Lesson 17 Part 1: Introduction Connecting Words and

©Curriculum Associates, LLC Copying is not permitted.171L17: Connecting Words and Pictures in Informational Text

Part 1: Introduction

Many texts include pictures that can help you better understand the information in a passage. Maps are drawings of places, and they show where things are located. Photographs and illustrations show what something looks like.

Look at the map and read about Pleasant Lake.

At Pleasant Lake you can enjoy boating, fishing, water skiing, and swimming. The lake is located 15 minutes from Mt. George. Campsites are available. Call 111-1212 now!

10 m

ilesHw

y 34

Mt. George

Pleasant Lake N

S

EW

On the map, draw the direction you must go to get from Mt. George to Pleasant Lake.

The text gives you some information about Pleasant Lake. The map gives you other information about it. If you combine the information from the text and the map, you get a complete picture. The chart below shows this.

What the Text Tells What the Map Shows

• what you can do at Pleasant Lake• how long it takes to get to Pleasant Lake

from Mt. George• the number to call for campsites

• how far it is to Pleasant Lake• the roads you take to Pleasant Lake• where Pleasant Lake is located• where the campsites are located

Always look at the pictures that come with a passage. Maps, photographs, and illustrations are meant to help you better understand the topic of a passage.

Theme: Looking at Inventions

Connecting Words and Pictures in Informational Text

Lesson 17 CCSS RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Lesson 17Part 2: Modeled Instruction

©Curriculum Associates, LLC Copying is not permitted.

L17: Connecting Words and Pictures in Informational Text172

Read the first part of an advertisement for a new invention from Japan.

Explore how to answer this question: “What does the illustration help you understand about the device?“

Look for key details in the text. Then look closely at the illustration. How does the device work?

Complete the chart below by adding a detail from the illustration that is not described in the text.

What the Text Tells What the Illustration Shows

• The device was invented in Japan.• It shows what a dog is feeling.• It sends information to a handheld device.

• A picture shows up on the handheld device.• One part of the device is placed around the

.

Fill in the blanks below to tell what the illustration helps you understand about the device.

The illustration shows that the device fits a dog’s neck. A picture appears

on a screen that shows you what the dog is when it barks.

The Invention That Dogs Are Barking About!

Do you know what your dog is saying when it barks? Now you can find out. A company

in Japan has invented a tool that can tell you! The newly invented gadget senses your dog’s

bark, then sends the information to a handheld device. This device shows you if your dog is

happy, sad, excited, or scared. Order this amazing invention today. Your dog will thank you!

(continued)

Genre: Advertisement

Lesson 17Part 3: Guided Instruction


L17: Connecting Words and Pictures in Informational Text 173

Show Your Thinking

Continue reading about the invention from Japan. Use the Close Reading and the Hint to help you answer the question.

Circle the correct answer.

The text tells you that, at first, the invention was only available in Japan. According to the map, which direction do you need to go to travel from the United States to Japan?

A East

B West

C North

D South

HintUse the compass to help you answer the question. In a compass, “E” stands for “East; “W” stands for “West; “N” stands for “North”; and “S” stands for “South.”

Look at the answer that you chose above. Explain why your answer is correct.

With a partner, use the mileage scale on the map to find about how many miles are between the western coast of the United States and Japan.

Although at first the device was only sold in Japan, it’s now

available in the United States.

On the map, draw a circle around Japan. Then circle the United States.

Close Reading (continued from page 172)

UnitedStates

Mexico

Japan

PacificOcean

China

NN

SS

EEWW

Canada

0 5000 Miles

Scale

Lesson 17



Part 4: Guided Practice

After I read the passage, I’ll look at the map. It will help me understand why the author thinks canals are one of the greatest inventions.

Read the history passage. Use the Study Buddy and Close Reading to guide your reading.

The Amazing Canal by Dell Sutclif

1 Right up there with the wheel, the road, and the steam

engine, the canal is one of the greatest inventions in the

world. A canal is a passageway for water. It creates a

shortcut to allow people and goods to travel easily by boat

from one place to another. Some of the first canals for travel

were built in Egypt nearly 4,000 years ago.

2 Completed in 1914, the Panama Canal is one of the most

famous modern canals. It cuts 51 miles across the Isthmus

of Panama and connects the Atlantic and Pacific Oceans.

Before the Canal was built, ships had to go around the tip

of South America. The Canal made the trip much shorter,

faster, and safer.

Peru

NorthAmerica New York City

AtlanticOcean

PacificOcean South

America

PanamaCanal5, 200 Miles

8,370 Km

13, 000 Miles20,900 Km

SanFrancisco

UnitedStates

What information tells you why canals are important? Underline two details in the text that explain why canals are important.

