benchmark education · the fox and the geese pp. 4–5 the fox and the geese pp. 4–5 the three...
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Dear Parent/Guardian, As our communities navigate today’s uncharted waters, we’ve created this resource to support you and your student(s) for continued learning at home. On the back of this letter you will find a 3-week daily calendar of routines to keep your student(s) engaged and interacting with their student books – Texts for Close Reading. Once the 3-week unit is complete, student(s) should repeat the same routines for the next unit’s Texts for Close Reading book.
Wishing you safety and good health.
Benchmark Education
Estimado Padre/Tutor:Mientras nuestras comunidades navegan hoy en aguas desconocidas, hemos creado este recurso para apoyarlo a usted y a sus estudiantes para continuar aprendiendo en el hogar. En el otro lado de esta página encontrará un calendario con 3 semanas de rutinas diarias para mantener a su estudiante(s) involucrado e interactuando con sus libros de Textos para lectura atenta. Una vez las 3 semanas han sido completadas, los estudiantes pueden repetir las mismas rutinas para la próxima unidad de los Textos para lectura atenta.
Deseándoles buena salud y seguridad,
Benchmark Education
Grades 2–5
Follo
w t
his
rout
ine
each
wee
k as
you
wor
k in
you
r T
exts
for
Clo
se R
eadi
ng b
ook.
Whi
le w
orki
ng a
t ho
me,
com
plet
e th
e ta
sks
for
each
of t
he t
exts
. Jus
t lik
e in
the
cla
ssro
om,
writ
e an
nota
tions
in y
our
book
or
pack
et a
nd c
ompl
ete
the
addi
tiona
l writ
ing
task
s on
sep
arat
e sh
eets
of p
aper
. Re
mem
ber
to lo
ok o
n th
e in
side
of t
he fr
ont
cove
r fo
r Te
xt A
nnot
atio
n Ti
ps.
Text
s for
Clos
e Rea
ding –
Take
Hom
e Rou
tine
Day 1
Day 2
Day 3
Day 4
Day 5
Week 1
Write
the E
ssen
tial
Ques
tion
on a
shee
t of
pape
r and
ans
wer
it ba
sed o
n wh
at y
ou
know
befo
re rea
ding
the te
xts.
Read
and
ann
otate
Sh
ort R
ead 1
• Und
erline
impo
rtant
inf
orma
tion
that w
ill he
lp yo
u ans
wer t
he
Esse
ntial
Que
stion
Rerea
d Sho
rt Re
ad 1
• Ans
wer T
ext E
viden
ce Q
uesti
ons
• Wha
t inf
orma
tion
will h
elp y
ou
add t
o you
r ans
wer o
f the
Es
sent
ial Q
uesti
on?
Star
t a
list o
f inf
orma
tion
you f
ind
that h
elps a
nswe
r the
Ess
entia
l Qu
estio
n. Yo
u will
cont
inue t
o add
to yo
ur lis
t of i
nfor
matio
n afte
r eac
h tex
t yo
u rea
d in t
his un
it.Yo
u will
need
this
infor
matio
n whe
n yo
u com
plete
the R
ead,
Refle
ct,
and W
rite T
asks
each
wee
k.
Read
and
ann
otate
Shor
t Rea
d 2• A
nnota
te: U
nder
line i
mpor
tant
inf
orma
tion
that r
elates
to th
e Es
sent
ial Q
uesti
on• A
dd to
you
r Ess
entia
l Que
stion
lis
t inf
orma
tion
you a
re co
llecti
ng• A
nswe
r Tex
t Evid
ence
Qu
estio
ns
Rerea
d Sho
rt Re
ad 2
• Com
plete
Grap
hic O
rganiz
er
to bu
ild k
nowl
edge
on
pa
ge 11
• Rea
d the
Wor
d Stud
y tex
t• A
nnota
te an
d add
to y
our
Esse
ntial
Que
stion
list o
f inf
orma
tion
you
are c
ollec
ting
Comp
lete B
uild,
Refle
ct an
d Writ
e pag
e 11
• Use
text
evide
nce f
rom
all th
e sec
tions
you
ha
ve re
ad th
is we
ek a
nd a
nswe
r the
“Ref
lect”
ques
tion
on pa
ge 11
.• U
se th
e inf
orma
tion
you g
athe
red
to “W
rite t
o Sou
rces
.”
• Kee
p you
r Ess
entia
l Que
stion
info
rmat
ion so
yo
u can
add
info
rmat
ion n
ext w
eek.
