a grade 3 a citizen’s role in our...

ReadyGENTM

Abc

Grade

3

4Unit

A Citizen’s Role in our GovernmentHow do individual citizens make a difference in our communities?

K–5 Sampler

1

CONTENTS

ReadyGENTM

Abc

What Are the Unit Topics in ReadyGEN?. . . . . . . . . . . . . . . . . . . .2

What Does a ReadyGEN Unit Look Like? . . . . . . . . . . . . . . . . . . .4

What Does Assessment Look Like in ReadyGEN? . . . . . . . . . . .8

ReadyGEN Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

How Does ReadyGEN Support Text Complexity? . . . . . . . . . . .22

Sample Teacher Edition Lesson . . . . . . . . . . . . . . . . . . . . . . . . . .26

Sample Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

What Does the Sleuth Close Reading Workshop Look Like? . . . . . . . . . . . . . . . . . . . . . . . . . .78

What Does Instruction in the Scaffolded Strategies Handbook Look Like? . . . . . . . . . . . . . . .80

How Are Foundational Skills Taught in ReadyGEN? . . . . . . . . .82

Sample Phonics Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . .84

Our Commitment to New York City . . . . . . . . . . . . . . . . . . . . . . .86

2

What are the Unit Topics in ReadyGEN?

Grades K-2: 6 Units, Grades 3-5: 4 Units

GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5

UN

IT 1

Kindergarten

Living Together: This is Home

Grade 1

Connecting to Our World

Grade 2

Understanding Communities

Grade 3

Observing the World Around Us

Grade 4

Becoming Researchers

Grade 5

Depending on Each Other

UN

IT 2

Kindergarten

Understanding Then and Now

Grade 1

Becoming a Classroom Citizen

Grade 2

Making Decisions

Grade 3

Connecting Character, Culture and Community

Grade 4

Interactions in Nature and Culture

Grade 5

Finding Courage

UN

IT 3

Kindergarten

Predicting Change

Grade 1

Making Choices

Grade 2

Building Ideas

Grade 3

Seeking Explanations

Grade 4

Exploring Impact and Effect

Grade 5

Understanding the Universe

UN

IT 4

Kindergarten

Learning About Each Other and the World

Grade 1

Planting for the Future

Grade 2

Facing Challenges and Change

Grade 3

Becoming an Active Citizen

Grade 4

Creating InnovativeSolutions

Grade 5

Exploring New Worlds

UN

IT 5

Kindergarten

Knowing About Patterns and Structures

Grade 1

Observing the Messages of the Natural World

Grade 2

Pioneering New Ideas and New Worlds

UN

IT 6

Kindergarten

Exploring Communities

Grade 1

Welcoming Diversity

Grade 2

Changing the World

3

GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5

UN

IT 1

Kindergarten

Living Together: This is Home

Grade 1

Connecting to Our World

Grade 2

Understanding Communities

Grade 3

Observing the World Around Us

Grade 4

Becoming Researchers

Grade 5

Depending on Each Other

UN

IT 2

Kindergarten

Understanding Then and Now

Grade 1

Becoming a Classroom Citizen

Grade 2

Making Decisions

Grade 3

Connecting Character, Culture and Community

Grade 4

Interactions in Nature and Culture

Grade 5

Finding Courage

UN

IT 3

Kindergarten

Predicting Change

Grade 1

Making Choices

Grade 2

Building Ideas

Grade 3

Seeking Explanations

Grade 4

Exploring Impact and Effect

Grade 5

Understanding the Universe

UN

IT 4

Kindergarten

Learning About Each Other and the World

Grade 1

Planting for the Future

Grade 2

Facing Challenges and Change

Grade 3

Becoming an Active Citizen

Grade 4

Creating InnovativeSolutions

Grade 5

Exploring New Worlds

UN

IT 5

Kindergarten

Knowing About Patterns and Structures

Grade 1

Observing the Messages of the Natural World

Grade 2

Pioneering New Ideas and New Worlds

UN

IT 6

Kindergarten

Exploring Communities

Grade 1

Welcoming Diversity

Grade 2

Changing the World

Lessons shown are in draft stage.

PLEASE NOTE

4

What Does a ReadyGEN Unit Look Like?

1 2 3weeK weeK weeK

Knowledge of Language; Conventions

Grades K–2

Make Progress on End-of-Unit Research Project

Anchor A

Supporting Text

Word Work

Introduce End-of-Unit Research Project

Writing to Sources

Module A - Performance Based Assessment

Formulative Assessment

5

4 5 6weeK weeK weeK

End-of-Unit Research Project Execution Weeks

Module B - Performance Based Assessment & Next Generation Assessment


Anchor A

Supporting Text Supporting Text

Word Work

Anchor B

Writing to Sources

Module A - Performance Based Assessment

Formulative Assessment


PLEASE NOTE

6

What Does a ReadyGEN Unit Look Like?


1 2 3 4 5Anchor A

Supporting Text

Word Work

Introduce End-of-Unit Research Project

weeK weeK weeK weeK weeK

Anchor B

Text Based Reading, Writing, Speaking and Listening

Grades 3–5

Module A Performance Based

AssessmentFormulative Assessment Formulative Assessment

7

6 7 8 9

Next Generation Assessment

End-of-Unit Research Project Execution Weeks

weeK weeK weeK weeK


Supporting Text

Word Work

Anchor B

Text Based Reading, Writing, Speaking and Listening

A&B Review

Module B Performance Based

AssessmentFormulative Assessment


PLEASE NOTE

8

What Does Assessment Look Like in ReadyGEN?

UNIT 2

MODULE A MODULE B

UNIT 1

MODULE A MODULE B

UNIT 2

MODULE A MODULE B

UNIT 1

Baseline Assessment

Baseline Assessment

Behaviors of Understanding Ongoing Progress Monitoring

Behaviors of Understanding Ongoing Progress Monitoring

Performance Activities• Speaking and Listening • Writing

Unit-Level Performance Activities• Speaking and Listening • Writing

End-of-Unit and End-of-Year Next Generation Assessment

End-of-Unit and End-of-Year Next Generation Assessment

Grades K–2

Grades 3–5

MODULE A MODULE B

9

UNIT 4

MODULE A MODULE B

UNIT 3

MODULE A MODULE B

UNIT 6

MODULE A MODULE B

UNIT 5

MODULE A MODULE B

UNIT 4

MODULE A MODULE B

UNIT 3

MODULE A MODULE B

ReadyGEN Assessment • Beginning-of-year screening tests help

determine what scaffolds are needed.

• Newly developed performance indicators utilizing the Behaviors of Understanding are the basis of daily, actionable, formative assessments.

• Next Generation Assessment and end-of-year interim and summative assessments assess close reading comprehension, writing to texts, vocabulary, and foundational skills.

• Module-level performance tasks involving both writing and speaking and listening require students to draw from text sets to demonstrate their knowledge of core understandings.


PLEASE NOTE

10

ReadyGEN Components

Trade Book Trade Book Trade Book Trade Book Trade Book Trade Book

Text CollectionText Collection Text Collection

Big Book Big Book Big Book

KINdERGARTEN Student Materials

KINdERGARTEN Teacher MaterialsUnit Teacher’s Guide 1 per unit.

Reader’s and Writer’s Journal 1 for each student for reading and writing support.

6 Units

Each Unit Text Set includes 2 full-length, authentic trade books plus a Text Collection of conceptually related short literary and informational texts.

ReadyGEN resources include topically-related leveled texts.

OPTIONAL

11

Trade Book Trade Book

Text Collection

Trade Book Trade Book Trade Book Trade Book

Text Collection Text Collection

Big Book Big Book Big Book

Scaffolded Strategies Handbook Differentiated instruction for all learners.

Phonics Kit Inlcudes Student Readers, Manipulatives, Practice Cards & Teacher’s Guide.

Reader’s and Writer’s Journal Teacher’s Guide

OPTIONAL


PLEASE NOTE

12

ReadyGEN Components

Sleuth Short texts to guide students through close reading routines.

GRAdE 1 Student Materials


Text CollectionText Collection Text Collection

Big Book

GRAdE 1 Teacher MaterialsUnit Teacher’s Guide 1 per unit.


6 Units

Each Unit Text Set includes 2 full-length, authentic trade books plus a Text Collection of conceptually related short literary and informational texts. Each student receives 6 text sets for a library of 12 trade books.


OPTIONAL

13

Trade Book Trade Book

Text Collection

Trade Book Trade Book Trade Book Trade Book

Text Collection Text Collection




OPTIONAL


PLEASE NOTE

14




Text Collection




OPTIONAL

6 Units


ReadyGEN Components

15


Text Collection




OPTIONAL


PLEASE NOTE

16




Text Collection




OPTIONAL

4 Units


ReadyGEN Components

17


Text Collection




OPTIONAL


PLEASE NOTE

18




Text Collection




OPTIONAL

4 Units


ReadyGEN Components

19


Text Collection


Word Study Kit Foundational Skills instruction and resources.


OPTIONAL


PLEASE NOTE

20




Text Collection




OPTIONAL

4 Units


ReadyGEN Components

21


Text Collection


Word Study Kit Foundational Skills instruction and resources.


OPTIONAL


PLEASE NOTE

22

Grad

e 3, Unit 4

Grad

e 1, Unit 2

How Does ReadyGEN Support Text Complexity?

Text Complexity Rubric for Anchor TextComing to America

Quantitative Measures

Lexile AD890L

Average Sentence Length 14.00

Word Frequency 3.58


Levels of Meaningidentify factual information in expository text

Structurefactual information is presented chronologically and historically

Language Conventionality and Clarity

sentence structure and vocabulary is often challenging

Theme and Knowledge Demandsmany references to dates in history, e.g. “middle of the 1600s;” understanding that U.S. is a nation of immigrants

Reader and Task Suggestions

Formative assessment – Based on assessment results, use the Reader and Task Suggestions to scaffold the selection or support independence for children as they read Coming to America.


