grade 3 module 1 units 1, 2, 3 student workbook

Transcription

NYS COMMON CORE ELA CURRICULUM
GRADE 3
MODULE 1 UNITS 1, 2, 3
STUDENT WORKBOOK
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ELA Workbook
Grade 3
Module # 1
Units 1, 2, 3
Name___________________
2
Page Intentionally Left Blank
3
GRADE 3, MODULE 1: UNIT 1, LESSON 1
Quotes from My Librarian Is a Camel1
by Margriet Ruurs
Name:
Date:
Directions
1. Read the quote. It is okay if you don’t understand it yet.
2. Think of a question you have based on what you read. It might be a question you are curious
about, or a question about a word or phrase that you do not understand.
3. 8QGHUOLQHZRUGV\RXGRQ·WNQRZRUFDQ·WÀJXUHRXW,WLVRND\LI \RXXQGHUOLQHGDORWRI words. It is good just to start noticing hard words!
4. &LUFOHZRUGVWKDWKHOS\RXÀJXUHRXWSRVVLEOHDQVZHUVWRWKRVHTXHVWLRQV
5. Write possible answers to your questions using complete sentences.
Quote: “A driver and a librarian divide the books into two boxes. They saddle them on the camel’s back,
which is covered with a grass mat for protection. A second camel carries a tent that serves as the library roof.”
Questions I have:
1
© Boyds Mills Press (2005).
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by Margriet Ruurs
Quote: “But the volunteers aren’t done yet.… They cross a river in their truck and drive until they can go farther.
Then they unload the boxes of books to take them to the small villages. From here they must walk four hours …
crossing log bridges while carrying the boxes of books on their shoulders.”
Questions I have:
Quote: “The Books-by-Elephant delivery program serves thirty-seven villages, …They have even designed special
metal slates that won’t break when carried on the elephant’s back across the rough land.”
Questions I have:
1
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by Margriet Ruurs
Quote:´7KHER\VWDNHWKHLU\RXQJIULHQGIRUDULGHRQWKHLUVOHGDVWKH\ZDONWRWKHSRVWRIÀFHWRSLFNXSWKHLU
books.…While the northern wind howls across the tundra, they read fantasy and action novels. ”
Questions I have:
Quote: ´7KHFRXQWU\KDVVHYHQÁRDWLQJOLEUDULHV7KH.DOLPDQWDQ)ORDWLQJ/LEUDU\consists of a wood boat, 8
PHWHUVORQJDQGPHWHUVZLGH7KHERDWZKLFKLVSRZHUHGE\DGLHVHOHQJLQHFDQFDUU\XSWRÀYHKXQGUHGERRNVµ
Questions I have:
1
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Supporting Materials
Close Read Recording Form for the book:
Name:
Date:
Capturing the Gist in a Story
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Gathering Important Details in a Story
Somebody …
(character)
in …
(setting)
wanted …
(motivation)
but …
(problem)
so …
(resolution)
After thinking more closely about the characters and their motivations, now what do you think the lesson of this
story is? Why do you think this?
1
Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), 144–49.
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Example of a Partially-Completed Close Read Recording for reading of Rain School
Close Read Recording Form for the book: Rain School
Name:
Date:
I think the lesson of the story is
Somebody …
(character)
in …
(setting)
Chad
wanted …
(motivation)
to go…
but …
(problem)
there was no …
so …
(resolution)
the students…
I think the lesson of the story is
because the kids …
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Example of Close Reading Routine Chart with Non-Linguistic Representations
Read and think on your own.
Talk with your group about the text.
Write notes or answer questions about the text.
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Examples of Non-Linguistic Representations of Learning Target Vocabulary in this Lesson
details
discuss
main message
sort
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Examples of Sentence Starters for Think-Pair-Share
The character(s) in this section are
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Rain School: Questions from the Text
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Rain School: Questions from the Text
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Selecting a “Power Book” That I Want to Read
(Homework)
Name:
Date:
Learning Target:
I can select a “power book” that I want to read.
1. A “power book” is
2. The title of my “power book” is
3. I picked this book because
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Paragraph Pre-assessment: What Is One Reason You Want the Power of Reading?
Name:
Date:
Learning Target:
I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
Write a paragraph to answer the question: What is one reason you want the power of reading?
