Reading Grade 3 - ECS Learning Systemsecslearningsystems.com/ViewImagesAndSamples/ECS7882-V.pdf · Objective1:Thestudentwilldemonstrateabasic understandingofculturallydiversewrittentexts

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Learning Modules™

ReadingGrade 3

Work Text

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Table of Contents

Module 1The Secret of the Ninth Hole............................................................................................3

Module 2Sweet Rain ......................................................................................................................10

Module 3The Velveteen Rabbit ......................................................................................................17

Module 4Sleeping in Space ............................................................................................................25

Module 5Wyatt and the Mystery Passenger ..................................................................................33

Module 6Journey of the Mayflower................................................................................................41

Module 7Tango’s Meal ....................................................................................................................49

Module 8Going Green ..................................................................................................................57

Module 9Down the Rabbit Hole ....................................................................................................64

Module 10Friends Forever ..............................................................................................................72

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2 © ECS Learning Systems, Inc. • TAKS MASTER®Learning Modules™, Reading, Grade 3

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Objective 1: The student will demonstrate a basicunderstanding of culturally diverse written texts.

(3.5) Reading/word identification. The student usesa variety of word identification strategies. The studentis expected to

(D) use root words and other structural cues suchas prefixes, suffixes, and derivational endings torecognize words(E) use knowledge of word order (syntax) andcontext to support word identification andconfirm word meaning

(3.7) Reading/variety of texts. The student readswidely for different purposes in varied sources.The student is expected to

(B) read from a variety of genres to acquireinformation

(3.8) Reading/vocabulary development. The studentdevelops an extensive vocabulary. The student isexpected to

(C) use context to build word meanings and toconfirm pronunciations of words(D) demonstrate knowledge of synonyms, antonyms,and multi-meaning words

(3.9) Reading/comprehension. The student usesa variety of strategies to comprehend selections readaloud and selections read independently. The studentis expected to

(C) retell important events in stories(H) produce summaries of text selections

Objective 2: The student will apply knowledge of literaryelements to understand culturally diverse written texts.

(3.11) Reading/text structures/literary concepts. Thestudent analyzes the characteristics of various types oftexts. The student is expected to

(H) analyze characters, including their traits,feelings, relationships, and changes(I) identify the importance of the setting to a story’smeaning(J) recognize the story problem(s) or plot

Objective 3: The student will use a variety of strategies toanalyze culturally diverse written texts.


(C) retell [or act out] the order of important eventsin stories(I) represent text information in different ways,including story maps, graphs, and charts

(3.11) Reading/text structures/literary concepts.The student analyzes the characteristics of varioustypes of texts. The student is expected to

(A) distinguish different forms of texts, includinglists, newsletters, and signs and the functionsthey serve(C) recognize the distinguishing features of familiargenres, including stories, and informational texts

Objective 4: The student will apply critical-thinking skillsto analyze culturally diverse written texts.


(F) make and explain inferences from texts such asdetermining important ideas, causes and effects,making predictions, and drawing conclusions(J) distinguish fact from opinion in various texts,including news stories and advertisements

(3.10) Reading/literary response. The studentresponds to various texts. The student is expected to

(C) support interpretations or conclusions withexamples drawn from text

TAKS Reading Objectives for Grade 3

19© ECS Learning Systems, Inc. • TAKS MASTER® Learning Modules™, Reading, Grade 3, Teacher Guide

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Use the information in the chart below to identify the specific skill addressed in a question.A correlation chart for the multiple-choice questions appears on page 21.

The Texas Education Agency (TEA) publishes information booklets that define and explain thespecific skills tested in each objective. Consult these booklets for further information.

Objective 1 Objective 2 Objective 3 Objective 4

Root Word/Structural Cue

Characterization Order of Events Inference

Word Order/Context

Setting Graphic Source Fact/Opinion

Synonym/Antonym Story Problem Forms of TextSupporting

Interpretation/Conclusion

Multiple-MeaningWord

Genre Features

Detail/Fact

Main Idea

Summary

Retelling Events

TAKS Reading Objectives for Grade 3

20 © ECS Learning Systems, Inc. • TAKS MASTER® Learning Modules™, Reading, Grade 3, Teacher Guide

