tercer grado lectura y escritura third grade reading and

Tercer Grado

LECTURA Y ESCRITURA

Third Grade

READING AND WRITING

Fechas: 27 de abril - 22 de mayo

Dates: April 27-May 22

Resource 1

Researching Text Anchor Chart

Researching Text Asking INITIAL questions Think about the topic, then …

• Read the title.

• Look at the pictures.

Answering questions Read the fact boxes next to the picture the question is about. Get the gist of each paragraph and see if it answers the question. Asking NEW questions Ask questions that take your thinking deeper. Avoid silly questions or “how come” questions. How does asking and answering questions about text help researchers?

Resource 2

Water Challenges anchor chart

As you read texts in this unit, record facts about water challenges

Fact Challenge Type (demand/access/ pollution)

Location

Resource 3

Power Words and Anchor Words anchor chart (continue adding important words from each text that you read)

Power Words Water Words

ELA Unit 4.2: Day 1, Page 1 Monday, April 27, 2020

I can find specific details in images that highlight a challenge to having clean water

for everyone.

I can take notes from texts that highlight a challenge to having clean water for everyone.

I can sort my notes into categories of three specific challenges.

Warm-Up Directions: Quote about Water (10 minutes) Read the quote about water and answer the questions below.

Water Quote

“It is easy to take something for granted when it is always there. In places rich with clean

water resources there are watered lawns, clean cars, and long showers. Comprehending

the global need for water is difficult—the tap turns; the water comes out. It is unimaginable

to even think of walking great distances every day to throw a bucket into a swamp and call

what comes out drinking water. More than a billion people in the world are currently in need

of clean drinking water.”

NEED, The Humanitarian Magazine, Issue 3, 2007

1. What is this author trying to tell us about water?

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Look at the figure of speech in the first sentence: “to take for granted”

take for granted = when you don’t appreciate something; to use, accept, or treat in a careless or indifferent manner.

2. What does this make you wonder?

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Over the next few weeks, you will find answers to these questions and more as you research challenges to accessing water around the world.


Part A Directions: Water Fact Frenzy (10 minutes) Today you are going to take some time to think about all the things you already know about

water. You will be doing a “Fact Frenzy.”

frenzy = to have wild excitement.

A “Fact Frenzy” is like a brainstorm. Today you are going to have a frenzy about water by thinking of as many things you know about water as you can. Set a timer for 10 minutes and think about this question:

What are the most important things a person should know about water in our world?

Ready? Set….Go! Write as many facts about water as you can in 10 minutes:

1. _______________________________________________________________________________________

2. _______________________________________________________________________________________

3. _______________________________________________________________________________________

4. _______________________________________________________________________________________

5. _______________________________________________________________________________________

6. _______________________________________________________________________________________

7. _______________________________________________________________________________________

8. _______________________________________________________________________________________

9. _______________________________________________________________________________________

10. ______________________________________________________________________________________

11. ______________________________________________________________________________________

12. ______________________________________________________________________________________

* Send your answers to your teacher. We will use these facts to make an anchor chart to use

over the next few lessons!


Part B Directions: Gallery Walk and Note-taking (20 minutes)

Now that you have thought about what you know about water, you are going to do some thinking about why there might be so many people (a billion!) without water.

1. Look at the Challenges to Having Clean Water recording form on the next page and underline the three headings in the third column:

demands for water / pollution / access

demand greatly sought after; desired or required by many people.

pollution harmful or poisonous substances in an environment

access able to use or get (this is the base for

words like handicap accessible.

2. Look at each picture, thinking about these three categories. In column 2, write down details that you see in the images that tell you something about a challenge. In column 3, take notes on how you think that detail may be connected to one of the three challenges.

Example:

Image # or Quote #

Details from the Image (I see…)

Challenges (I think this could be a challenge of … demand for water, access or pollution because …)

example I see many people people carrying

lots of big buckets of water.

I think this could be a challenge of access

because maybe these people have to travel a

long way to reach a water source. It could also be

a challenge of demand because it looks like a lot

of people want the water.

*REMEMBER: There isn’t a “right” category - what is important is that you look closely at the details in the images and the quotes to think more carefully about the three challenges presented today. Some images might seem to fit in more than one category.


Challenges to Having Clean Water Recording Form

Image #

Details from the Image (I see…)

Challenges (I think this could be a challenge of … demand for water, access or pollution because …)

1

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2

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3

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4

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Image #1 Image #4 (3-part)

Image #2

Image #3


Exit Ticket: Answer the following questions about today’s lesson (10 minutes)

1. Why do you think pollution, access, and demand for water are difficult challenges for people?

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2. What surprised you today about the challenges to clean water?

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HOMEWORK: Share with someone in your family the three challenges to having clean water

that you learned about today. Tell them what was surprising to you and what questions you

have about clean water now.

ELA Unit 4.2: Day 2, Page 1 Tuesday, April 28, 2020

I can write a paragraph that teaches my reader about water on earth.

I can identify the most important information to use in my paragraph.

Warm-up Directions: Review water challenges (5 minutes)

1. Review the vocabulary and meaning of the challenges from yesterday’s lesson: access, demand for water, and pollution.

2. Look at these images and answer the question: Why should people care about water?

People should care about water because_______________________________________________

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________________________________________________________________________________________

Throughout this unit, you are going to learn about the challenges of making sure everyone

has clean water. In two weeks, you are going to teach people about water challenges in

order to encourage them to protect water.


Part A Directions: Organizing Information to Teach a Reader (15 minutes)

You already know a lot about water on earth and you have already practiced writing what they know about water in past lessons. Your next step is to write in order to teach a reader. Writing is one of the most important ways that people try to teach others, but writers have to think carefully about how they organize their information so it doesn’t sound like a list of facts. It has to be interesting for a reader.

1. Read the second learning target: “I can identify the most important information to use in my paragraph.”

2. Look at the What We Want People to Know about Water on Earth anchor chart below. It is full of facts that you and your classmates learned about water in the first weeks of this unit.

What We Want People to Know about Water on Earth anchor chart.

Water covers 70 percent of the earth.

Most of the water is found in oceans.

Ocean water is saltwater. We can’t drink it.

The same water that is on earth today is the same water from billions of years ago.

