Grade 3: Module 2

Unit 3 Grade 3: Module 2: Unit 3: Lesson 1

Freaky Frog Essay Prompt Directions: You have been researching a particular frog and how it is uniquely adapted to its environment. Using your research notes and the texts you read about your frog, you will write an informational essay. This piece will be part of the book you are creating. Other ﬆudents will read your book to learn more about frogs and their adaptations. For this task, write an informational essay that describes your frog and at leaﬆ two adaptations that help your frog to survive. In your piece, introduce the topic by describing what your frog looks like, its habitat, its predators, and its prey. Then describe at leaﬆ two of your frog’s unique adaptations and how they help the frog survive. Clearly ﬆate your focus and use accurate and relevant facts, deﬁnitions, and details to explain what you discovered in your research. Clearly organize your writing by using linking words to connect your ideas. Wrap up the piece with a concluding section. REMEMBER: A well-written informational piece: • Clearly ﬆates a focus and ﬆays focused throughout the piece. • Uses accurate and relevant facts, deﬁnitions, and details to support the focus. • Clearly presents information that is easy to underﬆand and engages the reader. • Follows the rules of writing (spelling, punctuation, and grammar). • Incorporates research from sources. Now, begin work on your informational piece. Manage your time care- fully so that you can: 1. Review the texts used in your research and your research notes. 2. Write your informational piece. 3. Use the Informational Writing Checkliﬆ to revise and edit your writing to be sure it meets all the criteria.

116 Grade 3: Module 2: Unit 3: Lesson 2

Poison Dart Frog Model The poison dart frog doesn’t actually fire poisonous darts! Native people used the frog to make poisonous blowpipe darts. That’s how it got its name. Poison dart frogs are quite small. Some can be as small as one inch long. They live in Central and South America in tropical foreﬆs. They eat ants and mites. Poison dart frogs have special physical and behavioral adaptations that help them to survive. There are a couple of physical adaptations that keep the poison dart frog safe. Firﬆ, it has toxic skin. This means its skin is poisonous. The poison on its skin can paralyze or kill predators that touch it. The poisonous chemicals come from the food it eats, such as ants and mites, which contain toxins. Another physical feature of poison dart frogs is their brightly colored skin. Different kinds of poison dart frogs are different colors. For example, the ﬆrawberry poison dart frog is bright red. The Phyllobates terribillis is bright yellow. The bright color warns other creatures that the frog is poisonous. This deters predators from eating the frog. In addition to these physical adaptations, the poison dart frog also has a behavioral adaptation. The female poison dart frog lays eggs on a leaf. The leaf hides them from predators. Then she moves them to water once they hatch. Poison dart frogs have many ways to ﬆay safe! The poison dart frog has the same predators and prey as other kinds of frogs, but it has special physical features and behaviors that help it survive. Who ever thought that something so beautiful could be so dangerous?

Sources: DK Publishing, Everything You Need to Know about Frogs and Other Slippery Creatures, pages 16, 17, 46, and 47 EL Education, “The Poison Dart Frog”

EL Education Curriculum 117 Grade 3: Module 2: Unit 3: Lesson 3

Informative Writing Checkliﬆ

Name: ______Date: ______

Standard Characteriﬆics of an Characteriﬆics of Yes? Eﬀective Narrative Piece My Pourquoi Tale No? RI.3.1 The focus of my piece shows that I underﬆand the topic or text. Evidence from the text helps the reader to clearly underﬆand my focus.

W.3.2a I ﬆate my focus clearly, and my writing ﬆays focused.

W.3.2a I have an introduction that gives the reader important information needed to underﬆand the piece.

W.3.2d I have a conclusion that reﬆates the focus of the piece.

W.3.2.a My information is grouped to explain a main idea.

W.3.2.c I use linking words to connect ideas.