• Che
ck to
see i
f any
wor
ds w
ere us
ed in
the
page
s rea
d on
page
33
If so
,go ba
ck a
nd fi
nd th
e wor
d(s) i
n the
text
yo
u rea
d. Us
e the
text
to he
lp wr
ite a
defin
ition
and s
enten
ce us
ing th
e wor
d in
the sp
ace
prov
ided o
n pa
ge 3
3.
Week 2
Read
Ext
ende
d Rea
d 1• R
ead E
xten
ded R
ead
1 (do
not
need
to
anno
tate
—jus
t rea
d)
Rerea
d Ext
ende
d Rea
d 1
• Ann
otate
while
you
read
, mak
e su
re yo
u gat
her i
nfor
matio
n yo
u wi
ll use
in a
nswe
ring t
he
Esse
ntial
Que
stion
Loca
te im
porta
nt vo
cabu
lary
word
s• G
o to p
age 3
3 an
d find
vo
cabu
lary w
ords i
n thi
s tex
t• C
omple
te the
secti
on on
page
33
using
the w
ords u
sed i
n thi
s tex
t• G
o to p
age 2
1 and
beg
in the
“Writ
ing to
Sou
rces
” or
“Res
earc
h and
Writ
ing” t
ask
Read
Wor
d Stud
y Rea
d• F
ind a
ny in
form
ation
that
wil
l help
in
answ
ering
the E
ssen
tial
Ques
tion.
• Con
tinue
to co
mplet
e you
r “W
riting
to so
urces
” or
“Res
earc
h and
Writ
ing” t
ask
Comp
lete s
ectio
ns B
uild,
Refle
ct
and W
rite,
page
21
• Com
plete
“Build
Kno
wledg
e”
grap
hic or
ganiz
er ta
sk• C
omple
te “R
eflec
t” Ta
sk (b
uilding
kno
wledg
e ar
ound
esse
ntial
ques
tion)
• Com
plete
Writin
g to S
ourc
es
or R
esea
rch a
nd W
riting
task
Week 3
Read
Ext
ende
d Rea
d 2• R
ead E
xten
ded R
ead
2 (do
not
need
to
anno
tate
—jus
t rea
d)
Rerea
d Ext
ende
d Rea
d 2
• Ann
otate
while
you r
ead,
ma
ke su
re yo
u gat
her i
nfor
matio
n yo
u will
use i
n an
sweri
ng th
e Es
sent
ial Q
uesti
on
Loca
te im
porta
nt vo
cabu
lary
word
s• G
o to p
age 3
3 an
d find
vo
cabu
lary w
ords i
n thi
s tex
t• C
omple
te the
secti
on on
page
33
using
the w
ords u
sed i
n thi
s tex
t• G
o to p
age 3
1 and
beg
in the
“Writ
ing to
Sou
rces
” or
“Res
earc
h and
Writ
ing” t
ask
Read
Wor
d Stud
y Rea
d• F
ind a
ny in
form
ation
that
wil
l help
in
answ
ering
the E
ssen
tial
Ques
tion.
• Con
tinue
to co
mplet
e you
r “W
riting
to S
ource
s” or
“R
esea
rch a
nd W
riting
” tas
k
Comp
lete s
ectio
ns B
uild,
Refle
ct
and W
rite,
page
31
• Com
plete
“Build
Kno
wledg
e”
grap
hic or
ganiz
er ta
sk• C
omple
te “R
eflec
t” Ta
sk (b
uilding
kno
wledg
e ar
ound
esse
ntial
ques
tion)
• Com
plete
Writin
g to S
ourc
es
or R
esea
rch a
nd W
riting
task
© B
ench
mar
k E
duca
tion
com
pany
, LLC
. All
righ
ts r
eser
ved.
The
cla
ssro
om te
ache
r or
fam
ily m
embe
r/ca
regi
ver
may
rep
rodu
ce th
is r
esou
rce
for
stud
ent u
se o
nly.
R
esal
e by
any
indi
vidu
al o
r or
gani
zati
on in
who
le o
r in
par
t in
any
form
or
by a
ny m
eans
, ele
ctro
nic
or m
echa
nica
l, w
itho
ut p
erm
issi
on in
wri
ting
from
the
publ
ishe
r is
str
ictl
y pr
ohib
ited
.®
Grad
es 2
–5
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: The Fox and the Geese
1. Why doesn’t Fox eat the geese while he has the chance?
2. How do the geese solve their problem?
Short Read 2: The Three Spinsters
3. What is the girl’s opinion about spinning? How does her opinion differ from the spinsters’ opinion about spinning?
4. The characters in “The Three Spinsters” and “The Fox and the Geese” trick others to solve their problem. How does the end result of both tricks differ?
