 LESSON 1 THE RELATION BETWEEN ADDING AND SUBTRACTING USING THE FAMILY FACTS LESSON 2 SUBTRACTION USING THE NUMBER LINE LESSON 3 STORY PROBLEMS ON SUBTRACTION LESSON 4 BREAKING NUMBERS LESSON 5 SUBTRACTING NUMBERS USING THE MENTAL MATHEMATICS LESSON 6 PATTERNS OF SUBTRACTING NUMBERS WITH REGROUPING LESSON 7 STRATEGIES OF SUBTRACTING TWO NUMBERS USING MODELS LESSON 8 MORE STRATEGIES OF SUBTRACTING TWO NUMBERS USING MODELS LESSON 9 SUBTRACTING TWO NUMBERS WITH REGROUPING LESSON 10 ADDING AND SUBTRACTING TWO NUMBERS WITH REGROUPING CHAPTER 11 LESSON 1 CREATING FRACTIONS (HALVES, THIRDS AND QUARTERS) LESSON 2 DIFFERENT FORMS FOR THE FRACTIONS (HALVES, THIRDS AND QUARTERS) LESSON 3 REPRESENTING AND WRITING FRACTIONS OF NUMERATORS MORE THAN 1 LESSON 4 FRACTION AS A PART OF A WHOLE LESSON 5 FRACTIONS’ CARDS LESSON 6 WORK WITH FRACTIONS LESSON 7 FRACTION AS A PART OF A GROUP LESSON 8 APPLICATIONS ON A FRACTION AS A PART OF A GROUP LESSON 9 STORY PROBLEMS INVOLVE FRACTIONS LESSON 10 APPLICATIONS ON FRACTIONS CHAPTER 12 LESSON 1 READING AND INTERPRETING DATA LESSON 2 A SCALE FOR REPRESENTING DATA USING THE BARGRAPH LESSON 3 A SCALE FOR REPRESENTING DATA USING THE PICTOGRAPH LESSON 4 APPLICATIONS ON ARRAYS LESSON 5 WORK WITH ARRAYS LESSON 6 STRATEGIES FOR ADDITION AND SUBTRACTION LESSON 7 STORY PROBLEMS ON ADDING AND SUBTRACTING LESSON 8 WORK WITH ADDING AND SUBTRACTING LESSON 9 WHAT DID YOU LEARN IN MATHEMATICS? LESSON 10 WRITING A MESSAGE ABOUT MATHEMATICS

Evaluation Results

Expected

Actual

CONTENTS

chapter_title

standalone_text

CHAPTER 7

chapter_title

LESSON 1

section_heading

activity_number

EXPLORING MONEY

section_heading

LESSON 2

section_heading

activity_number

COMPOSING AN AMOUNT

section_heading

LESSON 3

section_heading

activity_number

APPLICATIONS ON MONEY

section_heading

LESSON 4

section_heading

activity_number

MORE APPLICATIONS ON MONEY

section_heading

LESSON 5

section_heading

activity_number

WORK WITH MONEY

section_heading

LESSON 6

section_heading

activity_number

SAVING AND PURCHASING

section_heading

LESSON 7

section_heading

activity_number

PLACE VALUE FOR AMOUNTS

section_heading

LESSON 8

section_heading

activity_number

ADDING USING MONEY

section_heading

LESSON 9

section_heading

activity_number

SUBTRACTING USING MONEY

section_heading

LESSON 10

section_heading

activity_number

APPLICATIONS ON ADDING AND SUBTRACTING MONEY

section_heading

CHAPTER 8

chapter_title

LESSON 1

section_heading

None

EXPLORING EVEN NUMBER AND ODD NUMBER

section_heading

LESSON 2

section_heading

None

DOUBLE THE NUMBER

section_heading

LESSON 3

section_heading

None

AN EVEN OR AN ODD NUMBER?

section_heading

LESSON 4

section_heading

None

PATTERNS

section_heading

LESSON 5

section_heading

None

MORE PATTERNS

section_heading

LESSON 6

section_heading

None

EXPLORING THE PATTERN RULE.

section_heading

LESSON 7

section_heading

None

CREATE PATTERNS INVOLVING ADDITION AND SUBTRACTION

section_heading

LESSON 8

section_heading

None

EXPLORING ARRAYS

section_heading

LESSON 9

section_heading

None

REPEATED ADDITION AND ARRAYS

section_heading

LESSON 10

section_heading

None

CREATING ARRAYS

section_heading

CHAPTER 9

chapter_title

LESSON 1

section_heading

None

ESTIMATING THE SUM AND THE DIFFERENCE

section_heading

LESSON 2

section_heading

None

ROUNDING TO THE NEAREST 10

section_heading

LESSON 3

section_heading

None

APPLICATIONS ON ESTIMATING AND ROUNDING

section_heading

LESSON 4

section_heading

None

ADDING TWO 2-DIGIT NUMBERS WITH REGROUPING

section_heading

LESSON 5

section_heading

None

MORE OF ADDING TWO 2-DIGIT NUMBERS WITH REGROUPING

section_heading

LESSON 6

section_heading

None

ADDING TWO 3-DIGIT NUMBERS WITH REGROUPING

section_heading

LESSON 7

section_heading

None

MORE OF ADDING TWO 3-DIGIT NUMBERS WITH REGROUPING

section_heading

LESSON 8

section_heading

None

ADDING TWO NUMBERS WITH OR WITHOUT REGROUPING USING MODELS

section_heading

LESSON 9

section_heading

None

ADDING TWO NUMBERS WITH OR WITHOUT REGROUPING

section_heading

LESSON 10

section_heading

None

STRATEGIES FOR ADDING TWO NUMBERS

section_heading

CHAPTER 10

chapter_title

LESSON 1

section_heading

None

THE RELATION BETWEEN ADDING AND SUBTRACTING USING THE FAMILY FACTS

section_heading

LESSON 2

section_heading

None

SUBTRACTION USING THE NUMBER LINE

section_heading

LESSON 3

section_heading

None

STORY PROBLEMS ON SUBTRACTION

section_heading

LESSON 4

section_heading

None

BREAKING NUMBERS

section_heading

LESSON 5

section_heading

None

SUBTRACTING NUMBERS USING THE MENTAL MATHEMATICS

section_heading

LESSON 6

section_heading

None

PATTERNS OF SUBTRACTING NUMBERS WITH REGROUPING

section_heading

LESSON 7

section_heading

None

STRATEGIES OF SUBTRACTING TWO NUMBERS USING MODELS

section_heading

LESSON 8

section_heading

None

MORE STRATEGIES OF SUBTRACTING TWO NUMBERS USING MODELS

section_heading

LESSON 9

section_heading

None

SUBTRACTING TWO NUMBERS WITH REGROUPING

section_heading

LESSON 10

section_heading

None

ADDING AND SUBTRACTING TWO NUMBERS WITH REGROUPING

section_heading

CHAPTER 11

chapter_title

LESSON 1

section_heading

None

CREATING FRACTIONS (HALVES, THIRDS AND QUARTERS)

section_heading

LESSON 2

section_heading

None

DIFFERENT FORMS FOR THE FRACTIONS (HALVES, THIRDS AND QUARTERS)

section_heading

LESSON 3

section_heading

None

REPRESENTING AND WRITING FRACTIONS OF NUMERATORS MORE THAN 1

section_heading

LESSON 4

section_heading

None

FRACTION AS A PART OF A WHOLE

section_heading

None

LESSON 5

section_heading

None

FRACTIONS’ CARDS

section_heading

LESSON 6

section_heading

None

WORK WITH FRACTIONS

section_heading

LESSON 7

section_heading

None

FRACTION AS A PART OF A GROUP

section_heading

LESSON 8

section_heading

None

APPLICATIONS ON A FRACTION AS A PART OF A GROUP

section_heading

LESSON 9

section_heading

None

STORY PROBLEMS INVOLVE FRACTIONS

section_heading

LESSON 10

section_heading

None

APPLICATIONS ON FRACTIONS

section_heading

CHAPTER 12

chapter_title

LESSON 1

section_heading

None

READING AND INTERPRETING DATA

section_heading

LESSON 2

section_heading

None

A SCALE FOR REPRESENTING DATA USING THE BARGRAPH

section_heading

LESSON 3

section_heading

None

A SCALE FOR REPRESENTING DATA USING THE PICTOGRAPH

section_heading

None

LESSON 4

section_heading

None

APPLICATIONS ON ARRAYS

section_heading

LESSON 5

section_heading

None

WORK WITH ARRAYS

section_heading

LESSON 6

section_heading

None

STRATEGIES FOR ADDITION AND SUBTRACTION

section_heading

LESSON 7

section_heading

None

STORY PROBLEMS ON ADDING AND SUBTRACTING

section_heading

LESSON 8

section_heading

None

WORK WITH ADDING AND SUBTRACTING

section_heading

LESSON 9

section_heading

None

WHAT DID YOU LEARN IN MATHEMATICS?

section_heading

LESSON 10

section_heading

None

WRITING A MESSAGE ABOUT MATHEMATICS

section_heading

5

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7

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FRACTION AS A PART OF A WHOLE

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70

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A SCALE FOR REPRESENTING DATA USING THE PICTOGRAPH

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reasoning Extracted all visible text from the provided contents page image. Organized by heading for the page and each chapter, followed by list groups for the lessons. Each lesson item is split into the activity label, the lesson title, and the referenced page number as separate text entries, preserving logical reading order. No math or other special categories were present.

Page Test 2

29322 93%

FOREWORD The MOETE launched Egypt’s reform vision for the development of education, and the process of developing curricula comes at the heart of this vision. The implementation of this vision was heralded in 2018, starting with the kindergarten stage in its first and second grades, with the aim of continuing until the end of the secondary stage. This vision endeavored to make major transformations in the teaching and learning processes, where there is a transition from acquiring knowledge to producing it, and from learning skills to employing them both in specific learning situations and in the general life of the learner outside the classroom. Our curricula also integrate values that contribute to the establishment of our society—values which pose as a protective fort for our homeland. Egypt’s reform vision for curriculum development also aims to take into account the specifications of pre-university education graduates, as well as the challenges Egypt faces locally, regionally, and globally. The developed curricula are intended to foster a citizen who is capable of engaging in civilized conversations and positive dialogues with the other, in addition to acquiring digital citizenship skills. In this regard, the MOETE extends its gratitude and appreciation to the Central Administration for the Development of Curricula and Educational Materials. It also extends its thanks and gratitude to Discovery Education for their active participation in the preparation of this book. Gratefulness also goes to all the Ministry’s experts who contributed to the enrichment of this work. This transformation of Egypt’s education system would not have been possible without the significant support of Egypt’s current president, His Excellency President Abdel Fattah el-Sisi. Overhauling the education system is part of the President’s vision of “rebuilding the Egyptian citizen” and it is closely coordinated with the Ministries of Higher Education and Scientific Research, Culture, and Youth and Sports. The new education system is only a part in a bigger national effort to propel Egypt to the ranks of developed countries, and to ensure a great future for all of its citizens.

Evaluation Results

Expected

Actual

FOREWORD

section_heading

The MOETE launched Egypt’s reform vision for the development of education, and the process of developing curricula comes at the heart of this vision.

section_text

The implementation of this vision was heralded in 2018, starting with the kindergarten stage in its first and second grades, with the aim of continuing until the end of the secondary stage.

section_text

This vision endeavored to make major transformations in the teaching and learning processes, where there is a transition from acquiring knowledge to producing it, and from learning skills to employing them both in specific learning situations and in the general life of the learner outside the classroom.

section_text

Our curricula also integrate values that contribute to the establishment of our society—values which pose as a protective fort for our homeland.

section_text

Egypt’s reform vision for curriculum development also aims to take into account the specifications of pre-university education graduates, as well as the challenges Egypt faces locally, regionally, and globally.

section_text

The developed curricula are intended to foster a citizen who is capable of engaging in civilized conversations and positive dialogues with the other, in addition to acquiring digital citizenship skills.

section_text

In this regard, the MOETE extends its gratitude and appreciation to the Central Administration for the Development of Curricula and Educational Materials.

section_text

It also extends its thanks and gratitude to Discovery Education for their active participation in the preparation of this book.

section_text

Gratefulness also goes to all the Ministry’s experts who contributed to the enrichment of this work.

section_text

This transformation of Egypt’s education system would not have been possible without the significant support of Egypt’s current president, His Excellency President Abdel Fattah el-Sisi.

section_text

Overhauling the education system is part of the President’s vision of “rebuilding the Egyptian citizen” and it is closely coordinated with the Ministries of Higher Education and Scientific Research, Culture, and Youth and Sports.

section_text

The new education system is only a part in a bigger national effort to propel Egypt to the ranks of developed countries, and to ensure a great future for all of its citizens.

section_text

iv

None

page_number

reasoning Extracted all visible text from the provided page image, preserving reading order. Grouped the standalone heading as a heading group, each paragraph as its own group, and included the footer page number. Split paragraphs into individual sentences as required. No math, lists, or images with labels/captions present.