118 Grade 3: Module 2: Unit 3: Lesson 3

Standard Characteriﬆics of an Characteriﬆics of Yes? Eﬀective Narrative Piece My Pourquoi Tale No? W.3.2b I use facts, deﬁnitions, and details from the text to explain my ideas.

L.3.6 The words I use show that I am knowledgeable about this topic.

W.3.4 My writing is appropriate for this L.3.3 purpose and audience.

W.3.8 I liﬆ my sources. (partial)

L.3.1 Words and sentences follow the rules of writing.

L.3.2 Spelling, capitalization, and punctuation are correct.

EL Education Curriculum 119 Grade 3: Module 2: Unit 3: Lesson 3

Language Dive Note-catcher: Focus Statement

Name: ______Date: ______

Poison dart frogs have special physical and behavioral adaptations that help them to survive. Sketch a special physical Sketch a special behavioral adaptation that helps them to adaptation that helps them to survive: the bright color that survive: the female laying eggs on deters predators. a leaf.

I have school supplies that help me ______. (verb phrase) ______frogs have special physical and (Species) behavioral adaptations that ______. (verb phrase)

120 Grade 3: Module 2: Unit 3: Lesson 3

Informational Writing Planning Graphic Organizer

W.3.2, W.3.4, W.3.5, W.3.7, W.3.8

Name: ______Date: ______

Focus Queﬆion: How are my frog’s adaptations unique? Focus Statement:

Introduction Paragraph Proof Paragraph Describe your frog. Facts and Details Elaboration Details: What is my frog’s How does this help • What is my frog called? unique adaptation? the frog survive?

• Where does it live? What is its habitat?

• What does it look like?

• What are its predators?

• What is its prey?

EL Education Curriculum 121 Grade 3: Module 2: Unit 3: Lesson 3

Concluding Statement Vocabulary from my research to be used: Reﬆate your focus ﬆatement from the introduction.

Details: • What is intereﬆing about the way your frog survives?

122 Grade 3: Module 2: Unit 3: Lesson 6

Tracking Progress: Informative Writing

Name: ______Date: ______

Learning Target: I can write an informative text. Standards I’m Tracking: W.3.2 1. How am I doing? • For each criterion, self-assess by putting a check mark in the appropriate column. • Write the number of each ﬆandard on a ﬆicky note or flag. Then on your own writing, place each ﬆicky note in an area that shows evidence you have met the criterion. Make sure you have evidence for each criterion. • Strive to be honeﬆ with yourself. Remember, your ability grows with your effort, so it’s fine if you aren’t there yet! You will receive feedback on different colored ﬆicky notes/flags and in a different colored pen on the checkliﬆ.

Informative Writing Checkliﬆ: What Makes a Good Informative Piece? Standard Characteriﬆics 4 3 2 1 of an Eﬀective Advanced Proﬁcient Developing Beginning Informative Piece RI.3.1 My piece shows that I underﬆand the topic or text. Evidence from the text helps the reader to clearly underﬆand my focus. W.3.2a I ﬆate my focus clearly and my writing ﬆays focused. W.3.2.a My information is grouped to explain a main idea.

EL Education Curriculum 123 Grade 3: Module 2: Unit 3: Lesson 6

Informative Writing Checkliﬆ: What Makes a Good Informative Piece? Standard Characteriﬆics 4 3 2 1 of an Effective Advanced Proficient Developing Beginning Informative Piece W.3.2a I have an introduction that gives the reader important information needed to underﬆand the piece. W.3.2.c I use linking words to connect ideas. *W.3.2b I use facts, definitions, and details from the text to explain my ideas. W.3.2d I have a conclusion that reminds the reader of the focus of the piece. W.3.2a I use illuﬆrations to help the reader underﬆand information and ideas. L.3.6 The words I use show that I am knowledgeable about this topic. W.3.4 My writing is L.3.3 appropriate for this purpose and audience. W.3.8 I liﬆ my sources. (partial) L.3.1 My words and sentences follow the rules of writing.