Extended Read 1: Doctor Knowall
5. At the beginning of the story, the kind doctor gives Crabb advice about how to become a doctor. What can you infer about the kind doctor, based on his advice to Crabb?
6. Reread “The Three Spinsters.” How is the girl in “The Three Spinsters” different from Dr. Knowall?
7. Dr. Knowall says, “Grete, that is the first.” Why are these specific words important to the story?
Extended Read 2: The Wolf and the Fox
8. Reread paragraph 1. Then look at the illustration below it. How does the illustration help you understand Fox and Wolf’s relationship?
9. Why does Fox want to get rid of Wolf?
10. What does the word “glutton” mean? What context clues help reveal the meaning of the word?
Unit 6: Making Decisions
Grade 3 • Unit 6 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Name
: _______________________________________________
Unit
6: M
akin
g De
cisi
ons
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
The
Fox
and
the
Gees
epp
. 4–5
The
Fox
and
the
Gees
epp
. 4–5
The
Thre
e Sp
inst
ers
pp. 6
–7Th
e Th
ree
Spin
ster
spp
. 8–9
The
Incr
edib
le G
oose
p. 10
• Inv
ite y
our c
hild
to re
ad a
loud
the
fabl
e.
• The
n re
ad it
aga
in to
geth
er, d
oing
a
dram
atic
read
ing,
ass
umin
g th
e pa
rts o
f th
e fo
x and
the
gees
e.
• Writ
e a
song
that
the
gees
e co
uld
sing
to th
e fo
x whe
n th
ey g
et ti
red
of si
ngin
g “G
a, G
a, G
a.” S
ing
the
song
toge
ther
.
• Rea
d al
oud
the
first
two
page
s of t
he ta
le
toge
ther
, alte
rnat
ing
para
grap
hs.
• Poi
nt to
the
word
spin
in p
arag
raph
1
and
ask
your
child
to e
xpla
in w
hat t
he
word
spin
mea
ns in
this
story
.
• Fin
ish re
adin
g th
e ta
le to
geth
er.
• The
n dr
aw a
n illu
strat
ion
of th
e th
ree
spin
sters
toge
ther
.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n ha
ve a
cont
est t
o se
e wh
o ca
n fin
d th
e m
ost i
rreg
ular
plu
rals.
(e.g
.: ge
ese,
sh
eep,
pol
ice)
Week 2
Doct
or K
now
all
pp. 1
2–13
Doct
or K
now
all
pp. 1
4–16
Doct
or K
now
all
pp. 1
7–19
Doct
or K
now
all
pp. 1
2–19
The
Kid
and
the
Wol
f p.
20
• Rea
d al
oud
the
first
two
page
s of t
he
fabl
e to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• The
n as
k yo
ur ch
ild to
des
crib
e th
e se
tting
.
• Con
tinue
read
ing
the
fabl
e to
geth
er.
• Do
a dr
amat
ic re
adin
g, a
ssum
ing
he
role
s of t
he se
rvan
t-thi
ef a
nd D
octo
r Kn
owal
l.
• Fin
ish re
adin
g th
e fa
ble
toge
ther
.
• Ask
you
r chi
ld to
exp
lain
how
luck
and
co
incid
ence
pla
y a
role
in D
r. Kn
owal
l’s
succ
ess.
• Thi
nk a
bout
the
fabl
e.
• Ask
you
r chi
ld to
exp
lain
wha
t the
less
on,
or m
oral
, of t
his s
tory
is.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n dr
aw a
pict
ure
toge
ther
to
illustr
ate
the
story
.
Week 3
The
Wol
f and
the
Fox
pp. 2
2–23
The
Wol
f and
the
Fox
pp. 2
4–25
The
Wol
f and
the
Fox
pp. 2
6–29
The
Wol
f and
the
Fox
pp. 2
2–29
Cani
ne C
ousin
s p.
30
• Rea
d al
oud
the
first
two
page
s of t
he
folkt
ale
toge
ther
, alte
rnat
ing
para
grap
hs.
• The
n pr
actic
e gr
owlin
g, g
runt
ing,
and
gr
imac
ing.
• Rea
d al
oud
the
next
two
page
s of t
he
folkt
ale
toge
ther
, alte
rnat
ing
para
grap
hs.
• The
n se
arch
for e
xam
ples
of a
lliter
atio
n (s
noop
ed, s
niffe
d) in
the
story
.
• Fin
ish re
adin
g th
e fo
lktal
e. P
oint
to th
e wo
rd g
lutto
n in
par
agra
ph 21
.
• Ask
you
r chi
ld to
find
clue
s tha
t tel
l wha
t th
e wo
rd g
lutto
n m
eans
.
