suite implementation and pacing guide...one day, arachne became so bold that she said she wished she...

Program Overview . . . . . . . . . . . . . . . . . . . . . . . ii

Addressing Key Features in ELA Learning . . . . . iii

Florida Coach® Suite Correlation . . . . . . . . . . . . .v

Using the Pacing Guide . . . . . . . . . . . . . . . . . . . 1

Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . 2

English Language Arts Grade 3

Florida Coach® Suite Implementation and Pacing Guide, English Language Arts, Grade 3 563FL ISBN: 978-1-62928-959-5

Triumph Learning® New York, NY

© 2015 School Specialty, Inc. All rights reserved. No part of this publication may be reproduced in whole or in part, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher.

Printed in the United States of America. 10 9 8 7 6 5 4 3 2

Implementation andPacing Guide

Florida Coach® Suite

Program OverviewWelcome to School Specialty’s Florida Coach Suite Implementation and Pacing Guide! You have received this guide because you are using one or more of our Coach products: Instruction Coach, Support Coach, or Performance Coach. This guide provides an organizational structure for implementing these products together.

Use Instruction Coach as your core instruction.

Instruction and PracticeInstruction Coach

Use Performance Coach to extend understanding for your on-level students and provide practice with a variety of item types.

Reinforcement and Test PreparationPerformance Coach

The Coach products are designed to provide a flexible instructional pathway that fits your classroom needs. Use the print and digital components of each product for the blended teaching and learning environment that best suits your teaching style.

The Instructional Pathway

Use Support Coach to fill gaps in student understanding with scaffolded instruction.

Targeted Instruction and PracticeSupport Coach

Duplicating any part of this book is prohibited by law. © 2015 School Specialty, Inc.ii

Duplicating any part of this book is prohibited by law. © 2015 School Specialty, Inc.iii

Addressing Key Features in ELA LearningShare and Learn

Ray: The water was warm all year round. Lots of mammoths and other animals went into the pool to drink, but then they couldn’t get out. The sides were too steep. So the animals died, either because they drowned or because they couldn’t get food.

Liz: Where is the water now?

Ray: The pool slowly filled up with dirt. The bones of the trapped animals were protected under the mud for thousands and thousands of years. Now people are digging them out. There were about fifty mammoths trapped here, and lots of other animals, like wolves, and camels, and a giant bear.

Liz: The poor animals! I feel sorry for them, trapped like that. I wouldn’t want to be there!

Ray: I would. I’d give my right arm to see all those mammoths alive. I could use Mom’s cell phone to take a picture. Wow, my school report on mammoths would be awesome!

Liz: Yeah, you’d get an A as long as you didn’t get trapped in the pool.

Ray: Here—look at this! (Ray goes to a diagram that is hanging on a nearby wall. The diagram has a sign that says “Please do not touch.” Ray reads from it.) This diagram shows what happened to the mammoths through the years. (He points to the first part of the diagram. It has a label that says “26,000 years ago.”) That’s when the ground caved in and made the pool.

10

15

NONLITERAL LANGUAGE What does Ray mean when he says “I’d give my right arm” to see the mammoths alive?

SEQUENCE What events led to finding the mammoth bones at Hot Springs? List the sequence of events Ray describes in the dialogue.

CHARACTER TRAITS Liz says she feels sorry for the animals that were trapped in the sinkhole. What does this tell you about Liz’s character?

Lesson 6 • Reading Drama 113

CC12_ELA_G3_SE_L06.indd 113 5/11/12 10:27 AM

What was the world like thousands of years ago?

How do people today learn about the distant past?Consider

DIALOGUE Which character wanted to go to the museum? What was the character’s motivation for doing that?

ASK AND ANSWER QUESTIONS Ray says he wants to see a living mammoth. What question could you ask about what will happen in the play?

Share and Learn

Cast of CharactersLiz, a seven-year-old girl

Ray, her ten-year-old brother

Mother

Scene 1SETTING: Liz and Ray are at a museum in Hot Springs, South Dakota.

Ray: I knew this would be a great place to visit to write my report for school.

Liz: (looking up at a huge skeleton) Wow! It’s almost like the real thing.

Ray: That’s why I begged Mom to bring us here. It’s a real skeleton! But I wish I could see a living mammoth.

Liz: Too bad they’re extinct.

Ray: A very big pool of warm water used to be here.

Liz: Is that why it’s called Hot Springs?

Ray: Right. About 26,000 years ago, the spot where this museum now stands was just a grassy hill. But then an underground cave collapsed, and the ground sank. It made a deep sinkhole, and the sinkhole filled up with water from a warm spring.

Liz: How did the mammoths get here?

1

5

A AdventureMammoth

112 Lesson 6 • Reading Drama


1 Regular practice with complex texts and their academic languageAs students progress through the grades, they need to read increasingly complex literary and informational texts. Students must also expand their vocabularies through direct instruction, reading, and conversation in order to develop their literacy.

The Coach Suite provides a sequential organization to reading comprehension, exposing students to multiple genres of literature and nonfiction texts. Academic vocabulary is thoroughly covered across reading, writing, and listening strands.

Listen and LearnVocabularyUse the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn reading or another word your teacher assigns you.

mammoth extinct sinkhole tusk carnivore petrified

My word

SynonymsAntonyms

DefinitionOther forms

My sentence

Lesson 6 • Reading Drama 111CC12_ELA_G3_SE_L06.indd 111

5/11/12 10:27 AM

H

H

H

LL

L

L

H

H

H

West Virginia

Oklahoma

California

Arizona

LakeOntario

N

1033

1029

1032 1032

1028

1028

1024

1029

1025

1016

1024

1018

1009

1021

1020

1009

1017

1008

1006

1004987

1800

S

EW

West Virginia

New York

Canada

Montana

Oklahoma

Idaho

California

Arizona

LakeOntario1028

1009

1012

1009

1009

MAKE INFERENCES

Reread paragraph 3.

Do you think storms

occur in high-pressure or

low-pressure areas? What

information supports this

inference?

CITE EVIDENCE On the

day represented on this

map, was the air pressure

in the northwestern

United States mostly high

or mostly low? What

evidence can you cite

from the map to support

your answer?

What to Look for First

One of the first things you should look for when reading a

weather map is areas of high or low pressure. Each is marked

with a large “H” for high or “L” for low. If the map is in color,

the H symbols are normally in blue, and the L symbols are

in red. Where you see an H, the air pressure is high, and

weather in that area is usually clear and fair. Where you see

an L, the pressure is low. The weather in a low-pressure area

is more likely to have stronger winds, sometimes with rain or

snow.

The weather map below shows high-pressure areas in

western Canada, Montana, Idaho, West Virginia, and north

of New York state, near Lake Ontario. It shows low-pressure

areas near the coast of California and in Arizona, Oklahoma,

and eastern Canada.

Share and Learn

Weather Map of the United States

Lesson 6 • Reading Technical Texts 127

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Share and Learn

CONTEXT CLUES What

phrases in paragraph 2

help you understand

the meaning of the

word standardized?

Circle them.

CHRONOLOGICAL

ORDER What must

meteorologists do before

they create a weather

map? Which article in

this lesson describes

this first step that

meteorologists take?

PARAPHRASE Reread

paragraph 2. Paraphrase

the information about

how symbols are used on

weather maps.

Meteorologists use the information they gather to create

weather maps. Some weather maps show a small area, such

as a county or part of a state. Other weather maps show a

larger region of the United States, the whole country, or other

areas of the world. In any case, these maps show what the

weather is doing at that moment in the region shown on the

map. They can also tell you what kind of weather to expect in

the next few hours or days.

Getting Started

Like road maps, weather maps include a large amount

of information. They use symbols, or special markings, to

indicate atmospheric conditions such as temperature, air

pressure, the amount of cloud cover, precipitation, and

severe storms. If these symbols are unfamiliar to you, a

weather map may look complicated and confusing. It can

look like a jumble of squiggly lines and numbers. However,

it is not hard to learn what the symbols mean. And most

weather maps use standardized symbols, so once you

understand what the symbols mean, you will be able to read

almost any weather map. Knowing

how to read a weather map can also

help you better understand weather

forecasts. That’s a good thing. If you

want to go to the beach or spend

the day at the park, it’s helpful to

know as much as possible about

what the weather is likely to be.

1

The weather affects us in many

ways. Why is it helpful to know

what the weather is likely to be?

What information is shown on a weather map?

Why is understanding how to read a weather map important?Consider

Reading a Weather Map

126 Lesson 6 • Reading Technical Texts

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Listen and Learn

VocabularyUse the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn selection you are about to read or another word you choose.

precipitation standardized isobar

compressed gradient front

My word

Synonyms Antonyms

Definition Other forms

My sentence

Lesson 6 • Reading Technical Texts 125


Instruction Coach, Grade 5


iv

3 Knowledge building through content-rich nonfictionStudents must be able to internalize information about the world if they are to be prepared for successful academic, career, and life experiences.

The Coach Suite presents students with challenging, yet engaging examples of informational texts across genres, including historical texts, literary nonfiction, scientific texts, technical texts, and persuasive nonfiction.

2 Reading, writing, and speaking grounded in evidence from textsStudents are expected to answer questions that depend on careful multiple readings of text, helping them develop skills, fluency, and deep comprehension necessary for literacy development and content area knowledge.

The Coach Suite provides multiple opportunities—across genres—for students to practice close reading with different strategies and skills in mind.

Duplicating any part of this book is prohibited by law. © 2015 School Specialty, Inc.

All would have been well, but Arachne’s success caused her to be vain and boastful. She could speak of nothing but her success. She began to bore those around her. Her friends tried to warn her against her pride, but she seemed incapable of understanding. “Pride goes before a fall,” they said. Unfortunately, the proud girl never noticed, much less listened. She seemed to be under a spell of her own making.

Arachne even boasted that she could weave better than Athena, who was the goddess of the arts and a mighty warrior. Athena was also the favorite daughter of Zeus, the king of the gods. It was said that Athena, a beautiful and intelligent goddess, could spin and weave enchanting pictures that showed the beauty and kindness of people around her. They caused women who had never taken up the shuttle and loom to try their hands.

One day, Arachne became so bold that she said she wished she could challenge Athena to a contest. Arachne bragged that if a prize were given, she would surely win it.

4

5

6

What new character traits do you learn that Arachne has? Write your answers on the Character Traits Web.

Based on what you know about Athena, do you think Arachne’s challenge is a good idea? Why or why not?

Myths and Fables 9The Two Weavers 9

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How would you describe Arachne? Write your answer on the Character Traits Web.

Why is Arachne’s talent so important for her family? Underline the parts of the story that tell you.

In ancient Greece lived a young woman named Arachne (uh rak nee). Arachne lived in a small cottage with her parents. The family was poor and often had only bread for their supper. However, Arachne had a special gift. She could weave with amazing skill. Where she got this skill, no one knew. Her mother, a kind and gentle woman, had no such talent.

But oh, how Arachne could weave! She began making tapestries to give to the family’s friends and neighbors. News of her talent spread. Soon she was selling the glorious tapestries at the local market. Each piece of cloth was so beautiful that people came from far and wide to watch her skillful hands at work.

As for Arachne’s parents, they couldn’t be more proud. And they no longer had to worry about putting food on the table.

1

2

3

The Two Weaversa myth from ancient Greece

Purpose for ReadingRead along with your teacher. Each time, read for a different purpose.

First Read Focus on asking and answering questions about the story.

Second Read Focus on the characters and their traits.

Third Read Focus on evaluating the story critically.