124 Grade 3: Module 2: Unit 3: Lesson 6

Informative Writing Checkliﬆ: What Makes a Good Informative Piece? Standard Characteriﬆics 4 3 2 1 of an Eﬀective Advanced Proﬁcient Developing Beginning Informative Piece L.3.2 The spelling, capitalization, and punctuation is correct. 2. How have I improved since I laﬆ worked on this skill? ______

______

Teacher Response: ______

______

3. How can I improve next time? ______

______

Teacher Response: ______

______

Anchor Standard: W.2 By the end of Grade 12 I will be able to: Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the eﬀective selection, organization, and analysis of content.

EL Education Curriculum 125 Grade 3: Module 2: Unit 3: Lesson 7

Language Dive Note-catcher: Conclusion Sentence

Name: ______Date: ______

The poison dart frog has the same predators and prey as other kinds of frogs, but it has special features and behaviors that help it survive. Sketch the poison dart frog’s Sketch some of physical features predators and prey. and behaviors that make the poison dart frog diﬀerent from other frogs.

126 Grade 3: Module 2: Unit 3: Lesson 7

I have special features that help me ______. (verb phrase) The ______frog has the (species) same ______as other kinds of frogs, (attribute) but it has special features and behaviors that ______. (verb phrase)

EL Education Curriculum 127 Grade 3: Module 2: Unit 3: Lesson 8

Linking Words and Phrases

Name: ______Date: ______

W.3.1c, W.3.2c, W.3.3c Hint: Where do you add new facts about your topic? You might need a linking word or phrase here! Add to this chart if you ﬁnd new linking words and phrases you would like to remember.

Temporal words and phrases Words and phrases (Time order) that connect ideas • ﬁrﬆ • also • second • another • next • and • ﬁnally • but • then • more • laﬆly • for example • in the end • as you can see • after that • in addition

128 Grade 3: Module 2: Unit 3: Lesson 8

Poison Dart Frog Model: Lesson 8 The poison dart frog doesn’t actually fire poisonous darts! Native people used the frog to make poisonous blowpipe darts that’s how it got its name. Poison dart frogs are quite small. Some can be as small as one inch long. They live in Central and South America in tropical foreﬆs. They eat ants and mites. Poison dart frogs have special physical and behavioral adaptations that help them to survive. There are a couple of physical adaptations keep the poison dart frog safe. It has toxic skin. This means its skin is poisonous. The poison on its skin can paralyze or kill predators that touch it. The poisonous chemicals come from the food it eats, such as ants and mites, which contain toxins. A physical feature of poison dart frogs is their brightly colored skin. Different kinds of poison dart frogs are different colors. The ﬆrawberry poison dart frog is bright red. The Phyllobates terribillis is bright yellow. The bright color warns other creatures that the frog is poisonous. This ﬆops predators from eating the frog. The poison dart frog also has a behavioral adaptation. The female poison dart frog lays eggs on a leaf. The leaf hides them from predators. Then she moves them to water once they hatch. Poison dart frogs have many ways to ﬆay safe! The poison dart frog has the same predators and prey as other kinds of frogs. It has special things that help it survive. Who ever thought that something so beautiful could be so dangerous?

EL Education Curriculum 129 Grade 3: Module 2: Unit 3: Lesson 10

Simple, Compound, and Complex Sentences

Name: ______Date: ______1. The frog was hungry. 2. While the frog was looking for food, a bird saw it. 3. The frog was red, so the bird left the frog alone. 4. Since the frog was red, the bird knew it was poisonous. 5. The bird looked for other food. 6. The frog looked for a long time but didn’t ﬁnd anything to eat. 7. Some time later it found some ants to eat. 8. Because of its red skin, the frog survived another day.

