3Rd Grade Rl.3.5 What’S Included?

FICTION 3RD GRADE RL.3.5 WHAT’S INCLUDED?

FOURTEEN 3rd Grade and PDF stories, plays, poems & THREE assessments! Aligned with 3rd Grade Lexile Levels Includes an Anchor Chart & Journal page for each text structure ◉ Students can highlight the text for easy comprehension ◉ ◉ Created with GOOGLE SLIDES STORIES, PLAYS & POEMS

Color-coded highlighting supports student comprehension. In Google Slides, students can highlight as they read!

After reading, students type their answers in Students type their answers right in the text box. the text boxes using text evidence. ASSESSMENTS Color coded highlighting can also be done on the assessments!

Students type their answers right in the text box.

This resource also includes THREE tests for student assessment. 3rd Grade Table of Contents *This product includes 15 stories, plays, and poems in the 2nd-3rd Grade Common Core Text Complexity Band. Stories are Lexile® leveled. Plays and poems are not leveled.

1. Text Structure: Stories • Anchor Chart/ Journal Page • Cynthia’s New Start- 550L • Frankie the Fox- 650L • The Harris Brother’s Adventure- 670L • Joanna’s Bat Mitzvah- 740L

2. Text Structure: Plays • Anchor Chart/ Journal Page • No Bullies Allowed • Captain Davy and the Lost Treasure • Pocahontas and Captain Smith • The Bird with the Broken Wing

3. Text Structure: Poems • Anchor Chart/ Journal Page • Rumplestiltskin by Ken Nesbitt • A Poison Tree by William Blake • Jack Frost by Gabriel Setoun • The Night Wind by Eugene Field

4. Test/ Assessment • Story: The Case of the Stolen Blankie- 640L • Play: The Shephard Boy Who Called Wolf • Poem: Brother and Sister by Lewis Carroll 12 3rd grade passages that 3 anchor increase in difficulty. charts to • 4 Stories • 4 Plays help you • 4 Poems teach and for students to reference. Multiple choice and short response questions. • Requires students to find text evidence.

Assessment • 1 story, play, and poem • same format as practice worksheets ABOUT LEXILE LEVELS

Common Core Kingdom, LLC is a certified Lexile® Partner. These texts are officially measured and approved by Lexile and MetaMetrics® to ensure appropriate rigor and differentiation for students.

The Lexile Framework® for Reading measures are scientific, quantitative text levels. When the Lexile of a text is measured, specific, measurable attributes of the text are considered, including, but not limited to, word frequency, sentence length, and text cohesion. These are difficult attributes for humans to evaluate, so a computer measures them.

Common Core State Standards uses Lexile level bands as one measure of text complexity. Text complexity ranges ensure students are college and career ready by the end of 12th grade. Lexile measures help educators scaffold and differentiate instruction as well as monitor reading growth. Grade Band Lexile® Bands Aligned to Common Core Expectations K-1 N/A 2-3 420L-820L 4-5 740L-1010L 6-8 1185L-1385L

Keep in mind when using any leveled text that many students will need scaffolding and support to reach text at the high end of their grade band. According to Appendix A of the Common Core Standards, “It is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the Standards.”

Text Structure Name: ______Date: ______650L Frankie the Fox

Chapter 1: Mrs. Duck and her Ducklings

There once was a wide field that sat next to a pond on one side, and a forest on the other. The field, forest, and pond were always busy with animals going about their lives. Franky the Fox was clever and sneaky. He loved to play pranks on the other animals because it made him laugh. Franky slinked across the field as he spotted a Mrs. Duck with her little ducklings swimming in the pond. Frankly hid behind a thick bush as he dumped something into the water. He snickered as he waited patiently behind the bush. It wasn’t long before the air was filled with terrified screams. “Franky!” Mrs. Duck yelled as she and her ducklings waddled out of the water. Franky burst with laughter when he noticed their white coats had turned bright blue! He had poured food coloring into the pond water. “That wasn’t funny!” she screamed. She and her ducklings waddled angrily to a tiny puddle next to the pond that wasn’t fully of food coloring. “That was my favorite prank,” Franky snickered as he watched the ducklings clean up in the puddle. “Now, what should I do next?”