How is the old route different from the route through the Panama Canal? Circle the number of miles that tell the distance for each route.

Close Reading

Genre: History

Lesson 17



Part 4: Guided Practice

Use the Hints on this page to help you answer the questions.

1 According to the map and the text of the passage, what does the Panama Canal connect?

A The Atlantic Ocean and the Pacific Ocean

B North America and South America

C Egypt and the United States

D New York City and the tip of South America

2 Based on the map and the text, what does the map show you about canals?

A After the Panama Canal was built, most people still wanted to travel around the tip of South America.

B The Panama Canal created a shorter but no less dangerous route.

C The Panama Canal helps people and goods get from one place to another more easily.

D Canals were widely used in ancient times, but are not in use today.

3 The author says that the canal is one of the greatest inventions. Write a paragraph telling why the canal is one of the greatest inventions. Use one detail from the passage and one detail from the map to support your answer.

Look back at the map. What is on each side of the canal?

Hints

How do canals help people?

Which details in the passage and the map show that the canal is a great invention? Put these details together to support your answer.

Lesson 17



Part 5: Common Core Practice

Read the passage. Then answer the questions that follow.

Riiip! Thanks, George!by Hannah Ford

1 Riiip! That familiar sound is what we might hear when we undo our shoes or open our backpacks. It’s Velcro! One side is fuzzy. The other side is prickly. It sort of feels like . . . a prickly plant? Well, that’s because a prickly plant was the inspiration for Velcro.

2 George Mestral, the man who invented Velcro, lived in a country in Europe called Switzerland. One day, he was hiking in the Jura Mountains near his home. When he came home, he found lots of sticky burrs on his pants and socks. What makes these stick? he wondered. He decided to look at them under a microscope.

3 Close up, George saw that each little spine on the burr ended in a hook. When he looked at the fibers of his pants and socks, he noticed they were little loops. The hooks from the burrs got caught on the little loops. That got George thinking. These things have real sticking power. Imagine if they could stick things together in a useful way!

4 After many years of experimenting, George was able to re-create the sticking power of the little burrs. He made two pieces of fabric: one piece that was covered in prickly hooks, the other that was covered in soft, fuzzy loops (see Figures A and B). Put them together and they hung on tight! With a hearty tug, riiip! They came apart!

5 George was eager to share his invention. A lot of people told him it was silly. George knew better. He knew that his invention could take the place of many fasteners. Zippers, buttons, pins, and shoelaces would all become a thing of the past, he claimed. In 1951, he patented his invention. He named it “Velcro,” a combination of the words velour (“velvet”) and crotchet (“hook”). He began manufacturing it, sure that it would have thousands of uses. He was right.

A burr

Lesson 17




Answer Form

1 A B C D

2 A B C D

4 A B C D

Number Correct 3

6 Velcro’s first big fan was NASA. Astronauts had lots of bulky equipment to put on and take off. Velcro proved to be a strong, easy-to-pull-off fastener for spacesuits. It could hold tools in place so they wouldn’t float away. Skiers also wore bulky suits. They liked how Velcro fasteners held tight and opened easily. Sneaker makers saw Velcro straps as kid-friendly. Even toddlers could fasten and unfasten their straps!

7 From something most people find annoying, George Mestral gave us a wonderful convenience. The next time you hear that riiip, thank him!

Answer the questions. Mark your answers to questions 1, 2, and 4 on the Answer Form to the right.

1 Which sentence from the passage best explains how George Mestral got the idea to invent what is shown in Figure B?

A “Close up, George saw that each little spine on the burr ended in a hook.”

B “When he looked at the fibers of his pants and socks, he noticed they were little loops.”

C “He named it “Velcro,” a combination of the words velour (velvet) and crotchet (hook).”

D “Even toddlers could fasten and unfasten their straps!”

Figure A Figure B

Lesson 17




2 According to the photographs and the text of the passage, how is the photograph of a burr on page 176 like the photograph in Figure A?

A Both grow on a plant.

B Both are brownish in color.

C Both have tiny hooks on the ends.

D Both are shaped like tiny insects.

3 George Mestral made two different kinds of fabric. Write a paragraph telling what made those kinds of fabric stick together. Use two details from the passage and the photographs to support your answer.

4 What is a reason that astronauts first started to use Velcro?

A It held tools in place so they wouldn’t float away.

B It allowed astronauts to wear sneakers.

C It allowed astronauts to walk inside a spaceship.

D It helped astronauts walk safely on the moon.

