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: brad.billings@alaska.gov For more information about this proposal, please contact: Kellie Steiner, Educational Sales Consultant ksteiner@cainc.com | 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: kstteiner@cainc.ccom | 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, patricia.newman@juneauschools.org o Products: BRIGANCE®, QUICK Word, Phonics for Reading Kenai School District o Contact: Doris Cannon, Curriculum Director, 907‐714‐ 8885, dcannon@kpbsd.k12.ak.us o Products: BRIGANCE®, QUICK Word Kodiak Island School District o Contact: Christy Lyle, Math Coordinator, 907‐481‐6256, clyle01@kodiakschools.org 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 U TI O N 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 TR IB Correlation Charts A31 A35 D IS Common Core State Standards’ Coverage by Ready Instruction Interim Assessment Answer Keys and Correlations FO R Lesson Plans (with Answers) T Unit 1: Key Ideas and Details in Informational Text O 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 TI 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 FI D 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 O N Lesson 4: Describing Cause and Effect 28 C 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 Unit 2 Interim Assessment 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 Unit 3 Interim Assessment 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 TI O N 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 IB U 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 R D 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 T 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 -N O Unit 4 Interim Assessment AL Unit 5: Integration of Knowledge and Ideas in Informational Text EN TI 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 FI D Lesson 18: Making Connections Between Sentences and Paragraphs 166 O N 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 Unit 5 Interim Assessment 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 Unit 6 Interim Assessment C O N FI D EN TI AL -N O T FO R D IS TR IB U TI O N 218 Ready™ Common Core Program Overview Built fo Commo r the n Co Not jus re. t aligned . 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 TR IB O T FO R D IS 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. U TI O N 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. -N AL Ready Common Core Teacher Resource Books support teachers with strong professional development, step-by-step lesson plans, and best practices for implementing the CCSS. FI D EN TI Embeds thoughtful professional development, making it easy for teachers to implement the Common Core O N C 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. Supporting the Implementation of the Common Core 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 TR IB Helpful Resources for Implementation of the Common Core TI O N 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. D IS 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. FO R http://www.smarterbalanced.org/ and http://www.parcconline.org/ The testing consortia creating Common Core assessments for future implementation. AL -N O T 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. C O N FI D EN TI http://www.reading.org/resources/ResourcesByTopic/CommonCore-resourcetype/CommonCore-rtresources.aspx Links to helpful articles about the Common Core from Reading Today Online. ©Curriculum Associates, LLC Copying is not permitted. 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. O N FI D EN TI AL -N 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. O T FO R D IS TR IB U TI O N 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. C 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 ©Curriculum Associates, LLC Copying is not permitted. The Common Core State Standards’ Approach to Text Complexity 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 R D IS TR IB U TI O N Qualitative Measures: The purpose of the text, the structure and clarity of the language, and background knowledge demands EN TI Text Complexity in Ready™ AL -N O T FO Reader–Task Consideration: Including the reader’s motivation and experience, as well as the complexity of the task assigned and questions posed C O N FI D 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. ©Curriculum Associates, LLC Copying is not permitted. 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. O N D 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. R FO T O -N AL EN TI FI D 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 TR IB U TI O N 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. ©Curriculum Associates, LLC Copying is not permitted. 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 Unit 1 Interim Assessment 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 Unit 2 Interim Assessment L9: Unfamiliar Words L10: Text Features L11: Author’s Point of View Unit 3 Interim Assessment 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 Unit 4 Interim Assessment 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 Unit 5 Interim Assessment L21: Connecting Words and Pictures L22: Comparing and Contrasting Stories 30–45 (1 day) 30–45 30–45 Unit 6 Interim Assessment 30–45 (1 day) 25 Practice Test 3 60 (3 days) C O N FI D EN TI AL -N O T FO R D IS TR IB U TI O N Week ©Curriculum Associates, LLC Copying is not permitted. 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 D IS TR IB U TI O N 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. FO R 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) EN TI AL -N O T 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) O N FI D Core Day 3 Additional Activities (TRB) Key: Whole Class/Small Group A12 Individual ©Curriculum Associates, LLC Copying is not permitted. • 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 TR IB U 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: TI O Lessons Built for the Common Core FO R D 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) FI D EN TI AL •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. Part 3: Guided Instruction 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 N •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 ©Curriculum Associates, LLC Copying is not permitted. 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 ©Curriculum Associates, LLC Copying is not permitted. sitting-room. ©Curriculum Associates, LLC Copying is not permitted. 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? C O N FI D EN TI AL -N O T FO R D IS TR IB U TI O N 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 ©Curriculum Associates, LLC Copying is not permitted. 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 Tools for Instruction 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. ©Curriculum Associates, LLC Copying is not permitted. 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. Tools for Instruction 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 1: Asking Questions About Key Ideas Lesson 9: Unfamiliar Words Lesson 10: Text Features Lesson 12: Words in Context Lesson 11: Author's Point of View Lesson 17: Connecting Words and Pictures in Informational Text Learn More A16 ©Curriculum Associates, LLC Copying is not permitted. 