8 Lesson 1 • Myths and Fables

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Support Coach, Grade 3

3

Lesson 5: Writing Fictional Narratives . . . . . . . . . . . . . . . . . . . 67

1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

2. Organize: Introduction, Plot/Problem, Climax, and Resolution . . . . 76

3. Draft: Using Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

5. Revise: Using Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

6. Edit: Pronoun Case and Intensifiers . . . . . . . . . . . . . . . . . . . . . . . . . . 86

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Listen and Learn Mission to Mars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Share and Learn The Legend of King Arthur . . . . . . . . . . . . . . . . . . . . . . . 98

Read On Your Own Things That Go Bump in the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Handout

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . . . . . . . . . . Handout

Lesson 8: Writing Informative Texts . . . . . . . . . . . . . . . . . . . . 117

1. Get Ready: Take Notes on Research . . . . . . . . . . . . . . . . . . . . . . . . . 123

2. Organize: Topic Sentence, Supporting Details, and Conclusion . . . 130

3. Draft: Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . 132

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

5. Revise: Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

6. Edit: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.a, b; L.6.5.a

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5; RL.6.10; SL.6.1.a–d; L.6.4.d; L.6.5.a

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

W.6.2.a–f; W.6.4; W.6.5; W.6.6; W.6.7; W.6.8; W.6.10; SL.6.1.a–d; L.6.2.b; L.6.3.b; L.6.4.a, c; L.6.6

Language Arts Florida Standards (LAFS)

2

ContentsLesson 1: Reading Literary Nonfiction . . . . . . . . . . . . . . . . . . . . 5

Listen and Learn The Greatest Show on Earth . . . . . . . . . . . . . . . . . . . . . . . 6

Share and Learn “Chapter IV: Old Grizzly Adams” in The Humbugs of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Handout

Lesson 2: Writing Personal Narratives . . . . . . . . . . . . . . . . . . . 17


2. Organize: Introduction, Beginning, Middle, End, and Conclusion . 26

3. Draft: Using Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . 28

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

5. Revise: Using Precise Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

6. Edit: Pronouns: Avoiding Shifts in Number and Person . . . . . . . . . . 36

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Lesson 3: Reading Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Listen and Learn “Chapter VII: A Woman’s Courage” from Journey to the Center of the Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Share and Learn I, Alexander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Read On Your Own The Lucky Teakettle . . . . . . . . . . . . . . . . . . Handout

Lesson 4: Reading Historical Texts . . . . . . . . . . . . . . . . . . . . . . . 55

Listen and Learn How a Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . 56

Share and Learn How to Become a United States Presidential Candidate 62

Read On Your Own The Impeachment Process . . . . . . . . . . . . . Handout

RI.6.1; RI.6.2; RI.6.3; RI.6.4; RI.6.9; RI.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c; RH.6-8.1; RH.6-8.2; RH.6-8.9; RH.6-8.10

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.c; L.6.4.a, c, d; L.6.5.b, c

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.6; RL.6.9; RL.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.5; RH.6-8.7; RH.6-8.10



3

Lesson 5: Writing Fictional Narratives . . . . . . . . . . . . . . . . . . . 67


2. Organize: Introduction, Plot/Problem, Climax, and Resolution . . . . 76

3. Draft: Using Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

5. Revise: Using Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

6. Edit: Pronoun Case and Intensifiers . . . . . . . . . . . . . . . . . . . . . . . . . . 86

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Listen and Learn Mission to Mars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Share and Learn The Legend of King Arthur . . . . . . . . . . . . . . . . . . . . . . . 98

Read On Your Own Things That Go Bump in the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . Online Handout

Lesson 8: Writing Informative Texts . . . . . . . . . . . . . . . . . . . . 117

1. Get Ready: Take Notes on Research . . . . . . . . . . . . . . . . . . . . . . . . . 123

2. Organize: Topic Sentence, Supporting Details, and Conclusion . . . 130

3. Draft: Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . 132

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

5. Revise: Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

6. Edit: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Common CoreState Standards

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.a, b; L.6.5.a

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5; RL.6.10; SL.6.1.a–d; L.6.4.d; L.6.5.a

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

W.6.2.a–f; W.6.4; W.6.5; W.6.6; W.6.7; W.6.8; W.6.10; SL.6.1.a–d; L.6.2.b; L.6.3.b; L.6.4.a, c; L.6.6

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GETTiNG ThE idEa

Text StructureWhen authors write articles, they keep their readers in mind . Their purpose is to inform readers about a topic, so they use formal language and present facts in an objective way . This means the author stays neutral and doesn’t express opinions .

To make information easier to understand, authors carefully organize how they present that information . How an author organizes a text is called structure . The structure helps you connect ideas in a text and better understand how parts of the text relate to the whole passage . Different structures present information in different ways .

Chronological order The author presents events in the order in which events happened, or in sequence . Authors often use chronological order, or time sequence, to organize their writing . Dates and time-order words, such as first, next, and last, signal when things happen . Read the following passage and circle the words that provide clues about sequence .

Pluto was once the ninth planet in our solar system. Then, in 2006, scientists defined a planet as an object with a clear orbit around a star. Since Pluto does not have a clear orbit, it was reclassified. Today it is classified as a dwarf planet.

Cause and effect The author shows the cause, or reason something happens, and its effect, or what happens as a result . Signal words, such as because, and therefore, can help you understand a cause and its effect . Read the following passage . Underline the cause and circle the effect .

Temperatures are very high beneath Earth’s crust. Because temperatures are so high, they melt rock. This melted rock is called magma.

problem and solution The author states a problem and then presents a solution, or how the problem can be solved . Read the following passage . Underline the problem and circle the solution .

Many pioneers who settled the Great Plains lived in sod houses built from thick-rooted prairie grasses. This was because the prairie lacked standard building materials, such as wood or stone.

Lesson 5: Articles 67

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nonfiction is writing about real people, places, events, or things . Because it gives readers information or facts, it is sometimes called informational text . There are many types of nonfiction .

Type of Nonfiction Purpose

biography to tell the true story of a person’s life

essay to share the author’s outlook or point of view

speech to present a topic that is shared orally

textbook to give factual information about a topic

One common type of nonfiction is an article . You can find articles in newspapers, magazines, and online . Every nonfiction article has a main idea that tells what the text is mostly about . Evidence is information that supports the main idea . Types of evidence include examples, facts, and quotes . Each paragraph also has a main idea and details that support the main idea of a passage . When you summarize a passage, you retell the main ideas in your own words . Read the following passage . Circle the main idea of each paragraph and underline the evidence used to support the main idea .

Riding a bicycle can be dangerous. More children ages five to fourteen are injured in cycling accidents than in any other sport. In fact, nearly three hundred thousand children are injured each year.

Be safe when you ride. Ride on the right side of the road with the flow of traffic. Obey all traffic signs and signals. Most importantly, wear a bike helmet.

When you read informational texts, you can use the available facts and details to make an inference . An inference is a decision based on text evidence and personal knowledge .

articles

LESSON 5

66 Chapter 2: Working with Informational Texts

LAFS: 5.RI.1.2, 5.RI.2.5, 5.L.3.4.b

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CONTENTS

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Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Chapter 1: Working With Literature . . . . . . . . . . . 1

Lesson 1 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 5.RL.1.2, 5.RL.1.3, 5.RL.2.4, 5.RL.2.6, 5.L.3.4.a

Lesson 2 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 5.RL.1.2, 5.RL.2.4, 5.RL.2.5, 5.RL.2.6, 5.L.3.4.a, 5.L.3.5.a

Lesson 3 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 5.RL.1.2, 5.RL.1.3, 5.RL.2.4, 5.RL.2.5, 5.L.3.4.a, 5.L.3.5.a, 5.L.3.5.b

Lesson 4 Analyze Literature . . . . . . . . . . . . . . . . . . . . . . . 42 5.RL.1.2, 5.RL.1.3, 5.RL.3.9, 5.L.3.4, 5.L.3.4.a

Chapter 1 review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Chapter 2: Working With informationaL texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Lesson 5 Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 5.RI.1.2, 5.RI.2.5, 5.L.3.4.b

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . .78 5.RI.2.6, 5.RI.3.8, 5.RI.3.9, 5.L.3.5.a

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . .92 5.RI.2.4, 5.RI.2.5, 5.RI.2.6, 5.RI.3.7, 5.L.3.4.a, 5.L.3.6

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . . 108 5.RI.2.4, 5.RI.2.5, 5.RI.2.6, 5.RI.3.7, 5.L.3.4.a, 5.L.3.6

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . . 122 5.RI.1.2, 5.RI.1.3, 5.RI.2.4, 5.RI.2.5, 5.RI.2.6, 5.RI.3.7, 5.RI.3.9, 5.L.3.6

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . . 134 5.RI.3.9, 5.L.3.4.a, 5.L.3.5.c

Chapter 2 review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

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Performance Coach, Grade 5

2




Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout





4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30



7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40




Read On Your Own The Lucky Teakettle . . . . . . . . . Online Handout




Read On Your Own The Impeachment Process . . . . Online Handout







2




Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout





4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30



7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40




Read On Your Own The Lucky Teakettle . . . . . . . . . Online Handout




Read On Your Own The Impeachment Process . . . . Online Handout







CONTENTS

Standards

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STRAND 1: WoRkiNg WiTh LiTeRATuRe . . . . . . . . . . . 1

Lesson 1 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 RL.5.2, RL.5.3, RL.5.4, RL.5.6, L.5.4.a

Lesson 2 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 RL.5.2, RL.5.4, RL.5.5, RL.5.6, L.5.4.a, L.5.5.a

Lesson 3 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 RL.5.2, RL.5.3, RL.5.4, RL.5.5, L.5.4.a, L.5.5.a, L.5.5.b

Lesson 4 Analyze Literature . . . . . . . . . . . . . . . . . . . . . . 42 RL.5.2, RL.5.3, RL.5.9, L.5.4, L.5.4.a

Strand 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

STRAND 2: WoRkiNg WiTh iNfoRmATioNAL TexTS 65

Lesson 5 Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 RI.5.2, RI.5.5, L.5.4.b

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78 RI.5.6, RI.5.8, RI.5.9, L.5.5.a

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122 RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.9, L.5.6

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134 RI.5.9, L.5.4.a, L.5.5.c

Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

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Language Arts Florida Standards

Instruction Coach Lesson(s)

Support Coach Lesson(s)

Performance Coach Lesson(s)

Reading: Literature

3.RL.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

L1, L2, L6, L7 L1 L1–L4

3.RL.1.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

L1 L1 L2, L4

3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

L2, L6 L1 L1, L3, L4

3.RL.2.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

L1, L2, L6, L7 L3 L2–L4

3.RL.2.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

L2, L6, L7 L2, L3, L4 L1–L3

3.RL.2.6 Distinguish their own point of view from that of the narrator or those of the characters. L1, L6 L4 L1, L2

3.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

L1, L2 L2 L1 TE: L4

3.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

L2 L1, L2 L4

Grade 3

Florida Coach® Suite CorrelationThe chart below lists skills for the grade level and their correlations to coverage in the School Specialty Florida Coach Suite. If you find that students are struggling with a particular skill, look to the lessons indicated in these Coach programs for review and remediation.

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Language Arts Florida StandardsInstruction

Coach Lesson(s)Support Coach

Lesson(s)Performance

Coach Lesson(s)

3.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

L1, L2, L6, L7 L1, L2, L3, L4 Throughout program (L1–L19)

Reading: Informational Texts

3.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

L4, L8, L10 L5 L5–L10

3.RI.1.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

L4, L10 L5 L5–L9

3.RI.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

L8, L10 L6, L7, L8 L7, L8

3.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

L4, L8, L10 L6, L7, L8 L5–L8

3.RI.2.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

L4, L8, L10 L5, L6, L7, L8 L5 TE: L7, L14

3.RI.2.6 Distinguish their own point of view from that of the author of a text. L4 L5 L6

3.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).