Water cycles through a process of precipitation, evaporation, and condensation.

Water finds its way downhill. It starts in the mountains and forms into streams and rivers. It goes to the ocean.

Only a small part of the water on earth is drinkable.

We have only a small amount of freshwater.

Freshwater comes from glaciers and lakes.

Some water is found underground.

Water is found inside soil.


Teacher think-aloud: I want to write a paragraph teaching a reader about water, but I want to choose my facts carefully. I could teach my reader about where water comes from, or all about the water cycle, but I want to teach my reader about how there isn’t very much water.

3. Put a star next to the BEST facts that could help me explain to a reader that there isn’t very much water.

4. Now it’s YOUR turn. Answer the following two questions to begin planning for your paragraph:

a. What do you want to teach your reader about water?

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b. Which facts will match what you want to teach? (HINT: you may have found facts in the texts that are not on our list – you can use those too).

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5. Now look at the Model Paragraph: Water on Earth. I underlined the facts that I found on the anchor chart on the previous page. You will notice that there are sentences that aren’t underlined. These sentences give more information about the facts and help the reader understand why they are important.

Model Paragraph: Water on Earth

When you look down at the earth from space, you see a whole lot of blue. The surface of

the earth is made up of almost 70 percent water. Even though our earth is made up of that

much water, we won’t ever get more of it. The same water that is on earth today is the

same water from billions of years ago. That’s because our water falls from the sky and goes

back up again in something called the water cycle. Water cycles through a process of

precipitation, evaporation, and condensation. Water is important because there will never

be new water on earth.

6. Read the paragraph aloud. What are some other things I included in my paragraph?

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Part B Directions: Teaching Our Reader; Writing about Water (30 minutes)

1. You are now going to write your own paragraph to teach others about water. Look at the Water on Earth Paragraph recording form below and read the directions.

2. Write your paragraph in the space below. As you write, think about the following questions:

• What do you want to teach your reader about water on earth?

• If that’s what you want to teach your reader, what facts do you think you will use?

• What else are you going to add to your paragraph so it isn’t just a list of facts?

Water on Earth Paragraph Recording Form

Write a paragraph that teaches your reader what you want them to know about water on earth.

Use facts from our Fact Frenzy to support your ideas. Be sure to include in your paragraph:

• A topic sentence

• Facts about water that support what you are teaching your reader

• A concluding sentence

• Accurate spelling and grammar

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ELA Unit 4.2: Day 2, Page 5

Tuesday, April 28, 2020

Part C Directions: Reflecting on Our Writing (5 minutes) 1. Reread your paragraph: How did you make your writing more than just a list of facts?

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2. Check your paragraph against the criteria below. How did you do in each category?

Water on Earth Paragraph Criteria

Learning target: I can write a paragraph that teaches my reader about water on earth.

Criteria Supporting Learning Targets Teacher Feedback

IDEAS (CONTENT AND ANALYSIS) The extent to which the essay

conveys ideas and information

clearly and accurately in order to

support analysis of topics or text.

(COMMAND OF EVIDENCE) The extent to which the essay

presents evidence from the provided

text to support analysis and reflection.

I can identify what I want to teach

my reader about water.

I can choose the most important

facts to use to teach my reader

about water.

ORGANIZATION (ORGANIZATION, and STYLE): The extent to which the essay

logically organizes complex ideas,

concepts, and information using

formal style and precise language.

I can use a topic sentence to

clearly teach my reader about

water.

I can use a concluding sentence to

wrap up my writing.

CONVENTIONS (CONTROL of CONVENTIONS): The extent to which the essay

demonstrates command of the

conventions of standard English

grammar, usage, capitalization,

punctuation, and spelling.

I can use conventions to send a

clear message to my reader.

I can use beginning and ending

punctuation.


Wednesday, April 29, 2020 Warm-up: The Word for a Person Who Searches Again and Again (10 minutes)

1. Act out the word search OR close your eyes and imagine someone searching.

a. What does someone do when they are searching?

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researcher = a person who looks carefully again and again:

2. Look at the word parts in the word researcher: re / search / er

prefix root suffix

(start of a word) (“base” word) (word ending)

a. How do the word parts help you understand the definition of the word researcher?

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b. What kinds of things do people research? ____________________________________________

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3. Add the words search and researcher to the power words portion of the Power Words/Water Words anchor chart. ---------------------------------------------------------------------------------------------------------

In Unit 2 we researched different countries around the world. You are now going to research

water. Here are today’s learning targets: I can ask questions to deepen my understanding of “People at the Well.” I can answer questions using specific details from “People at the Well.”

I can document my learning by taking notes about how people use water.

What skills are you going to use as a researcher today?___________________________________

________________________________________________________________________________________


Wednesday, April 29, 2020

Like researchers, you will be reading closely, asking and answering questions, and keeping notes that you can use later. In the next few lessons you will be doing most of your research

from One Well. In future lessons you will have the opportunity to conduct research from

additional sources.

Part A Directions: Reading and Answering Questions about “People at the Well” (20 minutes) 1. Today you will read a section of One Well called “People at the Well.” There are many

words in this text that you may not be familiar with. Lay out the word list and the matching definitions as you are reading. It will be up to you to match the word with it’s definition.

Word List:

Agriculture

Chemical(s)

Industry

Livestock

Produce

Society/Societies

Definitions:

*When you find out which words and definitions match, you should write the word in the box with its corresponding definition – do not cut!


Make Useful, man-made products that make can water dirty

A group of people; a community Businesses that grow plants and raise animals for food

Horses, cows, sheep, and other useful

animals that are raised for food, materials (like wool), or for work

Businesses that make things, like factories that make milk or cars

Wednesday, April 29, 2020

Part A Directions (cont’d):

2. Take out the text One Well and open to pages 16 and 17: “People at the Well.”

Find the first paragraph on page 17 where it says, “49 U.S. gal.”.

This is a gallon container. If the text says “49 U.S. gal.,”

it means it takes 49 of these.

3. Set a timer for 10-15 minutes to do the following:

• Read the whole text to yourself.

• Go back and search for the words on the word list.

• When you find a match between a word on the list and the vocabulary flash card, write that word neatly and spelled correctly on the front of the card.