130 Grade 3: Module 2: Unit 3: Lesson 10

Criteria: Simple, Compound, and Complex Sentences

Name: ______Date: ______

Simple Sentences • Contain one independent clause. An independent clause is one complete thought that makes sense on its own. An independent clause usually contains a subject and a verb. Example: The frog was hungry. Compound Sentences • Contain two or more independent clauses in one sentence • Two clauses are joined together by a comma and a linking word. This linking word is called a coordinating conjunction (underlined in the example). Example: The frog was red, so the bird left the frog alone. Examples of coordinating conjunctions: and, but, so, for, yet Complex Sentences • Contain one independent clause and one or more dependent clauses in one sentence. A dependent clause doesn’t make sense on its own. It needs to be joined with an independent clause to make sense. • Begin with a subordinating conjunction (underlined in the example). Example: Because of its red skin, the frog survived another day. Examples of subordinating conjunctions: while, since, when, because, although

EL Education Curriculum 131 Grade 3: Module 2: Unit 3: Lesson 10

Tracking Progress: Informative Writing

Name: ______Date: ______

Learning Target: I can write an informative text. Standard I’m Tracking: W.3.2 1. How am I doing? • For each criterion, self-assess by putting a check mark in the appropriate column. • Write the number of each ﬆandard on a ﬆicky note or flag. Then on your own writing, place each ﬆicky note in an area that shows evidence you have met the criterion. Make sure you have evidence for each criterion. • Strive to be honeﬆ with yourself. Remember, your ability grows with your effort, so it’s fine if you aren’t there yet! You will receive feedback on different colored ﬆicky notes/flags and in a different colored pen on the checkliﬆ.

Informative Writing Checkliﬆ: What Makes a Good Informative Piece? Standard Characteriﬆics 4 3 2 1 of an Eﬀective Advanced Proﬁcient Developing Beginning Informative Piece RI.3.1 My piece shows that I underﬆand the topic or text. Evidence from the text helps the reader to clearly underﬆand my focus. W.3.2a I ﬆate my focus clearly and my writing ﬆays focused. W.3.2.a My information is grouped to explain a main idea.

132 Grade 3: Module 2: Unit 3: Lesson 10

Informative Writing Checkliﬆ: What Makes a Good Informative Piece? Standard Characteriﬆics 4 3 2 1 of an Effective Advanced Proficient Developing Beginning Informative Piece W.3.2a I have an introduction that gives the reader important information needed to underﬆand the piece. W.3.2.c I use linking words to connect ideas. W.3.2b I use facts, definitions, and details from the text to explain my ideas. *W.3.2d I have a conclusion that reminds the reader of the focus of the piece. W.3.2a I use illuﬆrations to help the reader underﬆand information and ideas. L.3.6 The words I use show that I am knowledgeable about this topic. W.3.4 My writing is L.3.3 appropriate for this purpose and audience. W.3.8 I liﬆ my sources. (partial) L.3.1 My words and sentences follow the rules of writing.

EL Education Curriculum 133 Grade 3: Module 2: Unit 3: Lesson 10

2. How have I improved since I laﬆ worked on this skill? ______

______

Teacher Response: ______

______

______3. How can I improve next time? ______

______

Teacher Response: ______

______

Trading Card Planning Graphic Organizer

Name: ______Date: ______

Scientiﬁc Diagram: Scoring:

Key Facts: Scoring Juﬆiﬁcation:

EL Education Curriculum 135

Grade 3: Module 2: Unit 3

Homework Resources (for Families) Adaptations and the Wide World of Frogs

Unit 3: Using Writing to Inform

Common Core State Standards addressed: W.3.2, W.3.4, W.3.7, W.3.8, W.3.10, L.3.1

Guiding Queﬆions and Big Ideas

What do experts do?

Experts use reading, viewing, and listening to gather and organize information from a variety of sources. Experts share information through writing and speaking.

How do frogs survive?

Content: Animals have unique adaptations that help them to survive in various environments.

What will your child be doing at school?

In this unit, students complete their Freaky Frog book by writing an informative three-paragraph essay about a chosen “freaky” frog and creating a trading card of their chosen frog.