Go back and see what you can check off on the Self Check on page 169.Self Check

157©Curriculum Associates, LLC Copying is not permitted.

ccSS Focus

Lesson 17 (Student Book pages 171–178)

connecting words and Pictures in Informational TextTheme: Looking at Inventions

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

ADDITIONAL STANDARDS: RI.3.2; RI.3.4; RI.3.6; RI.3.8; W.3.2; W.3.7; W.3.10; SL.3.1; SL.3.1.c; SL.3.4; L.3.1.a; L.3.1.h; L.3.4.a (See page A39 for full text.)

LeSSON ObjecTIveS

• Use visual features along with the words in a text to understand the main ideas of the text.

• Read and interpret maps and photographs associated with a text.

• Show understanding of a text by correctly combining information in visual features with information in the text.

The LeARNINg PROgReSSION

• Grade 2: CCSS RI.2.7 emphasizes making connections between diagrams and the texts in which they appear.

• Grade 3: CCSS RI.3.7 builds on the Grade 2 standard by emphasizing making connections between maps and photographs and the texts in which they appear. Students are asked to identify information from visual media and show how the information helps them answer key questions about a text.

• Grade 4: CCSS RI.4.7 continues to expand the scope of the standard by emphasizing making connections between graphic organizers, animations, and web-based interactive elements and the texts in which they appear.

PReReQuISITe SKILLS

• Understand how words and pictures work together to present information.

• Identify the information illustrated in visual features, such as diagrams.

TAP STuDeNTS’ PRIOR KNOwLeDge

• Tell students they will be working on a lesson about how words and pictures work together in a text.

• First, hold up a textbook that includes a variety of visual features, such as photographs, charts, graphs, and maps, etc. Walk through each visual with students. Ask students: “What does the picture/chart/graph/map tell you?”

• Point out how the visual features are placed alongside a paragraph or section of text. Read aloud the paragraph or section of text. Then, using the same examples, ask students: “How does the picture/chart/graph/map help you understand what is written?”

• Remind students that sometimes, “a picture is worth a thousand words.” Pictures, charts, graphs, and maps can help the reader see what is being explained, and they can help make difficult information easier to understand.

Teacher Toolbox Teacher-Toolbox.com

✓

Prerequisite Skills

RI.3.7

Ready Lessons

Tools for Instruction

Interactive Tutorials


Part 1: Introduction Lesson 17


AT A gLANce

Through a map and text, students are introduced to using information from illustrations and words in a text to learn about a topic. They will learn that this is a strategy they can use when reading informational text.

STeP by STeP

• Read aloud the definitions of maps, photographs and illustrations.

• Before students study the map and text on their own, give instruction on basic map reading. On the Pleasant Lake map, point out the compass rose and explain that it is used to show direction. The symbols of tents and campers show where these things are located. Towns are often labeled and marked with a dot. The letters “Hwy” stand for “Highway.” Explain that these are just a few of the features students can expect to find on a map.

• Encourage students to study the map and read the text that goes with it.

• Ask students to draw the route from Mt. George to Pleasant Lake. Discuss with students what they learn about Pleasant Lake from the text and what they lean from the map.

• Invite a volunteer to read the first column of the chart. Invite another volunteer to read the second column. Discuss with students the importance of using information from both the text and the map to better understand a topic.

• Ask students to share a time when they used text and a map to understand a topic.

©Curriculum Associates, LLC Copying is not permitted.171L17: Connecting Words and Pictures in Informational Text

Part 1: Introduction

Many texts include pictures that can help you better understand the information in a passage. maps are drawings of places, and they show where things are located. Photographs and illustrations show what something looks like.

Look at the map and read about Pleasant Lake.

At Pleasant Lake you can enjoy boating, fishing, water skiing, and swimming. The lake is located 15 minutes from Mt. George. Campsites are available. Call 111-1212 now!

10 m

ilesHw

y 34

Mt. George

Pleasant Lake N

S

EW

On the map, draw the direction you must go to get from mt. george to Pleasant Lake.

The text gives you some information about Pleasant Lake. The map gives you other information about it. If you combine the information from the text and the map, you get a complete picture. The chart below shows this.

what the Text Tells what the map Shows

• what you can do at Pleasant Lake• how long it takes to get to Pleasant Lake

from Mt. George• the number to call for campsites

• how far it is to Pleasant Lake• the roads you take to Pleasant Lake• where Pleasant Lake is located• where the campsites are located

Always look at the pictures that come with a passage. Maps, photographs, and illustrations are meant to help you better understand the topic of a passage.