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Close Read Recording Form for
Name:
Date:
Somebody …
(character)
in …
(setting)
wanted …
(motivation)
but …
(problem)
so …
(resolution)
After thinking more closely about the characters and their motivations, now what do you think the lesson of
this story is? Why do you think this?
1
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Nasreen’s Secret School: Questions from the Text
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Nasreen’s Secret School: Questions from the Text
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Paragraph Writing Graphic Organizer
Name:
Date:
Topic:
Detail:
Explain:
Detail:
Explain:
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Close Read Recording Form for _______________
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Date:
Gathering Important Details in a Story2
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(setting)
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(motivation)
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(problem)
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(resolution)
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That Book Woman: Questions from the Text
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Unit 1
Assessment
28
End of Unit 1 Assessment: Reading Closely
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Reread: Getting the Gist and Finding Unfamiliar Vocabulary
Section Endings
What is the gist of this section?
What are some unfamiliar words,
or words others may not know?
Stop at:
He refuses.
They do not know that the whole
of the library is in my restaurant,
thinks Anis.
[the last words of the story]
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Reread: Gathering Important Details in a Story1
Somebody …
(character)
in …
(setting)
wanted …
(motivation)
but …
(problem)
so …
(resolution)
After thinking about the characters and their motivations, what do you think the lesson of this story is? Why
do you think this?
1
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Reread: The Librarian of Basra: Questions from the Text
1. According to the text, what kinds of books are in the Library of Basra?
2. How does Alia feel about the books? Use details from the text to support your answer.
3. How do people help Alia to save the books? Use details from the text to support your answer.
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Reread: The Librarian of Basra: Questions from the Text
4. How does Anis avoid getting into trouble with the soldier? Use details from the text to support your answer.
7KHWH[WVWDWHV´$OLDZRUULHVWKDWWKHÀUHVRI ZDUZLOOGHVWUR\WKHERRNVZKLFKDUHPRUHSUHFLRXVWRKHUWKDQ
mountains of gold.” What does the word precious in this sentence mean?
a.
b.
c.
cute
valuable
delicate
Why did you choose this? Use details or clues from the text to support your answer choice:
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Name:
Date:
Somebody …
(character)
In …
(setting)
Wanted …
(motivation)
But …
(problem)
So …
(resolution)
1
Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), ??–??.
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After thinking more closely about the characters and their motivations, now what do you think
the lesson of this story is? Why do you think this?
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Thank you, Mr. Falker: Questions from the Text
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The Boy Who Loved Words: Questions from the Text
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Using Context Clues: The Boy Who Loved Words
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Using Context Clues: The Boy Who Loved Words
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39
Reading Stamina Tracker
Name:
Date:
Book Title:
This means I:
Not there Yet.
Still Working on It!
I did it!
Stay in my reading spot
Read silently or in a whisper voice
Read the whole time
6WLFNZLWKP\ERRNXQWLO,ÀQLVKLW
Use reading strategies to understand what I
read
Read carefully, and don’t just eat books like
Henry did
One thing I did to build my stamina was:
Next time, I will work hard to:
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Supporting Material Title*
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Date:
Learning Targets
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I can sort information about my strengths and challenges as a reader into categories.
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Evidence
How are my strengths connected to the characters in 7KH%R\:KR/RYHG:RUGV7KH,QFUHGLEOH%RRN(DWLQJ%R\ and
7KDQN<RX0U)DONHU"
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Information/Evidence Recording Form
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Evidence
How are my challenges connected to the characters in 7KH%R\:KR/RYHG:RUGV7KH,QFUHGLEOH%RRN(DWLQJ%R\ and
7KDQN<RX0U)DONHU"
One thing I did to build my stamina was:
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Information/Evidence Recording Form
Good Ideas from Reading Superpowers Anchor Charts
How are these reading superpowers connected to the characters in 7KH%R\:KR/RYHG:RUGV7KH,QFUHGLEOH%RRN
(DWLQJ%R\DQG7KDQN<RX0U)DONHU"
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Accordion Graphic Organizer on My Reading Goals
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Date:
Topic: The reason for this letter…
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Explain: Evidence- How I know I am doing this well…
Detail: Something I need to work on…
Explain: Evidence: How I know I need to work on this…
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Accordion Graphic Organizer on My Reading Goals
Detail: Something else I need to work on…
Explain: Evidence: How I know I need to work on this…
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Mid-Unit 2
Assessment
48
Mid-Unit 2 Assessment
Name:
Date:
How can you become a powerful reader?
