Finish Line Language Arts Gr 3 by fusioned1

Table of COntents About Finish Line English Language Arts – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 5 Unit 1: Key Ideas and Details in Literary Text 7 Lesson 1

RL.2.1

Understanding Key Details – – – – – – – – – – – – – – – – – – – – – – – – – – 8

Lesson 2

RL.2.2

Retelling the Story

Lesson 3

RL.2.2

Determining the Theme – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Lesson 4

RL.2.3

Describing Characters and Their Actions Unit 1 Review

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Unit 2: Key Ideas and Details in Informational Text 49 Lesson 5

RI.2.1

Asking and Answering Questions – – – – – – – – – – – – – – – – – 50

Lesson 6

RI.2.2

Identifying the Main Topic

Lesson 7

RI.2.3

Making Connections in History and Science – – – – – –

Lesson 8

RI.2.3

Making Connections Between Steps Unit 2 Review

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58 65 73 82

Unit 3: Craft and Structure in Literary Text 88 Lesson 9

RL.2.4 Word

Meanings and Rhythm in Poetry and Stories – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 89

97 Lesson 11 RL.2.6 Different Points of View: Characters – – – – – – – – – – – – – 106 Unit 3 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 116 Lesson 10 RL.2.5

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Describing Story Structure

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Unit 4: Craft and Structure in Informational Text 122 Lesson 12 RI.2.4 Content Word Meanings

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Lesson 13 RI.2.5 Using Text Features: Captions, Headings,

Print Types

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123 131

Lesson 14 RI.2.5 More Text Features: Indexes, Glossaries,

Electronic Menus – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 140

Lesson 15 RI.2.6 Identifying Author’s Purpose

Unit 4 Review

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150 158

Unit 5: Integration of Knowledge and Ideas in Literary Text 165 Lesson 16 RL.2.7 Understanding Connections Between

Words and Pictures – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 166

Lesson 17 RL.2.9

Comparing and Contrasting Different Stories – – – – 176 Unit 5 Review

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188

Unit 6: Integration of Knowledge and Ideas

in Informational Text 193 Lesson 18 RI.2.7

Using Images to Explain a Text – – – – – – – – – – – – – – – – – – 194

Lesson 19 RI.2.8

Describing Reasons to Support Key Points – – – – – – 204

Lesson 20 RI.2.9

Comparing and Contrasting Different Texts Unit 6 Review

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211 224

Unit 7: Writing on Demand 232

233 W.2.1, 5, 6 Opinion Writing – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 246 W.2.2, 5, 6 Informational Writing – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 251 W.2.3, 5, 6 Narrative Writing – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 255 L.2.1–3 Rules of English – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 259 L.2.4, 5 Vocabulary – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 270 Unit 7 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 276

Lesson 21 W.2.2, 5, 6 The Writing Process Lesson 22 Lesson 23 Lesson 24 Lesson 25 Lesson 26

Glossary

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CCSS RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. LESSON

13 PAR

Using Text Features: Captions, Headings, Print Types Introduction

THEME:

Those Lucky Animals

Nonfiction writers use text features to show readers where to find key facts and information. They use larger, darker print for headings. This is called bold print. Headings break text into smaller chunks. They make text easier to read. A heading is like a title for a group of paragraphs. Within that group, there might be subheadings. This is another heading that shows what the text will be about. A writer may include photographs to show information about the subject. The sentences under a photograph are the caption. This tells more information about the photograph. Read the passage and look at the picture.

Polar Bears Polar bears are the largest bears in the world. They are big, strong, and heavy. Polar bears live near the North Pole, near the Arctic Ocean. They are built to survive in the harsh, frozen north. Their white fur helps them sneak up on prey on the ice and snow. Their padded paws and sharp claws help them walk on ice and snow.

After eating, polar bears wash themselves with water or snow. UNIT 4 Craft and Structure in Informational Text

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Introduction

Lesson 13

What They Eat Polar bears are meat-eaters. They hunt seals, walruses, and even whales. A polar bear is very patient. It will sit by a hole in the ice for hours and wait for a seal to come up for air. A polar bear can kill a seal with just one swipe of its strong paw.

Fill in the table to show examples of text features used in the passage. Text Feature

Example

caption heading subheading bold print

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Focused Instruction

Lesson 13

Read the first part of the passage. Then answer the questions.

Pardon Me, Mr. President The Old Way It was the old way. In November, people met at the White House. They gave a live turkey to President Truman. He looked it over. He gave the turkey a name. He smiled for pictures with it. The President of the United States wished America a happy Thanksgiving. President Truman receiving a He would see that turkey again. Thanksgiving turkey. The turkey would be cooked for his Thanksgiving dinner! It was the same year after year. 1

Think About It

What text feature helps you to learn more about US presidents and Thanksgiving turkeys? First, examine the different text features in this passage to locate key information. How does the heading help you read the passage? ________________________________________________________________________ ________________________________________________________________________

What does the photograph show? ___________________________________ ________________________________________________________________________

How did you know what was going on in the photograph? ________________________________________________________________________ ________________________________________________________________________ UNIT 4 Craft and Structure in Informational Text

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Focused Instruction

Lesson 13

Continue reading the passage. Then answer the question. A CloseR Look

Which US presidents spared the lives of turkeys? Look at paragraph 2 on this page. Circle all of these presidents’ names.