Theme: Looking at Inventions

connecting words and Pictures in Informational Text

Lesson 17 ccSS RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Informational Text: Advertisement

Tell students that in this lesson they will read a type of informational text called advertisements. Explain that the purpose of advertisements is to persuade readers to buy or do something. Ads may attempt to change readers’ beliefs, attitudes, or behavior. They may also attempt to attract interest to something or increase sales of a product. Advertisements appear on radio, TV, Internet, or in newspapers, magazines, signs, mailings, and brochures.

Based on this definition, ask students to name examples of advertisements they have seen. Where did they see the advertisement? What product was being sold?

Explain that “The Invention That Dogs Are Barking About!” is an advertisement. It attempts to persuade the reader to buy a new invention that tells what a dog is feeling when it barks.

Tell students that “The Amazing Canal” is also informational text, but it is an article. Explain that an article gives information about a topic. Explain that this article gives information about canals.

“Riiip! Thanks, George!” is also informational text. It is an article that gives information about the man who invented Velcro.

genre Focus


Lesson 17Part 2: Modeled Instruction


AT A gLANce

Students read an advertisement and look at an illustration about a new invention in Japan. Students use details in the text and illustration to answer a question.

STeP by STeP

• Remind students they just used a map and text to find out more information about a topic.

• Tell students that in this lesson they will learn how to use an illustration and text to find out about a new invention from Japan.

• Read aloud the advertisement “The Invention That Dogs Are Barking About!” and discuss the information in the illustration that accompanies the ad.

• Then, read aloud the question, “What does the illustration help you understand about the device?”

• Now tell students you will perform a Think Aloud to demonstrate a way of answering the question.

Think Aloud: The text tells me about a new invention and the illustration shows me what it looks like. I can use the text and the illustration to understand what the invention does.

• Direct students to look at the chart. Remind them that a chart like this one organizes details to show how an illustration and text work together in a passage.

Think Aloud: The first column of the chart lists details from the ad. These details from the text help me understand the invention.

• Ask volunteers to read the details aloud from the first column of the chart.

Think Aloud: The second column of the chart lists what the illustration shows. One thing the illustration shows is that the invention has a handheld device where a picture appears.

• Instruct students to list another detail about the device that the illustration shows.

• Finally have students fill in the blanks of the sentence under the chart. Invite volunteers to read the sentence aloud that explains how the illustration helps them understand the advertisement.

• Display an object, such as a stapler or a pencil sharpener. Explain that the object is a device.

• Tell students that a device is “a tool or machine made for a specific purpose, that performs one or more simple tasks.” Work with students to identify other devices they see in the classroom.

• Direct students to the word device in the last sentence of the paragraph. Ask them why the writer uses this word. (because the invention is a machine made for the specific purpose of translating the barks of dogs into feeling pictures)

• Ask students what other words could be used in place of device. (invention, gadget, machine) (RI.3.4; L.3.4.a)

Tier Two vocabulary: Device

Lesson 17Part 2: modeled Instruction



Read the first part of an advertisement for a new invention from japan.

explore how to answer this question: “What does the illustration help you understand about the device?“

Look for key details in the text. Then look closely at the illustration. How does the device work?

complete the chart below by adding a detail from the illustration that is not described in the text.

what the Text Tells what the Illustration Shows

• The device was invented in Japan.• It shows what a dog is feeling.• It sends information to a handheld device.

• A picture shows up on the handheld device.• One part of the device is placed around the

.

Fill in the blanks below to tell what the illustration helps you understand about the device.

The illustration shows that the device fits a dog’s neck. A picture appears

on a screen that shows you what the dog is when it barks.

The Invention That Dogs Are Barking About!

Do you know what your dog is saying when it barks? Now you can find out. A company

in Japan has invented a tool that can tell you! The newly invented gadget senses your dog’s

bark, then sends the information to a handheld device. This device shows you if your dog is

happy, sad, excited, or scared. Order this amazing invention today. Your dog will thank you!

(continued)

Genre: Advertisement

dog’s neck

around

feeling

160

Lesson 17Part 3: Guided Instruction

L17: Connecting Words and Pictures in Informational Text


AT A gLANce

Students continue reading about the device from Japan. They answer a question and analyze how the text and the map helped them choose their answer.

STeP by STeP

• Tell students they will read more about the device from Japan.

• Point out the two features to the left of the passage. Remind students that good readers pay close attention to the text and any illustrations as they read.

• Have students draw a circle around Japan and the United States, as directed by Close Reading.

• Discuss why finding Japan and United States on the map is helpful. If necessary, ask: “Where was the invention available first?”

• Have students circle the answer to the question, using the Hint to help. Then have them respond to the prompt in Show Your Thinking.