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Objective 1

Objective 2

Objective 3

Objective 4

Root Word/Structural Cue 5 2 4 4 9

Word Order/Context 1 1 2 8

Synonym/Antonym 1 1 7 2 1

Multiple-Meaning Word 2 3 1 1 1

Detail/Fact 5 8 5 2 5 3

Retelling Events 4 8 3 3 1

Summary 3 6 6 6

Main Idea 2 8,9 2 1 9 4

Characterization 8 4 6

Setting 7 8

Story Problem 3 7 6 7 4

Order of Events 4 3,6 2 3

Graphic Source 9 5 5 5 5 6 5

Forms of Text 5 6 7 7 8

Genre Features 7 7 9 9 8

Inference 6 2 9 4 3 7

Fact/Opinion 8 7 8 2

Supporting Interpretation/Conclusion 6 4 4 3

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Correlation Chart for TAKS MASTER® Learning ModulesTM

Reading, Grade 3

21© ECS Learning Systems, Inc. • TAKS MASTER® Learning Modules™, Reading, Grade 3, Teacher Guide

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© ECS Learning Systems, Inc. • TAKS MASTER® Learning Modules™, Reading, Grade 3, Teacher Guide 9

The Secret of the Ninth Hole

Vocabulary

miniature

rusty

felt

cockpit

darting

sunken

serpent

lair

gutter

scurried

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What do you thinkwill happen to Chadand Lisa in this story?Do you think they willsolve the mystery?Make a prediction inthe space below.

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Chad and Lisavisit UnsolvedMysteries, a newminiature golf coursewhere each hole ispatterned after a famousmystery, such as theBermuda Triangle, theLost City of Atlantis,or the Loch Ness monster.The golf course also has its ownmystery to solve, and Chad and Lisa both want to be first to solvethe mystery.

Think about what you know• What is a mystery? Have you ever solved a mystery

or tried to solve one?

• What do you think would be important to do whentrying to solve a mystery?

• Have you ever played miniature golf or seen aminiature golf course? What was it like?

• Some of the mysteries mentioned in this story arethe Bermuda Triangle, the Lost City of Atlantis,the Loch Ness monster, King Arthur, and MountOlympus. What do you know about these topics?

Did you know...The first miniature golf course in the United Statesopened in Pinehurst, North Carolina, in 1916.

Mod

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Predicting/Generating Questionsomething unexplained,

unknown, or kept secret

mystery:

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3© ECS Learning Systems, Inc. • TAKS MASTER®Learning Modules™, Reading, Grade 3

Module 1The Secret of the Ninth Hole

Prereading ActivityTEKS 110.5 (12J)

Part of the picture below is missing! Use the clues you have been given to determine what is inthe picture.

What do you think is in the picture? _______________________________________________

What clues did you use to solve the mystery? _________________________________________

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Solve the Mystery!

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Chad and Lisa waited in line to play Unsolved Mysteries, the new miniature golfcourse. When they reached the counter, a clerk handed them balls and clubs. “No onehas solved the mystery yet,” the clerk said.

“Isn’t every hole a mystery?” asked Chad. “Like UFOs or sea monsters?”

“Each hole is about a famous mystery,” said the clerk. “But you have to solve amystery to complete the course. If you’re the first to solve it, you get your picture inthe newspaper.”

Chad grinned at Lisa. “Look for my picture on tomorrow’s front page.”

“You wish,” Lisa said, following him onto the course.

Chad and Lisa boarded the rusty plane at the first hole. The green stretched fromthe tee behind the cockpit to the cup in the tail of the plane. Suddenly, lights flashedand dials spun wildly in the cockpit. A speaker crackled, “Mayday! Mystery Flight 319crashing in the Bermuda Triangle.”

“I hope my ball doesn’t disappear in the Bermuda Triangle,” said Chad. He took hisfirst shot. The ball bounced off the walls of the plane. Chad took three more shots tofinish the hole. Lisa swung, and her ball rolled through the plane and into the cup.

“Hole-in-one!” she yelled.

“Welcome to the Lost City of Atlantis,” said the speaker at the second hole. Thewalls glowed with scenes of fish darting among the sunken ruins of a city. Chad felt likehe was golfing underwater.

At the third hole, the speaker said, “Meet Nessie, the Loch Ness monster.” Chadtapped his ball through the loop-the-loop of the giant sea monster’s body. Lisa whackedhers too hard, sending it off course.

Chad made a hole-in-one at KingArthur’s round table. On the alienspaceship, Lisa mastered the controls.Chad’s ball was lost through a trapdoor.After the haunted house, MountOlympus, and King Tut’s Tomb, Chadand Lisa were tied at 27 strokes each.

A dragon towered over the ninthhole. Giant eggs dotted the green.Steam seeped from a nearby cave.


