A Grade 3 A Citizen’s Role in our Government · 2016. 6. 14. · 1 CONTENTS A readyGEN b c Welcome to ReadyGEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ReadyGENTM

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Grade

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A Citizen’s Role in our GovernmentHow do individual citizens make a difference in our communities?

K–5 SamplerPearsonSchool.com/ClarkCountyReadyGEN

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CONTENTSreadyGEN

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Welcome to ReadyGEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

What Are the Unit Topics in ReadyGEN? . . . . . . . . . . . . . . . . . . . .4

What Does a ReadyGEN Unit Look Like? . . . . . . . . . . . . . . . . . . .6

What Does Writing Instruction Look Like in ReadyGEN? . . . . .10

What Does Assessment Look Like in ReadyGEN? . . . . . . . . . .14

What Does ReadyGEN Look Like? . . . . . . . . . . . . . . . . . . . . . . .16

ReadyGEN Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

What Does a ReadyGEN Text Set Look Like? . . . . . . . . . . . . . . .30

How Does ReadyGEN Support Text Complexity? . . . . . . . . . . .34

ReadyGEN Unit Standards Map . . . . . . . . . . . . . . . . . . . . . . . . . .36

Sample Teacher Edition Lesson . . . . . . . . . . . . . . . . . . . . . . . . . .38

Sample Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

What Does the Sleuth Close Reading Workshop Look Like? . . . . . . . . . . . . . . . . . . . . . . . . . .86

What Does Instruction in the Scaffolded Strategies Handbook Look Like? . . . . . . . . . . . . . . .88

How Are Foundational Skills Taught in ReadyGEN? . . . . . . . . .92

Sample Phonics Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . .94

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Welcome to ReadyGENreadyGEN

®

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ReadyGEN is a Comprehensive Core Curriculum of deliberately organized text sets and routines-based instruction for grades K-5. ReadyGEN is designed to meet the Common Core instructional shifts and fulfill the expectations of the Publisher’s Criteria. ReadyGEN will equip teachers with the tools and practices necessary to meet the new expectations of the Common Core State Standards. ReadyGEN is currently in development.

Unit ModulesReadyGEN is organized around unit modules—six units per grade in grades K-2 and four units per grade at grades 3-5 . The units of study focus on Science and Social Studies standards-based topics and use text sets to systematically build knowledge about these topics for sustained periods of time .

Text SetsReadyGEN text sets are arranged around an anchor text and a variety of shorter supporting texts . Each piece of text was thoughtfully included to provide key insights into the core understandings of the topic, engage student interest, and meet the Common Core text complexity requirements . The text sets are the center of instruction and include texts of multiple genres that are worthy of close reading and rereading .

Complex TextsReadyGEN texts are aligned to the complexity requirements outlined in the CCSS ensuring that all students interact with appropriate grade-level complex text . Teachers have access to a variety of scaffolding strategies so that all students—English Language Learners, students with disabilities, accelerated students, and students performing below grade level—can access text .

Close Reading WorkshopReadyGEN’s close reading workshop uses short, challenging pieces of text for students to read multiple times as they participate in the analysis of texts through focused, text-based questioning . This analysis provides opportunities to “de-construct the text” in order to more closely

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examine individual words, sentence structure, and the development of ideas . This immersion in a close examination of text maximizes opportunities for deep understanding of the vocabulary within the unit topic .

Instruction OverviewReadyGEN lessons are designed on the principles of the gradual release of responsibility framework with the goal of building independent readers and writers . ReadyGEN’s model of responsive teaching provides teachers with ongoing, formative information and immediate opportunities to respond in small groups for multiple levels of student proficiencies .

Unit-level performance activities involving writing and speaking and listening require students to draw from the unit text sets to demonstrate their knowledge of core understandings .

WritingAt the heart of ReadyGEN is reciprocity between reading and writing to promote student thinking and understanding through citation of text-based evidence . Students are taught to carefully analyze and synthesize sources, write to the sources, and defend claims through textual evidence .

Equally important is writing instruction specific to routine writing—both extended passages and shorter pieces—utilizing a variety of tasks and products . The craft of writing is developed through instruction and practice with the conventions and mechanics of writing .

Foundational SkillsThe ReadyGEN scope and sequence in foundational skills has been widely validated in independent efficacy studies . Created by literacy experts in the areas of phonemic awareness, phonics, word work, and spelling, the instruction includes modeled delivery and supports for appropriate mediations .

Phonics and word study instruction is explicit and systematic . As we teach letter-sound relationships in isolation in sequential order, we also teach children to blend sounds to decode words . With each lesson, decodable text and writing opportunities give children practice in applying phonics skills and show them the usefulness of what they are learning .

Lessons shown are in draft stage .

PLEASE NOTE

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What are the Unit Topics in ReadyGEN?

ReadyGEN units focus on Science and Social Studies standards-based topics . Units are consistent across grades to allow for deep exploration of each topic and a true foundation of content area knowledge .

Grades K-2: 6 Units, Grades 3-5: 4 Units

GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5

UN

IT 1

Animals

How do animals get what they need to live?

Characteristics of Animals

How do animals grow and change?

Animal Habitats

How do animals depend on their surroundings?

Organisms, Past and Present

How do organisms survive and change over time?

Animal Structure and Sense

What is the function of different animal parts?

Earth’s Systems

How do Earth’s systems affect living things?

UN

IT 2

Then and Now

How have things we see in our daily lives changed over time?

America

What makes the United States unique?

America’s Past and Present

How has our nation changed over time?

Communities Here and There

How are communities alike and different?

Geography of US

What elements of a region in the United States make it unique?

Explorers

Why do people explore?

UN

IT 3

Local Weather

How do we describe the weather where we live?

Our Sky

What can we learn from looking at the sky?

Our Earth

How does the surface of the Earth differ from place to place?

Weather and Climate

What patterns can be found in weather and why are they important?

Changes to Earth’s Surface

How do the surfaces of the Earth change?

Space

What is the Earth’s relationship to the other objects in our solar system and how do we learn about them?

UN

IT 4

Celebrating Likes and Differences

Why is it fun to be similar to other people and also different from others?

Work in Our Community

In what ways do people work together to get what they need and want?

Our Community, Our Country

What makes a community and a nation work and improve?

Citizen’s Role in Our Government

How do individual citizens make a difference in communities and our nation?

America’s Economy

How does our nation’s economy work?

Moving Toward Freedom

What does freedom mean and has the meaning changed over time?

UN

IT 5

Plants

How do plants get what they need to live?

Characteristics of Plants

How do plants grow and change?

Plant Habitats

How do plants depend on their surroundings?

UN

IT 6

Where We Live

How do we describe where we live?

Looking at Our World

How are Earth’s places and people alike and different?

Working

How do people earn and use money to get what they need and want?

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GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5

UN

IT 1

Animals

How do animals get what they need to live?

Characteristics of Animals

How do animals grow and change?

Animal Habitats

How do animals depend on their surroundings?

Organisms, Past and Present

How do organisms survive and change over time?

Animal Structure and Sense

What is the function of different animal parts?

Earth’s Systems

How do Earth’s systems affect living things?

UN

IT 2

Then and Now

How have things we see in our daily lives changed over time?

America

What makes the United States unique?

America’s Past and Present

How has our nation changed over time?

Communities Here and There

How are communities alike and different?

Geography of US

What elements of a region in the United States make it unique?

Explorers

Why do people explore?

UN

IT 3

Local Weather

How do we describe the weather where we live?

Our Sky

What can we learn from looking at the sky?

Our Earth

How does the surface of the Earth differ from place to place?

Weather and Climate

What patterns can be found in weather and why are they important?

Changes to Earth’s Surface

How do the surfaces of the Earth change?

Space

What is the Earth’s relationship to the other objects in our solar system and how do we learn about them?

UN

IT 4

Celebrating Likes and Differences

Why is it fun to be similar to other people and also different from others?

Work in Our Community

In what ways do people work together to get what they need and want?

Our Community, Our Country

What makes a community and a nation work and improve?

Citizen’s Role in Our Government


America’s Economy

How does our nation’s economy work?

Moving Toward Freedom

What does freedom mean and has the meaning changed over time?

UN

IT 5

Plants

How do plants get what they need to live?

Characteristics of Plants

How do plants grow and change?

Plant Habitats

How do plants depend on their surroundings?

UN

IT 6

Where We Live

How do we describe where we live?

Looking at Our World

How are Earth’s places and people alike and different?

Working

How do people earn and use money to get what they need and want?


PLEASE NOTE

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What Does a ReadyGEN Unit Look Like?

1 2 3WEEK WEEK WEEK

Narrative

Knowledge of Language; Conventions

Grades K–2

Make Progress on End-of-Unit Research Project

Anchor A

Close Reading Workshop: Sleuth

Supporting Text


Writing Workshop

Word Work

Introduce End-of-Unit Research Project

Writing to Sources

Module A - Performance Based Assessment

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4 5 6WEEK WEEK WEEK


Poetry

End-of-Unit Research Project Execution Weeks

Module B - Performance Based Assessment & Next Generation Assessment


Anchor A

Supporting Text Supporting Text


Writing Workshop

Word Work

Anchor B

Writing to Sources

Module A - Performance Based Assessment


PLEASE NOTE

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What Does a ReadyGEN Unit Look Like?


1 2 3 4 5Anchor A


Supporting Text


Writing Workshop

Word Work

Introduce End-of-Unit Research Project

WEEK WEEK WEEK WEEK WEEK

Anchor B

Writing to Sources

Grades 3–5

Module A Performance Based

Assessment

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6 7 8 9


Next Generation Assessment

End-of-Unit Research Project Execution Weeks

WEEK WEEK WEEK WEEK


Supporting Text

Writing Workshop

Word Work

Anchor B

Writing to Sources

A&B Review

Poetry

Module B Performance Based

Assessment


PLEASE NOTE

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1 2 3UNIT UNIT UNIT


ReadyGEN students write everyday in whole group and small group . Students have the opportunity to write in response to multiple sources, make connections among ideas within and across texts, and write in the three modes .

Equally important, the art and craft of writing is developed through focus on conventions, mechanics, and the Writing Process .

Narrative

What Does Writing Instruction Look Like in ReadyGEN?

Close Writing in Response to Reading; Research; Writing Process


Write to Comprehend Reading—graphic organizers, summaries, notes etc.

Argument ArgumentInformative/ExplanatoryANALYSES

ROUTINE WRITING

Grades K–2

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4 5 6UNIT UNIT UNIT

The Reader’s and Writer’s Journal focuses on reading and writing priorities . It provides students practice and an opportunity to write about what they read .

ArgumentInformative/Explanatory Informative/Explanatory

Please Note: Modes of analytical

writing to be assigned to

units based on anchor text.


PLEASE NOTE

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What Does Writing Instruction Look Like in ReadyGEN?


ReadyGEN students write everyday in whole group and small group . Students have the opportunity to write in response to multiple sources, make connections among ideas within and across texts, and write in the three modes .

Equally important, the art and craft of writing is developed through focus on conventions, mechanics, and the Writing Process .

Narrative

Close Writing in Response to Reading; Research; Writing Process


Write to Comprehend Reading—graphic organizers, summaries, notes etc.

Argument Informative/Explanatory

1 2UNIT UNIT

ANALYSES

ROUTINE WRITING

Grades 3–5

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The Reader’s and Writer’s Journal focuses on reading and writing priorities . It provides students practice and an opportunity to write about what they read .

Argument Informative/Explanatory

3 4UNIT UNIT

Please Note: Modes of analytical

writing to be assigned to

units based on anchor text.


PLEASE NOTE

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What Does Assessment Look Like in ReadyGEN?

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1

UNIT

UNIT

2

2

UNIT

UNIT

Baseline Assessment

Baseline Assessment

Behaviors of Understanding Ongoing Progress Monitoring

Behaviors of Understanding Ongoing Progress Monitoring

Unit-Level Performance Activities• Speaking and Listening • Writing

Unit-Level Performance Activities• Speaking and Listening • Writing

End-of-Unit and End-of-Year Next Generation Assessment

End-of-Unit and End-of-Year Next Generation Assessment

Grades K–2

Grades 3–5

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3

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UNIT

UNIT

4

4

5 6UNIT

UNIT

UNIT UNIT

ReadyGEN Assessment • Beginning-of-year screening tests help

determine what scaffolds are needed .

• Newly developed performance indicators utilizing the Behaviors of Understanding are the basis of daily, actionable, formative assessments .

• Next Generation Assessment and end-of-year interim and summative assessments assess close reading comprehension, writing to texts, vocabulary, and foundational skills .

• Unit-level performance tasks involving both writing and speaking and listening require students to draw from unit text sets to demonstrate their knowledge of core understandings .


PLEASE NOTE

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ReadyGEN ComponentsSTUDENT COMPONENTS

What Does ReadyGEN Look Like?

ReadyGEN is comprised of text sets that represent a variety of reading purposes: full-length anchor text, compelling read-alouds, and short connected texts that illuminate different aspects of the anchor text. The individual titles complement and relate to one another and provide students with multiple opportunities to interact with complex topic-based texts.

Anchor Texts Authentic, full-length texts within the Lexile grade-level band .

Reader’s and Writer’s Journal A write-in journal allows students to demonstrate what they learned and provides opportunities to write about what they read .

Sleuth Short texts provide the perfect environment for teaching and practicing the steps of close reading .

ReadyGEN resources include topically-related leveled texts.

Supporting Texts Authentic, full-length text within the Lexile grade-level band . These shorter texts support the anchor text .

Supporting Text Collection Each collection unit contains supporting texts in a variety of genres—poems, biographies, source documents—to further illuminate the anchor text .