Preparing to Read the Text Leveled Tasks

• Show children a globe or a world map and discuss the distances many people traveled in order to find a better life in America.

• Discuss elements of expository nonfiction.

• Remind children to use punctuation cues, such as commas, as they read longer sentences.

• Levels of Meaning Analysis If children have trouble identifying factual information, have them use the illustrations as clues.

• Theme and Knowledge Demands To assist children in understanding dates in history, draw a time line on the board and complete it together by adding significant dates from the text.

Please Note: Rubric to be

revised based on addendum

to Appendix A.

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BEHIND REBEL LINES

Lexile 830Average Sentence Length 10.67Word Frequency 3.69

Levels of Meaning understand Emma's motivation

Structurefactual events presented in a chronological, narrative structure; chapters

Language Conventionality and Clarity

archaic language; dialogue often has challenging dialect and vocabulary

Theme and Knowledge Demands

a basic understanding of the Civil War, the Union, the Confederacy, and U.S. geography; an understanding of what women were and were not allowed to do in 19th century U.S.

Preparing to Read the Text Leveled Tasks• Point out the locations of Flint, Michigan, and Washington, D.C., on a map. Discuss with students what regions of the country these cities are in. • Discuss how authors sometimes use dates at the beginnings of chapters to let you know how much time has passed.• Remind students they may need to adjust their reading rate as they encounter unfamiliar words

• Language Conventionality and Clarity Students may have difficulty with some of the archaic language in the novel. Remind them to look for context clues that can help with understanding.

• Theme and Knowledge Demands Students may lack a basic understanding of the Civil War. Have them compile a list of questions they have about the Civil War and then use a grade-level appropriate encyclopedia to answer the questions.

Formative Assessment - Based on assessment results, use the Reader and Task Suggestions to scaffold the selection or support independence for students as they read Behind Rebel Lines.


Qualitative Measures



Text Complexity Rubric for Anchor TextBehind Rebel Lines

Please Note: Rubric to be

revised based on addendum

to Appendix A.


PLEASE NOTE


PLEASE NOTE

Sample Teacher Edition

Lesson

26

What is the Structure of ReadyGEN Lessons?

WHOLE GROUP

WHOLE GROUP

SMALL GROUP

Text Exploration Oral Reading, Shared Reading or Close Reading

TEACHER LEd

Reading (Anchor and Supporting Texts)

Close Read Oral Rereading Scaffolded Support of Reading Instruction Scaffolded Support for Writing About Reading

Response to

Formative

Assessment

Writing

Focused Writing Instruction Text-Based Conversation Writing Analysis Lesson Language Analysis Lesson Writing Motivation Conventions Lesson

Ongoing

Formative

Assessment

Ongoing

Formative

Assessment

Guiding Principles for the development of ReadyGEN

1 Maximize time on worthy texts and tasks

2 Grow automaticity and stamina in the processes of close reading and writing to sources

3 Deliver Common Core shifts in a familiar balanced literacy framework

* Newly-developed performance indicators that make up the daily, actionable formative assessment strand in ReadyGEN

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INdEPENdENT REAdING TExT CLUBS

Reading (Anchor and Supporting Texts)

Focused Reading Instruction Text-Based Vocabulary Instruction Text-Based Conversation Reading Analysis Lesson Language Analysis Lesson Writing in Response to Reading Reading Motivation

Reading Practice Writing About Reading Response Prompt Close Reading Task

Reading Wrap Up Share Accomplishments and Successes Reflect on Reading Teacher Observations

Word Work

Explicit and Systematic Foundational Skills Instruction Practice and Apply

Writing

Topically-Connected Text

Writing Practice PBA Focused Writing Independent Writing: self-focused projects, collaborative projects, authentic audience opportunity, 21st century communication practice

Writing Wrap Up Share Accomplishments and Successes Reflect on Writing Teacher Observations

Suggested titles included in Teacher’s Guide Interact with grade-level text Routines in Teacher’s Guide

Routines in Teacher’s Guide Suggestions for Book Talks


PLEASE NOTE

28 Unit 1 • Lesson 1

Focus on ReadingBuild UnderstandingIntrodUce Have students focus on the following Enduring Understanding as you read the excerpt from The Lemonade War and work through the first lesson: Readers understand characters’ motivations and actions in stories.

First read of the LessoneXPLore tHe teXt Note that The Lemonade War is realistic fiction. Point out the title of the excerpt, “Location, Location, Location,” to students. Have them read the definition that follows the title. Next, ask them to make predictions about what the characters in this excerpt might do. Tell them to consider the title in their responses and to remember the Essential Questions: How do readers understand and explain characters’ actions in stories? And How do writers use specific sensory details, dialogue, description to advance the sequence of events in a story?

reAd ALoUd The Lemonade War As you introduce a new text for the first time, read aloud the first few pages as students follow along in their books. Read aloud pages <87-92>. Gradually, as students progress through the passage, they can read silently on their own. In this first reading, students should focus on understanding the “gist” of the text, or who the characters are and what is happening.

• What did you read?

• What did you learn?

• What questions do you have?

1lesson Objectives

• Understand and describe characters’ motivations and actions in a story.

• Use context clues.

tSc cover

lemonade war

Unit 1 • ModUle A

common Core learning Standards Addressed RL.3.3, L. 3.1.a, L.3.4.a, SL.3.1.a, SL.3.1.c,

SL.3.1.d, SL.3.2, SL.3.3

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Second read of the LessoncLoSe reAdIng During guided close rereading, have students focus on the traits, feelings, and actions that describe the character. Use the following questions to lead the discussion.

• VocABULAry What does the word stub mean? (It refers to a small piece of something.)

• How does Evan seem to be doing in school? Use the text to support your answer. (Evan struggles in school. He receives more Xs than anyone in class.) Key Ideas and details

• What have you discovered about Jessie? (She’s Evan’s sister. She’s very good at math. She helps her brother with his math. She is a good competitor.) Key Ideas and details

• How does Evan’s teacher Ms. DeFazio help him solve his problem? (Ms. DeFazio always reminds Evan to draw a picture for tough math problems. By drawing a picture, Evan was able to find out how much money he needed to make each day.) Key Ideas and details

• Identify two or more phrases in the text that help explain why Evan’s heart jumped when he solved the division problem. One example is: “He had done it.” (“That was a fourth-grade problem.” “That was fourth-grade math.” “And no one had helped him.”) Key Ideas and details

• VocABULAry What does the word overtime mean? (extra time in a game) Why does Evan compare figuring out the math problem to shooting the winning basket in double overtime? (both successes make him feel really good about himself)


PLEASE NOTE

engLISH LAngUAge LeArnerS Help students understand the idiom on p. <88>: “His brain spun like a top.” Explain that Evan’s brain did not really spin. The author is using this phrase to show that he is confused. This is a creative way to explain that Evan does not know where to begin.

StrAtegIc SUPPort Students may have difficulty understanding the meaning of the one-word sentence on p. <88>. The author is using the word “Snap” as a sentence to emphasize that Jessie can do math in her head very quickly.


Focused reading Instructiontext-Based Vocabulary

Introduce students to key text-based vocabulary from The Lemonade War. For each word, check students’ understanding. Poll them to see if they know the meaning, know it a little, or don’t know it at all. Teach the words students need to know with the Text-Based Vocabulary Routine on p. 000. Ask students to record the information on p. 000 in their Reader’s and Writer’s Journals.

text-Based conversation

At the beginning of the story, Evan makes a bet with his sister. This begins a sequence of events in which Evan has to learn how to raise more money than she does.

You may wish to provide a model through a think aloud of how his actions contribute to the sequence of events, such as the following: According to the first page of the passage, Evan is in trouble. When I read a little further, I see that he has only three days left to earn another fifty-three dollars. This must be why he is in trouble.

Page <88> of the text says, “He didn’t know how to do it.” The text also shows Evan getting frustrated, as he grips his pencil and thinks of all the Xs his teacher writes on his math papers. When he finally thinks his way through the problem and comes up with the answer he is so excited. This is because he got the correct answer, but also because he thought he couldn’t do it alone.

After small groups have discussed the chapter, as a class, compare important moments and explanations. Make sure students locate specific parts of the text. Explain that you will now dig deeper into the text to better understand the meaning.

teAM tALK SUPPort An oPInIon Do you agree with Evan’s decision to figure out the division problem on his own? Or do you think it would have been smarter if he asked for help? Use evidence from the text to support your answer. (Possible responses: Yes: By struggling with the problem on his own and eventually solving it, he proved to himself that he could do something he thought he wasn’t capable of. Had he asked for help, he would not have felt his heart jump. No: Evan should have asked for some help from his mom or sister. Though he eventually figured it out, it was a long and painful process. With some help, he could have felt his heart jump much faster.)

text-Based Vocabulary • earned • equation

reader’s and Writer’s Journal

Objectives


• Describe characters in a story and explain how their actions contribute to the sequence of events.

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reading Analysis character

Explain that characters in a story are very much like people in real life—they have traits, such as small feet and loud laughs; they experience feelings, such as excitement and sadness; they do things, such as kiss their moms and study for spelling tests; and they have motivations, or reasons, for acting the way they do.

Have students use p. 000 in their Reader’s and Writer’s Journals to record details from the text to answer the questions. Before they begin, you may wish to model finding a detail in the text and recording it on the appropriate place on the organizer.

Key IdeAS And detAILS Focus on pages <87-88> of The Lemonade War.

• Describe one of Evan’s actions.

• What event did this action lead to?

• What motivated Evan to perform this action?

• What does the action reveal about Evan?

Independent reading PracticereAdIng AnALySIS: cHArActer Have students work independently to complete a Four-Column Chart (Reader’s and Writer’s Journals, p. 000) for a different action in The Lemonade War.

