Grade 3 Core Knowledge Language Arts® • Listening & Learning™ Strand Classification of Animals of Classification Tell It Again!™ Read-Aloud Anthology Read-Aloud Again!™ It Tell Classification of Animals Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand GrAde 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. 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Table of Contents Classification of Animals Tell It Again!™ read-Aloud Anthology Alignment Chart for Classification of Animals . .v Introduction to Classification of Animals . .1 Lesson 1: Classifying Animals by Characteristics . 13 Lesson 2: Cold-Blooded and Warm-Blooded Animals . 32 Lesson 3: Vertebrate Animals . 49 Lesson 4: Fish: Fins and Gills . 64 Lesson 5: Amphibians: From Water to Land . 80 Pausing Point 1 . 94 Lesson 6: Reptiles: Cold-Blooded Scaly Vertebrates . 106 Lesson 7: Birds: Wings and Feathers . 119 Lesson 8: Mammals: Live-Bearing Milk Producers . 135 Lesson 9: Vertebrate Animals Around the World . 154 Pausing Point 2 . 171 Domain Assessment . .181 Appendix . 185 Alignment Chart for Classification of Animals The following chart contains core content objectives addressed in this domain. It also demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Alignment Chart for Lesson Classification of Animals 1 2 3 4 5 6 7 8 9 Core Content Objectives Observe and describe basic characteristics of an animal PPPPPPPPP Explain that scientists classify animals by common or shared characteristics PPPPPPPPP Explain that scientists classify animals in order to study them and show relationships PPPPPPPPP Demonstrate familiarity with the poem “The Crocodile” P Identify cold-blooded/warm-blooded and vertebrate/invertebrate as important characteristics used to classify animals PPP P Describe basic characteristics of vertebrate/invertebrate animals PP P Classify particular animals as vertebrates or invertebrates PPPPPPPP Describe basic characteristics of cold-blooded/warm-blooded animals PP P Classify particular animals as cold-blooded or warm-blooded PPPPPPPP Identify fish, amphibians, reptiles, birds, and mammals as groups of vertebrates PPPPPP Identify basic characteristics of fish, amphibians, reptiles, birds, and mammals PPPPPPPP Classify particular animals as fish, amphibians, reptiles, birds, or mammals PPPPPPPP Compare and contrast two groups of vertebrates PPPPPP Identify insects as invertebrates PPP P Identify insects as the most numerous group of animals that have currently been identified PPP P Explain that there are a large number of animals that have not yet been identified PP Classification of Animals | Alignment Chart v © 2013 Core Knowledge Foundation Alignment Chart for Lesson Classification of Animals 1 2 3 4 5 6 7 8 9 Reading Standards for Informational Text: Grade 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the STD RI.3.1 answers. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational P read-aloud CKLA Ask and answer questions, orally or in writing, Goal(s) that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including asking and answering why questions that P require recognizing or inferring cause/effect relationships STD RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Determine the main idea of a nonfiction/ CKLA informational read-aloud; recount the key details Goal(s) P and explain how they support the main idea Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 STD RI.3.4 topic or subject area. Determine the literal and nonliteral meanings of and appropriately use common sayings and PPP phrases CKLA Goal(s) Determine the meaning of general academic and domain-specific words and phrases in a nonfiction/informational read-aloud relevant to a P Grade 3 topic or subject area STD RI.3.6 Distinguish their own point of view from that of the author of a text. CKLA Distinguish their own point of view from that of Goal(s) the author of a text P P vi Classification of Animals | Alignment Chart © 2013 Core Knowledge Foundation Alignment Chart for Lesson Classification of Animals 1 2 3 4 5 6 7 8 9 Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate STD RI.3.7 understanding of the text (e.g., where, when, why, and how key events occur). Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a nonfiction/informational read-aloud (e.g., P where, when, why, and how key events occur) CKLA Use images (e.g., maps, photographs) Goal(s) accompanying a nonfiction/informational read- aloud to check and support understanding P Interpret information from diagrams, charts, graphs, and/or graphic organizers P STD RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Compare and contrast the most important CKLA points and key details presented in two Goal(s) nonfiction/informational read-alouds on the P same topic Writing Standards: Grade 3 Text Types and Purposes: Informative/Explanatory STD W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. STD W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Identify and use parts of a paragraph, including a topic sentence, supporting details, and a concluding statement, in an informative/ PP CKLA explanatory piece Goal(s) Introduce a topic and group related information together; include illustrations PP when useful to aiding comprehension STD W.3.2b Develop the topic with facts, definitions, and details. CKLA Develop an informative/explanatory topic with Goal(s) clearly presented ideas, facts, and details PP STD W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Use linking words and phrases (e.g., also, CKLA another, and, more, but) to connect ideas within Goal(s) PP categories of information STD W.3.2d Provide a concluding statement or section. CKLA Provide a concluding statement or section for an Goal(s) informative/explanatory piece P Classification of Animals | Alignment Chart vii © 2013 Core Knowledge Foundation Alignment Chart for Lesson Classification of Animals 1 2 3 4 5 6 7 8 9 Production and Distribution of Writing With guidance and support from adults, produce writing in which the development and organization are appropriate STD W.3.4 to task and purpose. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) With guidance and support from adults, produce writing in which the development CKLA and organization are appropriate to task and Goal(s) purpose, i.e., ideas and paragraphs presented P clearly and in a logical order With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, STD W.3.5 and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including Grade 3 on pages 28 and 29.) With guidance and support from peers and CKLA adults, use the writing process of plan, draft, Goal(s) edit, and publish to develop and strengthen PP writing With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as STD W.3.6 well as to interact and collaborate with others. Share writing with others P CKLA With guidance and support from adults, use Goal(s) technology to produce and publish writing (using keyboarding skills) as well as to interact and P collaborate with others** Research to Build and Present Knowledge STD W.3.7 Conduct short