OPTIONAL

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Scaffolded Strategies Handbook Enhance access to text for all learners—English Language Learners, students with disabilities, accelerated students, and students performing below grade level—with scaffolded options and instructional strategies for teachers . Parent and family resources are included .

Phonics Kit (K-3)/Word Study Kit (4-5) A collection of readers, interactive tools like picture cards and activity mats, and a Teacher’s Guide to support instruction in Foundational Skills .

TEACHER COMPONENTS

Unit Module Teacher’s Guides Teacher Support with a focus on quality of questions and tasks . Guidance is included to help teachers evaluate and choose from the full range of teaching options provided . Instruction also includes performance tasks, PARCC-aligned assessments, differentiated instruction to support all readers, and point-of-use Professional Development .

Reader’s and Writer’s Journal Teacher’s Guide Instruction guide for the Reader’s and Writer’s Journal .

OPTIONAL


PLEASE NOTE

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ReadyGEN Components

KINDERGARTEN Student Materials

6 Supporting Text Collection Big Books Collection of shorter texts . Little books also available .

6 Anchor Texts Full-length, authentic texts to be read aloud . 1 per unit .

Reader’s and Writer’s Journal 1 for each student for reading and writing support .

6 Supporting Texts Shorter, authentic trade books to be read aloud . 1 per unit .


OPTIONAL

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KINDERGARTEN Teacher Materials

Scaffolded Strategies Handbook Differentiated instruction for all learners .

6 Unit Module Teacher’s Guide 1 per unit . Instruction includes assessment .

Phonics Kit Foundational Skills instruction and resources .

Reader’s and Writer’s Journal Teacher’s Guide

Parent and Family Resources Instruction will also include Student Success Stories, Home Connection Letters, and a Family Guide to Understanding Common Core .

OPTIONAL


PLEASE NOTE

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ReadyGEN Components

6 Supporting Text Collections Collection of shorter texts .



6 Supporting Texts Shorter, authentic trade books to be read aloud . 1 per unit .

Sleuth Short texts to guide students through close reading routines .

GRADE 1 Student Materials


OPTIONAL

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Reader’s and Writers Journal Teacher’s Guide

GRADE 1 Teacher Materials

OPTIONAL


PLEASE NOTE

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2 Supporting Text Collections Collection of shorter texts . 3 units in each volume .



6 Supporting Texts Shorter, authentic trade books . 1 per unit .


ReadyGEN Components



OPTIONAL

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OPTIONAL


PLEASE NOTE

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ReadyGEN Components



4 Anchor Texts Full-length, authentic texts . 1 per unit .





OPTIONAL

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OPTIONAL


PLEASE NOTE

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ReadyGEN Components








OPTIONAL

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Word Study Kit Foundational Skills instruction and resources .


OPTIONAL


PLEASE NOTE

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ReadyGEN Components



OPTIONAL

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Word Study Kit Foundational Skills instruction and resources .



OPTIONAL


PLEASE NOTE

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Grad

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Grad

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NoNFICTIoN ANCHoR TExT

INFoRMATIoNAL NoNFICTIoN SUPPoRTING TExT

What Does a ReadyGEN Text Set Look Like?

ANCHOR TExT Coming to Americaby Betsy Maestro

Nonfiction

Lexile Score 890

KEY INSIGHT: How is immigration important to the United States?

SUPPORTING TExT Emma’s PoemBy Linda Glaser

Nonfiction

Lexile Score 790

KEY INSIGHT: How can one person’s belief make a positive change for our nation?

Topic: America

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SUPPORTING TExT COLLECTION

CLOSE READING WORKSHOP

Reading Sleuth Selections

Face to Face Lexile Score 450

Title to come

Title to come

“We Are So Proud” by Donna Longo Lexile Score N/A

GENRE Poetry

KEY INSIGHT: How can citizens show their pride in their flag and in their country?

“The Stone Garden” by Chieri Uegaki Lexile Score 560

GENRE Fiction

KEY INSIGHT: What makes a community come together to improve their neighborhood?

“The Grand Canyon” by Cynthia Klingel and Robert B. Noyed Lexile Score 620

GENRE Nonfiction

KEY INSIGHT: What features of the Grand Canyon make it a unique place to visit?

Essential Question: What makes the United States unique?


PLEASE NOTE

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Grad

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What Does a ReadyGEN Text Set Look Like?

ANCHOR TExT Behind Rebel Linesby Seymour Reit

Narrative Nonfiction

Lexile Score 830L

KEY INSIGHT: How did volunteers make a difference in people’s lives during the Civil War?

SUPPORTING TExT What Is a Government?by Logan Everett and Simon Adams

Informational Nonfiction

Lexile Score 950L

KEY INSIGHT: How does a government help people live and work together as a nation?

SUPPORTING TExT The Ride: The Legend of Betsy Dowdyby Kitty Griffin

Historical Fiction

Lexile Score AD510

KEY INSIGHT: How can one person’s beliefs make a positive change for our nation?

Topic: A Citizen’s Role in Our Government

NoNFICTIoN ANCHoR TExT

INFoRMATIoNAL NoNFICTIoN SUPPoRTING TExT

HISToRICAL FICTIoN SUPPoRTING TExT

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SUPPORTING TExT COLLECTION

CLOSE READING WORKSHOP

Reading Sleuth Selections

A Community Spring Break Lexile Score 810

The Election Lexile Score 730

Clara Barton Lexile Score 740

Title to come

“The Little Black-Eyed Rebel” by Will Carleton Lexile Score N/P

GENRE Poetry

KEY INSIGHT: How did individual citizens make a difference in our nation’s struggle for freedom?

“Benjamin Franklin: A Man Who Changed History” Lexile Score 640

GENRE Biography

KEY INSIGHT: How did Benjamin Franklin make a difference in our nation as a scientist and as a founding father .

Essential Question: How do individual citizens make a difference in communities and our nation?


PLEASE NOTE

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Grad

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Grad

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How Does ReadyGEN Support Text Complexity?

Text Complexity Rubric for Anchor TextComing to America

Quantitative Measures

Lexile AD890L

Average Sentence Length 14 .00

Word Frequency 3 .58


Levels of Meaningidentify factual information in expository text

Structurefactual information is presented chronologically and historically

Language Conventionality and Clarity

sentence structure and vocabulary is often challenging

Theme and Knowledge Demandsmany references to dates in history, e .g . “middle of the 1600s;” understanding that U .S . is a nation of immigrants

Reader and Task Suggestions

Formative assessment – Based on assessment results, use the Reader and Task Suggestions to scaffold the selection or support independence for children as they read Coming to America.


Preparing to Read the Text Leveled Tasks

• Show children a globe or a world map and discuss the distances many people traveled in order to find a better life in America .

• Discuss elements of expository nonfiction .

• Remind children to use punctuation cues, such as commas, as they read longer sentences .

• Levels of Meaning Analysis If children have trouble identifying factual information, have them use the illustrations as clues .

• Theme and Knowledge Demands To assist children in understanding dates in history, draw a time line on the board and complete it together by adding significant dates from the text .

Please Note: Rubric to be

revised based on addendum

to Appendix A.

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BEHIND REBEL LINES

Lexile 830Average Sentence Length 10.67Word Frequency 3.69

Levels of Meaning understand Emma's motivation

Structurefactual events presented in a chronological, narrative structure; chapters

Language Conventionality and Clarity

archaic language; dialogue often has challenging dialect and vocabulary

Theme and Knowledge Demands

a basic understanding of the Civil War, the Union, the Confederacy, and U.S. geography; an understanding of what women were and were not allowed to do in 19th century U.S.

Preparing to Read the Text Leveled Tasks• Point out the locations of Flint, Michigan, and Washington, D.C., on a map. Discuss with students what regions of the country these cities are in. • Discuss how authors sometimes use dates at the beginnings of chapters to let you know how much time has passed.• Remind students they may need to adjust their reading rate as they encounter unfamiliar words

• Language Conventionality and Clarity Students may have difficulty with some of the archaic language in the novel. Remind them to look for context clues that can help with understanding.

• Theme and Knowledge Demands Students may lack a basic understanding of the Civil War. Have them compile a list of questions they have about the Civil War and then use a grade-level appropriate encyclopedia to answer the questions.

Formative Assessment - Based on assessment results, use the Reader and Task Suggestions to scaffold the selection or support independence for students as they read Behind Rebel Lines.


Qualitative Measures



Text Complexity Rubric for Anchor TextBehind Rebel Lines

Please Note: Rubric to be

revised based on addendum

to Appendix A.


PLEASE NOTE


PLEASE NOTE

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Grad

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ReadyGEN Unit Standards Map

Unit Topic A Citizen’s Role in Government

Essential Question


Text A Community Spring Break The Ride: The Legend of Betsy Dowdy

Behind Rebel Lines Poetry: The Little Black-Eyed Rebel

What Is a Government? Ben Franklin: A Man Who Changed History

Angel of the Battlefield (Clara Barton)

The Election Stepping Up: Helping Our Community

Key Insight How does helping others demonstrate good citizenship?

How can one person’s belief make a positive change for our nation?

How did volunteers make a difference in people’s lives during the Civil War?

How did individual citizens make a difference in our nation’s struggle for freedom?

How does a government help people live and work together?

How did Benjamin Franklin make a difference in our nation as a scientist and as a founding father?

What traits made Clara Barton an admirable citizen?

How can students make a difference in their school community?

How do young people make a difference in communities and our nation?

Focus Reading Standards

Possible standards:

RL.3.3 Describe characters in a story (e .g ., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events .

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language .

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters .

Possible standards:




Possible standards:

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect .

RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area .

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e .g ., comparison, cause/effect, first/second/third in a sequence) .

Possible standards:




RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene and stanza; describe how each successive part builds on earlier sections .

Possible standards:




Possible standards:




Possible standards:




Possible standards:


RL.3.4 . Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language .


Possible standards:




Unit Performance-Based Assessment

Style: opinion

Essential Understanding: Individual citizens make a difference in communities and our nation .

Stimulus:

You have read about ways in which individuals have made a difference in communities and our nation . Think about the good citizens you read about in the texts for this unit and list five character traits that they all have in common .

Choose the trait you think is the most important for citizens to possess in order to make a difference . Write an opinion essay for the school newspaper that uses facts and details from the texts to explain why you believe that trait is the most important .

Remember that people will agree or disagree with your essay based on how well you support your opinion with examples and reasons .

Performance-Based Assessment Focus Standards

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons .

W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons .

W.3.1.b Provide reasons that support the opinion .

W.3.1.c Use linking words and phrases (e .g ., because, therefore, since, for example) to connect opinion and reasons .

W.3.1.d Provide a concluding statement or section .

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing .

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Unit Topic A Citizen’s Role in Government

Essential Question


Text A Community Spring Break The Ride: The Legend of Betsy Dowdy

Behind Rebel Lines Poetry: The Little Black-Eyed Rebel

What Is a Government? Ben Franklin: A Man Who Changed History

Angel of the Battlefield (Clara Barton)

The Election Stepping Up: Helping Our Community

Key Insight How does helping others demonstrate good citizenship?

How can one person’s belief make a positive change for our nation?

How did volunteers make a difference in people’s lives during the Civil War?

How did individual citizens make a difference in our nation’s struggle for freedom?

How does a government help people live and work together?

How did Benjamin Franklin make a difference in our nation as a scientist and as a founding father?

What traits made Clara Barton an admirable citizen?

How can students make a difference in their school community?

How do young people make a difference in communities and our nation?

Focus Reading Standards

Possible standards:




Possible standards:




Possible standards:




Possible standards:




RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene and stanza; describe how each successive part builds on earlier sections .

Possible standards:




Possible standards:




Possible standards:




Possible standards:


RL.3.4 . Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language .


Possible standards:




Unit Performance-Based Assessment

Style: opinion

Essential Understanding: Individual citizens make a difference in communities and our nation .

Stimulus:

You have read about ways in which individuals have made a difference in communities and our nation . Think about the good citizens you read about in the texts for this unit and list five character traits that they all have in common .

Choose the trait you think is the most important for citizens to possess in order to make a difference . Write an opinion essay for the school newspaper that uses facts and details from the texts to explain why you believe that trait is the most important .

Remember that people will agree or disagree with your essay based on how well you support your opinion with examples and reasons .

Performance-Based Assessment Focus Standards

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons .

W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons .

W.3.1.b Provide reasons that support the opinion .

W.3.1.c Use linking words and phrases (e .g ., because, therefore, since, for example) to connect opinion and reasons .

W.3.1.d Provide a concluding statement or section .

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing .


PLEASE NOTE

Sample Teacher Edition

Lesson

40

A Guide to ReadyGEN Instruction

In conversations with educators, we learned about the issues that are the most critical in regards to ELA CCSS instruction. Out of those discussions, four main themes emerged. ReadyGEN provides the support needed in the following crucial areas: Assessment, Writing, Small Group and Foundational Skills.

AssessmentReadyGEN employs a comprehensive system of formative assessments for responsive teaching, as well as formal assessments for benchmarks and practice in the Next Generation Assessment processes of teaching performance tasks .

As you page through your week of Teacher’s Edition instruction be sure to look for ongoing progress monitoring opportunities and performance activities . For a comprehensive view of ReadyGEN assessment, refer to pages 14-15 .

WritingReadyGEN provides research-based writing instruction designed to give students the strategies and confidence needed to achieve success as writers in the 21st century .

ReadyGEN students write every day— in both whole group and small groups . They take part in Writing Workshops and are guided through instruction specific to routine writing utilizing a variety of tasks and products . The craft of writing is developed through a focus on conventions and mechanics . Students also have the opportunity to write in the three modes prescribed by CCSS—narrative, informative/explanatory, and argument/opinion .