Page Test 3

29323 6%

Table of Contents Theme 1 | Systems Unit 1: Living Systems Get Started What I Already Know Anchor Phenomenon: Studying Bats Unit Project Preview: Bat Chat Concept 1.1 Adaptation and Survival Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Concept 1.2 Senses at Work Lesson 1 Lesson 2 Lesson 3 Lesson 4 Concept 1.3 Light and Sight Lesson 1 Lesson 2 Lesson 3 Lesson 4 Unit Wrap-Up Unit Project: Bat Chat Interdisciplinary Project To Get to the Other Side Assess your learning

Evaluation Results

Expected

Actual

Table of Contents

section_heading

Theme 1 | Systems

section_heading

Unit 1: Living Systems

section_heading

chapter_title

Get Started

section_heading

What I Already Know

section_text

None

Anchor Phenomenon: Studying Bats

section_text

None

Unit Project Preview: Bat Chat

section_text

None

Concept 1.1 Adaptation and Survival

chapter_title

section_heading

Lesson 1

None

Lesson 2

None

Lesson 3

None

Lesson 4

None

Lesson 5

None

Concept 1.2 Senses at Work

chapter_title

section_heading

Lesson 1

None

Lesson 2

None

Lesson 3

None

Lesson 4

None

Concept 1.3 Light and Sight

chapter_title

section_heading

Lesson 1

None

Lesson 2

None

Lesson 3

None

Lesson 4

None

Unit Wrap-Up

chapter_title

section_heading

Unit Project: Bat Chat

section_text

None

Interdisciplinary Project

chapter_title

section_heading

To Get to the Other Side

section_text

None

Assess your learning

None

What I Already Know .................................................. 1

None

standalone_text

Anchor Phenomenon: Studying Bats ..................................... 2

None

standalone_text

Unit Project Preview: Bat Chat ....................................... 3

None

standalone_text

Lesson 1 ................................................................ 5

None

standalone_text

Lesson 2 ................................................................ 8

None

standalone_text

Lesson 3 .............................................................. 14

None

standalone_text

Lesson 4 .............................................................. 21

None

standalone_text

Lesson 5 .............................................................. 23

None

standalone_text

Lesson 1 .............................................................. 27

None

standalone_text

Lesson 2 .............................................................. 30

None

standalone_text

Lesson 3 .............................................................. 33

None

standalone_text

Lesson 4 .............................................................. 36

None

standalone_text

Lesson 1 .............................................................. 41

None

standalone_text

Lesson 2 .............................................................. 46

None

standalone_text

Lesson 3 .............................................................. 50

None

standalone_text

Lesson 4 .............................................................. 52

None

standalone_text

Unit Project: Bat Chat .............................................. 54

None

standalone_text

To Get to the Other Side ............................................ 56

None

standalone_text

Assess your learning ................................................. 64

None

standalone_text

viii

None

page_number

|

None

footer_text

reasoning Extracted all visible text from the provided Table of Contents page image. Headings are separated from list entries. Each list line preserves the dotted leader and page number as a single logical line. The footer page number is captured separately.

Page Test 4

29324 0%

Theme 1 | Systems Unit 1 Living Systems Photo Credit: Christian Musat / Shutterstock.com

Evaluation Results

Expected

Actual

Theme 1 | Systems

book_subtitle

section_heading

Unit 1

book_title

standalone_text

Living Systems

book_title

chapter_title

Photo Credit: Christian Musat / Shutterstock.com

image_label

image_caption

reasoning I combined the provided OCR text with what is clearly legible on the page image and grouped lines logically as headings and image caption. The large title is treated as the chapter title, with the unit label kept as standalone text. The photo credit is classified as an image caption. No math or lists are present.

Page Test 5

29325 15%

Lesson 1 Activity 1 Can You Explain? Have you ever seen a desert lizard like this one? This starred agama keeps cool by finding shade during a hot sunny day. Many animals have special ways to keep cool in the hot desert. How do different types of animals adapt to hot, dry climates? How do different types of animals and plants adapt to survive extreme climates? Life Skills I can share ideas I am not yet sure about. Concept 1.1: Adaptation and Survival Photo Credit: (a) Miriam82 / Shutterstock.com, (b) Martin Pelanek / Shutterstock.com

Evaluation Results

Expected

Actual

Lesson 1

section_heading

standalone_text

Activity 1

activity_number

Can You Explain?

instruction_text

section_heading

Have you ever seen a desert lizard like this one?

section_text

instruction_text

This starred agama keeps cool by finding shade during a hot sunny day.

section_text

instruction_text

Many animals have special ways to keep cool in the hot desert.

section_text

instruction_text

How do different types of animals adapt to hot, dry climates?

section_text

instruction_text

How do different types of animals and plants adapt to survive extreme climates?

section_text

instruction_text

Life Skills

hint

boxed_text

I can share ideas I am not yet sure about.

hint

boxed_text

Concept 1.1: Adaptation and Survival

chapter_title

footer_text

Photo Credit: (a) Miriam82 / Shutterstock.com, (b) Martin Pelanek / Shutterstock.com

image_caption

5

None

page_number

reasoning I combined the PyMuPDF text with visual inspection of the page to capture all visible text, preserving reading order. Headings are separated, prompts are split into individual sentences as instruction_text, boxed elements labeled as boxed_text, credits as image_caption, footer and page number identified accordingly.

Page Test 6

29326 63%

Lesson 1 Activity 3 Observe Like a Scientist Adaptations for Survival Scientists ask a lot of questions. When scientists learn something new, new questions come to mind. Read the text about another type of adaptation that helps animals survive. Then, write two questions you have. Adaptations for Survival Adaptations are characteristics that help living organisms survive and reproduce in the ecosystem in which they live. For example, thick, white fur is an adaptation in polar bears. It helps them stay warm in their cold, Arctic home. It also helps polar bears blend in with the snow as they sneak up on their prey. In contrast, many bears that live in other habitats have darker fur. Brown bears and black bears live in forests. Their dark fur helps them stay hidden among the trees as they hunt. Sandy-colored fur helps desert animals, such as caracals and fennec foxes, blend in with desert landscapes. Rocks in the desert can also be quite colorful. Many lizards have colorful scales that make them hard to see among the rocks. This type of adaptation that hides animals from a predator or their prey is called camouflage. Can the fur on some animals change color with different seasons? What prey do polar bears need to sneak up on? Write other questions. I wonder . . . Concept 1.1: Adaptation and Survival Photo Credit: (1) Miriam 82 / Shutterstock.com, (b) Icom made by Freepik from www.flaticon.com Photo Credit: Miriam 82 / Shutterstock.com

Evaluation Results

Expected

Actual

Lesson 1

section_heading

Activity 3

activity_number

Observe Like a Scientist

instruction_text

section_heading

Adaptations for Survival

section_heading

Scientists ask a lot of questions.

section_text

When scientists learn something new, new questions come to mind.

section_text

Read the text about another type of adaptation that helps animals survive.

instruction_text

Then, write two questions you have.

instruction_text

Adaptations for Survival

section_heading

None

Adaptations are characteristics that help living organisms survive and reproduce in the ecosystem in which they live.

section_text

For example, thick, white fur is an adaptation in polar bears.

section_text

It helps them stay warm in their cold, Arctic home.

section_text

It also helps polar bears blend in with the snow as they sneak up on their prey.

section_text

In contrast, many bears that live in other habitats have darker fur.

section_text

Brown bears and black bears live in forests.

section_text

Their dark fur helps them stay hidden among the trees as they hunt.

section_text

Sandy-colored fur helps desert animals, such as caracals and fennec foxes, blend in with desert landscapes.

section_text

Rocks in the desert can also be quite colorful.

section_text

Many lizards have colorful scales that make them hard to see among the rocks.

section_text

This type of adaptation that hides animals from a predator or their prey is called camouflage.

section_text

Can the fur on some animals change color with different seasons?

section_text

standalone_text

What prey do polar bears need to sneak up on?

section_text

standalone_text

Write other questions.

instruction_text

I wonder . . .

instruction_text

boxed_text

Concept 1.1: Adaptation and Survival

chapter_title

footer_text

Photo Credit: (1) Miriam 82 / Shutterstock.com, (b) Icom made by Freepik from www.flaticon.com

None

Photo Credit: Miriam 82 / Shutterstock.com

None

Photo Credit: (c) Miriam82 / Shutterstock.com, (b) Icon made by Freepik from www.flaticon.com

None

image_caption

Photo Credit: Miriam82 / Shutterstock.com

None

image_caption

7

None

page_number

reasoning I examined the provided OCR text and cross-checked it with the page image. I organized the content in the logical reading order from top to bottom and left to right, grouping headings, instructions, paragraph text, boxed prompt, image credits, and footer/page number. Sentences were split individually, and types were assigned per specification.

Page Test 7

29327 93%

Lesson 2 1.1 Learn How do different types of animals and plants adapt to survive extreme climates? Activity 4 Analyze Like a Scientist Types of Adaptations Animals can be found from the coldest polar regions to the hottest deserts and the deepest oceans on our planet. An adaptation is a characteristic of an animal that helps the animal survive. An adaptation can be structural, a change to the animal’s body, or behavioral, a change to the way a group of animals behaves or acts. Read the text that follows, think about both the structural and behavioral adaptations described. Circle behavioral adaptations and underline the structural adaptations you find in the passages. Fennec foxes and Arctic foxes both live in extreme climates. Fennec foxes have a tan-colored coat that provides camouflage in a sandy, rocky environment and protects them from the scorching hot sun. Fennec foxes, like dogs, also cool themselves by panting, taking up to 700 breaths per minute. Arctic foxes live in a different type of desert, a tundra. With temperatures as cold as 50 degree below zero (50º).C in the winter months, a thick fur coat helps them hunt even in deep snow. This coat is white during the winter but turns brown in summer when the snow melts, so they can sneak up on prey in any season. Extra-large ears allow heat to escape to cool fennec foxes, while short ears and legs help the Arctic fox stay warm. Both types of foxes also live in burrows. A burrow is an excellent place for the Arctic fox to stay warm at night and the fennec fox to stay cool during the day. Food can be hard to find at times in both the hot, dry desert and the cold tundra. Both foxes have learned to eat all kinds of food, including insects, fruit, plant roots, and even leftovers from another animal’s prey. Animals that are flexible about what they eat and where they hunt are well-adapted for survival. Bull sharks are special because they can survive in both salt water and fresh water, unlike other sharks. Since there are not other sharks in fresh water, bull sharks Photo Credit: Miriam82 / Shutterstock.com Photo Credit: (a) Miriam82 / Shutterstock.com, (b) JoannaPerchaluk / Shutterstock.com

Evaluation Results

Expected

Actual

Lesson 2

chapter_title

1.1 Learn

section_heading

How do different types of animals and plants adapt to survive extreme climates?

standalone_text

Activity 4

activity_number

Analyze Like a Scientist

section_heading

Types of Adaptations

section_heading

Animals can be found from the coldest polar regions to the hottest deserts and the deepest oceans on our planet.

section_text

An adaptation is a characteristic of an animal that helps the animal survive.

section_text

An adaptation can be structural, a change to the animal’s body, or behavioral, a change to the way a group of animals behaves or acts.

section_text

Read the text that follows, think about both the structural and behavioral adaptations described.

instruction_text

Circle behavioral adaptations and underline the structural adaptations you find in the passages.

instruction_text

Fennec foxes and Arctic foxes both live in extreme climates.

section_text

Fennec foxes have a tan-colored coat that provides camouflage in a sandy, rocky environment and protects them from the scorching hot sun.

section_text

Fennec foxes, like dogs, also cool themselves by panting, taking up to 700 breaths per minute.

section_text

Arctic foxes live in a different type of desert, a tundra.

section_text

With temperatures as cold as 50 degree below zero (50º).C in the winter months, a thick fur coat helps them hunt even in deep snow.

section_text

This coat is white during the winter but turns brown in summer when the snow melts, so they can sneak up on prey in any season.

section_text

Extra-large ears allow heat to escape to cool fennec foxes, while short ears and legs help the Arctic fox stay warm.

section_text

Both types of foxes also live in burrows.

section_text

A burrow is an excellent place for the Arctic fox to stay warm at night and the fennec fox to stay cool during the day.

section_text

Food can be hard to find at times in both the hot, dry desert and the cold tundra.

section_text

Both foxes have learned to eat all kinds of food, including insects, fruit, plant roots, and even leftovers from another animal’s prey.

section_text

Animals that are flexible about what they eat and where they hunt are well-adapted for survival.

section_text

Bull sharks are special because they can survive in both salt water and fresh water, unlike other sharks.

section_text

Since there are not other sharks in fresh water, bull sharks

None

section_text

Photo Credit: Miriam82 / Shutterstock.com

image_caption

Photo Credit: (a) Miriam82 / Shutterstock.com, (b) JoannaPerchaluk / Shutterstock.com

image_caption

8

None

page_number

reasoning I examined the provided page image and aligned it with the OCR text to extract every visible textual element, preserving logical reading order from top to bottom and left to right. Headings and labels were grouped as headings; instructional prompts were labeled as instruction_text; activity numbering was captured; main content was broken into individual sentences as section_text; photo credits were treated as image_captions; and the page number was captured. No math expressions were present.

Page Test 8

29328 42%

Lesson 3 1.1 Learn How do different types of animals and plants adapt to survive extreme climates? Activity 7 Think Like a Scientist Plant Scientist In this investigation, you will carry out the work of plant scientists, called botanists. You have just learned about how the roots, trunks, and leaves of two trees have adapted to extremely different environments. Consider what you know about how each part of a plant plays a role in getting the plant what it needs to survive. What Will You Do? Examine the photos for clues that might tell a story about the conditions and environment where these plants live. Which adaptations do you think are critical to their survival? Record your answers in the table. Palm Tree in a Desert Pine Trees in the Snow Mangrove Trees in Saltwater Water Lilies in a Wetland Acacia Trees in the Savannah Barbary Fig in a Desert Life Skills I can analyze a situation.

Evaluation Results

Expected

Actual

Lesson 3

section_heading

1.1 Learn

section_heading

None

How do different types of animals and plants adapt to survive extreme climates?

standalone_text

section_heading

Activity 7

activity_number

Think Like a Scientist

section_heading

Plant Scientist

section_heading

In this investigation, you will carry out the work of plant scientists, called botanists.

section_text

You have just learned about how the roots, trunks, and leaves of two trees have adapted to extremely different environments.

section_text

Consider what you know about how each part of a plant plays a role in getting the plant what it needs to survive.

section_text

What Will You Do?

section_heading

Examine the photos for clues that might tell a story about the conditions and environment where these plants live.

instruction_text

Which adaptations do you think are critical to their survival?

instruction_text

Record your answers in the table.

instruction_text

Palm Tree in a Desert

image_caption

image_label

Pine Trees in the Snow

image_caption

image_label

Mangrove Trees in Saltwater

image_caption

image_label

Water Lilies in a Wetland

image_caption

image_label

Acacia Trees in the Savannah

image_caption

image_label

Barbary Fig in a Desert

image_caption

image_label

Life Skills

hint

section_heading

I can analyze a situation.

hint

standalone_text

1.1 | Learn

None

section_heading

Photo Credits:

None

other

14

None

page_number

reasoning I reviewed the provided PyMuPDF text and the page image. I combined both sources, ensured every visible text element was captured, separated sentences for paragraphs, identified headings, instructions, activity number, image labels, and page number, and kept the logical reading order from top to bottom/left to right. No math is present.