WrItIng ABoUt reAdIng Have students turn to p. 000 in their Reader’s and Writer’s Journal and write a response to the prompt. Reread page <87>. Evan tries to do some math in his head (an action) because he has to figure out how much money he needs to beat Jessie (motivation). Refer to this portion of the text and consider Evan’s feelings as he figures it out. Write several sentences that describe his actions, motivations, and feelings.

reading Wrap-UpSHAre WrItten reSPonSeS Take a few minutes to wrap up today’s reading with students. Ask volunteers to share their Writing About Reading responses.

Action Event Trait, Feeling, or Motivation

What the Action Revelas


PLEASE NOTE



Scaffolded InstructionMonItor ProgreSS

If…students struggle to explain how a character’s actions contribute to a story’s events,

then…use the Analysis Lesson in small group to help them work through the Four-Column Chart (Reader’s and Writer’s Journal, p. 000)

If…students need extra support to understand the story,

then…use the Close Reading Workshop in small groups to provide scaffolded support.

SMALL G

ROUP

Reading AnalysisStrAtegIc SUPPort Help students work through the Four-Column Chart (Reader’s and Writer’s Journal, p. 000) with an additional action in The Lemonade War, such as Mrs. DeFazio’s reminding Evan to draw a picture. Model how to identify the action and to discover the character’s motivation for the action. Then complete the chart.

Close Reading Workshoprevisit The Lemonade War Reread aloud p. <88>, from “He went to his desk…” through, “Yes, anything, as long as there are fifty-three of them” on p. <89>. Then discuss the following questions with the group. Have students include text evidence to support their answers.

What evidence can you find that shows how determined Evan is to solve his problem? (He writes the division problem down; he stares at it, muttering and scribbling; he does not give up.)

Do you think Evan will behave in a similar way the next time he has to solve a difficult math problem? (Yes. Despite feeling confused, Evan stuck with it. He thought back to all the Xs that often covered his math papers, but even that didn’t stop him.)

Find someone in your group who believes Evan will not behave in a similar way the next time he has to solve a problem. List one fact-based question and one opinion question about the passage to ask your classmate.

1

2

3

Objectives



ProgreSS MonItorIng

33

eXtend concePtS Have students complete the Four-Column Chart for Officer Ken (Reader’s and Writer’s Journal, p. 000) by first identifying two of his actions and then describing the motivation for those actions. Then, have students compare their Four-Column Charts for Evan and Officer Ken. Have them use a Venn Diagram to organize details from the text that show similarities or differences. Lastly, have students discuss the following questions:

• Based on their actions and motivations, how are Evan and Officer Ken alike? (Both Evan and Officer Ken are brothers who compete or have competed with their sisters.)

• Based on their actions and motivations, how are Evan and Officer Ken different? (Evan thinks the permit law is unfair. Officer Ken understands its importance.)

• Based on Officer Ken’s decision to buy a glass of lemonade for $5, how do you think he feels about Evan and the lemonade war? (Officer Ken can relate to Evan and wishes him well. He knows what it’s like to compete with a little sister.)

• Based on Evan’s reaction to Officer Ken’s purchase, how do you think he feels about packing up his lemonade stand? (Evan is excited to have sold his most expensive glass of lemonade, which likely made him forget he was upset over the shut down.)teachers and still seems hopeful about her school and teacher.)

MonItor ProgreSS

SMALL G

ROUP

If…students understand a character’s actions and motivations,

then…extend the activity by having students compare and contrast two characters.


PLEASE NOTE



Focus on WritingFocused Writing Instruction

establish a Situation

teAcH Explain to students that a writer can introduce characters and/or the narrator of a story in a few ways. He or she might describe a character, depict a character’s actions, or reveal a character through dialogue or situations.

• What character is introduced in the very first sentence of The Lemonade War?

• How is the character introduced to the reader?• What other characters are introduced?• How are these characters introduced?

AnALyZe tHe ModeL Through the discussion, help students see that the writer introduces the reader to characters through description:

Evan was in trouble. So far, he’d earned forty-seven dollars and eleven cents, which was more money than he’d ever had in his whole life. But today was Friday. There were only three days left.

Show students how characters are sometimes introduced without even being present.

He stared and stared at the equation on the page. The number fifty-three was just too big. He didn’t know how to do it. “Jessie would know how,” he muttered…

Explain that one character’s memory of another character is another way writers introduce new people to a story.

Draw a picture. Mrs. DeFazio’s voice floated in his head.

The author has now introduced the characters for the reader in a variety of different ways.

Introduces evan through his predicament. gives a little background. tells the reader what day it is, and let’s the reader know this means trouble.

Mentions Jessie’s name. the reader knows evan must beat Jessie in a bet and also that Jessie knows long division, even though she’s not in the room.

the reader is alerted to this character’s presence through a scene that took place before this point in the story.

CoMMon CoRe leARninG StAndARdS

W.3.a–c, L.3.2

Objectives

• Introduce characters and/or a narrator.

• Explain the function of nouns.

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Independent Writing PracticeWrItIng Now ask students to write a paragraph in their Reader’s and Writer’s Journals, p. 000, that introduces a character. Have them

1. introduce a character. 2. describe their traits, feelings, and motivations.

Refer students to the models in the text as a guide as they write their paragraphs, and encourage them to use their text-based vocabulary words: earned and equation.

USe tecHnoLogy If available, have students use computers or electronic tablets to draft their paragraphs. If they have access to a printer, have them print out their paragraphs and share them with a classmate for peer review.

conventions Focus nouns

teAcH And ModeL Remind students that nouns are the people, places, things, and ideas in a sentence. A sentence’s subject is always a noun.

It took Evan half an hour to drag his loaded wagon to the town center—a distance he usually traveled in less than five minutes by bike.

Writing Wrap-UpAsk volunteers to share their paragraphs with the class. Have the class identify how the character is introduced.


PLEASE NOTE

Asking, “Who or what is this sentence about?” may help identify the main noun or subject in a sentence. other nouns can be located by asking, “Where are the people, places, things, and ideas in this sentence?

engLISH LAngUAge LeArnerS Help English Language Learners understand the general function of nouns by explaining that most nouns can be touched or visited. Evan and his wagon can be touched, for instance. The town center can be visited. They might ask, “Can I touch or visit this word?” when trying to determine a word’s part of speech. While all nouns will not pass this test, it is a good start!

StrAtegIc SUPPort Give students sentence frames with the subjects and/or other nouns missing. Provide a word box with a variety of nouns. Have students select the appropriate noun or nouns for each sentence. For further practice, have students explain how the nouns “help” the sentences.



Focus on ReadingBuild UnderstandingIntrodUce Have students focus on the following Enduring Understanding as you read the excerpt from The Lemonade War and work through the lesson: Writers understand that characters’ actions impact the sequence of events in a story.

First read of the LessoneXPLore tHe teXt Have students leaf through the first half of the chapter so that they’re clear about where the story left off. Ask them to summarize what they’ve already read. Remind students of the Essential Question: How do writers use specific sensory details, dialogue, description to advance the sequence of events in a story?

reAd ALoUd The Lemonade War Read aloud p. <92-100> of the excerpt as students follow along in their books. Gradually, as students progress through the passage, they can read silently on their own. In this first reading, students should focus on understanding the “gist” of the text, or who the characters are and what is happening.




2lesson Objectives

• Understand that characters’ actions impact the sequence of events in a story.

tSc cover

Lemonade War

Unit 1 • ModUle A

dRAFt

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Second read of the LessoncLoSe reAdIng During guided close rereading, have students focus on the characters’ motivations and actions. Use the following questions to lead the discussion.

• What does Evan’s decision to walk all the way to the town center tell you about him? (He is serious about winning the lemonade war. He is determined. He wants to prove he can accomplish something.) Key Ideas and details

• VocABULArY What does cooped up mean? (kept inside).

• How does the reader know Evan is tempted to buy some ice cream? (Evan fantasizes about the ice cream, imagining how it tastes and considering spending his lemonade money.) Key Ideas and details

• VocABULArY Look closely at the sentence that begins, “Then, before beginning the long, hot haul back to his house…” What does the word haul mean as it is used in the sentence? (It refers to the trip back. It’s meant to show that the trip will be difficult.) How is it used in the sentence? (as a noun) How is haul normally used? (as a verb meaning to pull with great force)

• Recall that Evan was quite worried at the beginning of the chapter. How does this compare to how he feels at the end of the chapter? (He is relieved or hopeful at the end.) Integration of Knowledge and Ideas

engLISH LAngUAge LeArnerS Help students understand the writer’s decision to use the simile: “It was like getting dunked in a vat of just-melted ice cream.” Have students consider what that would be like. It would be sticky and probably not much fun! Explain that the author does not mean this exactly, rather she hopes readers will use their imaginations and understand that she only wants to express how good the coldness felt to Evan’s skin.

StrAtegIc SUPPort The author does not explicitly explain Evan’s decision not to buy the ice cream. If readers wonder why he never purchased the treat, refer them to the sentence, “The sound of laughter brought him back to earth in a hurry.” Ask students to consider that the fantasy described prior to this was not a realistic part of his goal to win the lemonade war.

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Introduce students to key text-based vocabulary from the second section of The Lemonade War. For each word, check students’ understanding. Poll them to see if they know the meaning, know it a little, or don’t know it at all. Teach the words students need to know with the Text-Based Vocabulary Routine on p. 000. Ask students to record the information on p. 000 in their Reader’s and Writer’s Journals.


In this section of the story, the woman at the Big Dipper offers Evan a free taste of ice cream. Model a think aloud to show the sequence of events that leads to this event, such as the following: I’m going to search the text to see if I can figure out why the woman at the Big Dipper offered Evan a free taste of ice cream. I don’t notice any clues about what the woman is thinking, but I do see that Evan stares at the ice cream and takes a long while to answer her when she asks, “Can I help you?” He also says three bucks is a lot of money, as if he can’t afford it and starts to walk out of the store without making a purchase. I bet the lady put all of that information together to discover that Evan really did want some ice cream, but was unable to buy it. I think she was being kind by offering him a taste.