L8, L10 L6, L7, L8 L7, L8 TE: L10

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

L4, L8, L10 L6, L7, L8 L5–L8

3.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

L4 L6 L9, L10

3.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

L4, L8, L10 L5, L6, L7, L8 Throughout program (L1–L19)

Grade 3

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Coach Lesson(s)

Reading: Foundational Texts

3.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. L3, L5, L9 TM: L1, L2, L4, L6–L8, L10

TM L1–L8

3.RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. L5 TM: L1, L10 L1, L4, L5

3.RF.3.3.b Decode words with common Latin suffixes. L5 TM: L1, L10

3.RF.3.3.c Decode multisyllable words. L9 TM: L2, L4, L6, L8

3.RF.3.3.d Read grade-appropriate irregularly spelled words. L3, L5

3.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. L1, L2, L4, L6–L8, L10

TM L1–L8

3.RF.4.4.a Read grade-level text with purpose and understanding. L1, L2, L4, L6–L8, L10

TM L1–L8

3.RF.4.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

L7 TM: L1, L4 TM L1–L8

3.RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L1, L2, L4, L6–L8, L10

L3, L4, L7

Writing

3.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. L11 L11, L12, L16

3.W.1.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

L11 L11, L12, L16

Grade 3

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Coach Lesson(s)

3.W.1.1.b Provide reasons that support the opinion. L11 L11, L12, L16

3.W.1.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

L11 L11, L12, L16

3.W.1.1.d Provide a concluding statement or section. L11 L11, L12, L16

3.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. L9 L11, L15

3.W.1.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

L9 L11, L15

3.W.1.2.b Develop the topic with facts, definitions, and details. L9 L11, L15

3.W.1.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

L9 L11, L15

3.W.1.2.d Provide a concluding statement or section. L9 L11, L15

3.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

L3, L5 L11, L13

3.W.1.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

L3, L5 L11, L13

3.W.1.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

L3, L5 L13

3.W.1.3.c Use temporal words and phrases to signal event order. L3, L5 L11, L13

3.W.1.3.d Provide a sense of closure. L3, L5 L13

Grade 3

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Coach Lesson(s)

3.W.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

L3, L5, L9, L11 L11

3.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

L3, L5, L9, L11 L11, L17

3.W.2.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

L3, L5, L9, L11 L14 TE: L11

3.W.3.7 Conduct short research projects that build knowledge about a topic. L9 L14

3.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

L3, L5, L9 L14

3.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

L3, L5, L9, L11 Throughout program (L1–L19)

Speaking and Listening

3.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

L1–L11 L18, L19 TE: L6

3.SL.1.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

L1–L11 L18, L19 TE: L6

3.SL.1.1.b Follow agreed-upon rules for discussions and carry out assigned roles. L1–L11 L18, L19 TE: L6

3.SL.1.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

L1–L11 L18, L19 TE: L6

3.SL.1.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

L1–L11 L18, L19 TE: L6

3.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

TM: L7 L18, L19 TE: L2, L9, L10, L12, L15

Grade 3

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Coach Lesson(s)

3.SL.1.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

TM: L6 L19 TE: L16

3.SL.2.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

TM: L6 TE: L1, L7, L12, L13

3.SL.2.5 Demonstrate fluid reading at an understandable pace, adding visual displays and engaging audio recordings when appropriate to emphasize or enhance certain facts or details.

TM: L1, L4 TE: L1, L2, L12, L13

3.SL.2.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

TM: L1, L4, L6 TE: L3, L16

Language

3.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L3, L9, L11

3.L.1.1.b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

L3 L17

3.L.1.1.c Form and use regular and irregular plural nouns. L3 TE: L8

3.L.1.1.d Use abstract nouns (e.g., childhood, friendship, courage) TM: L3 TE: L5

3.L.1.1.e Form and use regular and irregular verbs. L3 L17

3.L.1.1.f Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L3 L12, L17

3.L.1.1.g Ensure subject-verb and pronoun-antecedent agreement. L3 L16, L17

3.L.1.1.h Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L11 L17, L19

Grade 3

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Coach Lesson(s)

3.L.1.1.i Use coordinating and subordinating conjunctions. L9 L11, L17

3.L.1.1.j Produce simple, compound, and complex sentences. L9 L15, L17

3.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L5, L9, L11 TM: L2, L4, L6–L8

3.L.1.2.a Capitalize appropriate words in titles. TM: L11 L14, L17

3.L.1.2.b Use commas in addresses. TM: L11 TE: L13

3.L.1.2.c Use commas and quotation marks in dialogue. L5, L11 L13, L17

3.L.1.2.d Form and use possessives. L5, L11 L17

3.L.1.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L5 L17

3.L.1.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

L5 TM: L2, L4, L6–L8

L17

3.L.1.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L5, L9 L17

3.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L1–L11

3.L.2.3.a Choose words and phrases for effect. L5 L17

3.L.2.3.b Recognize and observe differences between the conventions of spoken and written standard English.

L5 TE: L3

Grade 3

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Coach Lesson(s)

3.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L1–L10 L1 L9

3.L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. L1–L4, L6–8, L10 L3, L4, L7 L1

3.L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L5 TM: L1, L10 L1, L4, L5 L3

3.L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

L5 TM: L1, L10 L2, L8 L4

3.L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L9 L5, L6 L18 TE: L17

3.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. L9, L11 L10

3.L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). L9 L3, L5 L2

3.L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

L11 L2 L5

3.L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of uncertainty (e.g., knew, believed, suspected, heard, wondered).

L9, L11 L3, L5 L2, L10

3.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

L3, L5, L9, L11 L6–L8

Grade 3

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Using the Pacing GuideYou can use the Pacing Guide on the following pages to plan the delivery of your curriculum over the school year. There are several assumptions built into the organization of the Pacing Guide:

The Pacing Guide is designed for 32 weeks of instruction. If your instructional year is longer or shorter than 32 weeks, make adjustments for the difference.

Units that focus on Reading and Writing topics have been created using the lessons from Instruction Coach, Support Coach, and Performance Coach. See the Contents at right. Typically, reading units last 3 weeks and writing units last 2 weeks.

Each day is planned around 90–120 minutes of instructional activities. However, the amount of time needed for the core lesson and the differentiation options will differ based on the needs of your class.

Skills and strategies are listed for each core lesson. Non-assessed skills are marked with a ✔, and assessed skills with a ✔.

Suggestions for review and assessments are at the end of each unit. You may use print- or digital-based Instruction Coach Benchmark Assessments and/or Support Coach for formative assessments.

The sequence of topics is designed to address the content of the LAFS, but you can re-sequence the content to align with the curriculum maps used in your district.

Optional Speaking and Listening Projects from Instruction Coach are suggested in some units. Alternative lessons from Instruction Coach and Support Coach are sometimes offered if you wish to focus on a different set of ELA skills/strategies and standards.

ContentsUnit/Title . . . . . . . . . . . . . . . . . . . . Weeks

1 Reading Myths and Fables . . . . . . . . . .1–3

2 Reading Short Stories . . . . . . . . . . . . .4–6

3 Writing Fictional Narratives. . . . . . . . . .7–8

4 Writing Personal Narratives . . . . . . . .9–10

5 Reading Biography . . . . . . . . . . . . .11–13

6 Reading Historical Nonfiction . . . . . .14–16

7 Writing Opinion Pieces . . . . . . . . . . .17–18

8 Reading Drama . . . . . . . . . . . . . . . .19–21

9 Reading Poetry . . . . . . . . . . . . . . . .22–24

10 Reading Technical Texts. . . . . . . . . .25–27

11 Writing Informative/ Explanatory Texts . . . . . . . . . . . . . .28–29

12 Reading Scientific Nonfiction . . . . . .30–32

2 ✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies

Week 1Day 1 Day 2 Day 3 Day 4 Day 5

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Unit: Reading Myths and Fables

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .SL .1 .1Instruction CoachLesson 1: Reading Myths and Fables● Student Edition pp. 5–9● Teacher’s Manual pp. 3–7Skills✔Myths and Fables✔Engage in Collaborative

Discussions

Listen and LearnThe Wind and the Sun/DaylightIntroduce myths and fables and discuss the Essential Question, TM p. 3, How can made-up stories with imaginary characters teach important things about real life? Then read The Wind and the Sun/Daylight with students.

DIFFERENTIATION OPTIONS● Instruction Coach Reread The

Wind and the Sun and Daylight and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Instruction Coach Help students identify what makes The Wind and the Sun a fable and Daylight a myth.

● Instruction Coach Introduce the Speaking and Listening Project, TM pp. 13–15. Explain that groups will create board games based on myths.

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .RF .3 .3 .a, 3 .L .3 .4 .b, 3 .SL .1 .1Instruction CoachLesson 1: Reading Myths and Fables● Student Edition pp. 5–11● Teacher’s Manual pp. 3–8Skills✔Ask and Answer Questions✔Suffixes✔Myths and Fables✔Engage in Collaborative

Discussions

Listen and LearnThe Wind and the Sun/DaylightReread the myth and fable with students, using think alouds to help them ask and answer questions. Then have students complete the Comprehension Check, SE p. 10.


Wind and the Sun and Daylight, SE pp. 6–9. Review the literary elements of a myth/fable.

● Instruction Coach Guide students to complete Vocabulary, SE p. 11.

● Instruction Coach Teach Word Analysis, TM p. 5, to address suffixes.

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .SL .1 .1, 3 .L .3 .4 .aInstruction CoachLesson 1: Reading Myths and Fables● Student Edition pp. 12–16● Teacher’s Manual pp. 9–11Skills✔Ask and Answer Questions✔Context Clues✔Engage in Collaborative

Discussions

Share and LearnHow the Camel Got His HumpPreview the vocabulary, SE pp. 12–14. Then have students read the story, SE pp. 12–16.

DIFFERENTIATION OPTIONS● Instruction Coach Teach

vocabulary. Use highlighted words in How the Camel Got His Hump to reinforce the meanings.

● Instruction Coach Have students discuss the meanings of other unfamiliar words or phrases, such as presently (p. 12), ‘scruciatingly and double-time (p. 13), and a-purpose (p. 16).

● Performance Coach Have accelerating students read Lesson 1 and complete the Coached Example, SE pp. 2–7.

LESSON FOCUS LAFS: 3 .RL .1 .1, 3 .RL .1 .2, 3 .SL .1 .1Instruction CoachLesson 1: Reading Myths and Fables● Student Edition pp. 12–18● Teacher’s Manual pp. 9–11Skills✔Details✔Ask and Answer Questions✔Engage in Collaborative

Discussions

Share and LearnHow the Camel Got His HumpHave students reread and discuss the story. Next, ask them to respond to the Anchor Standard Discussion Questions, SE p. 17, using details from the text to support their answers. Then have them complete the Comprehension Check, SE p. 18.

DIFFERENTIATION OPTIONS● Instruction Coach Reread How the

Camel Got His Hump. Ask students how they know that it is a fable.

● Instruction Coach Review how to find the central message or moral, TM p. 5.

● Performance Coach Have accelerating students complete the Lesson Practice for Lesson 1 SE pp. 8–12 (items 1–5).

LESSON FOCUS LAFS: 3 .RL .1 .1, 3 .RL .1 .2, 3 .W .1 .2, 3 .SL .1 .1Instruction CoachLesson 1: Reading Myths and Fables● Student Edition pp. 5–16● Teacher’s Manual pp. 3–11Skills✔Details✔Myths and Fables✔Write about Literature✔Engage in Collaborative

Discussions

RereadThe Wind and the Sun, Daylight, or How the Camel Got His HumpHave students choose a story and write a paragraph responding to the question, How can made-up stories with imaginary characters teach important things about real life? Tell them to use details from their chosen story to support their responses.

DIFFERENTIATION OPTIONS● Instruction Coach Guide students

to review the moral or theme of each story in this group. Discuss what the moral means to them personally.

● Instruction Coach Have students discuss how the imaginary characters in the stories are like real people. How are their problems much like ours?

✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies 3

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LESSON FOCUSLAFS: 3 .RL .1 .2, 3 .SL .1 .1Instruction CoachLesson 1: Reading Myths and Fables● Instruction Coach Independent

Leveled Practice Resource Book, pp. 12–23

Skills✔Determine the Central Message or

Moral✔Engage in Collaborative Discussion

Read On Your OwnTiger Gets His StripesHave students read the appropriate level of this story and answer the questions independently. Invite them to discuss the moral of the story in small groups and then share their ideas with the class.

DIFFERENTIATION OPTIONS● Instruction Coach Independent

Leveled Practice Resource Book Teach challenging vocabulary. Then have students choose one word and write about its meaning in the text.

● Instruction Coach Independent Leveled Practice Resource Book Have students find the central message of the story and explain it to each other.

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .RL .1 .3Support CoachLesson 1: Myths and Fables● Student Edition pp. 5–6, 14,

16–18, 203, 205● Teacher’s Manual pp. 1–4, 12,

14–17Skills✔Sequence ✔Ask and Answer QuestionsThe Ant and the GrasshopperDiscuss Sequence, SE p. 14. Read the passage (first read) . Have students complete the Plot Sequence Chart, SE p. 205.

DIFFERENTIATION OPTIONS● Support Coach Review Ask and

Answer Questions, SE p. 6. With students in small groups, read The Two Weavers using the first read annotations to focus on ask and answer questions. Guide students to complete the first read questions on the Close Reading Worksheet, SE p. 203.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 4. Help students use the five basic question words: who, what, when, why, how.

● Performance Coach Have accelerating students complete the Lesson Practice, SE p. 13 (item 6).

LESSON FOCUSLAFS: 3 .RL .1 .3Support CoachLesson 1: Myths and Fables● Student Edition pp. 7, 15, 16–18,

204, 206● Teacher’s Manual pp. 5, 12–17Skills✔Characters and Character Traits ✔Characters’ Actions ✔Close ReadingThe Ant and the GrasshopperReview Characters’ Actions, SE p. 15. Reread the passage (second read) . Have students complete the second read questions on the Close Reading Worksheet, SE p. 206.