Page Test 9

29329 83%

Lesson 3 1.1 Learn How do different types of animals and plants adapt to survive extreme climates? How Are Body Systems Adapted to Meet the Needs of a Living organisms? Activity 8 Observe Like a Scientist Digestive System All organisms show individual adaptations, but how do these adaptations work together? Parts of an animal’s body that work together to perform a job are called systems. A system is made up of organs that work together to keep an organism alive. How are other body systems adapted to meet specific needs? Let’s investigate two examples: the digestive system and the respiratory system. You might not always think about how you breathe or process food for energy. You might think that all animals eat and breathe in the same way as humans. It is important to understand the difference between body systems in animals and humans. Read the text that follows and complete the interactive to learn about the digestive system. Then, answer the questions. Human Digestive System Have you ever wondered what your body does with all the food you eat? Or why we need to eat food at all? Your body gets nutrients from food. It gets energy from some of these nutrients. You need energy to walk, talk, or sleep. You also need energy for your body to function on the inside. You need energy for your heart to beat, your lungs to breathe, and your brain to think. Your body uses the digestive system to get nutrients from food. The digestive system is made up of different organs. The organs work together to break down food into smaller parts that your body can use. Photo Credit: Miriam82 / Shutterstock.com

Evaluation Results

Expected

Actual

Lesson 3

chapter_title

1.1 Learn

section_heading

How do different types of animals and plants adapt to survive extreme climates?

section_text

section_heading

How Are Body Systems Adapted to Meet the Needs of a Living organisms?

section_heading

Activity 8

activity_number

Observe Like a Scientist

instruction_text

section_heading

Digestive System

section_heading

All organisms show individual adaptations, but how do these adaptations work together?

section_text

Parts of an animal’s body that work together to perform a job are called systems.

section_text

A system is made up of organs that work together to keep an organism alive.

section_text

How are other body systems adapted to meet specific needs?

section_text

Let’s investigate two examples: the digestive system and the respiratory system.

section_text

You might not always think about how you breathe or process food for energy.

section_text

You might think that all animals eat and breathe in the same way as humans.

section_text

It is important to understand the difference between body systems in animals and humans.

section_text

Read the text that follows and complete the interactive to learn about the digestive system.

instruction_text

Then, answer the questions.

instruction_text

Human Digestive System

section_heading

Have you ever wondered what your body does with all the food you eat?

section_text

Or why we need to eat food at all?

section_text

Your body gets nutrients from food.

section_text

It gets energy from some of these nutrients.

section_text

You need energy to walk, talk, or sleep.

section_text

You also need energy for your body to function on the inside.

section_text

You need energy for your heart to beat, your lungs to breathe, and your brain to think.

section_text

Your body uses the digestive system to get nutrients from food.

section_text

The digestive system is made up of different organs.

section_text

The organs work together to break down food into smaller parts that your body can use.

section_text

Photo Credit: Miriam82 / Shutterstock.com

image_caption

image_label

16

None

page_number

reasoning I reviewed the provided page image and the extracted text. I organized all visible text into logical reading order, separating headings, activity labels, instructions, and paragraph sentences. Each sentence is a separate entry, and I included the photo credit as an image label and the page number. No math appeared on the page.

Page Test 10

29330 64%

Concept 1.1: Adaptation and Survival Lesson 4 Activity 10 Observe Like a Scientist How Fish Breathe Have you ever tried to hold your breath underwater? How long were you able to stay under without coming up for air? Now imagine that you were a fish and could breathe under the water but not on land. How would your respiratory system need to be different? Read the text that follows to learn about how fish have adapted to life underwater. Unlike humans, fish do not breathe using lungs. Fish use gills to take oxygen that dissolved in water out and release carbon dioxide. Gills are found on the sides of a fish's head. Water enters the mouth of the fish and passes across the gills. Just like in our lungs, blood vessels then carry oxygen to the rest of the body. Gills are unique structural adaptations that allow fish to live and breathe underwater. How do you think water pollution impacts the fish that live nearby? Just as we need to breathe clean air to stay healthy, fish need clean water to survive. What are the similarities between the human respiratory system and the fish respiratory system? What are the differences? Life Skills I can analyze a situation. Photo Credit: Miriam82 / Shutterstock.com

Evaluation Results

Expected

Actual

Concept 1.1: Adaptation and Survival

chapter_title

footer_text

Lesson 4

None

Activity 10

activity_number

Observe Like a Scientist

instruction_text

section_heading

How Fish Breathe

section_heading

Have you ever tried to hold your breath underwater?

section_text

How long were you able to stay under without coming up for air?

section_text

Now imagine that you were a fish and could breathe under the water but not on land.

section_text

How would your respiratory system need to be different?

section_text

Read the text that follows to learn about how fish have adapted to life underwater.

instruction_text

Unlike humans, fish do not breathe using lungs.

section_text

Fish use gills to take oxygen that dissolved in water out and release carbon dioxide.

section_text

Gills are found on the sides of a fish's head.

section_text

Water enters the mouth of the fish and passes across the gills.

section_text

Just like in our lungs, blood vessels then carry oxygen to the rest of the body.

section_text

Gills are unique structural adaptations that allow fish to live and breathe underwater.

section_text

How do you think water pollution impacts the fish that live nearby?

section_text

Just as we need to breathe clean air to stay healthy, fish need clean water to survive.

section_text

What are the similarities between the human respiratory system and the fish respiratory system?

section_text

instruction_text

What are the differences?

section_text

instruction_text

Life Skills

hint

boxed_text

I can analyze a situation.

hint

standalone_text

Photo Credit: Miriam82 / Shutterstock.com

image_caption

Lesson 4

None

section_heading

21

None

page_number

reasoning I grouped headings together, split paragraphs into individual sentences, tagged activity and instruction lines appropriately, captured the photo credit, and included the footer concept label and page number. No math appears on the page.

Page Test 11

29331 53%

Concept 1.1: Adaptation and Survival 1.1 Share How do different types of animals and plants adapt to survive extreme climates? Lesson 5 Activity 12 Record Evidence Like a Scientist Penguin You have learned a lot about how different types of adaptations help plants and animals survive. Now let’s return to the examples of how a lizard stays cool and a penguin’s feet stay warm. Review the text, and the early ideas you recorded in Wonder. Then, answer the questions that follow. How can you describe penguin feet now? How is your explanation different from before? Once scientist have asked questions and gathered information from multiple sources. They share what they have learned. Look at Can you explain? question. You first read this at the beginning of wonder. Think about how you would answer this question now. How is your answer different from before? Record some notes about examples you can now use to answer the question. Can You Explain? How do different types of animals and plants adapt to survive in extreme climates? Evidence Now, write your new answer in full sentences to share your scientific explanation with others. Photo Credit: Miriam82/ Shutterstock.com

Evaluation Results

Expected

Actual

Concept 1.1: Adaptation and Survival

chapter_title

footer_text

1.1 Share

section_heading

None

How do different types of animals and plants adapt to survive extreme climates?

section_text

section_heading

Lesson 5

section_heading

activity_number

Activity 12

activity_number

Record Evidence Like a Scientist

instruction_text

section_heading

Penguin

section_heading

You have learned a lot about how different types of adaptations help plants and animals survive.

section_text

Now let’s return to the examples of how a lizard stays cool and a penguin’s feet stay warm.

section_text

Review the text, and the early ideas you recorded in Wonder.

instruction_text

Then, answer the questions that follow.

instruction_text

How can you describe penguin feet now?

instruction_text

How is your explanation different from before?

instruction_text

Once scientist have asked questions and gathered information from multiple sources.

section_text

None

They share what they have learned.

section_text

None

Look at Can you explain? question.

instruction_text

You first read this at the beginning of wonder.

section_text

None

Think about how you would answer this question now.

instruction_text

How is your answer different from before?

instruction_text

Record some notes about examples you can now use to answer the question.

instruction_text

Can You Explain?

boxed_text

How do different types of animals and plants adapt to survive in extreme climates?

boxed_text

Evidence

boxed_text

Now, write your new answer in full sentences to share your scientific explanation with others.

instruction_text

Photo Credit: Miriam82/ Shutterstock.com

None

1.1 | Share

None

section_heading

Once scientists have asked questions and gathered information from multiple sources, they share what they have learned.

None

section_text

You first read this at the beginning of Wonder.

None

section_text

Photo Credit: Miriam82/ Shutterstock.com

None

image_caption

23

None

page_number

reasoning Extracted all visible text from the provided page image, organized into logical reading order, split into sentences/phrases, and categorized by group_type and text_type per instructions. Included header, activity labels, boxed elements, questions, instructions, image credit, footer, and page number. No math was present.

Page Test 12

29332 81%

Lesson 1 1.3 Wonder What needs to happen for humans or other animals to see an object in low-light areas? Activity 2 Ask Questions Like a Scientist Hunting with Night Vision You thought about how difficult it is to see when there is not much light. Consider other animals. Do you know of any animals that can see in the dark? Read the text. Then, discuss what you notice about how your own vision works at night, record your question. We use our sense of sight to gather information about what is happening around us. To see well, our eyes require light. Without light, we would need a set of night vision goggles to see in the dark. This is not true for all animals though. The fishing cat is a wild cat that hunts for food at night. These animals are able to find their prey in the dark because of the structure of their eyes. The fishing cat’s eyes seem to glow in the dark. The reason they do this is because all cats have a mirror-like membrane on the back of their eyes. As light enters, it bounces off this membrane, allowing the eye to collect more available light. This adaptation (structural adaptation) allows cats to have excellent night vision that they use to hunt successfully in the dark. Humans have difficulty seeing in the dark, but nocturnal animals are better able to see. Why is this so? Many nocturnal animals have spectacular night vision. As you read in the Investigative Phenomenon, some animals have eyes that are different than ours. There are many differences between the eyes of a human and a nocturnal animal. To start, nocturnal animals have bigger eyes than humans. Cat Eyes in the Dark Photo Credit: inigolai-Photography / Shutterstock.com Photo Credit: (a) Ann in the uk / Shutterstock.com, (b) PicksArt / Shutterstock.com

Evaluation Results

Expected

Actual

Lesson 1

section_heading

chapter_title

1.3 Wonder

chapter_title

section_heading

What needs to happen for humans or other animals to see an object in low-light areas?

section_text

standalone_text

Activity 2

activity_number

Ask Questions Like a Scientist

section_heading

Hunting with Night Vision

section_heading

You thought about how difficult it is to see when there is not much light.

section_text

instruction_text

Consider other animals.

instruction_text

Do you know of any animals that can see in the dark?

section_text

instruction_text

Read the text.

instruction_text

Then, discuss what you notice about how your own vision works at night, record your question.

instruction_text

We use our sense of sight to gather information about what is happening around us.

section_text

To see well, our eyes require light.

section_text

Without light, we would need a set of night vision goggles to see in the dark.

section_text

This is not true for all animals though.

section_text

The fishing cat is a wild cat that hunts for food at night.

section_text

These animals are able to find their prey in the dark because of the structure of their eyes.

section_text

The fishing cat’s eyes seem to glow in the dark.

section_text

The reason they do this is because all cats have a mirror-like membrane on the back of their eyes.

section_text

As light enters, it bounces off this membrane, allowing the eye to collect more available light.

section_text

This adaptation (structural adaptation) allows cats to have excellent night vision that they use to hunt successfully in the dark.

section_text

Humans have difficulty seeing in the dark, but nocturnal animals are better able to see.

section_text

Why is this so?

section_text

Many nocturnal animals have spectacular night vision.

section_text

As you read in the Investigative Phenomenon, some animals have eyes that are different than ours.

section_text

There are many differences between the eyes of a human and a nocturnal animal.

section_text

To start, nocturnal animals have bigger eyes than humans.

section_text

Cat Eyes in the Dark

image_caption

Photo Credit: inigolai-Photography / Shutterstock.com

image_caption

Photo Credit: (a) Ann in the uk / Shutterstock.com, (b) PicksArt / Shutterstock.com

image_caption

42

None

page_number

reasoning I carefully reviewed both the provided OCR text and the page image to capture every visible piece of text, including headings, instructions, body paragraphs, image captions/credits, and the page number. I preserved sentence boundaries and ordering for logical reading, categorizing each text by group and text_type per the schema. No math is present.

Page Test 13

29333 33%

Lesson 2 1.3 Learn What needs to happen for humans or other animals to see an object in low-light areas? What Happens When Light Strikes Matter? Activity 4 Investigate Like a Scientist Hands-On Investigation: Reflection During the last activity, you learned about a special feature in some animals’ eyes that reflects light and improves night vision. In this activity, you will investigate how light interacts with different types of materials. Use your flashlight to investigate which objects are reflective and which are not. Identify qualities that are common in the reflective materials. Make a Prediction Which objects do you think will reflect light best? Write and explain your prediction. What Will You Do? 1. Choose four objects of different materials to investigate. 2. Shine your flashlight on each object. 3. Observe how the light interacts with the material. 4. Record how well the material reflects the light. 5. Fill in the table with your results. What materials do you need? (per group) Flashlight Various objects made of different materials (such as a plastic block, wooden block, piece of cloth, mirror, paper, piece of metal, Life Skills I can analyze a situation. Photo Credit: inigolai-Photography / Shutterstock.com Photo Credit: Todorean-Gabriel / Shutterstock.com

Evaluation Results

Expected

Actual

Lesson 2

chapter_title

section_heading

1.3 Learn

section_heading

What needs to happen for humans or other animals to see an object in low-light areas?

standalone_text

section_heading

What Happens When Light Strikes Matter?

section_heading

Activity 4

activity_number

Investigate Like a Scientist

instruction_text

section_heading

Hands-On Investigation: Reflection

section_heading

During the last activity, you learned about a special feature in some animals’ eyes that reflects light and improves night vision.

section_text

In this activity, you will investigate how light interacts with different types of materials.

section_text

Use your flashlight to investigate which objects are reflective and which are not.

instruction_text

section_text

Identify qualities that are common in the reflective materials.

instruction_text

section_text

Make a Prediction

instruction_text

section_heading

Which objects do you think will reflect light best?

instruction_text

section_text

Write and explain your prediction.

instruction_text

section_text

What Will You Do?

instruction_text

section_heading

1. Choose four objects of different materials to investigate.

instruction_text

2. Shine your flashlight on each object.

instruction_text

3. Observe how the light interacts with the material.

instruction_text

4. Record how well the material reflects the light.

instruction_text

5. Fill in the table with your results.

instruction_text

What materials do you need? (per group)

instruction_text

section_heading

Flashlight

instruction_text

None

Various objects made of different materials (such as a plastic block, wooden block, piece of cloth, mirror, paper, piece of metal,

instruction_text

None

Life Skills I can analyze a situation.

standalone_text

None

Photo Credit: inigolai-Photography / Shutterstock.com\nPhoto Credit: Todorean-Gabriel / Shutterstock.com

None

• Flashlight

None

instruction_text

• Various objects made of different materials (such as a plastic block, wooden block, piece of cloth, mirror, paper, piece of metal,

None

instruction_text

Life Skills

None

standalone_text

I can analyze a situation.