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Equally important in developing CCSS writing skills is the ability to write to sources . Throughout daily instruction students write in response to multiple sources and make connections among ideas within and across texts . Students are taught to carefully analyze and synthesize sources, and defend their claims through textual evidence .

As you page through your week of Teacher’s Edition instruction, be sure to look for Writing Workshop and Writing to Sources opportunities .

Small GroupThe Common Core State Standards require that all students interface with complex texts and tasks . ReadyGEN Small Group instruction encourages students to revisit the complex texts they first encountered in Whole Group with appropriate scaffolding so that all students can access these texts .

In addition, ReadyGEN provides topically-related leveled libraries as an option for “just right” guided reading in Small Group and Independent time .

Refer to the proceeding page for a snapshot of your Whole Group and Small Group instructional plan .

Foundational SkillsThe ReadyGEN scope and sequence in foundational skills has been widely validated in independent efficacy studies . Created by literacy experts in the areas of phonemic awareness, phonics, word work, and spelling, the instruction includes modeled delivery and supports for appropriate mediations .

The phonological awareness and phonics instruction has been designed to work in small group and whole group settings . Phonics and word study instruction is explicit and systematic . With each lesson, decodable text and writing opportunities give children practice in applying phonics skills and show them the usefulness of what they are learning . In addition, rich support is available in a variety of manipulatives that allow for many hands-on activities .

For a closer look at Foundational Skills instruction, refer to pages, 92-95 for information on the optional Phonics (K-3) and Word Study (4-5) Kits .


PLEASE NOTE

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What is the Structure of ReadyGEN Lessons?

WHOLE GROUP

WHOLE GROUP

SMALL GROUP

Close-Reading Workshop

Text Exploration Independent Reading Students Explore the Text

TEACHER LEDReading (Anchor and Supporting Texts)

Focused Deep Dive

Discussion Core Understandings Key Insights Rereading Text Build Fluency to Support Comprehension

Explicit InstructionMini-Lesson

Topic Study Vocabulary Comprehension Instructional Level Text

Response to

Formative

Assessment

The Art and Craft of Writing

Conventions Knowledge of Language Vocabulary Acquisition and Use Writing Process Collaborative Work

Ongoing

Formative

Assessment

Ongoing

Formative

Assessment

Guiding Principles for the Development of ReadyGEN

1 Maximize time on worthy texts and tasks

2 Grow automaticity and stamina in the processes of close reading and writing to sources

3 Deliver Common Core shifts in a familiar balanced literacy framework

4 Develop teacher awareness of the new Behaviors of Understanding* of Common Core

* Newly-developed performance indicators that make up the daily, actionable formative assessment strand in ReadyGEN

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INDEPENDENT WORK

Reading (Anchor and Supporting Texts)

Group Read

Word Work

Writing

Writing in Response to Reading Writing Process Research Collaborative Work

Reading

Word Work

Vocabulary Acquisition and Use Comprehension and Collaboration Presentation of Knowledge and Ideas

Response to

Formative

Assessment

Word Work

Independent Reading for Fluency Anchor and Supporting Texts Rereading Collaborative Work Build Fluency to Support Comprehension

Practice and Apply Skills Reread Decodable/Practice Readers

Practice and Apply Skills

Reread Decodable/ Practice Readers

Writing

Writing in Response to Reading Writing Process Research Collaborative Work

Explicit and Systematic Foundational Skills Instruction Practice and Apply

Focused Deep Dive Vocabulary Comparing Text Explicit Instruction Mini-lesson Team Talk discussion Genre Study

Topic Study Core Understanding Key Insights

Close Reading and Rereading

Language, Listening, & Speaking


PLEASE NOTE


PLEASE NOTE

44 A Citizen’s Role in Our Government • Unit 4 • Lesson 1

Topic TalkTOPIC A Citizen’s Role in Our Government

CORE UNDERSTANDING How do individual citizens make a difference in communities and our nation?

INTRODUCE Point out that in this unit students will find out how individual citizens make a difference in communities and in the nation.

TEAM TALK Have students talk about books they’ve read or situations in their own communities in which individuals have made a difference. Who were the individuals, what did they do, and how did they do it.

Close Reading Workshop“A Community Spring Break”, pages 00-00

CONNECT TO TOPIC Citizens, regardless of age, can work together to improve the community.

First ReadTEXT EXPLORATION Have students read the title and explore the text by reading to themselves, or reading with a partner. Ask students the following questions:

• What did you read? • What did you learn? • What questions do you have?

Then read the text aloud for students.

Second ReadCLOSE READING During guided close rereading, have students focus on key details of how a group of students worked together to make their community a better place. Use the questions following “A Community Spring Break” to lead the discussion.

1lesson

Academic Vocabulary respecting, elders, resident, mural, discourage, podium, honor, reporter, headline, community, courthouse

Idioms and Phrases spring break, sticking around, something was up

Close Reading Goals

1 First Read Students develop a basic understanding of the text.

2 second Read Students focus on key details in the text to deepen understanding.

3 Third Read Students read to broaden conceptual knowledge and work toward independence.

Objectives Students will engage with the text by doing a close reading.

Students connect unit topic to text through speaking and writing.

common core state standards Addressed Rl.3.1, RL.3.3, RL.3.4, RL.3.5, FS..3.4.C, W.3.1,

W.3.1a, W.3.1.b, W.3.1.c, W.3.1.d, W.3.2.b,

SL.3.1, L.3.1, L.3.1.h, L.3.2, L.3.2.A, L.3.4, L.3.4.A,

L.3.4.C, L.3.5, L.3.5.A, L.3.5.

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A Community Spring BreakSection 1The snow had melted, and everyone was talking about plans for their spring break trips. Instead, I was sticking around school with some classmates in Mr. Monroe’s room. We were excited (really excited) about being a part of Huffman Elementary School’s Community Spring Break. Rather than going on vacation, we were giving back to our community. We were helping to make our community a better place to live.

Section 2On the first day, we visited a retirement home. Mr. Monroe talked with us about the importance of respecting elders and using good manners when we visited the home. I spoke with a resident named Ms. Rose, and she showed me how to make paper flowers.

Section 3The next few days we worked around town. We picked up trash on Front Street. We painted a mural on a wall to discourage people from spray-painting on it. We unpacked boxes of canned goods at the food pantry. Every night I came home tired but feeling good inside.

Section 4On Friday afternoon, we went to the courthouse. We thought this was our final project, but when we saw our families, friends, principal, and even Ms. Rose gathered there, we knew something was up. Our principal stepped up to a podium. “Good afternoon!” she said. “Thank you all for being here today to honor a group of young citizens who have set a wonderful example for our community.” Everyone cheered. A reporter snapped our photo for the newspaper. The headline would read “A Different Kind of Spring Break.”

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Pause after reading each section. Review the meaning of referents the author uses (Everyone, their, I, we, our, us, she, me, there, here).

STRATEGIC SUPPORT Use speaking frames to scaffold the First Read discussion.

I read that ________.

I learned that ________.

One question I have is: ________?

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Close ReadingSection 1• What clues are given in the text about the setting of the story? The text

says the “snow had melted,” so the place must be somewhere that gets snow. It was in the spring because the text says they were “talking about plans for spring break.” They were at school; the text says they were “sticking around school.” Key Ideas and Details RL3.1

• Vocabulary What does spring break mean? It is a vacation that occurs in the spring. It is a break from normal school or work activities. FS.3.4.c The students were planning to help the community. What makes up a community? A community could be a neighborhood or a town. It includes the people and places in that area. Describe our community. Answers will vary but should include the school, businesses, public areas, and people. FS.3.3c, L.3.5.b

• Juicy Sentence Look closely at the sentence, “Rather than going on vacation, we were giving back to our community.“ If we wanted to break this into two sentences, what might they be? We decided not to take a vacation. We decided to work to do good things for our community. Why do you think the writer put these two thoughts together into one sentence? To show that the students made a choice and the ideas are connected L.3.1.h What phrase does the author use to show this choice? Rather than

• What do we already know about the narrator just from this first paragraph? What words in the text gives us the information? The narrator is a student at huffman elementary in Mr. Monroe’s class. The narrator is excited about taking part in the community project. The fact that the narrator is excited about helping others makes us think he or she is generous and kind. Integration of Knowledge and Ideas RL.3.1, RL.3.3

Section 2• Why did the writer choose the phrase, “Then the first day” to begin the paragraph? To let the readers know that the setting had changed to a new day and sequence the event. Craft and Structure RI.3.3

• Vocabulary Mr. Monroe talked to the students about respecting their elders. What other words share the same root word as respecting? respects, respectful, respected, self-respect RI.3.1 What context clues help us know the meaning of resident? The text says the narrator spoke to the resident and her name was Ms. Rose, so it must be a person. A resident is a person who lives at a certain place. FS.3.4c

Objectives

Students will deepen their understanding of the text through close reading and text-related activities.

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• How could the students show respect for the people at the retirement home? Possible answers: use good manners, be kind, be polite Integration of Knowledge and Ideas L.3.4

• What words in this paragraph tell us that these events happened in the past? Past tense verbs such as visited, talked, spoke, showed Key Ideas and Details RI.3.3

Section 3• What proper name is found in this paragraph? Front Street Why are the first letters of Front and Street capitalized? Front Street is a proper name. We capitalize the first letters of proper names. Craft and Structure L.3.2

• What clues does the writer give about how time is passing in this story? It says, “The next few days” and “every night” which shows that these events didn’t happen in just one day or one afternoon. Craft and Structure RL.3.1

• How does the information in this paragraph build on what we learned in the last paragraph? This paragraph gives more examples of the work that the group did to help the community. Craft and Structure RL.3.5

• Vocabulary What context clues help us know what a mural is? (A large painting on a wall. The text says that the students painted on a wall.) FS.3.4.c When we encourage people, we urge them to do something. How does knowing that help us figure out what discourage means? The two words are opposites. When we discourage people, we urge them not to do something. FS.3.43c

• Point out information in this paragraph that supports the last sentence from Section 1, “We were helping make our community a better place to live.” They “worked around town,” “picked up trash,” “painted a mural,” and “unpacked boxes of canned food at a food pantry.” This all helps make the community a better place to live. Integration of Knowledge and Ideas RL.3.1

• how did the narrator feel when he/she came home? What does this tell us about the narrator? The narrator was tired from all those tasks, but felt good inside because the work helped the community. Integration of Knowledge and Ideas RL.3.3

Section 4• Why does the writer tell us it is Friday? how is the writer telling us it’s a special day of the week? Friday is the last weekday. The writer is signaling that this is the last day of the spring break events. Integration of Knowledge and Ideas RL.3.4

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• Vocabulary What two words make up courthouse? How do those two words help us know the meaning of courthouse? Court and house. A courthouse is a government building where the courts are held or housed. L.3.4 The text says that “something was up.” What does this phrase mean? It means that something was unusual or about to happen. L.3.5a What context clues help us learn the meaning of podium? The principal stepped up it and then started talking to the group. That tells us it is a place from which a person speaks. FS.3.4c. L.3.4a

• What clues in the text tell you the students were surprised when they got to the courthouse? They knew their friends and others wouldn’t be there if the students were just going to work. Key Ideas and Details RL.3.1

• From what we have learned in the text, what can we infer about how the narrator feels? The narrator is proud of the work the group did and will have good memories of this week even without being honored. Integration of Knowledge and Ideas

• Why is “A Different Kind of Spring Break” a good title for the headline? It points out that this is unusual and that the students gave up the usual spring break activities.

MoniToR UndeRsTanding IF students have difficulty sequencing events in the story, THEN help students practice using the mini-lesson on sequencing found on page XX.

WRITING IN RESPONSE Use Reader’s and Writer’s Journal p. XX to have students write in response to today’s close reading.

Scaffolded

Instruction

ENGLISH LANGUAGE LEARNERS Students may need support with idiomatic expressions. Point out the expression “I was sticking around school.” Discuss the meaning using the literal definition of “sticking.” Then discuss the meaning of the idiom “sticking around.” Have students produce their own examples to show their understanding of “sticking around.”

STRATEGIC SUPPORT Students may need help with more complex sentences. Display the second sentence in the last paragraph. explain that complex sentences are composed of several parts called clauses and that understanding the parts will help them understand the sentence. Work with students to break the sentence into simple clauses and phrases and discuss the meaning.

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Scaffolded InstructionLEARNING STRATEGy For students who need additional support, use the Sleuth Steps. Other students can complete the activities independently or in small groups.

Sleuth Steps Gather Evidence

TASK have students discuss the qualities of a good citizen. Make a list using examples from the story and your own experiences. Possible responses: Helping the elderly, cleaning up around town, working at a food pantry, and students’ personal experiences. RI.3.1

ENGLISH LANGUAGE LEARNERS Remind students that a citizen is a member of a larger group or community. Discuss the concept of community and types of communities with students. Then talk together about what helps makes a community group successful. Have them cite examples from the selection to support their ideas.

STRATEGIC SUPPORT Guide students to identify each activity the students in the selection did in the community. Then students should work with a partner to list the qualities shown by the students in the story.

Ask Questions

TASK Have students write three questions they would need to ask if they were planning a Community Spring Break in their area. Possible response: Student responses will vary but should show an understanding of what might be involved in planning such an event. RI.3.1

ENGLISH LANGUAGE LEARNERS Review the types of questions one could ask—who, what, when, where, why. Have pairs of students write and then ask each other questions for each category.

STRATEGIC SUPPORT Talk together about what students, parents, and other members of the community would need to know in order to plan the event.