After partners have discussed the chapter, as a class, compare important moments and explanations. Make sure students locate specific parts of the text. Explain that you will now dig deeper into the text to better understand the meaning.

teAM tALK SUPPort An oPInIon What do you think about the police officer’s decision to shut down Evan’s lemonade stand but not to shut down Jessie’s? Was that fair? Use details from the text to support why or why not. (Possible responses: Yes: The police officer explained that Evan needed a permit, otherwise people would be selling things all over the town center. The town center is a busy place. Jessie was only selling lemonade around the neighborhood. That’s different. No: Evan told the officer that Jessie was also selling lemonade on Damon Road. If Evan cannot sell lemonade, Jessie shouldn’t be able to either. It does not matter what neighborhood they’re in.)

text-Based Vocabulary • gimmick • competition


Objectives


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Language Analysis

teMPorAL WordS And PHrASeS Explain to students that certain words and phrases in a passage help explain the story’s sequence of events. Words such as first, second, and third show the order events occur in. Words such as next and then do the same. Have students use p. 000 in their Reader’s and Writer’s Journals to answer the questions.

VocABULArY AcQUIStIon And USe Reread the first two complete paragraphs on p. <93> beginning with: “Evan surveyed the scene and picked his spot…”

• What key words and phrases did the writer use to show the sequence of the events in these paragraphs? (First and then.)

• How do these words contribute to the paragraphs’ sequence of events? (They help express the events in chronological order.)

Reread the sentences from p. <98>. Pay close attention to the word Then.

It was like Officer Ken was wearing a mask. A no-smiling, I’m-not-your-buddy mask.

Then Officer Ken shook his head and smiled and the mask fell off.

• How does the word Then change the course of events? (Before the word Then, Officer Ken did not seem to sympathize with Evan. After it, he did.)

• What is the sequence of events in these sentences? (First Officer Ken appears to be wearing a mask. Then he smiles.)

Independent reading PracticeWrItIng ABoUt reAdIng Have students turn to p. 000 in their Reader’s and Writer’s Journal and write a response to the prompt. Have students write an explanatory paragraph that summarizes the sequence of events in the excerpt. They should include temporal words and phrases.



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If…students struggle to understand that temporal words signal the sequence of events in a story,

then…use the Analysis Lesson in small group to help them work through the use of temporal words (Reader’s and Writer’s Journal, p. 000)


then…use the Close Reading Workshop in small groups to provide scaffolded support.

SMALL G

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Language AnalysisStrAtegIc SUPPort Perform a Close Reading of p. <99 and 100> of the text. Use it to examine the use of temporal words and phrases. Model finding a temporal word (Now, Two days ago, Then) and then how to use it to identify the sequence of events. (Officer Ken buys a glass of lemonade for $5, and then says, “Now clean up your things…”).

Oral Reading Workshoprevisit The Lemonade War Place students in groups. Select two pages of the text. Have students take turns reading from the text. Walk around the room to monitor fluency and understanding.

Objectives


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eXtend concePtS Have students complete a Compare and Contrast chart for p. <96 and 98> (Reader’s and Writer’s Journal, p. 000). Tell students to list the similarities and differences between the temporal words and phrases and the sentence structures on these pages. Lastly, have students discuss the following questions.

• What words are unique to each page’s sequence of events? (Later p. <96>; When p. <96>; last fall p. <96>; Then p. <98>.)

• Describe the sentence structure on p. <96>. (The sentences on p. <96> are organized using a good number of temporal words and phrases that help the reader keep track of the story’s events.)

• Describe the sentence structure on p. <98>. (The sentences on p. <98> are not organized using a lot of temporal words and phrases. These sentences use other words to help the reader understand the story’s sequence of events.)

MonItor ProgreSS

SMALL G

ROUP

If…students understand how temporal words and phrases impact the story’s sequence of events,

then…extend the activity by having students compare and contrast the structures of different paragraphs in the text.


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establish a Situation

teAcH Remind students that writers must provide some basic information in order for readers to follow a story. Characters, their actions, and events (both present and past ones) help a writer establish a situation.

• What is the situation in beginning of the excerpt?

• What background information has been given?

• How does the story begin? What events take place?

• Who is the main character?

AnALYZe tHe ModeL Through the discussion, help students see that the writer provides certain information to ensure that the reader is able to understand the story’s sequence of events.


Explain to students that a story’s situation can be enhanced by the addition of another character. Guide students to page 94 of the text.

“Can I help you?” asked the woman behind the counter.

Note that a story’s situation continues to grow and change throughout a story, sometimes right up to its end. In fact, the reader is always left with some part of the situation.

He had made sixty-five dollars. The cups and lemonade mix had cost nine dollars. When he added in his earnings from Wednesday and Thursday, he had one hundred three dollars and eleven cents. Now that’s enough, he thought.

Provides the reader with a character, his action, and a bit of background information.

the situation is changed a bit with the introduction of this character. this woman will also likely impact the story’s sequence of events.

the situation at the end of this chapter will help the reader understand what comes next in the book.


W.3.a–c, L.3.2

Objectives

• Write narrative by establishing a situation.

• Form regular plural nouns.

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Independent Writing PracticeWrItIng Now ask students to write a paragraph in their Reader’s and Writer’s Journals, p. 000, that introduces a character. Have them

1. introduce a character. 2. include dialogue that shows the character’s responses.

Refer students to the models in the text as a guide as they write their paragraphs, and encourage them to use their text-based vocabulary words: gimmick and competition.

USe tecHnoLogY If available, have students use computers or electronic tablets to draft their paragraphs. If they have access to email, have them email their narratives to a classmate for peer review.

conventions Focus Form regular Plural nouns

teAcH And ModeL Explain to students that most nouns are made plural by adding s or es.

He needed to make seventeen dollars on Friday, seventeen dollars on Saturday, and seventeen dollars on Sunday.

APPLY Have students reread their paragraphs and identify two regular plural nouns. Then have them identify two regular singular nouns and make them plural by adding an s or es.

Writing Wrap-UpAsk volunteers to share their paragraphs with the class. Have the class describe the situation and how the writer achieved it.

nouns that end in ch, s, sh, x, or z require an es to become plural. Most other nouns, such as dollar, only need an s.

engLISH LAngUAge LeArnerS Help English Language Learners form regular plural nouns by starting with nouns they’re familiar with. When they have demonstrated understanding of those words, move onto nouns they may not be as familiar with.

StrAtegIc SUPPort Start by confirming that students understand what the word plural means. If students understand that by adding s or es to the end of a word they are creating more than one of something, they may feel a bit more confident and engage in practice more readily. It may also be helpful to have students pronounce plural nouns, so that they can perhaps identify the correct ending by hearing it.

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Focus on ReadingBuild UnderstandingIntrodUce Have students focus on the following Enduring Understanding as you reread this excerpt of The Lemonade Wars: Learners understand that close observation helps to identify problems and find solutions.

First read of the LessoneXPLore tHe teXt Revisit the novel excerpt The Lemonade War with students. Have students look through the excerpt and notice how text features advance the story. For example, explain how the use of math equations and diagrams and the use of dialogue help improve understanding. Remind students about the Essential Questions: How do readers understand and explain characters’ actions in stories? And How do writers use specific sensory details, dialogue, description to advance the sequence of events in a story?

reAd IndePendentLy The students are already somewhat familiar with the text. Have the students skim the story to remind themselves of the main ideas and significant moments in the text. As this lesson proceeds, students will refer to the text for increasingly complex solutions. They will interpret ideas in the text and move on to analyzing the author’s craft; in this case, the use of dialogue.




3lesson Objectives

• Describe the sequence of events.

• Describe how characters use observation to solve problems

Unit 1 • ModUle A

tSc cover

lemonade war

common Core learning Standards Addressed RL.3.1, RL.3.3, RL.3.5, W.3.3a, W.3.3b, W.3.3c,

W.3.3d, W.3.4, W.3.5, SL.3.1, SL.3.2, SL.3.6

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Second read of the LessoncLoSe reAdIng During guided close reading, have students focus on key details of how the main character uses close observation to find a solution to his problem. Use the following questions to lead the discussion.

• How does Evan feel about Mrs. De Fazio? (He looks up to her. She is his math teacher.)

• What are two significant moments in the story? (Evan solves a math problem, Evan sells lots of lemonade, The officer gives him $5, Evan finds out he has earned $100)

• How does Evan decide where to sell his lemonade? (By closely observing the area and finding where the paths meet.)

• What do we learn about Evan’s relationship with his sister during his conversation with the officer? (She is also in 4th grade, so he feels competitive and inferior.)


PLEASE NOTE

engLISH LAngUAge LeArnerS Help students understand the meaning of the idiom on p. <92>: “The weather was holding out, that was for sure.” Explain that to hold out means “to continue or persist.” Help students to understand that Evan hopes the hot weather will continue so that people will be thirsty enough to want to buy his lemonade.

StrAtegIc SUPPort Students may have trouble understanding the expression on p. <96>, “Pride goeth before a fall.” Explain that it is a very old expression and that “goeth” means “goes.” Check to see if anyone can put the expression into different words. Make sure students understand that it means that feeling too proud of yourself can lead to disaster.


Focused reading Instructiontext-Based conversation

Winning the lemonade war was very important to Evan. Model a think aloud describing why Evan was so focused on winning. I know that Evan has a bet with his sister, and from what he says on p. <88>, I know that she is very smart. So maybe if he can win the bet he will feel smart, too. I can see he’s very focused on winning because he goes all the way into town to get a good spot. I think he feels a little jealous of his sister, but he is also proud of the things he accomplishes.