• The
n ta
ke tu
rns w
ritin
g se
nten
ces u
sing
the
term
.
• Ask
you
r chi
ld to
reco
unt t
he st
ory
even
ts an
d de
scrib
e ho
w Fo
x fee
ls no
w.• I
nvite
you
r chi
ld to
read
alo
ud th
e ta
ll ta
le.
• The
n hu
nt fo
r wor
ds w
ith o
u sp
ellin
g co
mbi
natio
ns.
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: Exploring My Community
1. Reread paragraph 3. According to the author, what makes St. Augustine a popular tourist destination?
2. How old are some of the buildings in St. Augustine?
Short Read 2: A New Life in Vermont
3. What can you conclude about Mami based on her actions throughout the story?
4. Why does the family eat peculiar things for dinner that night?
Extended Read 1: All Kinds of Communities
5. Reread paragraph 9. What does Mason Streeter mean when he says, “Cotton was king here until 1925”?
6. Why does Keisha Paul think the Mississippi River is so important to St. Louis, Missouri?
7. How is the essay about Los Angeles different from the essays on Farmersville and St. Louis? Look at both the text and images of each essay.
Extended Read 2: Sarah and the Chickens
8. How do Sarah’s and Anna’s feelings about life on the prairie differ?
9. What must Sarah learn to do on the prairie that she did not have to know how to do while living in Maine?
10. Reread paragraph 44. Will Sarah stay on the prairie? Why or why not?
Grade 3 • Unit 7 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Unit 7: Communities Then and Now
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Name
: _______________________________________________
Unit
7: C
omm
uniti
es T
hen
and
Now
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
Expl
orin
g M
y Co
mm
unity
pp.
4–5
Expl
orin
g M
y Co
mm
unity
pp.
4–5
A Ne
w L
ife in
Ver
mon
tpp
. 6–9
A Ne
w L
ife in
Ver
mon
tpp
. 6–9
The
Miss
ion
Dist
rict
p. 10
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• Disc
uss w
hat t
he m
ap, p
hoto
s, an
d ca
ptio
ns te
ll yo
u ab
out S
t. Au
gusti
ne.
• Fin
d yo
ur co
mm
unity
on
a m
ap a
nd
draw
a p
ictur
e th
at sh
ows w
hat m
akes
yo
ur co
mm
unity
uni
que.
• Rea
d al
oud
the
first
the
sele
ction
to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• Ask
you
r chi
ld to
des
crib
e so
me
of th
e wa
ys li
fe in
a fa
rmho
use
in V
erm
ont m
ay
be d
iffer
ent f
rom
life
in th
e cit
y.
• Dra
w or
cut o
ut im
ages
and
mak
e a
colla
ge o
f sce
nes o
f city
life
and
coun
try
life.
• How
are
they
diff
eren
t? Ho
w ar
e th
ey
the
sam
e?
• Get
scra
p pa
per a
nd p
encil
s. Se
t a ti
mer
fo
r sixt
y se
cond
s.
• See
who
can
find
and
list t
he m
ost
word
s with
-er a
nd -o
r end
ings
.
Week 2
All K
inds
of
Com
mun
ities
pp.
12–1
3Al
l Kin
ds o
f Co
mm
uniti
es p
p. 14
–15
All K
inds
of
Com
mun
ities
pp.
16–1
7Al
l Kin
ds o
f Co
mm
uniti
es p
p. 18
–19
The
Levi
Cof
fin H
ouse
p.
20
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Ask
you
r chi
ld to
des
crib
e hi
s or h
er o
wn
com
mun
ity.
• Rea
d al
oud
the
next
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Ask
you
r chi
ld to
des
ign
a fla
g to
re
pres
ent F
arm
ersv
ille, T
exas
.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Thi
nk o
f a li
st of
oth
er n
ickna
mes
for S
t. Lo
uis,
Miss
ouri,
in a
dditi
on to
St.
Loui
e.
• Fin
ish re
adin
g al
oud
the
sele
ction
to
geth
er.
• Ask
you
r chi
ld to
exp
lain
how
the
map
s, ph
otos
, and
gra
phs s
uppo
rt th
e in
form
atio
n in
the
text.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n di
scus
s how
the
Unde
rgro
und
Railr
oad
was i
ts ow
n co
mm
unity
.
Week 3
Sara
h an
d th
e Ch
icken
s pp
. 22–
25Sa
rah
and
the
Chick
ens
pp. 2
6–29
Sara
h an
d th
e Ch
icken
s pp
. 22–
29Sa
rah
and
the
Chick
ens
pp. 2
8–29
Win
d an
d W
ildflo
wer
sp.