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TASK Make a list of reasons the Community Spring Break students set a good example for other students and adults. Possible response: Students’ responses should show an insight into what the students did and how this was helpful to individuals in the community and the community as a whole. RI.3.1, W.3.2.b, L.3.1, L.3.2

ENGLISH LANGUAGE LEARNERS Discuss what it means to be an “example” to someone. Have students to go back to the text for details of what the group did in the community and discuss how these students serve as examples.

STRATEGIC SUPPORT Revise everything students in the group did during the week. Tell how the people who witnessed their actions might have felt about each activity. Use a two-column chart to organize the information.

Prove It! TASK Have students write a letter explaining why the students involved in the Community Spring Break project should be honored as Persons of the Week on the local television station. RI3.1, W.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d, L.3.1, L.3.2

ENGLISH LANGUAGE LEARNERS Review the lists students made in the “Make Your Case” activity. Then help them structure their letters using reasons from the list. Remind them that each reason should be supported with details.

STRATEGIC SUPPORT Have students use the two-column chart from the “Make Your Case” activity for ideas. Review the parts of a letter and focus your instruction on the importance of a strong opening and closing. explain how to check that reasons support the opening statement of the letter.

Objectives

Students will deepen their understanding of the text by engaging in independent activities focused on Reading, Writing, and Word Work.

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LEVELED READERS

Students choose from the following list of Leveled Readers that are tied to this week’s topic and Core Understanding.

• The Barn Raising by Nancy Frustinger [330L]

• The Best Community Service Project Ever by Joan Nichols [550L]

INDepeNDeNT

Independent Activities Reading

• Third Read Have students reread “A Community Spring Break” to build concept knowledge. As they read, they should consider how this selection deepens their understanding of how individual citizens can make a difference in our communities.

• Students can choose another text at their independent level to deepen knowledge of the Core Understanding: How do individual citizens make a difference in communities and our nation?

• Have students work in pairs or a small group to select a passage from “A Community Spring Break” to reread for fluency. They can practice reading it several times. Then students can read to each other.

Writing

have students write to explain why the students from huffman’s elementary School are part of their school community and part of the larger community of their neighborhood or town. They should consider how the students in the selection are good neighbors in both their school and neighborhood communities. Remind them to provide evidence from the text to support their statements.

Word Work

Have students begin a list of words related to the unit topic “A Citizen’s Role in Government,” focusing on the concept of “Community.” Students can work with partners of small groups to brainstorm words or phrases related to community, such as neighbor, block club, and citizens. They should define and discuss how each word relates to the concept of community.

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Writing WorkshopConventions: Noun

INTRODUCTION Remind students that a noun is a part of speech. A noun names a person, place, thing, or idea.

DEVELOPMENT Provide the following sentences.

1. Lacey went to Sunset Park.

2. The storm knocked down the trees.

3. Marius and Elsa helped clean up the park.

Focus on the first sentence, and ask students to identify the nouns, or the words that name a person, place, thing, or idea. Point out Lacey and Sunset Park. elicit that these nouns name a person and a place.

Then have students look at the second sentence and identify the noun or nouns. (storm, trees) Ask, how do you know these are nouns? The noun storm names a thing and trees names things.

APPLICATION Have pairs read the last sentence together and circle the nouns. Ask students to compare their answers with another group and explain how they know those are nouns. Marius and Elsa name people and park names a place. Correct any misunderstandings.

CCSS Writing 3.1

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Objectives

Students will describe the function of nouns and be able to identify nouns in sentences.

Students will understand the meaning of an opinion and be able to distinguish between facts and opinions.

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Writing: Opinion

Introduce Writing an Opinion: Read the following to students.

West School teachers voted to change their school hours. Students currently go to school from 8:30 a.m. to 3:30 p.m. With the change in time, students will now go to school from 7 a.m. to 2 p.m. The parents of students at the school don’t want the change. Both groups plan to meet in the school gym to discuss their reasons.

Ask students if they agree with the teachers or the parents. explain that they are stating an opinion on the topic of changing school hours.

Discuss the definition of an opinion with students (a judgment about a person, thing or topic).

Display the following statements and ask students which are opinions.

1. Children shouldn’t have to start school at 7 a.m. opinion

2. Children should be in school until at least 3 o’clock. opinion

3. My school starts at 8:15 every morning. not opinion

4. Kids don’t spend enough time in school. opinion

5. I walk home with my sister every day. not opinion

Discuss why each statement is or is not an opinion. If students have difficulty coming up with reasons, explain that items 1, 2, and 4 are judgments about groups or things.

CCSS Writing 3.1

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ENGLISH LANGUAGE LEARNERS explain to students that an opinion expresses a person’s ideas or feelings. Statements of opinion frequently include signal words such as best, fun, great, bravest, terrible, and beautiful. Have pairs produce their own opinion statements using the signal words.

For more practice, use the following examples. Ask students to determine which are opinions.

• Basketball is the most exciting sport to play or watch.

• Days are longer in summer than they are in winter.

• Summer is the best season of year because I can go to the beach.

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EssEnTIAl QuEsTIOn How do individual citizens make a difference in communities and our nation?

InTROduCE Review with students what the characters in “A Community Spring Break” did to make a difference in their community.

TEAM TAlK Have students work with a partner to decide how the students made a difference in their community. Students should use evidence from the text to support their claim the students made a significant difference. Complete this activity by having students share their ideas.

supporting Text “The Ride: The Legend of Betsy Dowdy, pages 00–00

COnnECT TO TOPIC One citizen can make a difference to the nation.

First ReadTEXT EXPlORATIOn Introduce The Ride: The Legend of Betsy Dowdy to students. Have students read the text on the front and back covers and look at the illustrations. Then have them silently skim or independently read the first half of the book, through the page with a close up illustration of Betsy on her pony.

WRITInG In REsPOnsE Use Reader’s and Writer’s Journal p. XX for students to answer these questions: What did you read? What did you learn? What questions do you have?

Academic Vocabulary helpless, trotted, plunged, soldier

Tier Three Words channel, hilt, redcoats, militia

Idioms and Phrases as close as a shadow

2lesson Objectives

Students will engage with the text by doing a close reading.

Students connect unit topic to text through speaking and writing.

common core state standards Addressed Rl3.1, Rl3.3, Fs3.3a, Fs3.3c, FS3.4, FS3.4a,

Fs3.4c, W3.1, W3.1b, sl3.1, sl3.1a, sl3.1b,

sl3.1c, SL3.4, l3.1, L3.2c, L3.4, L3.4a

Close Reading Goals




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second ReadGROuP REAd Read the first part of the story “The Ride: The Legend of Betsy Dowdy.” You may read the text aloud, or you may have students read independently.

ClOsE REAd Guide students through a close reading of the text, asking the following questions.

Use the page that begins “When sixteen-year-old Betsy Dowdy heard papa talk about war approaching, she felt as helpless as a ghost crab skittering along the sand.”

• When an author compares two unlike things using the word like or as, the comparison is called a simile. What is being compared in the first sentence? (how Betsy feels and a ghost crab skittering along the sand) how is the author saying the two things are alike? (Both are helpless.) Writer’s Craft Rl.3.1, Rl.3.4, l.3.4

• Vocabulary The text says that Betsy felt helpless. The word helpless is made up of the word help and the suffix -less. What does helpless mean? (unable to help) Rl.3.4, l.3.4

• Why does Betsy feel helpless? Find the sentence that supports your answer. (She can’t stop King George, and she can’t fight as a soldier.) Key Ideas and details Rl.3.1, Rl.3.3

• Vocabulary The text also describes a crab skittering along the sand as helpless. To skitter means “to move lightly or quickly.” How does the definition of skittering help you understand the meaning of the word helpless? (The crab is moving quickly out in the open on the sand. So the crab is without protection or helpless.) Rl.3.4, l.3.4

• How does Betsy show that she knows how to take care of the ponies she loves? (She knew that Bess wanted an apple when she sniffed Betsy’s apron pocket..) Key Ideas and details Rl.3.1, Rl.3.3

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EnGlIsH lAnGuAGE lEARnERs MORE PRACTICE Have students find another example of a simile on this page. (close as a shadow) point out that the author uses the word as rather than like in this example. Ask students to tell what is being compared in this simile.

sCAFFOldEd InsTRuCTIOn sTRATEGIC suPPORT Students might have difficulty understanding the nuances of the language the author uses to convey the danger and seriousness of the situation. Discuss the word gripped and demonstrate the difference between holding a pencil and gripping a pencil. Ask students why the author used gripped rather than held in the sentence “She gripped the hilt of her knife.”

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Focused deep diveVocabulary

Related Words• InTROduCE Read the first page of the text aloud. Find the word

soldiers in the second paragraph. How can you use the illustration and the text to figure out what soldiers are? (The text says that soldiers enforced the laws in the American colonies. The illustration shows them with weapons and in uniform. Soldiers are in the army, and they fight.)

• This story has other words that are similar in meaning to soldiers. A character is upset when he says that “Lord Dunmore and the redcoats are marching to Great Bridge.” What can you tell from the context and the word itself about the meaning of redcoat? (A redcoat is a British soldier, named for the red uniform jacket he wore.)

• On the same page, the character says that only General Skinner’s militia can stop the British soldiers. What word do you know that is similar to the word militia? What does the word mean? (military; It describes soldiers and armies.)

• APPlICATIOn Ask pairs of students to produce oral sentences using the words soldier, redcoat, and militia. The sentences must be related to the story. Write a sentence using each word on the board.

l.3.4, l.3.4.a

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Objectives

Students will connect the unit topic to the text through speaking.

Students will use knowledge of related words to determine the meaning of unknown words.

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Visualize

InTROduCE Authors use specific details to help readers use their senses as they read. As you read, use the details to visualize the story. When you visualize, you imagine how people, places, and things look, sound, taste, smell, and feel.

Read aloud the paragraph in which Betsy gets dressed for her ride. When Betsy gets dressed for her ride, the author describes the clothes she puts on and what she takes with her. You can use the details to see in your mind what Betsy’s clothes look like and to imagine how they feel. For example, I can picture the shiny leather of her bag. I can imagine the feeling of sliding the knife into its holder. I can visualize how warm and rough her “linsey-woolsey shirt” is. Visualizing helps me imagine Betsy and appreciate how she looks and feels.

Read aloud the paragraph in which Betsy and Bess cross the channel. Which detail helps you imagine how Betsy and Bess sound as they go into the water? (“with a splash”) Which detail helps you imagine how Betsy feels? (“cold water swirled around her”) how does visualizing help you? (It helps me understand how brave Betsy was, how terrible she must have felt, and how difficult the ride was.)

APPlICATIOn Ask students to read the next page silently and then point out details that help them visualize the scene. Ask them to identify the senses they use in visualizing. (touch: “night air stiffened Betsy’s fingers,” “dry socks”; sound: “chattering teeth,” “Bess snorted”; sight: “moonlight reflect(ing) off a pair of staring eyes”)

Ask students to think about what Bess sounds like as she runs in the night. Tell them to write two sentences using details that help readers hear the pony. Ask several students to share their sentences.

Rl.3.1

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scaffolded InstructionFor students who need additional support, use the activities below. Other students can complete the activities independently or in small groups.

Related Words Rl3.1, l3.6

EnGlIsH lAnGuAGE lEARnERs explain that a militia is generally an army made up of citizens as opposed to trained and paid soldiers. The American colonies had local militias that could help fight the British when needed. They had limited training and weapons, and no uniforms. Ask students to write sentences using the words soldiers, redcoat, and militia.

sTRATEGIC suPPORT On the board draw a chart with the word soldiers at the top and the words militia and redcoat underneath connected with arrows. explain that both militia and redcoat are types of soldiers. explain that the American colonies had militias made up of citizens rather than trained and paid soldiers. Ask students to complete the following sentences:

• All men who fought in the American Revolution are called . (soldiers)

• A British soldier was called a . (redcoat)

• Soldiers who were citizens but could fight if needed were in a . (militia)

Visualize EnGlIsH lAnGuAGE lEARnERs Ask students to visualize the part of the story when Sam Jarvis arrives at the dock and announces that Lord Dunmore and the redcoats are marching to Great Bridge to get American ponies and supplies. What did the soldiers and the landscape look like? What sounds did they make? Then have students use vivid details to write one sentence that describes the sights and one sentence that describes the sounds of the scene. Ask students to read their sentences aloud.

sTRATEGIC suPPORT explain that readers can use their imaginations to visualize details that the author doesn’t state directly. Ask students to visualize the scene of Lord Dunmore and the redcoats marching to Great Bridge.

• What colors would you see as the soldiers marched? What other details would you see?

• What sounds would you hear as the soldiers marched?

• The story takes place in December on an island. What do you think the weather might be like? What would you see nearby? What might you see far away?

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• Students reread a portion of The Ride or another text at their independent level to deepen knowledge of the essential Question: How do individual citizens make a difference in communities and our nation?

• Students work in pairs or a small group and select a passage from “ACommunitySpring Break” to read for fluency. They can decide which park they would like to be and discuss how it should be read. Students can divide the narrative text and decide who will read which section.

lEVElEd REAdERs




Writing

• Betsy felt helpless against the soldiers, but she knew she had to do something to help. Have students write to explain how Betsy’s love of ponies helped her make a difference.

Word Work

Help students brainstorm additional words that describe aspects of the American Revolution. Ask these questions to prompt students.

• What are other words to describe the weapons soldiers use? (muskets, rifles, cannons, swords)

• What was the title of the person in charge of the army? (general)

• What is the word for the part of the military that fights at sea? (navy)

• What is the word for a place where a fight in a war takes place? (battlefield)

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Writing Workshopnouns

TEACH explain that there are many different types of nouns. Nouns can be either common nouns or proper nouns. Common nouns, such as school or president, are general and do not begin with a capital letter. proper nouns, such as Madison Elementary School or President Lincoln, are specific and begin with a capital letter.