None

standalone_text

Photo Credit: inigolai-Photography / Shutterstock.com

None

image_caption

Photo Credit: Todorean-Gabriel / Shutterstock.com

None

image_caption

HANDS-ON INVESTIGATION

None

image_overlay

46

None

page_number

reasoning I reviewed the provided image and cross-checked with the extracted text. I organized the content into logical reading order: top banner headings, main section title, activity headers, instructional paragraphs, prediction prompt, numbered steps, materials list, labels and credits, the overlay stamp, and the page number. Paragraphs are split into individual sentences, and lists are preserved with each item as a separate entry. Special classifications are used for activity number, section headings, image captions, image overlay, and page number.

Page Test 14

29334 47%

Unit 1: Living Systems Procedure Follow these steps with your teammates: 1. Review the Challenge Study the requirements from the school and the needs of the Sinai agama. 2. Assign Group Roles Decide the roles for the members of your group and record the names next to each role. 3. Sketch Ideas After brainstorming, as a team, select three or four ideas to plan out in the Sketching Our Design boxes. Review your sketches and decide on one design to fully develop. Add more details to make it your blueprint that you will use to help you create your solution. 4. Plan and Build Gather materials and begin building your prototype. Make sure to keep track of your steps and process. 5. Reflect and Present When finished, review your product and your process. Identify ways you could improve. Prepare to share with your class. Design Requirements Your solution must include a diagram and small prototype of your sidewalk design, as well as a presentation sharing both your prototype (product) and how you worked together as a team (process). Your solution can only use materials the school has available: planks of wood, concrete, gravel, and natural materials found near the path, such as different size rocks, sand, dirt, sticks, and fallen leaves. Life Skills I can review expectations.

Evaluation Results

Expected

Actual

Unit 1: Living Systems

chapter_title

footer_text

Procedure

section_heading

Follow these steps with your teammates:

instruction_text

1. Review the Challenge

activity_number

None

Study the requirements from the school and the needs of the Sinai agama.

instruction_text

2. Assign Group Roles

activity_number

None

Decide the roles for the members of your group and record the names next to each role.

instruction_text

3. Sketch Ideas

activity_number

None

After brainstorming, as a team, select three or four ideas to plan out in the Sketching Our Design boxes.

instruction_text

Review your sketches and decide on one design to fully develop.

instruction_text

Add more details to make it your blueprint that you will use to help you create your solution.

instruction_text

4. Plan and Build

activity_number

None

Gather materials and begin building your prototype.

instruction_text

Make sure to keep track of your steps and process.

instruction_text

5. Reflect and Present

activity_number

None

When finished, review your product and your process.

instruction_text

Identify ways you could improve.

instruction_text

Prepare to share with your class.

instruction_text

Design Requirements

section_heading

Your solution must include a diagram and small prototype of your sidewalk design, as well as a presentation sharing both your prototype (product) and how you worked together as a team (process).

instruction_text

Your solution can only use materials the school has available: planks of wood, concrete, gravel, and natural materials found near the path, such as different size rocks, sand, dirt, sticks, and fallen leaves.

instruction_text

Life Skills

standalone_text

boxed_text

I can review expectations.

standalone_text

1.

None

activity_number

Review the Challenge

None

instruction_text

2.

None

activity_number

Assign Group Roles

None

instruction_text

3.

None

activity_number

Sketch Ideas

None

instruction_text

4.

None

activity_number

Plan and Build

None

instruction_text

5.

None

activity_number

Reflect and Present

None

instruction_text

61

None

page_number

reasoning I reviewed the provided PyMuPDF text and cross-checked it with the page image to capture all visible text. I organized the content into logical reading order: headings, introductory instruction, numbered procedural steps, design requirements, a highlighted Life Skills callout, and the footer with unit title and page number. Each sentence or standalone phrase is separated, list numbering is marked as activity_number, and the Life Skills label is treated as boxed_text.

Page Test 15

29335 17%

Lesson 2: Find the Unknown Addend Let's find values that make the equations true.

Evaluation Results

Expected

Actual

Lesson 2: Find the Unknown Addend

chapter_title

Let's find values that make the equations true.

instruction_text

None

Let’s find values that make the equations true.

None

instruction_text

Grade 2 Unit 2

None

footer_text

Lesson 2

None

footer_text

4

None

page_number

reasoning Identified the main lesson heading, a single bullet list item with instructional wording, and footer elements including unit/lesson labels and the page number. Preserved reading order from top to bottom and separated footer and page number as distinct groups.

Page Test 16

29336 17%

Core Knowledge® SCIENCE Exploring Land and Water rocks shaped by water and wind hot springs volcanoes mountains and valleys carved by glaciers

Evaluation Results

Expected

Actual

Core Knowledge® SCIENCE

book_subtitle

standalone_text

Exploring Land and Water

chapter_title

rocks shaped by water and wind

image_caption

image_label

hot springs

image_caption

image_label

volcanoes

image_caption

image_label

mountains and valleys carved by glaciers

image_caption

image_label

reasoning I reviewed the provided image and the OCR text. The page appears to be a chapter or unit opener with a prominent title and several image labels. I extracted every visible text item, preserved capitalization and the registered symbol, and organized them into logical reading order. The unit title is marked as a chapter_title. The brand header is standalone text. The remaining short phrases are image labels accompanying photos.

Page Test 17

29337 0%

Exploring Land and Water Core Knowledge

Evaluation Results

Expected

Actual

Exploring Land and Water

book_title

chapter_title

Core Knowledge

image_label

image_overlay

reasoning The page shows a large title centered near the top and a small publisher text overlaid on the bottom image. No other text or page number is visible. I organized the title as a chapter title in a heading group and the publisher mark as image_overlay in an other group.

Page Test 18

29338 33%

Exploring Land and Water Table of Contents Chapter 1 America’s Amazing Landscape Chapter 2 Protecting Stone from Changes Chapter 3 Next Stop—Glacier National Park Chapter 4 Mountains, Ice, and Water Chapter 5 Next Stop—Yellowstone National Park Chapter 6 Heat Below Earth’s Surface Chapter 7 Next Stop—Yosemite National Park Chapter 8 Next Stop—Arches National Park Chapter 9 Last Stop—A Day at the Beach Chapter 10 Wind, Water, and Moving Sand Chapter 11 Science in Action

Evaluation Results

Expected

Actual

Exploring Land and Water

book_title

Table of Contents

section_heading

standalone_text

Chapter 1

chapter_title

activity_number

America’s Amazing Landscape

chapter_title

Chapter 2

chapter_title

activity_number

Protecting Stone from Changes

chapter_title

Chapter 3

chapter_title

activity_number

Next Stop—Glacier National Park

chapter_title

Chapter 4

chapter_title

activity_number

Mountains, Ice, and Water

chapter_title

Chapter 5

chapter_title

activity_number

Next Stop—Yellowstone National Park

chapter_title

Chapter 6

chapter_title

activity_number

Heat Below Earth’s Surface

chapter_title

Chapter 7

chapter_title

activity_number

Next Stop—Yosemite National Park

chapter_title

Chapter 8

chapter_title

activity_number

Next Stop—Arches National Park

chapter_title

Chapter 9

chapter_title

activity_number

Last Stop—A Day at the Beach

chapter_title

Chapter 10

chapter_title

activity_number

Wind, Water, and Moving Sand

chapter_title

Chapter 11

chapter_title

activity_number

Science in Action

chapter_title

................

None

other

2

None

other

8

None

other

12

None

other

16

None

other

20

None

other

24

None

other

28

None

other

36

None

other

42

None

other

46

None

other

50

None

other

reasoning Identified the page as a Table of Contents. Extracted the large title as the book title, the “Table of Contents” line as a heading, and the chapter listings as a list. For each chapter row, preserved logical reading order by separating the label (Chapter n), the chapter title, the dot leaders, and the destination page number as individual text entries. No math was present. All visible text from the image, including punctuation and page numbers, is captured.

Page Test 19

29339 33%

First Stop—Mount Rushmore Logan’s family’s first stop is Mount Rushmore National Memorial in the state of South Dakota. Logan thinks that with a name like “Mount Rushmore,” they must be visiting a mountain. He learns that one side of this mountain is unusual, though. Mount Rushmore National Memorial South Dakota Boston Atlantic Ocean

Evaluation Results

Expected

Actual

First Stop—Mount Rushmore

section_heading

Logan’s family’s first stop is Mount Rushmore National Memorial in the state of South Dakota.

section_text

Logan thinks that with a name like “Mount Rushmore,” they must be visiting a mountain.

section_text

He learns that one side of this mountain is unusual, though.

section_text

Mount Rushmore National Memorial South Dakota

image_label

None

Boston

image_label

image_overlay

Atlantic Ocean

None

Mount Rushmore

None

image_overlay

National Memorial

None

image_overlay

South Dakota

None

image_overlay

ATLANTIC OCEAN

None

image_overlay

4

None

page_number

reasoning I used the provided OCR text and verified with the page image. I organized the content in logical reading order: heading, body paragraph split into sentences, then map overlay labels, and finally the page number. Map texts are treated as image overlays with intentional line breaks preserved. No math is present.

Page Test 20

29340 71%

When they arrive at the park, Logan’s family walks down a long stone path. It is lined with flags on both sides. The faces of Mount Rushmore loom above them. Logan feels as tiny as an ant. The carved rock faces are huge!

Evaluation Results

Expected

Actual

When they arrive at the park, Logan’s family walks down a long stone path.

image_overlay

It is lined with flags on both sides.

image_overlay

The faces of Mount Rushmore loom above them.

image_overlay

Logan feels as tiny as an ant.

image_overlay

The carved rock faces are huge!

image_overlay

GRAND VIEW TERRACE

None

image_overlay

6

None

page_number

reasoning I reviewed the page image and the provided PyMuPDF text. The page consists of a narrative text block overlaid on the image, one visible inscription within the photographed scene, and a page number at the bottom-left. I grouped the narrative as a paragraph with each sentence as a separate entry and tagged them as image_overlay since they are overlaid on the image. The inscription is included as image_overlay in an 'other' group, and the page number is captured separately.

Page Test 21

29341 23%

Logan learns that the people who work to preserve the monument check the stone for cracks. The faces at Mount Rushmore are carved into a kind of rock called granite. Water can seep into cracks in the rock. During cold weather, the water freezes into ice. As ice becomes solid, it expands, or gets a little bigger. Ice inside cracks in rock pushes the granite apart little by little. The cracks can get bigger. Over time, small cracks could cause large chunks of rock to break off and fall. This happens to carved stones and to natural rock, too. Water gets into a crack. Ice gets bigger and pushes the crack wider. The rock can break.

Evaluation Results

Expected

Actual

Logan learns that the people who work to preserve the monument check the stone for cracks.

section_text

standalone_text

The faces at Mount Rushmore are carved into a kind of rock called granite.

section_text

standalone_text

Water can seep into cracks in the rock.

section_text

standalone_text

During cold weather, the water freezes into ice.

section_text

standalone_text

As ice becomes solid, it expands, or gets a little bigger.

section_text

standalone_text

Ice inside cracks in rock pushes the granite apart little by little.

section_text

standalone_text

The cracks can get bigger.

section_text

standalone_text

Over time, small cracks could cause large chunks of rock to break off and fall.

section_text

standalone_text

This happens to carved stones and to natural rock, too.

section_text

standalone_text

Water gets into a crack.

image_caption

Ice gets bigger and pushes the crack wider.

image_caption

The rock can break.

image_caption

9

None

page_number

reasoning Top block is a single paragraph with multiple sentences; each sentence is separated as individual texts under a paragraph group. Three short lines near images are captions; each is placed in its own 'other' group as image captions. The page number is captured in a final group.

Page Test 22

29342 92%

Glaciers shaped the land in Glacier National Park. They also helped form its water features. Many glaciers melt a little in the summer. Water flows out from them. It flows into streams, rivers, and lakes. Some glaciers melt completely over time. When this happens, the hollow shape of the glacier is left behind. It fills with water, and a lake is formed. Sliding glaciers can grind rock into a fine powder. The powder mixes with water in lakes. It can make them appear blue or green.

Evaluation Results

Expected

Actual

Glaciers shaped the land in Glacier National Park.

section_text

They also helped form its water features.

section_text

Many glaciers melt a little in the summer.

section_text

Water flows out from them.

section_text

It flows into streams, rivers, and lakes.

section_text

Some glaciers melt completely over time.

section_text

When this happens, the hollow shape of the glacier is left behind.

section_text

It fills with water, and a lake is formed.

section_text

Sliding glaciers can grind rock into a fine powder.

section_text

The powder mixes with water in lakes.

section_text

It can make them appear blue or green.

section_text

19

None

page_number

reasoning The page contains two distinct paragraphs of body text and a page number. There are no headings, captions, or lists. Each sentence has been separated and grouped by paragraph, followed by the page number as a separate group.

Page Test 23

29343 38%

There are different kinds of volcanoes. Some are steep mountains. Others are hidden under the ocean. But the volcano in Yellowstone is under the ground. Volcanoes and geysers are produced by heat from below Earth's surface. Volcanoes occur where hot melted rock from underground pushes up and out through an opening. The hot rock can also heat underground water. Logan saw signs of underground heat as he walked around the park. Volcano lava underground heat Geyser steam water

Evaluation Results

Expected

Actual

There are different kinds of volcanoes.

section_text

standalone_text

Some are steep mountains.

section_text

standalone_text

Others are hidden under the ocean.

section_text

standalone_text

But the volcano in Yellowstone is under the ground.

section_text

standalone_text

Volcanoes and geysers are produced by heat from below Earth's surface.

section_text

None

Volcanoes occur where hot melted rock from underground pushes up and out through an opening.

section_text

standalone_text

The hot rock can also heat underground water.

section_text

standalone_text

Logan saw signs of underground heat as he walked around the park.

section_text

standalone_text

Volcano

image_label

lava

image_label

underground heat

image_label

Geyser

image_label

steam

image_label

water

image_label

Volcanoes and geysers are produced by heat from below Earth’s surface.