• To prepare students to do the Pair/Share activity, give instruction on how to use a map scale and go through the Tier Two Vocabulary activities for the word mileage. Have each student place the edge of a piece of paper along the scale and mark the two ends and the middle (shown as a tic on the scale) with a pencil. Ask them how many miles this represents. (5,000) Then show them how to place the paper on the map to estimate the mileage between two places, such as Canada and China. (roughly 6,000 miles)

ANSweR ANALySIS

Choice B is correct. If a line is drawn from the United States to Japan, it goes west.

Choice A is incorrect. If someone went from Japan to the United States, the direction would be east.

Choices C and D are incorrect. The compass rose will help show the correct direction.

ERROR ALERT: Students who did not choose B might not have looked at the compass rose. Have students draw an arrow from the United States to Japan and look at the compass rose to see in which direction it points.

• Write mileage on the board. Ask students what the suffix -age means. (amount, rate) Ask them what the base word mile means. (a unit of length equal to 5,280 feet)

• Have students find the word mileage in the Pair/Share prompt. Work with them to determine that it means “the distance, measured in miles, between two places.”

• Prompt students to think of reasons they might use the word mileage. Model a sentence, such as “I want to find the mileage between the South Pole and the North Pole.” (It’s 12,416 miles.) Have students write one or two sentences in which they use the word mileage. (RI.3.4; L.3.4.a)

Tier Two vocabulary: Mileage

Lesson 17Part 3: guided Instruction



Show your Thinking

continue reading about the invention from japan. use the close Reading and the hint to help you answer the question.

circle the correct answer.

The text tells you that, at first, the invention was only available in Japan. According to the map, which direction do you need to go to travel from the United States to Japan?

A East

b West

c North

D South

hintUse the compass to help you answer the question. In a compass, “E” stands for “East; “W” stands for “West; “N” stands for “North”; and “S” stands for “South.”

Look at the answer that you chose above. Explain why your answer is correct.

With a partner, use the mileage scale on the map to find about how many miles are between the western coast of the United States and Japan.

Although at first the device was only sold in Japan, it’s now

available in the United States.

On the map, draw a circle around Japan. Then circle the United States.

close Reading (continued from page 172)

UnitedStates

Mexico

Japan

PacificOcean

China

NN

SS

EEWW

Canada

0 5000 Miles

Scale

Responses will vary.


Part 4: Guided Practice Lesson 17


AT A gLANce

Students read a history passage about the Panama Canal twice. After the first reading, ask three questions to check your students’ comprehension of the passage.

STeP by STeP

• Have students read the passage silently without referring to the Study Buddy or Close Reading text.

• Ask the following questions to ensure student comprehension of the text:

What is the purpose of a canal? (It creates a shortcut.)

What two bodies of water does the Panama Canal connect? (the Atlantic and Pacific Oceans)

Where did ships have to go before the Panama Canal was built? (around the tip of South America)

• Ask students to review the map and look at the Study Buddy think aloud. What does the Study Buddy help them think about?

• Have students reread the passage. Tell them to follow the directions in the Close Reading.

• Finally, have students answer the questions on page 175. When students have finished, use the Answer Analysis to discuss correct and incorrect responses.

Tip: The Study Buddy tells students that it will look at the map again to see why the author thinks the canal is one of the greatest inventions. Using the visual information that appears with a text will help students learn the importance of gathering information about a topic from different sources.

Tip: Students should recognize that details in the map and the text help them understand the importance of canals. Being able to use information from both illustrations and text helps them more fully understand the topic.

Lesson 17



Part 4: guided Practice

After I read the passage, I’ll look at the map. It will help me understand why the author thinks canals are one of the greatest inventions.

Read the history passage. use the Study buddy and close Reading to guide your reading.

The Amazing Canal by Dell Sutclif

1 Right up there with the wheel, the road, and the steam

engine, the canal is one of the greatest inventions in the

world. A canal is a passageway for water. It creates a

shortcut to allow people and goods to travel easily by boat

from one place to another. Some of the first canals for travel

were built in Egypt nearly 4,000 years ago.

2 Completed in 1914, the Panama Canal is one of the most

famous modern canals. It cuts 51 miles across the Isthmus

of Panama and connects the Atlantic and Pacific Oceans.

Before the Canal was built, ships had to go around the tip

of South America. The Canal made the trip much shorter,

faster, and safer.

Peru

NorthAmerica New York City

AtlanticOcean

PacificOcean South

America

PanamaCanal5, 200 Miles

8,370 Km

13, 000 Miles20,900 Km

SanFrancisco

UnitedStates

What information tells you why canals are important? underline two details in the text that explain why canals are important.

How is the old route different from the route through the Panama Canal? circle the number of miles that tell the distance for each route.

close Reading

Genre: History

• Explain to students that comparatives are words that compare two things, and superlatives are words that compare two or more things.

• Write the words bigger and biggest on the board. Have students practice pronouncing bigger and biggest so they can correctly hear the difference between the words. Then ask students to choose three objects in the classroom. Work together to make a complete sentence that uses the words bigger and biggest to compare the three objects. (The book is bigger than the pencil, but the desk is the biggest of them all.) Guide students to see that three things are being compared: a book, a pencil, and a desk. Clarify that what is being compared is the size of the objects.

• Point out the superlative greatest and the comparatives shorter, faster, and safer on student book page 174. (L.3.1.g)

eLL Support: comparatives and Superlatives

162

Part 4: Guided Practice Lesson 17



STeP by STeP

• Have students read questions 1–3, using the Hints to help them answer those questions.

• Discuss with students the Answer Analysis below.

ANSweR ANALySIS1 Choice A is correct. The map shows that the canal

connects these two oceans. Choice B is incorrect because the canal doesn’t connect these two continents. Choices C and D are incorrect because the canal doesn’t connect these places.

2 Choice C is correct. Choices A, B, and D are all incorrect because the map does not show the information offered in these choices. Also the incorrect choices contain erroneous information.

3 Sample response: The canal is one of the greatest inventions because it makes travel quicker, shorter, and safer. In the example of the Panama Canal, the distance and time saved is considerable.

ReTeAchINg

Use a graphic organizer to verify the correct answer to question 3. Draw the graphic organizer below, leaving the boxes blank. Work with students to fill in the boxes, using information from the passage. Sample responses are provided.

Text from the Passage Details from the map• “It creates a shortcut to

allow people and goods to travel easily by boat” from the Atlantic Ocean to the Pacific Ocean.

• “Before the Canal was built, ships had to go around the tip of South America.”

• “The Canal made the trip much shorter, faster, and safer.”

• the location of the Atlantic Ocean

• the location of the Pacific Ocean

• the location of the Panama Canal

• South America• United States

Tip: If students struggle with question 3, remind them that the question asks them to draw from both the text and the map to find the correct answer. Ask, “Which answer tells about an idea in the text that is confirmed by looking at the map?”

Lesson 17



Part 4: guided Practice

use the hints on this page to help you answer the questions.

1 According to the map and the text of the passage, what does the Panama Canal connect?

A The Atlantic Ocean and the Pacifi c Ocean

b North America and South America

c Egypt and the United States

D New York City and the tip of South America

2 Based on the map and the text, what does the map show you about canals?

A After the Panama Canal was built, most people still wanted to travel around the tip of South America.

b The Panama Canal created a shorter but no less dangerous route.

c The Panama Canal helps people and goods get from one place to another more easily.

D Canals were widely used in ancient times, but are not in use today.

3 The author says that the canal is one of the greatest inventions. Write a paragraph telling why the canal is one of the greatest inventions. Use one detail from the passage and one detail from the map to support your answer.

Look back at the map. What is on each side of the canal?

hints

How do canals help people?

Which details in the passage and the map show that the canal is a great invention? Put these details together to support your answer. See sample response.

Use these questions to further students’ understanding of “The Amazing Canal.”

1 The author’s point of view is that “the canal is one of the greatest inventions in the world.” Do you agree or disagree with his point of view? Use examples to support your response. (RI.3.6)

The author’s point of view is how he feels about the canal. The author feels that the canal is one of the greatest inventions in the world. Students might have the same point of view or a different point of view about the canal. Either response is acceptable as long as it is supported with specific examples.

2 What is the meaning of isthmus as it is used in the text? (RI.3.4)

The text states that the Panama Canal cuts 51 miles across the Isthmus of Panama. An isthmus is a narrow strip of land connecting two larger land masses and is bordered on its long sides by water.

Integrating Standards


Part 5: Common Core Practice Lesson 17


AT A gLANce

Students independently read a passage and answer questions in a format that provides test practice.

STeP by STeP

• Tell students to use what they have learned about using information from illustrations, photographs, maps, and text to understand a topic as they read the passage on pages 176 and 177.

• Remind students to underline or circle important details.

• Tell students to answer the questions on pages 177 and 178. For questions 1, 2, and 4, they should fill in the correct circle on the Answer Form.

• When students have finished, use Answer Analysis to discuss correct responses and the reasons for them. Have students fill in the Number Correct on the Answer Form.

ANSweR ANALySIS1 Choice B is correct. When George saw that the

fibers of his clothes had little loops, he realized why the burrs stuck to them. This gave him the idea to create a similar fabric that would stick to another fabric with hooks. Choice A is incorrect because he didn’t make the connection until he saw his pants and socks had loops on them. Choices C and D are incorrect because they don’t explain how he got the idea to invent Velcro. (DOK 2)

Lesson 17



Part 5: common core Practice

Read the passage. � en answer the questions that follow.

Riiip! � anks, George!by Hannah Ford

1 Riiip! � at familiar sound is what we might hear when we undo our shoes or open our backpacks. It’s Velcro! One side is fuzzy. � e other side is prickly. It sort of feels like . . . a prickly plant? Well, that’s because a prickly plant was the inspiration for Velcro.

2 George Mestral, the man who invented Velcro, lived in a country in Europe called Switzerland. One day, he was hiking in the Jura Mountains near his home. When he came home, he found lots of sticky burrs on his pants and socks. What makes these stick? he wondered. He decided to look at them under a microscope.

3 Close up, George saw that each little spine on the burr ended in a hook. When he looked at the � bers of his pants and socks, he noticed they were little loops. � e hooks from the burrs got caught on the little loops. � at got George thinking. � ese things have real sticking power. Imagine if they could stick things together in a useful way!

4 A� er many years of experimenting, George was able to re-create the sticking power of the little burrs. He made two pieces of fabric: one piece that was covered in prickly hooks, the other that was covered in so� , fuzzy loops (see Figures A and B). Put them together and they hung on tight! With a hearty tug, riiip! � ey came apart!

5 George was eager to share his invention. A lot of people told him it was silly. George knew better. He knew that his invention could take the place of many fasteners. Zippers, buttons, pins, and shoelaces would all become a thing of the past, he claimed. In 1951, he patented his invention. He named it “Velcro,” a combination of the words velour (“velvet”) and crotchet (“hook”). He began manufacturing it, sure that it would have thousands of uses. He was right.

A burr

Lesson 17




Answer Form

1 A B C D

2 A B C D

4 A B C D

Numbercorrect 3

6 Velcro’s � rst big fan was NASA. Astronauts had lots of bulky equipment to put on and take o� . Velcro proved to be a strong, easy-to-pull-o� fastener for spacesuits. It could hold tools in place so they wouldn’t � oat away. Skiers also wore bulky suits. � ey liked how Velcro fasteners held tight and opened easily. Sneaker makers saw Velcro straps as kid-friendly. Even toddlers could fasten and unfasten their straps!

7 From something most people � nd annoying, George Mestral gave us a wonderful convenience. � e next time you hear that riiip, thank him!

Answer the questions. Mark your answers to questions 1, 2, and 4 on the Answer Form to the right.

1 Which sentence from the passage best explains how George Mestral got the idea to invent what is shown in Figure B?

A “Close up, George saw that each little spine on the burr ended in a hook.”

B “When he looked at the fi bers of his pants and socks, he noticed they were little loops.”

C “He named it “Velcro,” a combination of the words velour (velvet) and crotchet (hook).”

D “Even toddlers could fasten and unfasten their straps!”

Figure A Figure B

Theme connection

• How do all of the passages in this lesson relate to the theme of looking at inventions?

• Which invention do you find the most interesting, and why?

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Part 5: Common Core Practice Lesson 17



2 Choice C is correct. The text explains that “George saw that each little spine on the burr ended in a hook.” The photograph of the burr shows that it has many spikes with tiny hooks. The photograph in Figure A shows a special fabric with tiny hooks on the ends of fibers. Paragraph 4 explains that George recreated the stickiness of the burrs by making two pieces of fabric, one of which was “covered in prickly hooks.” Choice A is incorrect because only the burr grows on a plant. Choice B is incorrect because only the burr is brown. Choice D is incorrect because neither is shaped like tiny insects. (DOK 2)

3 Sample response: One kind of fabric is like the loops that George saw on his socks and pants. The other kind of fabric is like the hooks on the burrs of the plant. They stick together because the hooks catch onto the loops. (DOK 3)

4 Choice A is correct. Paragraph 6 explains that Velcro was used by NASA astronauts to keep tools from floating away in space. Choices B, C, and D are incorrect because the details in the text do not support these statements. (DOK 2)

Lesson 17




2 According to the photographs and the text of the passage, how is the photograph of a burr on page 176 like the photograph in Figure A?

A Both grow on a plant.

B Both are brownish in color.

C Both have tiny hooks on the ends.