MOdEl Ask students to name some places they have learned about so far in this unit. Write down place-names on the board. examples might include The United States, state, country, New York, Boston, the library, and Great Britain. point out an example from the class list, such as country and The United States, to reinforce the difference between a common noun and a related proper noun.

APPlY In pairs, have students use the list on the board to write down one related proper noun for each common noun and vice versa. As a class, compare lists. Correct any errors, and address any confusion.

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Writing Workshop Writing: Opinion

Introduce Writing an Opinion Strong Reasonsexplain to students that when giving an opinion, they need to back up the opinion with strong reasons. explain that just saying “Because I said so” will convince no one.

Have students listen carefully as you read the following two passages:

Passage 1

Every child has the right to an education. education helps children learn to read, write, and calculate. education also helps children learn about the world and its people.

—from What Is a Government by Logan everett and Simon Adams

Passage 2

Every child has the right to an education. education is important. every child needs to go to school to learn.

Ask students which passage is better and why. elicit that passage 1 is better because it provides two strong reasons to support the opinion (boldfaced) in the passage: 1) education helps children learn to read, write, and calculate, and 2) education also helps children learn about the world and its people.

passage 2 just restates the opinion in different words; there are no reasons to support the opinion.

post the following checklist somewhere in the classroom, and tell students that you will be adding to it as they learn more about writing an opinion.

An opinion has . . .

✓ strong reasons for support

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EssEnTIAl quEsTIOn How do individual citizens make a difference in communities and our nation?

InTROduCE Review with students the first half of The Ride: Legend of Besty Towdy.

TEAM TAlK Have students work with a partner to discuss how Betsy’s actions helped make a difference in her community. Complete this activity by having students share their ideas.

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Academic Vocabulary flew, reared, booming, snarling, whinnied, stumble, trembling, remarkable

Tier Three Words outlaw liberty colonies

Idioms and Phrases miles fell behind them give warning

Close Reading Workshop“The Ride: The Legend of Besty Towdy”

COnnECT TO TOPIC One citizen can make a difference to the nation.

First ReadTEXT EXPlORATIOn Have students scan or read independently the second part of The Ride: The Legend of Betsy Dowdy. Ask them to pay special attention to the illustrations. Have students discuss with a partner the things they observe in the illustrations.

WRITInG In REsPOnsE Use Reader’s and Writer’s Journal p. XX for students to answer these questions: What did you read? What did you learn? What questions do you have?

second ReadGROuP REAd Read the second part of the story The Ride: The Legend of Betsy Dowdy from the page beginning “When the path lead to the hard-packed dirt road,…” You may want to read the text aloud or have students read independently.

Close Reading Goals




Objectives Students will engage with the text by doing a close reading.

Students will connect unit topic to the text through speaking and writing.

common core state standards Addressed Rl.3.1, Rl.3.2, Rl.3.3, Rl.3.4, Rl.3.7, RF.3.4,

RF.3.4.a, RF.3.4.b, l.3.4, l.3.4.a, l.3.5.a,

l.3.5.c, l.3.6

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ClOsE REAd Guide students through a close reading of the text, asking the following questions.

Use the page that begins “When the path led. . .”

• Vocabulary Flew has more than one meaning. What does it mean in the first sentence? How do you know? (Flew means “to move quickly.” Betsy tells Bess to run.) Rl.3.4, l.3.4

• Vocabulary What does the word outlaw mean? What clues in the text helped you figure out the meaning? (Outlaw is a person who does not follow the law. The word has law in it. The text says that Betsy prays their way is safe from outlaws, so I can conclude that these are people that don’t follow the law.) Rl.3.4, l.3.4, l.3.4.a

• What do the two things that Betsy does not want to happen tell about her? (Those things tell us that she is worried about the ride but hopeful that things will go well.) Key Ideas and details Rl.3.3

• How do the illustrations help you understand why Betsy was worried? (The illustrations use dark colors and not much detail to show that Betsy is in a new place and not sure of where she is going.) Integration of Knowledge and Ideas Rl.3.1, Rl.3.7

Use the page that begins “As they rounded a bend. . .”

• Vocabulary What does reared mean and what clues in the text help you understand the meaning? (Reared is when an animal rises up on its back legs. The text says that Betsy tumbled off, so I can imagine Bess up on her back legs.) Rl.3.4, l.3.4, l.3.4.a

• What does the word Trembling tell about Betsy? (The word trembling describes her voice, so I think she is scared.) Key Ideas and details Rl.3.1, Rl.3.3

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Use the page that begins “Betsy sat up.”

• Vocabulary What is another way to say give warning? (tell people in advance that there danger is about to happen.) Rl.3.4, l.3.4

• Why does the author put the word have in italics? (to emphasize it; It makes the reader hear how Betsy says this to Mr. Lamb. She is desperate for him to help her get across.) Writer’s Craft Rl.3.1, Rl.3.3

• What word could you use in place of answered to describe how Betsy says these things to Mr. Lamb? (possible answers: pleaded, begged, demanded) I ntegration of Knowledge and Ideas Rl.3.1, l.3.5.c,

Use the page that begins “Liberty.”

• Why does Betsy keep repeating the word liberty? (Liberty is her motivation for taking the ride.) Key Ideas and details Rl.3.1, Rl.3.3

• What is the purpose of the author adding the detail about Bess jumping over a snarling fox? (It tells more about the dangerous ride Betsy and Bess were on. It also shows how they were overcoming many obstacles along the way.) Writer’s Craft Rl.3.1, Rl.3.2

Use the page that begins “But if she gave up. . .” and the following page.

• How does Bess help Betsy continue on her ride? (Bess whinnied and paws the ground by Betsy.) Key Ideas and details Rl.3.1

• What other things motivate Betsy to get off the ground and continue the ride? (She thinks about what will happen if she gave up and how everything depends on her.) Rl.3.1, Rl.3.3

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EnGlIsH lAnGuAGE lEARnERs Guide students to use the pictures to understand the phrase poled them over. Ask them to explain the meaning in their own words.

sTRATEGIC suPPORT Students might have difficulty understanding the order of events in The Ride. Use the map on the inside front cover to retrace Betsy’s ride. Refer to pages in the text for landmarks.

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Focused deep diveVocabulary

Onomatopoeia

• InTROduCE Read this sentence: “‘Who goes there?’ demanded a booming voice.” When Betsy runs into Mr. Lamb as she rides in the night, she hears the man’s booming voice. Say the word with me to help describe how Mr. Lamb’s voice sounds. (Say the word in a loud, low voice.) The word booming is a word that sounds like the word it describes. The name for words like this is onomatopoeia.

• When Bess jumps over something in the dark, Betsy turns to see a fox. The text says it is a “snarling fox.” The word snarling is similar to booming. It sounds like the sound it describes. Say the word with me to show how the fox sounded.

• What other word can you find in the rest of the story that is an example of onomatopoeia? (After Betsy falls off the pony, the text says, “Bess whinnied.” The word whinnied is similar to booming and snarling. It sounds like the sound it describes.) Say the word whinnied with me to show how Bess sounded.

• APPlICATIOn Ask students to work with a partner and read aloud the sentences with the words booming, snarling, and whinnied. Tell students to say each word in a way that indicates the word’s meaning. Then have them produce their own sentences using each of the words. W

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Objectives


Students will connect unit topic to the text through speaking and writing.

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scaffolded InstructionlEARnInG sTRATEGy For students who needed additional support, use the activities below. Other students can complete the activities independently or in small groups.

Vocabulary

OnOMATOPOEIA

EnGlIsH lAnGuAGE lEARnERs Ask students to visualize the nighttime scene as Betsy rides toward General Skinner’s camp. Ask them to brainstorm words that would describe some of the sounds in the scene.

• What words might describe the sounds the water in the river makes? (possible answer: splash)

• What words might describe the sounds Bess’s hooves make? (possible answer: clip-clop)

• What words might describe the sounds animals in the woods make? (possible answers: hoot, chirp, growl)

• What words might describe sounds that come from the horse’s nose and mouth? (possible answers: snort, gasp)

• What words might describe the sound the rooster at General Skinner’s camp makes at dawn? (possible answer: cock-a-doodle-do)

sTRATEGIC suPPORT Ask students to brainstorm onomatopoeic words that describe sounds made by specific animals, such as pigs (oink), cats (meow), dogs (bow-wow), mice (squeak), birds (chirp), horses (neigh), and frogs (croak). Have students use one of the words they brainstormed in a descriptive sentence about the story. Ask students to read their sentences aloud, making the appropriate sounds for onomatopoeic words.

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• Students reread a portion from the second part of The Ride: Legend of Besty Towdy or another text at their independent level to deepen knowledge of the essential Question: How do individual citizens make a difference in communities and our nation?

Objectives


lEVElEd REAdERs




Writing

• Betsy fell a couple of times during the ride. Write a personal note to Betsy encouraging her to keep going. Include specific details from the text as to why her ride is so important to her community and the new nation.

Word Work

• Mr. Lamb said “Liberty is our dream.” What other words mean the same? Brainstorm with a partner other synonyms for “liberty.” Use each in a sentence which clarifies its meaning.

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Writing WorkshopConventions: nouns

TEACH sInGulAR And PluRAl nOuns point out that nouns can either be singular or plural. Singular nouns name one person, place, thing, or idea. plural nouns name two or more people, places, things or ideas.

PRATICE Write the following sentences on the board:

• The soldier wrote letters.

• Older boys joined the army.

In the first sentence, circle soldier and explain that this is a singular noun. It names one person. Next circle letters and underline the s. explain that letters is a plural noun because it names more than one thing (letter). Now have students rephrase the sentence so that soldier is a plural noun and letters is a singular noun. The soldiers wrote a letter.

For the second sentence, have students identify the nouns boys and army. point out that boys means more than one person, so it is a plural noun. elicit that army is singular. It names one thing.

APPly Display the following sentences on the board:

• During the war, mothers and daughters helped at home.

• Females could not fight in a battle.

• Some girls dressed as boys and became soldiers anyway.

Have students form pairs and write down the nouns in each sentence. Then have them rewrite plural nouns as singular nouns and singular nouns as plural nouns. Compare responses as a class to check understanding.

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Writing WorkshopWriting: Opinion

Writing an Opinion: Opinion statement

InTROduCE Write the following sentences on the board:

• The story is really great!

• I liked The Ride: Legend of Besty Dowdy.

• The Ride: Legend of Besty Dowdy is the best book I’ve ever read.

• The Ride: Legend of Besty Dowdy is the most interesting book about the American Revolution in our library.

Read each sentence with students. Then ask students which sentence they think is the best opinion about the book and why. Discuss the sentences that the students chose, and then write the last sentence again and annotate it as shown below.

PRACTICE point out to students that the last sentence is the best because it names the book and uses specific details to make the sentence clear to the listener or reader.

The Ride: Legend of Besty Dowdy is the most interesting book about the American Revolution in our library.

After discussing this sentence, ask students how it is different from the other ones. (One sentence omits the title, and the other three lack specific details about the book.) Reinforce that the last sentence, because of the details it contains, states the most convincing opinion for reading the book.

Gives the titleUses words to describe the book

Tells what the book is about Tells where to find the book

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ESSENTIAL QUESTION How do individual citizens make a difference in communities and our nation?

INTRODUCE Review with students the day 3 reading of The Ride: The Legend of Betsy Dowdy. Discuss the events of the story and what students learn about Betsy.

TEAM TALK Have students work with a partner to discuss the difficulties Betsy encounters and what keeps jer going. Complete this activity by having students share their ideas.

Supporting Text The Ride: The Legend of Betsy Dowdy, pages 00–00

CONNECT TO TOPIC One citizen can make a difference to the nation.

First ReadTEXT EXPLORATION Have students explore the next section of The Ride: The Legend of Betsy Dowdy by reading to themselves or with a partner. Ask students the following questions:

• What did you read?

• What did you learn?

• What questions do you have?

WRITING IN RESPONSE Use Reader’s and Writer’s Journal p. XX for students to answer these questions: What did you read? What did you learn? What questions do you have?

Academic Vocabulary lope, yield, legend, colonial, remarkable

Tier Three Words militia, liberty, colonies

Idioms and Phrases miles fell behind them give warning

4lesson OBJECTIVES


Students will connect unit topic to the text through reading, speaking, and writing.

Common Core State Standards AddressedRl.3.1, Rl.3.2, Rl.3.3, Rl.3.4, Rl.3.7, RF.3.4,

RF.3.4.a, RF.3.4.b, l.3.4, l.3.4.a, l.3.5.a,

l.3.5.c, l.3.6

Close Reading Goals


2 Second Read Students focus on key details in the text to deepen understanding.

3 Third Read Students read to broaden conceptual knowledge and work

toward independence.

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Second Read GROUP READ Read the third part of the story The Ride: The Legend of Betsy Dowdy from the page beginning “She couldn’t stop the king . . .” You may want to read the text aloud or have students read independently.

Use the page that two pages that begin “She couldn’t stop the king. . .”

• how do you know that Betsy is a determined character? The text says that she couldn’t stop the king or be a soldier, but she could ride. This tells the reader that she is determined to help her country however she can. Integration of Knowledge and Ideas

• The author uses language to show the reader the events of the story rather than telling what happens. How does the author show that the Betsy has ridden through the night and that she is tired? She writes that “the pale gray light of morning pushed away the darkness” and that “Betsy yawned.” Author’s Craft and Structure

• Vocabulary The author writes that Betsy “slowed Bess down to an easy lope.” Based on the context, what do you think lope means? (Lope means “to trot.”) Why do you think Betsy slowed her pony? Bess had probably been moving fast for some time and needed to rest. RL.3.4, L.3.4

Use the two pages that begin “ ‘halt,’ called a young soldier . . . ”

• What does Betsy push back her hood when the soldier asks who she is? (She might want him to understand that she is a girl and not an enemy soldier.) Key Ideas and Details RL.3.1, RL.3.3

• How does the illustration communicate that Betsy has reached General Skinner’s camp? (Betsy is met by an armed soldier and there are tents pitched around the house.)