None

standalone_text

25

None

page_number

reasoning I carefully read all visible text on the page, split paragraphs into individual sentences, and grouped them logically: two paragraphs of body text, followed by image labels for the two diagrams, and finally the page number. All labels and the page number are included, with no math present.

Page Test 24

29344 0%

Millions of years ago, huge eruptions happened where Yellowstone is now. The ground caved in after each one. Deep craters were suddenly left behind. Hot liquid still flows miles under these craters. Heat from the liquid causes many of Yellowstone’s features. A hot spring is a pool of hot water. The water is heated from beneath the ground. Steam vents do not have pools of water like hot springs. Hot water underground turns into steam and flows out of cracks in the earth.

Evaluation Results

Expected

Actual

Millions of years ago, huge eruptions happened where Yellowstone is now.

section_text

standalone_text

The ground caved in after each one.

section_text

standalone_text

Deep craters were suddenly left behind.

section_text

standalone_text

Hot liquid still flows miles under these craters.

section_text

standalone_text

Heat from the liquid causes many of Yellowstone’s features.

section_text

standalone_text

A hot spring is a pool of hot water.

image_label

image_caption

The water is heated from beneath the ground.

image_label

image_caption

Steam vents do not have pools of water like hot springs.

image_label

image_caption

Hot water underground turns into steam and flows out of cracks in the earth.

image_label

image_caption

26

None

page_number

reasoning I reviewed the provided image and the extracted text. I split the content into logical sentences, grouped the main narrative as a paragraph, treated the descriptions adjacent to the images as image captions, and included the page number. No headings or math were present.

Page Test 25

29345 33%

SCIENCE Helpful Computers Play Print Games Homework

Evaluation Results

Expected

Actual

SCIENCE

book_subtitle

standalone_text

Helpful Computers

book_title

chapter_title

Play

image_label

Print

image_label

Games

image_label

Homework

image_label

Core Knowledge®

None

standalone_text

Building a Farm

None

image_overlay

PLAY

None

image_overlay

WELCOME to the Library.

None

image_overlay

Click here for rules

None

image_overlay

HOMEWORK

None

image_overlay

reasoning I reviewed the provided page image and the OCR output. I captured all visible text, including logo text, the apparent chapter title, image labels, and text overlaid within images (e.g., on screens and paper). I organized them in logical reading order from top to bottom and left to right, grouping image-related labels with their corresponding overlay text.

Page Test 26

29346 55%

CHAPTER 1 Computers for Work and Play Hanna brings a letter home from school. It has a fun homework assignment! Hanna must play some online computer games. Later she will do a report. She will use a computer to make her report, too. Her report will tell about the computer games.

Evaluation Results

Expected

Actual

CHAPTER 1

None

Computers for Work and Play

section_heading

chapter_title

Hanna brings a letter home from school.

section_text

It has a fun homework assignment!

section_text

Hanna must play some online computer games.

section_text

Later she will do a report.

section_text

She will use a computer to make her report, too.

section_text

Her report will tell about the computer games.

section_text

CHAPTER

None

standalone_text

1

None

activity_number

2

None

page_number

reasoning I grouped the margin chapter label, the main chapter title, the paragraph sentences, and the page number in logical reading order. Each sentence is a separate entry. No math or image labels were present.

Page Test 27

29347 0%

Hanna’s letter says she should work with a grown-up. It tells the adult how to help Hanna find the computer games. They need to use the internet. Hanna’s dad will be her partner. He says, “This is going to be fun!”

Evaluation Results

Expected

Actual

Hanna’s letter says she should work with a grown-up.

section_text

standalone_text

It tells the adult how to help Hanna find the computer games.

section_text

standalone_text

They need to use the internet.

section_text

standalone_text

Hanna’s dad will be her partner.

section_text

standalone_text

He says, “This is going to be fun!”

section_text

standalone_text

HOMEWORK

None

image_overlay

3

None

page_number

reasoning Identified five standalone sentences at the top of the page, the word 'HOMEWORK' printed on the paper within the illustration (treated as image_overlay), and the page number '3' at the bottom right. Ordered items top-to-bottom in natural reading order.

Page Test 28

29348 60%

SCIENCE Human Senses and Movement movement Reader hearing helpful technology vision

Evaluation Results

Expected

Actual

SCIENCE

section_heading

standalone_text

Human Senses and Movement

book_title

movement

image_label

Reader

book_subtitle

hearing

image_label

helpful technology

image_label

vision

image_label

Core Knowledge

None

standalone_text

USP

None

image_overlay

5

None

image_overlay

reasoning I examined the provided OCR text and the page image. I listed all visible texts top-to-bottom and grouped them logically: branding at the top, a small image label at the top-right, the cover title and subtitle, mid-page image labels, jersey text overlaid within the photo, and the bottom image label. Each piece is categorized per the required text_type definitions.

Page Test 29

29349 67%

Human Senses and Movement Reader

Evaluation Results

Expected

Actual

Human Senses and Movement

book_title

Reader

book_subtitle

CoreKnowledge

None

image_overlay

reasoning This is a book cover page. The visible texts are the main book title, a subtitle, and the publisher/brand text overlaid on the bottom image. Grouped logically: title/subtitle together, and the logo text as a separate overlay group.

Page Test 30

29350 4%

Human Senses and Movement Table of Contents Chapter 1 Returning a Serve Chapter 2 Human Hearing Chapter 3 Human Vision Chapter 4 The Muscular System Chapter 5 The Skeletal System Chapter 6 The Nervous System Chapter 7 Helpful Body Technology Glossary

Evaluation Results

Expected

Actual

Human Senses and Movement

book_title

chapter_title

Table of Contents

section_heading

Chapter 1

chapter_title

None

Returning a Serve

chapter_title

None

Chapter 2

chapter_title

None

Human Hearing

chapter_title

None

Chapter 3

chapter_title

None

Human Vision

chapter_title

None

Chapter 4

chapter_title

None

The Muscular System

chapter_title

None

Chapter 5

chapter_title

None

The Skeletal System

chapter_title

None

Chapter 6

chapter_title

None

The Nervous System

chapter_title

None

Chapter 7

chapter_title

None

Helpful Body Technology

chapter_title

None

Glossary

chapter_title

None

Chapter 1 Returning a Serve ............................ 1

None

chapter_title

Chapter 2 Human Hearing ................................ 3

None

chapter_title

Chapter 3 Human Vision .................................. 9

None

chapter_title

Chapter 4 The Muscular System .......................... 15

None

chapter_title

Chapter 5 The Skeletal System .......................... 21

None

chapter_title

Chapter 6 The Nervous System .......................... 27

None

chapter_title

Chapter 7 Helpful Body Technology ..................... 33

None

chapter_title

Glossary ............................................... 41

None

standalone_text

reasoning I grouped the page into a heading section for the main title and the table heading, followed by a list group for the table of contents entries. Each list line is captured as a single logical item including dot leaders and page numbers. Chapter entries are labeled as chapter_title. The Glossary entry is labeled as standalone_text.

Page Test 31

29351 87%

Human Hearing Chapter 2 A game of table tennis includes many sounds. The ball clicks when it hits the paddle. It clacks when it hits the table. The ball moves fast. It can be hard to see. But the sound of the ball helps players tell when it is coming. The sound helps players tell which direction the ball is coming from. Your ability to detect sound is your sense of hearing. Hearing helps you detect objects that are in motion around you. For example, you hear footsteps moving toward or away from you. You hear the rustle of the clothes of a nearby person. You hear the engine of an approaching car or one that is moving away from you. Hearing also helps you to communicate. You listen to others speak. You hear the words people say. You also can tell how they feel by the tone of their voices. Big Question How does human hearing work? Vocabulary hearing, n. the ability to sense vibration as sound

Evaluation Results

Expected

Actual

Human Hearing

section_heading

chapter_title

Chapter 2

standalone_text

A game of table tennis includes many sounds.

section_text

The ball clicks when it hits the paddle.

section_text

It clacks when it hits the table.

section_text

The ball moves fast.

section_text

It can be hard to see.

section_text

But the sound of the ball helps players tell when it is coming.

section_text

The sound helps players tell which direction the ball is coming from.

section_text

Your ability to detect sound is your sense of hearing.

section_text

Hearing helps you detect objects that are in motion around you.

section_text

For example, you hear footsteps moving toward or away from you.

section_text

You hear the rustle of the clothes of a nearby person.

section_text

You hear the engine of an approaching car or one that is moving away from you.

section_text

Hearing also helps you to communicate.

section_text

You listen to others speak.

section_text

You hear the words people say.

section_text

You also can tell how they feel by the tone of their voices.

section_text

Big Question

boxed_text

How does human hearing work?

boxed_text

Vocabulary

boxed_text

hearing, n. the ability to sense vibration as sound

boxed_text

3

None

page_number

reasoning I reviewed the provided page image and the PyMuPDF text. I captured all visible text elements, including the chapter title, chapter label, sidebar boxes (Big Question and Vocabulary), all paragraph sentences split individually, and the page number. I grouped headings, boxed sidebars, and body paragraphs logically in reading order from top to bottom, left to right.

Page Test 32

29352 77%

Parts of the Ear The human body part that enables hearing is the ear. The part of the ear that you can see is shaped something like a funnel. The outer ear and ear canal focus sound waves into the inside of the ear. The parts of the ear that sense vibration are inside the ear. You cannot see these parts. Vibrating air pushes against a thin piece of tissue called the eardrum. The eardrum vibrates an arrangement of three tiny bones. The tiny bones pass the vibrations through the cochlea to the auditory nerve. Nerves deliver the message to the brain. Word to Know Auditory refers to things related to hearing.

Evaluation Results

Expected

Actual

Parts of the Ear

section_heading

The human body part that enables hearing is the ear.

section_text

The part of the ear that you can see is shaped something like a funnel.

section_text

The outer ear and ear canal focus sound waves into the inside of the ear.

section_text

The parts of the ear that sense vibration are inside the ear.

image_label

section_text

You cannot see these parts.

image_label

section_text

Vibrating air pushes against a thin piece of tissue called the eardrum.

image_label

The eardrum vibrates an arrangement of three tiny bones.

image_label

The tiny bones pass the vibrations through the cochlea to the auditory nerve.

image_label

Nerves deliver the message to the brain.

image_label

Word to Know

boxed_text

Auditory refers to things related to hearing.

boxed_text

5

None

page_number

reasoning I combined the provided OCR text with a careful visual inspection of the page to ensure every visible text element was captured. I grouped content by logical reading order: heading, main paragraph text, image labels, boxed callout, and page number, breaking paragraphs into individual sentences as required.

Page Test 33

29353 92%

Taking Care of Your Hearing The eardrum is a very delicate body part. It is very thin. It can be easily damaged. If the eardrum is injured, the sense of hearing is harmed. Never stick objects into your ear canals. Very loud sounds can injure eardrums, too. Lawn mowers and other power tools can be loud enough to harm hearing. So can long exposure to loud vehicles or concerts. A baby needs special protection from loud sounds. Soft earplugs or ear covers can provide hearing protection around loud sounds.

Evaluation Results

Expected

Actual

Taking Care of Your Hearing

section_heading

The eardrum is a very delicate body part.

section_text

It is very thin.

section_text

It can be easily damaged.

section_text

If the eardrum is injured, the sense of hearing is harmed.

section_text

Never stick objects into your ear canals.

section_text

Very loud sounds can injure eardrums, too.

section_text

Lawn mowers and other power tools can be loud enough to harm hearing.

section_text

So can long exposure to loud vehicles or concerts.

section_text

A baby needs special protection from loud sounds.

section_text

Soft earplugs or ear covers can provide hearing protection around loud sounds.

section_text

8

None

page_number

reasoning I reviewed the provided PDF page image and the extracted text. I identified a single section heading, two paragraphs of body text, and a page number at the bottom. I split the paragraphs into individual sentences and organized them in logical reading order, labeling the heading as a section heading and the page number appropriately.

Page Test 34

29354 50%

Parts of the Eye The human body part that enables vision is the eye. The colored part of the eye is the iris. The pupil looks like a black circle in the center of the iris. The pupil is an opening in the eye. Light passes through the pupil to the inside of the eye. The pupil can get larger or smaller. In bright light, the pupil closes to become smaller. In dim light, the pupil opens up. When the pupil is open larger, more light gets into the eye. When the pupil is closed smaller, less light gets into the eye. The clear front surface of the eye is the cornea. Light passes through the cornea. The lens is also transparent. It is located inside the pupil. The lens focuses light inside the eye. The retina is a thin layer of tissue at the back of the eye. Light is focused onto the retina. The optic nerve transfers information from the retina to the brain. Word to Know Optic refers to things related to the eyes.

Evaluation Results

Expected

Actual

Parts of the Eye

section_heading

The human body part that enables vision is the eye.

section_text

The colored part of the eye is the iris.

image_label

image_overlay

The pupil looks like a black circle in the center of the iris.

image_label

image_overlay

The pupil is an opening in the eye.

section_text

Light passes through the pupil to the inside of the eye.

section_text

The pupil can get larger or smaller.

section_text

In bright light, the pupil closes to become smaller.

section_text

In dim light, the pupil opens up.

section_text

When the pupil is open larger, more light gets into the eye.

section_text

When the pupil is closed smaller, less light gets into the eye.

section_text

The clear front surface of the eye is the cornea.

image_label

image_overlay

Light passes through the cornea.

image_label

image_overlay

The lens is also transparent.

image_label

image_overlay

It is located inside the pupil.

image_label

image_overlay

The lens focuses light inside the eye.

image_label

image_overlay

The retina is a thin layer of tissue at the back of the eye.

image_label

image_overlay

Light is focused onto the retina.

image_label

image_overlay

The optic nerve transfers information from the retina to the brain.

image_label

image_overlay

Word to Know

boxed_text

Optic refers to things related to the eyes.

boxed_text

11

None

page_number

reasoning I organized the page into logical reading order: the section heading at the top, followed by the opening sentence, image-overlay labels for the eye photo, the main explanatory paragraph about the pupil split into sentences, diagram overlay labels split into sentences, the boxed glossary item, and finally the page number. Image-associated texts are marked as image_overlay, and the glossary box is marked as boxed_text.

