Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three...

12
® ® Dear Parent/Guardian, As our communities navigate today’s uncharted waters, we’ve created this resource to support you and your student(s) for continued learning at home. On the back of this letter you will find a 3-week daily calendar of routines to keep your student(s) engaged and interacting with their student books – Texts for Close Reading. Once the 3-week unit is complete, student(s) should repeat the same routines for the next unit’s Texts for Close Reading book. Wishing you safety and good health. Benchmark Education Estimado Padre/Tutor: Mientras nuestras comunidades navegan hoy en aguas desconocidas, hemos creado este recurso para apoyarlo a usted y a sus estudiantes para continuar aprendiendo en el hogar. En el otro lado de esta página encontrará un calendario con 3 semanas de rutinas diarias para mantener a su estudiante(s) involucrado e interactuando con sus libros de Textos para lectura atenta. Una vez las 3 semanas han sido completadas, los estudiantes pueden repetir las mismas rutinas para la próxima unidad de los Textos para lectura atenta. Deseándoles buena salud y seguridad, Benchmark Education Grades 2–5

Transcript of Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three...

Page 1: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

®

®®

Dear Parent/Guardian, As our communities navigate today’s uncharted waters, we’ve created this resource to support you and your student(s) for continued learning at home. On the back of this letter you will find a 3-week daily calendar of routines to keep your student(s) engaged and interacting with their student books – Texts for Close Reading. Once the 3-week unit is complete, student(s) should repeat the same routines for the next unit’s Texts for Close Reading book.

Wishing you safety and good health.

Benchmark Education

Estimado Padre/Tutor:Mientras nuestras comunidades navegan hoy en aguas desconocidas, hemos creado este recurso para apoyarlo a usted y a sus estudiantes para continuar aprendiendo en el hogar. En el otro lado de esta página encontrará un calendario con 3 semanas de rutinas diarias para mantener a su estudiante(s) involucrado e interactuando con sus libros de Textos para lectura atenta. Una vez las 3 semanas han sido completadas, los estudiantes pueden repetir las mismas rutinas para la próxima unidad de los Textos para lectura atenta.

Deseándoles buena salud y seguridad,

Benchmark Education

Grades 2–5

Page 2: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Follo

w t

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each

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exts

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exts

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our

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ompl

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arat

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aper

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to lo

ok o

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he fr

ont

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atio

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ps.

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Day 2

Day 3

Day 4

Day 5

Week 1

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ssen

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tion

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shee

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wer

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orma

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u ans

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ad 1

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o you

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sent

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t a

list o

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orma

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you f

ind

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elps a

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r the

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entia

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estio

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u will

cont

inue t

o add

to yo

ur lis

t of i

nfor

matio

n afte

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t yo

u rea

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his un

it.Yo

u will

need

this

infor

matio

n whe

n yo

u com

plete

the R

ead,

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ct,

and W

rite T

asks

each

wee

k.

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and

ann

otate

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d 2• A

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nder

line i

mpor

tant

inf

orma

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elates

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sent

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dd to

you

r Ess

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l Que

stion

lis

t inf

orma

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you a

re co

llecti

ng• A

nswe

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ence

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estio

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Rerea

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rt Re

ad 2

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plete

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ild k

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d the

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d add

to y

our

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ntial

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stion

list o

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orma

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you

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ting

Comp

lete B

uild,

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ct an

d Writ

e pag

e 11

• Use

text

evide

nce f

rom

all th

e sec

tions

you

ha

ve re

ad th

is we

ek a

nd a

nswe

r the

“Ref

lect”

ques

tion

on pa

ge 11

.• U

se th

e inf

orma

tion

you g

athe

red

to “W

rite t

o Sou

rces

.”

• Kee

p you

r Ess

entia

l Que

stion

info

rmat

ion so

yo

u can

add

info

rmat

ion n

ext w

eek.

• Che

ck to

see i

f any

wor

ds w

ere us

ed in

the

page

s rea

d on

page

33

If so

,go ba

ck a

nd fi

nd th

e wor

d(s) i

n the

text

yo

u rea

d. Us

e the

text

to he

lp wr

ite a

defin

ition

and s

enten

ce us

ing th

e wor

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the sp

ace

prov

ided o

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3.