They begin by researching a frog with a “freaky” adaptation, chosen from three options: the water-holding frog, the glass frog, and the Amazon horned frog.

As part of the writing process, students analyze a model about the poison dart frog and use this to generate criteria for the di!erent sections of an e!ective informative essay. Throughout the unit, students work on the essay, referring to this model and criteria to plan and write an introduction providing some background information about their freaky frog, two proof paragraphs about the unique adaptations it has and how those adaptations help it to survive, and a conclusion restating the adaptation and why this adaptation makes their frog interesting. Through mini lessons and peer critique, students revise their writing.

At the end of the unit, students create a trading card of their freaky frog with a scoring system to be used in a card game and compile all of their writing from the module to create a book.

The Language standard that students will focus on in this unit (L.3.1) requires them to:

Form and use regular and irregular verbs in the simple verb tenses (past, present, and future—see information on the next pages). Use simple, compound, and complex sentences (see information on the next page).

138 Grade 3: Module 2: Unit 3: Homework Resources (for Families)

Verb Tense

A verb is a word that describes an action or state of being. We use di!erent forms of a verb to show when an action happened. This is called verb tense. There are three simple verb tenses: past, present, and future.

Verb Tense Present Tense Past Tense Future Tense a form of a verb that shows a form of a verb that shows a form of a verb that shows something is happening something happened in the something will happen or a What is it? now or state of being in the past or a state of being in state of being in the future present time the past The frog jumps high. The frog jumped high. The frog will jump high. Examples: We warn them. We warned them. We will warn them. They have frogs. They had frogs. They will have frogs.

EL Education Curriculum 139 Adaptations and the Wide World of Frogs

Simple, Compound, and Complex Sentences

Simple Sentences • Contain one independent clause An independent clause is one complete thought that makes sense on its own. Example: The frog was hungry. Compound Sentences • Contain two or more independent clauses in one sentence • Two clauses are joined together by a comma and a linking word. This linking word is called a coordinating conjunction (underlined in the example). Example: The frog was red, so the bird left the frog alone. Examples of coordinating conjunctions: and, but, so, for, yet Complex Sentences • Contain one independent clause and one or more dependent clauses in one sentence. A dependent clause doesn’t make sense on its own. It needs to be joined with an independent clause to make sense. • Begin with a subordinating conjunction (underlined in the example). Example: Because of its red skin, the frog survived another day. Examples of subordinating conjunctions: while, since, when, because, although

How can you support your child at home?

Talk to your child about the chosen freaky frog and its unique adaptations. Talk to your child about his or her essay and the elements of an e!ective informative text. Read narrative and informational books about frogs. Watch television documentaries about frogs.

Unit 3: Homework

In Lessons 1–6, homework focuses on practicing the skills learned in lessons as students write their informative essays: QuickWrites to practice informative writing techniques and forming and using verbs in di!erent verb tenses.

In Lessons 7–12, homework focuses on linking words and phrases and simple, compound, and complex sentences.

Research reading: Your child is expected to independently research the topic by reading topic-related books of his or her choice for approximately 20 minutes each day, and then respond to a prompt in the front of the independent reading journal. These are usually books your child will bring home from school; however, they may be topic-related books chosen by the child at the public or home library. Prompts for Independent Reading can be found in the homework materials provided.

Choice reading: If your child would also like to independently read and respond to a book of free choice, he or she may use the back of the independent reading journal. Prompts for Independent Reading can be found in the homework materials provided.

140 Grade 3: Module 2: Unit 3: Homework Resources (for Families)

Lesson Lesson Content Homework Practice Due In Anticipated Date*

1 Students choose and begin 1. Conversation about the 1. No deliverables for this research on their selected selected frog using the homework. This is an freaky frog. provided prompts opportunity for you to talk 2. Research reading and to your child about his or answering prompt her learning. 2. Teacher will check independent reading journals strategically.