DIFFERENTIATION OPTIONS● Support Coach Review Character’s

Traits, SE p. 7. With students in small groups, reread The Two Weavers using the second read annotations to focus on characters’ traits.

● Support Coach Guide students to complete the Character Traits Web, p. 204.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 5, to help students determine a character’s motivation.

LESSON FOCUS LAFS: 3 .RF .3 .3 .a, 3 .W .1 .2, 3 .L .3 .4 .bSupport CoachLesson 1: Myths and Fables● Student Edition pp. 16–19,

203, 206● Teacher’s Manual pp. 12–17Skills✔Roots and Suffixes✔Roots and Prefixes ✔Close Reading✔Write about LiteratureThe Ant and the GrasshopperDiscuss Roots and Suffixes and have students answer the questions, SE p. 19 and TM p. 16. Reread the passage (third read) . Have students complete the third read questions on the Close Reading Worksheet, SE p. 206.

DIFFERENTIATION OPTIONS● Support Coach With students

in small groups, reread The Two Weavers, using the third read annotations to focus on evaluating the story.

● Support Coach Guide students to complete the Close Reading Worksheet, SE p. 203.

● Support Coach Review Roots and Prefixes, SE p. 13. Help students find examples in The Two Weavers, such as incapable, SE p. 9.

LESSON FOCUS LAFS: 3 .RL .1 .2Support CoachLesson 1: Myths and Fables● Student Edition pp. 20–25, 207● Teacher’s Manual pp. 18–23 Skills✔Determine the Central Message or

MoralSo Say the Little MonkeysReview how to Determine the Central Message, SE p. 20, and have students answer the question. Read the passage (first read) . Have students complete the Central Message Chart, SE p. 207.

DIFFERENTIATION OPTIONS● Support Coach Review the Try It,

SE p. 20. Reread So Say the Little Monkeys., using the first read annotations to focus on determining the central message. Guide students to complete the Central Message Chart, SE p. 207.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 20, to help students find clues for identifying a central message.

● Performance Coach Have accelerating students read Lesson 12 and complete the Coached Example, SE pp. 166–172.


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Day 1 Day 2 Day 3 Day 4 Day 5

Week 3


LESSON FOCUSLAFS: 3 .RL .3 .9, 3 .RF .4 .4 .c, 3 .L .3 .4 .aSupport CoachLesson 1: Myths and Fables● Student Edition pp. 21–25, 208 ● Teacher’s Manual pp. 19–23Skills✔Setting✔Context Clues✔Close ReadingSo Say the Little MonkeysReview Setting, SE p. 21. Reread the passage (second read) . Then review how to use context clues, SE p. 25. Discuss the importance of setting, SE p. 21. Have students complete the relevant questions on the Close Reading Worksheet, SE p. 208.

DIFFERENTIATION OPTIONS● Support Coach With students in

small groups, reread So Say the Little Monkeys (second read) . Have students complete the Try It activity, SE p. 21.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 19, to help students find details describing a setting.

● Support Coach Review context clues, TM p. 22, to help students identify clues to help them understand unfamiliar words.

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .RL .1 .2, 3 .RL .3 .9, 3 .W .1 .2, 3 .W .2 .4Support CoachLesson 1: Myths and Fables● Student Edition pp. 22–30, 208● Teacher’s Manual pp. 19–26Skills✔Determine the Central Message or

Moral✔Sequence✔Ask and Answer Questions ✔Close Reading✔Write about Literature

Respond to TextSo Say the Little MonkeysReread the passage (third read) . Have students complete the relevant questions on the Close Reading Worksheet, SE p. 208. Follow with Respond to Text, SE pp. 26–27.

DIFFERENTIATION OPTIONS● Support Coach Guide students

through Respond to Text using support, TM pp. 24–25.

● Support Coach Have students read (first read) The Parrot King and the Fig Tree, SE pp. 28–30.

● Performance Coach Have accelerating students complete the Lesson Practice for Lesson 12, SE pp. 173–176 (items 1–5).

LESSON FOCUSLAFS: 3 .RL .1 .2, 3 .RL .3 .9, 3 .W .1 .2, 3 .W .2 .4Support CoachLesson 1: Myths and Fables● Student Edition pp. 26–30● Teacher’s Manual pp. 24–25Skills✔Determine the Central Message or

Moral✔Comparing the Central Message in

Two Texts✔Setting✔Write about Literature

Respond to TextReview SE p. 26 and discuss the writing task on p. 27 before students draft and complete their writing.


through Respond to Text using support, TM pp. 24–25. Have them work with partners and write.

● Support Coach Have students read (second read) The Parrot King and the Fig Tree, SE pp. 28–30.

● Performance Coach Have accelerating students complete Lesson Practice, SE pp. 177–179 (item 6).

REVIEW LAFS: 3 .RL .1 .1, 3 .RL .1 .2, 3 .RL .1 .3, 3 .L .3 .4 .aInstruction CoachLesson 1: Reading Myths and Fables● Student Edition pp. 5, 28–30, 207● Teacher’s Manual pp. 3, 18, 23Skills✔Ask and Answer Questions✔Determine the Central Message or

Moral✔Context Clues✔Details

Listen and LearnReview and discuss the Essential Question on TM p. 3: How can made-up stories with imaginary characters teach important things about real life? Discuss the following focus skills:• identifying myths and fables and

their characteristics• ask and answer questions about

literature• determining the central message or

moral

DIFFERENTIATION OPTIONS● Support Coach To review

identifying a central message, use the TM pp. 18 and 23, and the Central Message Chart, SE pp. 207.

● Support Coach Have students read (third read) The Parrot King and the Fig Tree, SE pp. 28–30.

REVIEW AND ASSESS OPTIONS:Support Coach Quiz 1

Skills✔Ask and Answer Questions ✔Sequence✔Characters’ Actions✔Compare and Contrast Central

Message or Moral✔Compare and Contrast Settings✔Roots and Affixes✔Context Clues

Support Coach Lesson 1: Myths and Fables● Student Edition pp. 31–32● Teacher’s Manual pp. 26Read on Your OwnThe Parrot King and the Fig Tree Review Comprehension Check, SE pp. 31–32. Have students share answers and discuss the text, pointing out the moral.

DIFFERENTIATION OPTIONS● Performance Coach Have

students answer Lesson Practice question 6, p. 13, comparing the themes of two stories.

● Support Coach Review answers to Quiz 1 with students.

● Instruction Coach Speaking and Listening Project. Have students share the board games they created.


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Week 4

Unit: Reading Short Stories

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .SL .1 .1Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 19–25● Teacher’s Manual pp. 16–23,

30–31Skills✔Short Stories✔Communicate Clearly✔Listen Carefully and Respectfully✔Engage in Collaborative

Discussions

Listen and LearnThe Adventure of the Three StudentsIntroduce short stories and discuss the Essential Question, SE p. 19: What makes a short story enjoyable to read? Then read The Adventure of the Three Students with the class.


Adventure of the Three Students and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Instruction Coach Encourage students to explain what they think makes this selection a short story.

● Instruction Coach Use Speaking and Listening Project, TM pp. 30–31, for this unit.

LESSON FOCUSLAFS: 3 .RL .1 .3, 3 .RL .2 .4, 3 .SL .1 .1, 3 .L .3 .5 .aInstruction CoachLesson 2: Reading Short Stories● Student Edition pp. 20–26● Teacher’s Manual pp. 16–24Skills✔Character Traits✔Sequence✔Nonliteral Language✔Engage in Collaborative

Discussions

Listen and LearnThe Adventure of the Three StudentsReread the selection with students, using think alouds to help them identify the sequence of events and traits of the characters. Then have students complete the Comprehension Check on sequence and character traits, SE p. 26.


Adventure of the Three Students, SE pp. 20–25. Review the literary elements of a short story: conflict, setting, characters, plot.

● Instruction Coach To help students with sequencing, use the Think Aloud, TM p. 18.

● Instruction Coach Help explain nonliteral language using SE p. 24 and TM p. 22. Ask them to offer other similes.

LESSON FOCUSLAFS: 3 .RL .1 .3, 3 .RL .2 .4, 3 .RL .3 .7, 3 .SL .1 .1, 3 .L .3 .4Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 27–35● Teacher’s Manual pp. 25–27Skills✔Explain Illustrations✔Dialogue ✔Determine or Clarify Word

Meanings✔Engage in Collaborative

Discussions

Share and LearnThe Adventure of the Red-Headed LeaguePreview the vocabulary on SE p. 27. Have students complete this worksheet as they work in groups to read The Adventure of the Red-Headed League. Afterward, discuss the story, using the Anchor Standard Discussion Questions, SE p. 35. Ask students to record their answers.

DIFFERENTIATION OPTIONS● Instruction Coach Use TM p. 25

to review concepts and vocabulary for struggling students.

● Instruction Coach Explore how dialogue helps develop the characters, using SE p. 33 and TM p. 27.

● Instruction Coach Explore with students another example of nonliteral language on SE p. 29.

LESSON FOCUS LAFS: 3 .RL .3 .9, 3 .SL .1 .1, 3 .W .1 .2Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 28–36● Teacher’s Manual pp. 25–27Skills✔Compare Story Settings✔Compare Story Plots✔Write about Literature✔Engage in Collaborative

Discussions

Share and LearnThe Adventure of the Red-Headed LeagueHave students reread the story and complete the Comprehension Check, SE p. 36. Have students write their answers to these questions: How is the setting of this story similar to or different from the setting of The Adventure of the Three Students? What is similar about the plots of the two stories?


Adventure of the Red-Headed League. Ask students how they know it is a short story.

● Instruction Coach Use SE p. 33 and TM p. 27 to help students compare settings and plots.

● Performance Coach Have accelerating students complete the Coached Example for Lesson 18, SE pp. 268–273. Use TE pp. 82–85.

LESSON FOCUS LAFS: 3 .RL .3 .9, 3 .W .1 .2, 3 .SL .1 .1Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 20–25, 28–36● Teacher’s Manual pp. 25–27Skills✔Compare Story Themes ✔Write about Literature✔Engage in Collaborative

Discussions

RereadThe Adventure of the Three Students or The Adventure of the Red-Headed LeagueHave students choose a story and write a paragraph responding to this question: What makes a short story enjoyable to read? Encourage them to use details from the plot and theme of their chosen story to support their responses.

DIFFERENTIATION OPTIONS● Instruction Coach Ask students

why they liked reading these stories. ● Instruction Coach Guide students

to review the plot and theme of both short stories.

● Performance Coach Have accelerating students complete the Lesson Practice for Lesson 18, SE pp. 274–276 (items 1–4). Use TE pp. 86–87.



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Week 5


LESSON FOCUSLAFS: 3 .RL .1 .3, 3 .SL .1 .1Instruction CoachLesson 2: Reading Short Stories● Instruction Coach Independent


Skills✔Character Traits✔Engage in Collaborative

Discussions

Read On Your OwnThe Case of the Stolen LetterHave students read the passage at their level and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify the traits of the characters in this passage and explain those traits to each other.

LESSON FOCUSLAFS: 3 .RL .1 .1Support CoachLesson 2: Short Stories● Student Edition pp. 33–34, 36–40,

209● Teacher’s Manual pp. 27–30,

32–37Skills✔Make Inferences✔Identify Short StoriesDanny, the New BoyDiscuss how to make inferences, SE p. 34. Read the passage (first read) . Have students complete the Make Inferences Chart, SE p. 209.


SE p. 34. Read Danny, the New Boy using the first read annotations to focus on making inferences. Guide students to complete the Make Inferences Chart, SE p. 209.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 32, to help students make an inference about Danny’s feelings.

● Performance Coach Have accelerating students listen again to the Lesson Practice passage for Lesson 18, SE pp. 274–277 (item 5). Use TE pp. 86–87.

LESSON FOCUSLAFS: 3 .RL .2 .5Support CoachLesson 2: Short Stories● Student Edition pp. 35–40, 210● Teacher’s Manual pp. 31–37Skills✔Describe How Chapters Build✔Close ReadingDanny, the New BoyReview Describe How Chapters Build, SE p. 35. Reread the passage (second read) . Have students complete the second read questions on the Close Reading Worksheet, SE p. 210.