You have read 7KDQN<RX0U)DONHU and 7KH%R\:KR/RYHG:RUGV and have listened to a read-aloud of 7KH,QFUHGLEOH
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which you describe your strengths and challenges as a reader and ways in which you will become a powerful reader.
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Mid-Unit 2 Assessment
Name:
Date:
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
XYZ
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Identifying Criteria for a Fluent Reader
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Fluent Reading Criteria Checklist
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Fluent Reading Criteria Checklist
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words together as I
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how to read the text.)
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Unit 2
Assessment
56
End of Unit 2 Assessment Text
Helen Keller
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Unit 3
58
Physical Environments around the World1
Written by Expeditionary Learning for Instructional Purposes (680 Lexile level)
Introduction
All around the world, the way that people live is closely connected to their physical environment. The landforms,
and the temperature, the seasons, and the amount of rainfall in a place are all important parts of its physical environment. Some places around the world, such as the Arctic, are very cold all year round. What do you think people
who live there wear? Probably not T-shirts and shorts! If you’re thinking warm clothing, you’re right!
Climate
Climate is how hot or cold, wet or dry a place is. Some places have climate that changes with the season. For example, here in New York State, our summers are usually hot. We do get some rain, but it doesn’t happen every day.
Our winters are cold. In some parts of New York State we get lots of snow in winter. Spring and fall are not too
hot or too cold. We usually get some rain during those seasons.
There are some places in the world where it is always hot. Most of those places are near the equator. Some of
those hot places are also very dry. These hot, dry, places are called deserts. The Sahara desert in Africa is a great
example of a place like this. Other hot places can be very rainy. Indonesia is a great example of a place like this.
Remember those people who live in the Arctic? They live in cold climates. Even though it is cold, it is very dry,
and if the air is dry, there will be no moisture in the air to make snow. In fact, it gets so cold (below 14° F (–10° C))
that it hardly ever snows! It is a cold desert. The reason why you see snow in pictures of these places is that when it
does sometimes get warm enough to snow, the temperature never gets high enough to melt the snow, so the snow
stays there year after year.
Landforms and Water Features
Mountains, valleys, hills, forests, cliffs, and plains are all examples of landforms. In some parts of New York State,
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features in New York State! Some places around the world, like Finland, are right on the ocean. It has a long coast,
where the water meets the land.
Summary
The climate, landforms, and water features of a place are important parts of their physical environment. All
around the world, there are lots of different kinds of physical environments. Think about this: What would living
near an ocean be like? How about living in a desert? What about living high up in the mountains? Would life be
exactly the same in all these places?
1
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Physical Environments Around the World2
Written by Expeditionary Learning for Instructional Purposes (530 Lexile level)
Introduction
There are many different physical environments all around the world. Physical environment means things
like the land, temperature, seasons, and rainfall in a place. Some places around the world are very cold all year.
The Arctic is like this. What do you think people in the Arctic wear? Not T-shirts and shorts!
Climate
Climate is how hot or cold, wet or dry a place is. In some places the climate changes in each season. Think
about New York State. Our summers are often hot. We get some rain, but it doesn’t rain every day. Our winters
are cold. In some parts of New York State we get a lot of snow. Spring and fall are not too hot or too cold. We
often get rain in the spring and fall.
Some places in the world are very hot all year. Most of those places are near the equator. Some of those
places are also very dry. The hot and dry places are called deserts. The Sahara Desert in Africa is a good
example. Some hot places can be rainy. Indonesia is a good example.
Remember those people who live in the Arctic? It is a cold climate. It is so cold that it doesn’t snow much!
But when it does snow, the snow never melts, so snow is always on the ground. It is also very dry. It is a cold
desert.
Landforms and Water Features
Some examples of landforms are mountains, valleys, hills, forest, cliffs, and plains. There are many mountains,
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New York State! Some places around the world are right on the ocean. Finland is on the ocean. It has a long
coast, where the water meets the land.
Summary
The climate, landforms, and water features of a place are important parts of the physical environment.
There are lots of different physical environments around the world. What would living near an ocean be like?
What would living in the mountains be like? What would living in a desert be like? Would life be the same in all
those places?