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 Limited vocabulary and low 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 Limited vocabulary and low 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. ©Curriculum Associates, LLC Copying is not permitted. 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. Teacher Resource Book 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 Tools for Instruction 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). ©Curriculum Associates, LLC 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. Copying is not permitted. 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 ©Curriculum Associates, LLC Copying is not permitted. 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 + Details from the Cartoon • 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 L12: Supporting Inferences About Literary Texts -N O Copying is not permitted. Part 1: Introduction 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 Part 1: Introduction Supporting Inferences About 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. Teacher Resource Book 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. ©Curriculum Associates, LLC 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 Supporting Inferences About 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 Part 1: Introduction 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. Details from the Cartoon • • • 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. L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. 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. L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted. 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. . L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. -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 L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. 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.) L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC 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. Part 2: Modeled Instruction 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 Part 2: Modeled Instruction AL Teacher Resource Book Copying is not permitted. 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 ©Curriculum Associates, LLC Copying is not permitted. Guided Instruction Part 3: 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 Continue reading about the family, parakeet, and missing pennies. Use the Close Reading and the Hint to help you answer the question. 1 Close Reading (continued from page 102) How could the bird have stolen the pennies? Find and underline the sentence that tells how it could have stolen them. Every day that week, my father complained that someone was taking pennies from his jug. We all pleaded ignorance. And every day that week, we discussed a new name for our pet. At the end of the week, we took everything out of the 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 bird out to fly around every morning. “Penny thief!” my father Student Book Circle the correct answer. Which sentence from the story explains how it could be the parakeet who put the pennies in the birdcage? 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!” D “That’s when we learned that my mother had let the bird out to fly around every morning.” 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 Look at the answer that you chose above. Explain how the details in the answer tell you how the parakeet could be the penny thief. 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 A “Every day that week, my father complained that someone was taking pennies from his jug.” 1 U Just because pennies are in the birdcage doesn’t mean the bird put them there. Which choice tells how it’s possible that the bird was the penny thief? TR IB Hint FO 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. -N O Copying is not permitted. T 103 L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC D 2 N cried. And our pet was named on the spot. Lesson 12 AL Part 3: Guided Instruction 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, using the Hint to help. Then have them respond to 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 Continue reading about the family, parakeet, and missing pennies. Use the Close Reading and the Hint to help you answer the question. Close Reading (continued from page 102) How could the bird have stolen the pennies? Find and underline the sentence that tells how it could have stolen them. Hint Every day that week, my father complained that someone Teacher Resource Book 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. was taking pennies from his jug. We all pleaded ignorance. And every day that week, we discussed a new name for our pet. At the end of the week, we took everything out of the 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 bird out to fly around every morning. “Penny thief!” my father cried. And our pet was named on the spot. Circle the correct answer. 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. Part 3: Guided Instruction 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 Just because pennies are in the birdcage doesn’t mean the bird put them there. Which choice tells how it’s possible that the bird was the penny thief? Which sentence from the story explains how it could be the parakeet who put the pennies in the birdcage? 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!” D “That’s when we learned that my mother had let the bird out to fly around every morning.” Show Your Thinking Look at the answer that you chose above. Explain how the details in the answer tell you how the parakeet could be the penny thief. See sample response. 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. 103 L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. 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) L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted. 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.” L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. -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. O N • 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. L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC A22 Part 4: Guided Practice Copying is not permitted. 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 FI D 1 Lesson 12 Part 4: Guided Practice AL Teacher Resource Book 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.” L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. 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 ©Curriculum Associates, LLC Copying is not permitted. Guided Practice Part 4: 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?” TI O B N A “Shaundra slipped off the helmet of her space suit and took a breath.” U 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 R D IS TR IB Shaundra feels toward the intelligent life they discover on the planet. Include two details from the story to support your answer. -N O Copying is not permitted. T 105 L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Lesson 12 AL Part 4: Guided Practice Part 4: Guided Practice • 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. 108 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. See sample response. 105 L12: Supporting Inferences About Literary Texts 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.” ©Curriculum Associates, LLC Copying is not permitted. 1 Teacher Resource Book 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 D 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 Use the Hints on this page to help you answer the questions. 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 TI 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. L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted. 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. Part 5: Common Core Practice 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 O 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 IB U 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 R 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 L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. -N O T 7 “Here we are,” I sobbed, “stranded in the dark. With my parents lost, no doubt, in the storm, and you’re laughing!” EN TI FI D O N 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 Part 5: Common Core Practice AL Teacher Resource Book Part 5: Common Core Practice Part 5: Common Core Practice 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. L12: Supporting Inferences About Literary Texts L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC 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. Copying is not permitted. 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? L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC A24 Copying is not permitted. 109 ©Curriculum Associates, LLC Copying is not permitted. Common Core Practice Part 5: 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 O to cry.” D “But ever since that night, I have kept an extra bottle of ‘Glowing Green 5 TR IB U Goddess’ around.” 2 FO R D IS 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. L12: Supporting Inferences About Literary Texts Copying is not permitted. -N O ©Curriculum Associates, LLC T Self Check Go back and see what you can check off on the Self Check on page 59. 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 TI Part 5: Common Core Practice 3 AL Part 5: Common Core Practice 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. Teacher Resource Book 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. See sample response. Self Check Go back and see what you can check off on the Self Check on page 59. 108 L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. Integrating Standards 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. L12: Supporting Inferences About Literary Texts ©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted. 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 Additional Activities 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. U DISCUSSION ACTIVITY (SL.4.1) TR IB 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. IS • 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. R D • 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.” N TI O • Have another student tell in his or her own words what the paragraph was about. 111 L12: Supporting Inferences About Literary Texts FO ©Curriculum Associates, LLC -N O T Interim Assessments Copying is not permitted. EN TI AL Interim Assessments are given at the end of each unit to assess students’ understanding of the unit standards and to measure progress. FI D • Questions include both multiple-choice and shortresponse items that assess all of the unit’s standards. C O N • 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. Unit 1 Interim Assessment ©Curriculum Associates, LLC A26 Copying is not permitted. 51 ©Curriculum Associates, LLC Copying is not permitted. 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) R D IS TR IB U TI O N Direct Instruction Scripted lesson plans include explicit step-by-step instruction of reading and learning strategies and lesson objectives. AL -N O T FO 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) C O N FI D EN TI Prior Knowledge Prior knowledge activities activate knowledge from previous experiences. ©Curriculum Associates, LLC Copying is not permitted. 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) D IS TR IB U TI O N 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) EN TI AL 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 C O N FI D 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. -N O T FO R 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 ©Curriculum Associates, LLC Copying is not permitted. 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) TI O U TR IB IS D R FO T O -N AL EN TI FI D O N C Graphic Organizers Graphic organizers are visual representations of a text’s organization of ideas and concepts. N Instructional Features (continued) ©Curriculum Associates, LLC Copying is not permitted. 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. TR IB 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. R D National Assessment Governing Board (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: U.S. Government Printing Office. O T 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 TI AL 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. FI D 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 O N Sigueza, T. (2005). Graphic organizers. Colorín Colorado! Accessed at: http://www.colorincolorado.org/article/13354. A30 ©Curriculum Associates, LLC Copying is not permitted. 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 IS RL.3.4Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. TI O Craft and Structure 6 U TR IB 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 Key Ideas and Details FO R D 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. O Integration of Knowledge and Ideas AL -N 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 TI RL.3.8(Not applicable to literature) 22 FI D 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 N 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 Key Ideas and Details 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. ©Curriculum Associates, LLC Copying is not permitted. 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) Integration of Knowledge and Ideas 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 O N All Lessons TR IB U Additional Coverage of Common Core ELA Standards, Grade 3 Writing Standards IS Text Types and Purposes R D 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 FI D EN TI 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 AL 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 O T 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) O N 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 ©Curriculum Associates, LLC Copying is not permitted. 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 TI O L.3.2.a Capitalize appropriate words in titles. L.3.2.c Use commas and quotation marks in dialogue. TR IB U 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 IS 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 FO L.3.3.aChoose words and phrases for effect. Vocabulary Acquisition and Use O T 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 TI AL -N 1, 2, 4, 5, 7, 12, 16, 18 C O N FI D L.3.5.aDistinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). 1–22 ©Curriculum Associates, LLC Copying is not permitted. A33 Interim Assessment Answer Keys and Correlations 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 Unit 1: Key Ideas and Details in Informational Text 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 TR IB U TI O N 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 FI D AL RL.3.2 1 EN TI -N O T FO Question D IS Unit 2: Key Ideas and Details in Literature 4 Unit 3: Craft and Structure in Informational Text 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 ©Curriculum Associates, LLC Copying is not permitted. 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 5: Integration of Knowledge and Ideas in Informational Text 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 ©Curriculum Associates, LLC Copying is not permitted. 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 2 Interim Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 77 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 3 Interim Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 111 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 Unit 4 Interim Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 161 ©Curriculum Associates, LLC Copying is not permitted. 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 5 Interim Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 205 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 Unit 6 Interim Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 233 iv ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Lesson 18 Part 1: Introduction 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 179 Part 2: Modeled Instruction 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 L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Part 3: Guided Instruction 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. (continued from page 180) 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 Circle the correct answer. 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 181 Part 4: Guided Practice 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Part 4: Guided Practice Lesson 18 Use the Hints on this page to help you answer the questions. Hints What kind of connection do the words first and later show? 1 Read these two sentences from paragraph 2. In Japan, many kids eat fish first thing in the morning. 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. When food supplies ran low, American pioneers ate Mormon 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 183 Part 5: Common Core Practice 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 L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Part 5: Common Core Practice 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 1 Read these two sentences from paragraph 6. 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 185 Part 5: Common Core Practice 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. Self Check Go back and see what you can check off on the Self Check on page 169. 186 L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Common Core Instruction 3 Teacher Resource Book Reading 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 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 Interim Assessment Answer Keys and Correlations A31 A35 Lesson Plans (with Answers) Unit 1: Key Ideas and Details in Informational Text Lesson 1: Asking Questions About Key Ideas 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 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 Unit 2 Interim Assessment Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 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 Unit 3 Interim Assessment 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 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 Unit 4 Interim Assessment 154 Unit 5: Integration of Knowledge and Ideas in Informational Text 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 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 Unit 5 Interim Assessment 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 Unit 6 Interim Assessment Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 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 Tools for Instruction ✓✓ 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 ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Lesson183 Lesson Part 1: Introduction 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 Part 1: Introduction 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. 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 L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 167 Lesson 18 Part 2: Modeled Instruction 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. Part 2: Modeled Instruction 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 L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. 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) L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Lesson 18 Part 3: Guided Instruction 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, using the Hint to help. Then have them respond to 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. Part 3: Guided Instruction Lesson 18 Continue reading about space food. Use the Close Reading and the Hint to help you answer the question Close Reading (continued from page 180) 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 Circle the correct answer. 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. 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) L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 169 Lesson 18 Part 4: Guided Practice 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. Part 4: Guided Practice 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 In Japan, many kids eat fish first thing in the morning. 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. 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. 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) L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Lesson 18 Part 4: Guided Practice step by step Part 4: Guided Practice •Have students read questions 1–3, using the Hints to help them answer those questions. Use the Hints on this page to help you answer the 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. When food supplies ran low, American pioneers ate Mormon 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. 1 Read these two sentences from paragraph 2. Which of the following describes the relationship between these two sentences? •Discuss with students the Answer Analysis below. reteaching Lesson 18 L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. 183 Integrating Standards 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 171 Lesson 18 Part 5: Common Core Practice Part 5: Common Core Practice Part 5: Common Core Practice 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 L18: Making Connections Between Sentences and Paragraphs 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted. 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 L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Lesson 18 Part 5: Common Core Practice 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. Part 5: Common Core Practice 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. See sample response. Self Check Go back and see what you can check off on the Self Check on page 169. 186 L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Integrating Standards 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 173 Lesson 18 Additional Activities 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. L18: Making Connections Between Sentences and Paragraphs ©Curriculum Associates, LLC Copying is not permitted. Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248