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Standards Mastery through Critical ThinkingExperience the Difference in Your Classrooms

Activities to engage and accommodate all learners

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Call us at 844-452-4341 to implement ThinkUp! in your classroom. Learn more at mentoringminds.com/think-up.

ThinkUp! ELAR introduces the focus TEKS and the 9 Traits of Critical Thinking™ that support students as

they learn, practice, and master TEKS concepts.

We are pleased to introduce ThinkUp! ELAR Teacher and Student Editions. We have developed this product to support your instruction of the ELAR TEKS (Adopted 2017). This sample version offers you the opportunity to review the content and develop an understanding of what this resource provides for you and your students.

Each Teacher Edition and Student Edition unit includes Getting Started, Instruction, Assessment, Intervention, and Extension components that help teachers engage and accommodate all learners.

Texts and activities offer students the opportunity to integrate all domains of the ELAR TEKS: reading, inquiry, writing, speaking, listening, viewing, and thinking.

Teacher Edition units provide detailed information about the unit focus TEKS concept(s) with clarification of the expectations of the TEKS, essential vocabulary, and instructional strategies.

Student Edition units provide Reader Tips that explain the unit focus TEKS concept(s), including vocabulary, examples, and questions to guide student thinking.

Student Edition units also feature new, full-length, and grade-appropriate single and paired texts that meet the genre requirements of the TEKS and that engage students in meaningful and authentic reading experiences.

Digital-only and Bundle purchases include access to our new comprehensive K–12 platform that addresses every step in the learning journey—bringing the ThinkUp! Standards Mastery System fully into the digital realm and weaving the 9 Traits of Critical Thinking™ into every aspect of instruction.

This sample contains the following content from ThinkUp! ELAR, Level 3:

Table of Contents Teacher Edition Unit 3 Teacher Edition Unit 3 Student Edition TEKS Vocabulary List

The final content may contain slight changes or revisions that are not yet reflected in this sample version.

Table of ContentsFind Unit Pre-Assessments at www.mentoringminds.com/pre-assessments

3.10(D) Unit 1 – Manabozho and the Maple Trees LITERARY: Legend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3.9(D)(i)(iii) Unit 2 – Achoo! The Cold That Is Common INFORMATIONAL: Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

3.3(A) Unit 3 – What the Ash and the Maple Learned3.3(B) LITERARY: Fable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403.3(C)3.3(D)

3.10(C) Unit 4 – Tails with Purpose INFORMATIONAL: Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

3.8(C) Unit 5 – Fighting Kites LITERARY: Realistic Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

3.10(A) Unit 6 – The State Dish of Texas3.10(B) INFORMATIONAL: Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

3.8(B) Unit 7 – Gift of the Earth and The Dancing Shoes LITERARY/LITERARY: Myth/Fairy Tale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

3.7(D) Unit 8 – Hats at Work INFORMATIONAL: Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

3.10(E) Unit 9 – Lights, Camera, Karate Kick3.10(F) LITERARY: Realistic Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

3.8(D) Unit 10 – Saving the Harvest LITERARY: Historical Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

3.6(E) Unit 11 – Meet the Balloonatics and Kaboom! Happy Birthday, America! INFORMATIONAL/INFORMATIONAL: Informational Text/Informational Text . . . . . . . . . . . . . . . . . . 152

3.9(E)(i)(ii)(iii) Unit 12 – We Must Save the Bees3.10(G) INFORMATIONAL: Argumentative Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

3.8(A) Unit 13 – The Unhappy Tree and The Golden Windows LITERARY/LITERARY: Fable/Folktale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1803.9(C) Unit 14 – The Hare and the Hedgehog LITERARY: Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

3.9(D)(ii) Unit 15 – Weaving Traditions in Peru INFORMATIONAL: Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

3.7(D) Unit 16 – The Surprise Party LITERARY: Realistic Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

3.6(F) Unit 17 – Swimming with Sharks and Playing with Lions3.6(H) INFORMATIONAL/INFORMATIONAL: Informational Text/Informational Text . . . . . . . . . . . . . . . . . . 236

3.9(B) Unit 18 – The Trickle and The Roar LITERARY/LITERARY: Poem/Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250

3.6(G) Unit 19 – Junko Tabei: Climbing Her Way into History INFORMATIONAL: Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

3.6(C) Unit 20 – Animation: Bringing Images to Life INFORMATIONAL: Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

THINKUP! ELAR LEVEL 3 FREQUENCY CHART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292

SKILL-BASED LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312

GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

WRITING RUBRICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334

THINKUP! ELAR AND T-TESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

TEACHER EDITION TEACHER EDITION

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UNIT 3 Getting Started

Clarifying the TEKSReview the following information to clarify the TEKS before planning instruction.

FOCUS TEKS 3.3(A), 3.3(B), 3.3(C), 3.3(D)3.3 The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources to determine meaning, syllabication, and pronunciation;

(B) use context within and beyond a sentence to determine the meaning of unfamiliar words or multiple-meaning words;

(C) identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and

(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

Research has proven that students need multiple and various exposures to vocabulary before fully understanding the words and appropriately applying them in contexts. Words can be categorized in these groups:

• content words/domain-specific words – words specific to particular areas of study,

• general academic words – words that are important when learning within all content areas,

• text-specific words – words specific to and important to a text being read.

The following strategies are useful for students when determining word meanings.

• Students use print or digital resources to locate and learn specific information regarding a word’s meaning, syllabication, and pronunciation. Using resources ensures that all students have access to the same information about a word.

• Students use context to determine the meaning of unfamiliar or multiple-meaning words. This strategy requires students to use words within or beyond a sentence to understand and clarify the meaning of those words. Students can use a variety of context clues, including definition, word relationships, and examples. Students who use context clues effectively remain focused on the text rather than pausing to consult resources and are more likely to discern the relevant meaning of the word within the context in which the word is used.

• Students apply the strategy of understanding word meaning using affixes and roots. By arming students with knowledge of a variety of affix and root meanings, students can apply those meanings when encountering words with the word parts. A broad knowledge of affixes and roots allows students to comprehend and apply meanings in a variety of contexts.

• Students use context and a familiarity with word relationships to determine functions of words and meanings in context, including the identification and explanation of antonyms (words with opposite meanings), synonyms (words with similar meanings), idioms (an expression that has a different meaning than its individual words), homophones (two or more words that have the same pronunciation but different meanings or spellings), and homographs (two or more words that have the same spelling but are not necessarily pronounced the same and have different meanings). Practice with identifying these relationships among words in a variety of contexts and formats provides students with support as they develop this vocabulary skill.

Educational researcher Robert Marzano recommends a six-step process for teaching vocabulary. This instructional process can be applied to any content area or any grade level.

1. Explanation – The teacher explains a new word.2. Restate – Students restate the new word in their own words.3. Representation – Students create a picture or symbolic representation of the new word.4. Engagement – Students participate in activities to deepen their understandings of the new word.5. Discussion – Students discuss the new word with peers.6. Play – Students participate in games to apply the new word in different contexts.

Illegal to copy LEVEL 3 | UNIT 3 41

THINKUP! ELAR | UNIT 3

Getting StartedFocus for 9 Traits of Critical Thinking™Critical thinking traits are essential to all learning. The 9 Traits of Critical Thinking cultivate high-quality thinkers. Although students may demonstrate multiple critical thinking traits as they master this concept, provide opportunities for students to apply the critical thinking traits specified below during the unit. (Refer to the “9 Traits of Critical Thinking” article.)

Critical Thinking Trait Strive Engagement Indicators • Students check success criteria to clarify specified tasks.

• Students frequently monitor performance to maintain focus.

Strategies to Facilitate the Strive Trait • Direct students to distinguish between productive and nonproductive ideas and to justify the reasoning behind each.

• Provide checklists, rubrics, and other methods for continuous assessment of performance and maintenance of focus.

Questioning Prompts to Develop the Strive Trait • What strategies do you know that can help you use print and digital resources?

• Do you pause when reading to use resources to help you determine meanings, syllabications, and pronunciations?

• How does using print and digital resources help you add new words to your vocabulary?

Critical Thinking Trait Adapt Engagement Indicators • Students approach a problem in more than one way.

• Students examine options and alternatives to find solutions to a problem.

Strategies to Facilitate the Adapt Trait • Guide students to view and solve a problem from new or different perspectives.

• Design activities or scenarios that require students to practice flexibility and shift or change their thinking.

Questioning Prompts to Develop the Adapt Trait • Are you willing to use print and digital resources to help you increase your vocabulary?

• What might you do if you do not locate words you are looking for in resources?

• How does using strategies help you learn new words, meanings, syllabications, and pronunciations?

Critical Thinking Trait Create Engagement Indicators (Performance Task) • Students generate and seek novel solutions, techniques, and ideas.

• Students examine many possible solutions for a problem.

Strategies to Facilitate the Create Trait • Encourage students to take intellectual or physical risks and push beyond their perceived limits.

• Guide students to move from common thinking to thinking outside the box.

Questioning Prompts to Develop the Create Trait • Do you seek original solutions to issues?

• How might problems be opportunities to improve thinking skills?

• Why is it important to seek feedback for improvement from others?

TEACHER EDITION TEACHER EDITION

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Unit 3

Name: _______________________________________________ Getting Started

Unit 3TEKS LEARNING TARGETI will use print or digital resources to determine meaning, syllabication, and pronunciation.I will use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words.I will identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful.I will identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

Strive: I use effort and determination to focus on challenging tasks.When you strive, you determine the meanings of unfamiliar words as you read to better understand the text. Why might reading texts with unfamiliar words require effort and determination?

Adapt: I adjust my actions and strategies to accomplish tasks.When you adapt, you use a variety of strategies to determine the meanings of unfamiliar words.How might you know if you need to adapt your strategy for understanding unfamiliar words while reading?

Create: I use my knowledge and imagination to express new and innovative ideas. (Performance Task)When you create a picture book, you share a story using creative words and images to interest readers.Why is it important for picture book authors to use creative words and images in their texts?

Focus for 9 Traits of Critical Thinking™

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UNIT 3 Getting Started

Pre-Assessment 15 min. Assign the Pre-Assessment for Unit 3. Using the Think Aloud strategy, guide students in an item-specific discussion, considering correct/incorrect responses and addressing misconceptions and common errors. Use the information to plan instruction.

TEKS Learning Target (student edition page 39 ) 5 min. Post and discuss the TEKS Learning Target so that students have a clear understanding of the intended outcome of the unit.

I will use print or digital resources to determine meaning, syllabication, and pronunciation.

I will use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words.

I will identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful.

I will identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

Critical Thinking Traits Formative Assessment (student edition page 39) 10 min. Read each trait statement and ask students to provide examples of experiences and situations in which they have used the traits. Assess student understanding of each trait using the prompt and the suggested responses.

Strive – I use effort and determination to focus on challenging tasks.When you strive, you determine the meanings of unfamiliar words as you read to better understand the text.

Why might reading texts with unfamiliar words require effort and determination?

Answers may vary. Student responses might include that reading texts with unfamiliar words requires effort and determination because the unfamiliar words make the text difficult to understand and readers might become frustrated.

Adapt – I adjust my actions and strategies to accomplish tasks.When you adapt, you use a variety of strategies to determine the meanings of unfamiliar words.

How might you know if you need to adapt your strategy for understanding unfamiliar words while reading?

Answers may vary. Student responses might include that they know if they need to adapt their strategy for understanding unfamiliar words while reading if they read a section of a text and realize they did not understand the author’s meaning.

Create – I use my knowledge and imagination to express new and innovative ideas. (Performance Task)When you create a picture book, you share a story using creative words and images to interest readers.

Why is it important for picture book authors to use creative words and images in their texts?

Answers may vary. Student responses might include that it is important for picture book authors to use creative words and images in their texts because the authors want to keep readers engaged so they will read the texts through to the end and so they will gain meaning from the texts.

STUDENT EDITIONTEACHER EDITION



InstructionGuided Instruction (student edition pages 40–44) 45 min.

Review Reader TipsRead aloud the Reader Tips. Emphasize the bolded words and have students use the ThinkUp! ELAR Student Edition Glossary to locate meanings of the words. Ask students to read glossary definitions. Discuss and provide examples of the vocabulary words.

• affix – a letter or group of letters added to the beginning or end of a base word that changes the form and meaning of the word

• antonym – a word having the opposite meaning of another word

• beyond a sentence – words not included in the same sentence as a specific word

• context – the words, sentences, or paragraphs that are written before or after another word, sentence, or paragraph to help explain its meaning

• determine – to decide based on thought

• digital resource – an electronic reference or source used to gather or to produce information

• explain – to make clear; to provide the reason or the cause

• homograph – a word that has the same spelling but a different meaning as another word; the two words may be pronounced differently

• homophone – a word that has the same pronunciation as another word but has a different spelling and a different meaning

• identify – to recognize; to name

• idiom – an expression with a meaning that cannot be understood from the meanings of the individual words

• meaning – the definition of a word or phrase; the message of a written text

• print resource/source – a reference in book or paper form used to gather or to produce information

• pronunciation – the spoken form of a word

• sentence – a group of words with a subject and a predicate that expresses a complete thought

• syllabication – the process of breaking a word in parts

• synonym – a word that has the same or similar meaning as another word

• unfamiliar word – a word or its meaning that is not known

• within a sentence – words included in the same sentence as a specific word

Model Reading and ThinkingRead aloud the text “The Rich Life of Farmer Brown” as follows:

• Before reading, ask students: What might you do if the author uses a word you do not know?

• During reading, stop to ask students: What words in this part of the text are new to you or are you unfamiliar with? What strategies can you use to determine the meanings of these words?

• After reading, ask students: Which words in this text are important to understand in order to comprehend the story?

The Rich Life of Farmer Brown1 There once lived a rich farmer. Oh yes, his crops and animals grew beautifully. But it was Farmer Brown’s heart that

made him rich.

2 Many people experienced his kindness. Farmer Brown had fed, clothed, and housed almost every living person within ten miles of his farm.

3 Then, one spring day, a disaster struck. A tornado swept through the land. It destroyed everything in its path. Farmer Brown’s house, crops, and animals were gone. “Oh dear!” he cried. “Mrs. Jones will starve! The Smith baby needs fresh milk to survive!” As Farmer Brown stood among the ruins, he experienced great emptiness.

4 Then, he heard a rumbling in the distance. At first, he thought it was thunder. Then, he saw a line of trucks and tractors kicking up dust as they neared his farm. Townspeople piled out of the trucks and a whirlwind of activity began. They worked to restore Farmer Brown’s home and land. People hammered and planted. Others brought food and animals. By the end of the day, the farm looked as if it had never even been touched by a tornado.

5 When the last truck drove away to the sound of crickets, Farmer Brown smiled. The tornado had proved that he was indeed a very rich man.

Reader Tips

Authors use a variety of words to add meaning and interest to their texts. Some of these words might be unfamiliar to readers. Readers must use strategies to determine the meanings of unknown words.

Review these strategies that will help you understand unfamiliar words used by authors.

Vocabulary Strategy Example

Print and digital resources provide information about words. Use dictionaries and other resources to learn about the meanings, syllabication, and pronunciations of new vocabulary words.

word: confidentsyllabication: con-fi-dentpronunciation: 'kän-fə-dənt meaning: having or showing sureness and optimism

Context clues provide hints about the meanings of words. Context clues are words or phrases within a sentence or beyond a sentence that help a reader understand new vocabulary words.

Only pack what is essential for the hike. If you bring more than what is necessary , your backpack will be too heavy.

The meaning of the word essential can be determined from the word necessary in the next sentence.

Affixes are word parts added to the beginnings or endings of words. Knowing the meanings of common affixes can help a reader determine meanings of unfamiliar words.

unhelpful: un—not, help—to assist, ful—full

Unhelpful means not assisting.

In addition to these strategies, readers should be familiar with the following types of vocabulary.

Antonyms are words with opposite meanings, such as gigantic and tiny.

Synonyms are words with the same or similar meanings, such as gigantic and enormous.

Idioms are expressions that have meanings different from the usual meanings of the words, such as under the weather.

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Unit 3

Name: _______________________________________________InstructionSTUDENT EDITIONTEACHER EDITION

Read the text and answer the questions.

The Rich Life of Farmer Brown1 There once lived a rich farmer. Oh yes, his crops and animals grew beautifully.

But it was Farmer Brown’s heart that made him rich.

2 Many people experienced his kindness. Farmer Brown had fed, clothed, and housed almost every living person within ten miles of his farm.

3 Then, one spring day, a disaster struck. A tornado swept through the land. It destroyed everything in its path. Farmer Brown’s house, crops, and animals were gone. “Oh dear!” he cried. “Mrs. Jones will starve! The Smith baby needs fresh milk to survive!” As Farmer Brown stood among the ruins, he experienced great emptiness.

4 Then, he heard a rumbling in the distance. At first, he thought it was thunder. Then, he saw a line of trucks and tractors kicking up dust as they neared his farm. Townspeople piled out of the trucks and a whirlwind of activity began. They worked to restore Farmer Brown’s home and land. People hammered and planted. Others brought food and animals. By the end of the day, the farm looked as if it had never even been touched by a tornado.

5 When the last truck drove away to the sound of crickets, Farmer Brown smiled. The tornado had proved that he was indeed a very rich man.


Unit 3

Name: _______________________________________________Instruction

Homophones are words that have the same pronunciation as other words but have different spellings and different meanings.

Homographs are words that are spelled the same but have different meanings and might have different pronunciations, such as the word bow in these sentences: I took a bow at the end of the performance. I put a bow on top of the present.

Ask yourself these questions as you notice unfamiliar words while reading texts.1. Does the context provide clues to the word’s meaning?

2. Does the word have a familiar affix?

3. Will a print or digital resource provide information that will help me understand the word?

4. How can you use knowledge of antonyms, synonyms, idioms, homophones, and homographs as you determine meanings of new words?


Unit 3

Name: _______________________________________________ InstructionSTUDENT EDITIONSTUDENT EDITION

1 In paragraph 3, the suffix –ness helps the reader determine that the word emptiness means —

A not empty

B empty again

C being half empty

D the state of feeling empty

2 Which word is a synonym for the word struck as it is used in paragraph 3?

F Happened

G Crashed

H Sounded

J Touched

3 Which word in paragraph 4 helps the reader understand the meaning of the word rumbling?

A distance

B thunder

C line

D dust


Unit 3

Name: _______________________________________________ Instruction

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InstructionDebrief the Items Question 1 TEKS: 3.3(C), DOK: 1, RBT: Apply, ELPS: (c)4.F

• Read the item stem.

• Ask students to discuss the key words: suffix, determine

• Have students read each of the answer choices.

• Invite students to articulate a strategy for answering the item: I will think about the meaning of the affix and how it changes the meaning of the root word.

• Allow students to determine the correct answer using text evidence and logical reasoning.

• Confirm the answer is D and discuss this reason: This answer choice demonstrates that the suffix -ness added to the root word “empty” means “the state of feeling empty.” Farmer Brown felt emptiness inside because his farm was ruined.

Question 2TEKS: 3.3(D), DOK: 1, RBT: Apply, ELPS: (c)4.F


• Ask students to restate the question in their own words.


• Invite students to articulate a strategy for answering the item: I will re-read the paragraph that contains the word and think about its meaning in the context of the paragraph.


• Confirm the answer is F and discuss this reason: This answer choice demonstrates that the word struck is used in the paragraph to mean that the disaster happened.

Question 3TEKS: 3.3(B), DOK: 1, RBT: Apply, ELPS: (c)4.F


• Ask students to restate the question in their own words.


• Invite students to articulate a strategy for answering the item: I will review the paragraph and think about which word provides a context clue that helps me understand the underlined word.


• Confirm the answer is B and discuss this reason: This answer choice confirms that the word thunder provides a clue about the word rumbling because thunder makes a rumbling sound.

ReflectionRead aloud the Reflection on My Learning and Reflection on Critical Thinking prompts. Have students debrief in the large group, in small groups, or with partners.

Reflection on My LearningWhat tips might you share with a peer for determining the meanings of unfamiliar words? Students might answer that they would advise a peer to use context clues or their knowledge of affixes to determine the meanings of unfamiliar words.

Reflection on Critical Thinking – Strive and AdaptHow did you use the critical thinking traits strive and adapt to help you determine the meanings of unfamiliar words in this text? Students might answer that using the strive trait helped them remain focused on understanding the context as they encountered unfamiliar words. Students might answer that the adapt trait helped them try new strategies when what they had tried did not help them understand meanings of unfamiliar words.(C.T. Traits: Strive, Adapt, TEKS: 3.3(A), 3.3(B), 3.3(C), 3.3(D), DOK: 1/2, RBT: Apply, ELPS: (c)1.A, (c)1.B, (c)1.C, (c)1.D, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.E, (c)3.F, (c)3.G, (c)3.H, (c)4.D, (c)4.F, (c)4.G, (c)4.I, (c)4.J, (c)4.K, (c)5.G)


Reflection on My Learning

What tips might you share with a peer for determining the meanings of unfamiliar words?

Reflection on Critical Thinking – Strive and Adapt

How did you use the critical thinking traits strive and adapt to help you determine the meanings of unfamiliar words in this text?


Unit 3

Name: _______________________________________________InstructionSTUDENT EDITION



InstructionBuilding Background Knowledge 20 min. Guide students to establish a purpose for reading the unit text by completing this activity: Provide students with a brief text about deciduous trees. Have students read the text and highlight unfamiliar words. Direct students to use print or digital resources to determine the pronunciations, syllabications, and definitions of highlighted words. Guide students to search for words that are synonyms, antonyms, homophones, or homographs in the texts. Prompt students to use these words to explain the meanings of the identified words or to gain an understanding of other words in the text. Allow students to teach the words they have learned to the large group and post the words on a chart. After reading the unit text, review the chart and invite students to add words from the text.(C.T. Traits: Strive, Adapt, TEKS: 3.3(A), 3.3(B), 3.3(C), 3.3(D), 3.6(A), 3.6(B), DOK: 1, RBT: Apply, ELPS: (c)1.A, (c)1.B, (c)1.C, (c)1.E, (c)1.H, (c)2.D, (c)2.E, (c)2.F, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.F, (c)3.H, (c)3.I, (c)3.J)

Vocabulary Mastery 10 min. Preteach the Text-Specific Vocabulary words that might interfere with student comprehension of the unit text(s). Present the TEKS Vocabulary during the instruction of the TEKS. If the unit text(s) is used for assessment, the asterisked word(s) should not be pretaught.

Text-Specific Vocabulary TEKS Vocabulary*close pliant affix homophone sentence*overpower quarrelsome antonym identify syllabication*right retorted beyond a sentence idiom synonym*selfish swayed context meaning unfamiliar wordboasted thought determine multiple-meaning word useconfident tough digital resource print resource vocabularylimb explain pronunciation within a sentence

homograph resource

Vocabulary ActivitiesUse the Vocabulary Activities to support student understanding of the Text-Specific and TEKS Vocabulary.

Activity: Question It 15 min. Prepare a set of Text-Specific vocabulary word cards and a set of cards that contains questions for the vocabulary words (e.g., What might you call people who often argue? – quarrelsome). Distribute multiple word cards to students. Have students select and read the questions, asking students with corresponding cards to stand, read words, and place cards in a container. Confirm accuracy as corresponding words are matched and shared.(C.T. Traits: Link, Adapt, TEKS: 3.3(B), DOK: 2, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Activity: Back to the Words 15 min. Write Text-Specific vocabulary words on individual sticky notes. Place sticky notes on the backs of students so they cannot see the words. Direct students to move around the room to receive and record clues about words and to give clues to peers about the words on their backs (e.g., synonyms, antonyms, sentences with blanks for the vocabulary words). When time has expired, instruct students to study their recorded clues to determine and share the hidden words. (C.T. Traits: Link, Adapt, TEKS: 3.3(B), DOK: 2, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Foundational Language Knowledge 10 min. Guide students to demonstrate understandings of these foundational language knowledge skills before they read the text(s).3.2(A)(i) The student is expected to demonstrate and apply phonetic knowledge by decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en.Words with sound-spelling patterns in the unit text: thought, tough3.2(A)(ii) The student is expected to demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.Words with digraphs in the unit text: boasted, swayed Words with a VCe pattern in the unit text: provide Prompt students to apply understandings of these foundational knowledge language skills as they read texts independently.3.2D The student is expected to identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.Homophones and/or homographs in the unit text: knew, too, one, right, wood, bow, close(C.T. Traits: Examine, Adapt, TEKS: 3.2(A), DOK: 1, RBT: Remember, ELPS: (c)1.H, (c)2.A, (c)2.B, (c)2.C, (c)2.D, (c)2.E, (c)3.A, (c)3.B, (c)4.A, (c)4.C, (c)5.A)

Read the text and choose the best answer to each question.

What the Ash and the Maple LearnedAdapted from an Iroquois fable

1 Long ago, birds, trees, animals, and people each knew the language of the other. All could talk together.

2 In those days, the trees of the forest grew very large and strong. At last, they grew too confident in their strength. They became selfish, proud, and quarrelsome. Each tree boasted that he was the greatest and strongest. Each one struggled to gain for himself the most earth, the best air, and the brightest sun. No tree had a thought for the others.

3 One day, the trunk of a great Maple tried to crowd out an Ash. The Ash, of course, thought he had as much right to stand in that place as the Maple. He said he would not move a limb.

4 “Get out of my way,” cried the Maple. “I am greater than you and of more use to man because I provide the sweet water for him to drink.”

5 “Indeed, I will not move!” said the Ash. “I am greater than you and of more use to man because I provide the tough wood from which he makes his bow.”

6 At this, the trees began wrestling. Back and forth, in and out they swayed, each trying to overpower the other. They forgot that they were brothers in the woods.

7 Then, the South Wind came along. He heard the loud voices and stopped to find out what the quarrel was about.

8 “I am greater than you because I provide the sweet water for man to drink,” came the angry voice of the Maple, as he threw his huge trunk against the Ash.

9 “No, you are not,” retorted the Ash, and he sent the Maple back with a great nudge of his strong elbow. “I am greater than you because I provide the tough wood from which he makes his bow.”


Unit 3

Name: _______________________________________________ AssessmentSTUDENT EDITIONTEACHER EDITION

10 For a time, the South Wind watched them twist and try to throw the other to the ground. Then he spoke softly, “You, O Maple, do not cause the sweet water to flow for man. Nor do you, O Ash, make your wood to grow pliant and tough for his bow.”

11 “Who does, then?” they asked boldly.

12 “Listen,” said the South Wind, “and you shall hear.”

13 Then, the Maple and the Ash forgot their quarrel. They bent their heads so low and close to listen that an arm of the Maple slipped through an arm of the Ash.

14 And as they stood listening, each with an arm locked in an arm of the other, the South Wind gently swayed them back and forth. Then a voice was heard, singing, “San noh-eh! San noh-eh! San noh-eh!” which means “The Mother of all things.”

15 It was there that the Ash and the Maple learned that Mother Earth gives them life, power, and strength. They are brothers because they have one Mother.

16 The Ash and the Maple whispered the secret to the birds. The birds came and listened and told the animals. The animals came and listened and told the people. And all the earth learned that there is one Great Mother of every living thing and that all are brothers and sisters.

17 And now, when two trees link arms, and the South Wind sways them gently back and forth, that same voice may be heard, singing, “San noh-eh! San noh-eh! San noh-eh!”


Unit 3

Name: _______________________________________________AssessmentSTUDENT EDITION

1 Read the dictionary entry for the word right.

right \rīt\ noun 1. a claim to fair and equal treatment 2. an ability or privilege granted by law 3. a part ownership of something valuable 4. a turn in the direction that is opposite of left

Which definition best matches the way right is used in paragraph 3?

A Definition 1

B Definition 2

C Definition 3

D Definition 4

2 Which of these retellings maintains the meaning of paragraphs 10 through 16?

F The South Wind says that the Maple and the Ash do not really provide man with sweet water and tough wood. These words make the Maple and the Ash stop fighting for a moment. They bend low to the ground and hear a voice singing.

G The South Wind stops the Maple and the Ash’s quarrel by telling them to listen. They hear a voice singing words that mean “The Mother of all things.” The Maple and the Ash learn they are both the children of Mother Earth.

H The Maple and the Ash are surprised to hear a voice singing “San noh-eh!” which means Earth is their mother. They whisper the secret they have learned to the birds. The birds tell the animals, and the animals tell the people.

J The Maple and the Ash keep trying to throw each other to the ground. The South Wind tells them there is someone greater than either of them. They do not believe him, but then they hear a voice singing “San noh-eh!”

3 Which word is an antonym for the word close as it is used in paragraph 13?

A Empty

B Angry

C Hidden

D Distant


Unit 3

Name: _______________________________________________ Assessment

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Assessment

Read the Text (student edition pages 45–46) 30 min.

The text should be read more than one time and in different contexts, including teacher read alouds, partner reads, small group reads, and independent reads for sustained and increasing periods of time. Encourage students to read with appropriate fluency, including rate, accuracy, and prosody. Support students as they monitor comprehension and make adjustments by re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. (C.T. Traits: Link, Communicate, Examine, Adapt, TEKS: 3.4, 3.5, 3.6(I), DOK: 1/2, RBT: Understand, ELPS: (c)4.C, (c)4.D, (c)4.F, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Lexile Analysis 610L

Selected-Response Items (student edition pages 47–50) 30 min. Provide a variety of opportunities for students to respond to the selected-response items: independently, with partners, in small groups, or in the large group. Additionally, offer variety in the use of the items: have students write options, ask students to write the stems, use different strategies for students to demonstrate and support their responses (Four Corner Strategy, teach the group, Jigsaw).

Item Answer TEKS DOK RBT ELPS1 A 3.3(A) 1 Apply (c)4.F

The Ash feels the Maple is not treating him fairly when the Maple tries to take more of his spot. The correct definition of “right” is the one that means “fair and equal treatment.”

2 G 3.7(D) 2 Understand (c)4.I

The retelling contains the most important ideas of these paragraphs without including minor details.

3 D 3.3(D) 1 Apply (c)4.F

“Close” means “near to,” so the opposite is “distant,” meaning ”far from.”

4 J 3.8(B) 2 Analyze (c)4.K

Near the end of the story, the Maple and the Ash show kindness to each other because they learn they are brothers.

5 A 3.3(B) 2 Apply (c)4.F

“Overpower” means to win a physical contest through force. The word “wrestling” shows the trees are having a physical contest.

6 G 3.9(A) 2 Analyze (c)4.K

The trees act like humans, boasting and quarreling about who is the greatest.

7 C 3.3(C) 1 Apply (c)4.F

One of the meanings of the suffix -ish is “tending to or concerned with.” The trees’ behavior shows they think of themselves more than each other.

8 H 3.6(F) 3 Understand (c)4.J

In paragraphs 4 and 5, the Maple and the Ash argue about who is more helpful to man. This argument shows they both are proud of what they do for man.


7 In paragraph 2, the suffix -ish helps the reader determine that the word selfish means —

A not themselves

B able to be themselves

C thinking just of themselves

D by themselves

8 Based on the text, how are the Maple and the Ash alike?

F Both do not mind giving away their wood.

G Both want to move to a different place.

H Both feel proud that they help man.

J Both tower over all the other trees.


Unit 3

Name: _______________________________________________ Assessment

4 Which sentence best describes the relationship between the Maple and the Ash at the end of the story?

F They force themselves to be polite to each other.

G They have decided it is best to leave each other alone.

H They realize they need each other to survive.

J They see it is important to be kind to each other.

5 Which word in paragraph 6 helps the reader understand the meaning of the word overpower?

A wrestling

B swayed

C trying

D forgot

6 Which of these best helps the reader identify the text as a fable?

F The events take place in a forest.

G The non-human characters have human qualities and actions.

H The conflict is based on a disagreement between two characters.

J The story ends with the sharing of a secret.


Unit 3

Name: _______________________________________________AssessmentSTUDENT EDITIONSTUDENT EDITION



AssessmentScoring Constructed Responses

Require students to record responses in cursive and support students as they write answers legibly leaving appropriate spaces between words.

9 Read this sentence from paragraph 9 of the text.

“No, you are not,” retorted the Ash, and he sent the Maple back with a great nudge of his strong elbow.

Which words in the sentence best help the reader understand the meaning of nudge?(C.T. Traits: Adapt, Strive, TEKS: 3.3(B), 3.7(B), 3.7(C), 3.12(B), DOK: 2, RBT: Apply, ELPS: (c)4.F, (c)5.G)

10 Read these sentences from paragraphs 13 and 14 of the text.

Then, the Maple and the Ash forgot their quarrel. They bent their heads so low and close to listen that an arm of the Maple slipped through an arm of the Ash. And as they stood listening, each with an arm locked in an arm of the other, the South Wind gently swayed them back and forth.

What does the word locked mean in this sentence?(C.T. Traits: Strive, Adapt, TEKS: 3.3(B), 3.7(B), 3.7(C), 3.12(B), DOK: 2, RBT: Apply, ELPS: (c)4.F, (c)5.G)

Points Description

2

The response achieves the following: • Demonstrates an accurate understanding of an unfamiliar or multiple-meaning word’s meaning based on context

• Provides a thorough explanation of evidence from the context that supports the understanding

1

The response achieves the following: • Demonstrates a limited understanding of an unfamiliar or multiple-meaning word’s meaning based on context

• Provides a limited explanation of evidence from the context that supports the understanding

0

The response achieves the following: • Demonstrates an inaccurate understanding of an unfamiliar or multiple-meaning word’s meaning based on context

• Provides no explanation of evidence from the context that supports the understanding

Reflection (student edition page 51) 10 min. Read aloud the Reflection on My Learning and Reflection on Critical Thinking prompts. Have students debrief in the large group, in small groups, or with partners.

Reflection on My LearningExplain how context clues and knowledge of word associations, such as synonyms, idioms, homophones, and homographs, help you determine the meanings of unfamiliar words in a text.Answers may vary. Student responses might include: Context clues might provide examples, synonyms, antonyms, or related ideas that help me determine the meanings of unfamiliar words.Reflection on Critical Thinking – Strive and AdaptDescribe how you have used effort and determination to read a text with challenging vocabulary.Answers may vary. Student responses should include a personal example of applying effort and determination to understand a text with challenging vocabulary.What might you do if a print or digital resource does not provide the information you seek about an unfamiliar word?Answers may vary. Student responses might include: I might use another strategy, such as using context clues or knowledge of root words and affixes, to understand the unfamiliar word.(C.T. Traits: Adapt, Strive, TEKS: 3.3(A), 3.3(B), 3.3(C), 3.3(D), 3.12(B), DOK: 1/2, RBT: Apply/Analyze, ELPS: (c)4.F, (c)5.G)

9 Read this sentence from paragraph 9 of the text.

“No, you are not,” retorted the Ash, and he sent the Maple back with a great nudge of his strong elbow.

Which words in the sentence best help the reader understand the meaning of nudge? Use evidence from the text to support your answer.

10 Read paragraphs 13 and 14 of the text.

Then, the Maple and the Ash forgot their quarrel. They bent their heads so low and close to listen that an arm of the Maple slipped through an arm of the Ash. And as they stood listening, each with an arm locked in an arm of the other, the South Wind gently swayed them back and forth.

What does the word locked mean in the sentence? Use evidence from the text to support your answer.


Unit 3

Name: _______________________________________________AssessmentSTUDENT EDITIONTEACHER EDITION

Reflection on My LearningExplain how context clues and knowledge of word associations, such as synonyms, idioms, homophones, and homographs, help you determine the meanings of unfamiliar words in a text.

Reflection on Critical Thinking – Strive and Adapt

Strive – I use effort and determination to focus on challenging tasks. Describe how you have used effort and determination to read a text with

challenging vocabulary.

Adapt – I adjust my actions and strategies to accomplish tasks. What might you do if a print or digital resource does not provide the information

you seek about an unfamiliar word?


Unit 3

Name: _______________________________________________ AssessmentSTUDENT EDITION

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AssessmentIntervention

Focus TEKS 3.3(A), 3.3(B), 3.3(C), 3.3(D)Review the Intervention Activities and determine those you will use to support student understanding of the Focus TEKS.

Activity: Sample the Affixes and Roots 15 min. Provide students with paint sample cards that have three sections and displayed lists of root words, prefixes, and suffixes (e.g., im-, non-, -ness, -ful). Instruct students to choose prefixes or suffixes to combine with root words and to record them in the appropriate sections of the paint cards (1st section – prefixes, 2nd section – root words, 3rd section – suffixes). On reverse sides of the cards, have students write meanings of the words and sentences that use the words. Direct students to exchange cards with partners. In turn, have partners read the sentences, identify the prefixes or suffixes and the root words and check their answers by looking on the reverse sides of the cards. Allow students to use print and digital resources to verify word meanings as needed.(C.T. Traits: Strive, Link, Adapt, TEKS: 3.3(A), 3.3(C), DOK: 1, RBT: Apply, ELPS: (c)4.F)

Activity: Give Some, Get Some 15 min. Provide student pairs with excerpts from texts that contain synonyms, antonyms, idioms, homophones, or homographs in context. Direct students to read assigned excerpts and to identify synonyms, antonyms, idioms, homophones, and homographs. Guide students to use the contexts to determine the meanings of the words and to record the meanings and explanations of the meanings on five-columned charts labeled Synonyms, Antonyms, Idioms, Homophones, Homographs. Direct partners to interact with other pairs to share learned words. Have students add the meanings of the synonyms, antonyms, idioms, homophones, and homographs learned from classmates in the appropriate columns on their charts. Allow pairs to select newly learned synonyms, antonyms, idioms, or homographs from the charts, use the words in original sentences, and share sentences with the large group. Have students explain the meaning of the words after sentences are shared.(C.T. Traits: Strive, Link, Adapt, TEKS: 3.3(B), 3.3(D), DOK: 1, RBT: Apply, ELPS: (c)4.F)

TEACHER EDITION



AssessmentWriting: Revising/Editing (student edition pages 52–53) 30 min.

Focus TEKS 3.11(D)3.11(D) The student is expected to edit drafts using standard English conventions, including (ii) past, present, and future verb tense.

Explanation of TEKSVerbs are words that are part of the predicate of a sentence. Past tense verbs indicate actions that have been completed in the past and are usually formed by adding the suffix -ed or -d to the base form (e.g., talk–talked, smile–smiled). Some verbs have a different spelling of the word in the past tense form (e.g., ride–rode, buy–bought). Present tense verbs indicate actions that are happening in the moment and use the verb’s base form in singular and plural first-person and third-person plural (e.g., I talk, We talk, They talk). Present tense third-person singular verbs are formed by adding the suffix -s to the base form (e.g., She talks, He smiles). Future tense verbs indicate actions that will be performed in the future and are formed by adding the helping verb will (e.g., will talk, will smile).

Item Answer TEKS DOK RBT ELPS1 C 3.11(D)(ii) 1 Apply (c)5.D2 G 3.11(D)(ii) 1 Apply (c)5.D3 A 3.11(D)(ii) 1 Apply (c)5.D4 F 3.11(D)(ii) 1 Apply (c)5.D

Intervention Use the activity to support students as they demonstrate knowledge of the Revising/Editing TEKS.

Activity: When I Was… 15 min. Prepare verb cards with the base form of the verbs. Invite students to select cards and read the verbs to the large group. Have students complete the following sentence frames using the called verbs: When I was in the 2nd grade, I ___. Now that I am in the 3rd grade, I ___. When I am in the 4th grade, I ___. Invite students to share responses with the group. (C.T. Traits: Examine, Communicate, TEKS: 3.11(D)(ii), DOK: 1, RBT: Apply, ELPS: (c)5.D)

Writing: Revising/Editing

Read the text and choose the best answer to each question.

Malena wrote this informational text in response to a class assignment. Read Malena’s text and look for the revisions she needs to make. Then answer the questions that follow.

Mad Horse

Maple Leaf Ash Leaf

(1) With over 900 species in North America, identifying trees can

be difficult. (2) Arborists, people who care for trees, have come up

with a few tricks. (3) One of those is MAD Horse. (4) Few deciduous

trees have opposite branching. (5) The most common trees with

opposite branching were maple, ash, dogwood, and horse chestnut—

MAD Horse! (6) This trick helped you recognize trees the next time

you take a nature walk.

(7) Leaves are also helpful when identifying trees. (8) Maple

leaves are very distinctive. (9) They have five pointy lobes. (10) When you folded the leaves down the middle, the two halves

match. (11) Ash leaves are also easy to recognize. (12) Ash trees

have compound leaves made of thirteen leaflets, or smaller leaves. (13) Arborists have use these methods and more to identify the tree

species in North America.


Unit 3

Name: _______________________________________________AssessmentSTUDENT EDITIONTEACHER EDITION

1 What change, if any, should be made to sentence 5?

A Change trees to tree

B Change with to in

C Change were to are

D No change should be made in this sentence.

2 What change needs to be made in sentence 6?

F Change This to These

G Change helped to helps

H Insert a comma after trees

J Change nature walk to Nature Walk

3 How does sentence 10 need to be changed?

A Change folded to fold

B Change leaves to leafs

C Change middle to middel

D Change halves to halfs

4 How should sentence 13 be changed?

F Change use to used

G Change methods to method

H Change North to north

J Sentence 13 is written correctly in the text.


Unit 3

Name: _______________________________________________ AssessmentSTUDENT EDITION

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AssessmentWriting: Composition (student edition page 54) 60 min. Refer to the Student Edition Writing Guide in order to support students during the writing process.

• Have students read the writing prompt and analyze the task.

• Ask students to consider the topic, purpose, and audience as they plan drafts.

• Guide students to generate ideas using a variety of strategies.

• Support students as they develop drafts using a purposeful organizational structure and engaging ideas with appropriate details.

• Encourage students to revise drafts by considering sentence structures and word choice.

• Direct students to edit drafts using standard English conventions.

• Invite students to publish written works in meaningful ways.

• Support students as they write complete words and thoughts legibly in cursive, leaving appropriate spaces between words.

• Reference the Writing Rubrics in the Teacher Resources section.

READ the information in the box below.

Usually we choose a favorite school subject by the one that is easiest and that we enjoy most.

THINK about how each subject you learn in school will help you as you grow and mature.

WRITE about two subjects you learn in school. Explain why they are equally important.

Be sure to —

• clearly state your central idea

• organize your writing

• develop your writing in detail

• choose your words carefully

• use correct spelling, capitalization, punctuation, grammar, and sentences

(C.T. Traits: Create, Inquire, TEKS: 3.2(D), 3.11(A), 3.11(B), 3.11(C), 3.11(D), 3.11(E), 3.12(B), DOK: 3, RBT: Understand, ELPS: (c)5.C, (c)5.D, (c)5.E, (c)5.F, (c)5.G)

Writing: Composition

READ the information in the box below.

Usually we choose a favorite school subject by the one that is easiest and that we enjoy most.

THINK about how each subject you learn in school will help you as you grow and mature.

WRITE about two subjects you learn in school. Explain why they are equally important.Be sure to —• clearly state your central idea• organize your writing• develop your writing in detail• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentences

Writing GuidePlanning• Read the prompt.• Plan your draft by selecting a genre that matches the topic, purpose, and audience.• Use a planning strategy such as brainstorming, freewriting, or mapping.

Drafting• Develop a draft that is focused, structured, and coherent.• Organize your draft with a structure that includes an introduction, relevant details, and

a conclusion.• Incorporate genre characteristics and craft in your writing.

Revising• Does my introduction engage my audience and encourage them to continue reading?• Do the ideas for supporting evidence transition smoothly from one idea to the next?• Have I used appropriate sentence structure and word choice?• Did I conclude my writing with an effective conclusion?

Editing• Are all my words used correctly according to meaning, part of speech, and form?• Are all of my verbs in the correct tense—past, present, or future?• Have I used and spelled words with suffixes correctly?• Have I used antonyms, synonyms, homophones, homographs, and idioms correctly?

Publishing• Ask a peer to review your draft before preparing the final version.• Make corrections as noted in revising and editing. • Use cursive leaving appropriate spaces between words to write the final version.


Unit 3

Name: _______________________________________________ExtensionSTUDENT EDITIONTEACHER EDITION



ExtensionPerformance Task (student edition page 55) 90 min. Use the Performance Task as an activity that spans the duration of the unit or that is completed during one day. Use the Performance Task as noted or modify and adapt based on available time.

Create – I use my knowledge and imagination to express new and innovative ideas. When you create a picture book, you share a story using creative words and images to interest readers.

Write and illustrate a picture book about a character who learns about the importance of working with others. Share your picture book with an audience.

Performance Task Steps 1. Read “What the Ash and the Maple Learned.” 2. Brainstorm ideas for a story you will write about a character who learns about the importance of working with others. 3. Use a Story Map to plan the character, setting, plot events, and theme of your story. 4. Answer questions about your task.

• What lesson about working with others is communicated in “What the Ash and the Maple Learned”?

• What characters, setting, plot events, and theme will you include in your story?

• How will you communicate the importance of working with others in your story?

• How will you use images to help communicate the ideas in your story?

• How will you combine your story and images to create a picture book? 5. Use the ideas from your Story Map to write the words of your book. Think about which parts of the story might be

placed on each page of your book. Ask an adult or a peer to read your words and give you ideas for revisions or edits. 6. Add images to the pages of your book. 7. Bind your pages and add a cover to finish your book. 8. Share your picture book with an audience. 9. Ask your audience members what they liked most about your picture book.

Scoring Criteria Use a rubric with the following criteria for student self-assessment and teacher scoring: Organization of Story, Communication of Theme, Use of Language and Conventions, Visual Appeal of Picture Book.

Reflection on My LearningHow did you use the create critical thinking trait as you created your Story Map, words, and images for your book?

Answers may vary. Student responses should include a statement of how using the create critical thinking trait helped create the Story Map, words, and images for the book. (C.T. Traits: Create, TEKS: 3.1(A), 3.1(C), 3.4, 3.5, 3.11(A), 3.11(B), 3.11(C), 3.11(D), 3.11(E), 3.12(A), 3.13(H), DOK: 2/3, RBT: Create, ELPS: (c)2.D, (c)2.G, (c)2.I, (c)3.H, (c)3.I, (c)4.I, (c)4.J, (c)4.K, (c)5.B, (c)5.C, (c)5.D, (c)5.E, (c)5.F, (c)5.G)

Performance Task

Create – I use my knowledge and imagination to express new and innovative ideas. When you create a picture book, you share a story using creative words and images to

interest readers.

Write and illustrate a picture book about a character who learns about the importance of working with others. Share your picture book with an audience.

Performance Task Steps1. Read “What the Ash and the Maple Learned.”2. Brainstorm ideas for a story you will write about a character who learns about the

importance of working with others. 3. Use a Story Map to plan the character, setting, plot events, and theme of your story.4. Answer questions about your task.

• What lesson about working with others is communicated in “What the Ash and the Maple Learned”?

• What characters, setting, plot events, and theme will you include in your story?• How will you communicate the importance of working with others in your story?• How will you use images to help communicate the ideas in your story?• How will you combine your story and images to create a picture book?

5. Use the ideas from your Story Map to write the words of your book. Think about which parts of the story might be placed on each page of your book. Ask an adult or a peer to read your words and give you ideas for revisions or edits.

6. Add images to the pages of your book.7. Bind your pages and add a cover to finish your book.8. Share your picture book with an audience.9. Ask your audience members what they liked most about your picture book.

Scoring CriteriaYour Performance Task will be evaluated using the following criteria: Organization of Story, Communication of Theme, Use of Language and Conventions, Visual Appeal of Picture Book.

Reflection on My Learning How did you use the create critical thinking trait as you created your Story Map,

words, and images for your book?


Unit 3

Name: _______________________________________________ ExtensionSTUDENT EDITIONTEACHER EDITION

Reflection on Critical Thinking

During this unit, you used a variety of critical thinking traits. Which of the critical thinking traits did you use most often?

Explain how you used that critical thinking trait.

9 Traitsof CriticalThinking™

CreateI use my knowledge and imagination to express

new and innovative ideas

ExamineI use a variety of

methods to explore and to analyze

InquireI seek information

that excites my curiosity and inspires my learning

StriveI use e�ort and

determination to focus on challenging tasks

I adjust my actions and strategies to accomplish tasks

Adapt

I work with others to achieve better

outcomes

Collaborate

I review my thoughts and experiences to guide my actions

ReflectI apply knowledge

to reach new understandings

Link

I use clear language to express my ideas and to share information

Communicate


Unit 3

Name: _______________________________________________Reflection

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Reflection/ExtensionReflection on Critical Thinking (student edition page 56) 5 min. Allow time for students to reflect on their application of the critical thinking traits during the unit.

During this unit, you used a variety of critical thinking traits. Which of the critical thinking traits did you use most often? Explain how you used that critical thinking trait.

Answers may vary. Student responses should include the identification of one critical thinking trait that was used most often during the unit with an explanation for the selection.

Home ConnectionShare the following activities on your class Web page or in your class newsletter to create learning opportunities for students and their families.

1. Help your child locate information on the Web about the crafts of the Iroquois. Allow your child to use materials in your home to design baskets and other crafts.

2. Have your child read a print or digital version of a fable. Ask your child to rewrite the fable using a modern setting.

Literature ConnectionContinue building student knowledge related to this unit by inviting students to self-select texts for independent reading for sustained periods of time, by reading aloud texts, and by recommending titles as inquiry resources.

Legends of the Iroquois – Tehanetorens

If You Lived with the Iroquois – Ellen Levine 810L

Rabbit’s Snow Dance – James Bruchac and Joseph Bruchac

Fables – Arnold Lobel 540L

Raccoon’s Last Race – Joseph Bruchac

Six Crows – Leo Lionni 480L

Little Cloud and Lady Wind – Toni Morrison and Slade Morrison AD550L

The Tortoise & the Hare – Jerry Pinkney

Aesop’s Fables – Jerry Pinkney 760L

The Rooster and the Fox – Helen Ward AD660L

Aesop’s Fables – Michael Rosen

The Pandas and Their Chopsticks: and Other Animal Stories – Demi AD530L

(C.T. Traits: Strive, Adapt, TEKS: 3.4, 3.5, DOK: 1, RBT: Remember, ELPS: (c)4.D, (c)4.E, (c)4.F, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Teacher Resourceshttps://www.educationworld.com/a_lesson/lesson/lesson279.shtmlhttps://www.youtube.com/watch?v=ruX6oQeLC3M


abbreviationactaddadjectiveadverbaffixalphabetizeanalyzeannotateantonymapostropheapplyargumentargumentative textaudienceauthorauthor’s choiceauthor’s craftauthor’s messageauthor’s purposebackground knowledgebase wordbold fontbrainstormingbulletcapitalizationcaptioncause and effectcentral ideacharactercharacteristiccharacteristic of genrechildren’s literatureclaimclarifyclassical literary text/classical textclosed syllablecoherencecollaborativecommacommon nouncomparative adjectivecompare and contrastcomplete sentencecomplex textcomposition

compound predicatecompound sentencecompound subjectcompound wordcomprehensionconclusionconflictconnectionconsonantcontemporary textcontextcontractionconvention of languagecoordinating conjunctioncorrespondencecursivedecodedeletedetaildialoguedigital resourcedigital textdigraphdiphthongdiscussiondistinguishing characteristicdiverse textdraftdramaelements of dramaenunciationevaluateevidenceeye contactfablefactfairy talefeaturefigurative languagefinal consonantfinal stable syllablefirst draftfirst-person point of viewfolktalefreewritingfuture tense verb

generategenregenre characteristic/genre-specific characteristic

genre-specific purposegenre-specific structuregeographical name/placegraphgraphic featurehigh-frequency wordholidayhomographhomophonehyperboleideaidentifyidiomillustrateimageryinferenceinfluenceinformationinformational textintended audience/readerintroductionitalicized fontitems in a serieskey idealegendlegibleletterliteral languageliterary deviceliterary elementliterary textlogical ordermajor charactermappingmeaningmental imagemetaphorminor charactermode of deliverymonitormultimodal mode of deliverymultiple-meaning word

Level 3 TEKS Vocabulary List

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ReflectionTeacher Reflection

What activities best supported student learning and success?

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What did I notice about students’ understanding of the Focus TEKS?

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How can I revisit the unit Focus TEKS in future instruction?

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How might I improve the instruction of this unit?

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TEACHER EDITION

NOTESLevel 3 TEKS Vocabulary List

multisyllabic wordmythnewly acquired vocabularynormnotetakingobjective case pronounonomatopoeiaopen syllableopinionopinion essayoral mode of deliveryorganizational patternorthographic pattern/ruleparaphrasepast tense verbperformancepersonal connectionpersonal narrativephonicsplagiarismplotplot elementplural nounpoem/poetrypossessivepossessive case pronounpredictionprefixpreposition/prepositional phrasepresentpresent tense verbprimary source print conceptprint featureproblem and solutionproductpronounpronunciationproper nounpunctuation markquestionrater-controlled syllablerearrangereason

relationshiprelevantre-readresearch-based listresearch planresolutionresourceresponserestateretellreviserhyme pattern/schemesecondary sourcesectionsentencesentence structuresequence seriessettingshort-term inquirysimilesimple sentencesingular nounsituationsocial communicationsocietysound devicesound-spelling patternsourcespeaking ratespell/spellingstandard English conventionstanzastructural elementstructuresubject case pronounsubject-verb agreementsuffixsuperlative adjectivesupporting detailsupporting evidencesustained inquirysyllabicationsynonymsynthesize

tabletexttext evidencetext featuretext structurethank you notethemethird-person point of viewtimelinetitles of peopletopictraditional literary textVCe syllableviewvocabularyvoicevolumevowel teamwordword choiceworks cited pagewriting process planning drafting revising editing

publishingwritten mode of deliverywritten work

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NOTES

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