2
Adapted from Junior Classroom Atlas5DQG0F1DOO\&RPSDQ\,6%1/H[LOH
*UDGH0RGXOH
8
60
Physical Environments around the World
(Directions and Discussion Questions)
Name:
Date:
Target
I can retell key details from an informational text.
Directions
* Read the informational text Physical Environments around the World aloud with your
partner.
* Then reread on your own, silently.
* Identify key vocabylary.
$IWHU\RXKDYHÀQLVKHGUHDGLQJWKHWH[WWZLFHZRUNWRJHWKHUWRFRPSOHWHWKH
following steps
1. Tell your partner three important details from the text. Explain why you think they
are important.
2. Discuss the four questions mentioned in the last paragraph.
3. Look at the picture you have been given and discuss:
a. The landforms and water features in the picture.
b. What you think the climate must be like.
c. What obstacles to getting books someone living in this environment might have.
d. How those obstacles might be overcome.
*UDGH0RGXOH
9
61
Map Scavenger Hunt
Name:
Date:
Learning Targets
,FDQXVHDSK\VLFDOPDSWRÀQGDYDULHW\RI ODQGIRUPVDQGZDWHUIHDWXUHV
,FDQXVHDZRUOGPDSWRÀQGWKHFRXQWULHVZHKDYHEHHQUHDGLQJDERXW
,FDQH[SODLQWRDFODVVPDWHRUWHDFKHUZKDW,XQGHUVWDQGDERXWWKHPDSV,DPXVLQJ
Directions
$V\RXFRPSOHWHHDFKLWHPEHVXUHWRFKHFNLWRII
1. Find a compass rose on one of the maps.
)LQGWKH(TXDWRURQDZRUOGPDS
3. Find a map key.
4. The world is made up of land and water. ContinentsDUHWKHODUJHVWERGLHVRI ODQGOceans are the largest
ERGLHVRI ZDWHU
D8VHDZRUOGPDSWRÀQGWKHFRQWLQHQWV
North America
South America
Africa
Europe
Asia
Australia
Antarctica
E8VHDZRUOGPDSWRÀQGWKHIROORZLQJRFHDQV
3DFLÀF
Atlantic
Indian
Arctic
*UDGH0RGXOH
5
62
Map Scavenger Hunt
5. Find the following somewhere on a map:
a. Desert areas
E0RXQWDLQV
c. Rivers
d. Islands
6. Look at the informational text “Physical Environments around the World.” Find the landforms and countries
\RXUHDGDERXW/LVWWKHPKHUH
8VHDPDSRI 1HZ<RUN6WDWHWRÀQG
a. New York City
E $OEDQ\WKHFDSLWDORI 1HZ<RUN6WDWH
c. Niagara Falls
d. Mountains
e. Lakes
f. Rivers
)LQGWKHFRXQWULHVZHKDYHUHDGDERXW
a. Afghanistan
E ,UDT
c. Chad
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6
63
Map Scavenger Hunt
9. Look carefully at the landforms and water in one of those countries. What is the physical environment like
there?
([SORUHWKHPDSV
*UDGH0RGXOH
7
64
Exit Ticket: Three Things I Learned About Reading Maps
Name:
Date:
7RGD\,H[SORUHGPDSV+HUHDUHWKUHHWKLQJV,OHDUQHGDERXWUHDGLQJDPDS
1.
2.
3.
*UDGH0RGXOH
8
65
Name:
Date:
First Read: Capturing the Gist in a Story
Second Read: Gathering Important Details in a Story*
Somebody …
(character)
In …
(setting)
Wanted …
(motivation)
But …
(problem)
So …
(resolution)
*
Based on Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), 144–49.
*UDGH0RGXOH
6
66
After thinking more closely about the characters and their motivations, NOW what do you think
the lesson of this story is? Why do you think this?