Page Test 35

29355 47%

CKSci™ Core Knowledge SCIENCE™ A comprehensive program in science, integrating topics from Earth and Space, Life, and Physical Sciences with concepts specified in the Core Knowledge Sequence (content and skill guidelines for Grades K–8). Core Knowledge SCIENCE™ units at this level include: Investigating Forces Life Cycles, Traits, and Variations Habitats and Change Weather and Climate Human Senses and Movement www.coreknowledge.org Core Knowledge Curriculum Series™ Series Editor-in-Chief

Evaluation Results

Expected

Actual

CKSci™

book_author

standalone_text

Core Knowledge SCIENCE™

book_author

boxed_text

A comprehensive program in science, integrating topics from Earth and Space, Life, and Physical Sciences with concepts specified in the Core Knowledge Sequence (content and skill guidelines for Grades K–8).

section_text

standalone_text

Core Knowledge SCIENCE™

boxed_text

None

units at this level include:

boxed_text

Investigating Forces

boxed_text

Life Cycles, Traits, and Variations

boxed_text

Habitats and Change

boxed_text

Weather and Climate

boxed_text

Human Senses and Movement

boxed_text

www.coreknowledge.org

boxed_text

Core Knowledge Curriculum Series™

book_author

standalone_text

Series Editor-in-Chief

standalone_text

E.D. Hirsch Jr.

None

standalone_text

ISBN: 978-1-68380-621-9

None

footer_text

reasoning I examined the provided OCR text and the page image. I grouped the content logically by placement and function on the page: top branding/heading, descriptive paragraph, boxed content (with its heading, list of units, and website), series heading and editor credit, and the footer ISBN. All text elements including trademarks and website were included, with list items grouped as a list and boxed items labeled as boxed_text.

Page Test 36

29356 0%

Many of the cities in Mesopotamia were built with walls around them for protection. This is what a walled city would have looked like long ago. People had many different kinds of jobs in the cities of Mesopotamia. Some people, called craftsmen, made pots, baskets, clothes, and jewelry. Others carried people by boat from place to place.

Evaluation Results

Expected

Actual

Many of the cities in Mesopotamia were built with walls around them for protection.

section_text

standalone_text

This is what a walled city would have looked like long ago.

section_text

standalone_text

People had many different kinds of jobs in the cities of Mesopotamia.

section_text

standalone_text

Some people, called craftsmen, made pots, baskets, clothes, and jewelry.

section_text

standalone_text

Others carried people by boat from place to place.

section_text

standalone_text

5

None

page_number

reasoning I reviewed the provided OCR text and the page image. The page contains two distinct paragraphs of narrative text and a single page number. I split each paragraph into individual sentences, preserved the reading order (top paragraph, bottom paragraph, then page number), and categorized the texts according to the schema. No headings, lists, math, or captions are present.

Page Test 37

29357 27%

CHAPTER 3 City Life in Ancient Mesopotamia Some people in Mesopotamia knew how to read and write. They didn’t write on paper. Instead they used reeds to make marks on wet clay. This way of writing is called cuneiform. Having a way to write down important information helped make the Mesopotamian civilization great.

Evaluation Results

Expected

Actual

CHAPTER 3

None

City Life in Ancient Mesopotamia

section_heading

chapter_title

Some people in Mesopotamia knew how to read and write.

section_text

They didn’t write on paper. Instead they used reeds to make marks on wet clay.

section_text

None

This way of writing is called cuneiform.

section_text

Having a way to write down important information helped make the Mesopotamian civilization great.

section_text

CHAPTER

None

standalone_text

3

None

activity_number

They didn’t write on paper.

None

section_text

Instead they used reeds to make marks on wet clay.

None

section_text

7

None

page_number

reasoning I reviewed the provided OCR text and cross-checked it with the visible text in the page image. I grouped the texts by their logical roles: the chapter badge, the chapter title, the body paragraph sentences, and the page number. Each sentence or standalone line is separated as required and ordered as a reader would encounter them on the page.

Page Test 38

29358 37%

What Latitude Tells You In general, the closer you are to the equator, the warmer the climate is. So, places at low latitude are usually warm year-round. Places located at a high latitude are usually colder. That is true both north and south of the equator. The North and South Poles, at 90°N and 90°S, are cold all year. Most of the United States lies between 25° N and 47° N. Miami, Florida is located at about 25° N. The weather in Miami is usually warm. Even in the winter, it is often warm enough to wear shorts. Detroit, Michigan, is located at about 42° N. What do you think the winters are like in that city? Winters in Detroit are cold! Often, the Detroit River freezes over as ice forms on the surface. The city also gets lots of snow and several months of freezing weather. Fairbanks, Alaska, is located at 64° N. Honolulu, Hawaii, is located at 21° N. How do you think the January temperatures in Fairbanks and Honolulu compare? Now look south of the equator. The tip of South America reaches to about 55° S. It’s almost as far south of the equator as Alaska is north. The climate there is cold all year long. Farther north in South America, the weather becomes warmer. The city of Recife, Brazil, is located at about 8° S. Recife is warmer than Miami. This is because it is so much closer to the equator. When you visited the captain, he told you the ship was at 1° N. By now, you probably have a good idea what the temperature is likely to be there.

Evaluation Results

Expected

Actual

What Latitude Tells You

section_heading

In general, the closer you are to the equator, the warmer the climate is.

section_text

So, places at low latitude are usually warm year-round.

section_text

Places located at a high latitude are usually colder.

section_text

That is true both north and south of the equator.

section_text

The North and South Poles, at 90°N and 90°S, are cold all year.

section_text

None

Most of the United States lies between 25° N and 47° N.

section_text

None

Miami, Florida is located at about 25° N.

section_text

None

The weather in Miami is usually warm.

section_text

Even in the winter, it is often warm enough to wear shorts.

section_text

Detroit, Michigan, is located at about 42° N.

section_text

None

What do you think the winters are like in that city?

section_text

Winters in Detroit are cold!

section_text

Often, the Detroit River freezes over as ice forms on the surface.

section_text

The city also gets lots of snow and several months of freezing weather.

section_text

Fairbanks, Alaska, is located at 64° N.

section_text

None

Honolulu, Hawaii, is located at 21° N.

section_text

None

How do you think the January temperatures in Fairbanks and Honolulu compare?

section_text

Now look south of the equator.

section_text

The tip of South America reaches to about 55° S.

section_text

None

It’s almost as far south of the equator as Alaska is north.

section_text

The climate there is cold all year long.

section_text

Farther north in South America, the weather becomes warmer.

section_text

The city of Recife, Brazil, is located at about 8° S.

section_text

None

Recife is warmer than Miami.

section_text

This is because it is so much closer to the equator.

section_text

When you visited the captain, he told you the ship was at 1° N.

section_text

None

By now, you probably have a good idea what the temperature is likely to be there.

section_text

The North and South Poles, at

None

section_text

90^{\circ}\mathrm{N}

None

math

and

None

section_text

90^{\circ}\mathrm{S}

None

math

, are cold all year.

None

section_text

Most of the United States lies between

None

section_text

25^{\circ}\mathrm{N}

None

math

47^{\circ}\mathrm{N}

None

math

.

None

section_text

Miami, Florida is located at about

None

section_text

Detroit, Michigan, is located at about

None

section_text

42^{\circ}\mathrm{N}

None

math

Fairbanks, Alaska, is located at

None

section_text

64^{\circ}\mathrm{N}

None

math

Honolulu, Hawaii, is located at

None

section_text

21^{\circ}\mathrm{N}

None

math

The tip of South America reaches to about

None

section_text

55^{\circ}\mathrm{S}

None

math

The city of Recife, Brazil, is located at about

None

section_text

8^{\circ}\mathrm{S}

None

math

When you visited the captain, he told you the ship was at

None

section_text

1^{\circ}\mathrm{N}

None

math

17

None

page_number

reasoning I carefully read the page image and the provided extracted text, identified the heading and each paragraph, split the content into individual sentences, and separated any mathematical content (latitudes with degree symbols) into standalone LaTeX math entries while preserving the original reading order. I also included the page number.

Page Test 39

29359 97%

Parallels of latitude also help us name parts of the globe. The equator divides Earth into two hemispheres (/hem*uh*sfeerz/). A hemisphere is half of a sphere or ball. The area north of the equator is called the Northern Hemisphere. The area south of the equator is called the Southern Hemisphere. Meridians of Longitude Imagine that you and 359 of your friends are spread out along the equator. Each of you is sixty-nine miles apart. Together, you make a dotted line around the world. All 360 of you begin walking directly north toward the North Pole. For most of your journey, you can’t see your friends. If everyone walks straight toward the North Pole, you will slowly get closer together. By the time you reach the pole, all 360 of you will be trying to stand in the same place. Now imagine you can see the footprints you left behind you. Your steps make up lines called meridians. Meridians measure the longitude to the east or west of a specific meridian. (You’ll learn more about meridians shortly.) Like parallels, meridians are imaginary lines that mapmakers put on maps. They run from the North Pole to the South Pole. They are not parallel, however. They get closer to each other as they near each pole. Vocabulary hemisphere, n. either of two halves of the earth meridian, n. an imaginary line that runs north-south on a globe or map but measures degrees of longitude east or west of the prime meridian longitude, n. the distance east or west of an imaginary line on the globe that goes from the North Pole to the South Pole and passes through Greenwich, England; measured in degrees

Evaluation Results

Expected

Actual

Parallels of latitude also help us name parts of the globe.

section_text

The equator divides Earth into two hemispheres (/hem*uh*sfeerz/).

section_text

A hemisphere is half of a sphere or ball.

section_text

The area north of the equator is called the Northern Hemisphere.

section_text

The area south of the equator is called the Southern Hemisphere.

section_text

Meridians of Longitude

section_heading

Imagine that you and 359 of your friends are spread out along the equator.

section_text

Each of you is sixty-nine miles apart.

section_text

Together, you make a dotted line around the world.

section_text

All 360 of you begin walking directly north toward the North Pole.

section_text

For most of your journey, you can’t see your friends.

section_text

If everyone walks straight toward the North Pole, you will slowly get closer together.

section_text

By the time you reach the pole, all 360 of you will be trying to stand in the same place.

section_text

Now imagine you can see the footprints you left behind you.

section_text

Your steps make up lines called meridians.

section_text

Meridians measure the longitude to the east or west of a specific meridian.

section_text

(You’ll learn more about meridians shortly.)

section_text

Like parallels, meridians are imaginary lines that mapmakers put on maps.

section_text

They run from the North Pole to the South Pole.

section_text

They are not parallel, however.

section_text

They get closer to each other as they near each pole.

section_text

Vocabulary

boxed_text

hemisphere, n.

boxed_text

either of two halves of the earth

boxed_text

meridian, n.

boxed_text

an imaginary line that runs north-south on a globe or map but measures degrees of longitude east or west of the prime meridian

boxed_text

longitude, n.

boxed_text

the distance east or west of an imaginary line on the globe that goes from the North Pole to the South Pole and passes through Greenwich, England; measured in degrees

boxed_text

18

None

page_number

reasoning I reviewed the provided OCR text and the page image. I split the content into logical reading order: introductory paragraph, section heading, two body paragraphs, the vocabulary boxed sidebar, and the page number. Each sentence or standalone line is a separate text entry with appropriate text_type labels, using boxed_text for the sidebar content. No math is present.

Page Test 40

29360 56%

Fault block mountains are created when pieces of rock are driven up. The Sierra Nevadas are fault block mountains. Fault block mountains are also created by shifting plates. In this case, pieces of rock are broken off and driven upward by the force of the shifting plates. The Sierra Nevadas of western North America are fault block mountains. Dome mountains are created when melted rock called magma pushes up below the surface of the Earth. As the magma moves up, it makes bumps on Earth's surface. Magma pushing up below the surface of the Earth forms dome mountains. The Black Hills of South Dakota are dome mountains. Vocabulary Magma magma, n. melted rock from inside Earth's crust

Evaluation Results

Expected

Actual

Fault block mountains are created when pieces of rock are driven up.

image_caption

The Sierra Nevadas are fault block mountains.

image_caption

Fault block mountains are also created by shifting plates.

section_text

In this case, pieces of rock are broken off and driven upward by the force of the shifting plates.

section_text

The Sierra Nevadas of western North America are fault block mountains.

section_text

Dome mountains are created when melted rock called magma pushes up below the surface of the Earth.

section_text

As the magma moves up, it makes bumps on Earth's surface.

section_text

None

Magma pushing up below the surface of the Earth forms dome mountains.

image_caption

The Black Hills of South Dakota are dome mountains.

image_caption

Vocabulary

boxed_text

Magma

boxed_text

image_label

magma, n. melted rock from inside Earth's crust

boxed_text

None

As the magma moves up, it makes bumps on Earth’s surface.

None

section_text

magma, n. melted rock from inside Earth’s crust

None

boxed_text

Earth's crust

None

image_label

62

None

page_number

reasoning I grouped the text in the order a reader would likely follow: top image caption, main explanatory paragraphs, the boxed vocabulary, the lower image caption, image labels on the lower diagram, and the page number. Each sentence is split into its own entry, captions are labeled as image_caption, boxed content as boxed_text, and diagram annotations as image_label.

Page Test 41

29361 0%

Mountains have had both positive and negative effects on history. Mountains have prevented the spread of new ideas. They have made it difficult for people to communicate with each other. However, mountains have also offered protection and contributed to the creation of unique cultures. Perhaps now when you see mountains off in the distance, or drive over or through them, you will think about how they have helped to shape our world.

Evaluation Results

Expected

Actual

Mountains have had both positive and negative effects on history.

section_text

standalone_text

Mountains have prevented the spread of new ideas.

section_text

standalone_text

They have made it difficult for people to communicate with each other.

section_text

standalone_text

However, mountains have also offered protection and contributed to the creation of unique cultures.

section_text

standalone_text

Perhaps now when you see mountains off in the distance, or drive over or through them, you will think about how they have helped to shape our world.

section_text

standalone_text

81

None

page_number

reasoning I used the provided PyMuPDF text and verified against the page image. The content is a single paragraph of five sentences and a page number at the bottom right. I split the paragraph into individual sentences and added the page number as a separate group. No headings, lists, math, or image labels are present.