The Secret of the Ninth Hole

© ECS Learning Systems, Inc. • TAKS MASTER®Learning Modules™, Reading, Grade 3

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“The mysteries of the golf course hold the solution to your last adventure,” crackledthe speaker. “Put the clues together, and escape. Fail, and enter the Dragon’s Lair.”

“What clues?” asked Lisa.

“The course holds the solution,” Chad repeated. “We played the Bermuda Triangle,then Atlantis, Nessie, and King Arthur. What was next?”

“The haunted house, Mount Olympus, and Tut’s tomb,” said Lisa.

Chad pictured each hole. But he didn’t see any clues. He thought about eachmystery…Bermuda, Atlantis, Nessie, King. Then Chad grinned.

“You solved the mystery?” cried Lisa.

“Spell out the first letters of something at each hole,” Chad said. “Like, B forBermuda or S for spaceship.”

“B-A-N-K-S-H-M-T.”

“Olympus, not Mount Olympus,” corrected Chad. “The letters spell out bankshot.”

“I get it!” cried Lisa. “Don’t aim for the cup. Bank the ball off the eggs.”

Lisa putted. Her ball bounced off an egg and into the cup. The dragon roared, andits tail opened a door hidden near the cave. Lisa stood in the secret exit, watching Chadshoot. Chad missed the eggs. His ball rolled into a gutter. Flames shot from thedragon's snout. The speaker crackled, “Beware the Dragon’s Lair!”

Laughing, Lisa scurried out the secret exit.

“Time to have my picture taken,” she said as the door snapped shut.

Chad entered the cave, wondering what hazards he would find, but the cave only ledoutside the golf course. He saw Lisa talking to a man with a camera.

“Both our pictures should be in the newspaper,” she said. “I finished the course, butmy brother solved the mystery.”

Chad pictured tomorrow’s headline: Secret of the Ninth Hole Solved!



If this passage were a news story, it might have this headline:

New Miniature Golf Course Holds Mystery

On the line below, write a headline of your own about the passage.

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d.Module 1The Secret of the Ninth HolePost-reading ActivityTEKS 110.5 (20B)

Use the pictures below to design your own three-hole miniature golf course. On a separatesheet of paper, describe your golf course or describe someone’s adventure on your golf course.

Create a 3-D model of one of the holes you designed. Use a shoebox, green felt, and any othermaterials you want. Be creative!

6

My Golf Course


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ConnectionsTEKS 110.5 (14A)

In the story, Chad and Lisa make a goal to solve the mystery. Describe a goal you have madeand how you met that goal or are trying to meet it.

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Connections


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Objective 1 (Word Order/Context)

1. In paragraph 6, the word boardedmeans—

O A bumped

O B closed

O C entered

O D searched

Objective 1 (Multiple-Meaning Word)

2. Read the meaning below for the wordbank.

bank verb

1. to cover 2. to pile up 3. to play offa surface 4. to tip when turning

Which meaning best fits the way bankis used in paragraph 22?

O A Meaning 1

O B Meaning 2

O C Meaning 3

O D Meaning 4

Objective 2 (Story Problem)

3. What do both Lisa and Chad wantmost in the story?

O A To find clues

O B To avoid trapdoors

O C To get a good score

O D To hit a ball into a cup

Objective 3 (Order of Events)

4. What happens after Lisa and Chadplay the hole at King Tut’s Tomb?

O A They have the same score.

O B Lisa rolls a ball into anairplane.

O C They wait in a line to getsupplies.

O D Chad hits a ball through asea monster.

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Objective 1 (Detail/Fact)

5. Lisa and Chad finish their game byspelling the word—

O A adventure

O B bankshot

O C exit

O D golf

Objective 4 (Supporting Interpretation/Conclusion)

6. At the end of the story, Chad thinksabout the newspaper headline becausehe—

O A likes being famous

O B feels proud of himself

O C wants people to visit thecourse

O D enjoys reading aboutmysteries

Objective 2 (Setting)

7. Why is the golf course important tothis story?

O A It gives practice in aiming aball.

O B It holds the answer to themystery.

O C Both Lisa and Chad get to playthe last hole there.

O D Both Lisa and Chad mustlearn to use clubs there.

Objective 2 (Characterization)

8. Lisa includes Chad in the newspaperpicture because—

O A Chad’s ball rolled into a gutter

O B Chad wants to be on the frontpage too

O C Chad’s hint leads her to thesecret exit

O D Chad is her brother and he isa good player


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Documents

Reading Grade 3 - ECS Learning Systemsecslearningsystems.com/ViewImagesAndSamples/ECS7882-V.pdf · Objective1:Thestudentwilldemonstrateabasic understandingofculturallydiversewrittentexts