30
• Rea
d al
oud
the
first
four
pag
es o
f th
e se
lecti
on to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• Poi
nt to
the
word
whi
cker
ing
in
para
grap
h 4.
• Wor
k to
geth
er to
find
the
word
in th
e di
ction
ary
and
unde
rsta
nd w
hat t
he w
ord
whi
cker
ing
mea
ns.
• Inv
ite y
our c
hild
to re
ad a
loud
the
next
four
pag
es o
f the
sele
ction
toge
ther
.
• The
n do
a d
ram
atic
read
ing
of th
e se
lecti
on, a
ssum
ing
the
role
s of S
arah
an
d M
aggi
e.
• Rev
iew
the
text.
• Ask
you
r chi
ld to
exp
lain
wha
t the
co
mm
unity
on
the
prai
rie is
like
.
• Disc
uss a
scen
e th
at w
as p
artic
ular
ly m
emor
able
from
the
sele
ction
.
• Hav
e yo
ur ch
ild d
o a
draw
ing
to il
lustr
ate
the
scen
e.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• Wor
k to
geth
er to
find
clue
s and
de
term
ine
the
mea
ning
of t
he w
ord
sod.
• The
n lo
ok o
nlin
e to
find
out
wha
t a
sod
hous
e lo
oks l
ike.
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: Fairweather Clouds
1. Reread the third stanza of the poem. What does the author describe?
2. How do the two photographs on page 5 work together to illustrate the descriptions in the third and fourth stanzas of the poem?
Short Read 2: Earth’s Weather and Climate
3. Reread paragraph 4. What would happen if temperature and precipitation levels changed in a climate zone?
4. Look at the map on page 8. What two cities have the same climate? Why do they have the same climate?
Extended Read 1: Water Sky
5. In paragraph 9, Lincoln says, “I have walked into those pictures.” What does Lincoln mean by these words?
6. Why does Kusiq think that Lincoln needs “Eskimo clothes”? Based on the illustration on page 18, how are Kusiq’s clothes different from Lincoln’s?
7. Lincoln is suddenly unsure about his visit to Barrow. What changes his feelings about the climate of Barrow?
Extended Read 2: The Tropical Rain Belt
8. How do the equator and the Intertropical Convergence Zone (ITCZ) affect tropical regions?
9. Look at the graph on page 27. What can you conclude about the average rainfall for Lagos and Kano from March to October? What is significant about the average monthly rainfall in the month of August?
10. Look at the photographs on pages 28–29. Based on these photos, how does Nigeria’s tropical climate affect people’s daily lives?
Grade 3 • Unit 8 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Unit 8: Weather and Climate
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Name
: _______________________________________________
Unit
8: W
eath
er a
nd C
limat
e
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
Fairw
eath
er C
loud
spp
. 4–5
Eart
h’s W
eath
er a
nd
Clim
ate
pp. 6
–7Ea
rth’
s Wea
ther
and
Cl
imat
e pp
. 8–9
Eart
h’s W
eath
er a
nd
Clim
ate
pp. 6
–9Bl
izza
rd A
lert
! p.
10
• Inv
ite y
our c
hild
to re
ad a
loud
the
poem
. Di
scus
s wha
t the
sky
and
weat
her w
as
like
toda
y wh
ere
you
live.
• Ask
you
r chi
ld to
writ
e a
poem
abo
ut th
e da
y’s w
eath
er.
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Ask
you
r chi
ld to
exp
lain
the
diffe
renc
e be
twee
n we
athe
r and
clim
ate.
• Inv
ite y
our c
hild
to co
mpl
ete
the
sele
ction
.
• Ask
you
r chi
ld to
exp
lain
how
the
map
s, ch
arts,
and
labe
led
phot
ogra
phs h
elp
the
read
er u
nder
stand
the
text.
• Exa
min
e th
e ch
art o
n pa
ge 7.
• The
n us
e a
news
pape
r or g
o on
line
to
find
a te
mpe
ratu
re a
nd p
recip
itatio
n ch
art f
or y
our c
omm
unity
.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n ha
ve a
cont
est t
o se
e wh
o ca
n th
ink
of m
ore
word
s with
a so
ft c.
(e.g
.: fa
ce, r
ice)
Week 2
Wat
er S
ky
pp. 1
2–14
Wat
er S
ky
pp. 1
5–16
Wat
er S
ky
pp. 1
7–19
Wat
er S
ky
pp. 1
2–19
How
Indi
an S
umm
er
Bega
n p.
20
• Inv
ite y
our c
hild
to re
ad a
loud
the
first
thre
e pa
ges o
f the
sele
ction
. Poi
nt to
the
word
per
petu
ally
in p
arag
raph
10.