Page Test 42

29362 87%

Chapter 4 Making the Most of Mountains In the 1700s a man named Jonathan Carver explored the Mississippi River. On his travels, Native Americans told Carver about the Shining Mountains to the west, which were covered with large crystals. Carver thought that these crystals were diamonds. Mountains and Moisture In fact, the crystals that the Native Americans described to Carver weren’t diamonds; they were crystals of snow that melted in the spring and fed the rivers and lakes of western America. Most people would be disappointed if they went looking for diamonds and found water. However, in the dry West, water is very important. The people of Denver, Colorado, know that very well. Vocabulary crystal, n. a colorless or lightly colored hard mineral The Big Question How do people benefit from mountains?

Evaluation Results

Expected

Actual

Chapter 4

chapter_title

standalone_text

Making the Most of Mountains

chapter_title

In the 1700s a man named Jonathan Carver explored the Mississippi River.

section_text

On his travels, Native Americans told Carver about the Shining Mountains to the west, which were covered with large crystals.

section_text

Carver thought that these crystals were diamonds.

section_text

Mountains and Moisture

section_heading

In fact, the crystals that the Native Americans described to Carver weren’t diamonds; they were crystals of snow that melted in the spring and fed the rivers and lakes of western America.

section_text

Most people would be disappointed if they went looking for diamonds and found water.

section_text

However, in the dry West, water is very important.

section_text

The people of Denver, Colorado, know that very well.

section_text

Vocabulary

boxed_text

crystal, n. a colorless or lightly colored hard mineral

boxed_text

The Big Question

boxed_text

How do people benefit from mountains?

boxed_text

82

None

page_number

reasoning I organized the page into logical reading order: chapter heading, introductory paragraph, boxed sidebar items (Vocabulary and The Big Question), section heading, section paragraphs, and page number. I split paragraphs into individual sentences and labeled boxed items as boxed_text. No math or lists were present.

Page Test 43

29363 23%

Glossary B barrier, n. something that blocks movement C crystal, n. a colorless or lightly colored hard mineral D dam, n. a wall used to stop the flow of water E elevation, n. the distance above sea level of a spot on Earth’s surface equator, n. the imaginary east/west line on a globe or map that is an equal distance from the North and South Poles; 0° latitude erosion, n. the carrying away of soil and rock by water, ice, or wind extinct, adj. having died out completely G gap, n. a low place in the mountains, often created by a river generator, n. a machine that makes electricity H hibernate, v. to go into a sleeplike state during winter and live off body fat hydroelectric plant, n. a place that uses the force of moving water to power generators that make electricity I industry, n. a business that manufactures a product or provides a service L lava, n. magma, or melted rock, that reaches Earth’s surface M magma, n. melted rock from inside Earth’s crust mineral, n. a naturally occurring substance found in Earth’s crust myth, n. an idea or story that many people believe but that is not true P pass, n. a place in the mountains that is lower than the surrounding peaks and that people use as a path through the mountains peak, n. the highest point on a mountain plate, n. a large section of Earth’s crust that is able to move plateau, n. a large area of high, flat ground S surefooted, adj. not likely to fall survive, v. to stay alive T terrace, v. to build level surfaces on a mountainside tunnel, n. a passage through or under a natural feature such as a mountain W wagon train, n. a line of wagons traveling west in the United States in the 1800s weathering, n. the breaking up of Earth’s materials into smaller pieces Y yak, n. an animal similar to an ox that lives in Asia

Evaluation Results

Expected

Actual

Glossary

section_heading

chapter_title

B

section_heading

barrier, n. something that blocks movement

section_text

standalone_text

C

section_heading

crystal, n. a colorless or lightly colored hard mineral

section_text

standalone_text

D

section_heading

dam, n. a wall used to stop the flow of water

section_text

standalone_text

E

section_heading

elevation, n. the distance above sea level of a spot on Earth’s surface

section_text

standalone_text

equator, n. the imaginary east/west line on a globe or map that is an equal distance from the North and South Poles; 0° latitude

section_text

standalone_text

erosion, n. the carrying away of soil and rock by water, ice, or wind

section_text

standalone_text

extinct, adj. having died out completely

section_text

standalone_text

G

section_heading

gap, n. a low place in the mountains, often created by a river

section_text

standalone_text

generator, n. a machine that makes electricity

section_text

standalone_text

H

section_heading

hibernate, v. to go into a sleeplike state during winter and live off body fat

section_text

standalone_text

hydroelectric plant, n. a place that uses the force of moving water to power generators that make electricity

section_text

standalone_text

I

section_heading

industry, n. a business that manufactures a product or provides a service

section_text

standalone_text

L

section_heading

lava, n. magma, or melted rock, that reaches Earth’s surface

section_text

standalone_text

M

section_heading

magma, n. melted rock from inside Earth’s crust

section_text

standalone_text

mineral, n. a naturally occurring substance found in Earth’s crust

section_text

standalone_text

myth, n. an idea or story that many people believe but that is not true

section_text

standalone_text

P

section_heading

pass, n. a place in the mountains that is lower than the surrounding peaks and that people use as a path through the mountains

section_text

standalone_text

peak, n. the highest point on a mountain

section_text

standalone_text

plate, n. a large section of Earth’s crust that is able to move

section_text

standalone_text

plateau, n. a large area of high, flat ground

section_text

standalone_text

S

section_heading

surefooted, adj. not likely to fall

section_text

standalone_text

survive, v. to stay alive

section_text

standalone_text

T

section_heading

terrace, v. to build level surfaces on a mountainside

section_text

standalone_text

tunnel, n. a passage through or under a natural feature such as a mountain

section_text

standalone_text

W

section_heading

wagon train, n. a line of wagons traveling west in the United States in the 1800s

section_text

standalone_text

weathering, n. the breaking up of Earth’s materials into smaller pieces

section_text

standalone_text

Y

section_heading

yak, n. an animal similar to an ox that lives in Asia

section_text

standalone_text

(60)

None

other

(82)

None

other

(85)

None

other

(65)

None

other

(64)

None

other

(78)

None

other

(70)

None

other

(86)

None

other

(87)

None

other

(63)

None

other

(62)

None

other

(73)

None

other

(74)

None

other

(89)

None

other

(61)

None

other

(79)

None

other

(68)

None

other

(77)

None

other

92

None

page_number

reasoning Extracted all visible text from the provided page image, organizing it into logical reading order by headings (letters) and list entries. Each glossary entry is kept as one item with the page cross-reference in parentheses captured as a separate text. The page number is included.

Page Test 44

29364 61%

Wind Chapter 3 Look outside. Can you see leaves rustling or tree branches swaying? Or maybe you can see a flag flapping back and forth. When you see this, you know that air is moving. We call it wind. Wind is the movement of air. Sometimes the air outside barely moves. Little or no wind blows. At other times, air moves slowly. Wind can blow gently. And sometimes, air moves quickly and forcefully. Wind can blow hard. You can’t see the wind, but you can see evidence of it. You can feel wind when it cools your skin or lifts your hair. Sometimes you can hear wind too. Big Question What is wind? Vocabulary wind, n. the movement of air You can feel evidence of wind when you are outside. Can wind be considered a force? Is it a push or a pull?

Evaluation Results

Expected

Actual

Wind

chapter_title

Chapter

chapter_title

standalone_text

3

chapter_title

standalone_text

Look outside. Can you see leaves rustling or tree branches swaying?

section_text

None

Or maybe you can see a flag flapping back and forth.

section_text

When you see this, you know that air is moving.

section_text

We call it wind.

section_text

Wind is the movement of air.

section_text

Sometimes the air outside barely moves.

section_text

Little or no wind blows.

section_text

At other times, air moves slowly.

section_text

Wind can blow gently.

section_text

And sometimes, air moves quickly and forcefully.

section_text

Wind can blow hard.

section_text

You can’t see the wind, but you can see evidence of it.

section_text

You can feel wind when it cools your skin or lifts your hair.

section_text

Sometimes you can hear wind too.

section_text

Big Question

boxed_text

What is wind?

boxed_text

Vocabulary

boxed_text

wind, n. the movement of air

boxed_text

You can feel evidence of wind when you are outside.

image_caption

Can wind be considered a force? Is it a push or a pull?

image_caption

None

Look outside.

None

section_text

Can you see leaves rustling or tree branches swaying?

None

section_text

Can wind be considered a force?

None

image_caption

Is it a push or a pull?

None

image_caption

9

None

page_number

reasoning Extracted all visible text from the provided page image and the given PyMuPDF text. Organized content into logical reading order, separated into sentences, and categorized by group and text types, including boxed sidebars, captions, and page number.

Page Test 45

29365 0%

I laughed when I saw a big elephant with a little tail. I saw many trees. I saw Fig, Muvule, Palm, and Ebony trees.

Evaluation Results

Expected

Actual

I laughed when I saw a big elephant with a little tail.

section_text

image_caption

I saw many trees. I saw Fig, Muvule, Palm, and Ebony trees.

section_text

None

6

None

page_number

I saw many trees.

None

image_caption

I saw Fig, Muvule, Palm, and Ebony trees.

None

image_caption

3

None

page_number

reasoning I examined the provided image and the PyMuPDF-extracted text. The page consists of two illustrated panels, each with a caption beneath, and two page numbers at the bottom (one for each panel/page). I extracted every visible text element, kept their reading order from left page to right page, split captions into sentences, and labeled captions as image_caption and the numbers as page_number.

Page Test 46

29366 0%

Hyena and Raven were once great friends. They played together all the time.

Evaluation Results

Expected

Actual

Hyena and Raven were once great friends.

section_text

standalone_text

They played together all the time.

section_text

standalone_text

1

None

page_number

reasoning I used the provided image and OCR text to identify all textual elements on the page. The page contains two separate sentences of story text placed below an illustration, each treated as its own paragraph because they appear on separate lines with spacing between them. Additionally, there is a page number centered at the bottom. No headings, lists, captions, or math were present.

Page Test 47

29367 0%

One day Hyena said to his friend, "I would love to fly into the sky with you."

Evaluation Results

Expected

Actual

One day Hyena said to his friend, "I would love to fly into the sky with you."

standalone_text

2

None

page_number

reasoning Parsed the page image and extracted all visible text. The main body contains a single narrative sentence, which is treated as a paragraph with one standalone sentence. The page number at the bottom is included as a separate group with text_type 'page_number'. No headings, lists, or math are present.

Page Test 48

29368 100%

Niinsi Birds (40 pictures) Hanga

Evaluation Results

Expected

Actual

Niinsi

book_title

Birds (40 pictures)

book_subtitle

Hanga

book_author

reasoning The page appears to be a title page with a main title, a subtitle, and an author credit at the bottom. There are no lists, paragraphs, or math. I’ve grouped the title and subtitle together as a single heading group and provided the author as a separate heading group. All visible text has been captured.

Page Test 49

29369 0%

bibiri eagle

Evaluation Results

Expected

Actual

bibiri

image_caption

image_label

eagle

image_caption

image_label

1

None

page_number

reasoning Visually inspected the page: it contains two standalone words labeling the image (one at the top, one at the bottom) and a page number at the bottom-right. No other text, headings, lists, or paragraphs are present. Text is split by logical standalone lines and ordered from top to bottom.

Page Test 50

29370 0%

A Lion lay asleep in the forest, his great head resting on his paws. A timid little Mouse came upon him unexpectedly, and in her fright and haste to get away, ran across the Lion's nose. Roused from his nap, the Lion laid his huge paw angrily on the tiny creature to kill her. “Spare me!” begged the poor Mouse. “Please let me go and some day I will surely repay you.” The Lion was much amused to think that a Mouse could ever help him. But he was generous and finally let the Mouse go.

Evaluation Results

Expected

Actual

A Lion lay asleep in the forest, his great head resting on his paws.

section_text

standalone_text

A timid little Mouse came upon him unexpectedly, and in her fright and haste to get away, ran across the Lion's nose.

section_text

None

Roused from his nap, the Lion laid his huge paw angrily on the tiny creature to kill her.

section_text

standalone_text

“Spare me!” begged the poor Mouse.

section_text

standalone_text

“Please let me go and some day I will surely repay you.”

section_text

standalone_text

The Lion was much amused to think that a Mouse could ever help him.

section_text

standalone_text

But he was generous and finally let the Mouse go.

section_text

standalone_text

A timid little Mouse came upon him unexpectedly, and in her fright and haste to get away, ran across the Lion’s nose.

None

standalone_text

2

None

page_number

reasoning Extracted all visible text from the page image. Organized into logical reading order: the first paragraph at the top, followed by the paragraph below the illustration, and finally the page number. Each sentence is a separate text item, categorized as standalone_text because there are no explicit headings or sections. Page number is labeled accordingly.

Page Test 51

29371 20%

Story 1: In Search of a Name Author: Parul Khara Illustrators: Archana Sreenivasan, Bindia Thapar, Henu, Madhuri Purandare, Rajiv Eipe, Sanjay Sarkar English

Evaluation Results

Expected

Actual

Story 1:

book_title

section_heading

In Search of a Name

book_title

chapter_title

Author: Parul Khara

book_author

Illustrators: Archana Sreenivasan, Bindia Thapar, Henu, Madhuri Purandare, Rajiv Eipe, Sanjay Sarkar

image_label

other

English

standalone_text

reasoning Identify all visible text on the page. Use a heading group for the title lines. Group the credit lines together as other since they are not a paragraph, list, or heading beyond the title. Assign text types according to definitions: chapter_title for the story title, section_heading for the story number label, book_author for the author credit, and standalone_text/other for remaining lines.

Page Test 52

29372 0%

We asked the birds and the beasts of the jungle to help us.

Evaluation Results

Expected

Actual

We asked the birds and the beasts of the jungle to help us.

section_text

standalone_text

4

None

page_number

reasoning Used the provided PyMuPDF text and verified visually against the page image. The page contains one narrative sentence at the top and a centered page number at the bottom. No headings, captions, lists, or math are present.

Page Test 53

29373 0%

We went deep inside the sea in search of your name.

Evaluation Results

Expected

Actual

We went deep inside the sea in search of your name.

section_text

standalone_text

6

None

page_number

reasoning The page features an illustration with a single narrative sentence below it and a centered page number at the bottom. There are no headings, lists, or math. I grouped the sentence as a single-sentence paragraph and the page number as a separate group of type other.

Page Test 54

29374 0%

I imagine my face glows Like the sun, so shiny and bright, Lending the moon its luminous light.