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Use the two pages that begin “After listening to her story . . .”

• Vocabulary The general says that “Great Bridge is too important to “yield to the redcoats.” What do you think yield means? (In this context, yield means to give over. Students should understand that the general doesn’t want to let the British take control of Great Bridge.) RL.3.4, L.3.4

• Why does the general tell Betsy that she’s a “remarkable young woman”? (he is referring to her determination to ride through the night to help her country.) Key Ideas and Details RL.3.1, RL.3.3

• What can you infer about Betsy’s character from her comment that she knows how to ride?? (She is modest and did what she could to help her country.) Integration of Knowledge and Ideas RL.3.1, L.3.5.c,

Use the Author’s Note on the last page of the selection.

• According to the information provided in the Author’s Note, how did Betsy’s ride affect the outcome of events at Great Bridge? (The colonial soldiers won the battle. This proved to them that the British Army could be defeated.) Key Ideas and Details RL.3.1, RL.3.3

• Betsy Dowdy may not have existed at all. Why do you think her legend is important? Use details from the text to support your answer. (possible response: The legend of Betsy Dowdy represents the ideals on which our country was founded.) Key Ideas and Details RL.3.1, RL.3.3

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Focused Deep DiveComprehension

Plot

• INTRODUCE A story’s plot is the events that happen in the beginning, middle, and end. To understand the plot, it is important to identify the characters and setting. Who is the main character of The Ride? (Betsy Dowdy, a sixteen-year-old girl) Where and when does Betsy Dowdy live? (She lives on Currituck, a barrier island of North Carolina, in 1775.)

• The plot of a story revolves around a conflict, or a problem, that the main character has. What is Betsy’s problem? (The British soldiers are on their way to Currituck. Only General Skinner’s militia can stop them, but the militia are fifty miles away.) What does Betsy do to solve the problem? (She rides her pony to General Skinner’s camp to get help.)

• In most plots, several events occur before the conflict is solved. What difficulties does Betsy have on her way to General Skinner’s camp? (She and her pony have to swim across the channel; she has to convince Mr. Lamb to take them across the river; she sees a fox; she gets sleepy, hits a limb, and falls off the pony.) Toward the end of a story, the author tells how the conflict, or problem, is solved. What is the result of the conflict in The Ride? (Betsy reaches General Skinner’s camp.) At the very end of the story, the author tells what happens to the main character after the conflict is solved. What happens to Betsy at the very end of the story? (General Skinner says he will send the army to defend Great Bridge from the redcoats. He tells Betsy she is remarkable, and she protests that she just knows how to ride.)

• APPLY Have students think about the events in the plot of The Ride. Tell them to write two sentences about the part of the story that they thought was most exciting.

RL.3.1, RL.3.3

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Students will do an in-depth study of plot and apply this to The Ride to develop a deeper understanding of the text.

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Scaffolded InstructionFor students who need additional support, use the activities below. Other students can complete the activities independently or in small groups.

Comprehension

PlotENGLISH LANGUAGE LEARNERS Tell students that they can create a chart to record the main characters, events, conflict, and resolution of a story. Display the following chart. Have students fill in the information for important events and resolution. Suggested answers are provided:

Main Characters Betsy Dowdy; Bess, her pony; papa; Mr. Lamb; General Skinner

Setting North Carolina in 1775

Important Events1. Betsy convinces Mr. Lamb to take her and Bess across the river.2. Betsy sees a fox. 3. Betsy gets sleepy, hits a limb, and falls off the pony.4. Betsy reaches General Skinner’s camp and tells him about the

redcoats.5. General Skinner agrees to fight the redcoats.

Conflict The redcoats are on their way to Currituck; only General Skinner’s militia can stop them, but they are fifty miles away.

Resolution Betsy reaches General Skinner’s camp, and he says he will take the militia to fight the redcoats.

Have students provide information for the plot of the second part of The Ride. Record it in the chart.

STRATEGIC SUPPORT Tell students that they can make a chart or list to help them recall a story’s plot. Help students review the most important events of the second part of The Ride. Write the events on the board in a numbered list. Suggested responses are provided.

1. Betsy convinces Mr. Lamb to take her and Bess across the river.2. Betsy sees a fox.3. Betsy gets sleepy, hits a limb, and falls off the pony.4. Betsy reaches General Skinner’s camp and tells him about the

redcoats5. General Skinner agrees to fight the redcoats.

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• THIRD READ Have students reread part three of The Ride: The Legend of Betsy Dowdy to build concept knowledge and build independence with complex text. As they read, they should consider how Betsy Dowdy succeeded in her determination to get news to General Skinner and how she, as an individual citizen, made a difference to our nation.

• Students can choose another text at their independent levels to deepen knowledge of the essential Question: how do individual citizens make a difference in communities and our nation?

LEVELED READERS




Writing

• Betsy completed her ride and made it safely to General Skinner’s camp. Have students write a personal note to Betsy thanking her for what she’s accomplished. Include specific details from the text as to why her ride is so important to her community. explain why it is still important to our nation today.

Word Work

• General Skinner tells Betsy that she’s a “remarkable young woman.” Have students find synonyms for remarkable that they feel describe Betsy Dowdy and use these in sentences about Betsy and her journey.

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76 A Citizen’s Role in Our Government • Unit 4 • Lesson 476 A Citizen’s Role in Our Government • Unit 4 • Lesson 2

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Writing WorkshopConventions: Nouns

INTRODUCE SINGULAR AND PLURAL NOUNS point out that nouns can either be singular or plural. Singular nouns name one person, place, thing, or idea. Plural nouns name two or more people, places, things or ideas.

MODEL Write the following sentences on the board:

The soldier wrote letters. Older boys joined the army.

In the first sentence, circle soldier and explain that this is a singular noun. It names one person. Next circle letters and underline the s. explain that letters is a plural noun because it names more than one thing (letter). Now have students rephrase the sentence so that soldier is a plural noun and letters is a singular noun. The soldiers wrote a letter.

For the second sentence, have students identify the nouns. boys, army point out that boys means more than one person, so it is a plural noun. elicit that army is singular. It names one thing.

APPLY Display the following sentences on the board: • During the war, mothers and daughters helped at home. • Females could not fight in a battle. • Some girls dressed as boys and became soldiers anyway.

Have students form pairs and write down the nouns in each sentence. Then have them rewrite plural nouns as singular nouns and singular nouns as plural nouns. Compare responses as a class to check understanding.

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Writing: Opinion

Writing an Opinion Opinion Statements

INTRODUCE Divide the class into three groups. Break up each of the following sentences into words or word groups, as shown below, and write each word or word group on a note card. Mix up the cards for each sentence set, and give each group of students one set of cards.

The Ride / is / one of the most exciting stories / ever written / about the Revolutionary War!

“Helping Hands / teaches / the importance / of volunteering.

“The Little Black-eyed Rebel” / is / the most exciting poem / in my book!

Ask students in each group to rearrange their cards to create an opinion statement. Tell students that an opinion statement expresses what a speaker or writer thinks about a topic.

Have a volunteer from each group read aloud the opinion statement the group created. As each student reads his or her statement, write it on the board.

After all students have read their statements, have students identify the words that make each statement a strong opinion. List the word groups on the board.

The Ride is one of the scariest stories about the Revolutionary War

“Helping Hands” teaches the importance of volunteering.

“The Little Black-Eyed Rebel” is the most exciting poem in my book.

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ESSENTIAL QUESTION How do individual citizens make a difference in communities and our nation?

TEAM TALK Have students return to the day 1 Team Talk activity and discuss how their understandings have changed. Have students consider books they’ve read or situations in their own communities in which individuals have made a difference. Who were the individuals, what did they do, and how did they do it?

Revisit the Texts The Ride: The Legend of Besty Dowdy“A Community Spring Break”, pages 00-00

Connect to TopicREvIEw THE wEEK’S REAdINGS

Have students work in small groups to review “A Community Spring Break” and The Ride: The Legend of Betsy Dowdy. Encourage students to read each selection and ask questions about the content. For example, for Betsy Dowdy, students might ask how the people of North Carolina were like other colonists. (They wanted freedom from England’s rule.) For “A Community Spring Break,” students might ask how the students in the selection give back to the community. (They become involved in a variety of activities in their community.) RL.3.1

When groups have completed reviewing each text, ask them to identify the traits of the main character in each selection and discuss how their actions help move the plot of the story from beginning to end. RL.3.3

Then revisit the topic and essential question. Discuss how Betsy Dowdy and the students in “A Community Spring Break” embody good citizenship.

Academic vocabulary scattered, pile (verb), pile (noun), neighbors, park, branches

Idioms and Phrases might as well

ObjectivesStudents will relate the texts to the unit topic and essential question through speaking and writing activities.Students will explore the unit topic and essential question by writing across texts.

common core state standards Addressed RL.3.1, RL.3.3, RI.3.7, W.3.2, SL.3.1.c–d, L.1.a,

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writing to SourcesPrompt Have students write a one-paragraph summary that explores how Betsy Dowdy and the students in “A Community Spring Break” are good citizens. They should clearly introduce the topic and then include facts and details and events from each selection to support their key idea. Remind students to use connecting words, such as also, and, like, still, and but and transitional words, such as another, such, finally, and then` to show relationships among their ideas. w.3.2

Speaking and ListeningExPLORE THE ESSENTIAL QUESTION SL.3.1.c–d.

INTROdUCTION Ask students to have a one-on-one discussion with a partner about good citizenship and how individuals can make a difference. Tell students that each partner should express his or her own ideas in complete sentences. In a discussion, one partner speaks first while the other listens. Then the roles are reversed.

dEvELOPMENT Help students with their one-on-one partner discussions by having them express their ideas about the questions below. Write the questions on the board. • Whom do I know who is a good citizen? • What does that person do for his or her community? • What do I think it means to be a good citizen in my community?

Demonstrate how to participate in a discussion of the questions. Read the first question and ask for a response. Repeat the response and model how to expand and clarify on it. Explain that expanding on and clarifying comments is an important part of participating in a discussion. Then have partners discuss the questions by expressing their thoughts and expanding and clarifying their ideas. Conclude the activity by asking for volunteers to share their ideas with the class.

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Media Literacy ExPLAIN HOw ILLUSTRATIONS EMPHASIzE ASPECTS Of CHARACTER RI.3. 7

REAd THE MEdIA Make several picture books available to students. Display to the whole class images of two people. Ask students to examine how images in the book reveal elements of a person. Guide students to notice how each person is dressed. Then ask students what the clothes tell you about each person. For example, Betsy in The Ride is dressed in a cape and pants for her ride. What about the image of Betsy suggests she is practical? How does the image of Betsy in the illustration make students feel about her? Next, show students an illustration of another person. Guide students to ask questions about the way the person is dressed and how the person makes them feel.

ANALYzE THE MEdIA Divide the class into small groups. Ask each group to choose a person from one of the picture books provided and discuss what they can learn about that person by “reading” the way he or she looks and is dressed. Have groups report back to the class.

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• have students read over The Ride: The Legend of Betsy Dowdy and “A Community Spring Break” to build concept knowledge and build independence with complex text. As they read, they should consider how Betsy Dowdy and the narrator from “A Community Spring Break,” as individual citizens, managed to make a difference in their communities.

• Students work in pairs or in a small group and select a passage from either The Ride: The Legend of Betsy Dowdy or “A Community Spring Break” to read for fluency. They can each choose a paragraph to read and practice reading it several times. Then students can read to each other.

Writing

Have students write a brochure about citizens making a difference in their community or nation. Explain to students that their brochures should try to convince young citizens like themselves to participate and make a difference in their communities. Remind students to describe the actions of Betsy Dowdy and the narrator from “A Community Spring Break” in their brochures to illustrate how young citizens can go about making an impact. Encourage students to include illustrations in their brochures.

Word Work

have students go back into the text of The Ride: The Legend of Betsy Dowdy and make a list of words that describe landscapes or geographic locations. Have them use context clues to figure out the meanings of these words. Then have them verify the meanings of these words in a dictionary or encyclopedia.

InDepenDenT

LEvELEd REAdERS


• The Barn Raising by nancy Frustinger [330L]

• The Best Community Service Project Ever by Joan nichols [550L]

Objectives


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writing workshopConventions

Abstract Nouns: INTROdUCTION Review with students what a noun names. (a person, place, thing, or idea) Note that two types of nouns are concrete nouns and abstract nouns. Concrete nouns name something you can see, hear, smell, taste, or touch. Tree is a concrete noun. Abstract nouns name ideas, traits, and feelings—things you cannot observe with your senses. Love is an abstract noun.

dEvELOPMENT Create a two-column chart on the board with the headings Concrete and Abstract. Say several nouns aloud, such as those listed in the chart below, and have volunteers write each one in the correct column on the board. Include examples from all types of nouns students have learned so far: common, proper, singular, plural, and irregular plural nouns.

L.3.1.a, L.3.1.c.

APPLICATION have pairs of students review the The Ride: The Legend of Betsy Dowdy and “A Community Spring Break” and name four abstract nouns that fit the story. For example, they might use the abstract noun danger to tell what Betsy Dowdy faced as she rode into the night. Then have them share their findings as a class and correct any misunderstandings.