• Loo
k up
the
term
in u
sing
a pr
int o
r on
line
dicti
onar
y an
d th
en ta
ke tu
rns
mak
ing
up se
nten
ces u
sing
the
term
.
• Rea
d al
oud
the
next
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Ask
you
r chi
ld to
exp
lain
why
Lin
coln
is
nerv
ous a
nd tr
ies t
o qu
ell t
he p
anic
risin
g in
him
.
• Inv
ite y
our c
hild
to co
mpl
ete
the
sele
ction
.
• The
n to
geth
er, p
erfo
rm a
dra
mat
ic re
adin
g, a
ssum
ing
the
role
s of L
inco
ln
and
Kusiq
.
• Ask
you
r chi
ld to
exp
lain
how
the
foot
note
s hel
p th
e re
ader
to b
ette
r un
ders
tand
the
story
.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• Get
scra
p pa
per a
nd p
encil
s. Se
t a ti
mer
fo
r sixt
y se
cond
s.
• See
who
can
find
and
list t
he m
ost
word
s with
soft
g so
unds
. (e.
g.: g
entle
, pa
ge)
Week 3
The
Trop
ical R
ain
Belt
pp. 2
2–23
The
Trop
ical R
ain
Belt
pp. 2
4–25
The
Trop
ical R
ain
Belt
pp. 2
6–29
The
Trop
ical R
ain
Belt
pp. 2
2–29
Pred
ictin
g Hu
rrica
nes
p. 3
0
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Ask
you
r chi
ld to
find
det
ails
in th
e te
xt th
at su
ppor
t the
idea
that
the
tropi
cs
have
a w
arm
and
wet
clim
ate.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Ask
you
r chi
ld to
exp
lain
wha
t cau
ses
the
tropi
cal r
ain
belt,
also
kno
wn a
s the
IT
CZ.
• Fin
ish re
adin
g al
oud
the
sele
ction
to
geth
er.
• Ask
you
r chi
ld to
exp
lain
the
effe
cts o
f th
e IT
CZ.
• Loo
k at
the
grap
h on
pag
e 27
.
• Whi
ch ci
ty in
Nig
eria
get
s mor
e an
nual
ra
infa
ll, La
gos o
r Kan
o?
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n go
to y
our l
ocal
libr
ary
or o
nlin
e
to vi
sit N
OAA.
org
and
lear
n m
ore
abou
t hu
rrica
nes.
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: Making Choices
1. What does the grasshopper choose to do instead of gathering food? How do the ants feel about the grasshopper’s actions?
2. Reread the moral at the bottom of page 5. What does “necessity” mean? What context clues help reveal the meaning of the word?
Short Read 2: Let It Grow
3. There can be many stands or booths at a farmers’ market. What must a farmer do to become successful?
4. In the last paragraph, Michael Pollan says, “You support a lot of values when you shop at the farmers’ market.” What values are mentioned in this text?
Extended Read 1: Lazy Harry
5. On page 13, the narrator says, “Harry sighed. He had to solve his problem.” What problem does Harry have? What solution does he think of?
6. Why do you think the Brothers Grimm chose bees for this fable?
7. Lazy Harry says, “He who rises early…wastes his substance.” How does this belief contrast with Ben Franklin’s proverb, “Early to bed, early to rise, makes a man healthy, wealthy, and wise”?
Extended Read 2: From Fruit to Jam
8. Why must orange farmers carefully plan ahead for their crop of oranges?
9. What are the key differences between the open-pan and vacuum-pan methods?
10. What does the word “organic” mean? What context clues help reveal the meaning of the word?
Grade 3 • Unit 9 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Unit 9: Spending Time and Money
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Name
: _______________________________________________
Unit
9: S
pend
ing
Tim
e an
d M
oney
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
Ben
Fran
klin
’s “T
wo
Cent
s” p
. 4Le
t It G
row
pp
. 6–7
Let I
t Gro
w
pp. 8
–9Le
t It G
row
pp
. 6–9
The
Milk
mai
d p.
10
• Inv
ite y
our c
hild
to re
ad a
loud
the
advic
e.
• The
n ch
oose
one
sayin
g to
illu
strat
e to
geth
er.
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Poi
nt to
the
word
pro
duce
in p
arag
raph
2
and
ask
your
child
to fi
nd cl
ues t
hat
tell
what
the
term
pro
duce
mea
ns in
th
is te
xt.
• Inv
ite y
our c
hild
to co
mpl
ete
the
sele
ction
.