Evaluation Results

Expected

Actual

I imagine my face glows

section_text

standalone_text

Like the sun, so shiny and bright,

section_text

standalone_text

Lending the moon its luminous light.

section_text

standalone_text

2

None

page_number

reasoning Identified three lines of verse centered below the illustration and a page number at the bottom-left. Grouped the verse as a stanza with each line as a separate text entry, and captured the page number as its own group.

Page Test 55

29375 0%

Lara the ladybug was a special bug.

Evaluation Results

Expected

Actual

Lara the ladybug was a special bug.

section_text

standalone_text

2

None

page_number

reasoning Identify all visible text elements on the page image and from the provided OCR. The page shows a single sentence centered beneath an illustration and a page number centered at the bottom. There are no headings, lists, or math. Organize the sentence as a paragraph with standalone_text type and include the page number as page_number in an 'other' group. Preserve reading order: sentence first, then page number.

Page Test 56

29376 0%

Unlike all her friends, she had bright yellow wings.

Evaluation Results

Expected

Actual

Unlike all her friends, she had bright yellow wings.

section_text

standalone_text

3

None

page_number

reasoning Extracted all visible text from the page image and structured it into logical reading order. The main story sentence is treated as a standalone paragraph sentence, and the page number is captured separately.

Page Test 57

29377 0%

Even Sesa, the sulky spider, was happy to see her.

Evaluation Results

Expected

Actual

Even Sesa, the sulky spider, was happy to see her.

section_text

standalone_text

6

None

page_number

reasoning Single narrative sentence at top and a page number at bottom. No headings, lists, or math. Grouped in logical reading order: main sentence as standalone text, then page number.

Page Test 58

29378 0%

The next morning, nobody greeted Lara on her way to school.

Evaluation Results

Expected

Actual

The next morning, nobody greeted Lara on her way to school.

section_text

standalone_text

10

None

page_number

reasoning Identified one narrative sentence centered beneath the image and a page number at the bottom. No headings, lists, or other labeled elements were present.

Page Test 59

29379 83%

COPE Be ready for disasters! VOLCANOES By Martha Keswick + Mariko Jesse + Timothy Sim

Evaluation Results

Expected

Actual

COPE

book_author

standalone_text

Be ready for disasters!

book_subtitle

VOLCANOES

book_title

By Martha Keswick +

book_author

Mariko Jesse +

book_author

Timothy Sim

book_author

reasoning This is a cover page. The main book title is the large word "VOLCANOES". "COPE" appears as a series/brand mark, so it is captured as standalone text. The tagline "Be ready for disasters!" is treated as the book subtitle. The three credit lines are captured as book authors, preserving the exact punctuation and plus signs. There are no page numbers, captions, lists, or math. Texts are ordered top-to-bottom as they would be read.

Page Test 60

29380 75%

What are natural hazards ... and disasters? Forces of nature that happen with little warning and occur all over the world, such as earthquakes, tsunamis, floods, landslides, tropical cyclones (and other storms), storm surges, heatwaves, wildfires, droughts and volcanic eruptions. When these natural hazards pose a threat to humans or the environment they can lead to disasters, and cause destruction in a community. What are volcanoes? A volcano is an opening in the Earth's crust that allows magma, volcanic ash and gases to escape. Magma is rock so hot that it is molten, and liquid. When the magma reaches the surface of the Earth it is called lava, and pours out of the volcano, along with the gases and ash. Volcanic eruptions can be dangerous and deadly, producing pyroclastic flows, volcanic bombs and ash clouds. They can also trigger earthquakes, tsunamis, mudslides and lahars. The World Meteorological Organization and its partners help countries to prepare for and respond to volcanic eruptions. COPE will teach you how to be ready for volcanic eruptions!

Evaluation Results

Expected

Actual

What are natural hazards ... and disasters?

section_heading

Forces of nature that happen with little warning and occur all over the world, such as earthquakes, tsunamis, floods, landslides, tropical cyclones (and other storms), storm surges, heatwaves, wildfires, droughts and volcanic eruptions.

section_text

When these natural hazards pose a threat to humans or the environment they can lead to disasters, and cause destruction in a community.

section_text

What are volcanoes?

section_heading

A volcano is an opening in the Earth's crust that allows magma, volcanic ash and gases to escape.

section_text

None

Magma is rock so hot that it is molten, and liquid.

section_text

When the magma reaches the surface of the Earth it is called lava, and pours out of the volcano, along with the gases and ash.

section_text

Volcanic eruptions can be dangerous and deadly, producing pyroclastic flows, volcanic bombs and ash clouds.

section_text

They can also trigger earthquakes, tsunamis, mudslides and lahars.

section_text

The World Meteorological Organization and its partners help countries to prepare for and respond to volcanic eruptions.

section_text

COPE will teach you how to be ready for volcanic eruptions!

section_text

standalone_text

A volcano is an opening in the Earth’s crust that allows magma, volcanic ash and gases to escape.

None

section_text

reasoning I grouped the text by visual structure: two speech-bubble headings, followed by their respective paragraph bodies, and a final standalone line at the bottom. Each paragraph is split into individual sentences in reading order.

Page Test 61

29381 0%

The next morning COPE set off early visiting schools all over the country. Selamat! We are COPE! Are YOU ready for volcanoes? Always listen to the authorities. Remember the warning signs. The sulphur gases can smell like burnt matches.

Evaluation Results

Expected

Actual

The next morning COPE set off early visiting schools all over the country.

section_text

standalone_text

Selamat! We are COPE!

standalone_text

None

Are YOU ready for volcanoes?

standalone_text

image_overlay

Always listen to the authorities.

instruction_text

image_overlay

Remember the warning signs.

instruction_text

image_overlay

The sulphur gases can smell like burnt matches.

instruction_text

image_overlay

24

None

page_number

C O P E

None

standalone_text

Selamat!

None

image_overlay

We are COPE!

None

image_overlay

reasoning I reviewed the provided OCR text and the page image. I captured all visible textual elements: the page header (page number and running title), the narrative sentence on the page, and all dialogue in speech bubbles. I organized them in logical reading order from top to bottom and left to right. Speech bubble texts are labeled as image_overlay and grouped as other, while the narrative sentence is a paragraph. I split content into individual sentences as required.

Page Test 62

29382 22%

Weeks later, as Merapi calmed down, it was safe to return home. Many residents would need to start all over again. COPE helped with the clean-up, trying to remove ash before the rain started. They made sure to brush the rooves of the houses first, so they would not collapse. Wear your mask and gloves. Be careful not to slip.

Evaluation Results

Expected

Actual

Weeks later, as Merapi calmed down, it was safe to return home.

section_text

standalone_text

Many residents would need to start all over again.

section_text

standalone_text

COPE helped with the clean-up, trying to remove ash before the rain started.

section_text

standalone_text

They made sure to brush the rooves of the houses first, so they would not collapse.

section_text

standalone_text

Wear your mask and gloves.

image_overlay

Be careful not to slip.

image_overlay

40

None

page_number

......................................

None

other

C O P E

None

standalone_text

reasoning I combined the provided text with what is visible in the page image. I captured the header (page number, dotted leader, and header text), split the body into two paragraphs by sentence, and extracted the speech-bubble overlays from the illustration. Items are ordered top-to-bottom as they would be read.

Page Test 63

29383 0%

ASb approved Jaaka the fisherman Cornelius Wambi Gulere Zablon Alex Nguku English You are free to download, copy, translate or adapt this story and use the illustrations as long as you attribute in the following way: Jaaka ths fisherman Authoer - Tom Sabwa and Children';s development Center at Masese Translation - Cornelius Wambi Gulere Illustraion - Zablon Alex Nguku Language - English Level - First sentences (c) Ugandan Community Libraries Association (Ugcla) 2015 Creative Commons: Attribution 4.0 Source www.africanstorybook.org Original source http://ugcla.org

Evaluation Results

Expected

Actual

ASb approved

image_overlay

Jaaka the fisherman

book_title

standalone_text

Cornelius Wambi Gulere

book_author

standalone_text

Zablon Alex Nguku

None

standalone_text

English

image_overlay

You are free to download, copy, translate or adapt this story and use the illustrations as long as you attribute in the following way:

standalone_text

Jaaka ths fisherman

None

Authoer - Tom Sabwa and Children';s development Center at Masese

None

Translation - Cornelius Wambi Gulere

standalone_text

Illustraion - Zablon Alex Nguku

None

Language - English

standalone_text

Level - First sentences

None

standalone_text

(c) Ugandan Community Libraries Association (Ugcla) 2015

None

Creative Commons: Attribution 4.0

None

standalone_text

Source www.africanstorybook.org

None

standalone_text

Original source http://ugcla.org

None

standalone_text

African Storybook.org

None

image_overlay

Author - Tom Sabwa and Children’s Development Center at Masese

None

book_author

Illustration - Zablon Alex Nguku

None

standalone_text

None

standalone_text

Saide

None

image_overlay

reasoning I carefully examined the provided page image and extracted every visible piece of text, preserving logical reading order and grouping related content. I used appropriate text_type tags (book_title, book_author, image_overlay, standalone_text, etc.) and split content into distinct lines or sentences as they appear on the page. Duplicate appearances of the title are included, with only one instance tagged as the book_title per instructions.

Page Test 64

29384 100%

1st Grade Science for Utah SEEd Standards

Evaluation Results

Expected

Actual

1st Grade Science

book_title

for Utah SEEd Standards

book_subtitle

reasoning The page appears to be a cover with large title text overlaid on an image and a subtitle near the bottom. There are only two distinct text elements visible, which are captured as the book title and subtitle. No other text, math, page numbers, or captions are present.

Page Test 65

29385 0%

Table of Contents CHAPTER 1- Seasons and Space Patterns 1.1 Movement (1.1.1) 1.2 Time of Year (1.1.2) 1.3 Daylight Patterns (1.1.3) CHAPTER 2- Needs of Living Things 2.1 Sun and Water (1.2.1) 2.2 Surviving Locations (1.2.2) 2.3 Traits of Parents (1.2.3) 2.4 Survival Behaviors (1.2.4) CHAPTER 3- Sound and Light 3.1 Sound Vibrations (1.3.1) 3.2 Effects of Light (1.3.2) 3.3 Light Pathways (1.3.3) 3.4 Communication (1.3.4)

Evaluation Results

Expected

Actual

Table of Contents

chapter_title

standalone_text

CHAPTER 1- Seasons and Space Patterns

section_heading

None

1.1 Movement (1.1.1)

section_text

None

1.2 Time of Year (1.1.2)

section_text

None

1.3 Daylight Patterns (1.1.3)

section_text

None

CHAPTER 2- Needs of Living Things

section_heading

None

2.1 Sun and Water (1.2.1)

section_text

None

2.2 Surviving Locations (1.2.2)

section_text

None

2.3 Traits of Parents (1.2.3)

section_text

None

2.4 Survival Behaviors (1.2.4)

section_text

None

CHAPTER 3- Sound and Light

section_heading

None

3.1 Sound Vibrations (1.3.1)

section_text

None

3.2 Effects of Light (1.3.2)

section_text

None

3.3 Light Pathways (1.3.3)

section_text

None

3.4 Communication (1.3.4)

section_text

None

CHAPTER 1- Seasons and Space Patterns 13

None

chapter_title

1.1 Movement (1.1.1) 15

None

section_heading

1.2 Time of Year (1.1.2) 33

None

section_heading

1.3 Daylight Patterns (1.1.3) 43

None

section_heading

CHAPTER 2-Needs of Living Things 57

None

chapter_title

2.1 Sun and Water (1.2.1) 59

None

section_heading

2.2 Surviving Locations (1.2.2) 71

None

section_heading

2.3 Traits of Parents (1.2.3) 87

None

section_heading

2.4 Survival Behaviors (1.2.4) 99

None

section_heading

CHAPTER 3-Sound and Light 111

None

chapter_title

3.1 Sound Vibrations (1.3.1) 113

None

section_heading

3.2 Effects of Light (1.3.2) 123

None

section_heading

3.3 Light Pathways (1.3.3) 135

None

section_heading

3.4 Communication (1.3.4) 145

None

section_heading

11

None

page_number

reasoning I examined the provided OCR text and the page image. I captured all visible text, preserving logical reading order. The page is a Table of Contents, so I grouped the page title as a heading and all TOC entries as a single list, keeping each line (title plus trailing page number) as one item. I also included the footer page number as a separate group. No math or images requiring labels were present.

Page Test 66

29386 8%

Focus Questions 1. The image above shows how water is distributed on Earth. How much water on Earth is salt water (saline water)? 2. How much water on Earth is surface water (lakes, swamps, or rivers)? 3. What do you find surprising about this data?

Evaluation Results

Expected

Actual

Focus Questions

section_heading

1. The image above shows how water is distributed on Earth. How much water on Earth is salt water (saline water)?

instruction_text

None

2. How much water on Earth is surface water (lakes, swamps, or rivers)?

instruction_text

None

3. What do you find surprising about this data?

instruction_text

None

1.

None

activity_number

The image above shows how water is distributed on Earth.

None

instruction_text

How much water on Earth is salt water (saline water)?

None

instruction_text

2.

None

activity_number

How much water on Earth is surface water (lakes, swamps, or rivers)?

None

instruction_text

3.

None

activity_number

What do you find surprising about this data?

None

instruction_text

24

None

page_number

reasoning Identify heading and list items from the page, split list items into activity numbers and individual sentences as instruction_text. Include page number as separate group. Maintain reading order and exact punctuation.

Page Test 67

29387 8%

U.S. EDITION PRIMARY MATHEMATICS 1A TEXTBOOK Marshall Cavendish Education SingaporeMath.com Inc

Evaluation Results

Expected

Actual

U.S. EDITION

book_subtitle

standalone_text

PRIMARY MATHEMATICS 1A

book_title

TEXTBOOK

book_subtitle

Marshall Cavendish Education

book_author

standalone_text

SingaporeMath.com Inc

book_author

standalone_text

8

None

image_overlay

3

None

image_overlay

4

None

image_overlay

5

None

image_overlay

2

None

image_overlay

+

None

image_overlay

mc

None

image_overlay

reasoning I examined the provided OCR text and the page image. I preserved logical reading order from top to bottom and left to right, grouped the cover title and subtitle together, placed the edition badge as standalone text, captured publisher/logo areas separately, and extracted visible numerals and the plus symbol that appear as part of the cover illustration as image overlays. No math equations or page numbers appear on this page.