As a class, compare important moments and explanations. Make sure that students locate specific parts of the text. Explain that you will now dig deeper into the text to better understand the meaning.

teAM tALK SUPPort An oPInIon Do you think it was right for Evan to tell the officer about the other lemonade stands? (Possible responses: Yes: because they were breaking the law. No: because he was just trying to help himself.)

Language Analysis

VocABULAry AcQUIStIon And USe Have students reread key words and sentences in the text to distinguish between the literal and nonliteral meaning of phrases in context. Reread, the last paragraph of the text on p. <93>, beginning with, “The frozen air felt good on the skin. It was like getting dunked in a vat of just-melted ice cream.”

• What is the literal image that comes to mind? Be specific. (How does one get dunked? By a giant spoon? What kind of ice cream?)

• Why does the writer describe the air as “frozen”? (It seems that way in contrast to the heat)

• What does the positive feeling inside the ice cream shop suggest about Evan’s situation? (He is in an uncomfortable situation. The ice cream shop is the opposite. He resists the temptation to waste his money.)

crAFt And StrUctUre Focus students on determining the meanings of expressions in the text. Have students read paragraph two on p. <98>, beginning with, “It was like Officer Ken was wearing a mask. A no-smiling, I’m not-your-buddy mask.”

• Why does the author use hyphens? (to turn spoken phrases into descriptions)

• What did Officer Ken’s face actually look like? (serious and unfriendly)

• What is the effect of using this description on the reader? (It makes you worry more for Evan so that you are relieved when the officer smiles.)


Objectives

• Distinguish literal and nonliteral meanings of words and phrases.

• Explicitly refer to the text when asking and answering questions.

• Determine the meaning of expressions in context.

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QUeStIonS And AnSWerS Explain that when answering questions about the text, learners should be able to refer to specific areas of the text to show that they understand it.

Have students use p. 000 of their Reader’s and Writer’s Journals to record details from the text to answer the questions. Before they begin, you may wish to model finding a detail in the text and recording it on the appropriate place on the organizer.

Key IdeAS And detAILS Use the whole text.

• What problem does Evan face?

• How does Evan solve the problem?

• What is Evan’s solution?

Independent reading PracticereAdIng AnALySIS: QUeStIonS And AnSWerS Have students work independently to complete the, Problem and Solution organizer (Readers and Writer’s Journals, p.000) by finding another problem that Evan solves.

WrItIng ABoUt reAdIng Have students turn to page 000 in their Readers and Writer’s Journals to respond to the prompt. Reread p. <99-100>. What is your opinion of Evan’s solution to his problem? State your opinion and support it using evidence from the text.



PLEASE NOTE


Solution

Problem

Attempts to solve the problem



If…students struggle to understand how to point to specific areas of the text to answer questions,

then…use the analysis lesson in small group to help them work through the Problem and Solution organizer (Reader’s and Writer’s Journal, p. 000).


then…use the Close Reading Workshop in small group to provide scaffolded support.

SMALL G

ROUP

Reading AnalysisStrAtegIc SUPPort Help students work through the Problem and Solution organizer to show how Evan solves another problem. For example, he solves the math problem by drawing pictures. Model how to identify when a character experiences problems, and how he solves them.

Close Reading Workshoprevisit The Lemonade War Reread aloud p. <98>, from “Evan looked up at Officer Ken…” through p. <99> “Evan stared at the dollar bill in his hand.”

What clues can you find as to why Officer Ken gives Evan $5? (Officer Ken smiles and mentions his sister, the “big brother fund”)

Do you think Officer Ken is very serious before giving Evan the money? (Probably not. He smiles when Evan mentions his sister, but then “the mask” comes back on. It seems like he’s pretending to be serious.)

Find someone in the group who believes Officer Ken was as serious as he seemed. Think of a fact-based question to ask them.

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Objectives

• Identify how the character solves problems

• Use evidence from the text to answer questions.

ProgreSS MonItorIng

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eXtend concePtS Have students complete the Problem and Solution organizer (Reader’s and Writer’s Journal, p. 000) for the following solutions: Evan solves a math problem, Evan gets an idea, Evan finds his spot, Evan sets his price, Evan goes over $100. Then have students discuss the following questions:

• Which of the problems has an unexpected solution? (Evan sets his price because he happens to overhear the price in the ice cream shop; Evan goes over $100 because Officer Ken’s $5 was a surprise; the other two also have elements of surprise.)

• What do you think is unique about Evan’s problem solving? (He keeps working on problems, even when they look too difficult, until solutions arise. He always pays attention to the world around him and is ready when solutions arise.)

MonItor ProgreSS

SMALL G

ROUP

If…students understand how to point to specific areas of the text to answer questions,

then…extend the activity by having students identify which problems were solved in unexpected ways.


PLEASE NOTE




Produce Writing

teAcH Explain to students that writers use dialogue to show characters responding to different situations and challenges.

• Who does Evan have conversations with in the story?• How does the writer use dialogue to show what Evan is thinking?• What happens during these conversations that changes the story?

AnALyZe tHe ModeL Through the discussion, help students see that the writer shows the character’s responses through dialogue.

Evan’s dialogue with Officer Ken is one of the most important events in the story.

“Hello,” said Officer Ken, not smiling.

Have students focus on the part of the conversation where things intensify between Officer Ken and Evan. At first, Evan is desperate to convince Officer Ken to let him stay.

“You see, I’ve got this little sister. And we’ve got a…a…competition going. To see who can sell the most lemonade. And I’ve got to win. Because she’s…”

But through this dialogue, we learn that Officer Ken is an ally who can identify with Evan. The writer shows the character through the character’s speech.

“I’ve got a little sister, too. Love her to death, now, but when we were kids–“ Officer Ken sucked in his breath and shook his head again, “Hooo!”

The author has used dialogue to show the character’s responses to each other and to situations. The reader knows more about the characters and sees changes in the situation

officer Ken is not smiling, so the reader knows something bad is coming.

the hesitation shown by the ellipses reveal evan’s desperation.

dialogue doesn’t have to use complete sentences, or even words.


W.3.a–c, L.3.2

Objectives

• Organize writing appropriate to the task.

• Use conventional spelling for high-frequency words.

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Independent Writing PracticeWrItIng Now ask students to write a short dialogue in their Readers and Writers Journals. Have them

1. introduce a two characters and a problem. 2. show the characters’ responses through dialogue. 3. solve the problem.

Refer students to the models in the text as a guide when they write their dialogues.

USe tecHnoLogy If available, have students use computers to record their dialogues with other students. Have students listen to each other’s dialogues.

conventions Focus Use conventional Spelling for High-Frequency Words

teAcH And ModeL Remind students that nouns are the people, places, things, and ideas in a sentence. A sentence’s subject is always a noun.

through, tough, though, bough

APPLy Have students reread their dialogues and circle any words they are not sure they spelled correctly.

Writing Wrap-UpAsk volunteers to share their paragraphs with the class. Have the class explain how the dialogue shows the characters’ responses.


PLEASE NOTE

engLISH LAngUAge LeArnerS Many English Language Learners have trouble with spelling in English. Remind them that English is one of the hardest languages with regard to spelling because of the influences of other languages. Suggest that they keep a list of words whose spelling gives them trouble.

StrAtegIc SUPPort For students who struggle with spelling, focus on a specific area, like the past tense of regular verbs (kicked). How many verbs can students think of that simply add –ed to create past tense?


Focus on ReadingBuild UnderstandingIntrodUce Remind students of the Essential Questions. Have them focus on the following Enduring Understanding as you read Chapter 1 of The Case of the Gasping Garbage and work through the first lesson. Writers understand that characters’ actions impact the sequence of events in a story.

First read of the LessoneXPLore tHe teXt Introduce the novel The Case of the Gasping Garbage to students. Have students read the text on the front and back covers and focus on the cover illustration. Next, have them page through the text to see how it is organized (by chapters). Remind students about the Essential Questions: How do readers understand and explain characters’ actions in stories? AND How do writers use specific sensory details, dialogue, description to advance the sequence of events in a story?

reAd ALoUd cHAPter 1 As you introduce a new text for the first time, read aloud the first chapter as students follow along in their books. Gradually, as students progress through the book, they can read silently on their own. In this first reading, students should focus on understanding the “gist” of the text, or who the characters are and what is happening.




4lesson Objectives

• Determine key ideas and details in a story.

Gasping Garbage

Unit 1 • ModUle A

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Second read of the LessoncLoSe reAdInG During guided close rereading, have students focus on the characters’ motivations and actions. Use the following questions to lead the discussion.

• What do you know about Doyle’s motivations so far? (He is very serious about science, but he also wants recognition for his efforts.) Key Ideas and details

• How do Doyle’s motivations contribute to the sequence of events in Chapter 1? (His is motivated to call Nell quickly so they can get on with solving Gabby Talberg’s case.) Key Ideas and details

• What do you know about Fossey’s motivations so far? (She is serious about science and always ready to take on a tough case.) Key Ideas and details

• How do Fossey’s motivations contribute to the sequence of events? (She is so ready to take on the case that she gets to Gabby’s house before Doyle does. She is also quick to start working on solving the case.) Key Ideas and details

• VocABULArY Gasping is used in the title. What does this word mean? (It means to take a breath so fast that a person can hear it.)

• VocABULArY Page 5 opens with But Drake couldn’t allow his excitement to overwhelm his good scientific sense. What does overwhelm mean? (It means to let a feeling crowd out everything else. Drake didn’t want his excitement to do that to his good sense.)

• VocABULArY What does it mean that Fossey is an efficient scientist? (It means that she doesn’t waste time when she works on something scientific.)


PLEASE NOTE

enGLISH LAnGUAGe LeArnerS Help students understand the phrasal verb on p. 5: “Hurry, Doyle, you have to come over immediately and get rid of it.” Explain that to get rid of something means to throw it away or destroy it. Gaby is hoping that Doyle can destroy the monster in her garbage.