• Mak
e a
list o
f all
of th
e be
nefit
s of a
fa
rmer
s’ m
arke
t.
• Go
onlin
e an
d fin
d ou
t abo
ut a
farm
ers’
mar
ket n
ear y
our c
omm
unity
and
pla
n a
visit
ther
e.
• Inv
ite y
our c
hild
to re
ad a
loud
the
fabl
e.
• Th
en h
unt f
or w
ords
with
the
endi
ng
-ful.
• The
n m
ake
a lis
t of a
s man
y wo
rds a
s yo
u ca
n th
ink
of th
at e
nd in
-ful
.
Week 2
Lazy
Har
ry
pp. 1
2–15
Lazy
Har
ry
pp. 1
2–15
Lazy
Har
ry
pp. 1
6–19
Lazy
Har
ry
pp. 1
2–19
Two
Fool
ish B
roth
ers
p. 2
0
• Rea
d al
oud
the
begi
nnin
g of
the
sele
ction
to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• Ask
you
r chi
ld to
exp
lain
Har
ry’s
dile
mm
a, o
r pro
blem
.
• Ask
you
r chi
ld to
exp
lain
the
mea
ning
of
“Bird
s of a
feat
her fl
ock
toge
ther
” in
para
grap
h 6.
• Wha
t doe
s thi
s tel
l you
abo
ut H
arry
’s fu
ture
wife
?
• Com
plet
e re
adin
g th
e se
lecti
on to
geth
er.
• The
n ex
plai
n ho
w Ha
rry
and
Trin
a de
cided
to u
se th
eir r
esou
rces
.
• Ask
you
r chi
ld to
exp
lain
the
mor
al, o
r th
e le
sson
, of t
his f
able
.• I
nvite
you
r chi
ld to
read
alo
ud th
e se
lecti
on.
• Get
scra
p pa
per a
nd p
encil
s.
• Set
a ti
mer
for s
ixty
seco
nds a
nd se
e wh
o ca
n fin
d an
d lis
t the
mos
t wor
ds
that
beg
in w
ith th
e pr
efix u
n-.
Week 3
From
Fru
it to
Jam
pp. 2
2–23
From
Fru
it to
Jam
pp. 2
4–25
From
Fru
it to
Jam
pp. 2
6–29
From
Fru
it to
Jam
pp. 2
2–29
Whe
re D
o Yo
u Ge
t You
r Pr
oduc
e? p
. 30
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• The
n go
onl
ine
and
find
out w
hich
re
gion
s gro
w th
e m
ost o
rang
es in
the
Unite
s Sta
tes.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• The
n lo
ok u
p re
cipes
for m
akin
g ho
mem
ade
mar
mal
ade
and
plan
a ti
me
to m
ake
it.
• Fin
ish re
adin
g al
oud
the
sele
ction
to
geth
er.
• Ask
you
r chi
ld to
des
ign
a la
bel f
or th
eir
favo
rite
type
of j
am o
r mar
mal
ade.
• Loo
k at
the
diag
ram
on
page
29.
• The
n illu
strat
e th
e ste
ps in
the
proc
ess o
f ho
w or
ange
s are
mad
e in
to m
arm
alad
e.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n m
ake
a lis
t of y
our f
avor
ite fr
uits
and
vege
tabl
es.
Directions: Use evidence from the text to support your answers.
Reading Closely
Short Read 1: Poems of Movement: “The Swing” and “The Wind”
1. Reread “The Swing.” What does the poet find enjoyable about riding a swing?
2. Reread lines 7–8 of “The Wind.” What does the poet mean by these words?
Short Read 2: What Makes Things Move?
3. A ball is rolling on a sidewalk. Then it rolls onto the grass. Will the ball roll as fast on the grass as it did on the sidewalk? Why or why not?
4. What forces act upon a moving swing?
Extended Read 1: The Great Tug-of-War
5. Why is Mmutla unaffected when Tlou blows a trunkful of air toward him? What is affected instead?
6. Why does the tug-of-war last so long? Why does the rope not give with Tlou and Kubu each pulling on it?
7. Mmutla is not physically strong, but what kind of strength does he have?
Extended Read 2: Investigate Magnetism
8. Reread paragraph 10. What does the word “repel” mean? What context clues help reveal the meaning of the word?
9. You have one balloon charged with static electricity and one balloon that is not charged. What would happen if you put them next to each other?
10. What three technological inventions mentioned in this text are powered by magnetism?
Unit 10: Forces and Interactions
Grade 3 • Unit 10 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC
Name
: _______________________________________________
Chec
k of
f eac
h ac
tivity
as
you
com
plet
e it.