2 Students continue researching 1. Reread Poison Dart Frog 1. Lesson 3 their selected frog, speciﬁcally Model for gist. 2. Teacher will check inde- the adaptations of the frog. 2. Research reading and pendent reading journals answering prompt strategically.

3 Students begin an in-depth 1. Informative QuickWrite 1. Lesson 6 study of verbs and verb tense. 2. Research reading and 2. Teacher will check inde- They also analyze an exemplar answering prompt pendent reading journals essay and begin planning the strategically. introduction paragraph for their essay.

4 Students continue their study 1. Verbs I 1. Lesson 6 of verbs and verb tense. They 2. Research reading and 2. Teacher will check inde- also draft their introduction answering prompt pendent reading journals paragraph. strategically.

5 Students continue their study 1. Verbs II 1. Lesson 6 of verbs and verb tense. They 2. Research reading and 2. Teacher will check inde- also analyze an exemplar answering prompt pendent reading journals essay, plan the proof para- strategically. graphs for their essay, and draft the ﬁrst proof paragraph.

6 Students demonstrate their 1. Informative QuickWrite 1. Lesson 7 learning by taking the Mid-Unit 2. Research reading and 2. Teacher will check inde- 3 Assessment. They also answering prompt pendent reading journals analyze an exemplar essay and strategically. begin planning the conclusion paragraph for their essay.

7 Students draft a conclusion 1. Research reading and 1. Teacher will check inde- for their essay and create a answering prompt pendent reading journals contents page for their Freaky strategically Frog book.

8 Students revise their essay for 1. Linking words and phrases 1. Lesson 10 linking words and phrases, practice 2. Lesson 9 word choice, and conventions. 2. Bring from home, the 3. Teacher will check inde- library, or the research pendent reading journals reading selection a favorite strategically. book (in any language) with a cover design that you ﬁnd eye-catching and inspirational. 3. Research reading and answering prompt

9 Students design a front and 1. Linking words and phrases 1. Lesson 10 back cover for their Freaky practice 2. Teacher will check inde- Frog book, including writing 2. Research reading and pendent reading journals a blurb. answering prompt strategically.

EL Education Curriculum 141 Adaptations and the Wide World of Frogs

Lesson Lesson Content Homework Practice Due In Anticipated Date*

10 Students learn about simple, 1. Simple, compound, and 1. Lesson 12 compound, and complex sen- complex sentence practice 2. Teacher will check inde- tences, and then revise their 2. Research reading and pendent reading journals essay, incorporating teacher answering prompt strategically. feedback.

11 Students plan their trading 1. Simple, compound, and 1. Lesson 12 card. complex sentence practice 2. Teacher will check inde- 2. Research reading and pendent reading journals answering prompt strategically.

12 Students ﬁnish trading cards, None None N/A compile Freaky Frog book and play trading card game.

*Teacher note: Please complete the Anticipated Date column according to your schedule.

142 Grade 3: Module 2: Unit 3: Homework Resources (for Families)

Queﬆions to Prompt Conversation • What does your frog look like? • What is its habitat? • What are its predators and prey? • What are your frog’s unique adaptations? • How do those adaptations help it to survive?

EL Education Curriculum 143 Adaptations and the Wide World of Frogs

Independent Reading Directions: Remember to record responses to research reading in the front of your independent reading journal, and responses to choice reading in the back. Try to choose a different prompt each time.

Record any new vocabulary in your vocabulary log. Remember, academic vocabulary is recorded in the front and domain-speciﬁc vocabulary (words about the topic) is recorded in the back. Mark vocabulary found during independent reading with a symbol—for example, an asterisk (*).

Record: • Date • Title and author of your reading book • Pages you have read • Prompt • Response

Example: Date: 04/08/2015

Book Title and Author: Everything You Need to Know about Frogs and Other Slippery Creatures by DK Publishing

Pages Read: 22–25

Prompt: What questions do you have about frogs or frog adaptations after reading?