StrAteGIc SUPPort Students may have difficulty understanding the comic tone of the story. For example on p. 5: “(Serious scientists always slap their notebooks shut.)” Ask whether students think that statement is true. Explain that the writer is joking about the fact that a fifth-grader imagines that he is a real scientist. Have them find other examples of comic language like this.



Introduce students to key text-based vocabulary from Chapter 1. For each word, check students’ understanding. Poll them to see if they know the meaning, know it a little, or don’t know it at all. Teach the words students need to know with the Text-Based Vocabulary Routine on p. 000. Ask students to record the information on p. 000 in their Reader’s and Writer’s Journals.


You may wish to provide a model through a think aloud, such as the following: I know that the story is being told by an objective narrator. One of the main characters is Doyle. I think the most important thing about Doyle is that he takes science very seriously. The story begins in Doyle’s homemade lab, which is full of real lab equipment.

After pairs have discussed the chapter, as a class, compare important moments and explanations. Make sure students locate specific parts of the text. Explain that you will now dig deeper into the text to better understand the meaning.

teAM tALK StAte An oPInIon Do you think Doyle and Fossey are being responsible by agreeing to help Gabby? (Possible responses: Yes: It’s always important to help a friend in need. No: They are taking the pretending too far. They should get an adult to help.

text-Based Vocabulary • laboratory • solution


Objectives


• Describe character traits and feelings.

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reading Analysis character

Explain that characters are the people or the animals that a story is about. Authors develop characters by describing what they are like (traits), how they feel (feelings), and what makes them act (motivation).

Have students use p. 000 in their Reader’s and Writer’s Journals to record details from the text to answer the questions. Before they begin, you may wish to model finding a detail in the text and recording it on the appropriate place on the organizer.appears to be wearing a mask. Then he smiles.)

KeY IdeAS And detAILS Focus on p. 1-3 of Chapter 1.

• Describe Doyle’s traits, feelings, and motivations.

• What do these details reveal about the character?

Independent reading PracticereAdInG AnALYSIS: cHArActer Have students work independently to complete a Four-Column Chart (Reader’s and Writer’s Journal, p. 000) for a different character in Chapter 1.

WrItInG ABoUt reAdInG Have students turn to p. 000 in their Reader’s and Writer’s Journal and write a response to the prompt. Reread p. 3. Write a short narrative from Gabby’s point of view telling what happened before she called Doyle. Use the text to establish the events.


Action Event Trait, Feeling, or Motivation

What the Action Revelas


PLEASE NOTE



Scaffolded InstructionMonItor ProGreSS

If…students struggle to understand how traits, feelings, and motivations reveal what a character is like,

then…use the Analysis Lesson in small group to help them work through the Four-Column Chart (Reader’s and Writer’s Journal, p. 000).


then…use the Close Reading Workshop in small group to provide scaffolded support

SMALL G

ROUP

Reading AnalysisStrAteGIc SUPPort Help students work through the Four-Column Chart (Reader’s and Writer’s Journal, p. 000) with an additional character in Chapter 1, such as Gabby or Fossey. Model how to identify details about that character. Then list the details and determine whether each is a trait, feeling, or motivation, and complete the chart. Finally, guide students to focus on what the details, when taken together, reveal about the character.

Close Reading Workshoprevisit Gasping Garbage Reread aloud p. 7, from “Inside Gabby’s house, Gabby pointed to a dark corner of the garage” through “Nell peered at the garbage can with her magnifying glass. She checked its temperature” on p. 8. Then discuss the following questions with the group. Have students include text evidence to support their answers.

What do you know about Gabby’s motivations in this passage? (She is very frightened and doesn’t want Doyle or Fossey to open the lid to the can.)

How does this contrast with Doyle and Fossey’s reaction to her fright? (She is very emotional and frets. In contrast, Doyle and Fossey are both calm and rational. They set about solving the problem.)

Do you think there is a “bloodsucking monster” in the garbage can? Why or why not? Use details from the text to support your answer. (Possible answer: Yes. The can makes a lot of noise. It burps and “yelches” and trembles. There has to be something alive inside. Possible answer: No. Monsters aren’t real, and this story isn’t about make-believe things.)

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Objectives


• Describe character traits and feelings.

ProGreSS MonItorInG

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eXtend concePtS First, have students complete the Four-Column Chart for Frisco, a character they haven’t met,. (Reader’s and Writer’s Journal, p. 000) based on what they read in Chapter 1. Then, have students compare their Four-Column Charts for Doyle and Frisco .Have them use a Venn Diagram to organize details from the text that show similarities or differences. Then have students discuss the following questions:

• Based on traits, feelings, and motivations, how are Doyle and Frisco similar? (They’re both scientists.)

• How are they different? (Doyle is a stickler for scientific rules, while Frisco will change things in an experiment to his liking and, according to Doyle, has sloppy scientific habits.)

• What do you know about Frisco’s motivations so far? Are these the same or different as Doyle’s motivations? Use details from the text to support your answer. (Frisco sees himself as a rival to Doyle and Fossey. On his business card, he writes “bad mad scientist. Better than Doyle and Fossey.” Doyle also feels competitive with Frisco, as he reacts with horror at the thought of Gabby calling Frisco to solve her case. “Great Scott! thought Drake. Not James Frisco!”)

• Based on what you know about Frisco, what do you think he might do? How does this relate to Doyle’s feelings? (He might steal the garbage can and solve the case himself. Worse, he might do something dangerous. Doyle does not like or trust him.)

MonItor ProGreSS

SMALL G

ROUP

If…sstudents understand how traits, feelings, and motivations reveal what a character is like,

then…extend the activity by comparing and contrasting characters.


PLEASE NOTE




Write narratives

teAcH Explain to students that when writing a narrative, the writer uses dialogue to develop the events and the characters’ experiences.

• How does dialogue reveal characters’ feelings and motivations?

• How does dialogue affect characters’ actions?

• How does dialogue contribute to the sequence of events through characters’ experiences and actions?

AnALYZe tHe ModeL Through the discussion, help students see that the writer uses dialogue to reveal characters’ feelings and motivations:

“…Hurry, Drake, you have to come over immediately and get rid of it. Because if you don’t, I’ll just have to call James Frisco.”

Explain how the writer uses dialogue to affect characters’ actions:

“Drake,” said Gabby. “Drake, are you there? I said you have to come over immediately and get rid of it or else I’ll call Frisco!”

“Check. I’ll be right there.’”

Have students focus on a passage that shows clearly how dialogue develops events through the characters’ experiences and actions:

“Drake here. Meet me at Gabby’s house right away. Gabby’s garbage is gasping.”

“Right.”

Click

Nell was already waiting on Gabby’s porch by the time Drake arrived.

The writer has shown the reader how dialogue affects not only characters’ feelings and motivations, but their actions as well. Ultimately, dialogue develops experiences and events.

Gabby’s threat horrifies doyle.

Gabby threatens again, and now doyle springs into action.

Gabby’s excited style tells us about her character and the situation.


W.3.a, W.3b

Objectives


• Describe character traits and feelngs.

• Explain how character’s dialogue affects the story

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Independent Writing PracticeWrItInG Now ask students to write a narrative that includes dialogue that develops events and characters’ experiences in their Reader’s and Writer’s Journals, p. 000. Have them:

1. introduce two characters. 2. use dialogue to develop an experience shared by the two characters. 3. use dialogue to develop an event shared by the two characters.

Refer students to models in the text as a guide as they write their paragraphs, and encourage tem to use their text-based vocabulary words: laboratory and solution.

USe tecHnoLoGY Have students use computers or electronic tablets to draft their dialogues. If they have classroom or school e-mail accounts, ask them to send their narratives to a classmate for peer review.

conventions Focus Use regular Plural nouns

teAcH And ModeL Remind students to form regular plural nouns by adding an –s.

diagram diagrams Fossey drew diagrams and charts

APPLY Have students reread their narratives and make sure that they have used the correct plural form for regular nouns.

Writing Wrap-UpAsk volunteers to share their narratives with the class. Have the class tell how the dialogue develops events and experiences.


PLEASE NOTE

enGLISH LAnGUAGe LeArnerS Some languages do not change the noun to indicate plural. Others consistently use –es, thus creating confusing interference. Make sure English Language Learners are aware of the difference between –es and –s.

StrAteGIc SUPPort For students struggling with the idea that dialogue develops events in the story, have students read one line of dialogue in the story. Then have them point out a character’s reaction. Discuss what action a character might take based on this reaction (feeling). Then have students find the action the character actually took in the story. Point out that this process is how dialogue develops events in a story.

Objectives • Understand character feelings

and actions

• Describe how the book is structured

common core Learning standards Addressed L.3b, L.3.1a, RL3.1, RL3.5, W3.3, W3.4,W6, W8

Trade Book Cover

Unit 1 • ModUle A


Focus on ReadingBuild UnderstandingInTrodUCe Remind students of the Essential Question. Have them focus on the following Enduring Understanding as you read Chapter 2 and work through the lesson: Readers understand characters’ motivations and actions in stories.

First read of the LessonTell students you will continue to read the novel The Case of the Gasping Garbage. Have students read the text on the front and back covers and focus on the cover illustration. Next, have them page through the text to see how it is organized (by chapters). Remind students about the Essential Questions: How do readers understand and explain characters’ actions in stories? and How do writers use specific sensory details, dialogue, and description to advance the sequence of events in a story?

reAd IndependenTLy Chapter 2 Have the students read Chapter 2. As this lesson proceeds, students will refer to the text for increasingly complex solutions. They will interpret ideas in the text and move on to analyzing the author’s craft; in this case, establishing a situation.




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engLIsh LAngUAge LeArners English Language Learners may have trouble understanding expressions like “Mr. Doyle rolled his eyes and closed the door.” Explain that this expression refers to the act of looking up as a way of expressing mild skepticism or annoyance. Mr. Doyle is mildly expressing his annoyance with having a garbage can dragged into his house.

sTrATegIC sUpporT Students may have difficulty understanding the playful tone that Drake’s mother uses. Explain that when she uses a phrase like “affirmative” instead of a simple “yes”, she is consciously playing along with Drake and Nell’s pretense that they are real scientists and detectives.

