Grade 3: Module 2
Language Arts
Grade 3: Module 2
Student Workbook EL Education Language Arts Curriculum
Grade 3: Language Arts: Module 2: Adaptations and the Wide World of Frogs, Student Workbook (Second Edition)
EL Education Language Arts Curriculum is published by:
EL Education
247 W. 35th Street, 8th Floor
New York, NY 10001 www.ELeducation.org
ISBN 978-1683623144
SECOND EDITION
© 2016 EL Education Inc.
Except where otherwise noted, EL Education’s Language Arts Curriculum is published under a Creative Commons Attribution 4.0 International (CC BY 4.0) License. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/.
Licensed third party content noted as such in this curriculum is the property of the respective copyright owner and not subject to the CC BY 4.0 License. Responsibility for securing any necessary permissions as to such third party content rests with parties desiring to use such content. For example, certain third party content may not be reproduced or distributed (outside the scope of fair use) without additional permissions from the content owner and it is the responsibility of the person seeking to reproduce or distribute this curriculum to either secure those permissions or remove the applicable content before reproduction or distribution.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Common Core State Standards are subject to the public license located at http://www.corestandards.org/public-license/.
Cover art from “Birds of the Palouse,” a project by first and second grade students at Palouse Prairie Charter School in Moscow, Idaho. For more information about this project, visit
1 2 3 4 5 6 7 8 9 10 Table of Contents
Grade 3: Module 2: Adaptations and the Wide World of Frogs
About EL Education...... v
Unit 1 Lesson 1 ...... 2 Lesson 2 ...... 5 Lesson 3 ...... 8 Lesson 4 ...... 16 Lesson 5 ...... 18 Lesson 6 ...... 20 Lesson 7 ...... 22 Lesson 8 ...... 25 Lesson 9 ...... 33 Lesson 10 ...... 34 Lesson 11 ...... 37 Lesson 13 ...... 40 Lesson 14 ...... 43 Homework Resources (for Families) ...... 44
Unit 2 Lesson 1 ...... 60 Lesson 2 ...... 75 Lesson 3 ...... 77 Lesson 4 ...... 81 Lesson 5 ...... 82 Lesson 6 ...... 84 Lesson 7 ...... 87 Lesson 8 ...... 90 Lesson 9 ...... 92 Lesson 12 ...... 95 Homework Resources (for Families)...... 99
EL Education Curriculum iii Adaptations and the Wide World of Frogs
Unit 3 Lesson 1 ...... 116 Lesson 2 ...... 117 Lesson 3 ...... 118 Lesson 6 ...... 123 Lesson 7 ...... 126 Lesson 8 ...... 128 Lesson 10 ...... 130 Lesson 11 ...... 135 Homework Resources (for Families)...... 137
Notes ...... 154 Vocabulary Log ...... 164
iv About EL Education
“There is more in us than we know. If we can be made to see it, perhaps, for the rest of our lives, we will be unwilling to settle for less.” – Kurt Hahn
EL Education (formerly Expeditionary Learning) is redefining student achievement in diverse communities across the country, ensuring that all students master rigorous content, develop positive character, and produce high-quality work. We create great public schools where they are needed most, inspiring teachers and students to achieve more than they thought possible.
EL Education’s portfolio of instructional materials and coaching services draws on 25 years of success in more than 150 schools in the EL Education network, serving over 4,000 teachers and 50,000 students in 30 states. Based on our founding principles of meaningful work, character, and respect for teachers, EL Education’s offerings transform teaching and learning to promote habits of scholarship and character that lead to high student achievement, regardless of student background. In addition to success on standardized tests, EL Education students demonstrate critical thinking, intellectual courage, and emotional resilience; they possess the passion and the capacity to contribute to a better world.
EL Education’s curriculum is a comprehensive, standards-based core literacy program that engages teachers and students through compelling, real world content. The first edition of our Language Arts curriculum is being used in more than 44 states, and has been downloaded close to 8 million times. The curriculum has received the highest marks from EdReports.org and Educators Evaluating the Quality of Instructional Products (EQuiP).
For more information, visit www.ELeducation.org.
EL Education Curriculum v
Grade 3: Module 2
Unit 1 Grade 3: Module 2: Unit 1: Lesson 1
“Why the Frog Has a Long Tongue” Long, long ago in a sparkling blue mountain lake, there lived a young frog named Kikker. Kikker had smooth, lime green skin. His big, black eyes were rimmed in gold and bulged pleasantly. When Kikker was happy, his eyes closed into two straight solid-gold lines, one on each side of his head. Kikker was very smart and very kind and very, very tiny. In fact, he was no bigger than your thumbnail! Now every year, the frogs in Kikker’s lake held a big fly-catching contest. Whoever caught the most flies won. Kikker loved to watch the long-legged frogs in his lake practicing for the contest. They leapt high in the air, opened their big, wide mouths and then quickly snapped them shut, trapping a delicious fly inside! Kikker was excited because this year, he was finally old enough to enter. Oh, how he wanted to win that contest! “I need to practice,” thought Kikker. Just then, a small fly buzzed by. Kikker hopped into the air as high as he could. He opened his not-so- big mouth and then snapped it shut. But instead of tasting a delicious fly, Kikker heard loud croaks of laughter. “Why don’t you get some stilts, Tiny?” “Do you need a ladder?” “Look at those puny legs!” Kikker dove deep under the water, embarrassed. All day long, he tried unsuccessfully to jump up and catch flies. “What can I do?” Kikker thought. “My little legs will never be able to hop as high as those bigger frogs.” All day long, Kikker tried to jump up and catch flies, but he didn’t catch a single one. He felt terribly sad. His legs were sore, and his mouth was parched from snapping open and shut. He reached his long tongue into the lake for a cool drink. Just then Kikker had an idea—a very clever idea! He slowly swam over to a quiet part of the lake, still thinking about his wonderful idea. He knew now what he had to practice. And practice he did, day after day, working his muscles until he was strong and skilled.
2 Grade 3: Module 2: Unit 1: Lesson 1
Finally the day of the contest arrived. Long-legged frogs hopped everywhere, leaping and turning high in the air, opening their huge mouths and snapping them shut. It seemed like each frog jumped higher than the last. The geese kept count of how many flies each frog caught. Who would catch the most? Over in a quiet corner of the lake sat Kikker, barely moving, every muscle still. “Decided not to even try, Kikker? Don’t blame you—you don’t stand a chance!” croaked Old Bullfrog with a wide smirk on his face. Just then, Kikker’s long, strong tongue shot out of his mouth, wrapped around a startled fly, and pulled it inside. Kikker did this again and again, catching more flies than all the other frogs combined, all the while barely moving a muscle! Of course, Kikker won the contest, setting the record for the most flies caught—ever! “Hey, Kikker,” called a long-legged frog from across the lake, “that looks much easier than what we’re doing. Could you teach the rest of us how to do that?” So Kikker, who never held a grudge, showed the other frogs how to do the curling and rolling exercises he had used to make his tongue long, strong, and flexible. Soon all the frogs in the lake were relaxing, catching flies almost effortlessly, with just a flick of the tongue. In the far corner of the lake, Kikker sat proudly, his eyes shut in two solid-gold lines on each side of his head, a big grin on his face.
670L
Written by EL Education for instructional purposes
EL Education Curriculum 3 Grade 3: Module 2: Unit 1: Lesson 1
Meaning if you you if need to) (use a dictionary Unfamiliar Unfamiliar Vocabulary ______
Date: Gist What is it mostly about? mostly “Why the Frog Has a Long Tongue” Has a Long the Frog “Why Finding the Gist and Unfamiliar Vocabulary: the Gist and Unfamiliar Finding Text ______
Beginning at “Long, long ago …” Beginning at “Long, your than Ending at “… …” year every Beginning at “Now that contest!” win Ending at “… …” practice to Beginning at “I need drink.” a cool Ending at “… …” then Kikker Beginning at “Just the most?” catch Ending at “… in a quiet Beginning at “Over caught—ever!” flies Ending at “… …” Kikker Beginning at “Hey, face.” on his Ending at “… thumbnail!” ...” corner
• • • • • • • • • • • • RL.3.4, L.3.4 Name: 4 Grade 3: Module 2: Unit 1: Lesson 2
Close Read: “The Polliwogs” Note-catcher RL.3.1, RL.3.2, RL.3.4, RF.3.4, L.3.1a, L.3.4a
Name: ______Date: ______
Source: “The Polliwogs” from Lizards, Frogs, and Polliwogs
Meaning How do polliwogs move? What words in the poem make you think so? if you you if need to) (use a dictionary Unfamiliar Unfamiliar Vocabulary ______
Date: Gist What are polliwogs? What is it mostly about? mostly “Why the Frog Has a Long Tongue” Has a Long the Frog “Why Finding the Gist and Unfamiliar Vocabulary: the Gist and Unfamiliar Finding Text ______Beginning at “Long, long ago …” Beginning at “Long, your than Ending at “… …” year every Beginning at “Now that contest!” win Ending at “… …” practice to Beginning at “I need drink.” a cool Ending at “… …” then Kikker Beginning at “Just the most?” catch Ending at “… in a quiet Beginning at “Over caught—ever!” flies Ending at “… …” Kikker Beginning at “Hey, face.” on his Ending at “… thumbnail!” ...” corner • • • • • • • • • • • • RL.3.4, L.3.4 Name:
EL Education Curriculum 5 Grade 3: Module 2: Unit 1: Lesson 2
Narrative Texts Handout
RL.3.2, RL.3.3, W.3.3 Narrative Texts • Narrative texts tell a story and entertain the reader. • Narrative texts have a clear sequence of events that makes sense and is easy to understand. These texts have: - A beginning that establishes the situation and introduces the characters and/or narrator - A middle that describes the central problem and explains how the character(s) respond to the problem - An ending that has a solution/resolution to “wrap up” the problem and explains the message or purpose of the narrative • Narrative texts can be about real events or imagined experiences. • Narrative texts may use dialogue to show how characters react to events: - Example: “Help! Please help me,” he screamed. - The words spoken should have quotation marks around them. - A comma at the end inside the quotation marks before the rest of the sentence. - Example: Ranna thought, “How strange; it seems to be getting cooler.” - Thinking is internal dialogue. - A comma before dialogue if the sentence begins before the dialogue; a period at the end of the dialogue if that is the end of the sentence • Narrative texts may include descriptions of what the characters are doing, thinking, and feeling. • Narrative texts use time words and phrases to show when the events happen.
6 Grade 3: Module 2: Unit 1: Lesson 2
Beginning
Establish the situation. Introduce the characters. What is happening? Where? Who are the main characters? When? What are they like? Middle
Describe the problem. Explain how the character(s) What is the problem? respond to the problem. What events are happening? How does he/she feel? What does he/she think, say, do? End
The Point. What is the message/ purpose of the narrative? Provide a solution/resolution. How is the problem solved/resolved?
EL Education Curriculum 7 Grade 3: Module 2: Unit 1: Lesson 3
Close Reading: “The Poison-Dart Frogs” Note-catcher RL.3.1, RL.3.2, RL.3.4, RF.3.4, L.3.4a
Name: ______Date: ______
Source: “The Poison-Dart Frogs” from Lizards, Frogs, and Polliwogs
What adjectives are used to describe poison dart frogs?
What do poison dart frogs look like?
8 Grade 3: Module 2: Unit 1: Lesson 3
Language Dive Note-catcher: “The Poison-Dart Frogs”
Name: ______Date: ______
And though their poison can tip a dart, These frogs are Masters of Fine Art. Sketch poison on the tip of a dart.
And though their poison can ______,
These frogs are ______.
EL Education Curriculum 9 Grade 3: Module 2: Unit 1: Lesson 3
Narrative Planning Graphic Organizer: “Why Do Polliwogs Wiggle?” W.3.3, W.3.4, W.3.5
Name: ______Date: ______
Beginning Middle
Establish a situation. Describe a problem. • What is happening? • What is the problem?
• Where? • What sequencing words will you use to show the order of events?
• When?
Introduce the characters. • Who are the main characters?
• What are they like?
10 Grade 3: Module 2: Unit 1: Lesson 3
Middle End Explain how the Pr ovide a solution/ character(s) respond to resolution. the problem. • How is the problem solved/ • How does he/she feel? resolved?
• What does he/she think?
• What does he/she say?
The Point • What does he/she do? • What is the message/purpose of your narrative?
EL Education Curriculum 11 Grade 3: Module 2: Unit 1: Lesson 3
Why the Poison Dart Frog Is So Colorful
Long, long ago, deep in Africa, a boy named Ranna lived by himself in a secret, magical cave. On the outside, the cave was dull, rocky, and gray. But inside, the walls of the cave were covered with glittering jewels— rubies, diamonds, and sapphires.
Ranna shared his cave with three pet frogs. They were named Drab, Ash, and Grey, and their skin was a dull gray-green. Drab was tiny. Ash was tinier, and little Grey was the tiniest of all. 12 Grade 3: Module 2: Unit 1: Lesson 3
One day Ranna was playing a hunting game with his frog friends. He accidentally knocked over one of the torches that lit up the cave. The torch fell onto the dried grass Ranna used for a bed and set it on fire!
“Help! Please help me,” Ranna screamed. He knew he had to find a way out! He ran for the entrance, but it was in flames. He reached down to pick up Drab, Ash, and Grey. But his little friends hopped away from him. He followed them, but they just hopped more quickly, deeper and deeper into the cave. EL Education Curriculum 13 Grade 3: Module 2: Unit 1: Lesson 3
Why the Poison Dart Frog Is So Colorful
Ranna thought, “How strange; it seems to be getting cooler.” Then he saw a giant crack in the cave wall! Ranna scooped up the three frogs and wriggled through. First, Ranna took a deep breath of fresh air. Then he bent down to see if Drab, Ash, and Grey were all right.
Ranna was amazed! Drab, Ash, and Grey were safe, but they were not dull and green anymore! Drab was ruby red with flecks of gold. Ash was a bright sapphire blue with streaks of black. Grey looked like a shimmering rainbow! The walls of the cave had melted and coated the frogs in brilliant colors. 14 Grade 3: Module 2: Unit 1: Lesson 3
“Now no one will ever forget your bravery!” said Ranna. And to this day, the children and grandchildren of those three little frogs have beautiful skin, the color of gems. Written by EL Education for instructional purposes.
EL Education Curriculum 15 Grade 3: Module 2: Unit 1: Lesson 4
Close Reading: “The Wood Frog” Note-catcher RL.3.1, RL.3.2, RL.3.4, RL.3.5, RF.3.3c, RF.3.4, L.3.1a, L.3.4a, L.3.4b
Name: ______Date: ______
Source: ”The Wood Frog” from Lizards, Frogs, and Polliwogs
Words the author uses to show it is cold:
antifreeze 16 Grade 3: Module 2: Unit 1: Lesson 4
Exit Ticket: Plot Structures (W.3.3a) Name: ______Date: ______
Directions: Answer the questions below. 1. A student has written the beginning of a pourquoi tale about frogs that answers the question “Why are poison dart frogs so colorful?” Read this paragraph from the narrative and answer the question that follows. Ranna lived by himself in a secret, magical cave. On the outside, the cave was dull, rocky, and gray. But inside, the walls of the cave were covered with glittering jewels—rubies, diamonds, and sapphires. Ranna shared his cave with three pet frogs. They were named Drab, Ash, and Grey, and their skin was a dull grey-green. Drab was tiny. Ash was tinier, and little Grey was the tiniest of all. 2. The student needs to fix the beginning by establishing the situation. Which sentences would best fit in this paragraph? A. Long, long ago, deep in Africa, there was a little boy named Ranna. B. “These jewels are so beautiful!” Ranna exclaimed. C. One day Ranna was playing a hunting game with his frog friends.
EL Education Curriculum 17 Grade 3: Module 2: Unit 1: Lesson 5
Narrative Planning Graphic Organizer: New “Why” Question
W.3.3, W.3.4, RL.3.4 Name: ______Date: ______
Beginning Middle
Establish a situation. Describe a problem. • What is happening? • What is the problem?
• Where?
• What sequencing words will you use to show the order of events? • When?
Introduce the characters • Who are the main characters?
• What are they like?
18 Grade 3: Module 2: Unit 1: Lesson 5
Middle End Explain how the Pr ovide a solution/ character(s) respond to resolution. the problem. • How does he/she feel? • How is the problem solved/ resolved?
• What does he/she think?
• What does he/she say?
The Point
• What does he/she do? • What is the message/purpose of your narrative?
EL Education Curriculum 19 Grade 3: Module 2: Unit 1: Lesson 6
Language Dive Note-catcher: “The Glass Frog”
Name: ______Date: ______
Upon a tree/ It’s hard to see/ Which part is leaf/ And which is me Sketch a tree. Show where to find the narrator of the poem.
Sketch a glass frog on a leaf.
In the classroom It’s hard to see ______And ______
20 Grade 3: Module 2: Unit 1: Lesson 6
Exit Ticket: Narrative Endings
(W.3.3d) Name: ______Date: ______
Directions: Answer the questions below. 1. A student has written the ending of a pourquoi tale about frogs that answers the question “Why are poison dart frogs so colorful?” Read this paragraph from the narrative and answer the question that follows. “How strange; it seems to be getting cooler,” Ranna thought. First, Ranna took a deep breath of fresh air. Then he bent down to see if Drab, Ash, and Grey were all right. Ranna was amazed! Drab, Ash, and Grey were safe, but they were not dull and green anymore! Drab was ruby red with flecks of gold. Ash was a bright sapphire blue with streaks of black. Grey looked like a shimmering rainbow! The walls of the cave had melted and coated the frogs in brilliant colors. 2. The student needs to fix the ending by explaining how the problem is solved. Which sentences would best fit in this paragraph? A. But his little friends hopped away from him. He followed them, but they just hopped more quickly, deeper and deeper into the cave. B. Then he saw a giant crack in the cave wall! Ranna scooped up the three frogs and wriggled through. C. “Now, no one will forget your bravery!” said Ranna. And to this day, the children and grandchildren of those three little frogs have beautiful skin, the color of gems.
EL Education Curriculum 21 Grade 3: Module 2: Unit 1: Lesson 7
Tracking Progress: Reading, Understanding, and Explaining New Text
Name: ______Date: ______Learning Target: I can independently read, understand, and explain the meaning of a new text. Standards I’m Tracking: RL/RI.3.1, 3.4, 3.10, L.4.4 Text Type (circle): Informative Story Poem Play/Readers Theater 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 assessment materials, place each sticky note in an area that shows evidence you have met the criteria. This might be next to a selected response question or a short piece of writing. 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.
22 Grade 3: Module 2: Unit 1: Lesson 7
Standard Criteria for reading, 4 3 2 1 understanding and Advanced Proficient Developing Beginning explaining a new text RL.3.1/ I can refer to the text RI.3.1 to ask and answer questions. RL.3.4/ I can determine the RI.3.4 meaning of unknown L.3.4 words and phrases using at least one of the following strategies: context affixes and roots reference materials RL.3.10/ I can read and RI.3.10 understand Grade 3 level texts independently. 2. How have I improved since I last worked on this skill? ______
______
______
Teacher Response: ______
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______
3. How can I improve next time? ______
______
______
EL Education Curriculum 23 Grade 3: Module 2: Unit 1: Lesson 7
Teacher Response: ______
______
______
Anchor Standards: R.1 By the end of Grade 12 I will be able to: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.4 By the end of Grade 12 I will be able to: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.10 By the end of Grade 12 I will be able to: Read and comprehend complex literary and informational texts independently and proficiently. L.4 By the end of Grade 12 I will be able to: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
24 Grade 3: Module 2: Unit 1: Lesson 8
Narrative Writing Checklist
Name: ______Date: ______
Standard Characteristics of an Characteristics of Yes? Effective Narrative Piece My Pourquoi Tale No? RI.3.1 I use some information from what I have read to create the characters, setting, or events in the story.
W.3.3c The events in the narrative make sense and are easy to understand.
W.3.3a I introduce the narrator and establish the situation.
W.3.3a My story has a central problem.
W.3.3d I resolve the problem at the end of the story and “wrap it up.”
EL Education Curriculum 25 Grade 3: Module 2: Unit 1: Lesson 8
Standard Characteristics of an Characteristics of Yes? Effective Narrative Piece My Pourquoi Tale No? W.3.3c I use words that show when L.3.6 the events happen.
W.3.3b I use dialogue to show the re- L.3.3 action of characters to events. I describe what the characters are doing, thinking, and feeling.
L.3.3 I help readers understand important parts of the story by describing what they might see, hear, taste, smell, or feel if they were there.
W.3.4 I tell my story in a way that L.3.3 helps readers imagine the characters, setting, and events.
L.3.1 My words and sentences follow the rules of writing.
L.3.2 The spelling, capitalization, and punctuation in my piece are correct.
26 Grade 3: Module 2: Unit 1: Lesson 8
Narrative Template: New “Why” Question W.3.3, W.3.4, W.3.5
Name: ______Date: ______
Situation
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______
______
______
EL Education Curriculum 27 Grade 3: Module 2: Unit 1: Lesson 8
Character(s)
______
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28 Grade 3: Module 2: Unit 1: Lesson 8
Problem
______
______
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______
EL Education Curriculum 29 Grade 3: Module 2: Unit 1: Lesson 8
Response
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30 Grade 3: Module 2: Unit 1: Lesson 8
Solution/Resolution
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EL Education Curriculum 31 Grade 3: Module 2: Unit 1: Lesson 8
The Point
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32 Grade 3: Module 2: Unit 1: Lesson 9
Exit Ticket: A New “Why” Question
Name: ______Date: ______
The new “why” question I have chosen to write a pourquoi tale about is:
______
______
______
EL Education Curriculum 33 Grade 3: Module 2: Unit 1: Lesson 10
Linking Words and Phrases (W.3.1c, W.3.2c, W.3.3c) Name: ______Date: ______
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
34 Grade 3: Module 2: Unit 1: Lesson 10
Narrative Planning Graphic Organizer: End of Unit 1 Assessment W.3.3, W.3.4, W.3.5
Name: ______Date: ______
Beginning Middle Establish a situation. Describe a problem. • What is happening? • What is the problem?
• Where? • What sequencing words will you use to show the order of events?
• When?
Introduce the characters. • Who are the main characters?
• What are they like?
EL Education Curriculum 35 Grade 3: Module 2: Unit 1: Lesson 10
Middle End Explain how the Pr ovide a solution/ character(s) respond to resolution. the problem. • How is the problem solved/ • How does he/she feel? resolved?
• What does he/she think?
• What does he/she say?
The Point • What does he/she do? • What is the message/purpose of your narrative?
36 Grade 3: Module 2: Unit 1: Lesson 11
Comparative and Superlative Adjectives and Adverbs Handout L.3.1g
Name: ______Date: ______
Adjective Comparative Adjective Superlative Adjective wide spotty tall curly What do you notice?
Adverb Comparative Adverb Superlative Adverb slowly fast quietly late What do you notice?
EL Education Curriculum 37 Grade 3: Module 2: Unit 1: Lesson 11
Reading Fluency Self-Assessment Checklist
Name: ______Date: ______
Reading Fluency Checklist Characteristics Symbol 4 3 2 1 of Fluent Advanced Proficient Developing Beginning Reading RF.4b, I can read all/ RF.4c almost all of the words correctly. RF.4c I can correct myself and reread when what I read was wrong or didn’t make sense. RF.4a, I can read my RF.4b text at a speed that is appro- priate for the piece. RF.4a, I can read RF.4b smoothly without many breaks. RF.4a, I can read RF.4b groups of related words and phrases together.
38 Grade 3: Module 2: Unit 1: Lesson 11
Reading Fluency Checklist Characteristics Symbol 4 3 2 1 of Fluent Advanced Proficient Developing Beginning Reading RF.4a, I can notice RF.4b and read punctuation. (Examples: Pauses after a comma and period; questions sound like questions; dialogue sounds like someone saying it; exclamations in an excited voice.) RF.4b I can use the appropriate tone to express the author’s meaning. RF.4b I can use facial expressions and body language to match the expression in my voice. RF.4b I can use the appropriate volume and change volume naturally as if I am talking to a friend.
EL Education Curriculum 39 Grade 3: Module 2: Unit 1: Lesson 13
Tracking Progress: Narrative Writing
Name: ______Date: ______
Learning Target: I can write a narrative text. Standard I’m Tracking: W.3.3 1. How am I doing? • For each criterion, self-assess by putting a check mark in the appro- priate 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 one. • 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.
Standard Characteristics of 4 3 2 1 an Effective Advanced Proficient Developing Beginning Narrative Piece RI.3.1 I use some * information from what I have read to create the characters, setting, or events in the story. *W.3.3c The events in the narrative make sense and are easy to understand. *W.3.3a I introduce the narra- tor and establish the situation. *W.3.3a My story has a central problem. W.3.3d I resolve the problem at the end of the story and “wrap it up.”
40 Grade 3: Module 2: Unit 1: Lesson 13
Standard Characteristics of 4 3 2 1 an Effective Advanced Proficient Developing Beginning Narrative Piece W.3.3c I use words that show L.3.6 when the events happen. W.3.3b I use dialogue to L.3.3 show the reaction of characters to events. I describe what the characters are doing, thinking, and feeling. L.3.3 I help readers understand important parts of the story by describing what they might see, hear, taste, smell, or feel if they were there. *W.3.4 I tell my story in L.3.3 a way that helps readers imagine the characters, setting, and events. L.3.1 My words and sentences follow the rules of writing. L.3.2 The spelling, capitalization, and punctuation in my piece are correct.
EL Education Curriculum 41 Grade 3: Module 2: Unit 1: Lesson 13
2. How have I improved since I last worked on this skill?
______
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Teacher Response:
______
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3. How can I improve next time?
______
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Teacher Response:
______
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Anchor Standard: W.3 By the end of Grade 12 I will be able to: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
42 Grade 3: Module 2: Unit 1: Lesson 14
Exit Ticket: Answering Questions about the Text
Name: ______Date: ______
Directions: Underline the correct answer. 1. According to the text, how long does it take bullfrogs to be fully grown? A. in midwinter B. in April C. over a year D. over 3 years 2. Which evidence from the text best supports your answer to Question 1? A. “After a summer and a fall as a tadpole, and over a year as a youngster, Bullfrog is now fully grown.” B. “In midwinter, Bullfrog emerged from his muddy winter retreat and silently waited for the warmth and rains of spring.” C. “Now in April, his throat yellow and bulging, he sings a sound like ‘brrwoom.’” D. “In this special place he will attract a female bullfrog by calling to her in his deep voice.” 3. According to the text, the bullfrog’s predators include: A. raccoons B. southern cricket frogs C. moths D. herons
EL Education Curriculum 43 Grade 3: Module 2: Unit 1: Lesson 14
4. Which evidence from the text best supports your answer to Question 3? A. “Suddenly, a loud crash by the garage of the house echoes in the night. A fat raccoon scurries away from the trash can lid she just knocked over.” B. “As Bullfrog eats the moth, he does not notice the silent landing of a black-crowned heron. But the heron notices Bullfrog. A nice, fat juicy bullfrog would satisfy a hungry heron.” C. “Bullfrog sees the moth with his big, round eyes. In an instant, his long, sticky tongue brings the moth to his mouth and it becomes part of his evening meal.” D. “He hears the clicking sounds of southern cricket frogs in the grass. One of the little frogs jumps. It lands just in front of Bullfrog. In less than a second, it is in Bullfrog’s mouth.”
44 Grade 3: Module 2: Unit 1
Homework Resources (for Families) Adaptations and the Wide World of Frogs
Unit 1: Reading and Writing Narratives: Poems and Pourquoi Tales about Frogs
Common Core State Standards addressed: RL.3.1, RL.3.2, RL.3.4, RL.3.5, W.3.3, W.3.4, L.3.1g, L.3.3a, L.3.4, L.3.6
Guiding Questions and Big Ideas
How does an author engage the reader in a narrative?
■ An effective narrative has a beginning that establishes the character and situation, a middle that introduces a problem with character response, and an ending that resolves the problem.
What will your student be doing at school?
In this unit, students read and write narrative texts about frogs. They closely read poems about frogs and develop “why” questions about frogs. They read and write narrative pourquoi tales that answer these “why” questions.
When reading, students analyze the plot structure of a narrative. Students learn that narrative texts have a clear sequence of events that makes sense and is easy to understand. Specifically, they have:
■ A beginning that establishes the situation and introduces the characters and/or narrator ■ A middle that describes the central problem and explains how the character(s) respond to the problem ■ An ending that has a solution/resolution to “wrap up” the problem and explains the message or purpose of the narrative
The Language standard that students will be focusing on in this unit (L.3.1g) requires them to:
■ Form and use comparative and superlative adjectives and adverbs (see information on the next page)
46 Grade 3: Module 2: Unit 1: Homework Resources (for Families)
Comparative and Superlative Adjectives and Adverbs
Comparative Superlative Comparative Superlative Adjective Adjective Adverb Adverb An adjective An adjective An adverb (a word An adverb (a word (describing word) (describing word) that describes how that describes how that compares one that compares one a verb is carried a verb is carried thing to another thing to a group out) that compares out) that compares the way an action the way an action is is carried out to carried out in com- another parison to a group Big Bigger: This frog Biggest: This frog is bigger than that is the biggest of the frog. three. Curly Curlier: She has Curliest: Of all of curlier hair than I my brothers, he has have. the curliest hair. Fast Faster: The driver Fastest: The sports of the red car drives car goes the fastest faster than the of all of the cars in driver of the blue the race. car. Slowly More slowly: The Most slowly: The tortoise moves tortoise moved more slowly than most slowly of all the rabbit. of the animals at the zoo.
How can you support your student at home?
■ Talk to your student about the frog poems he or she is studying and the things he or she is wondering about frogs. ■ Talk to your student about his or her narrative text and the structure of an effective narrative text. ■ Choose sentences or paragraphs in an excerpt of a narrative text and invite your student to tell you the plot structures he or she can identify. ■ Read narrative and informational texts about frogs. ■ Watch documentaries about frogs on television.
Unit 1: Homework
In Lessons 1–7, homework focuses on research reading, determining the meaning of unfamiliar words using context and reference materials, and QuickWrites in which students practice the plot structures of an effective narrative.
In Lessons 8–14, homework focuses on practicing reading paragraphs of text aloud as a perfor- mance and forming and using comparative and superlative adjectives and adverbs.
EL Education Curriculum 47 Adaptations and the Wide World of Frogs
Research reading: Your student is expected to independently research the topic by reading topic-related books of his/her choice for approximately 20 minutes each day and responding to a prompt of choice in the front of the independent reading journal. These are usually books your student will bring home from school; however, they may be topic-related books chosen by the student at the public or home library. Prompts for independent reading can be found in the homework materials provided.
Choice reading: If your student would also like to independently read and respond to a book of free choice, he/she may use the back of the independent reading journal. Prompts for inde- pendent reading can be found in the homework materials provided.
48 Grade 3: Module 2: Unit 1: Homework Resources (for Families)
Lesson Lesson Content Homework Practice Due In Anticipated Date*
1 Students discover the topic 1. Research reading and 1. Teacher will check inde- of study for the module and answering prompt pendent reading journals are introduced to the final strategically. performance task.
2 Students closely read a poem 1. Narrative QuickWrite 1. Lesson 4 about polliwogs and analyze prompt 2. Lesson 3 the plot structure of a pour- 2. Ask a family member to 3. Teacher will check inde- quoi tale. tell you a pourquoi tale or pendent reading journals bring a written tale (in any strategically. language) from home or the library. 3. Research reading and answering prompt
3 Students closely read a poem 1. Reread “Why the Poison 1. Lesson 4 about poison dart frogs and Dart Frog Is So Colorful” 2. Teacher will check inde- begin planning a class pour- for gist. pendent reading journals quoi tale. 2. Research reading and strategically. answering prompt
4 Students closely read a poem 1. Vocabulary 1. Lesson 6 about wood frogs and begin 2. Narrative QuickWrite 2. Lesson 6 drafting the beginning of the prompt 3. Teacher will check inde- class pourquoi tale. 3. Research reading and pendent reading journals answering prompt strategically.
5 Students continue drafting the 1. Add illustrations to “Why 1. Lesson 7 class pourquoi tale, focusing the Poison Dart Frog Is So 2. Teacher will check inde- on writing the middle of the Colorful.” pendent reading journals story. They also begin plan- 2. Research reading and strategically. ning their own pourquoi tale. answering prompt
6 Students closely read a poem 1. Vocabulary 1. Lesson 8 about glass frogs and finish 2. Narrative QuickWrite 2. Lesson 8 drafting the class pourquoi prompt 3. Teacher will check inde- tale, writing the end of the 3. Research reading and pendent reading journals story. answering prompt strategically.
7 Students demonstrate their 1. Finish planning your pour- 1. Lesson 8 learning by taking the Mid-Unit quoi tale. 2. Teacher will check inde- 1 Assessment. They also 2. Research reading and pendent reading journals continue planning their own answering prompt strategically. pourquoi tale.
8 Students write the beginning 1. Research reading and 1. Teacher will check inde- of their pourquoi tale to answering prompt pendent reading journals answer a frog question. strategically.
9 Students write the middle of 1. Resear ch reading and 1. T eacher will check inde- their pourquoi tale. answering prompt pendent reading journals strategically.
10 Students write the end of their 1. Research reading and 1. Teacher will check inde- pourquoi tale: a resolution to answering prompt pendent reading journals the problem. strategically.
*Teacher note: Please complete the Anticipated Date column according to your schedule.
EL Education Curriculum 49 Adaptations and the Wide World of Frogs
Lesson Lesson Content Homework Practice Due In Anticipated Date*
11 Students revise pourquoi tale 1. Finish completing Narrative 1. Lesson 13 for comparative and super- Planning graphic organizer 2. Lesson 14 lative adjectives and word for new pourquoi tale. 3. Teacher will check inde- choice. 2. Comparative and superlative pendent reading journals adjectives practice strategically. 3. Research reading and answering prompt
12 Students revise pourquoi 1. Comparative and superlative 1. Lesson 14 tales for comparative and adverbs practice 2. Teacher will check inde- superlative adverbs and read 2. Research reading and pendent reading journals aloud their finished pourquoi answering prompt strategically. tale in the Frog Festival, which is part I of the End of Unit 1 Assessment.
13 Students complete Part II of 1. Research reading and 1. Teacher will check inde- the End of Unit 1 Assessment, answering prompt pendent reading journals which involves writing a new strategically. pourquoi tale.
14 Students continue the Frog 1. Research reading and 1. Teacher will check inde- Festival and read a new text, answering prompt pendent reading journals Bullfrog at Magnolia Circle, strategically. for gist.
*Teacher note: Please complete the Anticipated Date column according to your schedule.
50 Grade 3: Module 2: Unit 1: Homework Resources (for Families)
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 such as 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?
EL Education Curriculum 51 Adaptations and the Wide World of Frogs
Consider using the following independent reading prompts*: • What are some comparative and superlative adjectives and adverbs in the text you read? What do they do to the text? • 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 affix 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.
52 Grade 3: Module 2: Unit 1: Homework Resources (for Families)
Homework: Vocabulary Directions: In the classroom, you have been recording words from your texts in your Vocabulary Log. Throughout this unit, you have been research reading topic-related books at home to build your knowledge of frogs and what makes them unique and recording words in your inde- pendent reading journal.
Choose a word from your research reading or from a text you’ve read in class and add the word to your Vocabulary Log. Try to choose a different word to add and to practice a differ- ent vocabulary strategy each time. For each word, be sure to add the following:
• the definition, or meaning, of the word • the vocabulary strategy you used to figure out the meaning of the word • a sketch or diagram that helps you to better understand the meaning of the word
As a reminder, the vocabulary strategies we’ve been working on in class are:
Vocabulary Strategies • Context: Read the sentence around the word. • Look at the affixes for clues. • Look at the root of the word for clues. • Use a dictionary. • Discuss the word with another person (after attempting some of the above strategies).
EL Education Curriculum 53 Adaptations and the Wide World of Frogs
Narrative Writing Prompts Directions: Choose a prompt to respond to, using the character(s) from the class narra- tive as the main character(s) in your response. For each response, be sure to use the narra- tive techniques discussed in class and carefully chosen words and phrases to describe the actions, thoughts, and feelings of the characters and events. Try to choose a different prompt each time.
• Describe the setting where your story takes place. What do the characters see? What do they hear? How does it smell? • Describe the main character in the story. What does he/she look like? What is his/ her personality like? How does he/she interact with others? • Describe a different problem the main character(s) have. How do they resolve it?
54 Grade 3: Module 2: Unit 1: Homework Resources (for Families)
Homework: Comparative and Superlative Adjectives
Name: ______Date: ______
Directions: Underline the correct response. 1. The rabbit was ______than the frog. A. big B. more big C. biggest D. bigger
2. The poison dart frog was the ______of all the frogs we saw. A. spotty B. spottier C. spottiest D. more spotty
Directions: Use the adjective in parentheses to make the correct com- parative or superlative adjective for the sentences below. 3. Of all of the frogs, the orange frog jumped the ______(high)
4. The water-holding frog was ______than the glass frog. (long)
EL Education Curriculum 55 Adaptations and the Wide World of Frogs
Complete the table below:
Adjective Comparative Superlative Adjective Adjective hard pretty noisy quiet green small tall short curly ugly
56 Grade 3: Module 2: Unit 1: Homework Resources (for Families)
Homework: Comparative and Superlative Adverbs
Name: ______Date: ______
Directions: Underline the correct response. 1. The rabbit hopped ______than the frog. A. quick B. more quickly C. most quickly D. quickly
2. The poison dart frog jumped ______than the bullfrog. A. more quietly B. quietly C. quiet D. most quietly
Directions: Use the adverb in parentheses to make the correct com- parative or superlative adverb for the sentences below.
3. Of all of the frogs, the tree frog climbed the ______(easily)
4. The bullfrog croaked ______than the poison dart frog. (loudly)
EL Education Curriculum 57 Adaptations and the Wide World of Frogs
Complete the table below:
Adverb Comparative Adverb Superlative Adverb happily noisily gently kindly silently sweetly regularly gladly joyfully angrily
58 Grade 3: Module 2
Unit 2 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Name: ______Date: ______
Contents: Page 1–2: KWEL chart Pages 3–4: Close Reading: “Amphibians” note-catcher Page 5: Polliwogs Research note-catcher Pages 6–7: Close Reading: “The Glass Frog” note-catcher Page 8: Glass Frog Research note-catcher Page 9: Frog Adaptations Research note-catcher Page 10: My Freaky Frog Research note-catcher Page 11: My Freaky Frog Adaptations Research note-catcher
60 Grade 3: Module 2: Unit 2: Lesson 1 Sources Sources
L: I Learned … E: Evidence, and E: Evidence, KWEL Chart: Frogs Chart Chart: Frogs KWEL W: I want to know … know to want I W: Freaky Frog Research Notebook Research Frog Freaky …
How do frogs survive? frogs do How K: I think I know think K: I Page 1 Page W.3.8 W.3.7, RI.3.10, RI.3.1, question: Focus
EL Education Curriculum 61 Grade 3: Module 2: Unit 2: Lesson 1 Sources Sources
L: I Learned … E: Evidence, and E: Evidence, W: I want to know … know to want I W: …
K: I think I know think K: I Page 2 Page
62 Grade 3: Module 2: Unit 2: Lesson 1 (pages 6–7) permanently Water Words Water “But in rainforests, it is so humid the trees are are trees the it is so humid “But in rainforests, to stay wet all the time, allowing some frogs in them permanently.” Close Reading: “Amphibians” Note-catcher “Amphibians” Reading: Close Freaky Frog Research Notebook Research Frog Freaky Everything You Need to Know about Frogs and Other Slippery Creatures Slippery and Other Frogs about Know Need to EverythingYou Partly “Amphibians” from from “Amphibians” “Unlike reptiles, which lay tough-shelled eggs ontough-shelled which lay reptiles, “Unlike eggs in soft, jellylike land, most amphibians lay water.” “Reptiles have dry, scaly skin, but amphibians scaly dry, have “Reptiles soft, moist skin.” have legs and crawl develop they up, grow they “As wet be in must always they land, but onto places.” “Amphibians are animals that live partly in water in partly that live animals are “Amphibians on land.” and partly Page 3 Page L.3.4a, L.3.1i, L.3.4b, L.3.1h, L.3.4c, L.3.1a, L.3.4d RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.1, Source:
EL Education Curriculum 63 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Page 4 RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, L.3.1a, L.3.1h, L.3.1i, L.3.4a, L.3.4b, L.3.4c, L.3.4d Close Reading: “Amphibians” Note-catcher How is water necessary for amphibians to survive?
What is unique about how Where do most amphibians live? amphibians breathe?
What is one difference between What is unique about how reptiles and amphibians? tadpoles breathe? 64 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Page 5 RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8 Research Question: Why do polliwogs wiggle? Focus Statement: Source: Polliwogs Research Note-catcher Definitions
Facts
Details
EL Education Curriculum 65 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Page 6 RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, L.3.1, L.3.4, L.3.4b, L.3.4c, L.3.4d Source: “The Glass Frog” from Everything You Need to Know about Frogs and Other Slippery Creatures (pages 32–33) Close Reading: “The Glass Frog” Note-catcher “With its amazing Words Describing the Glass Frog see-through body, the glass frog blends in perfectly with its surroundings.”
see-through body
“At such height, the trees are covered with clouds all year round and the frogs’ skin is kept nice and moist.”
“Glass frogs lay their eggs on leaves that overhang running water.”
overhang
“When the tadpoles Timeline hatch, they drop down into the water.” |_____|___|______|
the tadpoles hatch
66 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Page 7 RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, L.3.1, L.3.4, L.3.4b, L.3.4c, L.3.4d Close Reading: “The Glass Frog” Note-catcher What makes the glass frog unique?
What is unique about how glass What is unique about where the frogs look? glass frog lives?
Where do glass frogs lay their What is unique about glass frog eggs? tadpoles?
EL Education Curriculum 67 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Page 8 RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8 Research Question: Why is the glass frog so hard to see? Focus Statement: Source: Glass Frog Research Note-catcher Definitions
Facts
Details
68 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Page 9 RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8 Research Question: Why does where a frog lives affect how it looks and/or acts? Focus Statement: Sources: Frog Adaptations Research Note-catcher Frog Adaptations Facts and Details Elaboration What is the What is the How does this help the frog frog? adaptation? survive?
EL Education Curriculum 69 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Page 10 RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8 Research Question: How are your frog’s adaptations unique? How do these adaptations help it to survive? My freaky frog is the: ______Sources: My Freaky Frog Research Note-catcher Category Facts, Definitions, Details Habitat
What It Looks Like
Predators
Prey
70 Grade 3: Module 2: Unit 2: Lesson 1
Freaky Frog Research Notebook
Page 11 RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8 Research Question: How are your frog’s adaptations unique? How do these adaptations help it to survive? My freaky frog is the: ______Sources:
My Freaky Frog Adaptations Research Note-catcher
My Freaky Frog’s Adaptations
Facts and Details Elaboration What is the What is the How does this help the frog frog? adaptation? survive?
EL Education Curriculum 71 Grade 3: Module 2: Unit 2: Lesson 1
Informational Texts Handout
RI.3.5, RI.3.8, W.3.2, W.3.4, W.3.8
Name: ______Date: ______
Informational Texts: • Inform or teach a reader about a topic. • Often have text features that the author uses to help the reader understand and find information in the text. — t able of contents: helps the reader identify key topics in the book in the order they are presented — glossar y: mini-dictionary that helps the reader learn the definition of important words in the text — inde x: an alphabetical list of important information in a text with page numbers — headings — photographs — captions — words in bolds or italic type • Based on research the author does before writing and list sources used in research. • Focused on the same topic throughout the piece. • Clearly presented and easy to understand. • Have illustrations that support the text. • Informational texts introduce the topic with a focus statement, develop the topic with evidence such as facts and details, and end with a concluding statement or section. • In formational texts group related information together to explain a main idea.
72 Grade 3: Module 2: Unit 2: Lesson 1 you you
need to) Meaning (use a dictionary if Note-Catcher ______Unfamiliar Vocabulary Unfamiliar
Date: Gist What is it mostly about? mostly … breathe … breathe Text Finding the Gist and Unfamiliar Vocabulary the Gist and Unfamiliar Finding ______
Beginning at are “Amphibians animals …” lungs.” through Ending at “
• many? How Is a toad a frog? • “Amphibians”: Pages 6–7 Pages “Amphibians”: RI.3.4, L.3.4 Name:
EL Education Curriculum 73 Grade 3: Module 2: Unit 2: Lesson 1 you you
need to) Meaning (use a dictionary if Unfamiliar Vocabulary Unfamiliar Gist What is it mostly about? mostly When a ” … eggs in wet … in … called Text ...”
y amphibians …” y water.” places.” tadpole metamorphosis.” Beginning at “Most amphibians ... Ending at “ Beginning at “Most bab Ending at “ Beginning at “ Ending at “
• • • I’m a tree frog a tree I’m • • •
74 Grade 3: Module 2: Unit 2: Lesson 2
Language Dive Note‐catcher: “Amphibians” you you Name: ______Date: ______
But in the rainforests,/ it is so humid/ the trees are wet all the time,/ allowing some frogs/ to stay in them permanently. need to) Meaning Sketch frogs in rainforest trees. (use a dictionary if Unfamiliar Vocabulary Unfamiliar Gist What is it mostly about? mostly
Text In the rainforests, it is so humid the trees are wet all the time allowing ______to ______. Beginning at “Most amphibians ...” eggs in Ending at “… water.” Beginning at “Most amphibians …” baby wet in Ending at “… places.” Beginning at “When a ...” tadpole called Ending at “… metamorphosis.” I’m a tree frog a tree I’m • • • • • •
EL Education Curriculum 75 Grade 3: Module 2: Unit 2: Lesson 2
Exit Ticket: Polliwogs RI.3.3, RI.3.7
Name: ______Date: ______
Directions: Answer the questions below. 1. According to pages 6–7, why do polliwogs, or tadpoles, wiggle? A. Tadpoles breathe through gills. B. Tadpoles grow legs and crawl on land. C. Tadpoles live in water and swim like fish. 2. What information does the picture of the tadpoles on page 7 give that helps to explain why polliwogs wiggle? A. It shows which direction tadpoles swim. B. It shows how big tadpoles can be. C. It shows where tadpoles live.
76 Grade 3: Module 2: Unit 2: Lesson 3
Regular Verbs Handout
L.3.1d, L.3.1e Name: ______Date: ______
Verbs ending in e Past tense Present tense Future tense (Already happened) (Happening now) (Will happen in the future) I lived I live I will live I joked I joke I will joke I tasted I taste I will taste I race I care What do you notice?
Verbs ending in a consonant and y Past tense Present tense Future tense I fried I fry I will fry I copied I copy I will copy I tidied I tidy I will tidy I worry I cry What do you notice?
EL Education Curriculum 77 Grade 3: Module 2: Unit 2: Lesson 3
Verbs ending in a vowel and y Past tense Present tense Future tense I stayed I stay I will stay I enjoyed I enjoy I will enjoy I obeyed I obey I will obey I play I annoy What do you notice?
Verbs with a short vowel sound before the last consonant Past tense Present tense Future tense I tripped I trip I will trip I hopped I hop I will hop I hugged I hug I will hug I trap I sip What do you notice?
78 Grade 3: Module 2: Unit 2: Lesson 3
Informative Writing Checklist
Name: ______Date: ______
Standard Characteristics of an Characteristics of Yes? No? Effective Narrative Piece My Pourquoi Tale
RI.3.1 The focus of my piece shows that I understand the topic or text. Evidence from the text helps the reader to clear- ly 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.
EL Education Curriculum 79 Grade 3: Module 2: Unit 2: Lesson 3
Standard Characteristics of an Characteristics of Yes? No? Effective Narrative Piece My Pourquoi Tale
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 appropri- L.3.3 ate for this 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.
80 Grade 3: Module 2: Unit 2: Lesson 4
Finding the Gist and Unfamiliar Vocabulary Note-catcher The Glass Frog: Pages 32–34
RI.3.4, L.3.4 Name: ______Date: ______
Text Gist Unfamiliar Meaning What is it Vocabulary (use a dictionary mostly about? if you need to) • Beginning at “With its amazing …” • Ending at “… Central and South America.” • Beginning at “Most glass frogs …” • Ending at “… to lay eggs.”
• Beginning at “Glass frogs are …” • Ending at “… in their chests.”
• Beginning at “Glass frogs lay ...” • Ending at “… from parasitic flies.” • Beginning at “When the tadpoles …” • Ending at “… fast-flowing forest streams.”
EL Education Curriculum 81 Grade 3: Module 2: Unit 2: Lesson 5
Language Dive Note-catcher: “The Glass Frog” Name: ______Date: ______
When/ the tadpoles/ hatch/ they drop down/ into the water. Sketch and write each event on the timeline.
|------------|
When the tadpoles drop down into the water, they ______.
82 Grade 3: Module 2: Unit 2: Lesson 5
Exit Ticket: The Glass Frog RI.3.3
Name: ______Date: ______
Directions: Answer the questions below. Part A 1. According to pages 32–33, why is the glass frog so hard to see? A. It keeps its skin moist. B. It blends in with its surroundings. C. It lays eggs on leaves hanging over water.
Part B 2. Which piece of evidence from pages 32–33 supports the answer to Part A? A. This little frog hangs on to leaves with tiny, round‐ended toes that seem almost to melt into the leaf.” B. “At such a height, the trees are covered with clouds all year round.” C. “When the tadpoles hatch, they drop down ...”
EL Education Curriculum 83 Grade 3: Module 2: Unit 2: Lesson 6
Irregular Verbs Handout
L.3.1d, L.3.1e Name: ______Date: ______Irregular: The verb be The verb be is irregular because it follows a different pattern for the past, present, and future tenses. The forms do not look like the base form.
Past Tense Present Tense Future Tense I I I You You You She/he/it She/he/it She/he/it We We We You You You They They They Irregular: The verb have The verb have is irregular because it follows a different pattern for the past, present, and future tenses. The forms do not look like the base form.
Past Tense Present Tense Future Tense I I I You You You She/he/it She/he/it She/he/it We We We You You You They They They
84 Grade 3: Module 2: Unit 2: Lesson 6
Irregular Verbs Practice
L.3.1d, L.3.1e Name: ______Date: ______Directions: For each sentence, underline the correct form of the verb. Then circle whether it is the past, present, or future form of the verb. 1. The frog ______hiding in the water. A. am B. is Past Present Future 2. Next month, the female frog ______laying her eggs under the leaves. A. will be B. are Past Present Future 3. The female frog ______big green eyes. A. have B. has Past Present Future 4. The glass frog ______tiny toes. A. have B. has Past Present Future
EL Education Curriculum 85 Grade 3: Module 2: Unit 2: Lesson 6
Exit Ticket: Informational Writing
W.3.2d Name: ______Date: ______Directions: Answer the questions below. 1. A student has written an informational report about the glass frog for class. Read this paragraph from the report and answer the question that follows. The glass frog is well-adapted to live in the rain forest. It has a see- through body, which helps it to blend in with the tree leaves and branches it lives on high up in the canopy of the rain forest. It lays its eggs on leaves that hang over running water so that when the tadpoles hatch, they can drop right into the water. The tadpoles are well-adapted to live in the rain forest streams because they have strong tails and are good swimmers, which helps them survive in the fast-moving water. The student needs to fix the paragraph by adding a conclusion sentence that reminds the reader of the main idea of the piece. Which sentence best ends this paragraph? A. Glass frogs are amphibians, which means they live partly in water and partly on land. B. Glass frogs live in the rain forests in Central and South America. C. Glass frogs have unique characteristics that help them to survive in the rain forest.
86 Grade 3: Module 2: Unit 2: Lesson 7
Tracking Progress: Reading, Understanding, and Explaining New Text
Name: ______Date: ______
Learning Target: I can independently read, understand, and explain the meaning of a new text. Standards I’m Tracking: RL/RI.3.1, 3.4, 3.10, L.4.4 Text Type (circle): Informative Story Poem Play/Readers Theater 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 assessment materials, place each sticky note in an area that shows evidence you have met the criteria. This might be next to a selected response question or a short piece of writing. 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.
Standard Criteria for reading, 4 3 2 1 understanding, and Advanced Proficient Developing Beginning explaining a new text RL.3.1/ I can refer to the text RI.3.1 to ask and answer questions. RL.3.4/ I can determine the RI.3.4 meaning of unknown L.3.4 words and phrases using at least one of the following strategies: • Context • Affixes and roots • Reference materials
EL Education Curriculum 87 Grade 3: Module 2: Unit 2: Lesson 7
Standard Criteria for reading, 4 3 2 1 understanding, and Advanced Proficient Developing Beginning explaining a new text RL.3.10/ I can read and RI.3.10 understand grade 3 level texts independently. 2. How have I improved since I last worked on this skill?
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Teacher Response:
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3. How can I improve next time?
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Teacher Response:
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88 Grade 3: Module 2: Unit 2: Lesson 7
Anchor Standards: R.1 By the end of Grade 12 I will be able to: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.4 By the end of Grade 12 I will be able to: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.10 By the end of Grade 12 I will be able to: Read and comprehend complex literary and informational texts independently and proficiently. L.4 By the end of Grade 12 I will be able to: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
EL Education Curriculum 89 Grade 3: Module 2: Unit 2: Lesson 8
Frog Adaptations Writing Prompt
W.3.2, W.3.4, W.3.8, L.3.1, L.3.2, L.3.3, L.3.6 How Does Where a Frog Lives Affect How it Looks and/or Acts? Write an informational paragraph for students in grades 3 and 4 that explains how frogs have adapted to help them survive in various environments. Read and research excerpts from Everything You Need to Know about Frogs and Other Slippery Creatures to find information to answer the question. Choose the most important information from your sources to include in your paragraph. Then, write an informational paragraph that is several sentences long. In your piece, introduce the topic and group related information together. Use facts, definitions, and details to develop the topic. REMEMBER: A well-written informational piece: Examines a topic and conveys ideas and information clearly Introduces a topic and groups related information together Uses facts, definitions, and details to develop the topic Clearly presents information that is easy to understand and engages the reader Follows rules of writing (spelling, punctuation) Incorporates research from at least two sources: You have read many excerpts of Everything You Need to Know about Frogs and Other Slippery Creatures that you can use. Lists sources Manage your time carefully so that you can: 1. Read and research excerpts from Everything You Need to Know about Frogs and Other Slippery Creatures to find information to answer the question 2. Plan your informational paragraph 3. Write your informational paragraph 4. Use the Informational Writing Checklist to revise and edit your writing to be sure it meets all the criteria
90 Grade 3: Module 2: Unit 2: Lesson 8
Exit Ticket: Making Connections RI.3.8
Name: ______Date: ______
Directions: Underline the correct answer: 1. What is the connection between the text on page 32 and the text in the paragraph on the top of page 33? • The text on page 32 describes how glass frogs are more see- through from underneath, and the text at the top of page 33 adds more detail. • The text on page 32 describes how you can see the frogs’ hearts beating in their chests, and the text at the top of page 33 describes where this frog can be found. • The text on page 32 describes how the glass frog is see-through, and the text at the top of page 33 elaborates on this and explains that they are more see-through from underneath. 2. What is the connection between the two sections of text on the bottom half of page 33 (the text in the big bubble and the two bottom paragraphs on the left)? • They describe a problem and a solution. The text in the bubble describes the problem that the frogs can’t lay their eggs up high in the trees, the next describes the solution that the frog comes down from the canopy to lay eggs, and the final paragraph describes why this is better. • They are in a sequence. The text in the bubble describes how the frogs come down from the canopy to lay eggs, the next describes where they lay their eggs, and the final paragraph describes what happens when the eggs hatch. • They are a comparison. The text in the bubble describes how the frog lays the eggs high up in the tree, the next compares this with laying eggs down low, and the final paragraph compares this with laying eggs in the water.
EL Education Curriculum 91 Grade 3: Module 2: Unit 2: Lesson 9
Finding the Gist and Unfamiliar Vocabulary
Amazon Horned Frog: Pages 20–21 RI.3.4, L.3.4 Name: ______Date: ______
Text Gist Unfamiliar Meaning What is it Vocabulary (use a dictionary mostly about? if you need to) Beginning at “Famed for its …” Ending at “… small dinner plate.” Enormous Gape
Patient Predator
Beginning at “Watch your feet! ...” Ending at “… could be edible.” Impressive Horns
Frog Facts
Beginning at “This frog grows ...” Ending at “… in length.” 92 Grade 3: Module 2: Unit 2: Lesson 9
Finding the Gist and Unfamiliar Vocabulary The Water-Holding Frog: Pages 36–37 RI.3.4, L.3.4 Name: ______Date: ______
Text Gist Unfamiliar Meaning What is it Vocabulary (use a dictionary mostly about? if you need to) Where does it live?
Storing Water
Living Well
Feeding Time
Egg Laying
Before… After…
EL Education Curriculum 93 Grade 3: Module 2: Unit 2: Lesson 9
Exit Ticket: Making Connections 2 RI.3.8
Name: ______Date: ______
Directions: Circle the frog you researched. Amazon Horned Frog Water-Holding Frog Underline the answer that is the best fit: 1. Water-holding frog: What is the connection between each of the sections of text on page 36? • Each section provides more information about the water- holding frog. • Each section provides information about where the water- holding frog lives. • Each section compares the water-holding frog to other frogs. 2. Amazon horned frog: What is the connection between the top three sections of text on page 20? • They are all related to the size of the frog: the size of its mouth, the size of its horns, and the size of its eyes. • They are all related to eating: the size of its mouth, its appetite, how it catches prey, and the kinds of food it eats. • They are all related to how the frog catches prey: how it hides in the leaves, how it pounces on its prey, and how it uses its horns to catch prey.
94 Grade 3: Module 2: Unit 2: Lesson 12
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 criteria. 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.
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 opict 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. W.3.2a I have an introduction that gives the reader important information needed to understand the piece.
EL Education Curriculum 95 Grade 3: Module 2: Unit 2: Lesson 12
Standard Characteristics 4 3 2 1 of an Effective Advanced Proficient Developing Beginning Informative 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. L.3.2 The spelling, capitalization, and punctuation are correct. 2. How have I improved since I last worked on this skill?
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96 Grade 3: Module 2: Unit 2: Lesson 12
Teacher Response: ______
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3. How can I improve next time? ______
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Teacher Response: ______
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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 97
Grade 3: Module 2: Unit 2
Homework Resources (for Families) Adaptations and the Wide World of Frogs
Unit 2: Building Background Knowledge: Frogs and the Research Process
Common Core State Standards addressed: RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.8, W.3.2, W.3.4, W.3.7, W.3.8, L.3.1d, L.3.1e, L.3.4a, L.3.4b, L.3.4c, and L.3.4d
Guiding Questions and Big Ideas
How do experts build knowledge and share expertise about a topic?
■ Experts build knowledge by studying a topic in depth. ■ Experts share information through writing and speaking.
How do frogs survive?
■ Frogs have unique adaptations that help them to survive in various environments.
What will your child be doing at school?
In this unit, students build background knowledge about frogs. They closely read excerpts of a complex text to answer several research questions. They write informational paragraphs answering these questions.
When reading, students use text features to find information about a topic, look at connections between sentences and paragraphs in an excerpt of text, and analyze illustrations to further their understanding of a text.
The Language standards that students will be focusing on in this unit (L.3.1d, L.3.1e) require them to:
■ Form and use regular and irregular verbs in the present tense (see information on the next page)
100 Grade 3: Module 2: Unit 2: Homework Resources (for Families)
Verb Tense
A verb is a word that describes an action or state of being. We use different 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. There are two kinds of verbs: regular and irregular. Regular verbs follow rules when being formed in different tenses, but irregular verbs do not follow those rules.
Regular:
Verbs ending in -e:
Past Present Future I lived I live I will live Add -d to the base form of the Add will before the base form of verb. the verb. Verbs ending in a consonant and -y:
Past Present Future I fried I fry I will fry Drop the -y from the base form of Add will before the base form of the verb and add -ied. the verb. Verbs ending in a vowel and -y:
Past Present Future I stayed I stay I will stay Add -ed to the base form of the Add will before the base form of verb. the verb. Verbs with a short vowel sound before the last consonant
Past Present Future I tripped I trip I will trip Double the consonant and add -ed Add will before the base form of to the base form of the verb. the verb. Irregular: Be
Past Tense Present Tense Future Tense I was. I am. I will be. You were. You are. You will be. She/he/it was. She/he/it is. She/he/it will be. We were. We are. We will be. You were. You are. You will be. They were. They are. They will be. Irregular: Have
Past Tense Present Tense Future Tense I had I have I will have You had You have You will have She/he/it had She/he/it has She/he/it will have We had We have We will have You had You have You will have They had They have They will have
EL Education Curriculum 101 Adaptations and the Wide World of Frogs
How can you support your child at home?
■ Talk to your child about the frogs he or she is studying and what makes them unique. ■ Talk to your child about his or her informative text and the elements of an effective inform- ative text. ■ Choose sentences or paragraphs in an excerpt of text and invite your child to tell you about the connections he or she can identify. ■ Read narrative and informational books about frogs. ■ Watch television documentaries about frogs.
Unit 2: Homework
In Lessons 1–7, homework focuses on research reading and determining the meaning of unfa- miliar words using context and reference materials.
In Lessons 8–12, homework focuses on finding connections between sentences and paragraphs of text in independent research reading texts.
Research reading: Your child is expected to independently research the topic by reading topic-related books of his/her choice for approximately 20 minutes each day and responding to a prompt of choice 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/she may use the back of the independent reading journal. Prompts for inde- pendent reading can be found in the homework materials provided.
102 Grade 3: Module 2: Unit 2: Homework Resources (for Families)
Lesson Lesson Content Homework Practice Due In Anticipated Date*
1 Students review the “why” 1. Research reading and 1. Teacher will check inde- questions developed in Unit 1 answering prompt pendent reading journals and use text features to find strategically. information about why polli- wogs wiggle. 2 Students closely read a text 1. Conversation about 1. No deliverables for this about amphibians and reptiles. amphibians homework. This is an oppor- 2. Research reading and tunity for you to talk to your answering prompt child about his/her learning. 2. Teacher will check inde- pendent reading journals strategically. 3 Students write an informa- 1. Regular verb practice 1. Lesson 7 tional paragraph answering the 2. Research reading and 2. Teacher will check inde- question: Why do polliwogs answering prompt pendent reading journals wiggle? strategically. 4 Students review the “why” 1. Regular verb practice 1. Lesson 7 questions developed in Unit 1 2. Vocabulary 2. Lesson 6 and use text features to find 3. Research reading and 3. Teacher will check inde- information about the glass answering prompt pendent reading journals frog. strategically. 5 Students closely read a text 1. Regular verb practice 1. Lesson 7 about the glass frog. 2. Vocabulary 2. Lesson 6 3. Research reading and 3. Teacher will check inde- answering prompt pendent reading journals strategically. 6 Students write an informa- 1. Irregular verb practice 1. Lesson 7 tional paragraph answering 2. Vocabulary 2. Lesson 7 the question: Why is the glass 3. Research reading and 3. Teacher will check inde- frog so hard to see? answering prompt pendent reading journals strategically.
7 Students demonstrate their 1. Research reading and 1. Teacher will check inde- learning by taking the answering prompt pendent reading journals Mid-Unit 2 Assessment. strategically. 8 Students begin to research 1. Making Connections 1. Lesson 11 answers to the question: How practice 2. Teacher will check inde- does where a frog lives affect 2. Research reading and pendent reading journals how it looks and/or acts? answering prompt strategically. 9 Using new excerpts of text, 1. Making Connections 1. Lesson 11 students continue to research practice 2. Teacher will check inde- answers to the question: How 2. Resear ch reading and pendent reading journals does where a frog lives affect answering prompt strategically. how it looks and/or acts? 10 Students use their research to 1. Making Connections 1. Lesson 11 draft an informative paragraph practice 2. Teacher will check inde- to answer the question: How 2. Research reading and pendent reading journals does where a frog lives affect answering prompt strategically. how it looks and/or acts? 11 Students revise their informa- 1. Research reading and 1. Teacher will check inde- tive paragraph to answer the answering prompt pendent reading journals question: How does where a strategically. frog lives affect how it looks and/or acts? 12 Students complete the End of 1. Research reading and 1. Teacher will check inde- Unit 2 Assessment. answering prompt pendent reading journals strategically.
*Teacher note: Please complete the Anticipated Date column according to your schedule. EL Education Curriculum 103 Adaptations and the Wide World of Frogs
Homework: Freaky Frog Discussion Consider discussing the following questions to prompt conversation: • Where do amphibians live? • What are some differences between amphibians and reptiles? • What makes amphibians unique? • How is water necessary for amphibians to survive?
104 Grade 3: Module 2: Unit 2: Homework Resources (for Families)
Independent Reading Directions: Remember to record responses to research reading in the front of your inde- pendent reading journal and responses to choice reading in the back. Try to choose a dif- ferent 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?
EL Education Curriculum 105 Adaptations and the Wide World of Frogs
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/effect, 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 affix 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
106 Grade 3: Module 2: Unit 2: Homework Resources (for Families)
Homework: Vocabulary (For Families)
Directions: In the classroom, you have been recording words from your research in your vocabulary log. Throughout this unit, you have been research reading topic-related books at home to build your knowledge of frogs and what makes them unique and have recorded words in your independent reading journal.
Choose a word from your research reading or from a text you’ve read in class and add the word to your vocabulary log. Try to choose a different word to add and to practice a different vocabulary strategy each time. For each word, be sure to add the following:
• the definition, or meaning, of the word • the vocabulary strategy you used to figure out the meaning of the word • a sketch or diagram that helps you to better understand the meaning of the word
Vocabulary Strategies As a reminder, the vocabulary strategies we’ve been working on in class are:
• Context: Read the sentence around the word. • Look at the affixes for clues. • Look at the root of the word for clues. • Use a dictionary. • Discuss a word with another person (after attempting some of the above strategies).
EL Education Curriculum 107 Adaptations and the Wide World of Frogs
Homework: Regular Verbs Practice
Name: ______Date: ______
Directions: Remember the rules you have learned about regular verbs. Complete the table:
Past Present Future Already happened Happening right now Will happen in the future I hopped I hop I will hop I talk I will talk I thanked I thank I slap I will slap I skated I skate I skip I will skip I scared I scare I dance I will dance I carried I carry I open I will open I washed I wash I wave I will wave I smacked I smack
108 Grade 3: Module 2: Unit 2: Homework Resources (for Families)
Homework: Homework: Regular Verbs Practice
Name: ______Date: ______
Directions: Underline the correct response and circle whether the tense is past, present, or future:
1. I ______goodbye when she left. A. wave B. waved C. will wave Past Present Future
2. I ______him when I have finished eating my dinner. A. helped B. will help C. help Past Present Future
3. I always ______when I hear music. A. will dance B. danced C. dance Past Present Futur
4. Before I went on the trip, I ______what to do. A. planned B. will plan C. plan Past Present Futur
EL Education Curriculum 109 Adaptations and the Wide World of Frogs
Homework: Regular Verbs Practice
Name: ______Date: ______
Directions: Write the correct form of the verb in the space to com- plete the sentence. The verb and the tense are in parentheses:
1. I don’t ______candy. (like; present)
2. I ______over a rock on the way to school today. (trip; past)
3. Tomorrow, I ______the dishes. (wash; future)
4. I ______him when I jumped out from behind the trash can. (scare; past)
5. Every day after school, I ______soccer. (play; present)
6. I ______him when I jumped out from behind the trash can. (talk; future)
110 Grade 3: Module 2: Unit 2: Homework Resources (for Families)
Homework: Irregular Verbs Practice
Name: ______Date: ______
Directions: Underline the correct response and circle whether the tense is past, present, or future:
1. Last night, I ______tired. A. am B. was C. are Past Present Future
2. I ______hungry, but dinner isn’t ready yet. A. am B. was C. are Past Present Future
3. I ______a new baby brother in six months. A. have B. will have C. had Past Present Futur
4. Yesterday, I ______a bath before I went to bed. A. have B. will have C. had Past Present Futur
EL Education Curriculum 111 Adaptations and the Wide World of Frogs
Homework: Making Connections Practice I
Name: ______Date: ______
Directions: From the pages you read in your research reading book, choose two sentences next to each other. Respond to this question: What is the connection between these two sentences? Book Title: Page: First sentence: ______
Second sentence ______
The connection is: ______
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112 Grade 3: Module 2: Unit 2: Homework Resources (for Families)
Homework: Making Connections Practice II
Name: ______Date: ______
Directions: From the pages you read in your research reading book, choose two paragraphs next to each other. Respond to this question: What is the connection between these two paragraphs? Book Title: Page: Beginning of first paragraph (first three words): ______
End of second paragraph (last three words): ______
The connection is: ______
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EL Education Curriculum 113 Adaptations and the Wide World of Frogs
Homework: Irregular Verbs
Name: ______Date: ______
Directions: From the pages you read in your research reading book, choose two pages next to each other. Respond to this question: What is the connection between these two pages? Book Title: Page: The connection is: ______
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114 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 orga- nize 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 fo- cused. 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? ______
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3. How can I improve next time? ______
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Teacher Response: ______
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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
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? ______
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Teacher Response: ______
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Teacher Response: ______
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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. 134 Grade 3: Module 2: Unit 3: Lesson 11
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-para- graph 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 different sections of an effective informative essay. Throughout the unit, students work on the essay, referring to this model and criteria to plan and write an intro- duction 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 conclu- sion 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 different 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 • T wo 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 effective 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 different 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 inde- pendent 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 inde- pendent reading journal, and responses to choice reading in the back. Try to choose a dif- ferent 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/effect, 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 affix 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 informa- tive writing techniques discussed in class and choose facts, definitions, and details to explain your thinking. Try to choose a different 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 sen- tence makes you think so (L.3.1e). When the glass frog eggs hatched, they dropped right into the water.
present tense past enset ______
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The Amazon horned frog hides under leaves and waits for its prey. present tense past enset ______
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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. ______
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2. Amazingly, they swallow what they eat whole. That means they take only one big gulp to eat their prey. ______
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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. ______
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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. ______
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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
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EL Education Curriculum 155 Adaptations and the Wide World of Frogs
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EL Education Curriculum 157 Adaptations and the Wide World of Frogs
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EL Education Curriculum 159 Adaptations and the Wide World of Frogs
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EL Education Curriculum 161 Adaptations and the Wide World of Frogs
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EL Education Curriculum 163 Adaptations and the Wide World of Frogs
Grade 3 Vocabulary Log Icon Sketch/ Diagram/ Translation Translation your home language? your What is the translation inWhat is the translation
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164 Grade 3: Module 2
Grade 3 Vocabulary Log Icon Sketch/ Diagram/ Translation Translation your home language? your What is the translation inWhat is the translation
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EL Education Curriculum 165 Adaptations and the Wide World of Frogs
Grade 3 Vocabulary Log Icon Sketch/ Diagram/ Translation Translation your home language? your What is the translation inWhat is the translation
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