Response: Why is the poison dart frog such bright colors?

144 Grade 3: Module 2: Unit 3: Homework Resources (for Families)

Consider using the following independent reading prompts*: • What text features and or search tools did you use to locate information in your text? • Choose two sentences or paragraphs and describe the connection between them, for example comparison, cause/e!ect, ﬁrst/second/third in a sequence. • What is the main idea of the text? What are some of the key details and how do they support the main idea? • What do the illustrations (photographs, maps) tell you? How do they help you to under- stand the words? • What questions do you now have after reading? What would you like to learn more about? Why? • What are the most important facts you learned from reading? • What is the most interesting fact you learned today? Why? • How does what you read today connect to something you have learned in lessons? • Choose one new word from your reading today and analyze it on a vocabulary square:

Deﬁnition in your own words Synonyms (words that mean the same)

Words with the same a!x or root Sketch

*Some of the prompts will not be appropriate for the text students are reading. Invite students to choose a prompt that works for the text they have just read.

EL Education Curriculum 145 Adaptations and the Wide World of Frogs

Informative QuickWrite Prompts Directions: Choose a prompt to respond to. For each response, be sure to use the informative writing techniques discussed in class and choose facts, deﬁnitions, and details to explain your thinking. Try to choose a di!erent prompt each time.

• Describe your frog’s habitat. Where does it live? What is the climate like? What other kinds of animals live there? What kinds of plants grow there? • Describe how your frog’s adaptations help it to survive. • Tell about a typical day in your frog’s life.

146 Grade 3: Module 2: Unit 3: Homework Resources (for Families)

Verbs I

Name: ______Date: ______

1. Read the sentences below. For each sentence, circle the subject and underline the verb (L.3.1a). Water-holding frogs have wide heads and thick bodies. Amazon horned frogs live in ponds of the Amazon rain foreﬆ. Glass frogs lay their eggs on the underside of a leaf.

2. Read the sentences below. For each sentence, tell whether it is written in the present or paﬆ tense. Explain what in the sentence makes you think so (L.3.1e). When the glass frog eggs hatched, they dropped right into the water. present tense paﬆ tense ______

______

The Amazon horned frog hides under leaves and waits for its prey. present tense paﬆ tense ______

______

EL Education Curriculum 147 Adaptations and the Wide World of Frogs

Verbs II

Name: ______Date: ______

1. Complete the sentence with the verb in the paﬆ tense (L.3.1d, L.3.1e). The water-holding frog ______underground to escape the heat and sun. (dig) The Amazon horned frog ______under leaves and (hide) ______its prey. (watch) The glass frog ______from a plant to a rock. (jump)

2. Complete the sentence with the verb in the future tense (L.3.1e). The water-holding frog ______underground to escape the heat and sun. (dig) The Amazon horned frog ______under leaves and (hide) ______its prey. (watch) The glass frog ______from a plant to a rock. (jump)

148 Grade 3: Module 2: Unit 3: Homework Resources (for Families)

Linking Words and Phrases I W.3.2c Name: ______Date: ______

Directions: Reread your expert frog text. Record the linking words and phrases you find in the chart below and then answer the queﬆion at the bottom of the page. You may find linking words and phrases that are different from those liﬆed on your Linking Words and Phrases chart. Add new linking words and phrases to your chart to continue to build that liﬆ.

Time order words and phrases Words and phrases that connect ideas

Queﬆion: Do you notice more time order words and phrases or more words and phrases that connect ideas? Why do you think this is? ______

______

EL Education Curriculum 149 Adaptations and the Wide World of Frogs

Linking Words and Phrases II W.3.2c Name: ______Date: ______

Directions: Liﬆ the linking words and phrases you find in your research reading text today. Record the words in the chart below and then answer the queﬆion at the bottom of the page. You may find linking words and phrases that are different from those liﬆed on your Linking Words and Phrases chart. Add new linking words and phrases to your chart to continue to build that liﬆ.

Time order words and phrases Words and phrases that connect ideas

Queﬆion: Do you notice more time order words and phrases or more words and phrases that connect ideas? Why do you think this is? ______

______

150 Grade 3: Module 2: Unit 3: Homework Resources (for Families)

Simple, Compound, and Complex Sentences I L.3.1i Name: ______Date: ______

Directions: Circle whether each of the following sentences is simple, compound, or complex. Underline coordinating conjunctions in red and subordinating conjunctions in blue.

1. The water-holding frog lives in the dry deserts of Auﬆralia. Simple/Compound/Complex 2. Except for the warts spread over the body, their skin is smooth to the touch. Simple/Compound/Complex 3. The glass frog’s transparent color is an amazing adaptation that helps it to ﬆay safe because it helps the frog ﬆay almoﬆ invisible to anything that would want to eat it. Simple/Compound/Complex 4. When the ground ﬆarts to dry up, the water-holding frog uses its webbed feet to dig. Simple/Compound/Complex 5. Female Amazon horned frogs are moﬆly tan to make it easier to hide, but the male frogs are many diﬀerent shades of green. Simple/Compound/Complex 6. Glass frogs live in the rain foreﬆ in countries like Coﬆa Rica. Simple/Compound/Complex 7. When its prey comes by, the Amazon horned frog springs out and catches it.

Simple/Compound/Complex

EL Education Curriculum 151 Adaptations and the Wide World of Frogs

Simple, Compound, and Complex Sentences II L.3.1i Name: ______Date: ______

Directions: Revise the sentences below to make them into compound or complex sentences.

1. The glass frog’s transparent color is an amazing adaptation that helps it to ﬆay safe. It helps the frogs ﬆay almoﬆ invisible to anything that would want to eat them. ______

______

2. Amazingly, they swallow what they eat whole. That means they take only one big gulp to eat their prey. ______

______

3. Glass frogs are always some shade of green on the top of their body. It makes the frog very hard to see when it is sitting on a green leaf. ______

______

152 Grade 3: Module 2: Unit 3: Homework Resources (for Families)

4. Water-holding frogs are usually gray, dark brown, or green. They have a white belly. ______

______

5. Amazon horned frogs live in ponds of the Amazon rain foreﬆ. The Amazon rain foreﬆ is in South America. ______

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EL Education Curriculum 153 Adaptations and the Wide World of Frogs

Notes

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154 Grade 3: Module 2

Notes

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EL Education Curriculum 155 Adaptations and the Wide World of Frogs

Notes

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156 Grade 3: Module 2

Notes

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EL Education Curriculum 157 Adaptations and the Wide World of Frogs

Notes

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158 Grade 3: Module 2

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EL Education Curriculum 159 Adaptations and the Wide World of Frogs

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160 Grade 3: Module 2

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EL Education Curriculum 161 Adaptations and the Wide World of Frogs

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162 Grade 3: Module 2

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EL Education Curriculum 163 Adaptations and the Wide World of Frogs

Grade 3 Vocabulary Log Icon Sketch/ Diagram/ Translation your home language? What is the translation in translation the What is

Deﬁnition your own words? What does it mean in

Word and What is theWhat is do you say it? say you do word and howword Pronunciation

164 Grade 3: Module 2

Grade 3 Vocabulary Log Icon Sketch/ Diagram/ Translation your home language? What is the translation in translation the What is

Deﬁnition your own words? What does it mean in

Word and What is theWhat is do you say it? say you do word and howword Pronunciation

EL Education Curriculum 165 Adaptations and the Wide World of Frogs

Grade 3 Vocabulary Log Icon Sketch/ Diagram/ Translation your home language? What is the translation in translation the What is

Deﬁnition your own words? What does it mean in

Word and What is theWhat is do you say it? say you do word and howword Pronunciation

166