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Psecond read of the LessonCLose reAdIng During guided close rereading, have students focus on key ideas and details to help them understand characters’ motivations and actions. Use the following questions to lead the discussion.

• What do you know about Drake’s relationship with his parents? (They support his experimentation. His mother offers them food and his father provides supplies.) Key ideas and details

• What do you think is the most significant moment in the chapter? (When Drake tells Gabby the solution to the mystery) Key ideas and details

• VoCABULAry What context clues tell us the meaning of culprit? (The writer has already told us that yeast caused the problem. Therefore the word “yeast” in the sentence, “We’ve positively identified yeast as your culprit,” helps us understand that a culprit is the cause of a problem.) Key ideas and details

• A hypothesis can either be confirmed or proven wrong. How does this help us understand the meaning of confirmed? (When something is confirmed it means that it is shown to be correct, or valid.)


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Text-Based Vocabulary • observations • microscopes • Bunsen burners • laboratory • mediums

Objectives

• Ask and answer questions

• Describe how the book is structured


Focused reading InstructionText-Based Vocabulary

Introduce students to key text-based vocabulary from Chapter 2 and pp 59-67. For each word, check students’ understanding. Poll them to see if they know the meaning, know it a little, or don’t know it at all. Teach the words students need to know with the Text-Based Vocabulary Routine on p. 000. Ask students to record the information on p. 000 in their Reader’s and Writer’s Journals.

Text-Based Conversation

sMALL groUp dIsCUssIon roUTIne Have students go back to the text to identify important moments in Chapter 2. Use questions such as these to guides students in close reading to identify important moments in the text.

• What are some things Nell does that make her a great partner? • How does Drake arrive at his hypothesis?

You may wish to provide a model through a think aloud, such as the following: I know that Nell helps Drake up at the beginning of the chapter, and she often finishes his sentences in a very precise way. I remember that Drake observes that the bag is light and that it smells like bread, which gives him the idea that yeast is the cause.

After small groups have discussed the chapter, as a class, compare important moments and explanations. Make sure students locate specific parts of the text. Explain that you will now dig deeper into the text to better understand the meaning.

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reading Analysis parts of stories

Explain that texts are divided and organized in many different ways. They may have an introduction, chapters, an index, and so on. Explain that this book is divided into chapters, and that the structure of the first two chapters amounts to a complete story. This pattern is repeated over eight chapters, so there are four total stories.

Have students use p. 000 in their Reader’s and Writer’s Journals to record details from the text to answer questions. Before they begin, you may wish to model finding a detail in the text and recording it on the appropriate place on the organizer.

Key IdeAs And deTAILs Focus on the first two chapters.

• Who are the characters in each chapter?

• What are the settings in each chapter?

• What are the most important events in each chapter?

Independent reading practicereAdIng AnALysIs: parts of stories Have students work independently to complete the Story Comparison Organizer. (Reader’s and Writer’s Journal, p. 000) comparison of the elements in the first two chapters in Gasping Garbage.

WrITIng ABoUT reAdIng Have students turn to p. 000 in their Reader’s and Writer’s Journal and write a response to the prompt. Reread the section “Method to the Madness”. Briefly explain a procedure that Drake and Nell use in Chapter 2. Direct students to support their writing using evidence from the text.

reading Wrap-UpshAre WrITTen responses Take a few minutes to wrap up today’s reading with students. Ask volunteers to share their Writing About Reading responses.

story Comparison

Chapter 1 Chapter 2

Characters

Settings

Events

Characters

Settings

Events


PLEASE NOTE

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Objectives




scaffolded InstructionMonITor progress

If…students struggle to explain how a character’s actions contribute to a story’s events,

Then…use the Analysis Lesson in small group to help them work through the Four-Column Chart (Reader’s and Writer’s Journal, p. 000)


Then…use the Close Reading Workshop in small groups to provide scaffolded support.

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Reading AnalysissTrATegIC sUpporT Help students work through the Four-Column Chart (Reader’s and Writer’s Journal, p. 000) with an additional action in The Lemonade War, such as Mrs. DeFazio’s reminding Evan to draw a picture. Model how to identify the action and to discover the character’s motivation for the action. Then complete the chart.

Close Reading Workshoprevisit The Lemonade War Reread aloud p. <88>, from “He went to his desk…” through, “Yes, anything, as long as there are fifty-three of them” on p. <89>. Then discuss the following questions with the group. Have students include text evidence to support their answers.

What evidence can you find that shows how determined Evan is to solve his problem? (He writes the division problem down; he stares at it, muttering and scribbling; he does not give up.)

Do you think Evan will behave in a similar way the next time he has to solve a difficult math problem? (Yes. Despite feeling confused, Evan stuck with it. He thought back to all the Xs that often covered his math papers, but even that didn’t stop him.)

Find someone in your group who believes Evan will not behave in a similar way the next time he has to solve a problem. List one fact-based question and one opinion question about the passage to ask your classmate.

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eXTend ConCepTs Have students complete the Four-Column Chart for Officer Ken (Reader’s and Writer’s Journal, p. 000) by first identifying two of his actions and then describing the motivation for those actions. Then, have students compare their Four-Column Charts for Evan and Officer Ken. Have them use a Venn Diagram to organize details from the text that show similarities or differences. Lastly, have students discuss the following questions:

• Based on their actions and motivations, how are Evan and Officer Ken alike? (Both Evan and Officer Ken are brothers who compete or have competed with their sisters.)

• Based on their actions and motivations, how are Evan and Officer Ken different? (Evan thinks the permit law is unfair. Officer Ken understands its importance.)

• Based on Officer Ken’s decision to buy a glass of lemonade for $5, how do you think he feels about Evan and the lemonade war? (Officer Ken can relate to Evan and wishes him well. He knows what it’s like to compete with a little sister.)

• Based on Evan’s reaction to Officer Ken’s purchase, how do you think he feels about packing up his lemonade stand? (Evan is excited to have sold his most expensive glass of lemonade, which likely made him forget he was upset over the shut down.)teachers and still seems hopeful about her school and teacher.)

MonITor progress

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If…students understand a character’s actions and motivations,

Then…extend the activity by having students compare and contrast two characters.


PLEASE NOTE

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Introduces evan through his predicament. gives a little background. Tells the reader what day it is, and let’s the reader know this means trouble.

Mentions Jessie’s name. The reader knows evan must beat Jessie in a bet and also that Jessie knows long division, even though she’s not in the room.

The reader is alerted to this character’s presence through a scene that took place before this point in the story.


W.3.a–c, L.3.2

Objectives

• Introduce characters and/or a narrator.

• Explain the function of nouns.



establish a situation

TeACh Explain to students that a writer can introduce characters and/or the narrator of a story in a few ways. He or she might describe a character, depict a character’s actions, or reveal a character through dialogue or situations.

• What character is introduced in the very first sentence of The Lemonade War?

• How is the character introduced to the reader?• What other characters are introduced?• How are these characters introduced?

AnALyZe The ModeL Through the discussion, help students see that the writer introduces the reader to characters through description:

Evan was in trouble. So far, he’d earned forty-seven dollars and eleven cents, which was more money than he’d ever had in his whole life. But today was Friday. There were only three days left.

Show students how characters are sometimes introduced without even being present.

He stared and stared at the equation on the page. The number fifty-three was just too big. He didn’t know how to do it. “Jessie would know how,” he muttered…

Explain that one character’s memory of another character is another way writers introduce new people to a story.

Draw a picture. Mrs. DeFazio’s voice floated in his head.

The author has now introduced the characters for the reader in a variety of different ways.

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Asking, “Who or what is this sentence about?” may help identify the main noun or subject in a sentence. other nouns can be located by asking, “Where are the people, places, things, and ideas in this sentence?

engLIsh LAngUAge LeArners Help English Language Learners understand the general function of nouns by explaining that most nouns can be touched or visited. Evan and his wagon can be touched, for instance. The town center can be visited. They might ask, “Can I touch or visit this word?” when trying to determine a word’s part of speech. While all nouns will not pass this test, it is a good start!

sTrATegIC sUpporT Give students sentence frames with the subjects and/or other nouns missing. Provide a word box with a variety of nouns. Have students select the appropriate noun or nouns for each sentence. For further practice, have students explain how the nouns “help” the sentences.

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Independent Writing practiceWrITIng Now ask students to write a paragraph in their Reader’s and Writer’s Journals, p. 000, that introduces a character. Have them

1. introduce a character. 2. describe their traits, feelings, and motivations.

Refer students to the models in the text as a guide as they write their paragraphs, and encourage them to use their text-based vocabulary words: earned and equation.

Use TeChnoLogy If available, have students use computers or electronic tablets to draft their paragraphs. If they have access to a printer, have them print out their paragraphs and share them with a classmate for peer review.

Conventions Focus nouns

TeACh And ModeL Remind students that nouns are the people, places, things, and ideas in a sentence. A sentence’s subject is always a noun.


Writing Wrap-UpAsk volunteers to share their paragraphs with the class. Have the class identify how the character is introduced.


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Performance- based

assessmenT

See p. 000 for reproducible page for student distribution.

Teacher NoTe You may wish to administer this assessment over multiple lessons.

Task

Narrating our World

Students will observe a busy area (the library, cafeteria, playground, etc.), just as the characters did in The Case of the Gasping Garbage, and take notes on the people, events, and environment.

Students will use their observations to write an original narrative story featuring characters and settings from their world. Although students’ stories will be based on their observations, some details including specific dialogue and background information may be imagined.

a. Establish a situation and introduce a narrator and/ or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

Students will share their writing with the class as part of an author celebration.

Objectives • Use dialogue appropriately.

• Use temporal word and phrases in writing.

