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NYS COMMON CORE ELA CURRICULUM GRADE 3 MODULE 1 UNITS 1, 2, 3 STUDENT WORKBOOK

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Page 1: GRADE 3 MODULE 1 UNITS 1, 2, 3 STUDENT WORKBOOK · PDF filenys common core ela curriculum grade 3 module 1 units 1, 2, 3 student workbook. ... grade 3, module 1: unit 1, lesson 8 topic:

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STUDENT WORKBOOK

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ELA Workbook

Grade 3

Module # 1

Units 1, 2, 3

Name___________________

1

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GRADE 3, MODULE 1: UNIT 1, LESSON 1

Name:

Date:

Directions

1. Read the quote. It is okay if you don’t understand it yet.

2. Think of a question you have based on what you read. It might be a question you are curious

about, or a question about a word or phrase that you do not understand.

3.

words. It is good just to start noticing hard words!

4.

5. Write possible answers to your questions using complete sentences.

1© Boyds Mills Press (2005).

Quote: “A driver and a librarian divide the books into two boxes. They saddle them on the camel’s back,

which is covered with a grass mat for protection. A second camel carries a tent that serves as the library roof.”

Questions I have:

Quotes from My Librarian Is a Camel1

by Margriet Ruurs

3

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GRADE 3, MODULE 1: UNIT 1, LESSON 1

Quote: “But the volunteers aren’t done yet.… They cross a river in their truck and drive until they can go farther.

Then they unload the boxes of books to take them to the small villages. From here they must walk four hours …

crossing log bridges while carrying the boxes of books on their shoulders.”

Questions I have:

Quote: “The Books-by-Elephant delivery program serves thirty-seven villages, …They have even designed special

metal slates that won’t break when carried on the elephant’s back across the rough land.”

Questions I have:

1© Boyds Mills Press (2005).

Quotes from My Librarian Is a Camel1

by Margriet Ruurs

4

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GRADE 3, MODULE 1: UNIT 1, LESSON 1

Quote:

books.…While the northern wind howls across the tundra, they read fantasy and action novels. ”

Questions I have:

Quote: consists of a wood boat, 8

Questions I have:

1© Boyds Mills Press (2005).

Quotes from My Librarian Is a Camel1

by Margriet Ruurs

5

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GRADE 3, MODULE 1: UNIT 1, LESSON 2

Supporting Materials

Name:

Date:

Capturing the Gist in a Story

Gathering Important Details in a Story

Close Read Recording Form for the book:

Somebody …

(character)

in …

(setting)

wanted …

(motivation)

but …

(problem)

so …

(resolution)

After thinking more closely about the characters and their motivations, now what do you think the lesson of this

story is? Why do you think this?

1Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), 144–49.

7

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GRADE 3, MODULE 1: UNIT 1, LESSON 2

Name:

Date:

Capturing the Gist in a Story

Gathering Important Details in a Story

Close Read Recording Form for the book: Rain School

Somebody …

(character)

in …

(setting)

Chad

wanted …

(motivation)

to go…

but …

(problem)

there was no …

so …

(resolution)

the students…

After thinking more closely about the characters and their motivations, now what do you think the lesson of this

story is? Why do you think this?

I think the lesson of the story is

because the kids …

I think the lesson of the story is

Example of a Partially-Completed Close Read Recording for reading of Rain School

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GRADE 3, MODULE 1: UNIT 1, LESSON 2

Example of Close Reading Routine Chart with Non-Linguistic Representations

Read and think on your own.

Talk with your group about the text.

Write notes or answer questions about the text.

9

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GRADE 3, MODULE 1: UNIT 1, LESSON 2

Examples of Non-Linguistic Representations of Learning Target Vocabulary in this Lesson

details

discuss

main message

sort

10

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GRADE 3, MODULE 1: UNIT 1, LESSON 2

Examples of Sentence Starters for Think-Pair-Share

The character(s) in this section are

11

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GRADE 3, MODULE 1: UNIT 1, LESSON 3

Rain School: Questions from the Text

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GRADE 3, MODULE 1: UNIT 1, LESSON 3

Rain School: Questions from the Text

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GRADE 3, MODULE 1: UNIT 1, LESSON 4

Learning Target:

I can select a “power book” that I want to read.