• It’s OK if you don’t complete all the cards before time is up.

4. aHow did you figure out which definitions went with which words?

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Part B Directions: Initial Questions (10 minutes)

Look at the Asking and Answering questions recording form on the next page. As you research water during the rest of this unit, you are going to use this recording form to keep track of your questions and the answers you find in the book.

Part 1 Part 2

My Initial Question

Key Details from the Text Text Location New Questions or Thinking

Initial = first Location = place

In future lessons, you will have a chance to come up with your own initial questions. Today you will use my questions and search for answers


You will come up with your

first questions before you

even read the text.

You will write down the place in the text where you found the answers to your questions.

Wednesday, April 29, 2020 Part C Directions: Reading Closely to Answer Questions (15 minutes) 1. Look at the Asking and Answering Questions recording form. Point to the section that says Part 2.

The first thing you will do is search for a key detail that answers the Initial Question.

2. Reread the fourth paragraph in the text (“The remaining 69% …”). Find a sentence that best helps you answer the first question. Write it in the Key Detail box.

3. In the column labeled Location, write down where you found the answer. Write “¶ 4.” The symbol that looks like a backwards P is the paragraph symbol, called a “Pilcrow.”

4. Now it’s your turn to try it out on your own. Find additional key details to answer the first question and to answer the second question. Do not worry about the New Questions column yet.

Text:__________________________________________________________________

Part 1 Part 2

My Initial Question


How do people use water?

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What do animals like cows have to do with water?

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5. Reflect: What have you discovered so far about searching the text for answers to questions?

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*You will be using the Asking and Answering Questions recording forms in the next few lessons.

Asking and Answering Questions

Recording Form Text:__________________________________________________________________

Part 1 Part 2

My Initial Question


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Asking and Answering Questions Recording Form

Text:__________________________________________________________________

Part 1 Part 2

My Initial Question


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One Well, Page 16

One Well, Page 17

ELA Unit 4.2: Day 4, Page 1 Thursday, April 30, 2020

Warm-up Directions: Water Use in Your Community (20 minutes)

1. Research the ways water is used in your family and neighborhood. Write a list of all the ways that you see people using water.

Family Neighborhood ___________________________________________

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3. In the text yesterday, you read a lot about the various demands on water and a few specific facts about how much water some of our common activities take. For each activity below, use the text or Google how many gallons are used…

• To flush the toilet once______________________________________________

• To take a 10 minute shower _________________________________________

• To produce one glass of milk ________________________________________

• To make a bicycle __________________________________________________

• To make one fast food lunch ________________________________________

Go to: https://www.watercalculator.org/ to calculate how much water your family uses each day!

4. Do you have any new questions or new thinking after seeing how much water is used in

daily life? _____________________________________________________________________________________


Thursday, April 30, 2020

I can ask questions to deepen my understanding of “People at the Well.” I can answer questions using specific details from “People at the Well.”

I can document my learning by taking notes about how people use water.

Today’s Learning Targets are the same as yesterday’s. We will be continuing to ask and

answer questions about “People at the Well.” Part A Directions: Identifying Our New Questions and Thinking (10 minutes)

1. Look at the Asking and Answering Questions recording form from yesterday. Point to the last column, “My new questions or thinking.” Just as you observed the number of gallons various activities take, now you are going to think of new questions or thinking from the details you recorded.

2. Write down one new question you have, based on the details you recorded yesterday.

Text: One Well: People at the Well (pages 16 and 17)

Part 1 Part 2

My Initial Question


How do people use water?

Farms use huge amounts of water for livestock.

Page 16, ¶ 4

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What do animals like cows have to do with water?

It takes 49 gallons of water just to produce one gallon of milk.

Page 17, ¶ 1

Example: How much water

does it take to make

other things?”___________

How much water does it take to make other things?”_______

Write your new question in the next row of the “Initial Question” column.

ELA Unit 4.2: Day 4, Page 3 Thursday, April 30, 2020

Part B Directions: Documenting Other Important Details (20 minutes) For this part, you will need the text One Well, “People at the Well” (pages 16 and 17) and the Asking and Answering Questions recording forms from Day 3.

1. My question, “How much water does it take to make other things?” could be answered by this text. Take 3 minutes to see if you can find at least one detail to answer this question.

2. Record both the question, the detail, and the location in the Asking and Answering Questions recording form.

3. Use the Asking and Answering Questions recording forms to continue to record important details you find on pages 16 and 17. Remember to follow the steps:

• Use my initial questions (or write your New Questions or Thinking in the Initial Questions column)

• Record details from the text that help you answer the question.

• Write down where you found the detail (page, paragraph)

• Make a new question or comment based on the important detail

*REMEMBER: most of the time your initial questions won’t lead to all the important details that the author wanted to share. Your job is to dig deeply into the text and search for the most

important information. If you find an important detail that you don’t have a question for, you

should just put an “X” in the question column and record the details and any new questions or thinking.

4. Reflect: Why do you think the author included the detail ‘Water was even used to make the paper for this book—and the ink used to print the words’? __________________________________________________________________________________________

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ELA Unit 4.2: Day 5, Page 1 Friday, May 1, 2020

Warm-up Directions: Where Do You Get Water? (1-2 minutes)

Set a timer for one minute. Try to come up with as many answers to the following question as possible:

Where do you get water?

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I can ask questions to deepen my understanding of “Access to the Well.” I can answer questions using specific details from “Access to the Well.”

I can document my learning by taking notes about how people access water.

Today you will research ‘Access to the Well.’ As you read, you will pull together the skills you

learned in the past two lessons to ask your own questions, find the answers, and document

your learning by taking notes. This will help you to use this information to deepen your

understanding and educate others.

Part A Directions: Asking Our Initial Questions (10 minutes) 1. Look at the Researching Text anchor chart on the next page. What are some strategies

you used in the last lesson to ask your initial, or first, questions?

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__________________________________________________________________________________________

3. Look at pages 20 and 21 of One Well and read the title. Complete Part 1 of your Asking and Answering Questions recording form (write 4 Initial Questions about the title and

pictures BEFORE reading).

One Well, Page 20

One Well, Page 21


Part B Directions: Reading and Answering Questions about “Access to the Well” (20 minutes)

1. Take the next 10 minutes to read the text.

• Circle tricky words

• Find words and ideas nearby (context clues) to help you understand the meaning.

2. Look at the second paragraph and the word distribution. A few weeks ago, Bancroft distributed new learning packets to students. Answer the questions below.

Just like the Water Words below, when you see the suffix -tion (pronounced: “shun”) at the end of the word, you know that it is a noun. -tion means “the act of” or “the process of”

Root (base word) Suffix (word ending) definition

evapora -tion the process of turning from liquid into vapor.

precipita -tion the action or process of a substance falling down

condensa -tion the change of water from its gaseous form (water vapor) into liquid water.

distribu -tion the action of sharing something out among a group or spread over an area.

a. If distribution is the act of distributing, how could you say the first sentence of Paragraph 2 in your own words?

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b. What affects the distribution of water?

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c. How might distribution affect access?

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3. Refer to the chart on page 21 to answer the following questions:

a. How many buckets of water does one person in the United States use each day?

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b. How many buckets of water does one person in Ethiopia use each day?

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c. Why do you think people in Ethiopia use so much less water than people in the United

States?

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Part C Directions: Answering Questions and Finding Important Details (20 minutes)

1. You will now complete Part 2 of the Asking and Answering Questions recording form for pages 20 and 21 of One Well, which you began yesterday. While you work, look at the Researching Text anchor chart. Be sure to use the skills listed on the anchor chart.

REMEMBER: sometimes you will have new questions you can answer with details from the

text; other times there may be important details in the text that do not connect to your

questions. Be sure to record these details, too.

2. When you have finished, reflect: How does asking and answering questions about a text help researchers?

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ELA Unit 4.2: Day 6, Page 1 Monday, May 4, 2020

I can write a narrative describing the experience having to carry water in order to have

access to it. Part A Directions: Listing Important Details about Water Demands and Access (15 minutes)

1. Review your Asking and Answering recording forms from One Well (pages 16-17 and

pages 20-21).

2. On your Water Challenges anchor chart, record some important facts that will help you

teach others about water. Remember, although there was a lot of interesting information in

this text. Select a detail that will really help others understand the demand for water and

challenges to accessing water.

3. Be sure to record the type of challenge the detail is describing (demand, access, pollution)

in the second column, and where the detail was found (page #, paragraph #).

*This collection of Water Challenge facts will help you later when you do your own writing to

teach others about water challenges around the world

Part B Directions: Water Challenge Experiment (30 minutes)

1. Fill up a gallon container (or other large container with a lid) with water. For an added

challenge, fill up two containers!

2. Read these questions:

• What is it like to carry the container?

• What would it be like if it was hot, cold, rainy, or windy?

• If you had to walk to water and carry it back a few times every day, what else might

you NOT have the time or energy to do?

3. Set a timer or keep checking a clock for 15 minutes and walk around with one or two

containers. As you walk, think about the questions.

ELA Unit 4.2: Day 6, Page 2 Monday, May 4, 2020

4. Put your containers down and get ready to write about your experience. Again, think

about the questions above. Set a timer for 15 minutes and write for the entire 15 minutes.

Imagine that you have to carry water every day. Write a story about your life. Be sure to

refer to yourself as “I” (for example, “In the morning, when I walk to the well …”). Be sure

to answer the three questions from above in your story.

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Note: You just spent 30 minutes on this assignment—the same amount of time it takes 1 billion people, or 16%, of the earth’s population to get to the nearest water supply and back. (One Well, p. 20.)


Tuesday, May 5, 2020

I can take notes on key details that will help me teach someone else about water

challenges.

Warm-up Directions. Vocabulary Review (10 minutes) 1. The vocabulary cards below by yourself or with someone at home. If you are practicing with a “partner,” that person will tell you one of the definitions below and you’ll guess the word.

Pollution Dirt, chemicals, trash, and other things that make air, water, or land dirty

Pollute Putting dirt, chemicals, trash, and other things into air, water, or land to make them dirty

Runoff Water that runs downhill on its way to rivers, streams, etc.

Evaporate Water vapor that rises into the air

Precipitation Rain, snow, sleet, and other water droplets that fall from the sky

Livestock Horses, cow, sheep, and other useful animals

that are raised for food, materials (like wool), or to work

Wildlife Wild animals

Species A specific type of animal like snakes

Chemical(s) Useful, man-made products that can make water dirty

Agriculture Businesses that grow plants and raise animals for food

Industry Businesses that make things like milk and cars in factories

Produce Make something

Habitat The place where a plant or animal lives

Society/Societies A group of people; a community

Evaporate Water vapor that rises into the air

2. If any of these words are not on your Power Words / Water Words anchor chart, add them

to the appropriate column now.

Part A Directions: Adding facts to the Water Challenges anchor chart (20 minutes)

1. Read pages 18 -19 of One Well.

2. Add any relevant facts to the Water Challenges anchor chart. You can follow the steps

from Day 6, Part B to do this.

Part B Directions: Conducting Research (20 minutes) 1. Spend about 10 minutes viewing a few of the following resources:

- https://www.brainpop.com/science/earthsystem/watersupply/ (BrainPop video and

activities)

- https://www.nationalgeographic.com/news/2018/03/world-water-day-water-crisis-

explained/ (National Geographic article – read with an adult or older sibling)

- https://www.youtube.com/watch?v=b1f-G6v3voA (Video about water usage)

2. Write a few of the facts you learned about water challenges (demand, access, pollution)

below. Don’t forget to cite the source (write down where you found the information).

Water Challenge Fact Source

One Well, page 18

One Well, page 19

ELA Unit 4.2: Day 8, Page 1 Wednesday, May 6, 2020

I can ask questions to deepen my understanding of “Pollution in the Well.”

I can answer questions using specific details from “Pollution in the Well.”

I can document my learning by taking notes about water pollution.

Today, just like you have in the previous lessons, you will read a new text and take notes as

you ask and answer questions. In today’s lesson you will research “Pollution in the Well.”

Part A Directions: Documenting Other Important Details (20 minutes) 1. Take out a new Asking and Answering Questions recording form (next page). Look at the

title and pictures pages 24 and 25 of One Well.

2. Complete part 1 of the Asking and Answering Questions recording form BEFORE you read the text. Write your Initial Questions in the first column.

Part B Directions: Reading and Answering Questions about “Pollution in the Well” (20 minutes) 1. Take 10 minutes to read the text. There may be some unfamiliar words and you should try

to figure them out from the surrounding words (context clues) in the text.

2. Reread the second sentence in Paragraph 2.

a. Which words are examples of chemicals?

__________________________________________________________________________________________

b. From the words in this sentence, what can you figure out about these chemicals?”

__________________________________________________________________________________________

__________________________________________________________________________________________

3. Reread aloud the last two sentences of the third paragraph.

a. What does the phrase ‘threatens the health of many species and habitats’ mean? How could you explain this in your own words?

__________________________________________________________________________________________

__________________________________________________________________________________________


Text:__________________________________________________________________

Part 1 Part 2

My Initial Question


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One Well, Page 24

One Well, page 25

ELA Unit 4.2: Day 8, Page 3 Wednesday, May 6, 2020

Part C Directions: Answering Questions and Finding Important Details (20 minutes) 1. Return to your Asking and Answering questions recording form. Now that you have read “Pollution in the Well,” complete Part 2 of the form.

*REMEMBER to include important details that the author wants us to learn, even they don’t match a question you have written.

Part D Directions: Listing Important Details about Pollution (10 minutes) Think about what you learned today while reading “Pollution in the Well” and the details you

wrote down on your Asking and Answering questions recording form.

1. Add the 1-2 details to the Water Challenges anchor chart.

ELA Unit 4.2: Day 9, Page 1 Thursday, May 7, 2020

I can use text evidence to answer questions about “Pollution in the Well”.

Part A Directions: Answering Questions using Text Evidence (20 minutes)

Reread “Pollution in the Well” and answer the questions.

1. Paragraph 3 explains problems caused by polluted water except: a. Many people get sick from using polluted water.

b. Wildlife or animals get sick from polluted water.

c. Polluted water can hurt habitats or the places where plants and animals live.

d. Polluted lakes, streams, and shorelines look dirty and ugly.

2a. How can the movement of water through the water cycle HELP make water cleaner

or less polluted?

a. Everything is a lot cleaner after it rains.

b. When water evaporates, dirt and chemicals are left behind.

c. Runoff from backyards, city streets, and farms flows into lakes, rivers, and streams.

d. Sometimes pollution mixes with precipitation and it turns into acid rain or acid snow.

2b. Where did you find the information to answer this question?

a. Paragraph 1

b. Paragraph 2

c. Paragraph 3

d. The boxes with the illustrations

3a. How can the movement of water through the land and the water cycle make water

pollution WORSE? (Hint: There may be more than one correct answer.)

a. Everything is a lot cleaner after it rains.

b. When water evaporates, dirt and chemicals are left behind.

c. Runoff from backyards, city streets, and farms flows into lakes, rivers, and streams.

d. Sometimes pollution mixes with precipitation and it turns into acid rain or acid snow.

3b. For each answer you selected, write the paragraph number that supports your

answer.


Thursday, May 7, 2020

Part B Directions: Conducting Research (20 minutes)

Research things you can do to prevent water pollution:

1. Interview someone in your family. Ask them what they know about water pollution

and what one thing they think we should do to help prevent water pollution.

2. Create a visual to accompany their answer about the one thing they can do to

prevent water pollution (draw a picture or find a picture online that provides more

information about the idea).

You can find more information at: http://www.northforkaudubon.org/conservation/local-

preservation/80-10-things-you-and-your-family-can-do-to-prevent-water-pollution.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Extension Activity: Watch the video and complete activities about Water Pollution: https://www.brainpop.com/science/ourfragileenvironment/waterpollution/


Friday, May 8, 2020

I can ask questions to deepen my understanding of “Demands on the Well.” I can answer questions using specific details from “Demands on the Well.”

I can document my learning by taking notes about demands on water.

Mid-Unit 4.2 Assessment: Asking and Answering Questions about Having Enough Clean Water for Everyone Directions: 1. Complete Part 1 of the recording form by asking your own initial questions about “Demands on the

Well.” Draw a line under your last question.

2. Read the text: One Well, “Demands on the Well” (pages 22 and 23).

3. Reread the text. Complete Part 2 with details from the text, text location, and any new questions or thinking.

4. Complete Part 3 of the recording form: Answer the two questions.

Part 1 Part 2

My Initial Question


_____________ _____________ _____________

____________________ ____________________ ____________________

____________________ ____________________ _____________________

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____________________ ____________________ ____________________

____________________ ____________________ _____________________

_____________ _____________ _____________

____________________ ____________________ ____________________

____________________ ____________________ _____________________

_____________ _____________ _____________

____________________ ____________________ ____________________

____________________ ____________________ _____________________


Mid-Unit 2 Assessment: Asking and Answering Questions about Having Enough Clean Water for Everyone

Part 3: Text-Dependent Questions 1. (a) What is the main idea of this text?

A. There are a growing number of people on earth.

B. We need to balance our need for water and how much water there is.

C. Animals like pigs, sheep, and goats use a lot of water.

D. Cities are getting bigger and bigger to fit all the people.

1. (b) Which detail best supports the main idea?

A. “A growing population means we need more space.”

B. “While dams make more water available, they also change the flow of rivers and damage habitats.”

C. “Pavement and concrete block rainwater from refilling underground water supplies.”

D. “By 2025, many experts predict that one out of every four people will likely live in a country that is short of water.”

2. (a) The blue fact box on page 23 reads, “While dams make water available, they also change the flow of rivers and damage habitats.” What word or phrase could best replace dams in this sentence?

A. Wells

B. Pipes

C. Reservoirs (man-made lakes that hold water for drinking)

D. Buckets

2. (b) Which paragraph does this caption best support?

A. Paragraph 1

B. Paragraph 2

C. Paragraph 3

D. Paragraph 4


Tracking My Progress: Mid-Unit 2

Learning target: I can identify the evidence the author uses to support an opinion. 1. Target in my own words:

2. How am I doing? Circle one. 3. Evidence to support my self-assessment:

*Please turn this assessment in to your teacher. You may also complete an online version on Edulastic.

I need more help to learn this.

I am on my way! I understand some of this.

One Well, page 21

One Well, Page 22

One Well, page 22

ELA Unit 4.2 Day 11, Page 1

Monday May 11, 2020

I can ask and answer questions about the text I choose in order to build my knowledge about one specific challenge related to having clean water for everyone.

I can identify key facts and details about my challenge.

Warm Up Directions: Read about the three water challenges that we learned about last week. Select one challenge to research more about this week.

Access: Some people can’t get clean water easily. ‘ They might have to walk far to find water, or they might only get enough water for one day’s cooking, drinking, and cleaning.

Pollution: Sometimes water is polluted. People need to have clean, freshwater to live. The water cycle naturally keeps water on Earth clean, but our cities, cars, and factories are adding too much pollution to the water. We need to find a way to keep the water clean.

Demands for Water: Sometimes there isn’t enough water for all the people, or people waste the water they have. There are more than 7 billion people on Earth. With more people, we need more space and more water, but we can’t make any more water, so we need to use the water carefully.

In the box below, write which challenge you want to research more about: access, pollution, or demand.

I choose to research more about: ________________________________


Monday May 11, 2020

PART A: How can you Research more about your water challenge?

Researchers learn more by asking questions and looking for the answers. Write down two questions that you have about your topic (2 things you want to learn more about):

1) ___________________________________________________________________________

_____________________________________________________________________________

2) ___________________________________________________________________________

_____________________________________________________________________________

IMPORTANT!! For the next 3 days you will be doing research. Each day you will

select a new text and follow the steps for Independent Research on the next

page. In the packet you only have one text printed, but there are more texts

that will be posted in TEAMS.

Ask questions. READ! Take notes.

This Photo by Unknown

How to be a Researcher:

1) Ask Questions: What are you curious about? What do you want to learn

more about?

2) Read: Look for answers and new facts, Take notes.

3) Think: What did I learn? What new questions do I have?

4) REPEAT!


Monday May 11, 2020

Independent Research Directions:

1. Select the text in the packet or look on TEAMS for more options. I will post

a folder for each of the water challenges: Access, Pollution, and Demand.

Choose a text that you want to read today.

2. Preview the text: Look at the text features in that text (headings, bold

words, pictures, captions, fact boxes).

3. Using your Asking and Answering Questions recording form, think about

what questions you have BEFORE READING. Record those questions.

4. On your own, read the text all the way through.

5. Think about what you have read and learned.

6. Share what you have learned with someone at your house. (or a friend)

7. Reread the text for key details and facts that help you understand your

specific water challenge more. On your recording form, write these key

details.

8. Think...what is the most important information that you read, and make

sure you write that down on your recording sheet.


Monday May 11, 2020


Day 1 text title: ____________________________________________________________

Part 1 Part 2 Before reading questions

Key details from Text

Location where I found information

New questions or Thoughts

Quick Write: What is the most important information for people to know about this topic?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Texts: Here you will find one option for each challenge. In Teams you can find MANY other options. ONLY Read one text each day.

Access Day 1:

Pollution Day 1:

Usage/Demand Day 1:

Access Day 2:

Pollution Day 2:

Demand/Usage ay 2:

Access Day 3:

Pollution Day 3:

Usage/Demand Day 3:


Tuesday May 12, 2020



Warm Up Directions: Reread your text from yesterday. Collect 3-5 power words or water words from your text. Use a dictionary to help you with the words if you can’t figure them out using context clues.

Online Student Dictionaries:

1) http://wordcentral.com/ 2) http://www.learnersdictionary.com/definition/kid 3) Spanish/English Dictionary: https://www.diccionarios.com/

Text Title:____________________________________________________________________

Power Word What I think it means…

Water Word What I think it means…

IMPORTANT!!!

This is Day 2 of independent research. That means that you will select a new text to read about your water challenge and complete the Asking and Answering Questions Recording Form. Remember, I have included one text with the packet, or you may choose another one in the folder on TEAMS.




Day 2 text title: ____________________________________________________________







Wednesday May 13, 2020



Warm Up Directions: Reread your text from yesterday. Collect 3-5 power words or water words from your text. Use a dictionary to help you with the words if you can’t figure them out using context clues.

Text #2 Title:__________________________________________________________________



IMPORTANT!!!

This is our last day of independent research! You have built so much knowledge about your challenge. When you research today, think about what questions you really want to answer. Try to choose a text that will help you find those answers! You can use the included text, or you can find other options in the folder on TEAMS. Complete the Asking and Answering questions form.




Day 3 text title: ____________________________________________________________






__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Power Words & Water Words from Text #3:

Directions: Reread your text from TODAY. Collect 3-5 power words or water words from your text. Use a dictionary to help you with the words if you can’t figure them out using context clues.

Text #3 Title:__________________________________________________________________




Thursday May 14, 2020

I can create a water challenge anchor chart to share my research with others.

Anchor Chart: an anchor chart is a tool that is used in a classroom to help students learn about something. It will include important vocabulary, pictures, and maybe directions, examples, or steps to do something.

Examples of Anchor Charts:

Directions:

Your job today is to create an ANCHOR CHART about your research topic. By now we have read 3 different texts and we have collected facts and vocabulary words that we are going to share on our Water Challenge Anchor Chart. You can use the example on the next page or create your own anchor chart design. You can draw it by hand or use PowerPoint to make it with the computer


Friday May 15, 2020

End of Unit Assessment

I can use a planning page and my note-catchers to help me organize my information clearly.

I can write a two-paragraph essay to inform my reader about the challenges of having enough clean water for everyone.

Today you are going to teach your reader all the important information they have learned about the challenges for water.

Prompt: What are the challenges to having enough clean water for everyone? After researching all the challenges that people face to having clean water, write a two-paragraph essay informing your reader about these challenges.

1) Your first paragraph should inform your reader about each of the three challenges of water that we have researched together: access, pollution, and water demand/usage.

2) Your second paragraph should inform your reader with more details about the one challenge you researched in more detail.

3) Be sure to use key facts and details from your research for each of these paragraphs.

4) Remember to use linking words and phrases to connect your ideas together.

5) Use your note-catchers to support your writing.

PART 1: Planning our two Paragraphs

PART 2: Writing our Essay

PART 3: Self Reflection


Friday May 15, 2020

PART 1: Planning your Paragraphs

Paragraph 1: Inform your reader what the three water challenges are. Use the Water Challenge anchor charts to support your thinking. (From days 3-6)

Topic Sentence

Detail

Detail

Detail

Conclusion Sentence


Friday May 15, 2020

Paragraph 2: More Details about the one Challenge you Researched.

(Research notes from Days 11-14)

Topic Sentence

Detail & Explanation



Conclusion Sentence


Friday May 15, 2020

PART 2: Writing Your Essay

PROMPT: What are the challenges to having enough clean water for everyone? After researching all the challenges that people face to having clean water, write a two-paragraph essay informing your reader about these challenges.

Remember the criteria you thought about as you planned your paragraphs:

• Your first paragraph should inform your reader about each of the three challenges of water that we have researched together: access, pollution, and water demand/usage.

• Your second paragraph should inform your reader with more details about the one challenge you researched in more detail.

• Be sure to use key facts and details from your research for each of these paragraphs.

• Remember to use linking words or phrases to connect your ideas together. • Use your note-catchers to support your writing.

______________________________________________________________________________

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______________________________________________________________________________


Friday May 15, 2020

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Monday May 18, 2020

I can ask questions to deepen my understanding of “becoming well aware.”

I can answer questions with specific details about “becoming well aware.”

I can identify the main message of “becoming well aware.”

WARM UP Directions: Think about the End of Unit 2 Assessment that you Friday. What is one thing that you did really well as a writer?

Ex) “I had a good conclusion.” Or “I had really good details in my writing.” OR “My writing is organized well.”

____________________________________________________________________________________________________________________________________________________________

Today we are beginning Unit 3 of our Water Module! In this last unit, we will be using all the knowledge that we have gained, and we will focus on creating solutions to the challenges that people have to accessing clean water. We will learn about what people are doing around the world to solve these challenges. Our final project will be to create and share a Public Service Announcement that shares their opinion about what should be done to ensure that everyone has clean water.

During the last week of school May 25-May 29 students will create their final project. They will all have to complete the opinion writing. They will have three options for how to present their work:

1) Educational Poster 2) Voice Recording (Radio Show) 3) I-movie video

PART 1:

First Read: Read pages 28 & 29 of One Well: The Story of Water on Earth. Read it to get the big picture, don’t let confusing words stop you, just circle or underline them.

Second Read: Use the Close Reading Recording Form to take notes on pages 28-29.


Monday May 18, 2020


Monday May 18, 2020

PART 2: Text-Dependent Questions.

Directions: Read pgs. 28-29 again, this time to find evidence to answer the questions below.

Text-Dependent Questions:

1) How much water can be saved by making sure faucets don’t drip?

___10,000 gallons

___2,650 gallons

___50 gallons

___26 gallons

2) What did Ryan Herjlac do to help people become “well aware”?

___He built wells in Uganda and started a foundation to build wells in other

places in Africa.

___ He cleaned up the water.

___He raised money for Africa.

___He painted fish on storm drains.

3) Why is becoming “well aware” important? Support your answer with

evidence from the text. Write in complete sentences.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



I can determine the main idea and key details of an example PSA video.

Now that you know so much about water and how important it is for everyone to become more “well aware”, we can help others become more “Well Aware”.

You will be creating a public service announcement, or a PSA about what you think we should do to make sure everyone has access to clean water. A PSA is something people create to teach others about a topic. After we carefully research and plan out our PSAs, we will record our voices on a website.

Today we will look at one example of a PSA. Your job is to listen to what the speaker is trying to teach the listener.

To watch the video, follow these directions:

1.Go to our Teams page.

2. Click on “English Class- Ms. Bransford”.

3. Then look at the top of the page for “Files”. Find the folder for “Week of May 18-22).

4. Watch the “Example PSA videos”.

After your first watch….

What do you think the speaker was trying to teach the listener? ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

After researching the importance of freshwater, create a PSA (public service announcement) to educate and help others to become “well aware”. State your opinion about one thing you think should be done to conserve, protect, or provide access to clean water for everyone. Support your opinion with examples from the texts you have read about water.

PUBLIC SERVICE ANNOUNCEMENT

PERFORMANCE TASK



Second Watch: Watch the video again pausing it after each section. There are 3 parts: 1) with the earth, 2) with the water pipe, & 3) with the people at the well. Pause the video and record what the main idea of that part was.

After the first Part 1 (With the picture of the EARTH)

The main idea of Part 1 is …

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List the key details that support the main idea of Part 1:

____________________________________________________________________________________________________________________________________________________________

Part 2 (The picture of the dirty water coming out of a pipe)

The main idea of Part 2 is…

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________

Part 3 (picture of people getting water at a well)

The main idea of Part 3 is…

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________



I can determine the main idea of “Dry Days in Australia”

I can determine the key details of “Laying Down the Law” and“Using Less” from “Dry Days in Australia”.

Warm Up: Today we are going to read about Australia. Look at the map below and answer the questions.

1) Look at the map key above. What is the capital of Australia? _________________________________________________________________

2) Name 2 deserts in Australia: _________________________________________________________________

3) Name 2 Seas that are close to Australia: _________________________________________________________________



PART 1: Reading “Dry Days in Australia” and answering Questions

The title of our text today is “Dry Days in Australia: Severe Drought has Millions of Australians Coping with Water Restrictions”.

Vocabulary Word What I think it means A sentence with the word. Severe

Drought

Coping

Restrictions

*Add these words to your “Power and Water Words” List

What do you think this text will be about? ____________________________________________________________________________________________________________________________________________________________

Read the text. In the video for today’s lesson, I will read it aloud. Play the video while you are reading to hear me read it

Go back to the text and look for the answers to these questions:

1) In the section “How Much Longer,” what evidence does the author give that the drought is “nothing new” in Australia? ________________________________________________________________________________________________________________________________________________

2) What words from this section explain why this drought is worse? ________________________________________________________________________________________________________________________________________________



3) In the section “Laying Down the Law,” the author explains many of the

effects of the water restrictions. What is one of them? ________________________________________________________________________________________________________________________________________________

4) Reread the second sentence of “Using Less.” Put this sentence in your own words. ________________________________________________________________________________________________________________________________________________

5) Why did the author include this (second) sentence? ________________________________________________________________________________________________________________________________________________

Remember, Main Idea Statements:

❖ address all the major sections of the text. ❖ pull together the most important ideas. ❖ are short, only one or two sentences.

Go back and reread the text. In own words write what the main idea of the text.

My Main Idea Statement:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Writing Main Idea Statements



PART 3: Key Details from “Laying Down the Law” and “Using Less”

Directions: Reread the sections of the text “Laying Down the Law” and “Using Less”. List the key details that the author includes to support the main idea.

Section Key Details “Laying Down the Law”

“Using Less”

Revising our Main Idea Statement: Look at the Key details that you listed above. Does your main idea statement include them? Below write a revised main idea statement that includes the most important details from the text.

Revised Main Idea Statement: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________



I can determine the main idea of “Tackling the Trash”.

I can determine the key details from “Tackling the Trash”.

Warm Up: Read “Water Conservation Tips” Select one thing that you will do to become more “Well Aware”. Fill out the commitment card below.

Water Conservation Tips

General ❖ Never pour water down the drain when there may be another use for it.

Use it to water your plants. ❖ Choose appliances that are more energy and water efficient. ❖ Repair dripping faucets by replacing washers. One drop per second

wastes 2,700 gallons of water per year!

Bathroom ❖ Place a bucket in the shower to catch excess water for watering plants. ❖ Avoid taking baths—take short showers—turn on water only to get wet

and lather and then again to rinse off. ❖ Avoid letting the water run while brushing your teeth, washing your face,

or shaving.

Kitchen ❖ Only use the dishwasher when it is fully loaded. Use the “light wash”

feature, if available, to use less water. ❖ Hand wash dishes by filling two containers—one with soapy water and the

other with rinse water containing a small amount of chlorine bleach. ❖ Clean vegetables in a pan filled with water rather than running water from

the tap. ❖ Start a compost pile as an alternate method of disposing of food waste or

simply dispose of food in the garbage. (Kitchen sink disposals require a lot of water to operate properly)

❖ Store drinking water in the refrigerator. Do not let the tap run while you are waiting for water to cool.

My Commitment to be “Well Aware”

I promise to _______________________________________________________________________

_________________________________________________________________________________.

I choose this action because __________________________________________________________

_________________________________________________________________________________



Determining the Main Idea of “Tackling the Trash”

Question: Why do you think we have spent so much time on main ideas and key details?

Answer: If you can’t identify the main idea of a text, you might not be learning what you are supposed to learn from the text. By looking at the key details, we can understand the main idea even better!

The text today “Tackling the Trash” tells the story of a young man names Chad Pregracke, who is a “Well Aware” person. Maybe this story can give you some good ideas for what you want to write your Public Service Announcement about.

Directions:

Part 1: Determining the Main Idea

1. Read the text. 2. In your own words, what is the main idea of this text? Write your main idea

statement in the box below:

Main idea statement: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part 2: Finding Key Details

1. Reread the text. As you read, highlight or underline key details that you think support the main idea.

Part 3: Revising the Main Idea Statement

1. If needed, revise your main idea statement in the box below. If you like your original main idea statement, put a next to it.

Re-vised Main idea statement: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ELA Unit 4.3 Day 5 Page 1

Friday May 22, 2020

I can determine the main idea of “Ryan Hreljac: The Boy Who Built a Well.”

I can determine the key details from “Ryan Hreljac: The Boy Who Built a Well.”

While reading today, consider possible details to include in your Public Service Announcement next week!

Warm Up: What is one idea about being “Well Aware” that you are thinking of including in your PSA?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The title of our text today is “Ryan Hreljac: The Boy Who Built a Well.” What do you think we might learn about today?

____________________________________________________________________________________________________________________________________________________________

Today we will read about a boy, Ryan Hrelijac, from Canada who was determined to help others in a country across the world called Uganda.

Why might Ryan have wanted to help people who lived so far away?

____________________________________________________________________________________________________________________________________________________________


Friday May 22, 2020

We will read the text closely, and repeat the process that we have done for the past three days: Main Idea Statement, Identify Key Details, Revise Main Idea Statement.

Directions:

Part 1: Determining the Main Idea

3. Read the text. 4. In your own words, what is the main idea of this text? Write your 5. main idea statement in the box below:

Main idea statement: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part 2: Finding Key Details

2. Reread the text. As you read, highlight or underline key details that you think support the main idea.

Part 3: Revising the Main Idea Statement

2. If needed, revise your main idea statement in the box below. If you like your original main idea statement, put a next to it.

Re-vised Main idea statement: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The subtitle of the article is “The Boy who Built a Well.” How did Ryan build the well? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

We have read about how different people around the world are “well aware”. Based on those texts, think about one think you think should be done to conserve, protect, and provide access to clean water. Write it below:


Friday May 22, 2020

!!Directions: Please read 20 minutes each day. Complete one note-taker each day depending on the book genre you are reading. Dirrecciones: Por favor, lee 20 minutos cada día. Complete una página cada día según el género del libro.

In EPIC we have created a collection of books that are about our Unit! Fiction Note-Taker Non-Fiction Note-Taker

!!

!DATE: PAGES READ: TITLE:

WHO

WHERE

WHAT

SO WHAT

SUMMARY: !________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!

DATE: PAGES READ: TITLE:

IMPORTANT DETAILS

VOCABULARY

MAIN IDEA: !________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!


WHO

WHERE

WHAT

SO WHAT

SUMMARY: !________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!


IMPORTANT DETAILS

VOCABULARY

MAIN IDEA: !________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!

!!DATE: PAGES READ: TITLE:

WHO

WHERE

WHAT

SO WHAT

SUMMARY: !________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!


IMPORTANT DETAILS

VOCABULARY

MAIN IDEA: !________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!


WHO

WHERE

WHAT

SO WHAT

SUMMARY: !________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!


IMPORTANT DETAILS

VOCABULARY

MAIN IDEA: !________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!________________________________________________________________________________________!!

tercer grado lectura y escritura third grade reading and

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