Unit
10: F
orce
s an
d In
tera
ctio
ns
Daily
Take-H
om
e A
ctiv
ity
Ca
len
da
rMond
ay
Tuesday
Wed
nesd
ay
Thursd
ay
Friday
Week 1
The
Swin
g p.
4W
hat M
akes
Thi
ngs
Mov
e? p
p. 6
–7W
hat M
akes
Thi
ngs
Mov
e? p
p. 8
–9W
hat M
akes
Thi
ngs
Mov
e? p
p. 6
–9Th
e To
rtoi
se a
nd th
e Ha
re p
. 10
• Inv
ite y
our c
hild
to re
ad a
loud
the
poem
.
• Disc
uss w
hat o
ther
thin
gs sw
ing
in a
ba
ck-a
nd-fo
rth o
r up-
and-
down
mot
ion.
• Rea
d al
oud
the
first
two
page
s of
the
sele
ction
toge
ther
, alte
rnat
ing
para
grap
hs.
• Pra
ctice
thro
wing
or k
ickin
g a
ball.
• Inv
ite y
our c
hild
to co
mpl
ete
the
sele
ction
.
• The
n wo
rk to
geth
er to
bui
ld th
e pe
ndul
um.
• Com
plet
e th
e ex
perim
ent b
y te
sting
the
pend
ulum
, rec
ordi
ng y
our p
redi
ction
s an
d th
e re
sults
of i
ts m
ovem
ent.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n ha
ve a
cont
est t
o se
e wh
o ca
n th
ink
of m
ore
com
poun
d wo
rds.
(e.g
.: fir
efigh
ter,
door
knob
)
Week 2
The
Grea
t Tug
-of-W
ar
pp. 1
2–14
The
Grea
t Tug
-of-W
ar
pp. 1
5–16
The
Grea
t Tug
-of-W
ar
pp. 1
7–19
The
Grea
t Tug
-of-W
ar
pp. 1
2–19
The
Mer
chan
t’s D
onke
y p.
20
• Rea
d al
oud
the
first
thre
e pa
ges o
f th
e se
lecti
on to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• The
n do
a d
ram
atic
read
ing,
ass
umin
g th
e ro
les o
f Mm
utla
and
Tlo
u.
• Rea
d al
oud
the
next
two
page
s tog
ethe
r, al
tern
atin
g pa
ragr
aphs
.
• The
n do
a d
ram
atic
read
ing,
ass
umin
g th
e ro
les o
f Mm
utla
and
Kub
u.
• Inv
ite y
our c
hild
to co
mpl
ete
the
sele
ction
.
• Do
a dr
amat
ic re
adin
g, a
ssum
ing
the
role
s of M
mut
la, T
lou,
and
Kub
u.
• Pra
ctice
whi
stlin
g lik
e M
mut
la.
• Disc
uss y
our c
hild
’s fa
vorit
e pa
rt of
the
story
and
then
ask
you
r chi
ld to
dra
w an
illu
strat
ion
for t
hat s
cene
.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• Get
scra
p pa
per a
nd p
encil
s. Se
t a ti
mer
fo
r sixt
y se
cond
s.
• See
who
can
find
and
list t
he m
ost
word
s end
ing
with
-nes
s.
Week 3
Inve
stig
ate
Mag
netis
m
pp. 2
2–24
Inve
stig
ate
Mag
netis
m
pp. 2
5–26
Inve
stig
ate
Mag
netis
m
pp. 2
7–29
Inve
stig
ate
Mag
netis
m
pp. 2
2–29
Why
Did
n’t I
Thi
nk o
f Th
at? p
. 30
• Rea
d al
oud
the
first
thre
e pa
ges o
f th
e se
lecti
on to
geth
er, a
ltern
atin
g pa
ragr
aphs
.
• The
n fo
llow
the
steps
on
page
24
to
mag
netiz
e a
steel
nee
dle.
• Rea
d al
oud
the
next
two
page
s of t
he
sele
ction
toge
ther
.
• Ask
you
r chi
ld to
exp
lain
whe
n an
d ho
w m
agne
tic ro
cks w
ere
first
disc
over
ed.
• Fin
ish re
adin
g th
e se
lecti
on to
geth
er.
• Wor
k to
geth
er to
com
plet
e th
e ex
perim
ent o
n pa
ge 2
7.
• Rea
d th
e ex
perim
ent o
n sta
tic e
lectr
icity
on
pag
e 29
.
• The
n us
e a
ballo
on to
com
plet
e th
e ex
perim
ent.
• Inv
ite y
our c
hild
to re
ad a
loud
the
sele
ction
.
• The
n de
sign
your
own
inve
ntio
n.