Week 2

Read

Ext

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1 (do

not

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anno

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d 1

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otate

while

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read

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e su

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u gat

her i

nfor

matio

n yo

u wi

ll use

in a

nswe

ring t

he

Esse

ntial

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stion

Loca

te im

porta

nt vo

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lary

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lary w

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n thi

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te the

secti

on on

page

33

using

the w

ords u

sed i

n thi

s tex

t• G

o to p

age 2

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beg

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rces

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ind a

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earc

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ns B

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ct

and W

rite,

page

21

• Com

plete

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Kno

wledg

e”

grap

hic or

ganiz

er ta

sk• C

omple

te “R

eflec

t” Ta

sk (b

uilding

kno

wledg

e ar

ound

esse

ntial

ques

tion)

• Com

plete

Writin

g to S

ourc

es

or R

esea

rch a

nd W

riting

task

Week 3

Read

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ende

d Rea

d 2• R

ead E

xten

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2 (do

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matio

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u will

use i

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nt vo

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ct

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rite,

page

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er ta

sk• C

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te “R

eflec

t” Ta

sk (b

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kno

wledg

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ntial

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• Com

plete

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task

© B

ench

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, LLC

. All

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Grad

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–5

Page 3: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Directions: Use evidence from the text to support your answers.

Reading Closely

Short Read 1: The Fox and the Geese

1. Why doesn’t Fox eat the geese while he has the chance?

2. How do the geese solve their problem?

Short Read 2: The Three Spinsters

3. What is the girl’s opinion about spinning? How does her opinion differ from the spinsters’ opinion about spinning?

4. The characters in “The Three Spinsters” and “The Fox and the Geese” trick others to solve their problem. How does the end result of both tricks differ?

Extended Read 1: Doctor Knowall

5. At the beginning of the story, the kind doctor gives Crabb advice about how to become a doctor. What can you infer about the kind doctor, based on his advice to Crabb?

6. Reread “The Three Spinsters.” How is the girl in “The Three Spinsters” different from Dr. Knowall?

7. Dr. Knowall says, “Grete, that is the first.” Why are these specific words important to the story?

Extended Read 2: The Wolf and the Fox

8. Reread paragraph 1. Then look at the illustration below it. How does the illustration help you understand Fox and Wolf’s relationship?

9. Why does Fox want to get rid of Wolf?

10. What does the word “glutton” mean? What context clues help reveal the meaning of the word?

Unit 6: Making Decisions

Grade 3 • Unit 6 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC

Page 4: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Chec

k of

f eac

h ac

tivity

as

you

com

plet

e it.

Name

: _______________________________________________

Unit

6: M

akin

g De

cisi

ons

Daily

Take-H

om

e A

ctiv

ity

Ca

len

da

rMond

ay

Tuesday

Wed

nesd

ay

Thursd

ay

Friday

Week 1

The

Fox

and

the

Gees

epp

. 4–5

The

Fox

and

the

Gees

epp

. 4–5

The

Thre

e Sp

inst

ers

pp. 6

–7Th

e Th

ree

Spin

ster

spp

. 8–9

The

Incr

edib

le G

oose

p. 10

• Inv

ite y

our c

hild

to re

ad a

loud

the

fabl

e.

• The

n re

ad it

aga

in to

geth

er, d

oing

a

dram

atic

read

ing,

ass

umin

g th

e pa

rts o

f th

e fo

x and

the

gees

e.

• Writ

e a

song

that

the

gees

e co

uld

sing

to th

e fo

x whe

n th

ey g

et ti

red

of si

ngin

g “G

a, G

a, G

a.” S

ing

the

song

toge

ther

.

• Rea

d al

oud

the

first

two

page

s of t

he ta

le

toge

ther

, alte

rnat

ing

para

grap

hs.

• Poi

nt to

the

word

spin

in p

arag

raph

1

and

ask

your

child

to e

xpla

in w

hat t

he

word

spin

mea

ns in

this

story

.

• Fin

ish re

adin

g th

e ta

le to

geth

er.

• The

n dr

aw a

n illu

strat

ion

of th

e th

ree

spin

sters

toge

ther

.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• The

n ha

ve a

cont

est t

o se

e wh

o ca

n fin

d th

e m

ost i

rreg

ular

plu

rals.

(e.g

.: ge

ese,

sh

eep,

pol

ice)

Week 2

Doct

or K

now

all

pp. 1

2–13

Doct

or K

now

all

pp. 1

4–16

Doct

or K

now

all

pp. 1

7–19

Doct

or K

now

all

pp. 1

2–19

The

Kid

and

the

Wol

f p.

20

• Rea

d al

oud

the

first

two

page

s of t

he

fabl

e to

geth

er, a

ltern

atin

g pa

ragr

aphs

.

• The

n as

k yo

ur ch

ild to

des

crib

e th

e se

tting

.

• Con

tinue

read

ing

the

fabl

e to

geth

er.

• Do

a dr

amat

ic re

adin

g, a

ssum

ing

he

role

s of t

he se

rvan

t-thi

ef a

nd D

octo

r Kn

owal

l.

• Fin

ish re

adin

g th

e fa

ble

toge

ther

.

• Ask

you

r chi

ld to

exp

lain

how

luck

and

co

incid

ence

pla

y a

role

in D

r. Kn

owal

l’s

succ

ess.

• Thi

nk a

bout

the

fabl

e.

• Ask

you

r chi

ld to

exp

lain

wha

t the

less

on,

or m

oral

, of t

his s

tory

is.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• The

n dr

aw a

pict

ure

toge

ther

to

illustr

ate

the

story

.

Week 3

The

Wol

f and

the

Fox

pp. 2

2–23

The

Wol

f and

the

Fox

pp. 2

4–25

The

Wol

f and

the

Fox

pp. 2

6–29

The

Wol

f and

the

Fox

pp. 2

2–29

Cani

ne C

ousin

s p.

30

• Rea

d al

oud

the

first

two

page

s of t

he

folkt

ale

toge

ther

, alte

rnat

ing

para

grap

hs.

• The

n pr

actic

e gr

owlin

g, g

runt

ing,

and

gr

imac

ing.

• Rea

d al

oud

the

next

two

page

s of t

he

folkt

ale

toge

ther

, alte

rnat

ing

para

grap

hs.

• The

n se

arch

for e

xam

ples

of a

lliter

atio

n (s

noop

ed, s

niffe

d) in

the

story

.

• Fin

ish re

adin

g th

e fo

lktal

e. P

oint

to th

e wo

rd g

lutto

n in

par

agra

ph 21

.

• Ask

you

r chi

ld to

find

clue

s tha

t tel

l wha

t th

e wo

rd g

lutto

n m

eans

.

• The

n ta

ke tu

rns w

ritin

g se

nten

ces u

sing

the

term

.

• Ask

you

r chi

ld to

reco

unt t

he st

ory

even

ts an

d de

scrib

e ho

w Fo

x fee

ls no

w.• I

nvite

you

r chi

ld to

read

alo

ud th

e ta

ll ta

le.

• The

n hu

nt fo

r wor

ds w

ith o

u sp

ellin

g co

mbi

natio

ns.

Page 5: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Directions: Use evidence from the text to support your answers.

Reading Closely

Short Read 1: Exploring My Community

1. Reread paragraph 3. According to the author, what makes St. Augustine a popular tourist destination?

2. How old are some of the buildings in St. Augustine?

Short Read 2: A New Life in Vermont

3. What can you conclude about Mami based on her actions throughout the story?

4. Why does the family eat peculiar things for dinner that night?

Extended Read 1: All Kinds of Communities

5. Reread paragraph 9. What does Mason Streeter mean when he says, “Cotton was king here until 1925”?

6. Why does Keisha Paul think the Mississippi River is so important to St. Louis, Missouri?

7. How is the essay about Los Angeles different from the essays on Farmersville and St. Louis? Look at both the text and images of each essay.

Extended Read 2: Sarah and the Chickens

8. How do Sarah’s and Anna’s feelings about life on the prairie differ?

9. What must Sarah learn to do on the prairie that she did not have to know how to do while living in Maine?

10. Reread paragraph 44. Will Sarah stay on the prairie? Why or why not?

Grade 3 • Unit 7 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC

Unit 7: Communities Then and Now

Page 6: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Chec

k of

f eac

h ac

tivity

as

you

com

plet

e it.

Name

: _______________________________________________

Unit

7: C

omm

uniti

es T

hen

and

Now

Daily

Take-H

om

e A

ctiv

ity

Ca

len

da

rMond

ay

Tuesday

Wed

nesd

ay

Thursd

ay

Friday

Week 1

Expl

orin

g M

y Co

mm

unity

pp.

4–5

Expl

orin

g M

y Co

mm

unity

pp.

4–5

A Ne

w L

ife in

Ver

mon

tpp

. 6–9

A Ne

w L

ife in

Ver

mon

tpp

. 6–9

The

Miss

ion

Dist

rict

p. 10

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• Disc

uss w

hat t

he m

ap, p

hoto

s, an

d ca

ptio

ns te

ll yo

u ab

out S

t. Au

gusti

ne.

• Fin

d yo

ur co

mm

unity

on

a m

ap a

nd

draw

a p

ictur

e th

at sh

ows w

hat m

akes

yo

ur co

mm

unity

uni

que.

• Rea

d al

oud

the

first

the

sele

ction

to

geth

er, a

ltern

atin

g pa

ragr

aphs

.

• Ask

you

r chi

ld to

des

crib

e so

me

of th

e wa

ys li

fe in

a fa

rmho

use

in V

erm

ont m

ay

be d

iffer

ent f

rom

life

in th

e cit

y.

• Dra

w or

cut o

ut im

ages

and

mak

e a

colla

ge o

f sce

nes o

f city

life

and

coun

try

life.

• How

are

they

diff

eren

t? Ho

w ar

e th

ey

the

sam

e?

• Get

scra

p pa

per a

nd p

encil

s. Se

t a ti

mer

fo

r sixt

y se

cond

s.

• See

who

can

find

and

list t

he m

ost

word

s with

-er a

nd -o

r end

ings

.

Week 2

All K

inds

of

Com

mun

ities

pp.

12–1

3Al

l Kin

ds o

f Co

mm

uniti

es p

p. 14

–15

All K

inds

of

Com

mun

ities

pp.

16–1

7Al

l Kin

ds o

f Co

mm

uniti

es p

p. 18

–19

The

Levi

Cof

fin H

ouse

p.

20

• Rea

d al

oud

the

first

two

page

s of

the

sele

ction

toge

ther

, alte

rnat

ing

para

grap

hs.

• Ask

you

r chi

ld to

des

crib

e hi

s or h

er o

wn

com

mun

ity.

• Rea

d al

oud

the

next

two

page

s of

the

sele

ction

toge

ther

, alte

rnat

ing

para

grap

hs.

• Ask

you

r chi

ld to

des

ign

a fla

g to

re

pres

ent F

arm

ersv

ille, T

exas

.

• Rea

d al

oud

the

next

two

page

s of t

he

sele

ction

toge

ther

.

• Thi

nk o

f a li

st of

oth

er n

ickna

mes

for S

t. Lo

uis,

Miss

ouri,

in a

dditi

on to

St.

Loui

e.

• Fin

ish re

adin

g al

oud

the

sele

ction

to

geth

er.

• Ask

you

r chi

ld to

exp

lain

how

the

map

s, ph

otos

, and

gra

phs s

uppo

rt th

e in

form

atio

n in

the

text.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• The

n di

scus

s how

the

Unde

rgro

und

Railr

oad

was i

ts ow

n co

mm

unity

.

Week 3

Sara

h an

d th

e Ch

icken

s pp

. 22–

25Sa

rah

and

the

Chick

ens

pp. 2

6–29

Sara

h an

d th

e Ch

icken

s pp

. 22–

29Sa

rah

and

the

Chick

ens

pp. 2

8–29

Win

d an

d W

ildflo

wer

sp.

30

• Rea

d al

oud

the

first

four

pag

es o

f th

e se

lecti

on to

geth

er, a

ltern

atin

g pa

ragr

aphs

.

• Poi

nt to

the

word

whi

cker

ing

in

para

grap

h 4.

• Wor

k to

geth

er to

find

the

word

in th

e di

ction

ary

and

unde

rsta

nd w

hat t

he w

ord

whi

cker

ing

mea

ns.

• Inv

ite y

our c

hild

to re

ad a

loud

the

next

four

pag

es o

f the

sele

ction

toge

ther

.

• The

n do

a d

ram

atic

read

ing

of th

e se

lecti

on, a

ssum

ing

the

role

s of S

arah

an

d M

aggi

e.

• Rev

iew

the

text.

• Ask

you

r chi

ld to

exp

lain

wha

t the

co

mm

unity

on

the

prai

rie is

like

.

• Disc

uss a

scen

e th

at w

as p

artic

ular

ly m

emor

able

from

the

sele

ction

.

• Hav

e yo

ur ch

ild d

o a

draw

ing

to il

lustr

ate

the

scen

e.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• Wor

k to

geth

er to

find

clue

s and

de

term

ine

the

mea

ning

of t

he w

ord

sod.

• The

n lo

ok o

nlin

e to

find

out

wha

t a

sod

hous

e lo

oks l

ike.

Page 7: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Directions: Use evidence from the text to support your answers.

Reading Closely

Short Read 1: Fairweather Clouds

1. Reread the third stanza of the poem. What does the author describe?

2. How do the two photographs on page 5 work together to illustrate the descriptions in the third and fourth stanzas of the poem?

Short Read 2: Earth’s Weather and Climate

3. Reread paragraph 4. What would happen if temperature and precipitation levels changed in a climate zone?

4. Look at the map on page 8. What two cities have the same climate? Why do they have the same climate?

Extended Read 1: Water Sky

5. In paragraph 9, Lincoln says, “I have walked into those pictures.” What does Lincoln mean by these words?

6. Why does Kusiq think that Lincoln needs “Eskimo clothes”? Based on the illustration on page 18, how are Kusiq’s clothes different from Lincoln’s?

7. Lincoln is suddenly unsure about his visit to Barrow. What changes his feelings about the climate of Barrow?

Extended Read 2: The Tropical Rain Belt

8. How do the equator and the Intertropical Convergence Zone (ITCZ) affect tropical regions?

9. Look at the graph on page 27. What can you conclude about the average rainfall for Lagos and Kano from March to October? What is significant about the average monthly rainfall in the month of August?

10. Look at the photographs on pages 28–29. Based on these photos, how does Nigeria’s tropical climate affect people’s daily lives?

Grade 3 • Unit 8 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC

Unit 8: Weather and Climate

Page 8: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Chec

k of

f eac

h ac

tivity

as

you

com

plet

e it.

Name

: _______________________________________________

Unit

8: W

eath

er a

nd C

limat

e

Daily

Take-H

om

e A

ctiv

ity

Ca

len

da

rMond

ay

Tuesday

Wed

nesd

ay

Thursd

ay

Friday

Week 1

Fairw

eath

er C

loud

spp

. 4–5

Eart

h’s W

eath

er a

nd

Clim

ate

pp. 6

–7Ea

rth’

s Wea

ther

and

Cl

imat

e pp

. 8–9

Eart

h’s W

eath

er a

nd

Clim

ate

pp. 6

–9Bl

izza

rd A

lert

! p.

10

• Inv

ite y

our c

hild

to re

ad a

loud

the

poem

. Di

scus

s wha

t the

sky

and

weat

her w

as

like

toda

y wh

ere

you

live.

• Ask

you

r chi

ld to

writ

e a

poem

abo

ut th

e da

y’s w

eath

er.

• Rea

d al

oud

the

first

two

page

s of

the

sele

ction

toge

ther

, alte

rnat

ing

para

grap

hs.

• Ask

you

r chi

ld to

exp

lain

the

diffe

renc

e be

twee

n we

athe

r and

clim

ate.

• Inv

ite y

our c

hild

to co

mpl

ete

the

sele

ction

.

• Ask

you

r chi

ld to

exp

lain

how

the

map

s, ch

arts,

and

labe

led

phot

ogra

phs h

elp

the

read

er u

nder

stand

the

text.

• Exa

min

e th

e ch

art o

n pa

ge 7.

• The

n us

e a

news

pape

r or g

o on

line

to

find

a te

mpe

ratu

re a

nd p

recip

itatio

n ch

art f

or y

our c

omm

unity

.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• The

n ha

ve a

cont

est t

o se

e wh

o ca

n th

ink

of m

ore

word

s with

a so

ft c.

(e.g

.: fa

ce, r

ice)

Week 2

Wat

er S

ky

pp. 1

2–14

Wat

er S

ky

pp. 1

5–16

Wat

er S

ky

pp. 1

7–19

Wat

er S

ky

pp. 1

2–19

How

Indi

an S

umm

er

Bega

n p.

20

• Inv

ite y

our c

hild

to re

ad a

loud

the

first

thre

e pa

ges o

f the

sele

ction

. Poi

nt to

the

word

per

petu

ally

in p

arag

raph

10.

• Loo

k up

the

term

in u

sing

a pr

int o

r on

line

dicti

onar

y an

d th

en ta

ke tu

rns

mak

ing

up se

nten

ces u

sing

the

term

.

• Rea

d al

oud

the

next

two

page

s of

the

sele

ction

toge

ther

, alte

rnat

ing

para

grap

hs.

• Ask

you

r chi

ld to

exp

lain

why

Lin

coln

is

nerv

ous a

nd tr

ies t

o qu

ell t

he p

anic

risin

g in

him

.

• Inv

ite y

our c

hild

to co

mpl

ete

the

sele

ction

.

• The

n to

geth

er, p

erfo

rm a

dra

mat

ic re

adin

g, a

ssum

ing

the

role

s of L

inco

ln

and

Kusiq

.

• Ask

you

r chi

ld to

exp

lain

how

the

foot

note

s hel

p th

e re

ader

to b

ette

r un

ders

tand

the

story

.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• Get

scra

p pa

per a

nd p

encil

s. Se

t a ti

mer

fo

r sixt

y se

cond

s.

• See

who

can

find

and

list t

he m

ost

word

s with

soft

g so

unds

. (e.

g.: g

entle

, pa

ge)

Week 3

The

Trop

ical R

ain

Belt

pp. 2

2–23

The

Trop

ical R

ain

Belt

pp. 2

4–25

The

Trop

ical R

ain

Belt

pp. 2

6–29

The

Trop

ical R

ain

Belt

pp. 2

2–29

Pred

ictin

g Hu

rrica

nes

p. 3

0

• Rea

d al

oud

the

first

two

page

s of

the

sele

ction

toge

ther

, alte

rnat

ing

para

grap

hs.

• Ask

you

r chi

ld to

find

det

ails

in th

e te

xt th

at su

ppor

t the

idea

that

the

tropi

cs

have

a w

arm

and

wet

clim

ate.

• Rea

d al

oud

the

next

two

page

s of t

he

sele

ction

toge

ther

.

• Ask

you

r chi

ld to

exp

lain

wha

t cau

ses

the

tropi

cal r

ain

belt,

also

kno

wn a

s the

IT

CZ.

• Fin

ish re

adin

g al

oud

the

sele

ction

to

geth

er.

• Ask

you

r chi

ld to

exp

lain

the

effe

cts o

f th

e IT

CZ.

• Loo

k at

the

grap

h on

pag

e 27

.

• Whi

ch ci

ty in

Nig

eria

get

s mor

e an

nual

ra

infa

ll, La

gos o

r Kan

o?

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• The

n go

to y

our l

ocal

libr

ary

or o

nlin

e

to vi

sit N

OAA.

org

and

lear

n m

ore

abou

t hu

rrica

nes.

Page 9: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Directions: Use evidence from the text to support your answers.

Reading Closely

Short Read 1: Making Choices

1. What does the grasshopper choose to do instead of gathering food? How do the ants feel about the grasshopper’s actions?

2. Reread the moral at the bottom of page 5. What does “necessity” mean? What context clues help reveal the meaning of the word?

Short Read 2: Let It Grow

3. There can be many stands or booths at a farmers’ market. What must a farmer do to become successful?

4. In the last paragraph, Michael Pollan says, “You support a lot of values when you shop at the farmers’ market.” What values are mentioned in this text?

Extended Read 1: Lazy Harry

5. On page 13, the narrator says, “Harry sighed. He had to solve his problem.” What problem does Harry have? What solution does he think of?

6. Why do you think the Brothers Grimm chose bees for this fable?

7. Lazy Harry says, “He who rises early…wastes his substance.” How does this belief contrast with Ben Franklin’s proverb, “Early to bed, early to rise, makes a man healthy, wealthy, and wise”?

Extended Read 2: From Fruit to Jam

8. Why must orange farmers carefully plan ahead for their crop of oranges?

9. What are the key differences between the open-pan and vacuum-pan methods?

10. What does the word “organic” mean? What context clues help reveal the meaning of the word?

Grade 3 • Unit 9 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC

Unit 9: Spending Time and Money

Page 10: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Chec

k of

f eac

h ac

tivity

as

you

com

plet

e it.

Name

: _______________________________________________

Unit

9: S

pend

ing

Tim

e an

d M

oney

Daily

Take-H

om

e A

ctiv

ity

Ca

len

da

rMond

ay

Tuesday

Wed

nesd

ay

Thursd

ay

Friday

Week 1

Ben

Fran

klin

’s “T

wo

Cent

s” p

. 4Le

t It G

row

pp

. 6–7

Let I

t Gro

w

pp. 8

–9Le

t It G

row

pp

. 6–9

The

Milk

mai

d p.

10

• Inv

ite y

our c

hild

to re

ad a

loud

the

advic

e.

• The

n ch

oose

one

sayin

g to

illu

strat

e to

geth

er.

• Rea

d al

oud

the

first

two

page

s of

the

sele

ction

toge

ther

, alte

rnat

ing

para

grap

hs.

• Poi

nt to

the

word

pro

duce

in p

arag

raph

2

and

ask

your

child

to fi

nd cl

ues t

hat

tell

what

the

term

pro

duce

mea

ns in

th

is te

xt.

• Inv

ite y

our c

hild

to co

mpl

ete

the

sele

ction

.

• Mak

e a

list o

f all

of th

e be

nefit

s of a

fa

rmer

s’ m

arke

t.

• Go

onlin

e an

d fin

d ou

t abo

ut a

farm

ers’

mar

ket n

ear y

our c

omm

unity

and

pla

n a

visit

ther

e.

• Inv

ite y

our c

hild

to re

ad a

loud

the

fabl

e.

• Th

en h

unt f

or w

ords

with

the

endi

ng

-ful.

• The

n m

ake

a lis

t of a

s man

y wo

rds a

s yo

u ca

n th

ink

of th

at e

nd in

-ful

.

Week 2

Lazy

Har

ry

pp. 1

2–15

Lazy

Har

ry

pp. 1

2–15

Lazy

Har

ry

pp. 1

6–19

Lazy

Har

ry

pp. 1

2–19

Two

Fool

ish B

roth

ers

p. 2

0

• Rea

d al

oud

the

begi

nnin

g of

the

sele

ction

to

geth

er, a

ltern

atin

g pa

ragr

aphs

.

• Ask

you

r chi

ld to

exp

lain

Har

ry’s

dile

mm

a, o

r pro

blem

.

• Ask

you

r chi

ld to

exp

lain

the

mea

ning

of

“Bird

s of a

feat

her fl

ock

toge

ther

” in

para

grap

h 6.

• Wha

t doe

s thi

s tel

l you

abo

ut H

arry

’s fu

ture

wife

?

• Com

plet

e re

adin

g th

e se

lecti

on to

geth

er.

• The

n ex

plai

n ho

w Ha

rry

and

Trin

a de

cided

to u

se th

eir r

esou

rces

.

• Ask

you

r chi

ld to

exp

lain

the

mor

al, o

r th

e le

sson

, of t

his f

able

.• I

nvite

you

r chi

ld to

read

alo

ud th

e se

lecti

on.

• Get

scra

p pa

per a

nd p

encil

s.

• Set

a ti

mer

for s

ixty

seco

nds a

nd se

e wh

o ca

n fin

d an

d lis

t the

mos

t wor

ds

that

beg

in w

ith th

e pr

efix u

n-.

Week 3

From

Fru

it to

Jam

pp. 2

2–23

From

Fru

it to

Jam

pp. 2

4–25

From

Fru

it to

Jam

pp. 2

6–29

From

Fru

it to

Jam

pp. 2

2–29

Whe

re D

o Yo

u Ge

t You

r Pr

oduc

e? p

. 30

• Rea

d al

oud

the

first

two

page

s of

the

sele

ction

toge

ther

, alte

rnat

ing

para

grap

hs.

• The

n go

onl

ine

and

find

out w

hich

re

gion

s gro

w th

e m

ost o

rang

es in

the

Unite

s Sta

tes.

• Rea

d al

oud

the

next

two

page

s of t

he

sele

ction

toge

ther

.

• The

n lo

ok u

p re

cipes

for m

akin

g ho

mem

ade

mar

mal

ade

and

plan

a ti

me

to m

ake

it.

• Fin

ish re

adin

g al

oud

the

sele

ction

to

geth

er.

• Ask

you

r chi

ld to

des

ign

a la

bel f

or th

eir

favo

rite

type

of j

am o

r mar

mal

ade.

• Loo

k at

the

diag

ram

on

page

29.

• The

n illu

strat

e th

e ste

ps in

the

proc

ess o

f ho

w or

ange

s are

mad

e in

to m

arm

alad

e.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• The

n m

ake

a lis

t of y

our f

avor

ite fr

uits

and

vege

tabl

es.

Page 11: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Directions: Use evidence from the text to support your answers.

Reading Closely

Short Read 1: Poems of Movement: “The Swing” and “The Wind”

1. Reread “The Swing.” What does the poet find enjoyable about riding a swing?

2. Reread lines 7–8 of “The Wind.” What does the poet mean by these words?

Short Read 2: What Makes Things Move?

3. A ball is rolling on a sidewalk. Then it rolls onto the grass. Will the ball roll as fast on the grass as it did on the sidewalk? Why or why not?

4. What forces act upon a moving swing?

Extended Read 1: The Great Tug-of-War

5. Why is Mmutla unaffected when Tlou blows a trunkful of air toward him? What is affected instead?

6. Why does the tug-of-war last so long? Why does the rope not give with Tlou and Kubu each pulling on it?

7. Mmutla is not physically strong, but what kind of strength does he have?

Extended Read 2: Investigate Magnetism

8. Reread paragraph 10. What does the word “repel” mean? What context clues help reveal the meaning of the word?

9. You have one balloon charged with static electricity and one balloon that is not charged. What would happen if you put them next to each other?

10. What three technological inventions mentioned in this text are powered by magnetism?

Unit 10: Forces and Interactions

Grade 3 • Unit 10 • Text Evidence Questions for Texts for Close Reading © Benchmark Education Company, LLC

Page 12: Benchmark Education · The Fox and the Geese pp. 4–5 The Fox and the Geese pp. 4–5 The Three Spinsters pp. 6–7 The Three Spinsters pp. 8–9 The Incredible Goose p. 10 • Invite

Name

: _______________________________________________

Chec

k of

f eac

h ac

tivity

as

you

com

plet

e it.

Unit

10: F

orce

s an

d In

tera

ctio

ns

Daily

Take-H

om

e A

ctiv

ity

Ca

len

da

rMond

ay

Tuesday

Wed

nesd

ay

Thursd

ay

Friday

Week 1

The

Swin

g p.

4W

hat M

akes

Thi

ngs

Mov

e? p

p. 6

–7W

hat M

akes

Thi

ngs

Mov

e? p

p. 8

–9W

hat M

akes

Thi

ngs

Mov

e? p

p. 6

–9Th

e To

rtoi

se a

nd th

e Ha

re p

. 10

• Inv

ite y

our c

hild

to re

ad a

loud

the

poem

.

• Disc

uss w

hat o

ther

thin

gs sw

ing

in a

ba

ck-a

nd-fo

rth o

r up-

and-

down

mot

ion.

• Rea

d al

oud

the

first

two

page

s of

the

sele

ction

toge

ther

, alte

rnat

ing

para

grap

hs.

• Pra

ctice

thro

wing

or k

ickin

g a

ball.

• Inv

ite y

our c

hild

to co

mpl

ete

the

sele

ction

.

• The

n wo

rk to

geth

er to

bui

ld th

e pe

ndul

um.

• Com

plet

e th

e ex

perim

ent b

y te

sting

the

pend

ulum

, rec

ordi

ng y

our p

redi

ction

s an

d th

e re

sults

of i

ts m

ovem

ent.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• The

n ha

ve a

cont

est t

o se

e wh

o ca

n th

ink

of m

ore

com

poun

d wo

rds.

(e.g

.: fir

efigh

ter,

door

knob

)

Week 2

The

Grea

t Tug

-of-W

ar

pp. 1

2–14

The

Grea

t Tug

-of-W

ar

pp. 1

5–16

The

Grea

t Tug

-of-W

ar

pp. 1

7–19

The

Grea

t Tug

-of-W

ar

pp. 1

2–19

The

Mer

chan

t’s D

onke

y p.

20

• Rea

d al

oud

the

first

thre

e pa

ges o

f th

e se

lecti

on to

geth

er, a

ltern

atin

g pa

ragr

aphs

.

• The

n do

a d

ram

atic

read

ing,

ass

umin

g th

e ro

les o

f Mm

utla

and

Tlo

u.

• Rea

d al

oud

the

next

two

page

s tog

ethe

r, al

tern

atin

g pa

ragr

aphs

.

• The

n do

a d

ram

atic

read

ing,

ass

umin

g th

e ro

les o

f Mm

utla

and

Kub

u.

• Inv

ite y

our c

hild

to co

mpl

ete

the

sele

ction

.

• Do

a dr

amat

ic re

adin

g, a

ssum

ing

the

role

s of M

mut

la, T

lou,

and

Kub

u.

• Pra

ctice

whi

stlin

g lik

e M

mut

la.

• Disc

uss y

our c

hild

’s fa

vorit

e pa

rt of

the

story

and

then

ask

you

r chi

ld to

dra

w an

illu

strat

ion

for t

hat s

cene

.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• Get

scra

p pa

per a

nd p

encil

s. Se

t a ti

mer

fo

r sixt

y se

cond

s.

• See

who

can

find

and

list t

he m

ost

word

s end

ing

with

-nes

s.

Week 3

Inve

stig

ate

Mag

netis

m

pp. 2

2–24

Inve

stig

ate

Mag

netis

m

pp. 2

5–26

Inve

stig

ate

Mag

netis

m

pp. 2

7–29

Inve

stig

ate

Mag

netis

m

pp. 2

2–29

Why

Did

n’t I

Thi

nk o

f Th

at? p

. 30

• Rea

d al

oud

the

first

thre

e pa

ges o

f th

e se

lecti

on to

geth

er, a

ltern

atin

g pa

ragr

aphs

.

• The

n fo

llow

the

steps

on

page

24

to

mag

netiz

e a

steel

nee

dle.

• Rea

d al

oud

the

next

two

page

s of t

he

sele

ction

toge

ther

.

• Ask

you

r chi

ld to

exp

lain

whe

n an

d ho

w m

agne

tic ro

cks w

ere

first

disc

over

ed.

• Fin

ish re

adin

g th

e se

lecti

on to

geth

er.

• Wor

k to

geth

er to

com

plet

e th

e ex

perim

ent o

n pa

ge 2

7.

• Rea

d th

e ex

perim

ent o

n sta

tic e

lectr

icity

on

pag

e 29

.

• The

n us

e a

ballo

on to

com

plet

e th

e ex

perim

ent.

• Inv

ite y

our c

hild

to re

ad a

loud

the

sele

ction

.

• The

n de

sign

your

own

inve

ntio

n.