Concrete Abstract

courthouseHoffman ElementaryriverBetsy DowdyresidentsponysoldiersCarrituck

Freedomrulelifefeardangerindependencerespect

Objectives


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writing: Argument

writing an Opinion: Opinion Startments Introduce When writing an opinion, we need to include a sentence that states our opinion. Then we provide details, facts, and examples to support our opinion. Read the following paragraph to students.

The young people in my building are great examples. There is a young woman from Ecuador who teaches English to young children. There is a teenager from the Ukraine who feeds the dog at the firehouse every day. And the young girl from who just got her first job in the city knits hats for needy people. They are all so helpful!

After reading the paragraph, tell students they are going to help you write an opinion statement for the paragraph. Remind students that an opinion statement is the writer’s opinion about the topic.

Practice To begin, ask students what they notice about all of the details in the paragraph. Elicit that all of them are about young people doing something for others. Using the information, ask students to help you draft an opinion statement. Write the following on the board:

Young people make a difference every day.

Explain that when writing an opinion statement for a paragraph, the statement can be simple because the paragraph gives the reasons (the supporting details). You may want to read the paragraph again with the opinion statement beginning the paragraph.

Apply Repeat the activity with the following paragraph about The Ride: The Legend of Betsy Dowdy and “A Community Spring Break.”

Betsy Dowdy is a brave young woman during the Revolutionary War. She and her horse Bess ride through the night to warn General Skinner that the British are coming. Because of her efforts, Betsy made a difference in the struggle for American independence. The young people in “A Community Spring Break” give up their spring vacation to help make a difference in their community.

Have students work with partners or in groups to develop simple statements of opinion for the paragraph. Possible responses: Throughout history, young people have made a difference in their communities. Young people can make a difference in their communities in large and small ways.

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What Does the Sleuth Close Reading Workshop Look Like?

ReadyGEN Sleuth is a collection of short texts to be used in close reading workshops. These short texts provide the perfect environment for teaching and practicing the steps of close reading. Students respond to the Sleuth texts by discovering text evidence, using facts to support a position, and completing performance tasks to demonstrate understanding.

As students master these close reading routines, they will then apply them to longer supporting texts and anchor texts throughout the year.

The 4 Sleuth Steps

1 Gather Evidence/ Look for Clues

2 Ask Questions

3 Make Your Case

4 Prove It!

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Sample Sleuth Selection


PLEASE NOTE

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What Does Instruction in the Scaffolded Strategies Handbook Look Like?

Teachers need a diverse array of tools, strategies, and options at their fingertips to support a wide range of learners. The Scaffolded Strategies Handbook extends Whole Group and Small Group instruction found in the Teacher’s Edition by providing deeper, targeted support for four student-constituencies:

• StrugglingReaders

• StudentswithDisabilities

• AcceleratedLearners

• EnglishLanguageLearners

The Handbook’s rich scaffolded support is universal in benefit to help all students access content and grasp core understandings and key insights.

2 Week 1 Week 1 3

Include Students with DisabilitiesThese four activities are examples of adaptations you can make in your classroom so that more students can participate in this week’s work.

Debate a Topic

Small Group

Multiple Intelligences: Linguistic/Verbal SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2

Have students work in groups to debate the pros and cons of a topic. Before students begin their debates, make sure that they understand how to participate in effective group discussions.

Display or discuss the following rules:• Stay focused on the topic.• Ask questions to clarify ideas.• Make connections between ideas.• Explain all ideas clearly.

Main Idea Web

Whole Group

Multiple Intelligences: Visual/Spatial W.3.1a, W.3.1b, W.3.5

Draw or display a Main Idea Web graphic organizer. Help students fill in reasons and supporting evidence to map out the information they researched. Encourage students to pay more attention to how the ideas are connected and supported than on the specific language.

Plan an Essay

Independent

Multiple Intelligences: Intrapersonal RI.3.6, W.3.1b, W.3.5, W.3.7, W.3.8, W.3.10

Take this opportunity to explain what it means for sources to be reliable. Finally, point out to students that they must incorporate this information in a way that avoids plagiarism. Explain that plagiarism is when someone copies someone else’s wording and uses it as their own.

Reactive Audience Game

Whole Group

Multiple Intelligences: Bodily/Kinesthetic Total Physical Response SL.3.1, SL.3.1b, SL.3.2, SL.3.4, SL.3.6

Have volunteers share their essays with the class. Assign half of the classroom as the “agree” side; students who agree with the student’s position will move to this side.

UNIT 1 • WEEK 1

Inspire Accelerated LearnersThese four challenging extensions will increase the learning experiences for those students now ready to stretch and go beyond the work defined in the Teacher’s Guide.

Conduct ResearchIndependent

Multiple Intelligences: Intrapersonal RI.3.5, W.3.5, W.3.7, W.3.8

Explain to students that when using digital sources, students should think about important key terms related to their topic. One strategy for gathering and organizing research is preparing index cards for each source, taking good notes on one side of the card, and including bibliographic information on the back for sources to be cited.

Outline an Opinion Essay

Independent

Multiple Intelligences: Logical/ Mathematical W.3.1.a, W.3.1.b, W.3.1.d, W.3.4, W.3.5

Have students create a comprehensive, formal outline as a way to plan their essays. Tell students that their outlines should be broken into five sections. Remind students that they should use these outlines to write their essays.

Create Visual Aids

Small Group

Multiple Intelligences: Visual/Spatial W.3.6, SL.3.1, SL.3.1a, SL.3.4, SL.3.5

Have students consider which type of visual aid best enhances their opinion essays. Then have students begin creating their chosen visual aid.

Make a Presentation

Whole Group

Multiple Intelligences: Interpersonal SL.3.1, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2, SL.3.3, SL.3.4, SL.3.5

Have students present their essays to the class, incorporating their visual aid. Have the class take notes on each presentation, and write at least one question about what they heard.

Deeper Support for EnglishLanguage Learners

The text segments below present specific challenges for ELL students. Based on the make up of each small group, select and move through this progressive scaffolded support, as needed.

Text Segment fromSupporting Text

MINIMAL Scaffolded Support

MODERATE Scaffolded Support

MAXIMAL Scaffolded Support

“When sixteen-year-old Betsy Dowdy heard Papa talk about war approaching, she felt as hopeless as a ghost crab skittering along the sand.

She couldn’t stop King George. She couldn’t fight as a soldier.

With her pony Bess standing close as a shadow, Betsy stared out at the choppy waters of the Currituck Sound. Bess sniffed Betsy’s apron pocket. Betsy reached in and pulled out an apple. One thing she could do was take care of the ponies she loved.

Just then she saw a boat bobbing in the water. Papa came running.”

OnomatopoeiaL.3.5b, L.3.6

Students with minimal English language proficiency may have trouble decoding a word that sounds like the word it describes. Explain to students that this is called onomatopoeia. Ask

students to locate words in this selection that sound like the words they describe (skittering, choppy, sniffed, bobbing).


Students with moderate Englishlanguage proficiency may havetrouble understanding that sometimes authors will use a word that sounds like the word it describes. Explain to students that this is called onomatopoeia. Reread the selected passage with the class. Have students raise their hands when they hear a word that sounds like what it describes. Then ask students to explain how the word contributes to the meaning of the sentence. Replace the onomatopoetic word with a simpler word and ask students to describe the effect of that change.


Students with maximal Englishlanguage proficiency may have troubleunderstanding how to use a wordthat sounds like the word it describes.Explain to students that this is calledonomatopoeia. Ask students to readthe selected passage and identify four words that sound like the words they describe. (skittering; choppy; sniffed; bobbing) Next, have students use each of the words they identified in their own sentences. For example: “We heard a mouse skittering along the garage floor.”


“Halt,” called a young soldier on the road.

“Is this General Skinner’s camp?” Betsy asked.

He stared. ‘Who are you?”

She pushed back the hood of her cloak so he could see her face. “Betsy Dowdy. I’ve got news for the general.”

“The general is up there.” The soldier pointed.

Betsy pressed her heels into her pony once more. “We’ve done it, Bess.”

“After listening to her story, the general said, “I’ll take my men and we’ll give Dunmore a fight. Great Bridge is too important to yield to the redcoats.”

“My pony needs to be cared for,” Betsy said.

“Aye, both of you do,” the general said. “I suggest you eat and rest. Miss Betsy, North Carolina is in your debt.

You are a remarkable young woman.”

PlotRL.3.1, RL.3.3

Students with minimal English language proficiency may have trouble identifying the various elements that are involved in developing the plot of a story. Explain to students that when thinking about a story’s plot, it is important to identify the main and minor characters in the story and the setting of the story. Ask students to search this selection for a major character (Betsy), a minor character (the young soldier), where the story

takes place (North Carolina), and when the story took place (1775).

Plot RL.3.1, RL.3.3

Students with moderate Englishlanguage proficiency may havetrouble following and summarizing the plot of a story. Have students read the selected passage. Ask them to think about what happened before and what is happening in this

part of the passage. Help students use the selected passage to identify the conflict and its resolution. The conflict is that Betsy must ride to General Skinner to save her family and the ponies. Its resolution comes when she reaches the general and he agrees to help her.

PlotRL.3.1, RL.3.3

Students with maximal Englishlanguage proficiency may havetrouble summarizing the plot of astory. Ask students to think back to the earlier events in the story. Next read the selected passage aloud.

Ask students to think about how this selection resolves the conflict. Help the whole class list the events of the story that contributed to the conflict and its resolution. Model for students how to use this list of events to write a succinct summary of the plot of the story.

PlotRL.3.1, RL.3.3

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Scaffolded Support Handbook lessons are divided into three parts.

PArT 1: Targeted Deep reading SupportFocused reading strategies allow all students to explore texts with the appropriate support specific to their needs.

2 Week 1 Week 1 3

Include Students with DisabilitiesThese four activities are examples of adaptations you can make in your classroom so that more students can participate in this week’s work.

Debate a Topic

Small Group

Multiple Intelligences: Linguistic/Verbal SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2

Have students work in groups to debate the pros and cons of a topic. Before students begin their debates, make sure that they understand how to participate in effective group discussions.

Display or discuss the following rules:• Stay focused on the topic.• Ask questions to clarify ideas.• Make connections between ideas.• Explain all ideas clearly.

Main Idea Web

Whole Group

Multiple Intelligences: Visual/Spatial W.3.1a, W.3.1b, W.3.5

Draw or display a Main Idea Web graphic organizer. Help students fill in reasons and supporting evidence to map out the information they researched. Encourage students to pay more attention to how the ideas are connected and supported than on the specific language.

Plan an Essay

Independent

Multiple Intelligences: Intrapersonal RI.3.6, W.3.1b, W.3.5, W.3.7, W.3.8, W.3.10

Take this opportunity to explain what it means for sources to be reliable. Finally, point out to students that they must incorporate this information in a way that avoids plagiarism. Explain that plagiarism is when someone copies someone else’s wording and uses it as their own.

Reactive Audience Game

Whole Group

Multiple Intelligences: Bodily/Kinesthetic Total Physical Response SL.3.1, SL.3.1b, SL.3.2, SL.3.4, SL.3.6

Have volunteers share their essays with the class. Assign half of the classroom as the “agree” side; students who agree with the student’s position will move to this side.

UNIT 1 • WEEK 1

Inspire Accelerated LearnersThese four challenging extensions will increase the learning experiences for those students now ready to stretch and go beyond the work defined in the Teacher’s Guide.

Conduct ResearchIndependent

Multiple Intelligences: Intrapersonal RI.3.5, W.3.5, W.3.7, W.3.8

Explain to students that when using digital sources, students should think about important key terms related to their topic. One strategy for gathering and organizing research is preparing index cards for each source, taking good notes on one side of the card, and including bibliographic information on the back for sources to be cited.

Outline an Opinion Essay

Independent

Multiple Intelligences: Logical/ Mathematical W.3.1.a, W.3.1.b, W.3.1.d, W.3.4, W.3.5

Have students create a comprehensive, formal outline as a way to plan their essays. Tell students that their outlines should be broken into five sections. Remind students that they should use these outlines to write their essays.

Create Visual Aids

Small Group

Multiple Intelligences: Visual/Spatial W.3.6, SL.3.1, SL.3.1a, SL.3.4, SL.3.5

Have students consider which type of visual aid best enhances their opinion essays. Then have students begin creating their chosen visual aid.

Make a Presentation

Whole Group

Multiple Intelligences: Interpersonal SL.3.1, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2, SL.3.3, SL.3.4, SL.3.5

Have students present their essays to the class, incorporating their visual aid. Have the class take notes on each presentation, and write at least one question about what they heard.

Deeper Support for EnglishLanguage Learners

The text segments below present specific challenges for ELL students. Based on the make up of each small group, select and move through this progressive scaffolded support, as needed.

Text Segment fromSupporting Text

MINIMAL Scaffolded Support

MODERATE Scaffolded Support

MAXIMAL Scaffolded Support

“When sixteen-year-old Betsy Dowdy heard Papa talk about war approaching, she felt as hopeless as a ghost crab skittering along the sand.

She couldn’t stop King George. She couldn’t fight as a soldier.

With her pony Bess standing close as a shadow, Betsy stared out at the choppy waters of the Currituck Sound. Bess sniffed Betsy’s apron pocket. Betsy reached in and pulled out an apple. One thing she could do was take care of the ponies she loved.

Just then she saw a boat bobbing in the water. Papa came running.”


Students with minimal English language proficiency may have trouble decoding a word that sounds like the word it describes. Explain to students that this is called onomatopoeia. Ask

students to locate words in this selection that sound like the words they describe (skittering, choppy, sniffed, bobbing).