1. A “power book” is

2. The title of my “power book” is

3. I picked this book because

Selecting a “Power Book” That I Want to Read

(Homework)

Name:

Date:

15

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GRADE 3, MODULE 1: UNIT 1, LESSON 5

Paragraph Pre-assessment: What Is One Reason You Want the Power of Reading?

Name:

Date:

Learning Target:

I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.

Write a paragraph to answer the question: What is one reason you want the power of reading?

17

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GRADE 3, MODULE 1: UNIT 1, LESSON 6

Name:

Date:

Close Read Recording Form for

Capturing the Gist in a Story

Gathering Important Details in a Story

Somebody …

(character)

in …

(setting)

wanted …

(motivation)

but …

(problem)

so …

(resolution)

After thinking more closely about the characters and their motivations, now what do you think the lesson of

this story is? Why do you think this?

1Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), 144–49.

19

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GRADE 3, MODULE 1: UNIT 1, LESSON 7

Nasreen’s Secret School: Questions from the Text

21

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GRADE 3, MODULE 1: UNIT 1, LESSON 7

Nasreen’s Secret School: Questions from the Text

22

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GRADE 3, MODULE 1: UNIT 1, LESSON 8

Topic:

Detail:

Explain:

Detail:

Explain:

Name:

Date:

Paragraph Writing Graphic Organizer

23

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GRADE 3, MODULE 1: UNIT 1, LESSON 9

Date:

Capturing the Gist in a Story

Gathering Important Details in a Story2

(character)

(setting)

(motivation)

(problem)

(resolution)

After thinking more closely about the characters and their motivations, now what do you think the lesson of this

story is? Why do you think this?

2

Close Read Recording Form for _______________

25

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GRADE 3, MODULE 1: UNIT 1, LESSON 10

That Book Woman: Questions from the Text

26

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Unit 1

Assessment

27

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GRADE 3, MODULE 1: UNIT 1, LESSON 11

Reread: Getting the Gist and Finding Unfamiliar Vocabulary

Section Endings

Stop at:

What is the gist of this section? What are some unfamiliar words,

or words others may not know?

He refuses.

They do not know that the whole

of the library is in my restaurant,

thinks Anis.

[the last words of the story]

End of Unit 1 Assessment: Reading Closely

28

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GRADE 3, MODULE 1: UNIT 1, LESSON 11

Reread: Gathering Important Details in a Story1

Somebody …

(character)

in …

(setting)

wanted …

(motivation)

but …

(problem)

so …

(resolution)

After thinking about the characters and their motivations, what do you think the lesson of this story is? Why

do you think this?

1Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), 144–49.

End of Unit 1 Assessment: Reading Closely

29

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GRADE 3, MODULE 1: UNIT 1, LESSON 11

1. According to the text, what kinds of books are in the Library of Basra?

Reread: The Librarian of Basra: Questions from the Text

2. How does Alia feel about the books? Use details from the text to support your answer.

3. How do people help Alia to save the books? Use details from the text to support your answer.

End of Unit 1 Assessment: Reading Closely

30

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GRADE 3, MODULE 1: UNIT 1, LESSON 11

4. How does Anis avoid getting into trouble with the soldier? Use details from the text to support your answer.

Reread: The Librarian of Basra: Questions from the Text

mountains of gold.” What does the word precious in this sentence mean?

a. cute

b. valuable

c. delicate

Why did you choose this? Use details or clues from the text to support your answer choice:

End of Unit 1 Assessment: Reading Closely

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GRADE 3, MODULE 1: UNIT 2, LESSON 1

Somebody …

(character)

In …

(setting)

Wanted …

(motivation)

But …

(problem)

So …

(resolution)

1

Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), ??–??.

Name:

Date:

Close Read Recording Form for

Capturing the Gist in a Story

32

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GRADE 3, MODULE 1: UNIT 2, LESSON 1

After thinking more closely about the characters and their motivations, now what do you think

the lesson of this story is? Why do you think this?

Capturing the Gist in a Story

Close Read Recording Form for

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GRADE 3, MODULE 1: UNIT 2, LESSON 2

Thank you, Mr. Falker: Questions from the Text

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GRADE 3, MODULE 1: UNIT 2, LESSON 4

The Boy Who Loved Words: Questions from the Text

35

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GRADE 3, MODULE 1: UNIT 2, LESSON 4

Using Context Clues: The Boy Who Loved Words

bold

periphery

rucksack

Dusk

36

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GRADE 3, MODULE 1: UNIT 2, LESSON 4

slumber

Tremulously

Using Context Clues: The Boy Who Loved Words

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GRADE 3, MODULE 1: UNIT 2, LESSON 5

Name:

Date:

Reading Stamina Tracker

Book Title:

This means I: Not there Yet. Still Working on It! I did it!