D Both are shaped like tiny insects.

3 George Mestral made two different kinds of fabric. Write a paragraph telling what made those kinds of fabric stick together. Use two details from the passage and the photographs to support your answer.

4 What is a reason that astronauts fi rst started to use Velcro?

A It held tools in place so they wouldn’t fl oat away.

B It allowed astronauts to wear sneakers.

C It allowed astronauts to walk inside a spaceship.

D It helped astronauts walk safely on the moon.

Go back and see what you can check off on the Self Check on page 169.Self check

See sample response.

Use these questions and tasks as opportunities to interact with “Riiip! Thanks, George!”

1 What is the main idea of paragraph 6? List one detail from the paragraph that supports the main idea. (RI.3.2)

The main idea is that Velcro has many fans. One detail that supports that idea is that NASA used Velcro on astronauts’ spacesuits because it was a strong, easy-to-pull off fastener.

2 Paragraph 3 describes what happened when George looked at the burrs, pants, and socks under a microscope. Which paragraph tells why he decided to look at them? Explain what caused him to look. (RI.3.8)

Paragraph 2 explains what caused George to look at the burrs, pants, and socks under a microscope. He looked at them because he was hiking and when he came home he found sticky burrs on his pants and socks. He wondered what made them stick. To find out, he decided to use a microscope.

3 Use information from the passage and write a paragraph that explains how Velcro works. (W.3.2)

Responses will vary, but should explain how Velcro works. There are two pieces of fabric. One piece is covered in prickly hooks. The other piece is covered in soft, fuzzy loops. When the two pieces are put together, they hook together and stay together until they are ripped apart.

4 Discuss in small groups: The author says that “George Mestral gave us a wonderful convenience.” Do you think Velcro is a wonderful convenience? Why or why not? (SL.3.1)

Responses will vary. Students should agree or disagree with the statement that Velcro is a wonderful convenience. Students should give examples that support their opinion.

5 What is the meaning of hearty as it is used in the passage? (L.3.4.a)

Hearty is used to describe the kind of tug it takes to get pieces of Velcro apart. Hearty can mean “warm-hearted, enthusiastic, nourishing, or strong.” In this passage, hearty means “strong.”

Integrating Standards


Lesson 17

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Additional Activities


Writing Activities

LISTeNINg AcTIvITy (SL.3.1.c; SL.3.4)

Listen closely/Recount an experience

• Remind students of George Mestral’s story of creating Velcro.

• Ask students to recount an experience of a time they saw something in nature and decided to investigate it further.

• Each student must listen carefully and ask the speaker a question about his or her experience.

DIScuSSION AcTIvITy (SL.3.1)

Talk in a group/Discuss an Invention

• Review the advertisement “The Invention That Dogs Are Barking About!”

• Arrange students in small groups. Ask each student to share something they would like to invent.

• Provide time for each group to share their invention ideas.

meDIA AcTIvITy (W.3.7; SL.3.4)

be creative/create a map

• Discuss with students the different parts of the world mentioned in the passages and advertisement in the lesson (Japan, United States, Panama Canal, Egypt, South America, Atlantic Ocean, Pacific Ocean, and Switzerland).

• Ask students to label a world map to show the location of each place.

• Direct students to research and find one interesting fact about each place on the map. Ask students to include a caption for each place that states the interesting fact they found.

ReSeARch/PReSeNT AcTIvITy (W.3.7)

Research and Present/give a Presentation

• Review with students what they learned about the Panama Canal, and instruct them to research other canals using print or digital sources.

• Direct students to take notes about the information they find and write a summary of the information.

• Provide time for students to present their summaries to the class.

write an Advertisement (W.3.1; W.3.2)

• Review the advertisement “The Invention That Dogs Are Barking About!”

• Instruct students to use the advertisement as a model to write their own advertisement for a new invention.

• Write the following required elements for students’ reference: description of the invention and why people should buy it, explanation of what the invention does, and an illustration that helps the reader understand something about the invention.

• Provide time for students to share their advertisements with the class.

Subordinating conjunctions (L.3.1.h)

• Explain that a subordinating conjunction comes at the beginning of a dependent clause. It connects the dependent clause to the rest of the sentence. The clause depends on the rest of the sentence for its meaning.

• Point out examples of subordinating conjunctions such as after, although, because, before, even though, that, and whenever.

• Direct students’ attention to the sentence on page 173: “Although at first the device was only sold in Japan, it’s now available in the United States.” Point out the subordinating conjunction although.

• Have students write a sentence that contains a subordinating conjunction.

Documents

Lesson 17 Part 1: Introduction Connecting Words and