Chapter 2: Geoffrey the Gopher

Suddenly, he spotted Geoffrey the Gopher peeking through several holes in the ground. He poked his head out, peeked around, disappeared underground, only to poke his head out of another hole. Franky had a sneaky prank on his mind.

© Julie Bochese He hurried over to one of the holes and stood above it. He stared down at the hole with a scary look, waiting for the gopher to appear. When Geoffrey finally poked his head up, he screamed from fright as he stared up at Franky’s scary face. He grumbled when he realized who had scared him. “Franky, that was very mean!” Geoffrey yelled, disappearing back into his hole. He didn’t reappear in another one, but Franky still laughed. As he continued to laugh, he came up with his next prank.

Chapter 3: Shelby the Skunk

He noticed Shelby the Skunk strolling through the forest. He slinked over to the forest without being seen and snuck up behind Shelby. He knew she was afraid of mice, so he had the best prank for her. As she hopped happily over a tiny rock, Franky made a quiet squeak-squeak noise just like a mouse. Shelby screamed and stuck her tail straight up in the air. Franky screamed too as Shelby shot him with her smelly spray. He forgot that skunks sprayed others when they were scared. Franky wasn’t happy with how his prank had turned out. “Franky, that wasn’t very nice of you to scare me,” Shelby grumbled at him. “Well, you didn’t have to spray me!” “I’m sorry, but you deserve it for being so mean to everyone,” Shelby said. “Maybe next time you’ll think twice before you scare someone like that.”

Chapter 4: Frankie Learns a Lesson

Shelby huffed as she stormed off. Franky huffed and puffed as he stomped his way back to the pond. He moaned when he remembered the water was blue thanks to his earlier pranks. Since there was no water left in the tiny puddle, Franky had no choice but to jump into the colored pond to get rid of the stinky smell. Although he was upset, he began to realize that this was probably how the others felt when he pranked them. It didn’t feel very good. The other animals walked over to the pond to see how he was doing. “I’m sorry for how I treated you all,” Franky said. “I shouldn’t have been so mean with my pranks. Can you all forgive me? I promise I won’t prank you anymore.” Mrs. Duck, her ducklings, Geoffrey the Gopher, and Shelby the Skunk nodded and smiled. They loved Franky, they just didn’t like the mean tricks he played on them. To show Franky just how much they still loved him, everyone hopped into the pond at once. They giggled as the animal friends all became bright blue together. © Julie Bochese Text Structure Answer the following questions.Underline the text evidence in the color shown.

1. Which sentence from Chapter 1 best shows the reader Frankie the Fox is up to no good? (Choose all that apply.) a. “He snickered as he waited patiently behind the bush.” b. “Frankly hid behind a thick bush as he dumped something into the water.” c. “Franky burst with laughter when he noticed their white coats had t urned bright blue!” d. “She and her ducklings waddled angrily to a tiny puddle next to the pond that wasn’t fully of food coloring.”

2. In which chapter does Frankie pretend to be a mouse? a. Chapter 1: Mrs. Duck and Her Ducklings b. Chapter 2: Geoffrey the Goffer c. Chapter 3: Shelby the Skunk d. Chapter 4: Frankie Learns a Lesson 3. In Chapter 3, Frankie plays a prank on Shelby the Skunk. How does this decision build on the events of Chapter 4?

______4. In chapter 4, Frankie the Fox changes. How does Frankie change? Which events in the previous chapters changed Frankie?

______

© Julie Bochese Text Structure Name: ______Date: ______Drama No Bullies Allowed Characters: Gabriel, Carly, Bobby, Tony SCENE 1: PLAYGROUND, DAY (It’s a sunny day out as Gabriel and Carly skip rope in the playground. Gabriel is really good, but Carly has a hard time skipping more than twice. Bobby sits reading alone on the other side of the playground.) Carly: I just can’t do it. Gabriel: That’s okay, I can teach you. (Gabriel stops jumping and watches his friend.) Gabriel: Show me how your skipping. (Carly rotates the skipping rope, but she hops too soon and stumbles.) Gabriel: I think you’re skipping too soon. Try to wait just a little longer before you jump. Carly: Okay. Let’s see how that goes. (Carly rotates the skipping rope, but hops too late this time and stumbles. They laugh at how silly Carly looks.) Gabriel: That was a little too long of a wait. (The friends continue to laugh as they see Tony, the class bully, walk over to Bobby. Tony knocks the book out of Bobby’s hands.) Bobby: Hey! I was reading that! (Bobby looks up to find the bully. He’s instantly scared as he covers his mouth.) Tony: How dare you talk to me like that, you nerd!