Stay in my reading spot

Read silently or in a whisper voice

Read the whole time

Use reading strategies to understand what I

read

One thing I did to build my stamina was:

Next time, I will work hard to:

Read carefully, and don’t just eat books like

Henry did

39

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GRADE 3, MODULE 1: UNIT 2, LESSON 6

Date:

Evidence

How are my strengths connected to the characters in and

Learning Targets

I can sort information about my strengths and challenges as a reader into categories.

Supporting Material Title*

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GRADE 3, MODULE 1: UNIT 2, LESSON 6

Evidence

How are my challenges connected to the characters in and

One thing I did to build my stamina was:

Information/Evidence Recording Form

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GRADE 3, MODULE 1: UNIT 2, LESSON 6

Good Ideas from Reading Superpowers Anchor Charts

How are these reading superpowers connected to the characters in

Information/Evidence Recording Form

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GRADE 3, MODULE 1: UNIT 2, LESSON 6

Topic: The reason for this letter…

Explain: Evidence- How I know I am doing this well…

Detail: Something I need to work on…

Explain: Evidence: How I know I need to work on this…

Date:

Accordion Graphic Organizer on My Reading Goals

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GRADE 3, MODULE 1: UNIT 2, LESSON 6

Detail: Something else I need to work on…

Explain: Evidence: How I know I need to work on this…

Accordion Graphic Organizer on My Reading Goals

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Mid-Unit 2

Assessment

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GRADE 3, MODULE 1: UNIT 2, LESSON 7

Mid-Unit 2 Assessment

Name:

Date:

How can you become a powerful reader?

You have read and and have listened to a read-aloud of

which you describe your strengths and challenges as a reader and ways in which you will become a powerful reader.

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GRADE 3, MODULE 1: UNIT 2, LESSON 7

A B C D

E F G H

I J K L

M N O P

Q R S T

U V W XYZ

Mid-Unit 2 Assessment

Name:

Date:

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GRADE 3, MODULE 1: UNIT 2, LESSON 8

Identifying Criteria for a Fluent Reader

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GRADE 3, MODULE 1: UNIT 2, LESSON 8

Fluent Reading Criteria Checklist

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GRADE 3, MODULE 1: UNIT 2, LESSON 9

Not Yet

words together as I

read.)

Rate

(I can read like I talk,

it makes sense in the

text.)

how to read the text.)

to read and it helps me

Fluent Reading Criteria Checklist

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Unit 2

Assessment

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GRADE 3, MODULE 1: UNIT 2, LESSON 10

End of Unit 2 Assessment Text

Helen Keller

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Unit 3

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GRADE 3, MODULE 1: UNIT 3, LESSON 1

Physical Environments around the World1

Written by Expeditionary Learning for Instructional Purposes (680 Lexile level)

Introduction

All around the world, the way that people live is closely connected to their physical environment. The landforms,

and the temperature, the seasons, and the amount of rainfall in a place are all important parts of its physical envi-

ronment. Some places around the world, such as the Arctic, are very cold all year round. What do you think people

who live there wear? Probably not T-shirts and shorts! If you’re thinking warm clothing, you’re right!

Climate

Climate is how hot or cold, wet or dry a place is. Some places have climate that changes with the season. For ex-

ample, here in New York State, our summers are usually hot. We do get some rain, but it doesn’t happen every day.

Our winters are cold. In some parts of New York State we get lots of snow in winter. Spring and fall are not too

hot or too cold. We usually get some rain during those seasons.

There are some places in the world where it is always hot. Most of those places are near the equator. Some of

those hot places are also very dry. These hot, dry, places are called deserts. The Sahara desert in Africa is a great

example of a place like this. Other hot places can be very rainy. Indonesia is a great example of a place like this.

Remember those people who live in the Arctic? They live in cold climates. Even though it is cold, it is very dry,

and if the air is dry, there will be no moisture in the air to make snow. In fact, it gets so cold (below 14° F (–10° C))

that it hardly ever snows! It is a cold desert. The reason why you see snow in pictures of these places is that when it

does sometimes get warm enough to snow, the temperature never gets high enough to melt the snow, so the snow

stays there year after year.

Landforms and Water Features

Mountains, valleys, hills, forests, cliffs, and plains are all examples of landforms. In some parts of New York State,

features in New York State! Some places around the world, like Finland, are right on the ocean. It has a long coast,

where the water meets the land.

Summary

The climate, landforms, and water features of a place are important parts of their physical environment. All

around the world, there are lots of different kinds of physical environments. Think about this: What would living

near an ocean be like? How about living in a desert? What about living high up in the mountains? Would life be

exactly the same in all these places?

1Adapted from Junior Classroom Atlas

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GRADE 3, MODULE 1: UNIT 3, LESSON 1

Physical Environments Around the World2

Written by Expeditionary Learning for Instructional Purposes (530 Lexile level)

Introduction

There are many different physical environments all around the world. Physical environment means things

like the land, temperature, seasons, and rainfall in a place. Some places around the world are very cold all year.

The Arctic is like this. What do you think people in the Arctic wear? Not T-shirts and shorts!

Climate

Climate is how hot or cold, wet or dry a place is. In some places the climate changes in each season. Think

about New York State. Our summers are often hot. We get some rain, but it doesn’t rain every day. Our winters

are cold. In some parts of New York State we get a lot of snow. Spring and fall are not too hot or too cold. We

often get rain in the spring and fall.

Some places in the world are very hot all year. Most of those places are near the equator. Some of those

places are also very dry. The hot and dry places are called deserts. The Sahara Desert in Africa is a good

example. Some hot places can be rainy. Indonesia is a good example.

Remember those people who live in the Arctic? It is a cold climate. It is so cold that it doesn’t snow much!

But when it does snow, the snow never melts, so snow is always on the ground. It is also very dry. It is a cold

desert.

Landforms and Water Features

Some examples of landforms are mountains, valleys, hills, forest, cliffs, and plains. There are many mountains,

New York State! Some places around the world are right on the ocean. Finland is on the ocean. It has a long

coast, where the water meets the land.

Summary

The climate, landforms, and water features of a place are important parts of the physical environment.

There are lots of different physical environments around the world. What would living near an ocean be like?

What would living in the mountains be like? What would living in a desert be like? Would life be the same in all

those places?

2Adapted from Junior Classroom Atlas

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GRADE 3, MODULE 1: UNIT 3, LESSON 1

Name:

Date:

Target

I can retell key details from an informational text.

Directions

Physical Environments around the World

(Directions and Discussion Questions)

* Read the informational text Physical Environments around the World aloud with your

partner.

* Then reread on your own, silently.

* Identify key vocabylary.

following steps

1. Tell your partner three important details from the text. Explain why you think they

are important.

2. Discuss the four questions mentioned in the last paragraph.

3. Look at the picture you have been given and discuss:

a. The landforms and water features in the picture.

b. What you think the climate must be like.

c. What obstacles to getting books someone living in this environment might have.

d. How those obstacles might be overcome.

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GRADE 3, MODULE 1: UNIT 3, LESSON 2

Name:

Date:

Map Scavenger Hunt

Learning Targets

Directions

1. Find a compass rose on one of the maps.

3. Find a map key.

4. The world is made up of land and water. Continents Oceans are the largest

North America

South America

Africa

Europe

Asia

Australia

Antarctica

Atlantic

Indian

Arctic

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GRADE 3, MODULE 1: UNIT 3, LESSON 2

5. Find the following somewhere on a map:

a. Desert areas

c. Rivers

d. Islands

6. Look at the informational text “Physical Environments around the World.” Find the landforms and countries

a. New York City

c. Niagara Falls

d. Mountains

e. Lakes

f. Rivers

a. Afghanistan

c. Chad

Map Scavenger Hunt

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GRADE 3, MODULE 1: UNIT 3, LESSON 2

9. Look carefully at the landforms and water in one of those countries. What is the physical environment like

there?

Map Scavenger Hunt

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GRADE 3, MODULE 1: UNIT 3, LESSON 2

Name:

Date:

Exit Ticket: Three Things I Learned About Reading Maps

1.

2.

3.

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GRADE 3, MODULE 1: UNIT 3, LESSON 3

Name:

Date:

Somebody …

(character)

In …

(setting)

Wanted …

(motivation)

But …

(problem)

So …

(resolution)

First Read: Capturing the Gist in a Story

Second Read: Gathering Important Details in a Story*

*Based on Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), 144–49.

Close Read Recording Form for

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GRADE 3, MODULE 1: UNIT 3, LESSON 3

After thinking more closely about the characters and their motivations, NOW what do you think

the lesson of this story is? Why do you think this?

Close Read Recording Form for

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GRADE 3, MODULE 1: UNIT 3, LESSON 4

Waiting for the Biblioburro: Questions from the Text

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GRADE 3, MODULE 1: UNIT 3, LESSON 4

Waiting for the Biblioburro: Finding Similarities and Differences Recording Form

In Waiting for the Biblioburro…

In Waiting for the Biblioburro…

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GRADE 3, MODULE 1: UNIT 3, LESSON 5

Model Paragraph

That Book Woman

In the story That Book Woman, the Book Woman overcomes many obstacles to bring books to chil-

way up in the mountains. This would make it hard to reach them, so the Book Woman uses a horse.

Also, she has to go through very bad weather. The story shows her coming to their house in rain,

fog, snow, and cold. The bad weather would make it hard to reach the family. In That Book Woman,

the Book Woman has to get past many obstacles to bring books to children.

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GRADE 3, MODULE 1: UNIT 3, LESSON 5

Paragraph Writing Graphic Organizer

Paragraph Writing Graphic Organizer

Name:

Date:

Detail:

Explain:

Detail:

Explain:

Topic:

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GRADE 3, MODULE 1: UNIT 3, LESSON 6

Text title:

Using Text Evidence to Determine the Main Idea: Accessing Books Around the World

What do you know

about the main idea

right now?

Who is this passage

about?

(Details from the

text)

What physical

features in this

country make it

to access books?

(Details from the

text)

How do people

overcome these

books?

(Details from the

text)

What else do you

notice?

(Details from

illustrations,

photographs, and

maps)

After looking closely

at details, now what

do you think the

main idea of this

text is?

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GRADE 3, MODULE 1: UNIT 3, LESSON 7

Text title:

Using Text Evidence to Determine the Main Idea: Accessing Books Around the World

What do you know

about the main idea

right now?

Who is this passage

about?

(Use details from

the text)

What physical fea-

tures in this country

people to access

books?

(Use details from

the text)

How do people

overcome these

books?

(Use details from

the text)

What else do you

notice? (Details

from illustrations,

photographs, and

maps)

After looking closely

at details, now what

do you think the

main idea of this

text is?

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GRADE 3, MODULE 1: UNIT 3, LESSON 8

My Librarian is a Camel: Questions from the Text

Finland

archipelago

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GRADE 3, MODULE 1: UNIT 3, LESSON 8

My Librarian is a Camel: Questions from the Text

Papua New Guinea

charitable

steep

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GRADE 3, MODULE 1: UNIT 3, LESSON 8

My Librarian is a Camel: Questions from the Text

Indonesia

rummaging

tugs

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GRADE 3, MODULE 1: UNIT 3, LESSON 8

My Librarian is a Camel: Questions from the Text

Thailand

transformed

transformed

transformed

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GRADE 3, MODULE 1: UNIT 3, LESSON 8

Zimbabwe

agricultural

My Librarian is a Camel: Questions from the Text

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GRADE 3, MODULE 1: UNIT 3, LESSON 9

Text title: “Kenya”

Mid-Unit Assessment: Using Text Evidence to Determine the Main Idea: Accessing Books Around the World

What do you know about

the main idea right now?

Who is this passage about?

(Use details from the text)

What physical features in

for people to access books?

(Use details from the text)

How do people overcome

books?

(Use details from the text)

What else do you notice?

(Details from illustrations,

photographs, and maps )

After looking closely at

details, now what do you

think the main idea of this

text is?

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GRADE 3, MODULE 1: UNIT 3, LESSON 9

2. Why are camels chosen over other animals to act as librarians? Use details from the text to support your answer.

books.” What do you think the word “hungry” means here? Use details from the text to support your answer.

Mid-Unit Assessment: My Librarian is a Camel: Questions from the Text for “Kenya”

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GRADE 3, MODULE 1: UNIT 3, LESSON 10

Paragraph Writing Accordion Graphic Organizer

Name:

Date:

Detail:

Explain:

Detail:

Explain:

Topic:

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GRADE 3, MODULE 1: UNIT 3, LESSON 11

Model Paragraph

That Book Woman

In the Appalachian Mountains of Kentucky, people go to extraordinary lengths to get books. One

example of this is the “Book Woman.” She carries books on her horse to people’s houses deep in

the mountains. Then she comes back two weeks later to switch those books for new ones. She does

this for free! The lady librarian in the book is necessary because of the physical environment. For

example, people live very far from schools and libraries so they can’t get to books. Also, they are

people trapped in their houses. The “Book Woman” is a very special librarian because she is brave

enough to ride through rough land and weather to help kids learn to read.

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GRADE 3, MODULE 1: UNIT 3, LESSON 12

Accessing Books Around the World Paragraph Content Checklist

Learning Target Not Yet Almost There Excellent! Teacher Comments

I can write a clear

topic sentence

that introduces

my reader to my

special librarian or

organization.

I can include

important details

about my special

librarian or

organization:

1. where the

librarian/

organization is

located

2. how the person/

organization acted

in a special way in

order to deliver

books.

I can write a

conclusion that

wraps up the

paragraph for my

reader.

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GRADE 3, MODULE 1: UNIT 3, LESSON 13

Target Not Yet Almost There Excellent! Teacher Comments

I can use correct

capitalization in my

writing.

I can use end punc-

tuation correctly.

I can spell grade

appropriate words

correctly.

Accessing Books around the World Paragraph Conventions Checklist

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GRADE 3, MODULE 1: UNIT 3, LESSON 13

Accessing Books around the World Paragraph Content Checklist

Learning Target Not Yet Almost There Excellent! Teacher Comments

I can write a clear

topic sentence

that introduces my

reader to my hero.

I can include

important details

about my librarian/

organization:

1. where the

librarian/

organization is

located

2. how the person/

organization acted

in a special way in

order to deliver

books.

I can write a

conclusion that

wraps up the

paragraph for my

reader.

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GRADE 3, MODULE 1: UNIT 3, LESSON 14

Hooking Our Readers!

Directions: Read the hooks below with your group and answer the question below each one:

1. “Have you ever met someone who changed your life forever?”

What did the writer do to make this hook captivating?

2. “In the 1930s, President Roosevelt created a program to bring books to areas of Kentucky where there

weren’t many schools or libraries.”

What did the writer do to make this hook captivating?

3. “It’s not the horse alone, that’s brave, I reckon, but the rider, too.”

What did the writer do to make this hook captivating?

4. “Falling in love with reading is like magic!”

What did the writer do to make this hook captivating?

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GRADE 3, MODULE 1: UNIT 3, LESSON 14

Accessing Books Around the World Paragraph Conventions Checklist

Target Not Yet Almost There Excellent! Teacher Comments

I can use correct

capitalization in my

writing.

I can use end punc-

tuation correctly.

I can spell grade

appropriate words

correctly.

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GRADE 3, MODULE 1: UNIT 3, LESSON 15

Accessing Books around the World Paragraph Conventions Checklist

Target Almost There Excellent! Teacher Comments

I can use correct

capitalization in my

writing.

I can spell grade-

appropriate words

correctly.

I can use correct

end punctuation in

my writing.

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Unit 3

Assessment

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GRADE 3, MODULE 1: UNIT 3, LESSON 17

End of Unit On-Demand Assessment:

Accessing Books around the World: An Informative Paragraph

Read a new short excerpt from My Librarian is a Camel, about a new country. Write an informative

paragraph describing whom the librarian or organization is and why the person or organization is

special.

You may use your “Accessing Books Around the World” recording forms or your background

-

ful.

You will write all by yourself today. Remember to try to meet all of the criteria for a quality infor-

mative paragraph.

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GRADE 3, MODULE 1: UNIT 3, LESSON 17

Paragraph Writing Graphic Organizer

Paragraph Writing Graphic Organizer (optional)

Name:

Date:

Detail:

Explain:

Detail:

Explain:

Topic:

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GRADE 3, MODULE 1: UNIT 3, LESSON 17

Not Yet Almost There Excellent! Teacher Comments

I can write a clear

topic sentence

that introduces my

reader to my hero.

I can include

important details

about my librarian:

1. Where the

librarian is located;

2. How the person

or organization

acted in a special

way to deliver

books.

I can write a

conclusion that

wraps up the

paragraph for my

reader.

Accessing Books around the World Paragraph Content Checklist

98