Students with moderate Englishlanguage proficiency may havetrouble understanding that sometimes authors will use a word that sounds like the word it describes. Explain to students that this is called onomatopoeia. Reread the selected passage with the class. Have students raise their hands when they hear a word that sounds like what it describes. Then ask students to explain how the word contributes to the meaning of the sentence. Replace the onomatopoetic word with a simpler word and ask students to describe the effect of that change.


Students with maximal Englishlanguage proficiency may have troubleunderstanding how to use a wordthat sounds like the word it describes.Explain to students that this is calledonomatopoeia. Ask students to readthe selected passage and identify four words that sound like the words they describe. (skittering; choppy; sniffed; bobbing) Next, have students use each of the words they identified in their own sentences. For example: “We heard a mouse skittering along the garage floor.”


“Halt,” called a young soldier on the road.

“Is this General Skinner’s camp?” Betsy asked.

He stared. ‘Who are you?”

She pushed back the hood of her cloak so he could see her face. “Betsy Dowdy. I’ve got news for the general.”

“The general is up there.” The soldier pointed.

Betsy pressed her heels into her pony once more. “We’ve done it, Bess.”

“After listening to her story, the general said, “I’ll take my men and we’ll give Dunmore a fight. Great Bridge is too important to yield to the redcoats.”

“My pony needs to be cared for,” Betsy said.

“Aye, both of you do,” the general said. “I suggest you eat and rest. Miss Betsy, North Carolina is in your debt.

You are a remarkable young woman.”

PlotRL.3.1, RL.3.3

Students with minimal English language proficiency may have trouble identifying the various elements that are involved in developing the plot of a story. Explain to students that when thinking about a story’s plot, it is important to identify the main and minor characters in the story and the setting of the story. Ask students to search this selection for a major character (Betsy), a minor character (the young soldier), where the story

takes place (North Carolina), and when the story took place (1775).

Plot RL.3.1, RL.3.3

Students with moderate Englishlanguage proficiency may havetrouble following and summarizing the plot of a story. Have students read the selected passage. Ask them to think about what happened before and what is happening in this

part of the passage. Help students use the selected passage to identify the conflict and its resolution. The conflict is that Betsy must ride to General Skinner to save her family and the ponies. Its resolution comes when she reaches the general and he agrees to help her.

PlotRL.3.1, RL.3.3

Students with maximal Englishlanguage proficiency may havetrouble summarizing the plot of astory. Ask students to think back to the earlier events in the story. Next read the selected passage aloud.

Ask students to think about how this selection resolves the conflict. Help the whole class list the events of the story that contributed to the conflict and its resolution. Model for students how to use this list of events to write a succinct summary of the plot of the story.

PlotRL.3.1, RL.3.3


PLEASE NOTE

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What Does Instruction in the Scaffolded Strategies Handbook Look Like?

PArT 2: Language Sleuth Support The Language Sleuth helps students access the more challenging vocabulary and skills in their texts by weaving them into a short selection at a lower, more accessible level. Activities allow students to interact with the text and demonstrate understanding.

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4 Week 1 Week 1 5

Language Sleuth Teacher SupportLanguage Sleuth covers the standards and utilizes the selection vocabulary by presenting an aspect of the supporting text from a different point of view. The lower Lexile helps student gather more information and provides a different entry point into the supporting text selection. After completing Language Sleuth, students will be better able to understand the supporting text.

About the PassageAnalyze Content RI.3.1Have students identify three opinions from the passage. Remind them that a fact can be researched and verified or proven to be true or false. Remind them that an opinion cannot be proven true or false, but may be supported with reasons or evidence.

Answer Key

1. It’s very important!

2. That’s a dangerous ride, for a young girl.

3. She had strange clothes.

Work with Words!Study and Apply Vocabulary L.3.4.a, RF.3.4.cExplain to students that when they come across an unfamiliar word, they can use the context to help them understand the meaning of the word. Explain that context can include surrounding words, sentences, and even paragraphs. They can make inferences based on this context. Write this example on the board: I felt impatient waiting for the movie to begin. I wanted it to start right away! Underline the word impatient. Help students use the context to infer that impatient describes someone who does not want to wait.

Answer Key

breeches pants, not skirts

ferry boat, across the river

warn tell beforehand, British soldiers are coming

Work with Grammar!Study and Apply Grammar L.3.1.a, L.3.2Tell students that nouns can be either proper nouns or common nouns: proper nouns name specific people, places, things, or ideas, and common nouns do not. Explain that proper nouns begin with a capital letter, regardless of where they are in the sentence. Ask a volunteer to give his or her name. Write it on the board, and elicit that it is a proper noun. Point out that it begins with a capital letter. Then, explain

UNIT 1 • WEEK 1

Strategies in ActionFIGURATIVE LANGUAGE Small Group

Language Conventions L.3.5.aIn The Legend of Betsy Dowdy, students encounter many metaphors and similes that will be challenging to ELL students. This small-group lesson helps students to master the complexity of this figurative language.

Explain to students that sometimes authors describe people, places, or things in their stories by comparing them to other things. Usually these comparisons are made between two things that are not usually compared. These are called metaphors. An example of a metaphor is when people say, “Time flies.” Time does not really have wings, and it cannot really physically fly. It is being compared to a bird because birds fly from place to place faster than we can walk from place to place. Further explain to students that there are specific kinds of metaphors that are easier to identify when reading a story. These are called similes, and they are metaphors that use the words like or as to explicitly demonstrate what they are comparing. Her hands are as cold as ice, or he is like a cheetah because he is so fast are examples of similes. Ask students to locate the metaphors Kitty Griffin chose to include in The Ride. (When sixteen-year-old Betsy Dowdy heard papa talk about war approaching, she felt as helpless as a ghost crab skittering along the sand. “You’re a pepper pot, Betsy Dowdy.” With her pony Bess standing as close as a shadow, Betsy stared at the choppy waters of the Currituck Sound.) Lead a discussion about what the comparisons might mean, and how they contributed to the story.

CONCRETE AND ABSTRACT NOUNS Whole Group

Language Conventions L.3.1.c, L.3.5.bExplain to students that a noun can be a person, place, thing, or idea. People, places, and things are concrete nouns. We can see them, or we can picture them in our minds. Ideas are abstract nouns. We can’t see them. But we can understand them. Sometimes we use concrete nouns or examples to help explain abstract nouns. Explain to students that you will read two brief stories to them and they are to discuss which one is a better example of freedom. (You may want to write them out on the board if time allows.)

1. The colonists were angry. They wanted a fair government. King George did not listen to them. He sent his soldiers to the colonies. They forced the colonists to obey the king’s unfair rules.

2. The colonists fought against the British soldiers. Finally, the colonists won the war. Now, they could make their own rules. They could be fair to everyone. They could decide how to run their country.

Lead a discussion where you ask them to describe what ideas from the stories helped them to decide which one was an example of freedom. Next, ask them to describe how they know what freedom is.

VOCABULARY PRACTICE Independent

Visual/Spatial, Linguistic RF.3.3.c, RF.3.3.d, L.3.2.g, L.3.4.dTo help students to further their understanding of the week’s vocabulary, list the words from this week on the board. (The words are: helpless, trotted, plunged, soldier, channel, hilt, redcoats, militia, flew, reared, booming, snarling, whinnied, outlaw.) Have students look up each word’s definition in a dictionary and write it on a sheet of paper.

Then challenge students to create crossword puzzles that use the definitions as the clues. Remind them that all of the words have to cross one another somewhere that they share a common letter. When they have completed their puzzles, encourage them to trade puzzles with a partner and see if they can solve them.

If students are not able to independently create their own puzzles, use the Crossword Puzzle Challenge on page 9 as a model to create a puzzle for students to complete. Students may work independently or participate in a group to solve the puzzle on the white board.

Universal Strategies and InsightsSIOP® IN PRACTICE Lesson Delivery Feature 26: Pacing of the Lesson Appropriate to Students’ Ability Levels Students’ content and language abilities vary greatly. To keep students engaged, increase or decrease wait times when prompting for responses to avoid overly lengthy pauses as well as moving too quickly through the lesson. This is especially true to look for with your minimally proficient students who likely know the answer but are gathering confidence to risk offering it. For example in the recall lessons where students are being asked to locate information, be mindful of how much text you are asking them to reread or skim to find the answer. Guide students to the right passage and then let them have time to read, rather than allowing them time to hunt for the right passage first.

FACT OR OPINION Explain to students that the cannot write an argumentative essay without including facts and opinions, but that they need to always remember the difference between them.√ A statement of fact tells something that

can be proven. It is either true or false. You can prove it b reading about it or asking an expert.

√ An opinion tells someone’s ideas or feelings. These clue words tell you a statement is an opinion: fun, best, easy, like, exciting, great, right, wrong, best, bravest and terrible. Remind students that in order to convince their audience to agree with them, they should always support an opinion with a verifiable fact.

INTRODUCE GENRE Because this is the first lesson of this week, students will benefit from bulleted points to look for when reading or writing an opinion essay. An argumentative essay:• establishes a clear position on an issue or

question.• supports the position with details,

reasons, facts, and examples as evidence.

• tries to convince readers to think or act in a certain way.

• uses persuasive words to make reasons more convincing.

• often organizes ideas and facts in order of importance.

• provides a concluding statement of section related to the topic.

Lead a discussion about strong arguments with good reasons. Ask students for examples of weak arguments they have heard (I read it on the Internet so it must be true. Because I said so. ) and talk about what makes them weak. Then ask for what kinds of reasons they would consider more convincing.

PRIOR KNOWLEDGE Prior knowledge includes knowledge about processes (reading, writing), content (history), topics (legends, wars), and concepts (main idea, facts and opinions). It also includes attitudes, such as motivation to learn, beliefs about the world, and awareness of our own interests and strengths. When discussing prior knowledge with your students, try to tap into all of these areas. To get students with attention or reading difficulties engaged in the text, appeal to what they already know or what they can do with what you are teaching them in another context. In this week’s lessons, we saw a brave young girl take a risk for something that was important to her. Lead a discussion about what is important enough for

PArT 3: Key Support of Lesson ChallengesTwo types of support are provided in each lesson for those areas that are identified as being particularly challenging for students:

•Strategies in Action focus on the most critical challenges of the lesson, and include support in speaking and listening, writing, and vocabulary. Adapted rubrics for evaluation consider the special challenges of this diverse group of learners.

•Universal Support Options provide a collection of support tools, ideas, suggestions, and strategies that can be easily applied to any lesson. SIOP notes are included.


PLEASE NOTE

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How Are Foundational Skills Taught in ReadyGEN?

The ReadyGEN scope and sequence in foundational skills has been widely validated in independent efficacy studies. Created by literacy experts in the areas of phonemic awareness, phonics, word work, and spelling, the instruction includes modeled delivery and support for appropriate mediations.

Phonics and word study instruction is explicit and systematic. As we teach letter-sound relationships in isolation in sequential order, we also teach children to blend sounds to decode words. With each lesson, decodable text and writing opportunities give children practice in applying phonics skills and show them the usefulness of what they are learning.

Teacher’s Guide Lessons for whole group, small group, and independent activities

Phonics Activity Mat (Grades K-3 only) Interactive bilingual mat for word work and letter tile activities

OPTIONAL

Phonics Kit (K–3) and Word Study Kit (4–5) Components

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Sound Spelling Cards (Grades 1-3 only) Introduce each sound spelling with a photograph and a list of spellings for that sound

Phonics Songs and rhymes Flip Chart and Audio CD (Grade K only) Flip Chart reinforces phonics and phonological awareness skills. Engaging musical recordings provide fluent singing models.

Practice readers Readersforpracticeandapplication of skills.

Picture Cards (Grades K-3 only) Picture cards showing photographs on one side and words on the back

Alphabet Cards (Grades K-3 only) English and Spanish alphabet cards with photographs

High-frequency Word Cards Word cards to reinforce high-frequency tested vocabulary

Letter Tiles Manipulatives for phonics and decoding instruction

English

© Pearson Education

FSD Proof StageSIGN DATE

Nn

nest

© Pearson Education

FSD Proof StageSIGN DATE

Español

Bb

bebé

Grade 4, Unit 2, Week 4

4 Copyright © Pearson Education, Inc., or its affi liates. All Rights Reserved.

landslideTestedVocabCards_G4_Sampler.indd 3

6/4/09 4:11:21 PM

Grade 3, Unit 2, Week 23 Copyright © Pearson Education, Inc., or its affi liates. All Rights Reserved.

trophiesTestedVocabCards_G3_Sampler.indd 7 6/4/09 4:10:09 PM

Grade 3, Unit 2, Week 23 Copyright © Pearson Education, Inc., or its affi liates. All Rights Reserved.

matureTestedVocabCards_G3_Sampler.indd 5 6/4/09 4:10:08 PM


PLEASE NOTE

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ReadyGEN Phonics and Word Study Teacher’s Edition instruction is explicit and systematic. Group and individual practice, as well as word building activities, guide students through the full range of foundational skills.

Practice readers at all grades provide students the opportunity to apply phonics and word study skills. At the lower grades, texts have a high potential for accuracy and are comprised of previously taught letter-sound relationships. Students will gradually move toward less controlled text as their ability and confidence grows.

Sample Phonics Teacher Guide

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PLEASE NOTE

ReadyGENTM

Abc

Grade

3

4Unit

A Citizen’s Role in our GovernmentHow do individual citizens make a difference in our communities?

K–5 SamplerPearsonSchool.com/ClarkCountyReadyGEN

Documents

A Grade 3 A Citizen’s Role in our Government · 2016. 6. 14. · 1 CONTENTS A readyGEN b c Welcome to ReadyGEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .