Ready Common Core

Transcription

Ready Common Core

Curriculum Associates’ Ready Common Core response to the Moore Collaborative Committee and the Alaska Department of Education & Early Development Request For Information (RFI): Research Framework for Pre‐Screened Proposals Deadline: January 7, 2013 Submitted via email to: [email protected] For more information about this proposal, please contact: Kellie Steiner, Educational Sales Consultant [email protected] | 907‐230‐3107 Moore Collaborative Committee Research Framework for Pre‐Screened Proposals TableofContents
Completed Research Framework Supporting Documentation 
Ready Common Core Detailed Description and Level 3 CCSS Correlations 
Ready Common Core Level 3 Instruction Student Book Sample 
Ready Common Core Level 3 Instruction Teacher Resource Book Sample For more information about Ready Common Core—including full sample lessons—please go to http://www.curriculumassociates.com/products/ready‐common‐core.aspx#. Table of Contents Moore Collaaborative Com
mmittee Reseaarch Frameworrk for Pre‐Screeened Proposaals mmon Core Proposal title: Ready Com
Vendor/Aggency: Curriculum Associatess, LLC erson: Kellie Stteiner Contact pe
Contact information: [email protected] | 907‐230‐3107 We builtt Ready Comm on Core from sscratch to refleect the Commo
on Description of proposal. Core Staate Standards. A
A brand‐new p
program, gradees 3–8 are now
w printed aand in circulatiion, and gradees K–2 will be aavailable for the 2013‐2014 school yearr. Ready Co
ommon Core iss an integrated
d program of assessment and
d data‐drivven instructionn designed speecifically to preepare students to be collegge and career rready. This pro
ogram is Curricculum Associattes’ response
e to educatorss’ urgent need for completelyy new materialls that auth
hentically addrress the rigor aand demands o
of the new standard
ds. Ready Com mon Core help
ps teachers esttablish the stro
ong foundatiion of knowleddge and skills sstudents need ffor success aftter graduatiion. The rigoroous instruction drives deep understanding o
of the skillss and conceptss that help preppare students and ensure academiic success. Ready Co
ommon Core ddelivers instrucctional supportt in a practical,, simple m
manner designeed for immediaate and uncom
mplicated classroom implementaation. Embedded professionaal developmen
nt within th
he Teacher Ressource Book gu
uides the teach
her step‐by‐steep as he or she
e teaches a lessson, making itt easy to succeessfully introdu
uce skills and
d concepts. 1 Each lessson uses a highhly scaffolded gradual‐releasse approach—aa proven aapproach for inntervention. (SSee example off gradual release of responsiibility model b elow.) The lesssons can be ussed in small‐gro
oup or large‐‐group settingss, and allow for collaborativee and independ
dent activitiess. Differentiateed instruction iis supported, m
making this program
m equally approopriate for stud
dents who are on, above, or below grrade level. Research
h‐based, best‐ppractice metho
ods are employed throughou
ut the Read
dy Common Coore program: 
With explicit, comprehensivve coverage of f the ELA Comm
mon Core Standardds, the program
m meets the C
Common Core requirementss for text comp
plexity; range o
of genres and ttext types, includi ng authentic teexts; and academic vocabulaary. Likewise, the available math
h program emb
beds the eight Standards of M
Mathematical Practice into eevery lesson. 
Teacher‐frien dly language d
delivers importtant backgroun
nd information, iincluding objecctives, learningg progression, and prerequisites.. 
Step‐by‐step gguidance makees it easy for teeachers of all levels and CCSSS knowledge to successfullyy teach a skill.

Teaching recoommendationss—such as tapp
ping prior knowledge, u sing graphic orrganizers to traack student thinking, usin g classroom diiscussion to prromote higher order thinkingg and analysis,, and addressin
ng common misconceptio ns and mistakees—are embed
dded througho
out the lessons. 2 The optional Teacher Toolbox complements Ready Common Core with online teacher‐led activities. The Toolbox contains downloadable interim assessments and instructional lessons, providing the teacher with step‐by‐step instructional support for every Common Core Standard. The Toolbox is available with purchase of the Ready Common Core Achievement Package and the Instruction Collection. (See Cost section below.) Ready Common Core is aligned to and works well with Curriculum Associates’ i‐Ready Diagnostic & Instruction, which we have proposed in a separate submission in response to this RFI. Of equal importance to the quality of the product is the quality of the service provided. While we have delivered excellent products to our customers for more than 40 years, what really separates us from our competitors is our commitment to being the best service provider in the publishing industry. Our products are fully guaranteed. If Ready Common Core does not meet your expectations, we will refund your money. It’s that simple. We believe in the power of our products to effect real and positive change in children’s learning outcomes. This is what drives us in everything we do. Type of proposal. Please use one of the following categories: 1. Professional development activity (i.e., one‐time training or workshop); 2. Product (i.e., curriculum guide, workbook series or other physical item); 3. Service (i.e., curriculum or instruction audit or coaching contract); 4. Hired professional (i.e., RTI or reading intervention specialist); 5. Other (specify). 2. Product Conditions the proposal is intended to address. (Describe school improvement issues or challenges that this service or product is intended to address or remediate.) 1.
Our product offering includes: 
Student Instruction and Practice Books 
Teacher Resource Books 
Online Teacher Toolbox Ready Common Core is available in reading and mathematics for grades 3–8, with grades K–2 coming for the 2013‐14 school year. Need for materials created specifically for the new Common Core State Standards Schools must instruct students on the high academic standards of the state and ensure that all students have the tools they need for success, given Alaska’s transition to even more rigorous state standards and the Common Core State Standards. 2. Teachers’ need to understand how to effectively teach the new standards Teachers need to be educated on the new standards and need a method of assessing whether their students are actually learning the concepts and skills outlined in the standards. 3 3.
Students’ unfamiliarity with the length and rigor of upcoming CCSS‐based assessments The new assessment will be very different from what students are accustomed to, and schools need a method for familiarizing them with what they can expect on upcoming assessments. Intended outcomes of program. (How will the program impact the conditions mentioned above? Include intermediate outcomes that lead to overall impact. Where possible, note qualitative and quantitative outcomes.) 1.
Prepare students for the increased rigor of the Common Core State Standards One intended outcome of Ready Common Core is increased student achievement due to instruction specifically built for the Common Core. The instruction and practice in the program teach students to demonstrate understanding of the required standards and become critical thinkers and independent problem solvers. Additionally, each instructional lesson uses a highly scaffolded gradual‐release approach of modeled instruction, guided instruction, guided practice, and independent practice. This method builds students’ confidence and supports mastery of complex standards. Practice assignments diagnose students’ proficiency with the new standards, monitor progress, and assess mastery. 2. Prepare educators to effectively teach the new standards and assess their students’ mastery Ready Common Core is also intended to familiarize educators with the new standards. The Teacher Resource Book is filled with background on the standards, as well as best‐practice teaching tips, helping teachers identify common misconceptions and how they can support English language learners, for example. Ready Common Core also provides teachers with a streamlined instructional approach: measure growth to establish a baseline and to focus instruction plans, provide targeted instruction to deepen students’ understanding of skills and strategies, differentiate instruction to ensure that all students are reached, and monitor progress to pinpoint student progress on the standards most recently learned and diagnose problem areas. 3. Increase student confidence on and familiarity with the new assessments The three full‐length practice tests within Ready Common Core build student confidence by familiarizing them with the test‐taking process. This practice will help them perform to the best of their abilities during the actual testing period. 4 How outco
omes are meassured. (Provide
e measures ffor the overall impact on conditions mentioned ab
bove in addition to program
m performance
e measures use
ed to evaluate
e quantity of se
ervice delivere
ed, quality of p
program delive
ery, and implementtation, and dire
ect program outcomes. Measures sho
ould Include a quantitativve or otherwise
e replicable componen
nt appropriate for grant evaluation and validation
n.) dy Common Coore program co
onsists of both
h practice and The Read
instruction. Each gradee‐level Practicee Book contain
ns three practicce assessments. These coomprehensive benchmarks diagnose studen
nts’ proficien
ncy with the neew standards, monitor progrress, and assesss mastery. They strengthhen students’ sskills, build theeir confidence,, and ensure that they are reeady to show ttheir mastery o
of the standard
ds. Teacherss can administter the three teests throughou
ut the year to ssee student progress. Each graade‐level Instruuction Book haas an interim asssessment afteer every un
nit. These interrim assessments provide freq
quent opportunities to monittor progress. SSee sample Tab
ble of Contentss below. As picturred below, theere are Perform
mance Tasks within every inteerim assessment. 5 Ready Common Core is primarily a print‐based solution and does not automatically generate reports. There are numerous ways teachers may monitor student progress with the program, as detailed below. Our web‐based i‐Ready Diagnostic & Instruction—which we have separately submitted for evaluation—employs adaptive assessment technology to identify student skill gaps. From this compiled data, i‐Ready then automatically generates a report that places a student in appropriate instruction within i‐Ready, and also specifies the lessons within Ready Common Core that would be most appropriate to support that student’s specific challenges. This blended approach of online assessment and print instruction offers a highly effective way to increase student success. i‐Ready Diagnostic & Instruction—
proposed in a separate submission to the Committee—
includes reports that point to specific Ready Common Core lessons that will best address any skills gaps identified through i‐Ready testing. Cost. (Provide cost on a unit basis, per‐
student basis, or per‐teacher basis, as appropriate, to allow districts to accurately calculate their actual potential cost. Address any cost sharing opportunities offered by the vendor or agency.) 
Cost per student – Practice and Instruction Sets: $12.99 for a set of two student books: Instruction Student Book and Practice Student Book for 10+ sets (For 1‐9 sets, $24.99 each) 
Cost per student – Instruction Books: $9.99 each for 10+ students (For 1‐9 students, $19.99 each) 
Cost per teacher: $17.99 for Teacher Resource Book for use with both Instruction and Practice Student Books 6 
Requirements for implementation. (Capacity, staff, technology, facilities, financial resources, other conditions or resources.) Cost per classroom packages o
Achievement Package: $339 for a class size of 25 students (includes Instruction Student Books, Practice Student Books, Teacher Resource Book, and 1‐Year Teacher Toolbox subscription) o
Instruction Collections: $275 for a class size of 25 students (includes Instruction Student Books, Teacher Resource Book, and 1‐Year Teacher Toolbox subscription) Student and Teacher Materials: Ready Common Core delivers instructional support in a practical, simple format designed for immediate and uncomplicated classroom implementation: 1.
Student Practice Books: Three practice assessments diagnose students’ proficiency with the new standards, monitor progress, and assess mastery. 2.
Student Instruction Books: Instructional lessons on every Common Core standard follow a research‐based gradual release model that provides the support students need to fully master a concept. Every unit concludes with an interim assessment. 3.
Teacher Resource Books: These implementation guides provide strong professional development that helps educators of all levels quickly learn the new skills and approaches they need to teach. The step‐by‐step approach presents explicit expert guidance on how to best teach a particular skill, including suggested language. The intensive teacher support—including differentiated instruction activities—gives teachers opportunities to extend and reinforce learning with students of diverse learning profiles. The format and design of the program, along with these embedded professional development features, empower teachers and provide an intuitive and easy‐to‐use resource. Extensive training is not required for successful implementation of the program. 4.
Optional Technology Component: The online Teacher Toolbox provides all student and teacher lessons in a convenient PDF format. This powerful resource also includes digital interactive lessons aligned to selected instructional lessons. These interactive modules present explicit instruction and guided practice and can be used to introduce a topic or review prerequisite skills. In addition, engaging whiteboard lessons help provide a fun and interesting method for teachers to present key concepts. 7 The Teacher Toolbox is accessed through any browser. The interactive lessons are fully certified to run on standard Mac and Windows PC desktops and laptop machines. The Teacher Toolbox supports the following operating systems: Microsoft Windows XP SP3, Microsoft Windows Vista, Microsoft Windows 7, Apple OSX 10.4, Apple OSX 10.5, and Apple OSX 10.6. Users will need the free downloadable Adobe Flash (10.2 or higher) plug‐in, as well as Acrobat Reader. Professional Development: Ready Common Core may be successfully implemented without live professional development. The training encompassed within the Teacher Resource Book—plus support by our responsive Sales and Customer Service staff—should be sufficient. If Alaska educators would like further training, Curriculum Associates does offer several professional development options. i‐Ready Diagnostic & Instruction Connection: This online program diagnoses student challenges, delivers automated individualized instruction, and monitors student progress, all in one program. Detailed reports provide teachers an action plan for each student. Ready Common Core is included in the Recommended Products list, showing which lessons to use to support identified skills gaps. This feature offers a seamless connection from online to print. We are submitting i‐Ready Diagnostic & Instruction as a separate proposal. 8 Timeline for implementation. (Include when the proposed action can begin, how long the action lasts, and milestones used to measure and demonstrate progress.) Grades 3–8 (for both reading and mathematics) are available now. Grades K–2 are in development and will be ready for the 2013‐2014 school year. Typically delivered to a whole class or a small group, Ready Common Core lessons can be used in any order to fit the district or school curriculum map. For best practice, students would receive instruction in Ready Common Core every day. Each lesson is divided into five parts (Introduction, Modeled Instruction, Guided Instruction, Guided Practice, and Common Core Practice). This multi‐part lesson structure allows teachers to divide the lessons into sections to fit the daily and weekly instructional needs of the classroom. Each part takes approximately 30‐45 minutes to complete. We recommend that teachers begin using Ready Common Core at the start of the school year and continue for the entire year. The first practice test is ideally administered at the beginning of the year as a benchmark; the remaining two tests can be taken halfway through the school year and at the end of the year to see progress. Ready Common Core is a completely integrated program of Best practices for implementation. assessment and data‐driven instruction. Because every Common Core (Processes or changes schools should adopt to make best use of this proposal.) standard is addressed with a clear, thoughtful pedagogy, the program can be used as the centerpiece of a year‐long program. Each lesson covers the entirety of a particular skill, so teachers can work through any lessons independently from the rest of the book. This gives educators great flexibility and control. Any other materials aligned to the standards can be easily woven into the curriculum. Each lesson in Ready Common Core contains differentiated instruction options for English learners, with point‐of‐use “ELL Support“ features in the Teacher Resource Book that identify language issues that may present difficulties for English learners. By design, each lesson in the Instruction Student Book contains instructional elements that are effective with English learners: clear identification of learning objectives, use of graphic organizers to explain concepts, focus on academic vocabulary, hints to answering comprehension questions, modeling of strategies, hands‐on activities, etc. The program’s flexibility is perfect for differentiated instruction environments. Effective differentiation is based on identifying where students are struggling. The Practice Student Books, together with the Interim Assessments and Performance Tasks in the Instruction Student Books, help teachers stay informed about student progress. 9 The Teacher Resource Book offers a number of activities for reteaching and remediation for struggling students, as well as challenge activities for advanced students. These additional activities use a variety of multisensory and multimodal methods to help students learn the concepts. Ready Common Core recognizes that students need concepts presented in multiple ways, to address different learning modalities and to sustain their interest and motivation. The flexibility of the program and the embedded teacher support provided in the Ready Common Core Teacher Resource Books allow for successful implementation and intervention. Each lesson opener clearly lists the Lesson Objectives, Learning Progression, and the Prerequisite Skills. Teachers should familiarize themselves with this background information prior to teaching the lesson. Teachers are also provided with discussion tools to activate students’ prior knowledge of prerequisite and related skills, laying the foundation for the featured standard. 10 Following the guidance provided throughout the Teacher Resource Books, teachers will build student confidence and motivation by gradually introducing them to the lesson standard. As part of the scaffolded instruction, students receive immediate feedback on their answer choices and the reasoning behind correct and incorrect answers. Following this answer‐analysis process helps students better understand newly learned content, and thus also helps them retain the content over time. When administering the practice tests, the teacher should make sure that students have adequate time to complete the assessment and showcase their true abilities. Correct the test orally after completion. As the teacher reviews the answers, s/he explains concepts that students may not fully understand and encourages them to discuss the thought process they used to answer questions. When answers are incorrect, the teacher should help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy or skill required. This discussion proves informative for both the students and the teacher. Evidence of success in similar environments. (List past or current examples or incidences of successful implementations in Alaska. Provide references where possible.) Ready Common Core is a brand new product. Grades 3–8 were just released in the fall of 2012. Grades K–2 will be available for the 2013‐
14 school year. Curriculum Associates has been publishing research‐
based and classroom‐proven educational materials since 1969. The following districts in Alaska use other Curriculum Associates products and can speak to the quality of service and programs our company provides:  Juneau School District o Contact: Patty Newman, Curriculum Director, 907‐523‐
1720, [email protected] o Products: BRIGANCE®, QUICK Word, Phonics for Reading
 Kenai School District o Contact: Doris Cannon, Curriculum Director, 907‐714‐
8885, [email protected] o Products: BRIGANCE®, QUICK Word  Kodiak Island School District o Contact: Christy Lyle, Math Coordinator, 907‐481‐6256, [email protected] o Products: BRIGANCE®, QUICK Word, Phonics for Reading Evidence of success in any environment. (List successful implementations and/or research findings or literature review validating your approach.) Ready Common Core is a new “built‐from‐scratch” series heavily informed by the Common Core guidelines and advisors from Common Core panels. We built Ready Common Core specifically to help students and educators succeed with the new Standards. 11 As noted previously, this program was just released in the fall of 2012, so there is not yet data demonstrating efficacy. However, we designed Ready Common Core on the same proven‐successful framework as some of our state‐specific test preparation series. While many “new Common Core” products have retrofitted content in formulaic instructional formats, Ready Common Core is a brand‐
new program. The program employs a gradual release of responsibility model of instruction—an introduction to the concept being taught, followed by modeled instruction, guided instruction, and guided practice before giving students independent practice problems—that is well documented and supported by research as an effective strategy. This model provides the support students need to fully master complex standards. We designed Ready Common Core to facilitate practical and effective teacher implementation; the program delivers robust instructional support in an intuitive format that supports immediate, uncomplicated classroom implementation. Ready Common Core’s instructional model provides the support students need to fully master complex standards. To current customers, this approach will feel familiar to our highly respected print products— Strategies to Achieve Reading Success (STARS) and the state‐specific Ready series—and third‐party research on these programs demonstrates that our methodology delivers results. We have proposed STARS as a separate submission to this RFI. Ability to transfer to different environments. (List and address strengths and potential challenges of transferring this concept to low performing Alaska village schools. Explain how the identified product, service, or approach will meet or overcome challenges of transferring to this setting.) Ready Common Core offer tremendous benefit for teachers working in low‐performing Alaska village schools, as they can readily adapt the program features to meet the needs of their students. Alaska students who are on, above, and below grade level will receive targeted instruction and practice on the Common Core. Scaffolded instruction provides support for students—even struggling students—to tackle complex texts from a range of genres and subject areas in reading (as well as conceptual understanding and procedural fluency in math). Each instructional lesson uses a highly scaffolded gradual‐release approach of modeled instruction, guided instruction, guided practice, and independent practice. This proven method builds students’ confidence and supports mastery of complex and more rigorous standards. When used as a remediation tool, Ready Common Core has several features that are useful with students who are struggling with the new Common Core standards. 12 For example, through the “Student Misconception Alerts”, the Teacher Resource Book helps teachers understand why students are making mistakes and guides them in redirecting students’ thinking. Reteaching sections provide specific activities to work with students to reteach concepts they have not mastered. Every student lesson corresponds to a full page in the Teacher Resource Book that offers differentiated instruction activities, including those for extensive remediation. Ready Common Core also supports English language learners. A point‐of‐use ELL Support feature helps teachers recognize ways to help English language learners, targeting concepts that students may need reinforcement on and keeping them engaged. Ready Common Core makes it easy to monitor progress and remediate when needed. The Student Practice Books provide comprehensive benchmarks and the Instruction Books include interim assessments. Ready Common Core’s flexibility to be used as a stand‐alone product or in conjunction with the web‐based i‐Ready Diagnostic & Instruction is a strength that will allow for a smooth transfer to low‐performing Alaska village schools.
Potential obstacles to implementation. (Review obstacles, especially issues encountered in previous implementations, and describe planned support or solutions to address these challenges. Ready Common Core is a flexible, easy‐to‐implement program. The Teacher Resource Book systematically guides teachers through the lessons, supporting them with a wealth of detailed information. Extensive training is not required for successful implementation of the program. However, if educators would like training, Curriculum Associates offers several flexible options, including quality webinars. With the exception of a possible technological issue discussed below, we do not foresee any obstacles to implementing Ready Common Core in low performing Alaska village schools. The optional Teacher Toolbox is accessed through a browser and requires a basic technology infrastructure to be successfully implemented. Districts may have an aggressive content filter, which prohibits educators from accessing the tool. This problem is easily remedied by having an administrator whitelist the program. 13 Common Core
Instruction
3
Reading
Advisors
Crystal Bailey, Math Impact Teacher, Eastern
Guilford Middle School, Guilford County
Schools, Gibsonville, NC
Nicole Peirce, Classroom Teacher, Eleanor
Roosevelt Elementary, Pennsbury School District,
Morrisville, PA
Max Brand, Reading Specialist, Indian Run
Elementary, Dublin City School District,
Dublin, OH
Kari Ross, Reading Specialist, MN
Bill Laraway, Classroom Teacher, Silver Oak
Elementary, Evergreen School District,
San Jose, CA
Sunita Sangari, Math Coach, PS/MS 29, New
York City Public Schools, New York, NY
Mark Hoover Thames, Research Scientist,
University of Michigan, Ann Arbor, MI
Susie Legg, Elementary Curriculum Coordinator,
Kansas City Public Schools, Kansas City, KS
Sarah Levine, Classroom Teacher, Springhurst
Elementary School, Dobbs Ferry School District,
Dobbs Ferry, NY
Acknowledgments
Project Manager: Melissa Brown
Cover Designer and Illustrator: Julia Bourque
Book Designer: Mark Nodland
Managing Editor: Nicole VanderLinden
Executive Editor: Daniel J. Smith
Vice President–Product Development: Adam Berkin
Common Core State Standards © 2010.
National Governors Association Center
for Best Practices and Council of Chief
State School Officers. All rights reserved.
ISBN 978-0-7609-7945-7
©2013—Curriculum Associates, LLC
North Billerica, MA 01862
No part of this book may be reproduced
by any means without written permission
from the publisher.
All Rights Reserved. Printed in USA.
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Table of Contents
Ready™ Common Core Program Overview
A6
Supporting the Implementation of the Common Core
A7
A8
A9
Answering the Demands of the Common Core with Ready
The Common Core State Standards’ Approach to Text Complexity
Using Ready Common Core
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Teaching with Ready Common Core Instruction
Connecting with the Ready Teacher Toolbox
Using i-Ready™ Diagnostic with Ready Common Core
Features of Ready Common Core Instruction
Supporting Research
A10
A12
A14
A16
A18
A27
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Correlation Charts
A31
A35
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Common Core State Standards’ Coverage by Ready Instruction
Interim Assessment Answer Keys and Correlations
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Lesson Plans (with Answers)
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Unit 1: Key Ideas and Details in Informational Text
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Lesson 1: Asking Questions About Key Ideas
1
-N
CCSS Focus - RI.3.1 Additional Standards - RI.3.2, 4, 5, 7; W.3.2, 7; SL.3.1, 1.c, 4; L.3.1.a, 4, 4.a, 5.a
AL
Lesson 2: Finding Main Ideas and Details
10
EN
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CCSS Focus - RI.3.2 Additional Standards - RI.3.1, 4, 5, 8; W.3.2, 7, 8; SL.3.1, 2, 4, 5; L.3.1.i, 4.a, 5.a
Lesson 3: Reading About Time and Sequence
19
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CCSS Focus - RI.3.3 Additional Standards - RI.3.1, 4, 7, 8; W.3.1, 3, 7; SL.3.1, 4, 5; L.3.1.d, 4, 4.a, 4.b
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Lesson 4: Describing Cause and Effect
28
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CCSS Focus - RI.3.3 Additional Standards - RI.3.1, 2, 4, 6, 8, 9; W.3.2, 3; SL.3.1, 4, 5; L.3.1.e, 4.a, 5.a
Unit 1 Interim Assessment
37
Unit 2: Key Ideas and Details in Literary Text
Lesson 5: Asking Questions About Stories
40
CCSS Focus - RL.3.1 Additional Standards - RL.3.2, 4, 6, 7; W.3.1, 3, 7, 8; SL.3.1, 3, 4; L.3.1.d, 1.e, 4.a, 4.b, 5.a
Lesson 6: Describing Characters
49
CCSS Focus - RL.3.3 Additional Standards - RL.3.1, 2, 4, 6, 7; W.3.1, 3.a, 3.b, 7; SL.3.1, 2, 4, 5; L.3.1.c, 4.a, 5.a
Lesson 7: Recounting Stories
58
CCSS Focus - RL.3.2 Additional Standards - RL.3.1, 3, 4; W.3.3, 7; SL.3.1, 4, 5; L.3.1.d, 1.e, 4.a, 5.a
Lesson 8: Determining the Central Message
67
CCSS Focus - RL.3.2 Additional Standards - RL.3.1, 3, 4; W.3.3; SL.3.1, 4, 5; L.3.1.e, 4.a, 4.b, 5.a
76
Unit 3: Craft and Structure in Informational Text
Lesson 9: Unfamiliar Words
79
CCSS Focus - RI.3.4 Additional Standards - RI.3.1, 2, 3, 4, 6, 9; W.3.1, 2, 7; SL.3.1, 2, 4, 5; L.3.1.b, 4.a, 4.b
Lesson 10: Text Features
88
CCSS Focus - RI.3.5 Additional Standards - RI.3.1, 2, 3, 4; W.3.2, 7; SL.3.1, 4, 5; L.3.1.b, 2.d, 4.a
Lesson 11: Author’s Point of View
97
CCSS Focus - RI.3.6 Additional Standards - RI.3.1, 2, 3, 4, 7; W.3.1, 7; SL.3.1, 3, 4, 5; L.3.2.a, 2.f, 4.a, 4.b
106
Unit 4: Craft and Structure in Literary Text
Lesson 12: Words in Context
109
CCSS Focus - RL.3.4 Additional Standards - RL.3.2, 5, 6; W.3.2, 7, 8; SL.3.1.c, 2, 4, 5; L.3.2.c, 5.a
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Lesson 13: What Are Stories Made Of?
CCSS Focus - RL.3.5 Additional Standards - RL.3.2, 3, 4, 6; W.3.1, 3, 7, 8; SL.3.1, 4, 5; L.3.1.g, 2.f, 4.a
TR
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Lesson 14: What Are Plays Made Of?
118
127
CCSS Focus - RL.3.5 Additional Standards - RL.3.2, 3, 4, 5; W.3.1, 3, 7, 8, 10; SL.3.1, 4, 5; L.3.1.i, 4.a
IS
Lesson 15: What Are Poems Made Of?
136
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CCSS Focus - RL.3.5 Additional Standards - RL.3.2, 3, 4; W.3.2, 3, 7, 8; SL.3.1, 3, 4, 5; L.3.1.a, 2.a, 4.a
FO
Lesson 16: Point of View
145
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CCSS Focus - RL.3.6 Additional Standards - RL.3.2, 4, 5, 6; W.3.3, 7, 8; SL.3.1, 4, 5; L.3.1.e, 1.i, 5
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Unit 5: Integration of Knowledge and Ideas in Informational Text
EN
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Lesson 17: Connecting Words and Pictures in Informational Text
157
CCSS Focus - RI.3.7 Additional Standards - RI.3.2, 4, 6, 8; W.3.2, 7, 10; SL.3.1, 1.c, 4; L.3.1.a, 1.h, 4.a
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Lesson 18: Making Connections Between Sentences and Paragraphs
166
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CCSS Focus - RI.3.8 Additional Standards - RI.3.1, 4, 6; W.3.2, 7; SL.3.1.c, 2, 4; L.3.1.i, 2.f, 5.a
Lesson 19: Describing Comparisons
175
C
CCSS Focus - RI.3.8 Additional Standards - RI.3.1, 3, 4, 6; W.3.1, 7; SL.3.1.d, 2, 4; L.3.1.e, 2.d, 4.a
Lesson 20: Comparing and Contrasting Two Texts
184
CCSS Focus - RI.3.9 Additional Standards - RI.3.1, 3, 6; W.3.1, 2, 7; SL.3.1, 1.c, 1.d, 4; L.3.1.f, 4, 4.a
195
Unit 6: Integration of Knowledge and Ideas in Literary Text
Lesson 21: Connecting Words and Pictures
198
CCSS Focus - RL.3.7 Additional Standards - RL.3.1, 3, 4, 6; W.3.1, 3, 8; SL.3.1, 4, 5; L.3.1.a, 2.d, 4.a, 4.c, 5.a
Lesson 22: Comparing and Contrasting Stories
207
CCSS Focus - RL.3.9 Additional Standards - RL.3.1, 3, 4, 6; W.3.1, 3; SL.3.1.d, 2, 4, 5; L.3.1.f, 1.g, 2.c, 4
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Ready™ Common Core is an integrated program of assessment and datadriven instruction designed to teach your classroom the Common Core
State Standards (CCSS) for Reading. The program teaches and assesses all
the CCSS in the Literature and Informational Text strands. You can use
the program in a supplemental way to address specific standards where
your students need instruction and practice, or in a more comprehensive
way to engage students in all the CCSS.
Features
Differentiated Instruction and Practice
Built with brand-new
content, guaranteeing
students get the most
rigorous instruction
available
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Ready Common Core Practice provides extensive
practice on the high-rigor items required by the
Common Core, giving you a measure of student
growth. The three full-length tests will
strengthen students’ skills, build their
confidence, and ensure that they are ready to
show their mastery of the Common Core.
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Ready Common Core Instruction provides
differentiated instruction and independent
practice of key concepts and skills that builds
student confidence. Interim assessments give
frequent opportunities to monitor progress.
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Ready Common Core Teacher Resource
Books support teachers with strong
professional development, step-by-step
lesson plans, and best practices for
implementing the CCSS.
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Embeds thoughtful
professional
development, making
it easy for teachers
to implement the
Common Core
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Employs higher-rigor
test questions, requiring
students to cite textbased evidence to
support answers
Includes complex,
authentic texts from a
wide range of genres
Teacher Resource Book and Teacher Toolbox
Ready Common Core Teacher Toolbox
provides online lessons, prerequisite
lessons from previous grades, and
targeted best-practice teaching strategies.
Integrates teaching of
language arts standards
at point of use
i-Ready™ Diagnostic
Built on the Common Core and
integrated with the Ready program,
i-Ready Diagnostic helps teachers track
student growth, pointing teachers
toward the correct Ready lessons to use
for remediation. See page A16 for
details. (i-Ready sold separately.)
A6
Uses a research-based
gradual-release
instructional model
that enables mastery of
complex texts
Engages students with
high-interest themes for
passages, drawing in
commonly studied
science and social
studies topics
©Curriculum Associates, LLC Copying is not permitted.
The Common Core State Standards (CCSS) were developed to make sure that by the time students graduate
from high school, they are college- and career-ready. Therefore, the creators of the standards started with the
expectations they had for students at the end of 12th grade and worked down to kindergarten. As a result of this
backward design approach, the CCSS are more rigorous than most current standards. The creators of the standards
want students at every grade to be creative and critical readers and writers. At the end of each grade, students are
expected to independently read and comprehend increasingly complex text. Not only are most of our current
textbooks lacking alignment to the CCSS, they also lack the levels of complex text identified in the CCSS.
Ready™ Common Core is here to help.
Because every Common Core reading standard has been addressed with a clear, thoughtful pedagogy, you can use
the Ready program as the main structure of a year-long program. Any other materials aligned to the CCSS can be
easily woven into the curriculum.
U
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Helpful Resources for Implementation of the Common Core
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Each Ready lesson covers the entirety of a particular skill, so classrooms can work through any lesson
independently from the rest of the book. This gives teachers in states transitioning to the CCSS enormous
flexibility, knowing that Ready lessons can be pulled out and applied to any implementation plan.
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http://www.corestandards.org/
The main website for the Common Core. Here you’ll find the full text of the standards, plus frequently asked
questions and resources.
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http://www.smarterbalanced.org/ and http://www.parcconline.org/
The testing consortia creating Common Core assessments for future implementation.
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http://www.ascd.org/common-core-state-standards/common-core.aspx
A helpful list of all of ASCD’s resources on the Common Core, as well as a link to ASCD’s free EduCore digital
tool, which was funded by a grant from the Bill & Melinda Gates Foundation. A repository of evidence-based
strategies, videos, and supporting documents that help educators transition to the Common Core.
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http://www.reading.org/resources/ResourcesByTopic/CommonCore-resourcetype/CommonCore-rtresources.aspx
Links to helpful articles about the Common Core from Reading Today Online.
A7
Answering the Demands of the Common Core with Ready™
The Demands of the Common Core
How Ready™ Delivers
All texts in Ready have been carefully leveled to meet
Common Core requirements for complexity. See
more on page A9.
Intentional, Close Reading:
Careful, close readings of complex texts teach
students how to gather evidence and build
knowledge.
All Ready lessons contain activities requiring close
reading, re-reading, and frequent interactions with
text. On-page guidance models the good habits that
successful readers employ.
Text-based Evidence:
Students’ interpretations and comprehension of the
text must be supported by the words in the text.
All the questions and activities in Ready lessons
require students to cite evidence directly from the
text. Instruction and hints throughout the lesson
reinforce the importance of quoting from the text to
substantiate interpretations.
Wide Range of Genres, Emphasis on Nonfiction:
Students must read a true balance of authentic
literary and informational texts. Success in college
and the real world requires that students master the
skills needed to read a wide range of genres.
Ready passages encompass the range of genres and
text types cited in the Common Core, including
articles, poems, historical text, technical text,
scientific text, and dramas. 50% of Ready lessons
focus on informational texts.
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Building Content Knowledge:
Students should view reading as an opportunity to
learn new information. As much as possible,
therefore, have students read text on related topics
that allow them to deepen their understanding.
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Text Complexity:
Students must engage with texts of sufficient
complexity to prepare them for college and career.
All passages in a Ready lesson are thematically
linked. Many of the themes relate to gradeappropriate science and social studies content, others
to high-interest, appealing topics. Theme activities
provide opportunities for students to see
relationships between topics and deepen their
content knowledge.
Ready lessons include authentic texts that students
will see in the real world, including text and images
from websites, and newspaper and magazine articles
from such publications as The New York Times,
National Geographic, and Highlights.
Integrated ELA Instruction:
Use the texts as a source of rich language arts
instruction, as opposed to isolated skill instruction.
Ready integrates Speaking & Listening, Writing, and
Language activities with every Reading lesson.
Use of Technology and Digital Media:
Students learn to use technology thoughtfully and
efficiently to enhance their reading.
Specific Ready Media Features and lessons allow
students to integrate audio and visual media into
their reading experience. They learn to evaluate the
pros and cons of various media and to employ the
best medium to achieve a particular purpose.
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High-Quality Texts:
It’s important that students are exposed to wellcrafted texts that are worth reading closely and
exhibit exceptional craft and thought or provide
useful information.
A8
The Importance of Text Complexity
Research has shown that the complexity levels of the texts in current classrooms are far below what is
required for college- and career-readiness. A major emphasis of the Common Core State Standards is for
students to encounter appropriately complex texts at each grade level in order to develop the mature
language skills and conceptual knowledge they need for success in school and life. Instructional materials
should meet this challenge with texts of appropriate complexity at each grade level.
A Three-Part Model for Measuring Text Complexity
No single formula can provide an accurate measure of text complexity. For that reason, the CCSS has
developed a balanced three-part model that takes into account the following three ways of assessing text
complexity:
Quantitative Measures:
Standard readability formulas,
such as Lexile and FleschKincaid
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Qualitative Measures:
The purpose of the text, the
structure and clarity of the
language, and background
knowledge demands
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Text Complexity in Ready™
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Reader–Task Consideration:
Including the reader’s motivation
and experience, as well as the
complexity of the task assigned
and questions posed
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All passages in Ready conform to the leveling criteria outlined by the CCSS. We used quantitative
formulas to place texts within the grade-level bands recommended by the Standards, which are more
rigorous than those of the past. We also had an experienced team of teachers and literacy specialists
apply the qualitative and reader–task measures described above. Through the scaffolded instruction in
Ready, students develop the strategies they will need to comprehend this challenging text.
Academic Vocabulary
The CCSS categorize types of vocabulary in a three-tier model similar to the one developed by Beck,
McKeown, & Kucan in Bringing Words to Life. Tier 1 Vocabulary are the words of everyday speech. Tier 2
(which CCSS calls “general academic vocabulary”) are the words a reader encounters in rich, complex
texts of all types. Tier 3 (which CCSS calls “domain specific”) are the words particular to a field of study,
such as science or history. While Tier 3 words are often explicitly defined in a subject-area text, this is
not the case with Tier 2 words. Their meanings are often subtle, yet they are the most important words
for students to learn, since they are generalizable, or applicable to a wide variety of texts.
Unlike reading programs of the past, in which difficult vocabulary was “pretaught” before reading,
CCSS emphasizes the use of text-based strategies, such as context and word structure, to determine
word meaning. Ready provides this type of instruction in the Teacher Resource Book lessons by
identifying challenging Tier 2 words in a passage and giving the teacher explicit text-based strategies
to support students in unlocking their meanings.
A9
Using Ready™ Common Core
The Ready™ program provides rigorous instruction on the Common Core State Standards using a proveneffective gradual-release approach that builds student confidence. It also prepares students for more complex
assessment items with full-length practice tests and interim assessments. With the Teacher Resource Book, you
get strong support, step-by-step lesson plans, and best-practice tips to learn new approaches to teaching the
Common Core. The Teacher Toolbox gives you access to invaluable, easy-to-use resources to differentiate
instruction with a host of online materials, all in one place.
1
Using as a Supplement to a Textbook
• Use Practice Test 1 from Ready Common
Core Practice to establish a baseline
for measurement and to focus
instructional plans. Use Practice Tests 2
and 3 to measure growth as students work
through the program. These tests give
students practice with the more complex
items that match the rigor of the
Common Core.
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If you are an i-Ready subscriber, you can administer
the i-Ready Diagnostic as a cross-grade-level
assessment to pinpoint instructional needs and address
them with Ready Common Core Instruction. For more
on this, see A16.
C
Instruct
• Administer each Ready Common Core
Instruction lesson, using the
Pacing Guide on page A11 as a guide.
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Using with i-Ready™ Diagnostic
• At any time during the instructional program,
refer to the Teacher Toolbox to review
prerequisite skills and access lessons from
previous grades for remediation.
3
Monitor Progress
• Use the Interim Assessments at the end of
each Ready Common Core Instruction unit
to pinpoint student progress on the standards
they have most recently learned and diagnose
problem areas.
4
A10
IS
2
Using with a Balanced Literacy/Reading
Workshop Curriculum
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The textbook you use in your classroom may not have
been developed for the Common Core. It may not have
all the resources you’ll need to meet these challenging
standards. In addition, the passages in textbooks don’t
reflect the levels of text complexity required by the
Common Core, and the activities and questions don’t
reflect their rigor. By supplementing with Ready, you’ll be
able to address all of these gaps and deficiencies.
Because every standard in Ready Common Core has
been addressed with a clear, thoughtful pedagogy, you
can use the Ready program as the main structure of a
year-long reading program. Any other materials
aligned to the Common Core can be woven into the
curriculum, using the four easy steps on this page as
your map.
Measure Growth
Differentiating Instruction
Provide differentiated instruction for your
students using the rich and varied resources in
the Teacher Toolbox. Here you’ll find links to
prerequisite skills from earlier grades of Ready,
as well as links to highly interactive animated
modules that will deepen students’
understanding of skills and strategies. See page
A14 for more on using the Teacher Toolbox.
Year-Long Pacing Guide for Grade 3
Ready™ Common Core Instruction LessonMinutes per Day
1
2
3
4
5
Practice Test 1
L1: Asking Questions About Key Ideas
L2: Finding Main Ideas and Details
L3: Reading About Time and Sequence
L4: Describing Cause and Effect
60 (3 days)
30–45
30–45
30–45
30–45
6
7
8
9
L5: Asking Questions About Stories
L6: Describing Characters
L7: Recounting Stories
L8: Determining the Central Message
30–45 (1 day)
30–45
30–45
30-45
30-45
10
11
12
L9: Unfamiliar Words
L10: Text Features
L11: Author’s Point of View
13
14
15
16
17
18
Practice Test 2
L12: Words in Context
L13: What Are Stories Made Of?
L14: What Are Plays Made Of?
L15: What Are Poems Made Of?
L16: Point of View
19
20
21
22
L17: Connecting Words and Pictures in Informational Text
L18: Making Connections Between Sentences and Paragraphs
L19: Describing Comparisons
L20: Comparing and Contrasting Two Texts
30–45 (1 day)
30–45
30–45
30–45
30–45
23
24
L21: Connecting Words and Pictures
L22: Comparing and Contrasting Stories
30–45 (1 day)
30–45
30–45
30–45 (1 day)
25
Practice Test 3
60 (3 days)
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Week
30–45 (1 day)
30-45
30-45
30-45
30–45 (1 day)
60 (3 days)
30-45
30–45
30–45
30–45
30–45
A11
Teaching with Ready™ Common Core Instruction
Ready™ Common Core Instruction was created to help students
develop proficiency with the Common Core State Standards (CCSS).
Each lesson uses scaffolded instruction, beginning with modeled
and guided instruction, and then gradually releasing the student
into fully independent practice of the skills and strategies behind
the Common Core. Use in conjunction with the Teacher Toolbox,
which allows you to access additional downloadable resources—see
page A14 for more.
Year-Long Weekly Pacing
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Ready Common Core Instruction can be used as the foundation of a
year-long reading program or as a year-long supplement to your
basal program. This Sample Week shows a recommended schedule for
teaching one lesson per week. Each day is divided into periods of direct
instruction, independent work, and assessment. Use the Year-Long
Pacing Guide on page A11 for a specific week-to-week schedule.
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Year-Long Sample Week, Ready Common Core Instruction
Day 2
Part 2: Modeled
Part 1:
Introduction Instruction
(25 minutes)
(20 minutes,
includes Tap
Students’ Prior
Knowledge
from TRB)
Part 3: Guided
Instruction
(45 minutes,
includes Answer
Analysis
discussion from
TRB)
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Day 1
Day 4
Part 5: Common Part 5: Common
Core Practice
Core Practice
(45 minutes)
Answer Analysis:
discussion of test
results
(20 minutes,
from TRB)
ELL Support
(TRB)
Theme
Connection
(TRB)
Integrating
Standards
activities
(25 minutes,
from TRB)
C
Genre Focus
(TRB)
Optional
Tier 2
Vocabulary
(TRB)
Day 5
Part 4: Guided
Practice
(45 minutes,
includes Answer
Analysis
discussion and
Integrating
Standards
activities from
TRB)
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Day 3
Additional
Activities
(TRB)
Key:
Whole Class/Small Group
A12
Individual
• Informational Text: Key Ideas and Details, Craft and Structure,
and Integration of Knowledge and Ideas
• Literature: Key Ideas and Details, Craft and Structure, and
Integration of Knowledge and Ideas
Ready Common Core Instruction
lessons are best used with teacher
guidance, as students learn best
when they are directed by
knowledgeable, supportive teachers.
The student lessons, however, are
designed to be inviting and
accessible to struggling students, so
they can be assigned as independent
work. If you do so, be sure to
circulate and monitor student work.
IS
Differentiating Instruction with Ready Instruction
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The correlations charts beginning on page A31 provide an in-depth look
at how Ready Common Core Instruction correlates to the reading CCSS.
The passages and questions in Ready Common Core Instruction reflect
the rigor and complexity required by the Common Core.
Tip:
N
Each grade level in the Ready™ Common Core Instruction series
provides targeted instruction on the Common Core State Standards
for Reading. Each unit focuses on one of the six major divisions of the
Common Core State Standards for Reading:
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Lessons Built for the Common Core
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Effective differentiation is based on identifying where students are struggling.
The following ongoing assessment features in the Ready program help you stay
informed about student progress:
Part 3: Guided Instruction
Lesson 12
Lesson 12
AT A GLANCE
O
Reading
brings a supply of the newest shades ofClose
nail
polish
for
to mytry.)
How
could the
bird
Everyme
day that week,
father complained that someone
have stolen the
was taking pennies from his jug. We all pleaded ignorance.
STEP BY STEP
pennies? Find and
And every day that week, we discussed a new name for our pet.
Based on these sentences, with which statement
would
Amy most likely agree?
underline the sentence
(continued from page 102)
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•Common Core Practice: Each Ready
Instruction lesson ends with Common
Core Practice. Use the results of this
section to identify how well students
mastered the specific standard. If
students scored poorly, review the
lesson and use reteaching support in
the Teacher Resource Book.
•Interim Assessment: Use the Interim
Assessments and Performance Tasks
at the end of each unit to see how well
students are able to integrate the skills
and strategies covered in that unit.
Lesson 12
Students
reading sentences
about the missing
3 continue
Read these
frompennies.
the story.
Continue reading about the family, parakeet, and missing pennies.
They answer a multiple-choice question and explain
Use the Close Reading and the Hint to help you answer the question.
Anyway,
so bad.
which details helped
themEmily’s
select thenot
correct
answer.Sometimes we actually have fun. (She always
-N
Student Lesson
T
Part 5: Common Core Practice
O
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•Error Alerts: This easy-to-use feature
allows you to quickly identify and
address common misconceptions
students experience when applying
the targeted standard.
Assessment
D Emily is a niceInterim
baby-sitter
who thinks of amusing things to do.
• Have students read the text and underline the
sentence that tells how the bird could have stolen the
pennies, as directed by Close Reading.
doesn’t mean the bird
put them there. Which
choice tells how it’s
possible that the bird
was the penny thief?
A “Every day that week, my father complained that someone was
taking pennies from his jug.”
B
“At the end of the week, we took everything out of the birdcage
to clean it.”
C
“In every corner of the cage was a pile of pennies!”
Unit 2
D “That’s when we learned that my mother had let the bird out to
fly around every morning.”
the following
story. Then answer the questions that follow.
• Ask volunteers to shareRead
the sentence
4
Which sentence
from they
the underlined.
story shows that Amy
isn’t as grown-up as she thinks
Show Your Thinking
Discuss why that sentence shows how the bird could
Look at the answer that you chose above. Explain how the details in the answer tell you how
she
is?
have stolen the pennies. If necessary, ask: What gave
the parakeet could be the penny thief.
See sample response.
the bird A
the chance
to take pennies
outI write
of the jug?
“Sometimes
when
Aimee, I use a little heart to dot the i, but I think
from The Moffats
by Eleanor Estes
• Have studentsI circle
thebe
answer
to the question,
might
growing
out of that.”
Pick an answer you did not choose. Tell your partner why the details in that sentence do not
tell how the parakeet could be the penny thief.
using the Hint to help. Then have them respond to

1
[Jane Moffat] watched Mr. Brooney, the grocery man, drive up with his horse and
B in“IShow
could
feel
myself
getting more and more nervous—not for myself,
the question
Your
Thinking.
(Sample
103
response: The mother
letwagon. The Moffats called Mr. Brooney’s horse the dancey horse, because of the graceful way
the bird out of its cage every
of course.”
morning. This made it possible
for the bird to steal the
he threw his legs about when he cantered up the street. Mr. Brooney stopped between
C take
“Before
I could
tellFinally,
her I had
pennies and
them to the
bird cage.)
place no idea where the flashlight was, I started
Mrs. Squire’s house and the yellow house. He threw down the heavy iron weight to keep his
students into pairs
to discuss the Pair Share question.
to cry.”
C
Teacher Resource Book
• Tell students that they will continue reading about
At the end of the week, we took everything out of the
that tells how it could
have stolen them.
to clean it. In every corner of the cage was a pile of
the mystery
the missing
pennies.
A ofThe
only good
thing about Emily is that she bringsbirdcage
nail
pennies!
That’spolish.
when we learned that my mother had let the
bird out to fly around every morning. “Penny thief!” my father
• Close Reading will help students identify a detail
cried. And our pet was named on the spot.
B Emily always picks out the best shades of nail polish.
suggesting the bird stole the pennies. Hint will help
Circle the correct answer.
Hint
them analyze
the answer choices
focus
on keyperson, she
C Although
Emilyand
is a
likable
charges too
much to baby-sit.
Just because pennies
Which sentence from the story explains how it could be the parakeet
are in the birdcage
who put the pennies in the birdcage?
details suggesting the bird stole the pennies.
L12: Supporting Inferences About Literary Texts
©Curriculum Associates, LLC
Copying is not permitted.
Tier 2 Vocabulary: Ignorance
horse from dancing away and took several baskets of groceries from the wagon. He crossed the
“But ever
since that night, I have kept
an extra
bottle
ofvery
‘Glowing
• Name
for students
some
advancedGreen
college
street and disappeared in Mrs. Frost’s back yard. He was gone a long time. The horse stood
ANSWER D
ANALYSIS
subject areas such as calculus, quantum physics,
Goddess’
around.”
there with the greatest patience. Occasionally he flicked his long tail to rid himself of a pesky
Choice A is incorrect.
It explains
that someone took the
or economics.
pennies, not necessarily that
it was the parakeet.
fly. Or now and then he wriggled an ear when Sylvie, who was practicing her graduation
• Ask: Do you know about these college subjects?
Choice B is incorrect. Thismusic, hit a high note. And sometimes he raised one dainty foot or another and then planted it
detail describes why the
Or do you claim ignorance about them? Have
family looked in the birdcage. It doesn’t explain how
firmly on the ground. For the most part, however, he stood there dreamily, looking neither to
answer
the question,
asking
themabout
to use
Based
details
from the story, make an students
inference
about
how Amy
feels
the 5
bird could
have on
taken
the pennies.
word ignorance
or ignorant
in their
left nor to right.
needing a baby-sitter after her experiencetheduring
the storm.
Include
atanswers.
least
Choice C is incorrect. It tells where the pennies were
• Now
display the word ignorance. Ask students
twothe
details
from
the
storythem
to support
your
answer.
found, not how
bird could
have
brought
there.
2
Jane watched him and watched him.
what the suffix -ance means. (the act or state of
Choice D is correct. The mother
letting
the
bird
out
of
something) Have students find the word ignorance
3 He had wings and could carry her away.
the cage made it possible for the bird to have taken the
in the first paragraph on page 103. Work with
pennies from the jug. 4 He was the wooden horse of Troy and many
them to determine that ignorance means “the state
of not knowing” in this context. (RL.4.4; L.4.4.b)
men could step out of him.
ERROR ALERT: Students
who did not choose D
might not have read the question carefully. Point out
5 He was a bridge that she could walk under.
that the question asks for a detail that explains how
the bird could be the thief.
did the bird have
6 HowSitting up there on the hitching post,
the chance to take the pennies? Only D tells how.
watching the horse and watching the horse, Jane
repeated to herself, “The horse is a bridge for me to
walk under, and I’m goin’ to walk under it.”
Self Check Go back and see what you can check off on the Self Check on page 59.
Literary Texts
106 L12: Supporting Inferences
7 About
So she jumped down and marched over to the horse. He stood there immobile. Except
L12:
Supporting
Inferences
About Literary Texts
108
for his eyes, which followed her around like those of the velvet-clad lady in the picture in the
sitting-room.
A13
8 Jane walked under him and came out on the other side. This gave her an extraordinary
feeling of satisfaction and elation.
9
At that moment when Jane was walking under the horse, Mama came to the window of
Connecting with the Ready™ Teacher Toolbox
Designed for use with the Ready™ Common Core Instruction, the Teacher Toolbox provides a host of multilevel
resources teachers can use to differentiate instruction. If you purchased the Teacher Toolbox, you should have
received an insert with access codes and information. Please contact Customer Service at (800)-225-0248 if you
need this information. Visit www.teacher-toolbox.com/NA to get started.
The Common Core builds on skills covered in the previous year’s standards. Of course, many students will not
have mastered those standards, and most students could use a review. Ready Common Core allows you to access
lessons from previous Ready grades through the Teacher Toolbox.
How Do I Use the Teacher Toolbox?
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Lessons are conveniently organized to match your print materials, making it easy to find
additional resources for teaching the skills and standards associated with each lesson.
All of these resources are perfect for use with any interactive whiteboard or other
computer projection screen.
A14
Downloadable Ready™ Lessons
Lesson 6
Part 1: Introduction
CCSS
Downloadable Ready™ lessons make it easy
for teachers to focus on particular skills, or
even reteach skills that students may not have
mastered at earlier grade levels. What you get:
RI.4.1: Refer to details and examples in a text
when explaining what the text says explicitly
and when drawing inferences from the text.
Supporting Inferences About
Informational Texts
Where Foods Come From
Imagine this. It’s early morning in the spring, and you’re in a park. The grass is really
wet. You didn’t see what made the grass wet, but you’ve got some good ideas.
•
Maybe it rained during the night. It was cloudy and windy when you fell asleep.
•
Maybe someone watered the grass. That could happen.
•Every lesson in this book is available as an
individual PDF file, which you can project
for whole-class and small-group use.
These are good ideas. Remember, you didn’t actually see what made the grass wet.
Instead, you used what you saw and what you know to figure out two pretty good
answers. You made two inferences.
Now look at the cartoon below. Use what you see and what you know to make an
inference about what is happening to the boy.
•Prerequisite student lesson PDFs—and the
accompanying Teacher Resource Book
lesson—from prior grades are available to
administer as remediation.
Do you want more
hot sauce?
Hot
sauce
In the cartoon, circle details that tell you what has happened to the boy.
Now look at the diagram below. It shows how to make an inference about the cartoon.
•
Smoke and fire come from his ears.
=
What You Know
Hot sauce is spicy!
Too much hot sauce is
painful.
Inference
The boy added
too much hot
sauce to his food.
N
+
TI
O
Details from the Cartoon
• A bottle of hot sauce is on the table. •
Tools for Instruction
• The boy has food in front of him.
•
Cite Textual Evidence
writing and in class discussion. This skill reflects close reading, which is central to understanding both literary and
informational text. Yet students often struggle with the difference between paraphrasing and direct quotation, and
they tend to rely on opinions or background knowledge, instead of textual evidence, to support statements about
a text. Challenge students by frequently asking questions such
as, DidInferences
the author
say
that? CanTexts
you show me exactly
L6: Supporting
about
Informational
where? Teach them to cite textual evidence properly, whether
throughAssociates,
paraphrase
directisquotation.
©Curriculum
LLC or
Copying
not permitted.
U
Reading is sometimes like figuring out what made the grass wet or what happened to
in the
Reading
sometimes
Citing textual evidence to support statements is an essential skillthe
thatboy
students
arecartoon.
expected to
demonstrate
in their requires you to make inferences.
TR
IB
43
Three Ways to Teach
Use Paraphrasing or Direct Quotation
20–30 minutes
Help students distinguish between paraphrasing and direct quotation, and to understand when to utilize each.
IS
D
• Say, When you write about or discuss a text, you are expected to make reasonable statements about it. You
support these statements by referring to specific details from the text. This is called citing textual evidence. Doing
so helps you to confirm that your statements are reasonable.
• Explain that two ways to cite textual evidence are through direct quotation and paraphrasing. Display these
terms and explain their meanings. Then use a current text to provide examples. The following examples are
based on About Time: A First Look at Time and Clocks, by Bruce Koscielniak.
Paraphrase
R
Example
“Spring makers hand-forged
(heated and pounded into shape)
and polished steel clock springs.”
The spring makers made and
Restate the author’s words
polished all of the springs for the
in your own words
clocks by hand.
FO
Direct Quotation
Research-based, best-practice routines and activities
for the classroom and small groups provide ways to
teach or review standards and prerequisite skills.
How To Do It
Copy the author’s exact
words, and place them in
quotation marks
T
Type of Citation
AL
• Repeat this exercise, guiding students to give the statements and provide the evidence. Monitor their
paraphrasing and offer corrections for wording that is too close to the original or that does not capture the
same idea as the original.
-N
• Distribute Textual Evidence Chart (page 3). Using the same text, model creating a statement and then
supporting it with one paraphrased and one directly quoted piece of evidence. These examples should be
different from the examples in the chart above.
O
• Point out that paraphrasing must be worded differently enough to distinguish it from the author’s wording.
Otherwise, students might mistakenly be claiming an author’s ideas as their own.
www.i-ready.com
FI
D
EN
TI
Support Special Education Students Help students paraphrase by focusing on one or two sentences in the
text. Have the student read sentences, close the book, and repeat what was just read. Write down what the
student tells you and compare what you wrote with the author’s exact words. Make further revisions, as needed,
to create a paraphrase.
Reading Comprehension I Levels 4–5 I Cite Textual Evidence I Page 1 of 3
C
O
N
©2012 Curriculum Associates, LLC
Guided Interactive Tutorials
Guided interactive tutorials give teachers
another engaging way to provide whole-class or
small-group instruction. Lessons follow a
consistent structure of explicit instruction and
guided practice. Immediate corrective feedback
continuously supports students.
A15
Using i-Ready™ Diagnostic with Ready™ Common Core
If you have already purchased i-Ready™ Diagnostic, you can use its robust reporting to monitor students’ overall
and domain-specific reading proficiency as they move through Ready™ Instruction. Specifically, use the Student
Profile report and the Instructional Grouping report to identify Next Step skills for student instruction.
Available for Grades K–8
Student Profile Report
The Student Profile report shows teachers students’ performance levels for each strand and why they are
struggling. Plus, it provides detailed recommendations and resources to support teacher-led instruction.
Use the Overall Performance scores
to measure growth over time.
Test
Test
2 or more Levels Below
2 or more Levels Below
Test 3 - 04/12/2013
Test 3 - 04/12/2013
Early 5
Early 5
Test 2 - 01/12/2013
Test 2 - 01/12/2013
Level 4
Level 4
Test 1 - 09/12/2012
Test 1 - 09/12/2012
Level 4
Level 4
Sca le Scor e
Sca le Scor e
Level 5
Level 5
Scale Score
Scale Score
Placement
Placement
Standard Error
Standard Error
+/- 13.2
+/- 13.2
595
595
+/- 14.0
+/- 14.0
571
571
0
0
50
50
100
100
150
150
200
200
250
250
300
300
350
350
400
400
450
450
546
546
500
550
500
550
TI
O
1 Level Below
1 Level Below
600
600
650
650
700
700
750
750
800
800
+/- 13.0
+/- 13.0
U
On or Above Level
On or Above Level
TR
IB
Overall Performance
N
Madison Wells – Reading – Grade 5
Madison
Wells – Reading – Grade 5
Overall Performance
Drill down to see the performance
details for each domain.
Detail for Test 1 - 09/12/12
Detail for Test 1 - 09/12/12
Sca le Scor e
Sca le Scor e
Level 3
Level 3
Level 4
Level 4
450
450
475
475
500
500
550
550
575
575
600
600
625
625
650
650
675
675
700
700
725
725
750
750
775
775
800
800
Level 3
Scale Score
532
0
50
100
200
250
300
350
400
450
500
550
600
650
700
750
800
Building Comprehension: Informational Text Skills
The CCSS expect students at this level to engage closely and actively with the details of informational text and to begin drawing inferences out of these textual
details. A prerequisite to success with these standards is a strong based in comprehension skills and strategies. This subtest measures these prerequisite skills
as they apply to information text.
Developmental Analysis
Developmental Analysis
Results in Phonics indicate that Madison Wells has difficulty decoding words accurately. Vocabulary is another cause for concern. This score
indicates
Madison
Wellsthat
hasMadison
gaps in Wells
grade-level
word knowledge.
Targeting
PhonicsVocabulary
and Vocabulary
instruction
best way
to score
support
Results inthat
Phonics
indicate
has difficulty
decoding words
accurately.
is another
causeisforthe
concern.
This
this
student´s
growth asWells
a reader.
Taken
thisword
information
places
Madison
Wells inand
Instructional
Grouping
Profile
1.best way to support
indicates
that Madison
has gaps
in together,
grade-level
knowledge.
Targeting
Phonics
Vocabulary
instruction
is the
this student´s growth as a reader. Taken together, this information places Madison Wells in Instructional Grouping Profile
1.
What
Madison Can
Do
Tested
Tested
Out
Out
Phonics
Phonics
Level 3
Level 3
Results
indicate
This domain is focused on how students distinguish the sounds (or phonemes) in spoken words. Based on testing results,
Madison
Wells that
has Madison can likely do the skills
shown
below.
demonstrated
abilityon
to how
distinguish
individual
sounds
in spoken
and isinexempt
taking
the Phonological
Awareness
subtest.
This domain isthe
focused
students
distinguish
the sounds
(or words
phonemes)
spokenfrom
words.
Based
on testing results,
Madison
Wells has
Max
demonstrated
ability
Abovethe
Level
1 to distinguish individual sounds in spoken words and is exempt from taking the Phonological Awareness subtest.
Score
Max
Madison appears to be facing some challenges with
Above
Level
1
Score
Comprehension. However, results show that this student is
This domain focuses on how accurately students decode written words. Madison Wells needs instruction and practice indeveloping
distinguishing
open and
proficiency
in reading comprehension skills such as
closed
syllable
patterns
decoding students
multisyllabic
words
with words.
a VV pattern
such
as meteor.
events,
identifying
cause-and-effect relationships,
This domain
focuses
on and
howinaccurately
decode
written
Madison
Wells
needs instruction and practice insequencing
distinguishing
open
and
Max syllable patterns and in decoding multisyllabic words with a VV pattern such as meteor.
comparing and contrasting, and sorting information into categories.
closed
Above Level 3
High-Frequency
High-Frequency
Words
Words
Tested
Tested
Out
Out
Connect text and visuals in informational text. Use details
This domain addresses how well students recognize frequently occurring words. Madison Wells has demonstrated accuracyfrom
and illustrations
is exempt and from text to describe key ideas.
from
taking this
subtest. how well students recognize frequently occurring words. Madison Wells has demonstrated accuracy and is exempt
This domain
addresses
Maxtaking this subtest.
Identify cause-and-effect relationships. Identify cause and
from
Above
Level
2
Score
Max
effect relationships in literary or informational text.
Above Level 2
Vocabulary
Vocabulary
Level 3
Level 3
Comprehension:
Comprehension:
Literature
Literature
Level 4
Level 4
Comprehension:
Comprehension:
Informational
Text
Informational Text
Level 3
Level 3
EN
TI
AL
Phonological
Phonological
Awareness
Awareness
Score
Max
Score
150
O
425
425
Comprehension:
Informational Text
-N
Placement
Placement
400
400
Scale Score ?
Placement
Test 1-09/06/2012
565
565
532
532
525
525
R
Madison Wells – Reading – Grade 5
515
515
Level 4
Level 4
FO
Level 3
Level 3
T
Vocabulary
Vocabulary
Comprehension:
Literature
Comprehension:
Literature
Comprehension:
Informational
Text
Comprehension:
Informational Text
D
568
568
Tested Out
Tested Out
Level 3
Level 3
Sca le Scor e
Sca le Scor e
IS
Tested Out
Tested Out
High-Frequency Words
High-Frequency Words
Overall Reading
Overall Reading
Performance
Performance
Above Level 3
FI
D
Score
Categorize
and classify information in informational text.
Both word knowledge and word-learning strategies are addressed in this domain. Madison Wells needs instruction and practice
in the vocabulary
Categorize
ororclassify
typical
of third-grade
as well as strategies
science and
studiesintexts
at that level.
This Wells
student
should
also receive
instruction
reviewindividuals, ideas, events, or facts.
Both word
knowledgeliterature
and word-learning
aresocial
addressed
this domain.
Madison
needs
instruction
and either
practice
in the vocabulary
in
prefixes
in-, dis-, mis-,
non-. as well as science and social studies texts at that level. This student should also receive either instruction or review
typical
of third-grade
literature
in prefixes in-, dis-, mis-, non-.
This domain addresses Madison Wells´s understanding of literary text. Results indicate that Madison Wells needs instruction in Level 4 literary
skills
and strategies
suchMadison
as describing
a plot unfolds
how characters
change.
these skills
in aneeds
variety
of literaryingenres,
This domain
addresses
Wells´show
understanding
of or
literary
text. Results
indicateTeach
that Madison
Wells
instruction
Level 4including
literary
Compare
contrast informational text. Compare or
poetry
andstrategies
plays. Madison
shouldhow
alsoabe
reading
fables,
myths,
and trickster
tales.
skills and
such asWells
describing
plot
unfolds
or how
characters
change.
Teach these skills in a variety of literary
genres, and
including
contrast key details about people and/or events in
poetry and plays. Madison Wells should also be reading fables, myths, and trickster tales.
informational text.
This domain addresses Madison Wells´s understanding of informational text. Results indicate that Madison Wells needs instruction in Level 3
informational
skills and strategies
such asunderstanding
identifying andofanalyzing
the author's
point indicate
of view, that
purpose,
or opinions.
Teach
a varietyin
ofLevel
informational
This domain addresses
Madison Wells´s
informational
text. Results
Madison
Wells needs
instruction
3
genres,
including
autobiographies,
and newspaper
or magazine
articles.
informational
skillsbiographies,
and strategies
such as identifying
and analyzing
the author's
point of view, purpose, or opinions. Teach a variety of informational
genres, including biographies, autobiographies, and newspaper or magazine articles.
O
N
Foundational
Skills
Foundational
Skills
Placement
Placement
C
Foundational
Skills
Foundational
Skills
Domain
Domain
Phonological
Awareness
Phonological
Awareness
Phonics
Phonics
Detailed analysis of student needs
provides the same information
that a reading specialist would,
but with i-Ready Diagnostic,
it’s completely automated.
Next Steps for Instruction
Results indicate that Madison will benefit from instruction and practice in the skills shown below.
Teach asking and answering questions about key ideas and details. When reading informational text, model asking the
following questions: “What is the topic?” “What is the most important thing I should know about this topic?” “What details
tell more about the main idea?” Have Madison help you find details in the text to answer these questions.
Teach text features. Use informational texts to point out the functions of headings, graphics, captions, and boldfaced
or italicized print. Discuss how these features make it easier for readers to locate key facts or information.
Teach making inferences based on textual evidence.
• Using the text, demonstrate how readers use evidence to support their inferences. Explain that evidence includes
words or phrases from the text, details from pictures and illustrations, and one’s own knowledge and experience.
• Point out that readers often revise inferences as they read and gather more information. They consider new
details and ask themselves, "Does my previous inference still make sense with what I know now?"
Teach identifying author's purpose. When reading the text, model the following:
• Determining an author's purpose for writing an informational text, including to inform, to persuade, and to entertain.
• Determining an author's point of view in an informational text by looking for stated opinions.
• Distinguishing one’s own point of view from that of the author of the text.
Teach retelling.
• Explain that a good retelling of an informational text includes a brief description of the key details such as people,
places, and events. It also includes a brief description of these details in the order in which the author presents them.
• After reading the informational text, ask Madison: “What is the text mostly about?” “What is an important detail that
tells more about a key idea?”
• Guide the student to retell the text orally, using a sequence graphic organizer as an aid in the retelling.
Teach determining word meaning. Provide Madison with these steps to figure out the meaning of an unfamiliar
word in the text:
• Look around the word for context clues.
• Break the word apart and look for clues in the parts (base word, prefix, suffix).
• Guess the meaning of the word.
• Try out the meaning in the original sentence and see if it makes sense in context.
• Use the dictionary, if needed, to confirm this meaning.
Teach interpreting figurative language. Guide Madison to apply these skills to the text:
• Interpret similes and metaphors. Use the clue words like and as to identify similes.
• Analyze the impact of figurative language on mood. Examine how the images created by the language choices convey
a certain feeling.
Key Ideas and Details
Use Text Features
(1 of 4)
(2 of 4)
Make Inferences
(3 of 4)
Determine Author’s
Purpose
(4 of 4)
Recommended Products from Curriculum Associates
Recommends specific lessons
in Ready Common Core.
If you have this product...
Use...
Ready Common Core
Grade 3
Lesson 11: Author's Point of View
Learn More
A16
Instructional Grouping Profile
The Instructional Grouping Profile report shows teachers exactly how to group students so that students who
are struggling with the same skills get the most out of small-group instruction. The report also gives effective
instructional recommendations and resources for each group profile.
Mrs. Thompson's Grade 5 Reading Class
Drill down to see instructional
priorities and tools for profiles.
Profile Overview
21 out of 21 Students Tested in Fall 2011 (08/15/2012 - 12/31/2012)
4
Profile 4
3
2
4
Profile 2
Profile 3
Profile 5
Profile 4
Phonics
Comprehension on or above level
Students in this profile are experiencing difficulty reading words accurately. In order
to read for meaning, these students will need to become efficient decoders, and
explicit Phonics instruction should be the immediate priority for their small-group
Priorities
forinstruction
Profileand1practice to build automatic word recognition in
work. Also provide
connected texts. Keep in mind that the end goal of reading is comprehension, and
continue to work on comprehension as you target Phonics.
TR
IB
Profile 1
Larger vocabulary and low
comprehension
Vocabulary
Phonics
These students are likely to have difficulty not only with word meanings, but also
Students in this profile are experiencing difficulty reading words accurately. In order
with the background knowledge required by grade-level texts. Thus, another focus
to read for meaning, these students will need to become efficient decoders, and
for small-group instruction should be meanings of individual words, as well as
explicit Phonics instruction should be the immediate priority for their small-group
word relationships, word parts, and other word-learning strategies. Also integrate
work. Also provide instruction and practice to build automatic word recognition in
instruction of Vocabulary in comprehension activities that focus on drawing
connected texts. Keep in mind that the end goal of reading is comprehension, and
meaning from texts.
continue to work on comprehension as you target Phonics.
D
IS
0
Profile 5
1
Limited vocabulary and low
comprehension
Priorities for
Profile 1
On-Level
Phonics
Downloadable instructional
PDFs based on every student’s
unique needs allow teachers to
pinpoint remediation for
students.
N
Profile 3
8
Larger vocabulary
TI
O
Profile 2
Limited vocabulary
Below-Level
Phonics
U
Profile 1
11
12
Burt, Blaine
Byrd, Diedre
Alford, Tonia
FO
Profile 3
T
Ackles, Ben
Profile 2
Vocabulary
These students are likely to have difficulty not only with word meanings, but also
Profile 4
Profile 5
with the background knowledge required by grade-level texts. Thus, another focus
for small-group instruction should be meanings of individual words, as well as
Fraiser,
DelRosario,
Naomi
wordIan
relationships, word parts,
and other word-learning
strategies. Also integrate
instruction of Vocabulary in comprehension activities that focus on drawing
meaning
from texts.
Campbell,
Jorge
Herrera, Patty
-N
Hernandez, Heath
Miller, Leigh
Wells, Madison
AL
Bridger, Gordon
Burris, Yash
EN
TI
Chambers, Jerri
Favreau, Abigail
Fussell, Tameka
C
O
N
Quickly see how your class
Gonzalez, Tia
breaks down by skill and
Good, Cary
level of instructional need.
FI
D
Dolan, Alex
i-Ready™ Instruction
i-Ready also has an automated
online Instruction program.
Engaging interactive modules
provide differentiated online
instruction, and built-in progress
monitoring allows you to assess
student performance. Learn more at
www.i-Ready.com.
Profile 2
Limited vocabulary
Below-Level
Phonics
comprehension
Profile 3
Profile
Profile 1
4
Profile
Profile 2
5
On-Level
Phonics
Below-Level
Phonics
Limitedvocabulary
vocabularyand low
Larger
comprehension
Larger vocabulary
Comprehension
On or Above Level
comprehension
Profile 3
Profile 4
Larger vocabulary
On-Level
Phonics
Profile 5
Larger vocabulary and low
comprehension
Comprehension On or Above Level
O
Profile 1
R
Students in Each Grouping Profile
Profile 1
Chavez, Avis
Students in Profile 1
Ishikawa,
Instructional Priorities
forLakisha
Profile 1
Needs Analysis
PHONICS
Overall
Overall Scale Score
Phonics
Vocabulary
Placement
Focus on decoding longer words.
Students in this profile are likely to be challenged by the increasing frequency of multisyllabic words in intermediate-level texts.
Students
in
Profile
1
Ackles,
3 -er, -est,
Level
3 -ful, Level
517
• TeachBen
or review the meaning of common prefixes (in-, dis-, mis-, non-,
pre-, re-, un-) and common suffixes (-y,Level
-ly, -ily,
-ness,
-less).4
• Teach or review decoding multisyllabic words with common prefixes and suffixes.
Alford,
Tonia
Level
2
3 + l and
Level 3
• Provide
scaffolded support to help students develop proficiency with the532
following more complex spelling patterns:
words
withLevel
schwa
schwa + n; words with difficult vowel + /r/; and irregular vowel pairs, such as ie in relief and science.
Needs Analysis
• Teach
strategies for decoding longer words. Provide both guided and independent
practice in applying these strategies.
Wells,
Madison
Level 3
Level 3
Level 4
546
Overall
Provide fluency practice.
Overall Scale Score
Phonics
Vocabulary
Bridger,
Levelorder
3
Level
3 Have
Level 3
Placement
• Create Gordon
a word list of 10 to 12 three- and four-syllable words. Repeat495
the list five times, placing the words in random
each
time.
students practice reading the words aloud.
Burris,
Yash
Level
3
Level
3
Level 4
491
Ackles,
Ben
517
• Provide opportunities for students to practice reading texts that match their skill level.
Support forJerri
English Learners Nonnative speakers may struggle more 5obviously
with Vocabulary, but if some ofLevel
your 2
English Level
learners
are inLevel 2
Chambers,
2
22
Alford,
Tonia
3
3
532
this profile, decoding
is probably also
obstacle. Prioritize
explicit Phonics instruction with these students, but don´t neglect oral language
Instructional
Priorities
foranProfile
1
development. Support instruction with pictures and review the meaning of any unfamiliar words students are decoding.
Dolan, Madison
Alex
Level 2
Level 2
Level 3
459 546
Wells,
3
3
4
VOCABULARY
Favreau,
Abigail
Level 2
Level 3
Level 2
467
Bridger,
Gordon
3
3
495
Use read-alouds.
PHONICS
Using
read-alouds, even with intermediate students, is a highly effective approach to increasing students´ vocabulary. Use a variety of approaches
Fussell,
Tameka
Level
3 Target
Level 3
533 how you can deduce the meaningLevel
Burris,
Yash
3
4
491about
Focus
decoding
words.
to
teachon
the
meaningslonger
of words
during reading, including thinking aloud
of an 4
unfamiliar
word.
Students
in the
this read-aloud
profile are likely
challenged
the increasing
frequency of multisyllabic words in intermediate-level texts.
words
from
to usetoinbe
other
contextsbythroughout
the day.
Gonzalez,
3
Level
3
4705 pre-,
• Teach orTia
review
re-, un-) and common suffixes (-y,Level
-ly, -ily,
-ness,
-less).3
Chambers,
Jerri the meaning of common prefixes (in-, dis-, mis-, non-,
2 -er, -est,
2 -ful, Level
2
2
2
Teach high-utility academic language.
• Teach or review decoding multisyllabic words with common prefixes and suffixes.
Focus on critical-thinking words used across a range of academic contexts.
Good,
Cary
Level
2
2 + l and
Level 3
• Provide
scaffolded support to help students develop proficiency with
the following more complex spelling patterns:
words
withLevel
schwa
Dolan,
459 504
• TeachAlex
words that are useful for many academic tasks such as achieve,
aspects, complex, conclusion, distinction, elements, features, focus,
schwa + n; words with difficult vowel + /r/; and irregular vowel pairs, such as ie in relief and science.
impact, perceived, potential, previous, primary, range, relevant, and transfer.
• Teach strategies
for decoding longer words. Provide both guided 467
and independent practice in applying these strategies.
Favreau,
Abigail
Level 2 contexts.
Level 3
Level 2
• Remember
that in order to learn a new word, students need to read,
hear, and use the word multiple times in different
Provide fluency practice.
Fussell,
Levelorder
4
Level
3 Have Level 3
533
• CreateTameka
a word list of 10 to 12 three- and four-syllable words. Repeat the
list five times, placing the words in random
each
time.
students practice reading the words aloud.
• Encourage students to play with these words and connect them to everyday life. Ask questions such as "What is the simplest way to tell someone
Gonzalez,
Tia
Level 3
Level 3
Level 3
470 their skill level.
• Provide opportunities
for students to practice reading texts that match
how to get from the main entrance to our classroom?" "The most complex way?"
Support for English Learners Nonnative speakers may struggle more obviously with Vocabulary, but if some of your English learners are in
Teach Cary
meaningful word parts.
Good,
Level 2
Level 2
Level 3
504
this profile, decoding is probably also an obstacle. Prioritize explicit Phonics instruction with these students, but don´t neglect oral language
Students can greatly expand their vocabulary by learning how prefixes and suffixes change the meaning of base words and root words.
development. Support instruction with pictures and review the meaning of any unfamiliar words students are decoding.
• Teach or review the meanings of these prefixes: in-, dis-, mis-, non-, uni-, bi-, tri-, over-, de-, trans-, super-, ex-, sub-, en-, and em-.
VOCABULARY
• Teach or review the meanings of these suffixes: -y, -ly, -ily, -er, -est, -ness, -er/-or, -ion/-tion/-ation/-ition, -ist, and -ment.
• Provide
instruction and practice in base words and Greek and Latin root words.
Use
read-alouds.
Using
read-alouds,
even
with intermediate
is acontent-specific
highly effective vocabulary
approach toasincreasing
students´
a variety
of approaches
Support
for English
Learners
Teach and students,
reinforce all
lessons take
place. vocabulary.
Discuss theUse
concepts
named
by each
to
teach
theage-appropriate
meanings of words
reading,
including
thinking aloudBe
about
how
you
can deduce
the meaning
of an
unfamiliar
word.
Targetand
word.
Use
visualduring
supports
to reinforce
understanding.
aware
that
general
academic
vocabulary
(such
as while,
therefore,
words
themore
read-aloud
to and
use also
in other
contexts
throughout
the day.
since) from
is often
abstract
requires
direct
instruction.
Teach high-utility academic language.
Focus on critical-thinking words used across a range of academic contexts.
• Teach words that are useful for many academic tasks such as achieve, aspects, complex, conclusion, distinction, elements, features, focus,
Vocabulary
impact, perceived, potential, previous, primary, range, relevant, and transfer.
• Remember that in order to learn a new word, students need to read, hear, and use the word multiple times in different contexts.
ROUTINE
ROUTINE
RESOURCE
RESOURCE
• Encourage
students
connect
them to everyday life. Recognize
Ask questions
such as "What is the simplest
waySynonyms
to tell someone
Teach New
Word to play with these words
Use and
Context
to Find
MultipleRecognize
howMeanings
to get from the main entrance to our classroom?"
Word Meaning"The most complex way?" Meaning Words
Teach meaningful word parts.
Preview
Preview
Preview
Students
can greatly expand their vocabulary
by learning how prefixes and suffixesPreview
change the meaning of base words and
root words.
• Teach or review the meanings of these prefixes: in-, dis-, mis-, non-, uni-, bi-, tri-, over-, de-, trans-, super-, ex-, sub-, en-, and em-.
• Teach or review the meanings of these suffixes: -y, -ly, -ily, -er, -est, -ness, -er/-or, -ion/-tion/-ation/-ition, -ist, and -ment.
Comprehension
• Provide instruction and practice in base words and Greek and Latin root words.
A17
Support for English Learners Teach and reinforce all content-specific vocabulary as lessons take place. Discuss the concepts named by each
ROUTINE
ROUTINE
RESOURCE
RESOURCE
word. Use age-appropriate visual supports to reinforce understanding. Be aware that general academic vocabulary (such as while, therefore, and
since) is often more abstract and also requires direct instruction.
Key Ideas and
Details
Vocabulary
Preview
Make Inferences
Determine Author’s
Purpose
Determine Point of
View
Preview
Preview
Preview
Features of Ready™ Common Core Instruction
This section guides teachers to the key features of the Student Book and Teacher Resource Book. Numbered
boxes call out and describe the key features. Use this section to familiarize yourself with the overall structure
of a Ready™ Instruction lesson.
Each unit in the Student Book opens with an engaging text and visual to introduce the main focus of the unit. A
Self-Check allows students to check their knowledge of each standard before the unit and again after each lesson.
Each lesson begins with a full page of
orientation on the standards covered
in that lesson.
TI
O
LESSON OBJECTIVES
TAP STUDENTS’ PRIOR KNOWLEDGE
• Use details and examples from a text when
explaining what the text says explicitly.
• Tell students they will be working on a lesson about
supporting inferences about a text. Explain that an
inference is an informed or educated guess.
IS
THE LEARNING PROGRESSION
• Grade 3: CCSS RL.3.1 requires students to ask and
answer questions to show their understanding of a
text, and to use the text to support understanding of
its literal meaning.
FO
Prerequisite Skills lists critical
concepts and skills required for
success with a given lesson.
T
• Grade 4: CCSS RL.4.1 requires students to read
the text closely to draw out and articulate both
literal and inferential meanings. Grade 4 is the
first time the cognitive and demonstrative skill of
“making inferences” appears in the standards.
-N
AL
Tapping Students’ Prior
Knowledge provides quick warmups and discussion activities to
activate students’ prior knowledge
of prerequisite and related skills,
laying the foundation for the
featured standard.
• Grade 5: CCSS RL.5.1 requires students not only to
refer to the text when drawing inferences but also to
quote from the text to support that inference.
PREREQUISITE SKILLS
3
• Identify important details in a text.
EN
TI
4
• Ask and answer questions about details and events
found in a text.
FI
D
• Support answers by referring explicitly to the text.
• Ask students to think about the information in those
sentences. What details do they provide? (students
had their hands raised; happy teacher) Explain that
these details and examples can become the basis for
inferences about the text.
• Then ask students to think about what they already
know. When have they seen a teacher with a happy
look on his or her face? Remind students that the
text contains details about what a reader might
already know. Explain that authors often rely on
readers having some knowledge of a topic.
• Finally, ask students what inference they can make
based on the sentences about the happy teacher.
(All the students knew the answer.)
Teacher Toolbox
Interactive Tutorials
6
Teacher-Toolbox.com
✓
RL.4.1
✓
✓✓
✓✓
5
CCSS Focus
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ADDITIONAL STANDARDS: RL.4.2; RL.4.3; RL.4.4; W.4.1; W.4.2; W.4.4; SL.4.1; SL.4.2; SL.4.4; L.4.1; L.4.1.g; L.4.2.b; L.4.4.b; L.4.5.b
(see page A37 for full text).
6
• Next, display these sentences: “All of the students
had their hands raised. The teacher had a happy
look on his face.”
Ready Lessons
O
N
i-Ready Connection provides an
overview of related resources
available online in the Teacher
Toolbox.
• Tell students they make inferences every day.
Have them imagine a child wearing a party hat and
blowing out 10 candles on a cake. What educated
guess can they make? (It’s the child’s tenth birthday.)
Prerequisite
Skills
C
5
4
TR
IB
• Use details and examples from a text, along with
background and personal knowledge, when
explaining inferences drawn from the text.
2
Theme: Tales of the Unexpected
U
1
N
Supporting Inferences About Literary Texts
O
3
(Student Book pages 101–108)
D
2
The Learning Progression helps
teachers see the standard in
context, how it builds on the
previous grade, and how it leads
to the next year’s expectations.
Lesson 12
R
1
Lesson Objectives identifies
specific skills goals for students.
103
CCSS Focus identifies the
Common Core State Standard
featured in the lesson, as well
as Additional Standards covered
in activities in the Teacher
Resource Book.
A18
Introduction
Tales of the Unexpected
2
Student Book
I’m so excited to
finally see this movie!
Everyone says it’s
so good!
4
Circle the details that help you decide what the girl thinks of the movie.
Now read the table below. It shows how you can make an inference based on clues or
facts and what you already know.
•
•
The girl thinks about how she’s
excited to see the movie.
Half an hour into the movie, the
girl is yawning and checking
her watch.
One hour into the movie, the girl
is asleep.
•
•
What I Know
=
The CCSS covered in the lesson are given, and the
theme for the lesson is identified.
2
This page gives a student-friendly overview of the
skills, concepts, strategies, and vocabulary of the
covered standard(s).
3
Key vocabulary appears in boldface.
4
Visual aids—such as cartoons, tables, charts, and
graphic organizers—engage struggling readers and
visual learners.
Inference
U
+
•
1
Some people check their
watch when they’re
waiting for something to
be over.
People sometimes yawn
and fall asleep when they
think something is boring.
101
-N
O
AL
Lesson 12
Through a humorous comic strip, students realize that
making inferences is a part of everyday life.
STEP BY STEP
• Read the definition of inference. Encourage students
to study the comic strip and look for details in the
pictures that help them answer the question. Tell
them to circle those details.
C
• Tell students to complete the table by writing their
inference in the blank cell in the table. (The girl
doesn’t like the movie.) Finally, review the entire
strategy and discuss why the inference is correct.
• Ask students to share other real-life situations when
they have made inferences. For example, if a child is
crying next to an ice cream cone on the ground, you
can infer that this event made the child sad.
3
• Reinforce how making inferences is a valuable
reading strategy by sharing an inference that you
made in a story you are reading or have read. Explain
how the inference helped you to better understand
the plot, characters, or setting.
Genre Focus
Literature: Mystery
Tell students that in this lesson they will read
literature. One type of literature is a mystery, or a story
with characters who solve a crime or an unexplained
event. A mystery usually has these elements:
• The main character uses clues to make inferences,
draw conclusions, and solve the mystery.
• The story has details that give readers opportunities
to make inferences about what has happened, is
happening, or will happen in the story. Readers
drawn to mysteries find satisfaction in making such
inferences.
• The story has elements of suspense, uncertainty,
or danger.
104
Literary Texts
CCSS
RL.4.1: Refer to details and examples in a
text when explaining what the text says
explicitly and when drawing inferences
from the text.
Tales of the Unexpected
An inference is an “educated guess,” or a guess based on details and things you
already know. For example, look at the cartoon below. You can probably make a
pretty good inference about what the girl thinks of the movie.
1
At a Glance provides a brief overview of what
students do in each lesson part.
2
Step by Step provides an explicit walk-through
of the steps for guiding students through each
lesson part.
3
Genre Focus provides a student-friendly
introduction to one of the genres featured
in the lesson.
I’m so excited to
finally see this movie!
Everyone says it’s
so good!
O
N
• Explain that the table shows a process for making an
inference. Read the first column and ask students to
compare the details listed there to those they
arrowed. Then read the second column and discuss
how their knowledge of how people act when bored
can help them make an inference about the girl.
Lesson 12
EN
TI
AT A GLANCE
FI
D
1
2
T
FO
R
D
Good readers make inferences so they can fill in the gaps of what a story doesn’t say
directly. When you use details and what you already know to make inferences, you’ll
have a lot better idea of what is happening in a story and why.
N
3
An inference is an “educated guess,” or a guess based on details and things you
already know. For example, look at the cartoon below. You can probably make a
pretty good inference about what the girl thinks of the movie.
TI
O
Literary Texts
The Introduction builds student confidence and
motivation by gradually introducing students to the
lesson standard. Most pages begin by having students
explore how they apply the strategy in non-text based
ways. This page is meant to be teacher directed.
1
CCSS
RL.4.1: Refer to details and examples in a
text when explaining what the text says
explicitly and when drawing inferences
from the text.
TR
IB
IS
Lesson 12
Circle the details that help you decide what the girl thinks of the movie.
Now read the table below. It shows how you can make an inference based on clues or
facts and what you already know.
•
•
•
The girl thinks about how she’s
excited to see the movie.
Half an hour into the movie, the
girl is yawning and checking
her watch.
One hour into the movie, the girl
is asleep.
+
•
•
What I Know
=
Some people check their
watch when they’re
waiting for something to
be over.
People sometimes yawn
and fall asleep when they
think something is boring.
Inference
The girl
doesn’t like
the movie.
Good readers make inferences so they can fill in the gaps of what a story doesn’t say
directly. When you use details and what you already know to make inferences, you’ll
have a lot better idea of what is happening in a story and why.
101
• You can also mention that as you read more about a
text, you might learn new things and your inferences
might change. Part of the pleasure of reading
mysteries, for example, involves making early
inferences and then abandoning them as new
clues arise.
Based on these characteristics, ask students to name
mysteries they have read. What were the mysteries
about, and what did they like about the mysteries?
Point out that the story “The Penny Thief” is a
mystery. It tells about pennies that are missing from a
family’s coin jug. Explain that the story “Thinking
Out Loud” is not at mystery. Instead, it is a science
fiction story, focusing on an unexpected fictional
event and based on scientific knowledge. Finally, note
that although “They Glow by Night” has an element
of suspense, it is not a mystery but simply realistic
fiction about a girl who discovers she is not as
grown-up as she thought she was.
A19
Modeled Instruction
The teacher models how a good reader goes about the
process of answering a question. The teacher begins by
reading the passage aloud, and then, using the thinkaloud support in the Teacher Resource Book, guides
students through answering the question. Depending
on the support your students need, you may choose to
do this page together with the class or first have students
independently complete the activity, and then review
it together.
Part 2: Modeled Instruction
Lesson 12
Read the first two paragraphs of a story about a family and their pet parakeet. Then read and
answer the question that follows.
Genre:
Genr
Ge
nre:
e: My
Myst
Mystery
ster
eryy
The Penny Thief
by Charlotte Fairchild
1
My family got a parakeet on the very day that we moved into our new apartment. On
our first night in the new place, we tried to name our new pet. I wanted to call it Tweetie,
but no one else liked that name. We couldn’t find a name that everyone agreed on, so we
agreed to think about it for a while.
My father always emptied his pocket change into an old clear glass jug in the hallway.
When we wanted money for this or that, he would count it out for us from the jug. The
very next night, as he tossed his change into the jug, he mumbled, “Funny! I’m sure there
were mostly pennies on top.” None of us knew where the pennies had gone.
Student Book
(continued)
2
N
2
Students begin by applying the strategy to a short
piece of text.
Based on the story so far, what do you think is happening to the pennies?
The author doesn’t tell readers what is happening to the pennies. You need to make an
inference based on details in the story and what you already know.
TI
O
1
The genre for each passage is identified by the
Genre tab.
Look for details that tell what is happening to the pennies. Then fill in the blanks in the table.
•
The narrator’s dad notices that
IS
TR
IB
The family gets a parakeet when
they move into their apartment.
D
•
.
No one in the family knows
FO
R
Clearly stated steps walk students through the
thought process for responding to the question.
102
=
What I Know
Inference
What is happening to the pennies?
•
Parakeets are birds
•
Most birds can fly.
•
Parakeets are
small, and they
could probably fit
through the
opening in a jug.
.
-N
O
T
3
3
+
U
Details from the Story
•
EN
TI
AT A GLANCE
Genre Coverage
Passage genres used in this grade:
article, drama, fable, feature article,
folktale, historical article, historical
fiction, historical text, how-to article,
lyric poem, memoir, mystery, myth,
narrative, poem, news article, persuasive
essay, realistic fiction, science
experiment, science fiction, science
report, science text, social studies article
Genre:: Myste
Genre
Mystery
ry
The Penny Thief
but no one else liked that name. We couldn’t find a name that everyone agreed on, so we
agreed to think about it for a while.
My father always emptied his pocket change into an old clear glass jug in the hallway.
When we wanted money for this or that, he would count it out for us from the jug. The
very next night, as he tossed his change into the jug, he mumbled, “Funny! I’m sure there
were mostly pennies on top.” None of us knew where the pennies had gone.
• Read aloud the first two paragraphs of “The
Penny Thief.”
(continued)
Based on the story so far, what do you think is happening to the pennies?
The author doesn’t tell readers what is happening to the pennies. You need to make an
inference based on details in the story and what you already know.
• Then read the question: “Based on the story so far,
what do you think is happening to the pennies?”
Think Aloud: The story doesn’t directly say what is
happening to the pennies, but there are details to help
me make an educated guess, or an inference.
Think Aloud: In the first sentence, the author says that
the family gets a parakeet when they move to their new
apartment. This detail gives me a clue that the parakeet
is important to the story.
• Direct students to the table. Ask where they’ve seen
something like it before. (page 101) Tell students it
will guide them through the inferencing process.
Look for details that tell what is happening to the pennies. Then fill in the blanks in the table.
+
Details from the Story
•
The family gets a parakeet when
they move into their apartment.
•
The narrator’s dad notices that
pennies are missing from
his penny jar
•
.
No one in the family knows
where the pennies went
What I Know
=
Inference
What is happening to the pennies?
•
Parakeets are birds
•
Most birds can fly.
•
Parakeets are
small, and they
could probably fit
through the
opening in a jug.
The parakeet probably
took the pennies.
.
102
ELL Support: Homophones
Think Aloud: In the second paragraph, I read that the
father notices that pennies are missing from the jug and
that no one knows where the pennies went.
• Explain to students that homophones are words
that sound alike but have different meanings
and spellings.
• Tell students to complete the first column of the table
by using the details from the story you just
described. Remind them that inferences must always
be supported by details from the text.
• Say the word heal. Some students may hear heel.
Work with students to define the word they hear.
Display any definitions that students provide.
Then write the word next to the definition. For
example, if students say “to get better,” write heal
next to the meaning. Repeat for the other word.
(heel: “part of the foot”) Explain that both words
sound alike, but they have different meanings.
Think Aloud: I know that parakeets are small birds
that fly and probably fit into small places. Based on this
knowledge and the details from the text, I can make an
inference about what is happening to the pennies.
• Tell students to make an inference by completing the
third column of the table. Invite volunteers to share
their inferences with the class. (Possible inference:
What is happening to the pennies? The parakeet is
stealing the pennies from the coin jug.)
A20
our first night in the new place, we tried to name our new pet. I wanted to call it Tweetie,
• Tell students that in this lesson they will practice the
process of making inferences when they read.
• Now, tell students you will perform a Think Aloud to
demonstrate a way of answering the question.
by Charlotte Fairchild
My family got a parakeet on the very day that we moved into our new apartment. On
• Invite volunteers to tell what they learned on the
previous page about making inferences.
1
Lesson 12
Read the first two paragraphs of a story about a family and their pet parakeet. Then read and
answer the question that follows.
STEP BY STEP
FI
D
The ELL Support feature targets language
concepts that students who are learning English
may need reinforcement on, including compound
words, prefixes, suffixes, contractions,
homophones, multiple-meaning words, and
regular and irregular verbs.
Students make an inference about a mystery and describe
details from the text that support their inference.
C
2
A detailed Think Aloud models the thought
process for answering the question.
O
N
1
Lesson 12
AL
2
• Point out to students the word there in the secondto-last sentence of the second paragraph. Display
two homophones of there. (their, they’re) Lead the
class in a discussion of their meanings. (L.4.1.g)
105
Guided Instruction
Students work through a sample question. The Close
Reading and Hint provide strong guidance. After students
respond to the question independently and respond to
the Show Your Thinking prompt, partners discuss the
reasons for their answers. Finally, the teacher discusses
the steps leading to the correct answer, and discusses
why the other choices are not correct.
Lesson 12
1
Close Reading
How could the bird
have stolen the
pennies? Find and
have stolen them.
Every day that week, my father complained that someone
birdcage to clean it. In every corner of the cage was a pile of
pennies! That’s when we learned that my mother had let the
Student Book
B
to clean it.”
C
2
The Hint provides clues to help students respond
to a specific question.
Show Your Thinking
3
Show Your Thinking challenges students to
explain why the answer they chose is correct.
A thoughtful open-ended question is posed for
discussion.
IS
R
3
Close Reading encourages students to interact
with the text, often directing them to mark up the
text by underlining, circling, or note-taking.
TI
O
1
U
are in the birdcage
TR
IB
Hint
FO
-N
O
T
103
D
2
N
Lesson 12
AL
STEP BY STEP
• Tell students that they will continue reading about
the mystery of the missing pennies.
C
• Have students read the text and underline the
sentence that tells how the bird could have stolen the
pennies, as directed by Close Reading.
• Ask volunteers to share the sentence they underlined.
Discuss why that sentence shows how the bird could
have stolen the pennies. If necessary, ask: What gave
the bird the chance to take pennies out of the jug?
• Have students circle the answer to the question,
the question in Show Your Thinking. (Sample
response: The mother let the bird out of its cage every
morning. This made it possible for the bird to steal the
pennies and take them to the bird cage.) Finally, place
students into pairs to discuss the Pair Share question.
1
ANSWER ANALYSIS
Choice A is incorrect. It explains that someone took the
pennies, not necessarily that it was the parakeet.
Choice B is incorrect. This detail describes why the
family looked in the birdcage. It doesn’t explain how
the bird could have taken the pennies.
Choice C is incorrect. It tells where the pennies were
found, not how the bird could have brought them there.
Choice D is correct. The mother letting the bird out of
the cage made it possible for the bird to have taken the
pennies from the jug.
2
ERROR ALERT: Students who did not choose D
might not have read the question carefully. Point out
that the question asks for a detail that explains how
the bird could be the thief. How did the bird have
the chance to take the pennies? Only D tells how.
106
Lesson 12
Close Reading
How could the bird
have stolen the
pennies? Find and
have stolen them.
Hint
Every day that week, my father complained that someone
1
Answer Analysis explains why an answer is
correct and identifies the types of errors students
commonly make in choosing incorrect answer
choices.
2
Error Alert addresses common errors or
misconceptions that lead students to an incorrect
answer.
3
Tier 2 Vocabulary gives guidance on helping
students use text-based strategies to understand a
given word. Tier 2 (or general academic) words
are more common in complex texts than in
speech. Since they occur in many types of reading,
a knowledge of Tier 2 words is a powerful aid to
comprehension.
birdcage to clean it. In every corner of the cage was a pile of
pennies! That’s when we learned that my mother had let the
O
N
• Close Reading will help students identify a detail
suggesting the bird stole the pennies. Hint will help
them analyze the answer choices and focus on key
details suggesting the bird stole the pennies.
FI
D
Students continue reading about the missing pennies.
They answer a multiple-choice question and explain
which details helped them select the correct answer.
EN
TI
AT A GLANCE
are in the birdcage
B
to clean it.”
C
Show Your Thinking
103
Tier 2 Vocabulary: Ignorance
• Name for students some very advanced college
subject areas such as calculus, quantum physics,
or economics.
3
• Ask: Do you know about these college subjects?
Or do you claim ignorance about them? Have
students answer the question, asking them to use
the word ignorance or ignorant in their answers.
• Now display the word ignorance. Ask students
what the suffix -ance means. (the act or state of
something) Have students find the word ignorance
in the first paragraph on page 103. Work with
them to determine that ignorance means “the state
of not knowing” in this context. (RL.4.4; L.4.4.b)
A21
Guided Practice
The Study Buddy, Close Reading, and Hints provide
guidance as students read a longer passage and answer
several questions. After an initial reading with students,
the teacher checks literal comprehension by asking the
questions in the Teacher Resource Book. After the second
reading, students and teacher discuss the Study Buddy
and Close Reading activities, then students use the Hints
to answer the questions.
Part 4: Guided Practice
Read the story. Use the Study Buddy and the Close Reading to guide your reading.
Thinking Out Loud
2
1
had air, perhaps it was like Earth in other ways. Was it
possible that she, Miek, and Goran had found what humans
had long sought? Could there be intelligent life here?
2
smell. But the astronauts were disappointed. They saw
nothing that looked like Earth animals—not even the tiniest
insect. Certainly, they met no creature with a human form.
How does Miek
respond after the
flower first “speaks” to
him and Shaundra?
Underline a sentence
that shows how
he responds.
3
Shaundra grasped the stem of a particularly lovely flower
and placed her knife against it. Suddenly, her eyes opened
D
wide. “Did you hear that?” she asked the other two. “Well,
I don’t mean hear, exactly. It was as if this flower spoke to
my mind. It seemed to be asking me not to harm it.”
4
Miek was about to tease Shaundra when his jaw dropped.
“I heard it—no, I felt it. It wants to know where we come
from and why we’re here. How can we answer it?”
5
FO
“It’s obvious,” replied Shaundra. “We need only to think
our answers, and this creature will understand. This planet
is full of intelligent life—and it’s beautiful life, too.”
-N
O
104
Finally they returned to their landing site. Before entering
the mother ship, they had to collect samples of the plants.
R
Close Reading activities continue to guide
students.
For hours, the three astronauts wandered through forests
and meadows filled with flowers of every color, shape, and
Close Reading
Why doesn’t Shaundra
cut the flower in
paragraph 3? Draw
a box around a
sentence that tells
why Shaundra stops
herself from cutting
the flower.
T
3
mother ship, had an atmosphere like Earth’s. And because it
TR
IB
The Study Buddy is the student’s reading coach,
modeling strategies proficient readers use to
access text.
This planet, which she and her crew had spied from the
TI
O
3
Shaundra slipped off the helmet of her space suit and took
a breath. As she had hoped, air filled her lungs. It was true:
U
Students apply the targeted reading strategy to a
longer piece of text.
by Ben Karlsen
N
Making an inference
can be tricky. I always
put an inference
through two tests. First:
Is my inference based
on details in the text?
Second: Does my
inference make sense?
If my answers are “yes,”
then my inference is a
good one.
IS
2
1
Genre: Science Fiction
Student Book
1
Lesson 12
Written by experienced teachers, Tips provide
thoughtful and practical suggestions on how to
deepen students’ understanding and appreciation
of the target strategy.
EN
TI
AT A GLANCE
Students read a science-fiction story about life on
another planet twice. After the first reading, you will
ask four questions to check your students’
comprehension of the story.
• Have students read the story silently without
referring to the Study Buddy or Close Reading text.
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• After the first reading, ask the following questions to
check students’ comprehension of the text:
What is the setting of this story? (another planet that
has an atmosphere like Earth’s)
ELL Support continues to appear at point of use.
Who are the characters? (The characters are three
astronauts from Earth: Shaundra, Miek, and Goran.)
C
2
What are the astronauts looking for? (intelligent life
on a planet other than Earth)
What does Shaundra realize about the creatures on
the planet? (They are intelligent life that can
communicate without speaking.)
• Ask students to read the Study Buddy think aloud
before they reread the story. What does the Study
Buddy help them think about?
1
Tip: The Study Buddy tells students how to be sure
that their inferences make sense. Learning to check
that their inferences are reasonable and supported
by details is a habit that will improve students’
reading comprehension skills over time.
• Now have students reread the story. Tell them to
follow the directions in the Close Reading.
Tip: Identifying details in a text can help students
make inferences about characters. Underlining such
details lets students locate them easily and use
them when supporting their inferences verbally or
in writing.
• Finally, have students answer the questions on
page 105. When students have finished, use the
Answer Analysis to discuss correct and
incorrect responses.
A22
Lesson 12
Read the story. Use the Study Buddy and the Close Reading to guide your reading.
Genre:: Scien
Genre
Science
ce Fiction
Fiction
Thinking Out Loud
1
STEP BY STEP
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1
Lesson 12
AL
Making an inference
can be tricky. I always
put an inference
through two tests. First:
Is my inference based
on details in the text?
Second: Does my
inference make sense?
If my answers are “yes,”
then my inference is a
good one.
This planet, which she and her crew had spied from the
mother ship, had an atmosphere like Earth’s. And because it
had air, perhaps it was like Earth in other ways. Was it
possible that she, Miek, and Goran had found what humans
had long sought? Could there be intelligent life here?
2
Why doesn’t Shaundra
cut the flower in
paragraph 3? Draw
a box around a
sentence that tells
why Shaundra stops
herself from cutting
the flower.
104
For hours, the three astronauts wandered through forests
and meadows filled with flowers of every color, shape, and
smell. But the astronauts were disappointed. They saw
nothing that looked like Earth animals—not even the tiniest
Close Reading
How does Miek
respond after the
flower first “speaks” to
him and Shaundra?
Underline a sentence
that shows how
he responds.
by Ben Karlsen
Shaundra slipped off the helmet of her space suit and took
a breath. As she had hoped, air filled her lungs. It was true:
insect. Certainly, they met no creature with a human form.
3
Finally they returned to their landing site. Before entering
the mother ship, they had to collect samples of the plants.
Shaundra grasped the stem of a particularly lovely flower
and placed her knife against it. Suddenly, her eyes opened
wide. “Did you hear that?” she asked the other two. “Well,
I don’t mean hear, exactly. It was as if this flower spoke to
my mind. It seemed to be asking me not to harm it.”
4
Miek was about to tease Shaundra when his jaw dropped.
“I heard it—no, I felt it. It wants to know where we come
from and why we’re here. How can we answer it?”
5
“It’s obvious,” replied Shaundra. “We need only to think
our answers, and this creature will understand. This planet
is full of intelligent life—and it’s beautiful life, too.”
ELL Support: Comparatives
and Superlatives
• Explain to students that comparatives are words
that compare two things, and superlatives are
words that compare two or more things.
2
• Display the words heavier and heaviest. Have
students pronounce heavier and heaviest so they
can hear the difference between the words.
• Show students a sheet of paper, an eraser, and
a chair. Work together to complete a sentence that
uses the words heavier and heaviest to compare
the objects. (The eraser is heavier than the paper,
and the chair is the heaviest object of the three.)
• Point out the superlative tiniest in paragraph 2.
Guide students to figure out the base word,
the comparative form, and the superlative form.
(tiny, tinier, tiniest) (L.4.1)
107
Guided Practice
Student Book
Lesson 12
Use the Hints on this page to help you answer the questions.
Hints
The astronauts are
making an “educated
guess” that the planet
might have intelligent
life. On what detail are
they basing their
educated guess?
1
1 Which sentence from the story explains why the astronauts think
they might find intelligent life on the planet?
A “And because it had air, perhaps it was like Earth in
other ways.”
2
B
“They saw nothing that looked like Earth animals—not even
the tiniest insect. ”
C
“Before entering the mother ship, they had to collect samples
of the plants.”
1
Students answer a series of multiple-choice and/or
short-response questions on the targeted skill.
2
Clues in the Hints draw students back to the text
to find text-based evidence.
D “Shaundra grasped the stem of a particularly lovely flower
and placed her knife against it.”
Which choice has
information about what
happens when the
astronauts find that the
intelligent life is not
what they expect?
2 Which sentence from the story best supports the inference that
the astronauts expect intelligent life to look and act a certain way?
“As she had hoped, air filled her lungs.”
C
“Was it possible that she, Miek, and Goran had found what
humans had long sought?”
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B
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A “Shaundra slipped off the helmet of her space suit and took
a breath.”
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D “Miek was about to tease Shaundra when his jaw dropped.”
3 Based on details from the story, make an inference about how
How does Shaundra
describe the flower in
the last paragraph?
What does that show
about how she feels
toward the flower?
FO
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D
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Shaundra feels toward the intelligent life they discover on the
planet. Include two details from the story to support your answer.
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105
Lesson 12
AL
• Have students read questions 1–3, using the Hints to
help them answer those questions.
Hints
• Discuss with students the Answer Analysis below.
The correct choice is A. Because the new planet and
Earth both have air, the astronauts infer that the
planet may be like Earth in other ways, such as
having intelligent life. Choices B–D all give details
about life on the planet, but none suggests why the
astronauts think they might find intelligent life.
2
The correct choice is D. Miek’s jaw dropping shows
he was surprised by something unexpected.
Choices A–C are unrelated to how the astronauts
expected intelligent life to look or act.
3
Sample response: Shaundra respects the intelligent
life they find on the planet. She doesn’t cut the
flower when it asks her not to harm it, showing she
cares about its wishes. Also, in the last paragraph,
Shaundra calls the intelligent life on the planet
“beautiful,” showing that she has positive feelings
toward the creatures they’ve just discovered.
RETEACHING
3
Use a graphic organizer to verify the correct answer to
question 2. Draw the graphic organizer below, leaving
the boxes blank. Work with students to fill in the
boxes, using information from the passage. Sample
responses are provided.
What Details
Are Given?
The planet has
air and plants
like on Earth.
There was life
on planet, but
not human life.
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What
Information
Does the Author
Leave Out?
The author does
not explicitly say
how the
astronauts
expected the
intelligent life to
look and act.
What Can You Figure
Out on Your Own?
The astronauts
expected the intelligent
life to look and act like
humans on Earth
because that is the type
of intelligent life they
are familiar with.
they might find intelligent life on the planet?
A “And because it had air, perhaps it was like Earth in
other ways.”
B
“They saw nothing that looked like Earth animals—not even
the tiniest insect. ”
C
“Before entering the mother ship, they had to collect samples
of the plants.”
2 Which sentence from the story best supports the inference that
How does Shaundra
describe the flower in
the last paragraph?
What does that show
about how she feels
toward the flower?
3 Based on details from the story, make an inference about how
the astronauts expect intelligent life to look and act a certain way?
A “Shaundra slipped off the helmet of her space suit and took
a breath.”
B
“As she had hoped, air filled her lungs.”
C
The Tip helps teachers extend one or more of the
Hints.
2
Answer Analysis provides detailed discussion of
why each answer choice is correct or incorrect,
as well as a sample answer for the open-ended
questions.
“Was it possible that she, Miek, and Goran had found what
humans had long sought?”
3
Reteaching reinforces and deepens students’
learning by using a graphic organizer to visually
depict and verify the correct answer to one of the
questions.
4
Integrating Standards helps teachers integrate
standard instruction by providing specific
questions and short activities that apply standards
in addition to the targeted one. Standard codes are
provided at point of use.
Shaundra feels toward the intelligent life they discover on the
planet. Include two details from the story to support your answer.
105
Integrating Standards
Use these questions to further students’
understanding of “Thinking Out Loud.”
4
Summarize this story in your own words.
Include only the most important details. (RL.4.2)
Three astronauts from Earth land on a planet with
air and plants like Earth. The astronauts think the
planet might have intelligent life, but they can’t find
any. Then the astronauts hear the plants speaking
directly in their minds. The planet has intelligent
life after all—it just doesn’t look as they expected
it to.
2
1
D “Miek was about to tease Shaundra when his jaw dropped.”
1
D “Shaundra grasped the stem of a particularly lovely flower
and placed her knife against it.”
Which choice has
information about what
happens when the
astronauts find that the
intelligent life is not
what they expect?
O
N
1
C
2
ANSWER ANALYSIS
1 Which sentence from the story explains why the astronauts think
FI
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them that a character’s words and actions can be
clues about how a character thinks or feels. Ask:
What does Shaundra say when she sees the flowers?
Lesson 12
The astronauts are
making an “educated
guess” that the planet
might have intelligent
life. On what detail are
they basing their
educated guess?
Tip: To help students answer question 3, explain to
1
EN
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STEP BY STEP
How would you describe the character Miek?
Include details from the text. (RL.4.3)
Miek has a sense of humor. He “was about to tease
Shaundra.” He can also feel wonder, as shown by
his surprise (“his jaw dropped”) when he hears the
plant in his mind.
A23
Common Core Practice
Scaffolding is removed. Students work independently to
read a longer passage and answer a series of multiplechoice and short-response questions. Students mark their
answers directly in the Student Book by filling in bubbles
in an Answer Form. After students have completed the
questions, they record the number of questions they
answered correctly in the scoring box on the right side
of the Answer Form. The teacher can use the Answer
Analysis to review correct and incorrect answers,
encouraging students to discuss the thought process
they used in their responses.
Read the story. Then answer the questions that follow.
They Glow by Night
by Lorrie Doyle
1
1
My name is Aimee. My real name is Amy, but I prefer Aimee. It’s more original and
seems kind of French. Sometimes when I write Aimee, I use a little heart to dot the i, but
I think I might be growing out of that. I am, after all, almost ten.
2
You would think an almost-ten-year-old wouldn’t need a baby-sitter, but then again,
you’re not my parents. They were convinced that I still needed a sitter. “It’s your money,” I keep
telling them. “If you want to throw it away on a baby-sitter, that’s up to you.”
N
3
Anyway, Emily’s not so bad. Sometimes we actually have fun.
(She always brings a supply of the newest shades of nail polish for me to
try.) But on this particular night, I was having a hard time concentrating
on the “Glowing Green Goddess” Emily was applying to our fi ngers and
toes. Outside, it was pouring rain. Lightning flashed across the sky, and
thunder cracked so loudly it seemed to be going off right in the living
room. I could feel myself getting more and more nervous—not for myself,
of course. I was worried about my parents being out in the storm.
TI
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Student Book
4
Just as Emily was finishing my right pinky toe, there was a flash of
lightning. It was followed by the loudest crack of thunder I’d ever heard.
The television went blank and silent. The hallway light went out too. I noticed the familiar
hum of the refrigerator was missing. The house was completely dark and silent. Emily went to
the window and looked out.
TR
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Students apply the targeted strategy to a longer
and more difficult text.
5
“All the street lights are out. None of the other houses have lights either. The power must
be out in the whole neighborhood.” She bumped her way over to the phone and picked up the
receiver. “No dial tone,” she said glumly. “The telephone lines must be down too.” She stopped
and thought for a moment. “Your parents must have a flashlight around here somewhere. Do
you know where it is?”
IS
1
Lesson 12
FO
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D
6
Before I could tell her I had no idea where the flashlight was, I started to cry. Yes, it’s
true. I cried, I wailed, I boo-hooed like a baby. I had my hands over my eyes to stop the flow,
and still the tears kept coming. We were stuck here in the dark and quiet forever. And, to top
off my fear and misery, what did I hear? Emily! Laughing! That was the last straw.
106
-N
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7
“Here we are,” I sobbed, “stranded in the dark. With my parents lost, no doubt, in the
storm, and you’re laughing!”
EN
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FI
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O
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2
Theme Connection provides short questions and
activities that help students make connections
among the lesson passages and build content
knowledge about the lesson theme.
C
1
The Answer Form on the facsimile of the
Student Book pages has the bubbles filled in
for easy scoring.
Lesson 12
AL
Lesson 12
Read the story. Then answer the questions that follow.
Lesson 12
8
“Look, Amy,” she said. She reached out for my hand.
And there, glowing in the dark, were my ten fingernails. And
down at my feet were my ten glowing toenails. I looked over at
Emily. Her toes and fingers were all aglow too! “Glowing Green
Goddess” was fluorescent!
They Glow by Night
by Lorrie Doyle
9
“See, we’re not completely in the dark!” she said. “We’ve got our toes and our fi ngers to
guide us. At least we won’t bump into each other. Here, get the bottle of nail polish. We’ll look
for the flashlight by the light of ‘Glowing Green Goddess.’’’
1
My name is Aimee. My real name is Amy, but I prefer Aimee. It’s more original and
seems kind of French. Sometimes when I write Aimee, I use a little heart to dot the i, but
I think I might be growing out of that. I am, after all, almost ten.
10
And we did. We found the flashlight, but we didn’t even use it. We preferred getting
around the house by “toe-light.” My parents eventually got home, and the electricity and the
telephone came back on. But ever since that night, I have kept an extra bottle of “Glowing
Green Goddess” around. You never know when you might need some polish power!
2
You would think an almost-ten-year-old wouldn’t need a baby-sitter, but then again,
you’re not my parents. They were convinced that I still needed a sitter. “It’s your money,” I keep
telling them. “If you want to throw it away on a baby-sitter, that’s up to you.”
3
Anyway, Emily’s not so bad. Sometimes we actually have fun.
(She always brings a supply of the newest shades of nail polish for me to
try.) But on this particular night, I was having a hard time concentrating
on the “Glowing Green Goddess” Emily was applying to our fi ngers and
toes. Outside, it was pouring rain. Lightning flashed across the sky, and
thunder cracked so loudly it seemed to be going off right in the living
room. I could feel myself getting more and more nervous—not for myself,
of course. I was worried about my parents being out in the storm.
Answer Form
1
Which sentence from the story explains why Amy
isn’t having fun when Emily paints her nails?
A “You would think an almost-ten-year-old
1 A B C D
2 A B C D
3 A B C D
4 A B C D
Number
Correct
4
wouldn’t need a baby-sitter.”
4
Just as Emily was finishing my right pinky toe, there was a flash of
lightning. It was followed by the loudest crack of thunder I’d ever heard.
The television went blank and silent. The hallway light went out too. I noticed the familiar
hum of the refrigerator was missing. The house was completely dark and silent. Emily went to
the window and looked out.
B
1
“I was worried about my parents being out in the storm.”
C “The house was completely dark and silent.”
D “And there, glowing in the dark, were my ten fingernails.”
5
“All the street lights are out. None of the other houses have lights either. The power must
be out in the whole neighborhood.” She bumped her way over to the phone and picked up the
receiver. “No dial tone,” she said glumly. “The telephone lines must be down too.” She stopped
and thought for a moment. “Your parents must have a flashlight around here somewhere. Do
you know where it is?”
2
Which sentence from the story explains why Emily starts laughing after the
power goes out?
A “Emily went to the window and looked out.”
6
Before I could tell her I had no idea where the flashlight was, I started to cry. Yes, it’s
true. I cried, I wailed, I boo-hooed like a baby. I had my hands over my eyes to stop the flow,
and still the tears kept coming. We were stuck here in the dark and quiet forever. And, to top
off my fear and misery, what did I hear? Emily! Laughing! That was the last straw.
B
“I cried, I wailed, I boo-hooed like a baby.”
C “We were stuck here in the dark and quiet forever.”
D “‘Glowing Green Goddess’ was fluorescent!”
7
“Here we are,” I sobbed, “stranded in the dark. With my parents lost, no doubt, in the
storm, and you’re laughing!”
106
3
Answer Analysis provides detailed discussion of
why each answer choice is correct or incorrect,
as well as a sample answer for the open-ended
questions.
3
AT A GLANCE
Students independently read a longer story and answer
questions in a format that provides test practice.
1
Choice B is correct. It shows that Amy was not
having fun because she was worried. Choice A
shows that Amy doesn’t think she needs a babysitter, but it does not support why she isn’t having
fun. Choice C supports why Amy isn’t having fun
when the power goes out, not beforehand when
Emily is painting her nails. Choice D tells what
happens as a result of Emily painting Amy’s nails
with “Glowing Green Goddess.”
2
Choice B is correct. Amy crying like a baby is what
causes Emily to start laughing after the power goes
out. The other choices are all sentences from the
story, but they do not relate to why Emily laughs.
• Tell students to use what they have learned about
making and evaluating inferences as they read the
story on pages 106 and 107.
• Tell students to answer the questions on pages 107
and 108. For questions 1–4, they should fill in the
correct circle on the Answer Form.
• When students have finished, use the Answer
Analysis to discuss correct responses and the reasons
for them. Have students fill in the Number Correct
on the Answer Form.
107
ANSWER ANALYSIS
STEP BY STEP
• Remind students to underline, circle, or otherwise
indicate important details in the text.
Theme Connection
• How do all of the passages in this lesson relate to
the theme of tales with unexpected events?
2
• Which details in each of the passages add an
element of suspense?
A24
109
Common Core Practice
3
Student Book
Lesson 12
Read these sentences from the story.
Anyway, Emily’s not so bad. Sometimes we actually have fun. (She always
brings a supply of the newest shades of nail polish for me to try.)
1
1
Students answer multiple-choice and open-ended
questions on the Common Core Practice passage.
2
Students are reminded to update their Self Check,
located at the beginning of every unit, to reflect
the learning accomplished in the lesson.
Based on these sentences, with which statement would Amy most likely agree?
A The only good thing about Emily is that she brings nail polish.
B
Emily always picks out the best shades of nail polish.
C Although Emily is a likable person, she charges too much to baby-sit.
D Emily is a nice baby-sitter who thinks of amusing things to do.
4
Which sentence from the story shows that Amy isn’t as grown-up as she thinks
she is?
A “Sometimes when I write Aimee, I use a little heart to dot the i, but I think
I might be growing out of that.”
“I could feel myself getting more and more nervous—not for myself,
of course.”
N
B
C “Before I could tell her I had no idea where the flashlight was, I started
TI
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to cry.”
D “But ever since that night, I have kept an extra bottle of ‘Glowing Green
5
TR
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Goddess’ around.”
2
FO
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Based on details from the story, make an inference about how Amy feels about
needing a baby-sitter after her experience during the storm. Include at least
two details from the story to support your answer.
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108
Lesson 12
Read these sentences from the story.
Anyway, Emily’s not so bad. Sometimes we actually have fun. (She always
brings a supply of the newest shades of nail polish for me to try.)
Based on these sentences, with which statement would Amy most likely agree?
A The only good thing about Emily is that she brings nail polish.
B
FI
D
D Emily is a nice baby-sitter who thinks of amusing things to do.
4
Which sentence from the story shows that Amy isn’t as grown-up as she thinks
she is?
A “Sometimes when I write Aimee, I use a little heart to dot the i, but I think
I might be growing out of that.”
O
N
B
1
“I could feel myself getting more and more nervous—not for myself,
of course.”
C “Before I could tell her I had no idea where the flashlight was, I started
to cry.”
C
D “But ever since that night, I have kept an extra bottle of ‘Glowing Green
5
Sample response: Amy most likely realizes that she
still needs a baby-sitter after all. At first Amy thinks
she’s too old for a sitter, but she gets scared and
cries during the storm and needs Emily’s help and
support. Emily makes her feel better when she
points out their glowing nails, which help them see.
If Emily hadn’t been there, Amy would have been
stuck alone in the dark.
5
Emily always picks out the best shades of nail polish.
C Although Emily is a likable person, she charges too much to baby-sit.
Choice C is correct. Crying when the power goes
out shows Amy doesn’t know what to do, unlike a
grown-up. Choice A is something that Amy is
“growing out of,” so she already knows it isn’t
grown-up. Choice B suggests that Amy is
pretending that she’s not scared for herself, but this
doesn’t necessarily support the idea that she isn’t as
grown-up as she thinks she is. Choice D shows
what Amy learned from her experience.
4
Lesson 12
EN
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3
AL
Choice D is correct. Amy says Emily is “not so bad,”
which is similar to saying she is nice. Amy also says
they “actually have fun” and that Emily brings nail
polishes for Amy to try. Amy would not agree with
Choices A or B because Emily does more than bring
nail polish and pick out shades. Choice C is not
supported by the text because the reader does not
know how much Emily charges to baby-sit.
3
Goddess’ around.”
Based on details from the story, make an inference about how Amy feels about
needing a baby-sitter after her experience during the storm. Include at least
two details from the story to support your answer.
1
Integrating Standards helps teachers integrate all
ELA standards instruction, including appropriate
Language, Speaking & Listening, and Writing
standards by providing specific questions and
short activities that apply to the Common Core
Practice passage. Standard codes are provided at
point of use.
108
Use these questions and tasks as opportunities to
interact with “They Glow by Night.”
1
Emily reacts to the power going out by looking out
the window at the rest of the neighborhood, checking
the telephone for a dial tone, and asking Amy where
to find a flashlight. Amy reacts by crying and feeling
scared. The difference probably stems from Emily
being older and more grown-up than Amy. Emily’s
age and experience help her stay calm.
2
What are two examples of ways that Amy thinks
she is growing up? Refer to Amy’s own words from
the story. (RL.4.3)
In paragraph 1, Amy says she “might be growing out
of” using a heart to dot the i. In paragraph 2, Amy
says that “an almost-ten-year-old wouldn’t need a
baby-sitter.” These suggest that Amy thinks she is
growing up.
110
3
Emily and Amy react differently to the power
going out. But why? Use details from the text in
your explanation. (RL.4.3; W.4.2; W.4.4)
In paragraph 6, Amy says, “That was the last
straw.” What does this saying mean? How does it
give a clue about what might happen next in the
story? (RL.4.4; L.4.5.b)
“The last straw” is a saying that means “the final
thing that makes someone get upset.” In the story,
Emily laughing in response to Amy crying is the final
thing that makes Amy get upset. It gives a clue that
Amy is about to lose her temper.
4
Discuss in small groups: How would you describe
the theme of this story? Which details support this
theme? (RL.4.2; SL.4.1)
Themes and discussions will vary. Encourage
students to build on one another’s ideas to determine
a theme that the group agrees on and to identify
details that support it. Sample response: Even though
some kids might think they are independent, they still
need the help of people who are older than them.
A25
Additional Activities
dditional Activities provides short activities that allow you
A
to expand on the passages in the lesson with meaningful
standards-based Writing, Language, and Speaking & Listening
activities. Standards codes are identified at point of use next
to each activity, allowing you to easily integrate standards
instruction.
Lesson 12
Writing Activities
Opinion Piece (W.4.1)
• Invite students to discuss what makes a good title for a story.
• Have students write about their opinion of the story title “They Glow by Night.” Is this a good title for the
story? Why or why not? Ask them to include details from the text that support their opinion. If they think it
is a poor title, ask them to suggest a new title and use details to explain why it is a better title.
• Allow time for students to share their opinion pieces with the class.
Direct Speech (L.4.2.b)
• Have students reread the first sentence in paragraph 5 on page 104. Explain that commas and quotation
marks are used to indicate direct speech in a text. Ask students to identify the direct speech in this sentence.
(“It’s obvious”) Point out that a comma comes before the end quotation mark and before “replied Shaundra.”
• Display the following sentence: It’s impossible Miek said. This can’t really be happening. Ask students to insert
the correct punctuation. (“It’s impossible,” Miek said. “This can’t really be happening.”)
• Have students write a dialogue between two characters, using correct punctuation for direct speech.
LISTENING ACTIVITY (SL.4.2)
MEDIA ACTIVITY (RL.4.2; W.4.4)
Listen Closely/Paraphrase
Be Creative/Write a Review
• Discuss with students the differences between
reading a story silently and listening to someone
read a story aloud.
• After students read “The Penny Thief,” invite them
to write a story review that convinces the audience
to read the story.
• Ask one student to read aloud the first paragraph
of “They Glow by Night” while the other students
listen closely.
• Have students write the story review and
add drawings.
• Repeat until students have read aloud and
paraphrased the entire story.
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DISCUSSION ACTIVITY (SL.4.1)
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Talk in a Group/Talk About Genre
• Point out to students that “Thinking Out Loud” is
science fiction. It is a fantasy (or made-up) story.
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• Have students form small groups to discuss other
examples of science fiction. What do you know
about fantasy stories? Which of these elements are
used in “Thinking Out Loud”?
RESEARCH/PRESENT ACTIVITY (SL.4.4)
Present/Give a Presentation
• Have students review the cartoon on page 101.
Guide a discussion about how the pictures convey
a lot of information without using many words.
• Ask students to draw a picture or series of pictures
about an unexpected event. It could be an
experience they had or a fictional story.
• Have students present their story to the class,
using their drawings to guide their presentation.
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• Appoint one member of each group to take notes.
Allow 10 to 15 minutes for discussion. Then have
each group share its results with the class.
• Ask pairs to exchange reviews and make
inferences about which parts of the review are
intended to convince someone to read “The
Penny Thief.”
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• Have another student tell in his or her own words
what the paragraph was about.
111
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Interim Assessments
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Interim Assessments are given at the end of each unit to
assess students’ understanding of the unit standards and to
measure progress.
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• Questions include both multiple-choice and shortresponse items that assess all of the unit’s standards.
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• A Performance Task asks students to write a longer
essay about some aspect of the passage, citing
evidence from the text to support their response.
• In the Teacher Resource Book, correct answers are
indicated on the Answer Form. Correct and incorrect
answers are fully explained in Answer Analysis.
Interim Assessment
Unit 1
Read the article and the procedure. Then answer the questions that follow.
from “And Away We Go: Rockets”
from Kids Discover
1 From blastoff to touchdown, a rocket is an
awesome sight. The Saturn 5 Rocket that sent astronauts
to the moon stood 363 feet high, about the height of a
30-story building, and weighed more than six million
pounds. With rocket engines, it sent a spacecraft
weighing more than 100,000 pounds to a lunar landing.
2 In 1930, Robert Goddard, a Massachusetts-born
scientist working almost totally alone, was the first to set
earthlings on a path out of this world and into space.
Thirty-nine years after Goddard shot off his first rocket,
United States astronaut Neil Armstrong took his first
step on the moon. Since that time, rockets have lifted
The Chinese invented rockets more
than 1,000 years ago. The first
rockets were tubes packed with
gunpowder. In the 1200s, Chinese
soldiers fired them at their enemies.
• Rubrics for the short-response items and Performance
Task guide teachers in assigning a score to these
items. Sample Responses provide examples of what a
top-scoring response should include.
A rocket is a type of engine. It produces more power for its size than any other type of engine.
A rocket can produce about 3,000 times more power than a car engine of the same size.
A26
51
Supporting Research
Overview
Ready™ Common Core Reading is founded on research from a variety of federal initiatives, national literacy
organizations, and literacy experts. As a result, this program may be used in support of several instructional models.
Ready™ Uses . . .
Examples
Research Says . . .
Instructional Strategies
SB: The Introduction gives an
overview of the lesson content.
Step-by-step directions for
answering questions are provided
in Modeled Instruction.
TRB: In the Step-by-Step section,
explicit instructions are provided
for the teacher.
“The research demonstrates that the
types of questions, the detailed stepby-step breakdowns, and the extensive
practice with a range of examples . . .
will significantly benefit students’
comprehension.” (Gersten & Carnine,
1986, p. 72)
Scaffolded Instruction
Scaffolded instruction is the
gradual withdrawal of support
through modeled, guided, and
independent instruction.
SB: Graphic organizers, Study
Buddy, and Close Reading
provide support in earlier parts
of the lesson, allowing students
to achieve independence by the
Common Core Practice section.
“Scaffolded instruction optimizes
student learning by providing a
supportive environment while
facilitating student independence.”
(Larkin, 2002)
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Direct Instruction
Scripted lesson plans include
explicit step-by-step instruction of
reading and learning strategies and
lesson objectives.
AL
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TRB: The gradual-release model
of Modeled/Guided Instruction
and Guided Practice provides
appropriate support that is
gradually withdrawn as students
gain mastery of the standard.
TRG: Tapping Prior Knowledge at
the beginning of each lesson
engages students in a discussion
to connect the new skill to what
they already know.
“Research clearly emphasizes that for
learning to occur, new information must
be integrated with what the learner
already knows.” (Rumelhart, 1980)
Close Reading
Close reading refers to the slow,
deliberate reading of short pieces
of text, focusing solely on the
text itself, to achieve a deep
understanding.
SB: Study Buddy and Close
Reading features help students
focus on the most important
elements of the text.
“The Common Core State Standards
place a high priority on the close,
sustained reading of complex text. . . .
Such reading focuses on what lies within
the four corners of the text.” (Coleman
and Pimental, Revised Publishers’
Criteria, 2012, p. 4)
Multiple Readings
Through reading a text more than
once, students are able to access
different levels of its meaning.
TRB: In Guided Practice, students
read the text first, with followup discussion to confirm literal
understanding before delving into
more complex questions.
“[Close reading] often requires compact,
short, self-contained texts that students
can read and re-read deliberately
and slowly to probe and ponder the
meanings of individual words, the order
in which sentences unfold, and the
development of ideas over the course
of the text.” (Coleman and Pimental,
Revised Publishers’ Criteria, 2012, p. 4)
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Prior Knowledge
Prior knowledge activities
activate knowledge from previous
experiences.
A27
Ready™ Uses . . .
Examples
Research Says . . .
Text-Dependent Questions
Questions that are text-dependent
can be answered only by
information contained in the text
itself, not personal opinion or
background knowledge.
SB: Questions in each section
of the Ready lesson are textdependent. Students are required
to support answers with evidence
from the text.
“When examining a complex text in
depth, tasks should require careful
scrutiny of the text and specific
references to evidence from the text itself
to support responses.”
(Coleman and Pimental, Revised
Publishers’ Criteria, 2012, p. 6)
Citing Textual Evidence
The Common Core State Standards
require students to provide evidence
directly from the text to support
their inferences about a text.
SB: Questions in the Ready
lessons and Interim Assessments
specifically require students to cite
evidence from the text to support
their answers.
“Students cite specific evidence when
offering an oral or written interpretation
of a text. They use relevant evidence
when supporting their own points in
writing and speaking…” (Common Core
State Standards, 2010, p. 7)
Building Content Knowledge
Reading multiple texts on a single
topic builds knowledge and an
increasingly deeper understanding
of the topic.
SB: Passages in each lesson
focus on a single topic or theme.
Informational topics align with
grade-level science and social
studies curricula as well as highinterest grade level topics.
“Students establish a base of knowledge
across a wide range of subject matter
by engaging with works of quality
and substance.” (Common Core State
Standards, 2012, p. 7)
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Instructional Strategies (continued)
“While the Standards delineate specific
expectations in reading, writing,
speaking, listening, and language,
each standard need not be a separate
focus for instruction. Often, several
standards can be addressed by a single,
rich task.” (Common Core State
Standards, 2010, p. 5)
SB: All passages in Ready conform
to the leveling criteria outlined
by the CCSS. (See page A9 of this
document for more information
on these criteria.)
“To grow, our students must read lots,
and more specifically, they must read
lots of ‘complex’ texts—texts that offer
them new language, new knowledge, and
new modes of thought.” (Adams, 2009,
p. 182)
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TRB: Integrating Standards
provides opportunities to apply
Common Core State Standards
beyond the target one. Additional
Activities expand the lesson to
include activities in the areas of
Writing, Language, Listening &
Speaking, Research, and Media.
Instructional Features
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An Integrated Model of Literacy
The processes of communication
(reading, writing, listening, and
speaking) are closely connected,
a fact which should be reflected
in literacy instruction.
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TRB: The Theme Connection
feature helps students make
connections among lesson
passages. Additional Activities
allow students to expand their
understanding of the lesson topic.
Complex Text
A major emphasis of the Common
Core State Standards is for students
to encounter appropriately
complex texts at each grade level
in order to develop the skills and
conceptual knowledge they need
for success in school and life.
A28
Ready™ Uses . . .
Examples
Research Says . . .
Balance of Informational
and Literary Text; Emphasis
on Literary Nonfiction at
Grades 6–8
The Common Core State Standards
align with the requirements
of the National Assessment of
Educational Progress (NAEP) in
calling for a greater emphasis on
informational text.
SB: Six units in each grade
alternate Literary and
Informational text. Nonfiction
units at grades 6–8 include
essays, speeches, opinion pieces,
biographies, journalism, and other
examples of literary nonfiction.
TRB: The Genre Focus feature
introduces the characteristics of
each genre.
“Most of the required reading in college
and workforce training programs
is informational in structure and
challenging in content . . . .
the Standards follow NAEP’s lead in
balancing the reading of literature with
the reading of informational texts. . . .”
(Common Core State Standards, 2010,
pp. 4–5. See also National Assessment
Governing Board, 2008)
Answer Explanations for
Students
As a part of scaffolded instruction,
students receive immediate
feedback on their answer choices
and the reasoning behind correct
and incorrect answers.
TRB: In the Guided Instruction,
Guided Practice, and Common
Core Practice sections of each
lesson, as well as in the Interim
Assessments, answer explanations
are given for each question.
Research (Pashler et al. 2007) has
shown that when students receive direct
instruction about the reasons why an
answer choice is correct or incorrect, they
demonstrate long-term retention and
understanding of newly learned content.
ELL Support
Some teaching strategies that
have been proven to be effective
for English learners include
scaffolded instruction, use of
graphic organizers, and modeling
of language by teachers and peers.
SB: Features such as graphic
organizers, Close Reading, Study
Buddy, Hints, and Pair/Share
partner discussions support
English learners throughout the
lesson.
TRB: ELL Support boxes
provide linguistic instruction at
appropriate points.
“Graphic organizers facilitate ELLs’
comprehension through visual
illustrations of key terms, vocabulary,
ideas, and the relationship among them.”
(Sigueza, 2005)
General Academic Vocabulary
(Tier 2)
General academic, or Tier 2, words
are words a reader encounters in
rich, complex texts of all types.
TRB: Tier 2 Vocabulary boxes at
point of use support the teacher
in helping students use textbased strategies to figure out the
meanings of challenging words.
“Tier Two words are frequently
encountered in complex written texts
and are particularly powerful because
of their wide applicability to many
sorts of reading. Teachers thus need
to be alert to the presence of Tier Two
words and determine which ones need
careful attention.” (Common Core State
Standards, Appendix A, 2010, p. 33. The
three-tier model of vocabulary is based
on the work of Beck, McKeown, &
Kucan, 2002, 2008)
SB: In the introduction, a graphic
organizer is presented to represent
the concepts and ideas of the
lesson.
“Graphic organizers can provide
students with tools they can use to
examine and show relationships in a
text.” (Adler, 2004)
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IS
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FO
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AL
EN
TI
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C
Graphic Organizers
Graphic organizers are visual
representations of a text’s
organization of ideas and concepts.
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Instructional Features (continued)
Researchers state that one of the best
practices for teaching ELL students is
to model standard pronunciation and
grammar. (Mohr & Mohr, 2007)
A29
References
Adams, M. J. (2009). The challenge of advanced texts: The interdependence of reading and learning. In Hiebert,
E. H. (ed.), Reading more, reading better: Are American students reading enough of the right stuff? (pp. 183–189). New
York, NY: Guilford.
Adler, C. R. (2004). Seven strategies to teach students text comprehension. Accessed at: http://www.readingrockets.
org/article/3479.
Beck, I. L, McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York,
NY: Guilford.
Beck, I.L, McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended
examples. New York, NY: Guilford.
Coleman, D., & Pimental, S. (2012). Revised Publishers’ Criteria for the Common Core State Standards in English
Language Arts and Literacy, Grades 3–12. Accessed at: http://www.corestandards.org/resources.
TI
O
N
Gersten, R., & Carnine, D. (1986). Direct instruction in reading comprehension. Educational Leadership,
43(7), 70–79.
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U
Larkin, M. (2002). Using scaffolded instruction to optimize learning. ERIC Digest ED474301 2002-12-00. Retrieved
from www.eric.ed.gov.
IS
Mohr, K., & Mohr, E. (2007). Extending English language learners’ classroom interactions using the response protocol.
Accessed at: http://www.readingrockets.org/article/26871.
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National Assessment Governing Board (2008). Reading framework for the 2009 National Assessment of Educational
Progress. Washington, D.C.: U.S. Government Printing Office.
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FO
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common
Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.
Accessed at: http://www.corestandards.org/the-standards.
-N
———. English Language Arts Appendix A. Accessed at: http://www.corestandards.org/the-standards.
EN
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Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing
instruction and study to improve student learning (NCER 2007–2004). Washington, D.C.: National Center for
Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.
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Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In Spiro, R. J., Bruce, B. C., & Brewer
Erlbaum, W. F. (eds.), Theoretical issues in reading comprehension (pp. 33–58).
C
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N
Sigueza, T. (2005). Graphic organizers. Colorín Colorado! Accessed at: http://www.colorincolorado.org/article/13354.
A30
Correlation Charts
Common Core State Standards for ELA, Grade 3
The chart below correlates each Common Core State Standard to the Ready Common Core Instruction lesson(s) that
offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students
should complete based on their mastery of each standard.
Ready
Common Core
Student Lesson(s)
Additional Coverage
in Teacher Resource
Book Lesson(s)
RL.3.1Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
5
6–8, 21, 22
RL.3.2Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it
is conveyed through key details in the text.
7, 8
5, 6, 12–16
Common Core State Standards for Grade 3 ELA —
Reading Standards
Reading Standards for Literature
7, 8, 13–15, 21, 22
12
5–8, 13–16, 21, 22
13–15
12, 16
16
5, 6, 12, 21, 22
21
5, 6
N/A
N/A
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RL.3.4Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
TI
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Craft and Structure
6
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RL.3.3Describe the main characters in a story (e.g., their traits, motivations,
or feelings) and explain how their actions contribute to the sequence of
events.
N
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RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking
about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections.
T
RL.3.6Distinguish their own point of view from that of the narrator or those of the
characters.
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RL.3.7Explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character or setting.)
EN
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RL.3.8(Not applicable to literature)
22
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RL.3.9Compare and contrast the themes, settings, and plots of stories written by
the same author about the same or similar characters (e.g., in books from a
series).
Range of Reading and Level of Text Complexity
O
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RL.3.10By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 2-3 text complexity band
independently and proficiently.
C
All Lessons
Reading Standards for Informational Text
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
1
2–4, 9–11, 18, 19
RI.3.2Determine the main idea of a text; recount the key details and explain how
they support the main idea.
2
1, 4, 9–11, 17
RI.3.3Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language
that pertains to time sequence, and cause/effect.
3, 4
1, 9–11, 19, 20
RI.3.4Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area.
9
1–4, 10, 11, 17–20
RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic efficiently.
10
1, 2
RI.3.6Distinguish their own point of view from that of the author of a text.
11
4, 9, 17–19
Craft and Structure
Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council
of Chief State School Officers. All rights reserved.
A31
Ready
Common Core
Student Lesson(s)
Additional Coverage
in Teacher Resource
Book Lesson(s)
RI.3.7Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
17
1, 2, 11
RI.3.8Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).
18, 19
2–4, 17
20
4, 9
Common Core State Standards for Grade 3 ELA —
Reading Standards (continued)
Reading Standards for Informational Text (continued)
RI.3.9Compare and contrast the most important points and key details presented
in two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.3.10By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently.
TI
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All Lessons
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Additional Coverage of Common Core ELA Standards, Grade 3
Writing Standards
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Text Types and Purposes
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W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.
FO
W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-N
Research to Build and Present Knowledge
3–8, 13–16, 21, 22
2, 5, 12–16, 21
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W.3.8Recall information from experiences or gather information from print and digital sources; take brief
notes on sources and sort evidence into provided categories.
Comprehension and Collaboration
1, 2, 9, 10, 12,
15, 17–20
1–22
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W.3.7Conduct short research projects that build knowledge about a topic
Speaking and Listening Standards
3–5, 7–9, 11–14,
17, 19–22
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W.3.3Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Ready Common Core
Teacher Resource
Book Lesson(s)
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SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link
their comments to the remarks of others.
SL.3.1.d Explain their own ideas and understanding in light of the discussion.
C
1–11, 13–18, 20–22
1, 12, 17, 18, 20, 22
19, 20, 22
SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
2, 6, 9, 12, 18, 19, 22
SL.3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail.
5, 11, 15
Presentation of Knowledge and Ideas
SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
1–22
SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or
details.
4, 7, 8, 10, 12,
13, 15, 16, 22
A32
Additional Coverage of Common Core ELA Standards, Grade 3 (continued)
Ready Common Core
Teacher Resource
Book Lesson(s)
Language Standards
Conventions of Standard English
L.3.1.aExplain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions
in particular sentences.
L.3.1.bForm and use regular and irregular plural nouns.
1, 15, 21
9, 10
L.3.1.cUse abstract nouns (e.g., childhood).
6
L.3.1.dForm and use regular and irregular verbs.
2, 3, 4, 5, 7, 8, 18
L.3.1.eForm and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
4
L.3.1.fEnsure subject-verb and pronoun-antecedent agreement.
20, 22
L.3.1.gForm and use comparative and superlative adjectives and adverbs, and choose between them
depending on what is to be modified.
13, 17
L.3.1.hUse coordinating and subordinating conjunctions.
17
L.3.1.iProduce simple, compound, and complex sentences.
N
2, 14, 16, 18
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L.3.2.a Capitalize appropriate words in titles.
L.3.2.c Use commas and quotation marks in dialogue.
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L.3.2.d Form and use possessives.
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base
words (e.g., sitting, smiled, cries, happiness).
12, 22
10, 19, 21
8
11, 13, 18
D
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L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable
patterns, ending rules, meaningful word parts) in writing words.
11
R
Knowledge of Language
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L.3.3.aChoose words and phrases for effect.
Vocabulary Acquisition and Use
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L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 3 reading and content, choosing flexibly from a range of strategies.
21
1, 3, 12, 14, 15, 20
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known
word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
8, 13, 19
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root
(e.g., company, companion).
21
EN
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1, 2, 4, 5, 7, 12, 16, 18
C
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L.3.5.aDistinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
1–22
A33
The charts below show the answers to multiple-choice items in each unit’s Interim Assessments, plus the depthof-knowledge (DOK) index, standard(s) addressed, and corresponding Ready™ Instruction lesson(s) for every
item. Use this information to adjust lesson plans and focus remediation.
Ready Common Core Interim Assessment
Answer Keys and Correlations
DOK1
Standard(s)
Ready Common Core
Student Lesson(s)
1
B
2
RI.3.2
2
2
See page 38.
2
RI.3.3
4
3
A
3
RI.3.1
4
4
C
1
RI.3.3
3
5
B
3
RI.3.2
2
6
C
1
RI.3.3
7
C
1
RI.3.1
8
B
3
RI.3.1
9
See page 38.
2
RI.3.3
10
See page 38.
3
RI.3.1, RI.3.2
Standard(s)
Ready Common Core
Student Lesson(s)
RL.3.1
5
RL.3.1
5
RL.3.3
6
RL.3.2
7
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Key
Question
DOK
1
D
2
2
B
1
3
D
2
4
See page 77.
2
5
See page 77.
3
6
C
7
A
8
B
9
See page 77.
10
See page 77.
R
Key
1
1
4
1, 2
8
RL.3.1
5
2
RL.3.3
6
1
RL.3.1
5
3
RL.3.3
6
3
RL.3.2, RL.3.3
6, 7
O
N
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RL.3.2
1
EN
TI
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O
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FO
Question
D
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Unit 2: Key Ideas and Details in Literature
4
Key
DOK
Standard(s)
Ready Common Core
Student Lesson(s)
1
C
2
RI.3.4
9
2
A
2
RI.3.4
9
3
B
2
RI.3.5
10
C
Question
4
See page 107.
3
RI.3.6
11
5
B
2
RI.3.4
9
6
See page 107.
2
RI.3.5
10
7
B
1
RI.3.5
10
8
A
1
RI.3.5
10
9
See page 107.
3
RI.3.6
11
1Depth
of Knowledge measures:
1. The item requires superficial knowledge of the standard.
2. The item requires processing beyond recall and observation.
3. The item requires explanation, generalization, and connection to other ideas.
A34
Ready Common Core Interim Assessment
Answer Keys and Correlations (continued)
Unit 4: Craft and Structure in Literature
Key
DOK
Standard(s)
Ready Common Core
Student Lesson(s)
1
D
1
RL.3.5
15
2
C
3
RL.3.4
12
3
B
3
RL.3.5
15
4
See page 155.
3
RL.3.5
15
5
A
2
RL.3.6
16
6
B
2
RL.3.4
12
7
See page 155.
2
RL.3.5
8
D
3
RL.3.6
9
See page 155.
3
RL.3.5
TR
IB
U
TI
O
N
Question
14
16
13, 14
Key
DOK
1
C
2
B
2
D
3
R
Ready Common Core
Student Lesson(s)
RI.3.7
17
RI.3.8
18, 19
RI.3.7
17
RI.3.7
17
RI.3.8
18, 19
B
3
RI.3.9
20
7
D
3
RI.3.9
20
8
See page 196.
3
RI.3.7, RI.3.9
17, 20
EN
TI
AL
6
-N
4
5
FO
3
3
T
A
See page 196.
O
2
3
Standard(s)
D
Question
IS
Unit 6: Integration of Knowledge and Ideas in Literature
Key
DOK
Standard(s)
Ready Common Core
Student Lesson(s)
1
D
3
RL.3.7
21
C
3
RL.3.7
21
3
O
N
C
2
FI
D
Question
C
3
RL.3.7
21
4
A
3
RL.3.7
21
5
C
3
RL.3.9
22
6
A
2
RL.3.9
22
7
See page 219.
3
RL.3.9
22
8
See page 219.
3
RL.3.9
22
A35
Common Core
Instruction
3
Reading
Table of Contents
Unit 1: Key Ideas and Details in Informational Text . . . . . . . 1
CCSS
Lesson 1: Asking Questions About Key Ideas . . . . . . . . . . . . . . . 3
RI.3.1
Lesson 2: Finding Main Ideas and Details . . . . . . . . . . . . . . . . . 11
RI.3.2
Lesson 3: Reading About Time and Sequence . . . . . . . . . . . . . . 19
RI.3.3
Lesson 4: Describing Cause and Effect . . . . . . . . . . . . . . . . . . 27
RI.3.3
Unit 1 Interim Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit 2: Key Ideas and Details in Literature . . . . . . . . . . . . . 43
Lesson 5: Asking Questions About Stories . . . . . . . . . . . . . . . . 45
RL.3.1
Lesson 6: Describing Characters . . . . . . . . . . . . . . . . . . . . . . 53
RL.3.3
Lesson 7: Recounting Stories . . . . . . . . . . . . . . . . . . . . . . . . 61
RL.3.2
Lesson 8: Determining the Central Message . . . . . . . . . . . . . . . 69
RL.3.2
Unit 3: Craft and Structure in Informational Text . . . . . . . . 85
Lesson 9: Unfamiliar Words . . . . . . . . . . . . . . . . . . . . . . . . . 87
RI.3.4
Lesson 10:Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
RI.3.5
Lesson 11: Author’s Point of View . . . . . . . . . . . . . . . . . . . . . . 103
RI.3.6
Unit 4: Craft and Structure in Literature . . . . . . . . . . . . . . 119
Lesson 12:Words in Context . . . . . . . . . . . . . . . . . . . . . . . . . 121
RL.3.4
Lesson 13:What Are Stories Made Of? . . . . . . . . . . . . . . . . . . . 129
RL.3.5
Lesson 14:What Are Plays Made Of? . . . . . . . . . . . . . . . . . . . . 137
RL.3.5
Lesson 15:What Are Poems Made Of? . . . . . . . . . . . . . . . . . . . 145
RL.3.5
Lesson 16:Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
RL.3.6
Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
iii
Table of Contents
Unit 5: Integration of Knowledge and Ideas
in Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
CCSS
Lesson 17:Connecting Words and Pictures in Informational Text . . 171
RI.3.7
Lesson 18:Describing Connections Between Sentences
and Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . 179
RI.3.8
Lesson 19:Describing Comparisons . . . . . . . . . . . . . . . . . . . . 187
RI.3.8
Lesson 20:Comparing and Contrasting Two Texts . . . . . . . . . . . 195
RI.3.9
Unit 6: Integration of Knowledge and Ideas
in Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Lesson 21:Connecting Words and Pictures in Stories . . . . . . . . . 215
RL.3.7
Lesson 22:Comparing and Contrasting Stories . . . . . . . . . . . . . 223
RL.3.9
iv
Lesson 18
Making Connections Between
Sentences and Paragraphs
CCSS
RI.3.8: Describe the logical connection
between particular sentences and paragraphs
in a text (e.g., . . . cause/effect, first/second/
third in a sequence).
Food Inventions
One way writers connect their ideas is by telling about what happened and why it
happened. Sentences that use signal words such as because, so, as a result, and since
make connections and show relationships between the cause, or reason, that made
something the way it is (the effect).
Writers also connect sentences and paragraphs by showing how things happen in
sequence, or order. Look for signal words in sentences such as first, then, and finally
to see how ideas and events are connected by the order in which they happen.
Sentences and paragraphs can show both causes and effects as well as sequence.
Read the paragraph below about the invention of the sandwich.
Who ate the first sandwich? John Montague, the Fourth Earl of Sandwich,
of course! Because the Earl of Sandwich was very busy one day, he didn’t have
time for a fancy meal. So he asked his cook to make something that would be
easy to eat. First, the clever cook sliced some meat. Then, he cut two slices of
bread. Finally, he put the meat between the slices of bread. As a result, the
sandwich was born!
Circle two cause-and-effect signal words in the paragraph above. Underline
three sequence words.
Read the chart below to see how the sentences in the paragraph are connected.
Why It Happened
(Cause)
“Because the Earl of
Sandwich was very
busy one day, he
didn’t have time
for a fancy meal.”
What Happened
(Effect)
Order It Happened
(Sequence)
• “So he asked his cook to
make something that would
be easy to eat.”
• The cook put meat between
two slices of bread and
“the sandwich was born!”
1.The Earl of Sandwich
was busy.
2.He asked his cook for
something easy to eat.
3.The cook created
a sandwich.
Good readers notice how sentences and paragraphs are connected. This helps them
better understand how the ideas and events in a passage are connected.
179
Lesson 18
Read the first two paragraphs of a passage about the food people eat in space. Then read
and answer the question that follows.
Genre: Article
Space Food by Claire Daniels
Astronaut food has changed over the years. In the early days of space exploration,
astronauts traveled in small spacecrafts, where there was little room for food. Fresh foods
in early space travel were not practical. They spoiled, took up too much space, and were
too heavy.
As a result, astronauts in space ate freeze-dried foods. Freeze-dried foods don’t spoil.
They don’t weigh much, and they don’t take up much space. Add water and you have
“fresh” peas, mashed potatoes, steak, or macaroni and cheese. There is even freeze-dried
ice cream!
(continued)
How are the two paragraphs in this passage connected?
What is the most important idea in each paragraph? Think about the main thing you learn
in each paragraph.
Circle signal words to help you see how the paragraphs are connected.
Read the chart below to see the relationship between the most important ideas in the paragraphs.
Why It Happened (Cause)
“Fresh foods in early space travel were
not practical.”
What Happened (Effect)
“As a result, astronauts in space ate
freeze-dried foods.”
Fill in the blanks below to write about how the two paragraphs are connected.
Paragraph 1 tells the cause, or why astronauts didn’t eat
in space. Paragraph 2 tells the effect, or what happened as a result: Astronauts ate
. The paragraphs are connected by
and effect.
180
Lesson 18
Continue reading about space food. Use the Close Reading
and the Hint to help you answer the question
Close Reading
How are the sentences
in this part of the
passage connected?
Underline signal words
in the passage that
show sequence, or the
order in which things
happen.
Foods are freeze-dried in a food plant. First, vegetables
and fruits are washed and cut up. Foods like meats and
pasta are cooked. Second, the food is frozen to -40 degrees
Fahrenheit. Then, workers grind the food into smaller pieces
or into a powder. Finally, the foods are dried to remove
98 percent of the water.
Today, astronauts travel with freezers and ovens, so they
don’t depend on freeze-dried foods. Still, many people who
go on backpacking and boat trips often use them.
Hint
Which signal word that
you underlined gives
a clue about the third
step in the process?
Which sentence tells the third step in freeze-drying foods?
A “First, vegetables and fruits are washed and cut up.”
B “Foods like meats and pasta are cooked.”
C “Then, workers grind the food into smaller pieces or into
a powder.”
D “Finally, the foods are dried to remove 98 percent of the water.”
Show Your Thinking
Look at the answer that you chose above. Explain why you chose the answer by listing
the steps that come before and after it.
Describe to your partner how you do something (such as how you get ready for school). Use
signal words such as first, next, then, and finally to explain details in the order they happen.
181
Lesson 18
Read the passage. Use the Study Buddy and Close Reading to guide your reading.
Genre: Feature Article
from “Freaky Foods”
by Nancy Shepherdson, Boy’s Life
I wonder why people
eat such “weird” foods.
I’ll look for reasons
in the passage and
underline them.
1
Around the world, including America, people enjoy what
others might call “weird” foods. Snakes, bats, bugs, camel’s
hump. Think about that the next time your mom fixes you
spinach or broccoli or liver. Wouldn’t you rather have
roasted termites instead?
Fish for Breakfast
2
In Japan, many kids eat fish first thing in the morning.
Makes sense, in a country surrounded by water. Later in the
day, they might have jellyfish. The sting from these jellyfish
can kill, so the poison must be removed first. That takes
four to eight days of soaking in cold water. After that, all
that’s left is a crunchy treat, like chicken nuggets, usually
eaten with a dipping sauce.
Close Reading
How is hakarl made?
In paragraph 3, circle a
signal word that shows
the order of the steps.
Why did American
pioneers eat crickets
and other bugs?
Underline the words
that tell why.
182
3
Other fishy meals around the world include fermented
shark, or hakarl, eaten in Iceland. To make hakarl, just bury
a shark in sand for three years, then dig it up and dig in.
You’re Bugging Me!
4
Ounce for ounce, insects are a great source of energy.
When food supplies ran low, American pioneers ate Mormon
crickets and other bugs on the journey West. In more than
half the world today, including Africa, Australia, Europe,
Asia and America, insects are on the menu.
Lesson 18
Hints
What kind of connection
do the words first and
later show?
1 Read these two sentences from paragraph 2.
Later in the day, they might have jellyfish.
Which of the following describes the relationship between
these two sentences?
A The sentences describe steps in a process.
B The second sentence gives the cause of the first.
C The first sentence explains the reason for the second.
D The sentences describe the order of two events.
Write the steps in the
order they need to
happen using words
like first, next, and then.
Sentences don’t always
use signal words to
make connections. But
you can still find the
connections they make
by looking at each part
of the sentence. For
example, ask yourself:
“Why did American
pioneers eat insects?”
2 What are the steps taken to prepare hakarl? Write the steps in order.
3 Read this sentence from the last paragraph.
crickets and other bugs on the journey West.
How are the ideas in this sentence connected?
A The sentence shows steps in a process.
B The sentence compares two events.
C The first part of the sentence explains the reason
for the second part.
D The second part of the sentence gives the cause
of the first part.
183
Lesson 18
Read the article. Then answer the questions that follow.
Patriotic Pizza
by Karin Gaspartich, Highlights
1 Two thousand years ago, Greeks baked flat disks of bread and used the bread like a
plate. They would first eat the food on top of the bread. Then they would eat the bread “plate.”
2 People started to put toppings on the flat bread before it went into the oven. This was
an early form of today’s pizza.
3 In Italy, many centuries later, people also ate a form of pizza. It was considered food
for the poor. Most people had flour, water, oil, and spices. They could use these ingredients
to make a simple pizza.
4 Working-class people of Naples had short breaks for meals. They needed cheap food
that could be eaten quickly. Pizza made by local vendors was a perfect solution. It could even
be eaten without plates and forks.
A Queen’s Favorite Pizza
5 In 1889, Queen Margherita and King Umberto I of Italy took a vacation in the seaside
town of Naples, Italy. The queen saw people strolling outside eating pizza. She wanted to try
some pizza for herself.
6 Raffaele Esposito was a popular pizza maker in town. He was chosen to make a pizza
for the queen. Esposito wanted his pizza to be extra special. So he made a pizza using the
colors of the Italian flag: red, green, and white. Red tomatoes, green basil (an herb), and white
mozzarella cheese went on his patriotic pizza.
7 Esposito baked his creation, and it was delivered to the queen. She loved it. She sent
a note of praise and thanks. Raffaele named it Pizza Margherita in honor of the queen.
Soon everyone wanted to try it.
8 Around that time, workers began leaving Italy to live in America. Pizza bakers brought
their talent and recipes with them. Gennaro Lombardi opened the first pizzeria in New York
City in 1895. Early pizzerias had no chairs. People just went in, ordered their pizza, and left
with it.
9 Pizza became popular with American workers, too. It was tasty and easy to eat on
the go. Before long, pizza was one of the most popular foods in the United States.
10
Perhaps you could invent your very own pizza. Have fun . . . And finish your plate!
184
Lesson 18
Make a mini Margherita pizza!
Ask an adult to help you with this recipe.
You will need:
• 3 English muffins
• 1 tomato, sliced
• 10 fresh basil leaves, cut in half
• 3/4 cup of shredded mozzarella cheese
• toaster oven (or conventional oven)
1.With an adult’s help, preheat the oven
to 350 degrees Fahrenheit.
2.Split the English muffins with a fork.
On each half, put some mozzarella cheese,
a slice of tomato, and a few pieces of basil.
3.Place the mini pizzas on a tray, and ask an adult to put them in the oven.
Cook the pizzas for 10 minutes or until the cheese is melted.
4.Ask an adult to take your mini pizzas out of the oven. Share them.
Answer Form
1 A B C D
2 A B C D
3 A B C D
Number
Correct
3
Esposito wanted his pizza to be extra special.
So he made a pizza using the colors of the Italian flag: red, green, and white.
Which of the following describes the relationship between these two sentences?
A The first sentence explains the reason for the second.
B The sentences compare pizza to the Italian flag.
C The second sentence gives the cause of the first.
D The sentences describe the steps to make a Margherita pizza.
185
Lesson 18
2 Reread paragraphs 5 and 6. Which question about the events in paragraph 6
is answered in paragraph 5?
A Who was Queen Margherita?
B Why did Esposito make a pizza for the queen?
C What are the colors of the Italian flag?
D What did Esposito name his special pizza?
3 Paragraph 9 tells that pizza become popular in the United States. How does
paragraph 8 explain why this happened?
A It tells that Italian pizza bakers coming to America brought their recipes
for pizza with them.
B It explains that the first pizza places in the United States did not have
chairs, so people stood while eating.
C It tells that most people could afford flour, oil, and spices to make their
own pizzas.
D It describes how the pizza crust could be used like a plate.
4 What is the order of the directions you need to follow in step 2 of the recipe for
a mini Margherita pizza? Use details from the passage to support your answer.
186
Common Core
Instruction
3
Reading
Table of Contents
A6
A7
A8
A9
Answering the Demands of the Common Core with Ready
Using Ready Common Core
Teaching with Ready Common Core Instruction
Connecting with the Ready Teacher Toolbox
Using i-Ready™ Diagnostic with Ready Common Core
Features of Ready Common Core Instruction
Supporting Research
A10
A12
A14
A16
A18
A27
Correlation Charts
Common Core State Standards’ Coverage by Ready Instruction
A31
A35
Lesson Plans (with Answers)
1
CCSS Focus - RI.3.1 Additional Standards - RI.3.2, 4, 5, 7; W.3.2, 7; SL.3.1, 1.c, 4; L.3.1.a, 4, 4.a, 5.a
Lesson 2: Finding Main Ideas and Details
10
CCSS Focus - RI.3.2 Additional Standards - RI.3.1, 4, 5, 8; W.3.2, 7, 8; SL.3.1, 2, 4, 5; L.3.1.i, 4.a, 5.a
Lesson 3: Reading About Time and Sequence
19
CCSS Focus - RI.3.3 Additional Standards - RI.3.1, 4, 7, 8; W.3.1, 3, 7; SL.3.1, 4, 5; L.3.1.d, 4, 4.a, 4.b
Lesson 4: Describing Cause and Effect
28
CCSS Focus - RI.3.3 Additional Standards - RI.3.1, 2, 4, 6, 8, 9; W.3.2, 3; SL.3.1, 4, 5; L.3.1.e, 4.a, 5.a
37
Unit 2: Key Ideas and Details in Literary Text
Lesson 5: Asking Questions About Stories
40
CCSS Focus - RL.3.1 Additional Standards - RL.3.2, 4, 6, 7; W.3.1, 3, 7, 8; SL.3.1, 3, 4; L.3.1.d, 1.e, 4.a, 4.b, 5.a
Lesson 6: Describing Characters
49
CCSS Focus - RL.3.3 Additional Standards - RL.3.1, 2, 4, 6, 7; W.3.1, 3.a, 3.b, 7; SL.3.1, 2, 4, 5; L.3.1.c, 4.a, 5.a
Lesson 7: Recounting Stories
58
CCSS Focus - RL.3.2 Additional Standards - RL.3.1, 3, 4; W.3.3, 7; SL.3.1, 4, 5; L.3.1.d, 1.e, 4.a, 5.a
Lesson 8: Determining the Central Message
67
CCSS Focus - RL.3.2 Additional Standards - RL.3.1, 3, 4; W.3.3; SL.3.1, 4, 5; L.3.1.e, 4.a, 4.b, 5.a
76
79
CCSS Focus - RI.3.4 Additional Standards - RI.3.1, 2, 3, 4, 6, 9; W.3.1, 2, 7; SL.3.1, 2, 4, 5; L.3.1.b, 4.a, 4.b
88
CCSS Focus - RI.3.5 Additional Standards - RI.3.1, 2, 3, 4; W.3.2, 7; SL.3.1, 4, 5; L.3.1.b, 2.d, 4.a
Lesson 11: Author’s Point of View
97
CCSS Focus - RI.3.6 Additional Standards - RI.3.1, 2, 3, 4, 7; W.3.1, 7; SL.3.1, 3, 4, 5; L.3.2.a, 2.f, 4.a, 4.b
106
Unit 4: Craft and Structure in Literary Text
109
CCSS Focus - RL.3.4 Additional Standards - RL.3.2, 5, 6; W.3.2, 7, 8; SL.3.1.c, 2, 4, 5; L.3.2.c, 5.a
Lesson 13: What Are Stories Made Of?
118
CCSS Focus - RL.3.5 Additional Standards - RL.3.2, 3, 4, 6; W.3.1, 3, 7, 8; SL.3.1, 4, 5; L.3.1.g, 2.f, 4.a
Lesson 14: What Are Plays Made Of?
127
CCSS Focus - RL.3.5 Additional Standards - RL.3.2, 3, 4, 5; W.3.1, 3, 7, 8, 10; SL.3.1, 4, 5; L.3.1.i, 4.a
Lesson 15: What Are Poems Made Of?
136
CCSS Focus - RL.3.5 Additional Standards - RL.3.2, 3, 4; W.3.2, 3, 7, 8; SL.3.1, 3, 4, 5; L.3.1.a, 2.a, 4.a
Lesson 16: Point of View
145
CCSS Focus - RL.3.6 Additional Standards - RL.3.2, 4, 5, 6; W.3.3, 7, 8; SL.3.1, 4, 5; L.3.1.e, 1.i, 5
154
157
CCSS Focus - RI.3.7 Additional Standards - RI.3.2, 4, 6, 8; W.3.2, 7, 10; SL.3.1, 1.c, 4; L.3.1.a, 1.h, 4.a
Lesson 18: Making Connections Between Sentences and Paragraphs
166
CCSS Focus - RI.3.8 Additional Standards - RI.3.1, 4, 6; W.3.2, 7; SL.3.1.c, 2, 4; L.3.1.i, 2.f, 5.a
Lesson 19: Describing Comparisons
175
CCSS Focus - RI.3.8 Additional Standards - RI.3.1, 3, 4, 6; W.3.1, 7; SL.3.1.d, 2, 4; L.3.1.e, 2.d, 4.a
Lesson 20: Comparing and Contrasting Two Texts
184
CCSS Focus - RI.3.9 Additional Standards - RI.3.1, 3, 6; W.3.1, 2, 7; SL.3.1, 1.c, 1.d, 4; L.3.1.f, 4, 4.a
195
Unit 6: Integration of Knowledge and Ideas in Literary Text
Lesson 21: Connecting Words and Pictures
198
CCSS Focus - RL.3.7 Additional Standards - RL.3.1, 3, 4, 6; W.3.1, 3, 8; SL.3.1, 4, 5; L.3.1.a, 2.d, 4.a, 4.c, 5.a
Lesson 22: Comparing and Contrasting Stories
207
CCSS Focus - RL.3.9 Additional Standards - RL.3.1, 3, 4, 6; W.3.1, 3; SL.3.1.d, 2, 4, 5; L.3.1.f, 1.g, 2.c, 4
218
Lesson 18
(Student Book pages 179–186)
Making Connections Between Sentences
and Paragraphs
Theme: Food Inventions
LESSON OBJECTIVES
TAP STUDENTS’ PRIOR KNOWLEDGE
•Describe connections between sentences and
paragraphs in a text.
•Tell students they will be working on a lesson about
connections among sentences and paragraphs.
Explain that two kinds of connections are called
cause and effect and sequence.
•Identify cause-and-effect and sequence relationships
between sentences and paragraphs.
THE LEARNING PROGRESSION
•Grade 2: CCSS RI.2.8 requires students to begin to
make connections in a text by linking points an
author makes to reasons given to support those
points.
•Grade 3: CCSS RI.3.8 builds on the Grade 2
standard by emphasizing making connections
between ideas in a text on the sentence and
paragraph level. Students are expected to have
academic content knowledge of text structures,
including cause and effect and sequence.
•Grade 4: CCSS RI.4.8 expands the scope of the
standard to locating evidence in a text that supports
an author’s claims or statements. Students are asked
to explain how an author uses reasons and evidence
to make his or her ideas credible.
PREREQUISITE SKILL
•Describe how reasons support specific points
the author makes in a text.
•First, remind students that the individual sentences
in a paragraph support each other and the main
idea, or point, of the paragraph.
•Next, explain that cause and effect takes place
everywhere in life all the time. Present examples
of one thing causing another. Then ask students to
identify what happened and why in these various
situations. For example, ask students, “What
happens when someone misses the bus to school?”
(He or she will be late for school.) Explain that an
author’s purpose in writing is often to explain how
or why something happened. In doing so, an author
shows a cause-and-effect connection.
•Ask students what they say when a friend is telling
them about something exciting that happened. (What
happened next?) Well, that is an example of a sequence
connection that also takes place all the time.
•Tell students that they’ll be learning more about cause
and effect and sequence in this lesson. Point out that
recognizing these kinds of connections will lead to
exciting “Aha!” moments when they’re reading.
Teacher Toolbox
Teacher-Toolbox.com
Prerequisite
Skills
Ready Lessons
✓✓
Interactive Tutorials
RI.3.8
✓
✓
✓✓
CCSS Focus
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., . . . cause/effect, first/second/third
in a sequence).
ADDITIONAL STANDARDS: RI.3.1; RI.3.4; RI.3.6; W.3.2; W.3.7; SL.3.1.c; SL.3.2; SL.3.4; L.3.1.i; L.3.2.f; L.3.5.a
(See page A30 for full text.)
166
Lesson183
Lesson
At a Glance
Through a paragraph about the invention of the sandwich,
students are introduced to describing connections
between sentences and paragraphs. They will learn
that this is a strategy they can use when reading.
Step By Step
•Read aloud the definitions of cause, effect, and sequence.
•Ask students to read the paragraph about the
invention of the sandwich.
•Direct students to circle two signal words that show
cause and effect and underline three sequence words
to show the order of events. Discuss the signal words
students circled and underlined.
•Invite volunteers to read a column of the chart.
Discuss how the sentences in the paragraph are
connected through cause and effect or sequence.
•Ask students to share a nonfiction article they have
recently read that included either a cause-and-effect
or a sequence connection among sentences and
paragraphs. Prompt students by asking about any
how-to or directions text they have read.
Lesson 18
Making Connections Between
Sentences and Paragraphs
CCSS
RI.3.8: Describe the logical connection
between particular sentences and paragraphs
in a text (e.g., . . . cause/effect, first/second/
third in a sequence).
Food Inventions
One way writers connect their ideas is by telling about what happened and why it
happened. Sentences that use signal words such as because, so, as a result, and since
make connections and show relationships between the cause, or reason, that made
something the way it is (the effect).
Writers also connect sentences and paragraphs by showing how things happen in
sequence, or order. Look for signal words in sentences such as first, then, and finally
to see how ideas and events are connected by the order in which they happen.
Sentences and paragraphs can show both causes and effects as well as sequence.
Read the paragraph below about the invention of the sandwich.
Who ate the first sandwich? John Montague, the Fourth Earl of Sandwich,
of course! Because the Earl of Sandwich was very busy one day, he didn’t have
time for a fancy meal. So he asked his cook to make something that would be
easy to eat. First, the clever cook sliced some meat. Then, he cut two slices of
bread. Finally, he put the meat between the slices of bread. As a result, the
sandwich was born!
Circle two cause-and-effect signal words in the paragraph above. Underline
three sequence words.
Read the chart below to see how the sentences in the paragraph are connected.
Why It Happened
(Cause)
“Because the Earl of
Sandwich was very
busy one day, he
didn’t have time
for a fancy meal.”
What Happened
(Effect)
•
•
“So he asked his cook to
make something that would
be easy to eat.”
The cook put meat between
two slices of bread and
“the sandwich was born!”
Order It Happened
(Sequence)
1. The Earl of Sandwich
was busy.
2. He asked his cook for
something easy to eat.
3. The cook created
a sandwich.
Good readers notice how sentences and paragraphs are connected. This helps them
better understand how the ideas and events in a passage are connected.
179
•Reinforce how describing the connections between
sentences is a valuable reading strategy by sharing
how you have used this strategy while reading a text
(perhaps a recipe, an assembly manual, or a simple
science experiment). Explain that thinking about the
way the sentences and paragraphs are connected
helped you better understand what you read.
Genre Focus
Informational Text: Feature Article
Explain to students that one type of informational text
is a feature article. A feature article is a special article
in a newspaper or magazine that covers real events,
issues, and trends. Feature articles often focus on the
following kinds of topics:
•how-to—information about how to do something
that people might enjoy
Explain that the excerpt from “Freaky Foods” is a
feature article focused on comparing cultures. The
article explores what foods people around the world
eat. “Patriotic Pizza” is also a feature article. It focuses
on the history of pizza and also explains how to make
a certain kind of pizza.
Tell students that “Space Food” is an informational
article. Explain that the article gives information
about the food people eat in space.
•a past event—information about a historical event
or historical celebration
•cultural topics—information about cultural topics
or comparing cultures
167
Lesson 18
At a Glance
Students will read a passage about the food astronauts
eat in space. Students look at how the paragraphs in
the passage are connected.
Read the first two paragraphs of a passage about the food people eat in space. Then read
and answer the question that follows.
Genre: Article
Space Food
Step By Step
Lesson 18
by Claire Daniels
Astronaut food has changed over the years. In the early days of space exploration,
astronauts traveled in small spacecrafts, where there was little room for food. Fresh foods
•Remind students that they just determined how
sentences can be connected by cause and effect
or sequence.
in early space travel were not practical. They spoiled, took up too much space, and were
•Tell them that in this part of the lesson they will
learn how to determine the relationship between
paragraphs.
ice cream!
•Read aloud the passage “Space Food” and discuss
the information the article gives about what people
eat in space.
•Then, read aloud the question. “How are the two
paragraphs in this passage connected?”
•Now tell students you will perform a Think Aloud to
demonstrate a way of answering the question.
Think Aloud: I will identify the most important ideas
in each paragraph. The most important idea in the first
paragraph is that fresh foods in space travel were not
practical. The most important idea in the second
paragraph is that astronauts ate freeze-dried foods.
•Direct students to circle signal words to determine
how the paragraphs are connected. (“As a result”)
Think Aloud: The signal words “As a result” give me
a clue to how the important ideas in the paragraphs
are connected.
•Direct students’ attention to the chart. Have a
volunteer read the headings and the text from the
passage in each column.
•Discuss how the relationship between the important
ideas in the two paragraphs is cause and effect.
•Finally, have students fill in the blanks to write
about how the two paragraphs are connected.
168
too heavy.
As a result, astronauts in space ate freeze-dried foods. Freeze-dried foods don’t spoil.
They don’t weigh much, and they don’t take up much space. Add water and you have
“fresh” peas, mashed potatoes, steak, or macaroni and cheese. There is even freeze-dried
(continued)
How are the two paragraphs in this passage connected?
What is the most important idea in each paragraph? Think about the main thing you learn
in each paragraph.
Circle signal words to help you see how the paragraphs are connected.
Read the chart below to see the relationship between the most important ideas in the paragraphs.
Why It Happened (Cause)
“Fresh foods in early space travel were
not practical.”
What Happened (Effect)
“As a result, astronauts in space ate
freeze-dried foods.”
Fill in the blanks below to write about how the two paragraphs are connected.
fresh foods
Paragraph 1 tells the cause, or why astronauts didn’t eat
in space. Paragraph 2 tells the effect, or what happened as a result: Astronauts ate
freeze-dried food
. The paragraphs are connected by
cause
and effect.
180
ELL Support:
Hyphenated Compound Verbs
•Explain that a compound verb is made up of two
verbs. Tell students that compound verbs are written
as one word or with a hyphen. Explain that it is
often necessary to check a dictionary to determine
if a compound verb should be hyphenated.
•Write the compound verbs baby-sit and double-click.
Read the words aloud. Guide students to identify
the two smaller words in each compound verb.
•Point out the compound verb freeze-dried in the
passage on page 180. Model looking up the word
in a dictionary to double check that it should be
hyphenated. (L.3.2.f)
Lesson 18
At a Glance
Students continue reading about space food. They
answer a question and analyze the signal words that
helped them choose their answer.
Step By Step
•Tell students they will continue reading about
space food.
•Point out the two features to the left of the passage.
Remind students that good readers pay close
attention to the important points in a text as they
read. The Close Reading will help students
determine how the sentences in the passage are
connected. The Hint will help them identify signal
words to answer the question correctly.
•Have students underline signal words in the passage,
as directed by Close Reading.
•Discuss how signal words give a clue to how the
sentences are connected. If necessary, ask: “What
does the signal word finally tell you about that step?”
•Have students circle the answer to the question,
the prompt in Show Your Thinking. Have students
do the Pair/Share activity in which they are asked to
describe how to do something using signal words
and to explain the details in the order they happen.
Answer Analysis
Choice A is incorrect. This is the first step.
Choice B is incorrect. This is also in the first step.
Choice C is correct. The signal word then signals this
step after step two.
Choice D is incorrect. This is the last, or fourth step.
ERROR ALERT: Students who did not choose C
might have not kept track of the steps as they
occurred. Have them write numbers above the
sentences that show the four steps in making
freeze-dried foods.
Lesson 18
Continue reading about space food. Use the Close Reading
and the Hint to help you answer the question
Close Reading
How are the sentences
in this part of the
passage connected?
Underline signal words
in the passage that
show sequence, or the
order in which things
happen.
Foods are freeze-dried in a food plant. First, vegetables
and fruits are washed and cut up. Foods like meats and
pasta are cooked. Second, the food is frozen to -40 degrees
Fahrenheit. Then, workers grind the food into smaller pieces
or into a powder. Finally, the foods are dried to remove
98 percent of the water.
Today, astronauts travel with freezers and ovens, so they
don’t depend on freeze-dried foods. Still, many people who
go on backpacking and boat trips often use them.
Hint
Which signal word that
you underlined gives
a clue about the third
step in the process?
Which sentence tells the third step in freeze-drying foods?
A “First, vegetables and fruits are washed and cut up.”
B
“Foods like meats and pasta are cooked.”
C
“Then, workers grind the food into smaller pieces or into
a powder.”
D “Finally, the foods are dried to remove 98 percent of the water.”
Show your Thinking
Look at the answer that you chose above. Explain why you chose the answer by listing
the steps that come before and after it.
Responses will vary.
Describe to your partner how you do something (such as how you get ready for school). Use
signal words such as first, next, then, and finally to explain details in the order they happen.
181
Tier 2 Vocabulary: Depend
•Say, “My mom depends on me to take out the
trash.” Ask students to name someone who trusts
them to do something or someone they trust to
do something.
•Direct students to the word depend in the first
sentence of the last paragraph. Ask students
what the astronauts don’t have to depend on
today. (freeze-dried foods)
•Work with students to determine that the word
depend means “to trust or rely on someone or
something.”
• Write the related words depends and depended
on the board. Ask students to use these related
words in a sentence. (RI.3.4; L.3.4.a)
169
Lesson 18
At a Glance
Students read a feature article about unusual foods
people eat around the world. After the first reading, ask
three questions to check your students’ comprehension
of the article.
Lesson 18
Read the passage. Use the Study Buddy and Close Reading to guide your reading.
Genre: Feature Article
from “Freaky Foods”
by Nancy Shepherdson, Boy’s Life
Step By Step
•Have students read the article silently without
referring to the Study Buddy or Close Reading text.
I wonder why people
eat such “weird” foods.
I’ll look for reasons
in the passage and
underline them.
1
Around the world, including America, people enjoy what
others might call “weird” foods. Snakes, bats, bugs, camel’s
hump. Think about that the next time your mom fixes you
spinach or broccoli or liver. Wouldn’t you rather have
roasted termites instead?
Fish for Breakfast
•Ask the following questions to ensure student
comprehension of the text:
2
day, they might have jellyfish. The sting from these jellyfish
can kill, so the poison must be removed first. That takes
What has to happen before kids can eat jellyfish?
(The poison must be removed.)
What fishy treat is eaten in Iceland? (fermented shark
or hakarl)
What continents have insects on their menus?
(Africa, Australia, Europe, Asia, and North America)
• Ask students to review the text and look at the Study
Buddy think aloud. What does the Study Buddy help
them think about?
Tip: The Study Buddy tells students it will look
for reasons in the passage that tell why people eat
“weird” foods. Remind students that the strategy of
asking questions about a text can help them make
connections among its details.
• Have students reread the article. Tell them to follow
the directions in the Close Reading.
Tip: Students should recognize that clues such as
signal words help them determine the relationship
between ideas. Being able to determine if ideas are
related by cause and effect or sequence helps them
more fully understand the text.
Finally, have students answer the questions on page 183.
When students have finished, use the Answer Analysis
to discuss correct and incorrect responses.
170
Makes sense, in a country surrounded by water. Later in the
four to eight days of soaking in cold water. After that, all
that’s left is a crunchy treat, like chicken nuggets, usually
eaten with a dipping sauce.
Close Reading
3
How is hakarl made?
In paragraph 3, circle a
signal word that shows
the order of the steps.
Why did American
pioneers eat crickets
and other bugs?
Underline the words
that tell why.
182
Other fishy meals around the world include fermented
shark, or hakarl, eaten in Iceland. To make hakarl, just bury
a shark in sand for three years, then dig it up and dig in.
You’re Bugging Me!
4
Ounce for ounce, insects are a great source of energy.
crickets and other bugs on the journey West. In more than
half the world today, including Africa, Australia, Europe,
Asia and America, insects are on the menu.
Tier 2 Vocabulary: Poison
•Write the following on the board: “rattle snake,”
“black widow,” and “scorpion.” Ask what each
animal has in common. (They are poisonous.)
•Explain that when an animal is poisonous and it
bites someone, it can make the person very sick.
•Write the word poisonous on the board. Ask
students what the suffix –ous means. (full of)
•Have students find the word poison in the second
paragraph of the passage. Work with them to
determine that it means “a substance that can hurt
living things if swallowed, breathed, or taken in.”
(RI.3.4; L.3.4.a)
Lesson 18
step by step
•Have students read questions 1–3, using the Hints to
help them answer those questions.
Hints
What kind of connection
do the words first and
later show?
Tip: Make sure that students understand how the
word relationship is used in question 1. Tell them it
means the same as connection. In this lesson, both
words are used to ask how two or more things are
related or connected.
A The sentences describe steps in a process.
2 Sample Response: First, you bury a shark in sand.
Next, you leave it there for three years. Then, you
dig it up and eat it.
Food supplies ran low.
American pioneers ate
Morman crickets.
The second sentence gives the cause of the first.
C
The first sentence explains the reason for the second.
Write the steps in the
order they need to
happen using words
like first, next, and then.
2 What are the steps taken to prepare hakarl? Write the steps in order.
Sentences don’t always
use signal words to
make connections. But
you can still find the
connections they make
by looking at each part
of the sentence. For
example, ask yourself:
“Why did American
pioneers eat insects?”
3 Read this sentence from the last paragraph.
See sample answers.
crickets and other bugs on the journey West.
How are the ideas in this sentence connected?
A The sentence shows steps in a process.
B
The sentence compares two events.
C
The first part of the sentence explains the reason
for the second part.
D The second part of the sentence gives the cause
of the first part.
3 Choice C is correct. “When food supplies ran low”
describes the reason that American pioneers ate
insects. The sentence doesn’t show steps (A) or
a comparison (B). The second part of the sentence
is the effect, not the cause (D).
What Happened
(Effect)
B
D The sentences describe the order of two events.
1 Choice D is correct. Choice A is incorrect because
the two sentences are events, not steps. Choices B
and C are incorrect because the sentences do not
show cause and effect relationships.
Why It Happened
(Cause)
In Japan, many kids eat fish first thing in the morning.
Later in the day, they might have jellyfish.
Answer Analysis
Use a graphic organizer to verify the correct answer to
question 3. Draw the graphic organizer below, leaving
the boxes blank. Work with students to fill in the
boxes, using information from the passage. Sample
responses are provided.
Which of the following describes the relationship between
these two sentences?
•Discuss with students the Answer Analysis below.
reteaching
Lesson 18
183
Use these questions to further students’ understanding
of “Freaky Foods.”
1 The author’s point of view is that eating fish for
breakfast is weird. Do you agree or disagree with
her point of view? Use examples to support your
response. (RI.3.6)
The author’s point of view is that eating fish for
breakfast is weird. Students may agree or disagree
depending on their personal experiences. Either
response is acceptable as long as it is supported
with specific examples.
2 What is the meaning of the word pioneers as it
is used in the text? (RI.3.4)
Pioneers are people who were the first in a culture to
explore or live in a place. In the article, pioneers refers
to people who moved West during the expansion of
the United States.
171
Lesson 18
Lesson 18
Lesson 18
Make a mini Margherita pizza!
Read the article. Then answer the questions that follow.
Ask an adult to help you with this recipe.
Patriotic Pizza
You will need:
by Karin Gaspartich, Highlights
1
Two thousand years ago, Greeks baked flat disks of bread and used the bread like a
plate. They would first eat the food on top of the bread. Then they would eat the bread “plate.”
2
People started to put toppings on the flat bread before it went into the oven. This was
an early form of today’s pizza.
3
In Italy, many centuries later, people also ate a form of pizza. It was considered food
for the poor. Most people had flour, water, oil, and spices. They could use these ingredients
to make a simple pizza.
4
Working-class people of Naples had short breaks for meals. They needed cheap food
that could be eaten quickly. Pizza made by local vendors was a perfect solution. It could even
be eaten without plates and forks.
A Queen’s Favorite Pizza
•
•
•
•
•
3 English muffins
1 tomato, sliced
10 fresh basil leaves, cut in half
3/4 cup of shredded mozzarella cheese
toaster oven (or conventional oven)
1. With an adult’s help, preheat the oven
to 350 degrees Fahrenheit.
2. Split the English muffins with a fork.
On each half, put some mozzarella cheese,
a slice of tomato, and a few pieces of basil.
3. Place the mini pizzas on a tray, and ask an adult to put them in the oven.
Cook the pizzas for 10 minutes or until the cheese is melted.
4. Ask an adult to take your mini pizzas out of the oven. Share them.
5
In 1889, Queen Margherita and King Umberto I of Italy took a vacation in the seaside
town of Naples, Italy. The queen saw people strolling outside eating pizza. She wanted to try
some pizza for herself.
6
Raffaele Esposito was a popular pizza maker in town. He was chosen to make a pizza
for the queen. Esposito wanted his pizza to be extra special. So he made a pizza using the
colors of the Italian flag: red, green, and white. Red tomatoes, green basil (an herb), and white
mozzarella cheese went on his patriotic pizza.
Answer Form
1 A B C D
2 A B C D
3 A B C D
1
Number
Correct
3
Read these two sentences from paragraph 6.
7
Esposito baked his creation, and it was delivered to the queen. She loved it. She sent
a note of praise and thanks. Raffaele named it Pizza Margherita in honor of the queen.
Soon everyone wanted to try it.
Esposito wanted his pizza to be extra special.
So he made a pizza using the colors of the Italian flag: red, green, and white.
8
Around that time, workers began leaving Italy to live in America. Pizza bakers brought
their talent and recipes with them. Gennaro Lombardi opened the first pizzeria in New York
City in 1895. Early pizzerias had no chairs. People just went in, ordered their pizza, and left
with it.
Which of the following describes the relationship between these two sentences?
9
Pizza became popular with American workers, too. It was tasty and easy to eat on
the go. Before long, pizza was one of the most popular foods in the United States.
C The second sentence gives the cause of the first.
10
Perhaps you could invent your very own pizza. Have fun . . . And finish your plate!
184
A The first sentence explains the reason for the second.
B
The sentences compare pizza to the Italian flag.
D The sentences describe the steps to make a Margherita pizza.
185
At a Glance
Answer Analysis
Students independently read a feature article and
answer questions in a format that provides test practice.
1 Choice A is correct. Because Esposito wanted to
make a special pizza, he used the colors of the
Italian flag. Choice B is incorrect because the
sentences do not make a comparison. Choice C
is incorrect because the second sentence is an
effect. Choice D is incorrect because the sentences
are not connected by sequence.
Step By Step
•Tell students to use what they have learned about
identifying how sentences and paragraphs are
connected as they read the passage on pages 184
and 185.
•Remind students to underline sentences that show
cause and effect relationships and sequencing.
They can also circle signal words they find.
Theme Connection
•Tell students to answer the questions on pages 185
and 186. For questions 1, 2, and 3, they should fill
in the correct circle on the Answer Form.
•Describe a new food you would like to invent.
•How do all the passages in this lesson relate to
the theme of food inventions?
•When students have finished, use Answer Analysis
to discuss correct responses and the reasons for
them. Have students fill in the Number Correct
on the Answer Form.
172
Lesson 18
Answer Analysis
2 Choice B is correct. Paragraph 6 explains that
Esposito was chosen to make a pizza for the queen
because the queen saw people eating pizza and
wanted to try it. Choice A is incorrect because who
the queen is doesn’t show a cause. Choices C and D
are incorrect because they don’t explain why Esposito
made the pizza.
2
Lesson 18
Reread paragraphs 5 and 6. Which question about the events in paragraph 6
is answered in paragraph 5?
A Who was Queen Margherita?
B
Why did Esposito make a pizza for the queen?
C What are the colors of the Italian flag?
D What did Esposito name his special pizza?
3 Choice A is correct. Paragraph 8 tells that “Pizza
bakers brought their talent and recipes with them”
from Italy. Choices B, C, and D are incorrect
because they tell about pizza but don’t explain why
it became popular.
3
Paragraph 9 tells that pizza become popular in the United States. How does
paragraph 8 explain why this happened?
A It tells that Italian pizza bakers coming to America brought their recipes
for pizza with them.
B
It explains that the first pizza places in the United States did not have
chairs, so people stood while eating.
C It tells that most people could afford flour, oil, and spices to make their
own pizzas.
4 Sample response: First, split an English muffin with
a fork. Next, put some mozzarella cheese on each
half. Then place a slice of tomato and a few pieces
of basil on top of each half.
D It describes how the pizza crust could be used like a plate.
4
What is the order of the directions you need to follow in step 2 of the recipe for
a mini Margherita pizza? Use details from the passage to support your answer.
Self Check Go back and see what you can check off on the Self Check on page 169.
186
ask an adult to put them in the oven. Then cook the
pizzas for 10 minutes or until the cheese is melted. Next,
ask an adult to take your mini pizzas out of the oven.
Finally, share the pizzas with everyone.
Use these questions and tasks as opportunities to
interact with “Patriotic Pizza.”
1 Why was pizza a perfect solution for the workingclass people of Naples? (RI.3.1)
The working-class people of Naples had short breaks
and needed cheap food. Pizza was inexpensive and
could be eaten quickly without plates and forks.
2 Use information from the recipe to write an
explanation of how to make a mini Margherita
pizza. Use signal words and write the steps in
sequence. (W.3.2)
Sample response: Making a mini Margherita pizza is
easy. First, ask an adult to help make the pizza. Next
gather the following ingredients: 3 English muffins,
1 tomato, sliced, 10 fresh basil leaves cut in half, 3/4 cup
of shredded mozzarella cheese, and a toaster oven or
conventional oven. Then, with an adult’s help, preheat
the oven to 350 degrees Fahrenheit. Next, split the
English muffins with a fork. Then, put some mozzarella
cheese on each half with a slice of tomato and a few
pieces of basil. Next put the mini pizzas on a tray and
3 Discuss in small groups: What is the main idea of
“Patriotic Pizza?” Discuss supporting details that
support the main idea. (SL.3.2)
Groups should identify the main idea of the article
as “Now one of the most popular foods in the United
States, pizza has a long history that began in ancient
Greece.” Supporting details will vary, but could include
the working class people of Naples ate pizza, Queen
Margherita of Italy loved pizza, and soon everyone
wanted to try it.
4 What is the meaning of the phrase “on the go”
as it is used in the passage? (L.3.5.a)
The phrase “on the go” as it is used in the article
describes how pizza was a meal that could be eaten
quickly without sitting down at a table with plates
and forks.
173
Lesson 18
Writing Activities
Write Informative Texts/Write a Feature Article (W.3.2)
•Review the definition of feature articles. Ask students to name the feature articles they read in this lesson.
(“Freaky Foods” and “Patriotic Pizza”)
•Direct students to write a feature article of at least three paragraphs on a topic of their choice.
•Provide time for students to share their articles with the class.
Compound Sentences (L.3.1.i)
•Explain that a compound sentence is a sentence that contains two complete thoughts connected by a
conjunction such as and, but, or, or so.
•Point out the compound sentence in paragraph 7 of “Patriotic Pizza”: “Esposito baked his creation, and it
was delivered to the queen.” Ask students to identify the two complete thoughts. (Esposito baked his creation.
It was delivered to the queen.) Point out the conjunction that joins the two ideas. (and) Direct students’ attention
to the comma before and.
•Prompt students to write a paragraph about their favorite food. Direct them to include at least two compound
sentences.
Listening Activity (SL.3.1.c; SL.3.4)
Listen Closely/Recount an Experience
•Have students review the article “Freaky Foods.”
•Arrange students in groups of four. Ask each
student to recount a time when they ate something
they considered “weird.” Tell them to use
“because” sentences to describe why they thought
the food was strange. If they can’t think of a
personal experience, have students imagine what
it would be like to eat a food they consider weird.
•Encourage students to listen carefully and write
down one comment about what each speaker says.
•After each group member shares, other group
members should share their comments.
Media Activity (W.3.7; SL.3.4)
Be Creative/Create a Menu
•Discuss with the class all of the different kinds
of food discussed in the articles in this lesson.
•Download from the Internet or bring in copies
of menus for students to study. Go through the
menus as a class, and point out features such as
the headings for different categories of foods,
descriptions of menu items, photographs,
and prices.
174
•Arrange students into small groups. Ask each
group to create a menu for the foods discussed in
the lesson. Explain that student menus should
have the following categories: Appetizers, Main
Dishes, Side Dishes, and Dessert.
•Each item should include a description and a
price. Each menu should have at least one
illustration of an item.
•Provide time for students to share their menus
with the class.
Research/Present Activity (W.3.7; SL.3.4)
Research and Present/Give a Presentation
•Remind students that the article “Patriotic Pizza”
is about the history of pizza.
•Ask students to choose one food they would like
to find out more about.
•Direct students to use different resources to
research the history of the food they chose.
•Instruct students to take notes as they read
information about their topic.
•Tell students to write a short report that includes a
map that shows the origin of the food they chose.
•Provide time in class for students to share their
reports.

Ready Common Core

Transcription

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