*UDGH0RGXOH
7
67
Waiting for the Biblioburro: Questions from the Text
1DPH
'DWH
:KRLVWKLVSDVVDJHDERXW"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
:KDWSK\VLFDOIHDWXUHVLQWKLVFRXQWU\PDNHLWGLIÀFXOWWRDFFHVVERRNV"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXU
DQVZHU
+RZGRSHRSOHRYHUFRPHWKHVHGLIÀFXOWLHVWRDFFHVVERRNV"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
*UDGH0RGXOH
5
68
Waiting for the Biblioburro: Finding Similarities and Differences Recording Form
1DPH
'DWH
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7KLVFRXOGEHFKDUDFWHUPRWLYD
WLRQSK\VLFDOHQYLURQPHQWSURE
OHPRUVROXWLRQ
In Waiting for the Biblioburro…
GHWDLOVIURPWKHWH[W
,QWKHERRNP\H[SHUWJURXSUH
UHDGBBBBBBBBBBBBB
GHWDLOVIURPWKHWH[W
:KDWLVGLIIHUHQW"
7KLVFRXOGEHFKDUDFWHUPRWLYD
WLRQSK\VLFDOHQYLURQPHQWSURE
OHPRUVROXWLRQ
In Waiting for the Biblioburro…
GHWDLOVIURPWKHWH[W
,QWKHERRNP\H[SHUWJURXSUH
UHDGBBBBBBBBBBBBB
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6
69
Model Paragraph
That Book Woman
In the story That Book Woman, the Book Woman overcomes many obstacles to bring books to chilGUHQ)RUH[DPSOHVKHKDVWRJHWSDVWGLIÀFXOWSK\VLFDOREVWDFOHV,QWKHVWRU\LWVD\VWKHIDPLO\OLYHV
way up in the mountains. This would make it hard to reach them, so the Book Woman uses a horse.
Also, she has to go through very bad weather. The story shows her coming to their house in rain,
fog, snow, and cold. The bad weather would make it hard to reach the family. In That Book Woman,
the Book Woman has to get past many obstacles to bring books to children.
*UDGH0RGXOH
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70
Name:
Date:
Topic:
Detail:
Explain:
Detail:
Explain:
*UDGH0RGXOH
6
71
Using Text Evidence to Determine the Main Idea: Accessing Books Around the World
Text title:
What do you know
about the main idea
right now?
Who is this passage
about?
(Details from the
text)
What physical
features in this
country make it
GLIÀFXOWIRUSHRSOH
to access books?
(Details from the
text)
How do people
overcome these
GLIÀFXOWLHVWRDFFHVV
books?
(Details from the
text)
What else do you
notice?
(Details from
illustrations,
photographs, and
maps)
After looking closely
at details, now what
do you think the
main idea of this
text is?
*UDGH0RGXOH
6
72
73
Using Text Evidence to Determine the Main Idea: Accessing Books Around the World
Text title:
What do you know
about the main idea
right now?
Who is this passage
about?
(Use details from
the text)
What physical features in this country
PDNHLWGLIÀFXOWIRU
people to access
books?
(Use details from
the text)
How do people
overcome these
GLIÀFXOWLHVWRDFFHVV
books?
(Use details from
the text)
What else do you
notice? (Details
from illustrations,
photographs, and
maps)
After looking closely
at details, now what
do you think the
main idea of this
text is?
*UDGH0RGXOH
6
74
75
My Librarian is a Camel: Questions from the Text
Finland
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VNLUWV
VFUDPEOLQJ
DUFKLSHODJR
VHYHUH
SRSXODWHG
RYHUVHHV
:KDWODQJXDJHVWRWKHSHRSOHRI WKHVHLVODQGVVSHDN"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
:K\GRWKHOLEUDULDQVXVHERDWVWREULQJERRNVWRSHRSOH"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
,QWKHODVWSDUDJUDSKZKDWNLQGRI SHRSOHGRHVWKHDXWKRUGHVFULEHWKHPRVW"8VHGHWDLOVIURPWKHWH[WWR
VXSSRUW\RXUDQVZHU
,QWKHÀUVWSDUDJUDSKWKHDXWKRUZULWHV´7KHDUFKLSHODJRLQWKHVRXWKZHVWFRQVLVWVRI WKRXVDQGVRI URFN\
LVODQGVµ:KDWGRHVWKHZRUGarchipelagoPHDQ"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
*UDGH0RGXOH
5
76
Papua New Guinea
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steep
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,QWKHVHFRQGSDUDJUDSKLVVD\V´%XWWKHYROXQWHHUVDUHQ·WGRQH\HWµ:KDWGRHVWKHDXWKRUPHDQE\WKLVSKUDVH"
8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
,QWKLVDUWLFOHZKLFKSHRSOHVHHPPRVWH[FLWHGZKHQWKHYROXQWHHUVFRPH"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW
\RXUDQVZHU
,QWKHÀUVWSDUDJUDSKLWVD\V´9ROXQWHHUVIURP+RSH:RUOGZLVHDQRQSURÀWFKDULWDEOHRUJDQL]DWLRQµ
:KDWGRHVWKHZRUGcharitablePHDQ"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
*UDGH0RGXOH
6
77
Indonesia
PHDQV
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tugs
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DQVZHU
:K\GLGWKHOLEUDULDQVVWDUWXVLQJFRQWDLQHUVÀOOHGZLWKERRNV"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
$FFRUGLQJWRWKHWH[WZKDWDUHWZRUHDVRQVWKDWELF\FOHVDUHDJRRGZD\WRWUDQVSRUWERRNV"8VHGHWDLOVIURPWKH
WH[WWRVXSSRUW\RXUDQVZHU
,QWKHWKLUGSDUDJUDSKLWVD\V´7KH\DUHDOOH[FLWHGDERXWUXPPDJLQJWKURXJKDQHZER[RI ERRNVWRUHDGµ
:KDWGRHVWKHZRUGrummagingPHDQ"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
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7
78
Thailand
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+RZPDQ\SHRSOHGRHVWKH%RRNVE\(OHSKDQWSURJUDPKHOSWRHGXFDWH"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW
\RXUDQVZHU
:K\GLGSROLFHLQ%DQJNRNFUHDWHWKH´/LEUDU\7UDLQIRU<RXQJ3HRSOHµ"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW
\RXUDQVZHU
5HUHDGSKUDVHVIURPWZRVHQWHQFHVLQWKLVH[FHUSWDERXW7KDLODQG´ROGWUDLQFDUULDJHVKDYHEHHQtransformed
LQWRDOLEUDU\µDQG´7KHSROLFHKDYHHYHQtransformedWKHDUHDDURXQGWKHWUDLQLQWRDJDUGHQZKHUHWKH\JURZKHUEV
DQGYHJHWDEOHVµZKDWGRHVWKHZRUGtransformedPHDQ"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
*UDGH0RGXOH
8
79
Zimbabwe
UXUDO
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SDYHG
DJULFXOWXUDO
LQDFFHVVLEOH
,QWKHDUHDRXWVLGHRI %XODZD\RKRZGRSHRSOHJHWDURXQG"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
+RZLVXVLQJDGRQNH\FDUWEHWWHUWKDQXVLQJDFDURUWUXFN"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
:KDWGRWKH\SODQWREULQJWRSHRSOHLQWKLVUHJLRQVRRQ"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
,QWKHÀIWKSDUDJUDSK´6LQFHWKLVLVDQDJULFXOWXUDOVRFLHW\ROGHUUHDGHUVZDQWERRNVRQIDUPLQJµ:KDWGRHVWKH
ZRUGagriculturalPHDQ"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
*UDGH0RGXOH
9
80
81
Mid-Unit Assessment: Using Text Evidence to Determine the Main Idea: Accessing Books Around the World
Text title: “Kenya”
What do you know about
the main idea right now?
Who is this passage about?
(Use details from the text)
What physical features in
WKLVFRXQWU\PDNHLWGLIÀFXOW
for people to access books?
How do people overcome
WKHVHGLIÀFXOWLHVWRDFFHVV
books?
What else do you notice?
(Details from illustrations,
photographs, and maps )
After looking closely at
details, now what do you
think the main idea of this
text is?
*UDGH0RGXOH
5
82
Mid-Unit Assessment: My Librarian is a Camel: Questions from the Text for “Kenya”
:K\FDQ·WFDUVWUDYHORQWKHURDGVLQ.HQ\D"8VHGHWDLOVIURPWKHWH[WWRVXSSRUW\RXUDQVZHU
2. Why are camels chosen over other animals to act as librarians? Use details from the text to support your answer.
,QWKHÀUVWSDUDJUDSKWKHWH[WVD\V´%XW\RXQJSHRSOHLQZKROLYHLQQRPDGLFYLOODJHVLQWKHDUHDDUHKXQJU\IRU
books.” What do you think the word “hungry” means here? Use details from the text to support your answer.