© Julie Bochese (Tony kicks the book into a pile of mud and laughs. Bobby tries not to cry, but it only makes Tony laugh harder. On the other side of the playground, Gabriel and Carly watch sadly as Bobby gets bullied. They start to walk over as Bobby runs away crying.) Tony: Run away, cry baby! (Tony continues to laugh as he strolls away. Gabriel sighs sadly.) Gabriel: Why does he always have to pick on Bobby?

(Carly just shrugs as walks over and grabs Bobby’s dirty book. They walk home together.) SCENE 2: PLAYGROUND, THE NEXT DAY (The next day, Gabriel and Carly walk to the playground with their skipping ropes. Carly holds onto a plastic bag with some items inside. Gabriel points to the bench where Bobby’s sitting. They walk over to him.) Carly: Hi Bobby. We saw what happened yesterday. (Carly pulls out Bobby’s book from the plastic bag. It’s been a cleaned up a little.) Carly: We tried to clean it for you. Bobby: Thanks, Carly and Gabriel. (Bobby sighs sadly as he takes his book.) Gabriel: We were also wondering if you wanted to skip with us. (Bobby smiles as he looks at the friends.) Bobby: You mean it?! Carly: Of course! That’s why we brought an extra skipping rope. (Carly pulls out the rope from the plastic bag and hands it to Bobby. The three friends have a fun time skipping rope together, and Bobby can’t help but smile.) © Julie Bochese Text Structure Answer the following questions.Underline the text evidence in the color shown.

1. Read these lines from the play “No Bullies Allowed”. Carly: I just can’t do it. Gabriel: That’s okay, I can teach you. These lines show Carly and Gabriel are… a. bullie s b. selfish c. support ive d. courageous

2. Which event in Scene 1 causes Carly and Gabriel to help Bobby in scene 2? a. Carly has trouble skipping rope. b. Carly and Gabriel stand up to Tony. c. Tony kicks Bobby’s book into a pile of mud. d. Gabriel tries to teach Carly how to skip rope. 3. How do Carly and Gabriel help Bobby in scene 2?

______4. What lesson can you learn from this play? (Choose all that apply.) a. Practice makes perfect. b. You should st and up t o bullies. c. Be a friend to someone in need. d. You can do anything you set your mind to.

© Julie Bochese Text Structure Name: ______Date: ______Poem Jack Frost By Gabriel Setoun The door was shut, as doors should be, For, creeping softly underneath Before you went to bed last night; The door when all the lights are out, Yet Jack Frost has got in, you see, Jack Frost takes every breath you breathe, And left your window silver white. And knows the things you think about.

He must have waited till you slept; He paints them on the window-pane And not a single word he spoke, In fairy lines with frozen steam; But penciled o'er the panes and crept And when you wake you see again Away again before you woke. The lovely things you saw in dream.

And now you cannot see the hills Nor fields that stretch beyond the lane; But there are fairer things than these His fingers traced on every pane.

Rocks and castles towering high; Hills and dales, and streams and fields; And knights in armor riding by, With nodding plumes and shining shields.

And here are little boats, and there Big ships with sails spread to the breeze; And yonder, palm trees waving fair On islands set in silver seas,

And butterflies with gauzy wings; And herds of cows and flocks of sheep; And fruit and flowers and all the things You see when you are sound asleep.

© Julie Bochese Text Structure Answer the following questions.Underline the text evidence in the color shown. 1. In stanza 1 of the poem “Jack Frost” the author says Jack Frost got into the reader’s room. What does the author describe that Jack Frost does once he is in the room?

______2. Jack Frost is an example of personification. What non living thing does Jack Frost represent? a. a burglar b. a snowman c. a winter frost d. s pr ing is c o ming 3. Read these lines from stanza 3 of the poem. And now you cannot see the hills Nor fields that stretch beyond the lane; What is the meaning of these lines?

______4. What is the poet describing in stanzas 4, 5, and 6? (Choose all that apply.) a. the things outside of the window b. the things the reader dreams about c. the pictures the author likes to draw d. the pictures Jack Frost draws on the windows

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