• Establish a situation and introduce characters.

• Organize an event sequence.

• Provide a sense of closure.

69Lessons shown are in draft stage.

PLEASE NOTE

Task PreparationiNTroduce Discuss the Essential Questions: How do readers understand and explain characters’ actions in stories? and How do writers use specific sensory details, dialogue, and description to advance the sequence of events in a story?

reViSiT The TeXT Remind students that in The Case of the Gasping Garbage, Doyle and Fossey are science detectives who observe situations and events in order to solve problems. As they make their observations, they take notes that they can later refer to.

“Drake Doyle glanced at his watch, then scribbled the results in his lab notebook. Fizzed and popped Right on Time. Not a second too late. Experiment a success. Drake slapped his notebook shut. (Serious scientists always slap their notebooks shut.)”, The Case of the Gasping Garbage p. 2

Tell students that when they make the observations necessary for the Performance-Based Assessment, they will be taking notes just as Doyle and Fossey did. Stress the importance of only writing key words, not complete sentences, as they take notes. They may want to start with a three-column chart whose columns are labeled People, Events, and Environment. Remind them to pay close attention to what is happening in the busy area, and then jot down important information that they can use later in their narratives.

PERFORMANCE-BASED ASSESSMENT


organization

Have students observe the busy area in small groups. By breaking up the large group, you can monitor the note-taking process more closely. Then move into the classroom when students are ready to work on their narrative writing.

Materials

• notebooks or paper for note taking

• pencils

• text: The Tale of the Gasping Garbage

• paper for narrative writing

Best Practices

• Provide clear expectations for each group.

• Organize seating according to what make sense.

• Encourage students to talk about their reasoning.

Set-up


PLEASE NOTE


Scaffolded SupportIn order for all students to access the Assessment, additional supports can be provided as necessary.

checklist: Provide a checklist that details student expectations for this project. It can give points to each section so students are clear about what is being assessed.

Writing tasks: Writing tasks can be previewed and broken down into smaller steps for clarity.

editing Tasks: Editing tasks can be implemented after students complete a draft of their narrative.

Graphic organizers: Students can use graphic organizers to take notes and to organize their thinking about the sequence of events in their narrative.


Performance-Based AssessmentGrade 3 • Unit 1 • Module A

Narrating Our WorldObserve a busy area, just as the characters did in The Case of the Gasping Garbage. A busy area could be such as the library, cafeteria, or playground. As you observe, take notes on the people, events, and environment.

Use your observations to write an original narrative story featuring characters and settings from the area where you took notes. You can use imaginary dialogue and background information.

Remember to:• establish a situation and introduce a narrator and/or characters.

• organize a sequence of events that unfolds naturally.

• use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to a situation.

• use temporal words and phrases to help readers understand the sequence of events.

• provide a sense of closure.

Then share your writing with the class as part of an author celebration.

Task

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Narrative Writing rubric

Score Focus Organization DevelopmentLanguage

and Vocabulary

Conventions

4

Situation is clearly established, and narrator and/or characters are fully introduced.

Sequence of events unfolds naturally; clear sense of closure is evident.

Narrative contains dialogue, vivid descriptions, and character experiences and responses.

Narrative contains a wide variety of temporal words and phrases to signal event order.

Narrative contains correct grammar, usage, spelling, capitalization, and spelling.

3

Situation is established, and narrator and/or characters are introduced.

Sequence of events unfolds adequately; sense of closure is evident.

Narrative contains adequate dialogue and descriptions; could use more character experiences and responses.

Narrative contains temporal words and phrases to signal event order.

Narrative contains a few errors but is completely understandable

2

Situation is somewhat established, but narrator and/or characters need more introduction.

Events seem to occur separately; ending lacks clarity.

Narrative contains little dialogue, few descriptions, and little character development.

Narrative contains some temporal words and phrases to signal event order.

Narrative contains some errors in usage, grammar, punctuation, and/or spelling.

1

Establishment of the situation is weak; narrators and/or characters appear without introduction.

Sequence of events is hard to follow; ending seems lost.

Dialogue is not distinct from the rest of the narrative; few descriptions; characters are “flat.”

Narrative does not contain enough temporal words to make event order clear.

Narrative is difficult to follow because of frequent errors.

0

Possible characteristics that would warrant a 0: • no response is given • student does not demonstrate adequate command of narrative writing traits• response is unintelligible, illegible, or off topic

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author celebration: Students share their writing with the class.

Students have worked hard writing and editing, so now it is time to celebrate! Have students write or type (if available) their narratives and get ready for the celebration.

• Organize the classroom: Find one big chair to be the author’s chair. Students will take turns sitting in the author’s chair when it is his or her turn to read.

• Dress the part: Students can dress in hats or costumes. They may want to be detectives as they are observing busy areas.

• Have students take turns sitting in the author’s chair and reading what they have written.

• As students read, encourage them to speak clearly and slowly.

• Digitally record the students as they present, if possible. Then, have a viewing party to watch the class reading their writing.

Presentation


PLEASE NOTE

reflect and respondLooKiNG ahead For students who received a low score (0, 1, or 2) on the rubric, use the following suggestions to support them with specific elements of the Performance-Based Assessment. Graphic organizers and other means of support will help guide students to success as they complete other Performance-Based Assessments throughout the school year.

if…students struggle with organizing an event sequence that unfolds naturally,

then…remember that a providing them with a graphic organizer will help them visualize the event sequence.

if…students need extra support with using dialogue,

then… remember that giving them other examples of conversations from the book and having pairs pick a part to read will help them better understand what dialogue is.

if…students need extra support using temporal words,

then…remember that making a list of words and posting it in the classroom for easy reference will help them when they write narratives in the future.

if…students need extra support with taking notes,

then…remember that providing them with a graphic organizer will help them organize their writing.


Sample Components

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What Does the Sleuth Close Reading Workshop Look Like?

ReadyGEN Sleuth is a collection of short texts to be used in close reading workshops. These short texts provide the perfect environment for teaching and practicing the steps of close reading. Students respond to the Sleuth texts by discovering text evidence, using facts to support a position, and completing performance tasks to demonstrate understanding.

As students master these close reading routines, they will then apply them to longer supporting texts and anchor texts throughout the year.

The 4 Sleuth Steps

1 Gather Evidence/ Look for Clues

2 Ask Questions

3 Make Your Case

4 Prove It!

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Sample Sleuth Selection


PLEASE NOTE

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What Does Instruction in the Scaffolded Strategies Handbook Look Like?

Teachers need a diverse array of tools, strategies, and options at their fingertips to support a wide range of learners. The Scaffolded Strategies Handbook extends Whole Group and Small Group instruction found in the Teacher’s Edition by providing deeper, targeted support for four student-constituencies:

• StrugglingReaders

• StudentswithDisabilities

• AcceleratedLearners

• EnglishLanguageLearners

The Handbook’s rich scaffolded support is universal in benefit to help all students access content and grasp core understandings and key insights.

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How Are Foundational Skills Taught in ReadyGEN?

The ReadyGEN scope and sequence in foundational skills has been widely validated in independent efficacy studies. Created by literacy experts in the areas of phonemic awareness, phonics, word work, and spelling, the instruction includes modeled delivery and support for appropriate mediations.

Phonics and word study instruction is explicit and systematic. As we teach letter-sound relationships in isolation in sequential order, we also teach children to blend sounds to decode words. With each lesson, decodable text and writing opportunities give children practice in applying phonics skills and show them the usefulness of what they are learning.

Teacher’s Guide Lessons for whole group, small group, and independent activities

Phonics Activity Mat (Grades K-3 only) Interactive bilingual mat for word work and letter tile activities

OPTIONAL

Phonics Kit (K–3) and Word Study Kit (4–5) Components

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Sound Spelling Cards (Grades 1-3 only) Introduce each sound spelling with a photograph and a list of spellings for that sound

Phonics Songs and Rhymes Flip Chart and Audio CD (Grade K only) Flip Chart reinforces phonics and phonological awareness skills. Engaging musical recordings provide fluent singing models.

Practice Readers Readersforpracticeandapplication of skills.

Picture Cards (Grades K-3 only) Picture cards showing photographs on one side and words on the back

Alphabet Cards (Grades K-3 only) English and Spanish alphabet cards with photographs

High-frequency Word Cards Word cards to reinforce high-frequency tested vocabulary

Letter Tiles Manipulatives for phonics and decoding instruction

English

© Pearson Education

FSD Proof StageSIGN DATE

Nn

nest

© Pearson Education

FSD Proof StageSIGN DATE

Español

Bb

bebé

Grade 4, Unit 2, Week 4

4 Copyright © Pearson Education, Inc., or its affi liates. All Rights Reserved.

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Grade 3, Unit 2, Week 23 Copyright © Pearson Education, Inc., or its affi liates. All Rights Reserved.

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Grade 3, Unit 2, Week 23 Copyright © Pearson Education, Inc., or its affi liates. All Rights Reserved.

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PLEASE NOTE

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ReadyGEN Phonics and Word Study Teacher’s Edition instruction is explicit and systematic. Group and individual practice, as well as word building activities, guide students through the full range of foundational skills.

Practice readers at all grades provide students the opportunity to apply phonics and word study skills. At the lower grades, texts have a high potential for accuracy and are comprised of previously taught letter-sound relationships. Students will gradually move toward less controlled text as their ability and confidence grows.

Sample Phonics Teacher Guide

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PLEASE NOTE

Our Commitment to New York City

Pearson is committed to providing New York City Schools exemplary instructional materials for K-5 Literacy. ReadyGEN Professional Development will include:

• A dedicated New York City training team available to support your needs

• Four face-to-face training sessions for every teacher

• Leadership Academies to further deepen knowledge

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• AcomprehensiveProfessionalDevelopmentwebsitewith an array of tools including model lessons

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A Citizen’s Role in our GovernmentHow do individual citizens make a difference in our communities?

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