*UDGH0RGXOH
6
83
Paragraph Writing Accordion Graphic Organizer
Name:
Date:
Topic:
Detail:
Explain:
Detail:
Explain:
*UDGH0RGXOH
5
84
85
Model Paragraph
That Book Woman
In the Appalachian Mountains of Kentucky, people go to extraordinary lengths to get books. One
example of this is the “Book Woman.” She carries books on her horse to people’s houses deep in
the mountains. Then she comes back two weeks later to switch those books for new ones. She does
this for free! The lady librarian in the book is necessary because of the physical environment. For
example, people live very far from schools and libraries so they can’t get to books. Also, they are
LQWKHPRXQWDLQVVRWKHSDWKVDUHGLIÀFXOWWRWUDYHO)LQDOO\WKHZHDWKHUFDQEHWHUULEOHNHHSLQJ
people trapped in their houses. The “Book Woman” is a very special librarian because she is brave
enough to ride through rough land and weather to help kids learn to read.
*UDGH0RGXOH
5
86
87
Accessing Books Around the World Paragraph Content Checklist
Learning Target
Not Yet
Almost There
Excellent!
Teacher Comments
I can write a clear
topic sentence
that introduces
my reader to my
special librarian or
organization.
I can include
important details
about my special
librarian or
organization:
1. where the
librarian/
organization is
located
2. how the person/
organization acted
in a special way in
order to deliver
books.
I can write a
conclusion that
wraps up the
paragraph for my
reader.
*UDGH0RGXOH
6
88
89
Accessing Books around the World Paragraph Conventions Checklist
Target
Not Yet
Almost There
Excellent!
Teacher Comments
I can use correct
capitalization in my
writing.
I can use end punctuation correctly.
I can spell grade
appropriate words
correctly.
*UDGH0RGXOH
4
90
Accessing Books around the World Paragraph Content Checklist
Learning Target
Not Yet
Almost There
Excellent!
Teacher Comments
I can write a clear
topic sentence
that introduces my
reader to my hero.
I can include
important details
about my librarian/
organization:
1. where the
librarian/
organization is
located
2. how the person/
organization acted
in a special way in
order to deliver
books.
I can write a
conclusion that
wraps up the
paragraph for my
reader.
*UDGH0RGXOH
5
91
Hooking Our Readers!
Directions: Read the hooks below with your group and answer the question below each one:
1. “Have you ever met someone who changed your life forever?”
What did the writer do to make this hook captivating?
2. “In the 1930s, President Roosevelt created a program to bring books to areas of Kentucky where there
weren’t many schools or libraries.”
3. “It’s not the horse alone, that’s brave, I reckon, but the rider, too.”
4. “Falling in love with reading is like magic!”
*UDGH0RGXOH
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92
Accessing Books Around the World Paragraph Conventions Checklist
Target
Not Yet
Almost There
Excellent!
Teacher Comments
I can use correct
writing.
I can use end punctuation correctly.
I can spell grade
appropriate words
correctly.
*UDGH0RGXOH
6
93
Accessing Books around the World Paragraph Conventions Checklist
Target
1RW<HW
Almost There
Excellent!
Teacher Comments
I can use correct
writing.
I can spell gradeappropriate words
correctly.
I can use correct
end punctuation in
my writing.
*UDGH0RGXOH
5
94
95
Unit 3
Assessment
96
End of Unit On-Demand Assessment:
Accessing Books around the World: An Informative Paragraph
Read a new short excerpt from My Librarian is a Camel, about a new country. Write an informative
paragraph describing whom the librarian or organization is and why the person or organization is
special.
You may use your “Accessing Books Around the World” recording forms or your background
NQRZOHGJHWRZULWH\RXUSDUDJUDSK<RXPD\DOVRXVHWKHDFFRUGLRQJUDSKLFRUJDQL]HULI LW·VKHOSful.
You will write all by yourself today. Remember to try to meet all of the criteria for a quality informative paragraph.
*UDGH0RGXOH
4
97
Paragraph Writing Graphic Organizer (optional)
Name:
Date:
Topic:
Detail:
Explain:
Detail:
Explain:
*UDGH0RGXOH
5
98
Accessing Books around the World Paragraph Content Checklist
/HDUQLQJ7DUJHW
Not Yet
Almost There
Excellent!
Teacher Comments
I can write a clear
topic sentence
that introduces my
reader to my hero.
I can include
important details
about my librarian:
1. Where the
librarian is located;
2. How the person
or organization
acted in a special
way to deliver
books.
I can write a
conclusion that
wraps up the
paragraph for my
reader.
*UDGH0RGXOH
6

grade 3 module 1 units 1, 2, 3 student workbook

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