The Last 20 Years President John F. Kennedy felt bad for the turkey. He did not want to eat it. He said he wanted to keep the bird. Maybe he did. The first president to spare the turkey’s life was George H. W. Bush. President Bill Clinton saved eight turkeys. Then, President George W. Bush saved eight of them. In 2009, President Obama pardoned his first White House turkey. 2

A New Way Today, the president gets a turkey. He names the turkey. He pardons the turkey. The turkey is saved from the White House dinner table. From 2005 to 2010, the pardoned turkey went to Disneyland. It led the Thanksgiving Day parade. The bird spent the rest of its life there. After 2010, turkeys were sent to Mount Vernon, which was George Washington’s home! From 2013 on, the birds were sent to Morven Park in Virginia. 3

What appears underneath the headings in this passage?

How do the headings make the text easier to read? A They explain the meanings of unfamiliar words. B They tell you more about the photographs. C They break the text into smaller chunks. D They are written in bold.

Discuss It

Find the bold word in the passage. As a group, talk about what this word means. Why do you think this word is in bold print?

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Guided Practice

Lesson 13

Read the passage. Then answer the questions.

adapted from This Bug Doesn’t Bite…

But It Can Stink Up Your House!

A CloseR Look

Circle the headings and subheadings in the passage. How are they helpful?

Stink bugs are shaped like shields and have brown spots.

There’s a new bug in town, and it’s causing quite a stink. 1

The brown stink bug, named for its brown spots and smell, is sneaking into people’s houses. 2

Outdoors, it could damage apples, peaches, and other plants. But for now, the biggest problem is indoors. 3

The bug crawls through tiny cracks in homes to look for a warm place to stay. Many insects can’t survive the winter cold. 4

Why the Bug Stinks The stink bugs don’t hurt people. But they will release a bad smell. Scientists think this is a way to keep birds and lizards from eating the bug. Sometimes a house is so warm that the bugs wake up. Then they fly all around! 5

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Guided Practice

Lesson 13

All of the stink bugs will wake up in the spring. They will leave the house, but they may return in the fall. 6

To fight this pest, scientists are trying to find ways to control its spread. 7

How to Debug If you find a stink bug, do NOT squash it or vacuum it up. It will release its bad smell. Here are two good ways to get rid of a stink bug. 8

First Way The best way to get a stink bug out of your house is to put it outside. Get the bug to walk onto something, such as a newspaper. Then you can carry it outside. 9

Second Way If you don’t want the stink bug to come back, here is another way to get rid of it. You could also gently collect it on a piece of tissue and flush it down the toilet. 10

Read the sentence under the photograph.

1 What information do you learn only from reading the caption? A Stink bugs have brown spots. B Stink bugs are shaped like shields. C Stink bugs don’t hurt people. D Stink bugs can fly.

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Guided Practice

A subheading is a title for a paragraph that comes below a heading.

Lesson 13

2 Which of these choices is a subheading? A Why Bugs Stink B Pest C How to Debug D First Way

What is the main information contained in this chunk of text?

3 Why would a reader go straight to the heading How to Debug? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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Independent Practice

Lesson 13

Read the article. Then answer the questions.

adapted from Get a Job! Scientists sometimes put insects to work in their labs. They want to learn more about how insects act. The Mormon Cricket The Mormon cricket is a hard-working creature. To learn more about this insect, scientists put a micro-radio transmitter on it. A transmitter sends out radio signals. This helps scientists gather data. 1

Scientists wanted to learn how far flightless Mormon crickets, insects that don’t fly, can travel. Mormon crickets sometimes form groups of millions. They travel across Colorado and other western states. 2

1 One cricket walked more than 1      miles in 4 a day, including across steep hills and valleys!

Scientists put transmitters on Mormon crickets to discover where they travel. This could help prevent damage to the crops that crickets eat.

How Many Insects? Scientists have identified around 900,000 different kinds of living insects. Some scientists estimate that there are 10 quintillion insects alive at any given moment. That’s 10,000,000,000,000,000,000 insects! 4

1 Where would you look to find more information about the numbers of insects that live on Earth? A The Mormon Cricket B Transmitter C Flightless D How Many Insects?

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Independent Practice

Lesson 13

2 What information do you learn from the photo and caption that is not in the article? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

3 What two features are in bold in this text? A important words B caption C introduction D headings E photograph

4 How do the two headings in this article make the text easier to understand? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Table of COntents Introduction – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 3 Format of Books – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 4 Suggestions for Use – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 8 Annotated Answer Key and Extension Activities – – – – – – – – – – – 9

ISBN 978-0-8454-7876-9 Copyright © 2015 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America.

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13 Using Text Features: Captions, Headings, Print Types

Pages

131 and 132

Common Core State Standard RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Theme: Those Lucky Animals PAR

1 Introduction Introduction

Read, or have students read, the instructional text. Work through the examples as a class. Discuss with the students the various features of a text that make it easier to read and understand. Point out that headings and subheadings break up a text into sections and tell something about the paragraphs that follow. Bold print calls attention to something important and is often used for headings. A caption explains or gives more information about a picture. Remind students to look at all the features of a text when they read and to think carefully about what information these features give them.

After eating, polar bears wash themselves with water or snow. Polar Bears What They Eat Polar Bears or What They Eat

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LESSON

13 U sing Text Features: Captions, Headings, Print Types

PAGES

133 AND 134

PAR

2 Focused Instruction Focused Instruction Title: Pardon Me, Mr. President Genre: Nonfiction: Informational Text Lexile® Measure: 350L

Guide students as they work together as a class, in pairs or groups, or individually. Offer assistance to students as needed.

Vocabulary

It breaks up the passage into chunks that are easier

To help with comprehension, review these vocabulary words with students before they read the passage. Write the words on the board and keep them displayed so students can refer to them when they read independently.

a Thanksgiving turkey.

pardoned, spare

to read. President Truman getting

The caption explains that in the photograph President Truman is receiving a Thanksgiving turkey.

A Closer Look Use A Closer Look to have students increase their understanding of the text. Remind students to use the hint box to help them answer the question.

Discuss It For this discussion activity, you can choose to have students discuss in pairs, in groups, or as a class.

Media/Research Activity Have students use the Internet to find a video of the president pardoning a turkey. One link is https://www.whitehouse.gov/...video/video/.../ president-obama-pardons- national-turkey. Have students share their findings with the class.

UNIT 4

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PAGES

135 AND 136

LESSON

13 U sing Text Features: Captions, Headings, Print Types

PAR

Practice Guided Practice 3 Guided

Title: This Bug Doesn’t Bite… But It Can Stink Up Your House! Genre: Nonfiction: Informational Text Lexile® Measure: 810L Students should complete the Guided Practice section on their own. Offer assistance as needed, pointing out the A Closer Look and Hint call-out boxes along the left side of the page.

Vocabulary release, stink, shields, survive, squash, vacuum

Speaking/Listening Activity Have small groups of students share experiences they have had with insect pests or spiders. Ask students to tell what the pest is like and how they avoided it or got rid of it.

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LESSON

13 U sing Text Features: Captions, Headings, Print Types

PAGES

137 AND 138

A reader might go right to this section to find out how to get rid of the bugs. This chunk of text describes the best ways to do this. It also warns what not to do.

PAR

Practice I ndependent Practice 4 Independent

Title: Get a Job! Genre: Nonfiction: Science Lexile® Measure: 730L Have students complete the Independent Practice on their own. Students can complete it at home, or during class.

PAR

Practice I ndependent Practice 4 Independent

Answer Analysis

1 Choice D is correct because the heading How Many Insects? provides a clue that this paragraph talks about numbers. Choice A is incorrect because it names the first heading and this section give information about the insect. Choices B and C are incorrect; they are bold terms in the text, not headings that indicate specific information.

UNIT 4

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RI.2.5 DOK 1

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PAGE

139

LESSON

13 U sing Text Features: Captions, Headings, Print Types

RI.2.5 DOK 2 I learn more about why scientists put transmitters on crickets. The text tells that scientists gather data about how far these insects travel. The photo and caption explain that this data could help prevent damage to crops that crickets eat.

RI.2.5 DOK 1

RI.2.5 DOK 2 The headings break down the text into easier-to-read chunks. The first heading lets you know that the text below will be about the Mormon cricket. The second heading lets you know that the text below will be about numbers of different insects.

2 Answers should include the information that the picture shows what the cricket looks like. Answers should also identify that the caption tells why scientists put transmitters on crickets. Although the text says that scientists collect data on the distances the insects travel, the caption identifies that the purpose of the data is to help prevent damage to crops. 3 Choices A and D are correct because two important terms as well as the headings are in bold. Choice B is incorrect because the caption is not bold. Choice C is incorrect because the introduction is italicized, not bold. Choice E is incorrect because the photograph is not text. 4 Answers should include the information that the headings break down the text into smaller parts that are easier to read and understand. Answers should include details about the focus of the text under each heading; the first heading focuses on the Mormon cricket itself, and the second heading concerns numbers of different insects.

Vocabulary data, estimate, flightless, transmitter, quintillion

Writing Activity Direct students to research and write about an insect that is beneficial to human beings, such as bees, ladybugs, or praying mantises. Encourage students to break their writing into sections and to use headings for each part.

ELL Support Ask students to work in small groups to prepare a place-value chart of number words that name number places, from ones through trillions. Have them fill in digits in some of the places and then give the number name.

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