third grade ela academic packet€¦ · reread a history of the mysterious bermuda triangle answer...

Third Grade ELA Academic Packet

Student Name _____________________________ School ____________________________

Week 7 May 11 - 15, 2020

Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes.

Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet

Grade 3 ELA

Week of Monday, May 11, 2020

Day Standard Instructions

Monday Use information gained from illustrations (e.g., maps, photographs) to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

● Read and review the skills slide

● Read A History of the Mysterious Bermuda Triangle

● Read to gain an understanding and annotate for any

connections between the text and the images

● Answer the questions

Tuesday Use information gained from the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

● Read and review the skills slide

● Reread A History of the Mysterious Bermuda

Triangle

● Answer the questions

Wednesday Explain the connection between illustrations (e.g., maps, photographs) and words and phrases demonstrates understanding of the text (e.g., where, when, why, and how key events occur).

● Reread A History of the Mysterious Bermuda

Triangle

● Answer the following questions using both the

images and the words from the text

Thursday Opinion Essay ● Read and review the skills slides.

● Read and break down the writing prompt.

● Read and annotate the sources provided and

complete your evidence table

● Plan your essay using the graphic organizers.

Friday Opinion Essay ● Write your essay.

● Edit and revise your essay.

Daily: Read a book of your choice for 30 minutes.

**If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

1

Monday

Review: We will be looking at how to understand and use the information from illustrations, and images,(like maps or photographs) with the words of a text to demonstrate an understanding of the text.

When we are reading informational text, authors will present information in their words. However, they will also use different visual images to help us better understand their words and the information. These images, like maps and photographs, are important and can help us to better understand the information we’re reading about.

Directions: Read and annotate the text A History of the Mysterious Bermuda Triangle for any connections between the text and the images.

1. What information does the reader gain from the photograph on the first page?

2

This article is available at 5 reading levels at https://newsela.com.

A history of the mysterious Bermuda Triangle

Image 1. A reward poster at a marina for the yacht Saba Bank which disappeared in the Bermuda Triangle on March 10, 1974. Photo fromthe public domain

The Bermuda Triangle is an area in the Atlantic Ocean. It is around 500,000 square miles. It lies

between Miami, Bermuda and Puerto Rico.

The name Bermuda Triangle is not official. It cannot be found on maps.

Dozens of ships and airplanes have disappeared from the Bermuda Triangle. Some of these

accidents could not be explained. For example, boats and planes have vanished in good weather.

They disappeared without even calling for help.

Legend Of The Bermuda Triangle

The Bermuda Triangle first became famous in the 1900s.

A terrible accident happened there in March 1918. A Navy ship sank somewhere between Barbados

and the Chesapeake Bay. There were over 300 men onboard. All lost their lives. Strangely, the ship

didn't radio for help before going down.

By History.com, adapted by Newsela staff on 08.12.19Word Count 438Level 560L

3

This article is available at 5 reading levels at https://newsela.com.

Search crews found no trace of the ship. "Only God

and the sea know what happened," U.S. President

Woodrow Wilson said.

Over the years, many ships disappeared while

crossing the Bermuda Triangle. Then, airplanes began

disappearing too. In December 1945, five Navy

bombers carrying 14 men took off for a practice

bombing run. Their mission was known as Flight

19. At first everything seemed normal. Then, the

leader's compass stopped working. He soon got

completely lost. All five planes flew without direction

until they were forced to touch down at sea. Then, the

planes simply disappeared. So did everyone on them.

That same day, a rescue plane also disappeared. No

sign was ever found of any of the missing planes. The

Navy said it was "as if they had flown to Mars."

Other strange things have happened in the area. For

example, three passenger planes went down for no

known reason. All had just sent "all's well" messages.

Bermuda Triangle Theories And Counter-Theories

Many people have tried to explain these strange

accidents. Some ideas seem possible. Others are

pretty weird. For example, some people say aliens

caused the accidents. Others blame sea monsters.

The U.S. Coast Guard says the Bermuda Triangle is

not really as unusual as people think. Just as many

unexplained accidents happen in other parts of the

ocean.

The Coast Guard has carefully studied many of the Bermuda Triangle accidents. They can all be

explained by ordinary causes, it says. There is no proof that strange forces are at work, the Coast

Guard says.

4

Tuesday

Review: There is a lot to gain from a text that has visuals and images. This information can be used to contribute to and support your understanding of the text. It usually provides additional information about what the text is discussing, which helps readers to understand more about the topic. We need to first pay close attention to the details provided by the author’s words of the text.

Example: Read the following excerpt from Ocean Current Explained adapted by Newsela by National Oceanic and Atmospheric Administration.

In the text Ocean Current Explained, the author describes how the ocean currents heats the earth. This is known as “the global conveyor belt” which can

be difficult for the reader to fully understand if they’re not familiar with what a conveyor belt is. However, the text and the image provided can help support the reader’s understanding of this concept because the image shows where the warm and cold currents are located and the direction they move in.

5

Directions: Reread A History of the Mysterious Bermuda Triangle and answer the following text-dependent questions. 1. What is the Bermuda Triangle?

2. Where is the Bermuda Triangle located?

3. What was the first event that took place to make the Bermuda Triangle famous? Use details fromthe text to support your answer.

Wednesday

Directions: Use what you’ve learned from the review on Monday and Tuesday and your understanding of the text, A History of the Mysterious Bermuda Triangle, to explain how information provided from the images supports your understanding of the text.

1. The caption under the first image of the text (the photograph) reads:Image 1. A reward poster at a marina for the yacht Saba Bank which disappeared in the

Bermuda Triangle on March 10, 1974. Photo from the public domain What information does the image provide that is not provided in the caption?

2. What information can the reader gain fromthe map shown here to the right (also on thetop of the text’s second page) and the wordsin the text?

_______________________________

_______________________________

_______________________________

_______________________________

6

3. What does the reader understandusing the information from the imageshown here to the right (also on thebottom of the text’s second page) andthe words in the text?

____________________

____________________

____________________

____________________

____________________

Writing Review

7

Thursday

Directions: After reviewing the skills slides above, read and unpack the writing prompt, read and annotate the sources and begin organizing your information into the evidence table provided.

8

Prompt: In the sources provided, the authors discussed 3 different habitats that animals live in: ponds, rain forests, and deserts. Write an essay in which you give your opinion: Which habitat is the best to live in and why?

Evidence Table

Ponds Rain Forests Deserts

12

Planning Page

13

Friday ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14

Addition and Subtraction Word Problems

1

CRM Alignment Unit 4.2 Day 7

Cole’s Chores Time

Take out the trash 2 minutes

Wash the dishes 31 minutes

Mow the lawn 53 minutes

Cole wants to meet friends at the park at 5:45 p.m. His mom said, in order to go he must finish his chores. It takes Cole 16 minutes to walk to the park. If Cole starts his chores at 3:55 p.m., will he make it to the park on time to meet his friends? Explain your reasoning.

His chores along with walking to the park will take 102 minutes. From 3:22 p.m. to 5:45 p.m. is 110 minutes. 16 + 2 + 31 + 53 = 102. You can also add 65 minutes to 3:55, which is 5:00, then add 45 minutes = 5:45. Finally, 60 minutes + 45 minutes = 110.

Cole will make it on time to meet his friends.

The problem is asking us to determine if Cole will make it to the park on time to meet his friends after finishing his chores.

Useful information: • Cole needs to meet his friends at 5:45 p.m.• He begins his chores 3:55 p.m., • It’s a 16 minute walk to the park• Time he spends on each chore.

2



The Henderson family has a busy bathroom every morning. They developed the table below to remind everyone of how much time each member spends in the bathroom. The members that take the least amount of time in the bathroom go in first. The last person leaves the bathroom at 7:30 in the morning and spends the most amount of time.

Henderson Family

Time Spent in Bathroom

Time Entering Bathroom

Mom 1 quarter of an hour

Dad 50 minutes

Tara ½ hour

Grandma 25 minutes

Who is the last person to leave the bathroom?

How long is the bathroom used for, in minutes, by the entire family?

Directions: Complete the table below and answer the following questions.

3



Teresa spent 67 minutes at a doctor appointment and 13 minutes after that driving to the pharmacy. If Teresa arrived at the pharmacy at 3:16 in the afternoon, what time did she arrive at the doctor’s office?

Teresa arrived at the doctor’s office at .

Later that night, Teresa made a list of chores to complete. According to the table below, how many minutes will it take Teresa to finish her chores?

Schedule of Chores Start End Elapsed

Time

Make Dinner 1:07 p.m. 1:39 p.m.

Clean the kitchen. 1:39 p.m. 1:58 p.m.

Clean the bathroom 2:21 p.m. 2:46 p.m.

It will take Teresa to finish her chores.

Directions: Complete the table below and answer the following questions.

4

Three Types of Elapsed Time Problems

How much time passed in between?

Starting Time Ending Time

The event lasted this long.

Starting Time

Ending Time

The event lasted this long.

?

The concert started at 7:05 p.m. It ended at 8:20 p.m. How long did the concert last?

The hockey game started at 6:15 p.m. It lasted 1 hour and 55 minutes. At what time did the game end?

Beth has been baking cupcakes for the past 3 hours and 25 minutes. She finished baking at 4:10 p.m. At what time did she begin baking?

?

5

Real World Word Problems with Elapsed Time

The Martinez family have a busy Saturday with two parties in one day! It takes the Martinez Family 23 minutes to drive from Elias’ party to Olivia’s party. Will the family arrive at Olivia’s party in time for Tea and Cake? Explain your solution.

____________________________________________________________________________________________________________________________________________________________________________________________________

6

Real World Word Problems with Elapsed Time

Guests at Olivia’s party leave as soon as they finish taking pictures. If the guests spend 15 minutes taking pictures, how long does Olivia’s party last? Explain your solution.

____________________________________________________________________________________________________________________________________________________________________________________________________

7

Math Task: Determine the end time.

Start Time: 9:46 a.m. End Time: __________Elapsed Time: 22 minutes


Start Time: 3:05 p.m.End Time: __________Elapsed Time: 31 minutes


Start Time: 11:45 a.m. End Time: __________Elapsed Time: 20 minutes


Start Time: 2:30 p.m. End Time: __________Elapsed Time: 26 minutes

Elapsed Time Math Tasks

8

Math Task: Determine the start time.

Start Time: __________End Time: 12:37 a.m. Elapsed Time: 19 minutes


Start Time: __________End Time: 2:00 p.m. Elapsed Time: 48 minutes


Start Time: __________End Time: 8:16 a.m. Elapsed Time: 8 minutes


Start Time: __________End Time: 3:49 p.m. Elapsed Time: 31 minutes


9

Math Task: Use the start time and

end time to calculate the elapsed time.

Start Time: 11:45 End Time: 11:56 Elapsed Time: __________








end time to calculate the elapsed time..



Skill PracticeDirections: Read and solve the problems.

10

Brandon wakes up at 7:30 a.m. His bus arrives at 7:55 a.m. How long does Brandon have to get ready?

A television show starts at 7:00 p.m. and lasts 45 minutes. When does the show end?

It takes Abigail 24 minutes to get to school. What time will she get to school if she leaves her house at 7:15 a.m.?

Skill PracticeDirections: Read and solve the problems.

11

April starts reading at 4:05 p.m. and reads for 25 minutes. What time does she finish reading?

Mrs. O’Neal arrives at the dentist at 3:45 p.m. She waits for 11 minutes in the waiting room before being seen by the dentist. What time is she seen by the dentist?

The wait time for a seat at a restaurant is 20 minutes. If a family arrives at 8:05 p.m., what time can they expect to be seated?

Third Grade Science Academic Packet

Student Name _________________________________ School ______________________________________

Week 7

May 11-May 15, 2020


Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes.

Third Grade Recommended Pacing

Day Skill Pages Monday Big Idea 10: Forms of Energy

Effects of Air on Motion

Study Island: Topic: 4c. Forms of Energy

1

Tuesday Big Idea 10: Forms of Energy

Explore/Explain Air


2

Wednesday Big Idea 10: Forms of Energy

Straw Rockets


3, 7

Thursday Big Idea 10: Forms of Energy

Design an Air Movement Device


4

Friday Big Idea 10: Forms of Energy

Paper Helicopters


5-7

*If your student needs assistance with any of the content presented in these lessons, please contact their

teacher. All Orange County Public School teachers are committed to supporting our students throughout this

distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Engage Effects of Air on Motion:

Monday Day 1

Hook:What is air?

What do you know about air?

What can we do with air?

Find things around your house that you can drop without breaking. Try to find things of different sizes and shapes, but be sure not to drop anything that will damage a surface or hurt anyone at your home. Drop each object and record your observations of how the object moved as it fell through the air.

Object Observations of Objects Movement When Falling

A flat piece of paper

A crumpled piece of paper

Exit Slip: What differences did you notice about the movement of different objects through air?

How was the movement of all objects the same?

Choose one object and describe how you think air affected its movment.

1

Explore Adding Air:

Tuesday Day 2

Blow air into an empty plastic bottle, juice box, or paper bag. What do you notice? Record your observations.

When I blew into the

______________

Before After I noticed:

Solids, liquids, and gases all take up space (have volume). Air is a gas so it takes up space (has volume). If you blew into a paper bag, then you likely noticed that the paper bag changed shape as you filled it with air. If you blew into a plastic bottle, then you likely noticed that the bottle made crackling noises and became harder to squeeze. Why did the bag or the plastic bottle spread out as you blew air into it? The air you blew into these items is taking up space inside.

Solids have a definite shape. Liquids take the shape of their containers. Does gas have a definite shape? Here are some examples of gas taking up space:

Gas, like a liquid has no definite shape! It takes the shape of the container in which it is placed. However, unlike a liquid, a gas does not have a definite volume. It will spread out evenly to fill the space that it is given and more of it can be squeezed into a given space. For example, soda companies squeeze a lot of air into their bottles. When you open a new soda bottle you can hear and feel the air escaping from the bottle..

Does air take up space? Explain your thinking.

Hook:

Explain Air:

Exit Slip: Why does a beach ball become bigger when we blow it up?

2

Explore Straw Rockets:

Look at the picture of the girl using the straw rocket.

Wednesday Day 3

Hook:

How is air being used?

Today we are going to explore applying a pushing force using moving air.We challenge you to design and build a straw rocket that can launch the farthest possible distance using only the supplies specified and the force provided by your breath launching it from the straw.

Materials - if you are missing a supply just substitute something you have at your house. For example: a straw could be made out of rolled up paper.Straws (any size) Aluminum Foil Paper (any type unlimited)Glue (any type unlimited) Tape (any type unlimited)There is a template on the resource page, which is page 7 of this packet, that gives you a method for making straw rockets.

Think about your straw rocket design. Ask: What things could you adjust on a straw rocket that might make a difference in its flight? Brainstorm all of the things that might be varied (changed).

Plan: How are you going to build your Rocket? What materials are you going to use? Will your rocket have a nose cone? How will you create it? Will your rocket have fins? How long or short will the body be? There is a template on the resource page, which is page 7 of this packet, that gives you a method for making straw rockets.

Build and Test: Put together the straw rocket template following the directions. Test the rocket to see how far it travels. Keep data in the data table below.

Redesign: How well did your rocket work? What changes could you make to improve your rocket so that it will fly further.

What do you notice?

Exit Slip: Describe how you used air to move your rocket?

Did the amount of air used affect the flight of your rocket?

Model Trial 1 Distance Traveled Trial 2 Distance Traveled Trial 3 Distance Traveled

Template

Redesign

3

Thursday Day 4

Hook:

Explore Design an Air Movement Device:Your mission is to use items around your home (paper, plastic bag, balloon, straw, toilet paper roll, etc…) to create an air movement device. With your creation you will move an object of your choice (small sphere, rolled up piece of paper, etc…) from one side of a room to the other. Attempt to move the object multiple times using different amounts of force to achieve different speeds and or distances travelled. If you are able, have someone record you with their phone attempting to move the object to share with your teacher and classmates.

What is motion?

We know air takes up space.... but can air cause motion? Explain your thinking.

If you have time, see if you can get your device to cause some specific types of movment. Use your air movement device to get an object to move: in a zigzag motion, at a fast speed, slowly,

Elaborate Cause Specific Movements:

Exit Slip: Air takes up space. Describe how your air movement device uses this property to cause motion.

4

Explore Paper Helicopters:

Friday Day 5

Hook:What do you notice about this paper helicopter?

What do you wonder?

Today’s challenge is to design and build a paper helicopter that can stay in the air for the longest amount of time.

Paper helicopters are very simple and quick to make, but the dimensions of each part of the helicopter impacts how it will fly through the air. There is a template included on the resource page to get you started, but you should try making different versions of the helicopter until you create one that is able to stay in the air for the longest amount of time.

Think about your helicopter design. Make a Plan: How are you going to build your helicopter?Brainstorm all of the things that you might change to make a paper helicopter stay in the air for a long time. Add at least 3 more wonderings to this listWill a paper helicopter stay in flight longer if: it has longer blades it has shorter blades the type of paper it is made out of is heavy weight like construction paper a paperclip is added to it to help it fall better ___________________________________________________________

___________________________________________________________

___________________________________________________________

Build: Pick your favorite idea to build and test. Dropping it from the same height each time, record how long it stays in the air.

Redesign: Think about how your helicopter flew.

What worked well about your helicopter?

What changes do you think could help your helicopter fly better?

Build a new model with those changes. Test the new model. Compare results and then redesign again to see if you can design a helicopter that stays in the air a really long time.

5

Elaborate Set up an Experiment

Exit Slip: How do you think your design helped keep the helicopter in the air?

If you have time: Conduct an experiment using today’s challenge!

1. Use the template in this packet as the comparison (control) group. Cut it out and make the helicopter. Test it from a given height and time it three times to see how long it stays in the air. Make sure to record your results in the data table below.

2.Make a new helicopter changing one variable (thing) about it compared to the template, for example, longer blades. Test the new helicopter from the same height as the template helicopter. Record your results

3.Compare the results.How did the variable that you changed affect the hang time (time in the air) of the helicopter?

Why did you repeat the helicopter drops three times for each model?

Which helicopter is the control group? Why?

What variable were you using to compare the models?

Based on data, how did your helicopter design work compared to the template?

Model Hang Time Trial 1 Hang Time Trial 2 Hang Time Trial 3

6

Engineering Design Resource Page Day 5 Paper Helicopter: Template for a paper helicopter. Cut on the solid lines and fold on the dotted lines. There is a picture of a paper helicopter on the Day 5 page. When folding, section A should fold forward and section B should fold backward to make blades. Sections C and D will fold toward each other.

Day 3 Straw Rocket: 1. Cut out and shape the rocket body. Cut out the rectangle. This will be the body tube of the rocket. Wrap the rectangle around a pencil length-wise and tape the rectangle so that it forms a tube.2. Cut out and attach the fins. Cut out the two fin units. Align the bottom of the rectangle that extends between the fins with the end of the rocket body, and tape the fin to the body tube. Do the same thing for the other fin on the opposite side, making a “fin sandwich.” 3. Bend the fins. Bend the fins on each fin unit 90 degrees so that they are each at a right angle to each other. When you look along the back of the rocket, the fins should form a “+” mark.4. Make and measure the nose cone. Twist the top of the body tube into a nose cone around the sharpened end of yourpencil. Measure your nose cone from its base to its tip and record the length on the data log and on the rocket itself.5. Prepare to launch! Remove the pencil and replace it with a soda straw. Be sure your launch area is clear of people and hazards. Then, blow into the straw to launch your rocket! Record the distance the rocket travels on your data log.

7

This page is intentionally left blank so that students can cut out the resources on the previous page.

8

Third Grade SS Academic Packet

Student Name _____________________________ School ____________________________

Week 7 May 11-May 15, 2020


Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet Grade 3 Social Studies

Standard SS.3.G.4.4: Identify contributions from various ethnic groups to the United States.

Task Instructions

Preview Text ● Preview vocabulary (Contribution). ● Preview the text, African American Contributions to American Culture.

Read the Text ● Read the text, African American Contributions to American Culture. ● Annotate (mark the text) as you read to make meaning of the text.

Photo Analysis

● Observe the photographs in the text. ● List on your paper, what do you see? (Evidence) ● List on your paper any questions you may still have. (Questions)

Write ● How did African Americans make great contributions to our American way of

life?

**If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connections.

Standard

SS.3.G.4.4: Identify contributions from various ethnic groups to the United States.

Vocabulary Contribution To give for a common purpose.

African American Contributions to American Culture

1

“African Americans have made great contributions to our American way of life.” Source: Studies Weekly Publication

Observe the photographs.

➢ What do you see? ➢ What questions do you still have?

Write: How did African Americans make great contributions to our American way of life?

2

Third Grade English LanguageLearners

Academic Packet

Week 7

May 11 -May 15, 2020

Copyright © Imagine Learning, Inc. Reading Lessons: Leveled BooksCreate A Timeline (simple)

Name:

Copyright © Imagine Learning, Inc.

Create a TimelineWritten by Sharlene PetersenIllustrated by Maryn Roos

A timeline shows events in the order they happened. Timelines are read from left to right or from top to bottom. Let’s make a timeline that we can read from left to right.

We could make a timeline that shows the building of a pyramid or a tower, a bridge or a statue. Imagine a statue that can be seen from many miles away. It would have to be outside, and it would have to be tall.

In 1865, some Frenchmen imagined just that. The French people admired the United States for its freedom, so they wanted to give the U.S. a gift to celebrate its 100th year as an independent country. French leaders asked Frederic August Bartholdi to design a statue for the United States.

Bartholdi decided to visit the United States to find the right place for his statue. In 1871, he sailed to New York City. When he arrived in the harbor, he saw a small island. This was where Bartholdi wanted his statue to stand because it would welcome people coming to America.

Look at our timeline to see how many dates we have so far. Our story is just beginning, so let’s continue making the timeline.

Page 1 of 2Create a Timeline

Create a TimelineLesson 94Paired with The Exploding Mountain

Lexile®: 760L, 396 words


Name:

Copyright © Imagine Learning, Inc. Page 2 of 2

Bartholdi went back to France and started building the statue in 1875. He first made several small statues to help him decide what he wanted the large one to look like. Then the statue was built step-by-step.

The statue was finished in June 1884. It was 151 feet tall! The huge lady towered over the buildings around her. The people of France gave the statue to the American ambassador in Paris on July 4, 1884. What a birthday present for the United States!

But how would they get the gift to America? The beautiful statue had to be taken apart. All 350 pieces were sent to the U.S. on ships and arrived at New York Harbor on June 17,1885.

Then they put the statue back together on the island Bartholdi had chosen. It was finally shown to the American people on October 28, 1886—two decades after the French came up with the idea. The statue stands tall in New York Harbor and welcomes all visitors, immigrants, and returning Americans to the United States.

Our timeline is finished! Let’s see what we have.

This timeline shows the creation of the Statue of Liberty!

Create a Timeline


Name:


Create a TimelineWritten by Sharlene PetersenIllustrated by Maryn Roos

A timeline shows events in the order they happened. Timelines are read from left to right or from top to bottom. Let’s make a timeline that we can read from left to right.

We could make a timeline that shows the building of a pyramid or a tower, a bridge or a statue. Imagine a statue that can be seen from many miles away. It would have to be outside, and it would have to be tall.

In 1865, some Frenchmen imagined just that. The French people admired the United States for its freedom, so they wanted to give the U.S. a gift to celebrate its 100th year as an independent country. French leaders asked Frederic August Bartholdi to design a statue for the United States.

Bartholdi decided to visit the United States to find the right place for his statue. In 1871, he sailed to New York City. When he arrived in the harbor, he saw a small island. This was where Bartholdi wanted his statue to stand because it would welcome people coming to America.

Look at our timeline to see how many dates we have so far. Our story is just beginning, so let’s continue making the timeline.

Page 1 of 2Create a Timeline


Lexile®: 760L, 396 words


Name:

Copyright © Imagine Learning, Inc. Page 2 of 2

Bartholdi went back to France and started building the statue in 1875. He first made several small statues to help him decide what he wanted the large one to look like. Then the statue was built step-by-step.

The statue was finished in June 1884. It was 151 feet tall! The huge lady towered over the buildings around her. The people of France gave the statue to the American ambassador in Paris on July 4, 1884. What a birthday present for the United States!

But how would they get the gift to America? The beautiful statue had to be taken apart. All 350 pieces were sent to the U.S. on ships and arrived at New York Harbor on June 17,1885.

Then they put the statue back together on the island Bartholdi had chosen. It was finally shown to the American people on October 28, 1886—two decades after the French came up with the idea. The statue stands tall in New York Harbor and welcomes all visitors, immigrants, and returning Americans to the United States.

Our timeline is finished! Let’s see what we have.

This timeline shows the creation of the Statue of Liberty!

Create a Timeline

ACCURACY: # of reading errors: __________ (Indep. = 0–8, Instr. = 9–20, Frust. = 21+)SPEED: To calculate: 23760 ÷ __________ (Reading time in seconds) = __________WPM

77 Copyright © Imagine Learning, Inc.Copyright © Imagine Learning, Inc. Reading Lessons: Leveled Books


Discover Story Vocabulary independent, FrenchGlossary Words arrived, island, finished, French

QuestionQuestion Type

Plot

Literal

Intertextual The article about Mount St. Helens and this article both _______________.

a. tell about important peopleb. use timelinesc. show how Americans live on mountains

Where does the Statue of Liberty stand today?

a. in Paris, a large city in Franceb. in the middle of New York Cityc. on an island in New York Harbor

Before Bartholdi made the actual Statue of Liberty, he ___________________.

a. took the statue apartb. made some small statuesc. moved to New York

Name:

Comprehension Questions: Create a Timeline

Co

pyr

igh

t ©

Imag

ine

Lea

rnin

g, I

nc.

Rea

din

g L

esso

ns:

Lev

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Bo

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Gra

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c O

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: Cre

ate

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imel

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Sequence: Create a Timeline * Directions: Fill in the timeline below, and then write a summary of the article.

My summary of the article

1865: The French people decide to create a gift for the U.S.1865: The French people decide to create a gift for the U.S.

1885: The statue arrives in New York Harbor

1865

1871

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1884

1885

1886

third grade ela academic packet€¦ · reread a history of the mysterious bermuda triangle answer...

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