DIFFERENTIATION OPTIONS● Support Coach Review the

Try It, SE p. 35. Reread Danny, the New Boy using the second read annotations to focus on how chapters build. Guide students to complete the second read questions on the Close Reading Worksheet, SE p. 210.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 31, to help students see how chapters build on each other.

LESSON FOCUSLAFS: 3 .W .1 .2, 3 .L .3 .4 .cSupport CoachLesson 2: Short Stories● Student Edition pp. 36–41, 210● Teacher’s Manual pp. 32–37Skills✔Use Root Words as Clues✔Close Reading✔Write about LiteratureDanny, the New BoyRead the passage (third read) . Then have students complete the Close Reading Worksheet, p. 210. Follow with Vocabulary, SE p. 41, to practice using root words as clues.

DIFFERENTIATION OPTIONS● Support Coach After discussing

the third read annotations, have students choose one of the questions in the annotations, write an answer, and discuss it with the group.

● Support Coach Guide students to complete Vocabulary, SE p. 41.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 35, to help students understand why the teacher invites Danny to talk to the class.

LESSON FOCUSLAFS: 3 .RL .3 .9Support CoachLesson 2: Short Stories● Student Edition pp. 42, 44–46, 211● Teacher’s Manual pp. 38–43Skills✔Compare and ContrastSummer DannyDiscuss how to compare and contrast, SE p. 42. Read the passage (first read) . Have students complete the Compare and Contrast Chart, SE p. 211.


SE p. 42. Reread Summer Danny using the first read annotations to focus on comparing and contrasting. Guide students to complete the Compare and Contrast Chart, SE p. 211.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 38, to help students compare Meg and Muffin.

● Performance Coach Have accelerating students complete the Standards Focus, TE p. 4.



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LESSON FOCUSLAFS: 3 .RL .3 .7, 3 .L .3 .5 .bSupport CoachLesson 2: Short Stories● Student Edition pp. 43–47, 212● Teacher’s Manual pp. 39–43Skills✔Identify Real-life Connections✔Explain Illustrations✔Close ReadingSummer DannyReview Explain Illustrations, SE p. 43. Reread the passage (second read) . Have students complete the second read questions on the Close Reading Worksheet, SE p. 212. Follow with Vocabulary, SE p. 47, to show real-life connections between words and their uses.

DIFFERENTIATION OPTIONS● Support Coach Review the Try

It, SE p. 43. Reread Summer Danny using the second read annotations to focus on explaining illustrations. Guide students to complete the second read questions on the Close Reading Worksheet, SE p. 212.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 39, to help students understand the illustration.

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .RL .3 .9, 3 .W .1 .2, 3 .W .2 .4Support CoachLesson 2: Short Stories● Student Edition pp. 44–46, 48–49,

212● Teacher’s Manual pp. 40–45Skills✔Compare and Contrast Settings✔Make Inferences✔Close Reading✔Write about Literature

Respond to TextSummer DannyRead the passage (third read) . Then have students complete the third read questions on the Close Reading Worksheet, SE p. 212. Follow with Respond to Text, SE pp. 48–49.


the third read annotations, have students choose one of the questions in the annotations, write their answer, and discuss with the group.

● Support Coach Guide students through Respond to Text using support, TM pp. 44–45.

● Support Coach Have students read (first read) Nina’s Big Day, SE pp. 50–52.

LESSON FOCUSLAFS: 3 .RL .2 .5, 3 .RL .3 .7, 3 .RL .3 .9, 3 .W .1 .2, 3 .W .2 .4Support CoachLesson 2: Short Stories● Student Edition pp. 48–49● Teacher’s Manual pp. 44–45Skills✔Compare and Contrast Settings✔Describe How Chapters Build✔Explain Illustrations✔Write about Literature

Respond to TextReview SE p. 48 and discuss the writing task on p. 49 before students draft and complete their writing.

DIFFERENTIATION OPTIONS● Support Coach Continue guiding

students through Respond to Text using support, TM pp. 44–45. Have them work with partners and write.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 44, to help students compare and contrast the stories.

● Performance Coach Use Language Spotlight, SE p. 270 and TE p. 83, to review the use of dictionaries and glossaries.

● Support Coach Have students reread (second read) Nina’s Big Day, SE pp. 50–52.

REVIEWLAFS: 3 .RL .1 .1, 3 .RL .1 .3, 3 .RL .3 .7Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 209, 211● Teacher’s Manual pp. 30, 38Skills✔Character Traits✔Explain Illustrations

Listen and LearnReview and discuss the Essential Question on TM p. 17 and the following focus skills:• identifying short stories and their

characteristics• identifying character traits• explaining illustrations

DIFFERENTIATION OPTIONS● Support Coach To review making

inferences, use TM p. 30 and the Make Inferences Chart, SE p. 209.

● Support Coach To review comparing and contrasting, use TM p. 38 and the Compare and Contrast Chart, SE p. 211.

● Support Coach Have students reread (third read) Nina’s Big Day, SE pp. 50–52.

REVIEW AND ASSESS OPTIONS:Support CoachQuiz 2

Skills✔Describe How Chapters Build✔Compare and Contrast✔Explain Illustrations✔Use Root Words as Clues✔Identify Real-life Connections

Support Coach Lesson 2: Short Stories● Student Edition pp. 50–54● Teacher’s Manual pp. 46Read on Your OwnNina’s Big DayReview Comprehension Check, SE pp. 53–54. Have students share answers and discuss the text, using the skills covered in this unit.

DIFFERENTIATION OPTIONS● Performance Coach Have

accelerating students write several paragraphs comparing and contrasting the two stories they listened to in Lesson 18. Invite partners to exchange their work and compare their ideas.

● Instruction Coach Allow students time to work on Speaking and Listening Project, pp. 30–31.


Week 6



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Week 7

Unit: Writing Fictional Narratives

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .SL .1 .1Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 37–38● Teacher’s Manual pp. 32–34Skills✔Write a Fictional Narrative✔Communicate Clearly ✔Listen Carefully and Respectfully ✔Engage in Collaborative

Discussions

Essential QuestionIntroduce writing fictional narratives and discuss questions, TM p. 33, focusing on the Essential Question, What makes a fictional narrative interesting? Then read SE pp. 37–38 with students.

DIFFERENTIATION OPTIONS● Instruction Coach Use notes, TM

p. 34, to introduce the purpose and audience for fictional narratives. Review the elements listed there.

● Instruction Coach Review Summer Danny and/or Danny, the New Boy and identify and discuss story beginning, middle, and ending.

● Speaking and Listening Project During this unit, have students complete Graphic Novels, TM pp. 30–31.

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 39–40● Teacher’s Manual pp. 35–36Skills✔Write a Fictional Narrative✔Sequence of Events

Analyze a Mentor TextRead aloud the Mentor Text, SE pp. 39–40, using the annotations. Help students analyze the text and mark up as noted.

DIFFERENTIATION OPTIONS● Instruction Coach Reread the first

page of A Change of Heart, SE p. 39, and use the Think Alouds,TM p. 35, to identify and discuss the beginning and middle of that text.

● Performance Coach Have accelerating students read and complete the Coached Example for Lesson 11, SE pp. 150–158.

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .3 .4 .a Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 39–42● Teacher’s Manual pp. 35–37Skills✔Write a Fictional Narrative✔Context Clues✔Sequence of Events

Analyze a Mentor TextVocabulary Study: Context CluesDiscuss the Think About It questions, TM p. 36. Focus on what makes this narrative a good model for study. Then read the Vocabulary Study and have students complete SE p. 41.

DIFFERENTIATION OPTIONS● Instruction Coach Review the

Writing Process, SE p. 42, for students who need extra support.

● Instruction Coach Use the Demonstrate Sequence activity, TM p. 38, to help students focus on sequencing events in their narratives.

LESSON FOCUS LAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 42–45● Teacher’s Manual pp. 38–39Skills✔Write a Fictional Narrative✔Situation and Characters

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment, SE p. 42. Discuss the task along with the purpose and audience. Then guide students through SE pp. 43–44, using the annotations. Students complete SE p. 45.


to complete the Try It, SE p. 43.● Instruction Coach Take a deeper

dive into SE pp. 43–45 with students who need extra support as they use the graphic on p. 45 to brainstorm their characters. For practice, have them use a copy of the graphic to describe a familiar fictional character.

LESSON FOCUS LAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 46–49● Teacher’s Manual pp. 40–42Skills✔Write a Fictional Narrative✔Write a Good Ending✔Sequence of Events

Writing Process: Steps 2, 3 Read SE p. 46 with students to help them understand how the writer of the Mentor Text organized the beginning, middle, and ending of that story. Have them complete the Try It, SE p. 47. Then read and discuss the drafting process, SE p. 48, and have students complete the Try It, SE p. 49.

DIFFERENTIATION OPTIONS● Instruction Coach Allow time for

students to draft independently or in pairs. Conference with students who need extra support.

● Performance Coach Have accelerating students read and complete the Lesson Practice for Lesson 11, SE pp. 159–165.



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Week 8

Unit: Writing Fictional Narratives

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 48, 50–52● Teacher’s Manual pp. 42–44Skills✔Write a Fictional Narrative✔Write a Good Ending

Writing Process: Steps 3, 4 With students, reread the Writer’s Craft section, SE p. 48. Have students share their ideas about writing a good ending. Then read SE pp. 50–51 and complete the Try It, SE p. 52.

DIFFERENTIATION OPTIONS● Instruction Coach For students

who need extra support with SE pp. 52–53, spend less time on pp. 50–51. Model responses for the Try It sections.

● Performance Coach Have accelerating students read and complete the Coached Example for Lesson 13, SE pp. 180–186.

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .3 .6Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 50–55● Teacher’s Manual pp. 43–45Skills✔Use Time-Order Words and Phrases✔Communicate Clearly✔Listen Carefully and Respectfully✔Revise a Fictional Narrative

Writing Process: Steps 4, 5 Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 54–55.

DIFFERENTIATION OPTIONS● Instruction Coach Help students

use words and phrases that show sequence, SE p. 54. Provide students with support as they revise.

● Performance Coach Have students complete the Lesson Practice for Lesson 13, SE pp. 187–193.

● Instruction Coach Set aside time for students to work on the Speaking and Listening project, TM pp. 30–31.

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .1 .1, 3 .L .2 .3, 3 .L .3 .6Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 54–59● Teacher’s Manual pp. 45–46Skills✔Nouns and Verbs (Tenses)✔Subject-Verb Agreement✔Edit a Fictional Narrative

Writing Process: Steps 5, 6Read SE p. 56. Provide time for students to finish revising and begin editing.

DIFFERENTIATION OPTIONS● Instruction Coach Have students

read aloud portions of their writing. Model think alouds about the beginning, the middle, and the ending to demonstrate how to talk about writing.

● Instruction Coach Review the Language Focus: Using Nouns and Verbs, SE p. 57. Guide students to complete the Try It, SE p. 58.

● Instruction Coach Use TM p. 46 if students need to review the use of pronouns.

LESSON FOCUS LAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .W .4 .10, 3 .L .1 .1 Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 56, 59–60● Teacher’s Manual pp. 46–47Skills✔Write a Fictional Narrative✔Nouns and Verbs (Tenses)✔Subject-Verb Agreement

Writing Process: Steps 6, 7 Have students complete the Try It, SE p. 59, to check the editing of their narratives. Students should now finish editing and move on to publishing. Read the publishing ideas, SE p. 60.

DIFFERENTIATION OPTIONS● Instruction Coach Use the

checklists on SE pp. 49, 54, 56, and 59 and the information about nouns and verbs on p. 57 as springboards for students to discuss strategies for improving their narratives.

● Instruction Coach As students edit, consult with them about one specific area of improvement in their editing.

PUBLISH AND ASSESS OPTIONS:Instruction CoachBenchmark Assessment 1

Skills✔Nouns and Verbs✔Verb Tenses✔Subject-Verb Agreement✔Write Fictional Narrative

Instruction CoachLesson 3: Writing Fictional Narratives● Teacher’s Manual p. 47Writing Process: Step 7This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.

DIFFERENTIATION OPTIONS● Instruction Coach Students may

use alternative media for their writing, especially if it includes images and text features.

● Instruction Coach Speaking and Listening Project. Allow time for graphic novel presentations.



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Week 9

Unit: Writing Personal Narratives

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .SL .1 .1Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 79–80● Teacher’s Manual pp. 62–63,

65–66Skills✔Write a Personal Narrative✔Create Engaging Video Recordings✔Speak in Complete Sentences ✔Engage in Collaborative Discussion

Essential QuestionIntroduce writing personal narratives and discuss questions, TM p. 65, focusing on the Essential Question, How can writing a personal narrative help you remember your experiences? As students respond, encourage them to speak in complete sentences. Then read SE pp. 79–80 with students.


p. 66, to introduce the purpose and audience for personal narratives. Review the elements listed there.

● Instruction Coach Use the graphic on SE p. 80 to help students understand the characteristics and structure of a personal narrative.

● Instruction Coach Introduce the Speaking and Listening project, TM pp. 62–63.

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .2 .3 .a, 3 .SL .1 .1Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 81–82● Teacher’s Manual pp. 67–68Skills✔Write a Personal Narrative✔Organize Sequence: Beginning,

Middle, and Ending✔Sensory Language and Descriptive

Details✔Engage in Collaborative Discussion

Analyze a Mentor TextRead aloud the Mentor Text, SE pp. 81–82, using the annotations. Help students analyze the text and mark up as noted.


Day We Built a Snow Penguin and use the think alouds to discuss the beginning, middle, and ending of that text.

● Instruction Coach Use the TM notes, p. 68, to help students locate descriptive sensory details in the mentor text.

● Performance Coach If accelerating students did not complete Lesson 11 during Unit 3, have them read and complete the Coached Example for Lesson 11, SE pp. 150–158.

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .2 .3 .a, 3 .L .3 .4 .b, 3 .L .3 .4 .c, 3 .SL .1 .1Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 81–84● Teacher’s Manual pp. 68–70Skills✔Write a Personal Narrative✔Organize Sequence: Beginning,

Middle, and Ending✔Prefixes and Root Words✔Engage in Collaborative Discussion

Analyze a Mentor TextDiscuss the Think About It questions, TM p. 68. Focus on what makes this narrative a good model for study. Then read the Vocabulary Study and have students complete SE p. 83.

DIFFERENTIATION OPTIONS● Instruction Coach Review the

writing process, SE p. 84, for students who need extra support.

● Instruction Coach Guide students to complete the Vocabulary Study, SE p. 83. Check their understanding by asking them to find additional prefixes and root words in the Mentor Text.

LESSON FOCUS LAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .W .3 .8, 3 .L .2 .3 .a, 3 .SL .1 .1Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 84–87● Teacher’s Manual p. 71Skills✔Write a Personal Narrative✔Organize Sequence: Beginning,

Middle, and Ending✔Engage in Collaborative Discussion

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment, SE p. 84. Discuss the task along with the purpose and audience. Then guide students through SE pp. 85–87, using the annotations. Students complete Try It, SE p. 87.


to complete Try It, SE p. 85.

● Instruction Coach Take a deeper dive into SE pp. 85–87 with students who need extra support as they use the graphic on p. 87 to brainstorm the beginning, middle, and ending of their narratives.

LESSON FOCUS LAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .W .3 .8, 3 .L .3 .6 . 3 .SL .1 .1Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 88–91● Teacher’s Manual pp. 72–74Skills✔Write a Personal Narrative✔Organize Sequence: Beginning,

Middle, and Ending✔Use Time-Order Words and Phrases✔Engage in Collaborative Discussion

Writing Process: Steps 2, 3Read SE p. 88 with students to help them understand how the writer of the Mentor Text organized the beginning, middle, and ending of that narrative. Have them complete Try It, SE p. 89. Then read and discuss the drafting process, SE p. 90, and have students complete Try It, SE p. 91.



● Performance Coach Have accelerating students read and complete the Lesson Practice, SE pp. 159–165.



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Week 10

Unit: Writing Personal Narratives

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .W .3 .8, 3 .L .3 .6Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 90–95● Teacher’s Manual pp. 73–76Skills✔Write a Personal Narrative✔Organize Sequence: Beginning,

Middle, and Ending✔Use Time-Order Words and Phrases

Writing Process: Steps 3, 4With students, reread the Writer’s Craft section, SE p. 90, to help them focus on using time-order words and phrases. Then read SE pp. 92–94 and complete Try It, SE p. 95.


who need extra support with SE pp. 94–95, spend less time on pp. 92–93. Model responses for the Try It sections.

● Performance Coach Have accelerating students read and complete the Coached Example, SE pp. 244–247.

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .2 .3 .aInstruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 92–97● Teacher’s Manual pp. 75–77Skills✔Revise a Personal Narrative✔Organize Sequence: Beginning,

Middle, and Ending✔Sensory Language and Descriptive

Details✔Create Engaging Video Recordings ✔Speak in Complete Sentences

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 96–97.

DIFFERENTIATION OPTIONS● Instruction Coach Use the Writer’s

Craft section, SE p. 96, to help students use sensory language in their narratives. Provide students with support as they revise.

● Instruction Coach Set aside time for students to work on the Speaking and Listening project, TM pp. 62–63.

LESSON FOCUSLAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .1 .2 .c–g, 3 .L .2 .3 .aInstruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 96–99● Teacher’s Manual pp. 77–78Skills✔Edit a Personal Narrative✔Punctuate Dialogue✔Possessives✔Spelling ✔Sensory Language and Descriptive

Details

Writing Process: Steps 5, 6Read SE p. 98. Provide time for students to finish revising and begin editing. Read the Language Focus: Punctuating Dialogue, Using Possessives, and Spelling, SE p. 99. Have them complete Try It, SE p. 100.


read aloud portions of their writing. Model think alouds about the beginning, the middle, and the ending to demonstrate how to talk about writing.

● Instruction Coach Review the Language Focus, SE p. 99. Guide students to complete Try It, SE p. 100.

LESSON FOCUS LAFS: 3 .W .1 .3, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .W .4 .10, 3 .L .1 .2 .c–gInstruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 91, 96, 98–102● Teacher’s Manual pp. 78–79Skills✔Write a Personal Narrative ✔Punctuate Dialogue✔Possessives✔Spelling

Writing Process: Steps 6, 7Have students complete Try It, SE p. 101. Students should now finish editing and move on to publishing. Discuss the publishing ideas, SE p. 102.


checklists on SE pp. 91, 96, 98, and 101 and the information in the Language Focus, SE p. 99, as springboards for students to discuss strategies for improving their narratives.

PUBLISH AND ASSESS OPTIONS:Instruction CoachLesson 5: Writing Personal Narratives● Teacher’s Manual p. 79Skills✔Write a Personal Narrative

Writing Process: Step 7This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.



● Performance Coach Have students complete the Lesson Practice, SE pp. 248–255.



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Week 11

Unit: Reading Biography

LESSON FOCUSLAFS: 3 .RI .1 .2, 3 .SL .1 .1Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 101–102,

104–108, 221● Teacher’s Manual pp. 87–90,

92–97Skills✔Main Idea and Key Details✔Engage in Collaborative Discussion

Thurgood Marshall: A Life for Equal RightsDiscuss how to identify the main idea and key details in a passage, SE p. 102. Read the passage (first read) . Have students complete the Main Idea and Key Details Chart, SE p. 221.

DIFFERENTIATION OPTIONS● Support Coach Review Try It,

SE p. 102. Read Thurgood Marshall: A Life for Equal Rights using the first read annotations. Guide students to complete the Main Idea and Key Details Chart, SE p. 221.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 92, to help students understanding the relationship between a main idea and a supporting detail.

● Instruction Coach Give students time to work on the Speaking and Listening project, TM pp. 62–63.

LESSON FOCUSLAFS: 3 .RI .2 .6, 3 .SL .1 .1Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 103–108, 222● Teacher’s Manual pp. 91–97Skills✔Point of View✔Close Reading✔Engage in Collaborative Discussion

Thurgood Marshall: A Life for Equal RightsReview Point of View, SE p. 103. Reread the passage (second read) . Have students complete the second read questions on the Close Reading Worksheet, SE p. 222.

DIFFERENTIATION OPTIONS● Support Coach Review Try It, SE

p. 103. Reread Thurgood Marshall: A Life for Equal Rights using the second read annotations to focus on point of view.

● Support Coach Guide students to complete the second read questions on the Close Reading Worksheet, SE p. 222.

● Performance Coach Have students work in pairs to do Coached Example, SE pp. 281–283.

LESSON FOCUSLAFS: 3 .RF .3 .3 .a, 3 .W .1 .2, 3 .L .3 .4 .b, 3 .SL .1 .1Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 104–109, 222● Teacher’s Manual pp. 92–97Skills✔Roots and Suffixes✔Close Reading✔Write about Informational Text✔Engage in Collaborative Discussion

Thurgood Marshall: A Life for Equal RightsRead the passage (third read) . Then have students complete the Close Reading Worksheet, p. 222. Follow with Vocabulary, SE p. 109, to practice understanding roots and suffixes.


the third read annotations, have students choose one of the questions in the annotations, write an answer, and discuss it with the group.

● Support Coach Guide students to complete Vocabulary, SE p. 109.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 94, to help students think critically about the passage.

LESSON FOCUS LAFS: 3 .RI .1 .1, 3 .SL .1 .1Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 110, 112–114,

223● Teacher’s Manual pp. 98, 100–103Skills✔Ask and Answer Questions✔Engage in Collaborative Discussion

Maya Lin: A Young Artist with CourageDiscuss how to ask and answer questions to better understand a passage, SE p. 110. Read the passage (first read) . Have students complete the Ask and Answer Questions Chart, SE p. 223.


p. 110. Read Maya Lin: A Young Artist with Courage using the first read annotations to focus on asking and answering questions.

● Support Coach Guide students to complete the Ask and Answer Questions Chart, SE p. 223.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 98, to help students ask questions.

LESSON FOCUS LAFS: 3 .L .3 .5 .a, 3 .SL .1 .1Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 111–114, 224● Teacher’s Manual pp. 99–103Skills✔Nonliteral Language✔Close Reading✔Engage in Collaborative Discussion

Maya Lin: A Young Artist with CourageReview Nonliteral Language, SE p. 111. Reread the passage (second read) . Have students complete the second read questions on the Close Reading Worksheet, SE p. 224.


p. 111. Maya Lin: A Young Artist with Courage using the second read annotations to focus on nonliteral language.


● Performance Coach Have students work in pairs to complete Lesson Practice, SE pp. 284–286 (items 1–5).



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Week 12


LESSON FOCUSLAFS: 3 .W .1 .2, 3 .L .3 .5 .cSupport CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 112–115, 224● Teacher’s Manual pp. 100–103Skills✔Shades of Meaning✔Close Reading✔Write about Informational Text

Maya Lin: A Young Artist with CourageRead the passage (third read) . Then have students complete the Close Reading Worksheet, p. 224. Follow with Vocabulary, SE p. 115, to explore shades of meaning.


the third read annotations, have students choose one of the questions in the annotations, write their answer and discuss with group.

LESSON FOCUSLAFS: 3 .RI .1 .1Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 116, 118–122,

225● Teacher’s Manual pp. 104, 106–11Skills✔Make Inferences

Respond to TextJacques Cousteau: Keeper of the OceanDiscuss how to make inferences, SE p. 116. Read the passage (first read) . Have students complete the Make Inferences Chart, SE p. 225.


p. 116. Read Jacques Cousteau: Keeper of the Ocean using the first read annotations to focus on making inferences. Guide students to complete the Make Inferences Chart, SE p. 225.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 106, to help students make inferences.

● Support Coach Give students time for the Speaking and Listening project, TM pp. 62–63.

LESSON FOCUSLAFS: 3 .RI .2 .5, 3 .L .3 .4 .dSupport CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 117–122, 226● Teacher’s Manual pp. 105–111Skills✔Text Features✔Glossaries and Dictionaries✔Close Reading

Respond to TextJacques Cousteau: Keeper of the OceanReview Text Features, SE p. 117. Reread the passage (second read) . Have students complete the second read questions on the Close Reading Worksheet, SE p. 226.


p. 117. Reread Jacques Cousteau: Keeper of the Ocean using the second read annotations to focus on text features.


● Performance Coach Do shared writing with students in Lesson Practice, SE p. 287 (item 6).

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .1 .2, 3 .W .1 .2, 3 .W .2 .4Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 118–125, 226● Teacher’s Manual pp. 106–113Skills✔Main Idea and Key Details✔Ask and Answer Questions✔Make Inferences✔Close Reading✔Write about Informational Text

Respond to TextJacques Cousteau: Keeper of the OceanRead the passage (third read) . Then have students complete the Close Reading Worksheet, p. 226. Follow with Vocabulary, SE p. 123, to practice using glossaries and indexes. Follow with Respond to Text, SE pp. 124–125.

DIFFERENTIATION OPTIONS● Support Coach Guide students to

complete Vocabulary, SE p. 123.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 108. to help students make inferences.

● Support Coach Guide students through Respond to Text using support, TM pp. 112–113.

LESSON FOCUSLAFS: 3 .RI .1 .2, 3 .RI .2 .5, 3 .RI .2 .6, 3 .W .1 .2, 3 .L .3 .5 .aSupport CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 124–125● Teacher’s Manual pp. 112–113Skills✔Main Idea and Key Details✔Point of View✔Nonliteral Language✔Text Features✔Write about Informational Text

Respond to TextReview SE p. 124 and discuss the writing task on p. 125 before students draft and complete their writing. Remind them to think about the point of view in their response and include text features and nonliteral language.



● Support Coach Use Supporting Struggling Readers scaffolding, TM p. 112, to help students identify details that support their writing.

● Performance Coach Have accelerating students complete the Standards Focus on collaborative discussions, TM p. 90.



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Week 13


LESSON FOCUSLAFS: 3 .SL .2 .5, 3 .SL .2 .6, 3 .RF .4 .4 .a, 3 .RF .4 .4 .bInstruction CoachSpeaking and Listening Project ● Teacher’s Manual pp. 62–63Skills✔Create Engaging Video Recordings✔Speak in Complete Sentences

View and Discuss Video JournalsCombine each student’s readings of their journal entries into a video diary of that character. Present each diary to the class, and encourage the audience to point out strengths, both in the research that the reader gathered and in his or her presentation. Remind students to speak in complete sentences as they offer comments.


respond in writing to the recorded presentations. They might each write a note to the presenter, commenting in positive ways about the presentation.

● Performance Coach Help students identify and define any unfamiliar words in SE pp. 114–118. Guide them to complete the Language Spotlight, SE p. 116.

LESSON FOCUSLAFS: 3 .RI .1 .2, 3 .RI .3 .8, 3 .RI .3 .9, 3 .L .3 .4Performance CoachLesson 9: Analyze Informational Texts● Student Edition pp. 114–119● Teacher’s Manual pp. 38–41Skills✔Compare and Contrast✔Text Types and Text Structures✔Summarize✔Multiple-Meaning Words

Coached ExampleRead SE pp. 114–116 with students. Discuss the types of text and ways of analyzing to them, such as summarizing and comparing. Have students read and complete the Language Spotlight: Multiple-Meaning Words, SE p. 116.Ask students to read the Coached Example and answer the questions, SE pp. 117–119.

DIFFERENTIATION OPTIONS● Performance Coach Guide

students to study the Coached Example and answer the questions, SE pp. 117–119.

● Performance Coach Respond to the questions, SE pp. 117–118, as a class.

● Support Coach Have students read (first read) Cesar Chavez: A Man for the Workers, SE pp. 126–128

LESSON FOCUSLAFS: 3 .RI .1 .2, 3 .RI .3 .8, 3 .RI .3 .9, 3 .L .3 .4Performance CoachLesson 9: Analyze Informational Texts● Student Edition pp. 120–125● Teacher’s Manual p. 41Skills✔Compare and Contrast✔Text Types and Text Structures✔Summarize✔Multiple-Meaning Words

Lesson PracticeRead the Lesson Practice, SE pp. 120–121, with students. Have them answer the questions, SE pp. 122–125.

DIFFERENTIATION OPTIONS● Performance Coach Help

students define any unfamiliar words in SE pp. 120–125.

● Performance Coach Guide students to study the Lesson Practice and answer the questions, SE pp. 120–125.

● Performance Coach Respond to the questions, SE pp. 122–125, as a class.

● Support Coach Have students read (second read) Cesar Chavez: A Man for the Workers, SE pp. 126–128.

REVIEWLAFS: 3 .RI .1 .1, 3 .RI .1 .2, 3 .RI .2 .6Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition p. 101● Teacher’s Manual p. 89Skills✔Point of View✔Ask and Answer Questions✔Make Inferences

Literary Nonfiction: BiographyReview and discuss the questions on TM p. 89 and the following focus skills:• identifying the features of biography• distinguishing between one’s own

point of view and that of the author• asking and answering questions

and making inferences based on evidence in the text

DIFFERENTIATION OPTIONS● Support Coach To review

identifying the main idea and key details, use TM p. 90 and SE p. 221.

● Support Coach To review asking and answering questions, use TM p. 98 and SE p. 223.

● Support Coach Have students read third read Cesar Chavez: A Man for the Workers, SE pp. 126–128


Skills✔Main Idea and Key Details✔Point of View✔Ask and Answer Questions✔Nonliteral Language✔Make Inferences✔Text Features✔Roots and Suffixes✔Shades of Meaning✔Glossaries and Dictionaries

Support CoachLesson 5: Literary Nonfiction: Biography● Student Edition pp. 126–130● Teacher’s Manual p. 114Read on Your OwnCesar Chavez: A Man for the WorkersReview Comprehension Check, SE pp. 129–130. Have students share answers and discuss the text. Encourage them to use the skills covered in this lesson, pointing out the main ideas and details, for example.

DIFFERENTIATION OPTIONS● Support Coach Review answers

to Quiz 5 with students.● Instruction Coach Allow time for

students to share Speaking and Listening Project Video Journals.



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Week 14

Unit: Reading Historical Nonfiction

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 61–67● Teacher’s Manual pp. 48–55Skills✔Historical Nonfiction✔Engage in Collaborative Discussion

Listen and LearnEllis and Angel: Islands of HopeIntroduce historical nonfiction and discuss the Essential Question, TM p. 49, What can we learn from stories about the past? Then read Ellis and Angel: Islands of Hope with students.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Ellis

and Angel: Islands of Hope and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Instruction Coach Help students identify what makes Ellis and Angel: Islands of Hope historical nonfiction.

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .2 .5, 3 .RI .3 .9, 3 .RF .3 .3 .c, 3 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 62–69● Teacher’s Manual pp. 50–57Skills✔Compare and Contrast✔Text Features✔Historical Nonfiction✔Engage in Collaborative Discussion

Listen and LearnEllis and Angel: Islands of HopeReread the selection with students, using the Think Alouds. Use the Think Aloud, TM p. 54, to help them compare and contrast facts in the selection. Then have students complete the Comprehension Check, SE p. 68. Follow with Vocabulary, SE p. 69.

DIFFERENTIATION OPTIONS● Instruction Coach Reread the

selection. Review its informational text elements.

● Instruction Coach Guide students to complete the Comprehension Check, SE p. 68, and Vocabulary, SE p. 69.

● Instruction Coach Teach Word Analysis, TM p. 51, to address letter-sound correspondence.

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8, 3 .RI .3 .9, 3 .SL .1 .1, 3 .L .3 .4Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 69–76● Teacher’s Manual pp. 58–60Skills✔Compare and Contrast✔Logical Connections ✔Text Features✔Historical Nonfiction✔Determine or Clarify Word

Meanings✔Engage in Collaborative Discussion

Share and LearnSarah Winnemucca/A Great WomanPreview the vocabulary, SE p. 69. Then have students read the selections, SE pp. 70–76.

DIFFERENTIATION OPTIONS● Instruction Coach Teach the

vocabulary. Use highlighted words in Sarah Winnemucca/A Great Woman to reinforce the meanings.

● Instruction Coach Have students discuss the meanings of other unfamiliar words or phrases, such as Paiute and settlers.

● Performance Coach Have accelerating students work in pairs to do the Coached Example, SE pp. 90–93.

LESSON FOCUS LAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8, 3 .RI .3 .9, 3 .W .1 .2, 3 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 70–78● Teacher’s Manual pp. 58–60Skills✔Compare and Contrast✔Logical Connections ✔Text Features✔Historical Nonfiction✔Write about Informational Text✔Engage in Collaborative Discussion

Share and LearnSarah Winnemucca/A Great WomanHave students reread and discuss the selections. Next, ask them to respond to the Anchor Standard Discussion Question, SE p. 77. Then have them complete the Comprehension Check, SE p. 78.

DIFFERENTIATION OPTIONS● Instruction Coach Reread both

selections. Ask students how they know that they are both historical nonfiction.

● Instruction Coach Help students answer the Discussion Question, SE p. 77.

● Performance Coach Have accelerating students complete the Lesson Practice, SE pp. 94–98 (items 1–5).

LESSON FOCUS LAFS: 3 .RI .1 .1, 3 .W .1 .2, 3 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 61–76, 78● Teacher’s Manual pp. 49–60Skills✔Historical Nonfiction✔Write about Informational Text✔Engage in Collaborative Discussion

RereadEllis and Angel, Sarah Winnemucca, or A Great WomanHave students choose a selection and write a paragraph responding to the Essential Question, What can we learn from stories about the past? Tell them to use details from their chosen selection to support their responses.


explain the most important thing they learned from this historical nonfiction.

● Instruction Coach Have students work in pairs to complete the Comprehension Check, SE p. 78.


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Week 15


LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Instruction Coach Independent


Skills✔Historical Nonfiction✔Engage in Collaborative Discussion

Read on Your OwnHarriet TubmanHave students read the appropriate level of this story and answer the questions independently. Invite them to share their answers to the Comprehension Check in small groups and then share their answers with the class.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify why this selection is historical nonfiction and explain it to each other.

LESSON FOCUSLAFS: 3 .RI .1 .3, 3 .RI .3 .7, 3 .RI .3 .8Support CoachLesson 6: Historical Nonfiction● Student Edition pp. 131–132,


120–123Skills✔Sequence of Events

Read on Your OwnThe Rush for GoldDiscuss sequence of events, SE p. 132. Read the passage (first read) . Have students complete the Sequence of Events Chart, SE p. 227.


SE p. 132. With students in small groups, reread The Rush for Gold using the first read annotations to focus on the sequence of events.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 118, to help students identify time-order words.

● Support Coach Guide students to complete the Sequence of Events Chart, SE p. 227.

LESSON FOCUSLAFS: 3 .RI .3 .7Support CoachLesson 6: Historical Nonfiction● Student Edition pp. 133–136, 228● Teacher’s Manual pp. 119–123Skills✔Use Information from Illustrations✔Close Reading

Read on Your OwnThe Rush for GoldReview using information from Illustrations, SE p. 133. Reread the passage (second read) . Have students complete the second read questions on the Close Reading Worksheet, SE p. 228.


SE p. 133. Reread The Rush for Gold using the second read annotations to focus on using information from illustrations.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 119, to help students understand the map.

● Performance Coach Have accelerating students complete the Lesson Practice, SE p. 99 (item 6).

LESSON FOCUS LAFS: 3 .RI .2 .4, 3 .W .1 .2Support CoachLesson 6: Historical Nonfiction● Student Edition pp. 134–137, 228● Teacher’s Manual pp. 120–123Skills✔History Terms✔Close Reading✔Write about Informational Text

Read on Your Own The Rush for GoldDiscuss history terms and have students answer the questions, SE p. 137. Reread the passage (third read) . Have students complete the questions on the Close Reading Worksheet, SE p. 228.

DIFFERENTIATION OPTIONS● Support Coach With students in

small groups, reread The Rush for Gold, (third read) , using the third read annotations to focus on critical thinking.

● Support Coach Guide students to complete the (third read) questions on the Close Reading Worksheet, SE p. 228.

● Performance Coach Have accelerating students complete the Standards Focus, TM p. 32.

LESSON FOCUS LAFS: 3 .RI .3 .9Support CoachLesson 6: Historical Nonfiction● Student Edition pp. 138, 140–142,

229● Teacher’s Manual pp. 124,

126–129Skills✔Compare and Contrast

Read on Your Own Gold Rush Success StoriesReview how to compare and contrast, SE p. 138. Read the passage (first read) . Have students complete the Compare and Contrast Chart, SE p. 229.


p. 138. Reread Gold Rush Success Stories, using the first read annotations to focus on comparing and contrasting.

● Support Coach Guide students to complete the Compare and Contrast Chart, SE p. 229.

● Support Coach Use the Focus on Word Study, TM p. 127, to help students break words into syllables.




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LESSON FOCUSLAFS: 3 .RI .2 .5, 3 .L .3 .4 .dSupport CoachLesson 6: Historical Nonfiction● Student Edition pp. 139–142, 230● Teacher’s Manual pp. 125–129Skills✔Text Features✔Dictionaries and Glossaries✔Close Reading

Respond to TextGold Rush Success StoriesReview text features, SE p. 139. Reread the passage (second read) . Have students complete the second read questions on the Close Reading Worksheet, SE p. 230.


p. 139. Reread Gold Rush Success Stories using the second read annotations to focus on text features.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 125, to help students understand bulleted lists.

● Performance Coach Have accelerating students complete the Language Spotlight, TE p. 32.

LESSON FOCUSLAFS: 3 .RI .1 .3, 3 .RI .3 .7, 3 .RI .3 .8, 3 .RI .3 .9, 3 .W .1 .2, 3 .W .2 .4Support CoachLesson 6: Historical Nonfiction● Student Edition pp. 140–148, 230● Teacher’s Manual pp. 126–131Skills✔Compare and Contrast✔Sequence of Events✔Close Reading✔Write about Informational Text

Respond to TextGold Rush Success StoriesReread the passage (third read) . Have students complete the third read questions on the Close Reading Worksheet, SE p. 230. Have students read and complete Vocabulary, SE p. 143. Follow with Respond to Text, SE pp. 144–145.

DIFFERENTIATION OPTIONS● Support Coach Reread Gold Rush

Success Stories (third read) , using the third read annotations to focus on critical thinking.

● Support Coach Have students read (first read) New Orleans: The City with a Long History, SE pp. 146–148

● Support Coach Help students, as needed, complete the Vocabulary exercise, SE p. 143.

LESSON FOCUSLAFS: 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .9, 3 .W .1 .2, 3 .W .2 .4Support CoachLesson 6: Historical Nonfiction● Student Edition pp. 144–148● Teacher’s Manual pp. 130–131Skills✔Compare and Contrast✔Use Information from Illustrations✔Text Features✔Write about Informational Text

Respond to TextReview SE p. 144 and discuss the writing task on p. 145 before students draft and complete their writing. Remind them to include information about the illustrations and text features in their response.



● Support Coach Have students read (second read) New Orleans: The City with a Long History, SE pp. 146–148

● Performance Coach Invite accelerating students to complete the Lesson Extension, TE p. 30.

REVIEW LAFS: 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8, 3 .RI .3 .9Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition p. 61● Teacher’s Manual p. 49Skills✔Compare and Contrast✔Logical Connections✔Text Features

Listen and LearnReview and discuss the Essential Question on TM p. 49 and the following focus skills:• identifying the features of historical

nonfiction• comparing and contrasting different

texts on the same topic• drawing logical connections

between ideas, sentences, and paragraphs

• using text features to understand a text.

DIFFERENTIATION OPTIONS● Support Coach Have students

read (third read) New Orleans: The City with a Long History, SE pp. 146–148

● Support Coach To review comparing and contrasting, use TM p. 124 and the Compare and Contrast chart, SE p. 229.

● Support Coach To review using illustrations, use TM p. 119.

REVIEW AND ASSESS OPTIONS:Instruction CoachBenchmark Assessment 2 Support CoachQuiz 6

Skills✔Compare and Contrast✔Sequence of Events✔Use Information from Illustrations✔Text Features✔History Terms✔Dictionaries and Glossaries

Support CoachLesson 6: Historical Nonfiction● Student Edition pp. 146–150● Teacher’s Manual p. 132Read on Your OwnNew OrleansReview Comprehension Check, SE pp. 149–150. Have students share answers and discuss the text. Encourage them to use the skills covered in this lesson, paying attention to the sequence of events and comparing and contrasting.

DIFFERENTIATION OPTIONS● Instruction Coach Review answers

to Benchmark Assessment 2 with students.


Week 16



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Unit: Writing Opinion Pieces

LESSON FOCUSLAFS: 3 .W .1 .1, 3 .SL .1 .1Instruction CoachLesson 11: Writing Opinion Pieces● Student Edition pp. 70–76,

187–188● Teacher’s Manual pp. 150–152Skills✔Write an Opinion Piece✔Engage in Collaborative

Discussions

Essential QuestionIntroduce writing opinion pieces and discuss questions, TM p. 151, focusing on the Essential Question, What makes an opinion piece effective? Then read SE p. 188 with students.


p. 152, to introduce the purpose and audience for an opinion piece.

● Instruction Coach Review A Great Woman, SE pp. 70–76. Identify and discuss the opinion, supporting reasons, and conclusion of the text.

LESSON FOCUSLAFS: 3 .W .1 .1, 3 .W .1 .1 .bInstruction CoachLesson 11: Writing Opinion Pieces● Student Edition pp. 188–190● Teacher’s Manual pp. 152–154Skills✔Write an Opinion Piece✔Use Supporting Reasons✔Write a Conclusion

Analyze a Mentor TextRead aloud the Mentor Text using the annotations. Help students analyze the text and mark it up as noted.

DIFFERENTIATION OPTIONS● Instruction Coach Use the graphic

on SE p. 188 to help students understand the characteristics and structure of an opinion piece.

● Instruction Coach Have accelerating students identify the opinion, supporting reasons, and conclusion of the Mentor Text.

LESSON FOCUSLAFS: 3 .W .1 .1, 3 .W .1 .1 .b, 3 .L .3 .5 .b, 3 .L .3 .5 .cInstruction CoachLesson 11: Writing Opinion Pieces● Student Edition pp. 189–192● Teacher’s Manual pp. 153–155Skills✔Write an Opinion Piece✔Use Supporting Reasons✔Write a Conclusion✔Identify Real-Life Connections✔Shades of Meaning

Analyze a Mentor TextVocabulary StudyDiscuss the Think About It questions, TM p. 154. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 191.

DIFFERENTIATION OPTIONS● Instruction Coach Discuss words

with different shades of meaning and then write a set of three sentences together with students.

● Instruction Coach Review the Writing Process, SE p. 192, for students who need extra support.

● Performance Coach Have accelerating students read SE pp. 74–76 for additional insight into the features of opinion pieces.

LESSON FOCUS LAFS: 3 .W .1 .1, 3 .W .1 .1 .b, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6Instruction CoachLesson 11: Writing Opinion Pieces● Student Edition pp. 192–195● Teacher’s Manual pp. 156–157Skills✔Write an Opinion Piece✔Use Supporting Reasons and

Details

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 193–194 using the annotations. Have students complete SE pp. 193 and 195.

DIFFERENTIATION OPTIONS● Instruction Coach Take a deeper

dive into SE pp. 193–195 with students who need extra support as they brainstorm to complete the Try It activities.

● Instruction Coach Have students work in pairs or small groups to generate questions about the class pet topic. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

LESSON FOCUS LAFS: 3 .W .1 .1, 3 .W .1 .1 .b, 3 .W .1 .1 .d, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6Instruction CoachLesson 11: Writing Opinion Pieces● Student Edition pp. 196–199● Teacher’s Manual pp. 158–160Skills✔Write an Opinion Piece✔Use Supporting Reasons and

Details✔Write a Conclusion

Writing Process: Steps 2, 3Read SE p. 196 with students to help them understand how the writer of the Mentor Text organized the introduction (giving the opinion), the supporting paragraphs (with reasons and details), and the conclusion. Then read and discuss the drafting process before students begin to write.



Week 17



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Week 18

Unit: Writing Opinion Pieces

LESSON FOCUSLAFS: 3 .W .1 .1, 3 .W .1 .1 .b, 3 .W .1 .1 .d, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .3 .6Instruction CoachLesson 11: Writing Opinion Pieces● Student Edition pp. 198, 200–203● Teacher’s Manual pp. 159,

161–162Skills✔Write an Opinion Piece✔Use Supporting Reasons and

Details✔Write a Conclusion✔Use Linking Words and Phrases

Writing Process: Steps 3, 4With students read the Writer’s Craft section, SE p. 198. Have students share their efforts to use linking words. Then read SE pp. 200–203.


who need extra support with SE p. 202–203, spend less time on pp. 200–201. Model responses for the Try It sections.

● Performance Coach Have students complete the Coached Example, SE pp. 229–231.

LESSON FOCUSLAFS: 3 .W .1 .1, 3 .W .1 .1 .b, 3 .W .1 .1 .d, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .1 .1 .h, 3 .L .3 .6Instruction CoachLesson 11: Writing Opinion Pieces● Student Edition pp. 200–205● Teacher’s Manual pp. 161–163Skills✔Use Supporting Reasons and

Details✔Write a Conclusion✔Use Linking Words and Phrases✔Comparative and Superlative

Adjectives and Adverbs✔Revise an Opinion Piece

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE p. 204–205, including the Writer’s Craft section.

DIFFERENTIATION OPTIONS● Instruction Coach Identify

sentences that students should revise in order to improve the introduction and opinion, supporting reasons, and/or conclusion. Provide students with support as they revise.

● Performance Coach Have students complete the Lesson Practice, SE pp. 232–236 (items 1–5).

LESSON FOCUSLAFS: 3 .W .1 .1, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .1 .2 .c, 3 .L .1 .2 .dInstruction CoachLesson 11: Writing Opinion Pieces● Student Edition pp. 204–209● Teacher’s Manual pp. 163–164Skills✔Edit an Opinion Piece✔Punctuate Dialogue✔Possessives

Writing Process: Steps 5, 6Read SE pp. 206–207. Provide time for students to finish revising and begin editing.


read aloud portions of their writing. Model think alouds about the introduction/opinion, supporting reasons, and/or conclusion, to demonstrate how to talk about writing.

● Instruction Coach For students who need extra support, review dialogue punctuation using students’ writing.

LESSON FOCUS LAFS: 3 .W .1 .1, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .W .4 .10, 3 .L .1 .2 .c, 3 .L .1 .2 .dInstruction CoachLesson 11: Writing Opinion Pieces● Student Edition p. 206–210● Teacher’s Manual pp. 164–165Skills✔Write an Opinion Piece✔Punctuate Dialogue✔Possessives

Writing Process: Steps 6, 7Read SE pp. 208–209. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 210.

DIFFERENTIATION OPTIONS● Instruction Coach Use SE pp.

198–208 as a springboard for students to discuss strategies for improving specific sentences in their writing.

● Instruction Coach For students who need extra support, review possessives using students’ writing.

PUBLISH AND ASSESS OPTIONS:Instruction CoachLesson 11: Writing Opinion Pieces● Teacher’s Manual p. 165Skills✔Write an Opinion Piece




● Performance Coach Have accelerating students complete the Lesson Practice, SE pp. 232–239 (including item 6).



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Unit: Reading Drama

LESSON FOCUSLAFS: 3 .RL .1 .3, 3 .RL .2 .5, 3 .SL .1 .1Instruction CoachLesson 6: Reading Drama● Student Edition pp. 103–109● Teacher’s Manual pp. 80–87,

94–95Skills✔Parts of a Drama✔Engage in Collaborative

Discussions

Listen and LearnA Garden to ShareIntroduce drama and discuss questions, TM p. 81, focusing on the Essential Question, How is a play a special way of telling a story? Then read A Garden to Share with students.

DIFFERENTIATION OPTIONS● Instruction Coach Teach the parts

of a drama in A Garden to Share, noting and listing Parts of a Drama including characters, scenes, and stage directions.

● Instruction Coach Reread A Garden to Share, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Instruction Coach Use Speaking and Listening Project, TM pp. 94–95, during this unit.

LESSON FOCUSLAFS: 3 .RL .1 .3, 3 .RL .2 .6, 3 .RL .2 .5, 3 .RF .3 .3 .cInstruction CoachLesson 6: Reading Drama● Student Edition pp. 104–111● Teacher’s Manual pp. 82–89Skills✔Parts of a Drama✔Point of View✔Sequence✔Decode Multisyllable Words

Listen and LearnA Garden to ShareReread the drama with students using Think Alouds. Use sequence Think Alouds to focus strategy instruction, TM pp. 83, 86. Then have students complete the Comprehension Check on Sequence, SE p. 110.

DIFFERENTIATION OPTIONS● Instruction Coach Reread A

Garden to Share, SE pp. 104–109, noting and completing the list of parts of a drama.

● Instruction Coach Preview and teach the vocabulary words, SE p. 111.

● Instruction Coach Teach Word Analysis, TM p. 83, to address multisyllable words.

LESSON FOCUSLAFS: 3 .RL .1 .3, 3 .RL .2 .5, 3 .RL .2 .6, 3 .SL .1 .1Instruction CoachLesson 6: Reading Drama● Student Edition pp. 110–116● Teacher’s Manual pp. 88–91Skills✔Parts of a Drama✔Point of View ✔Sequence✔Engage in Collaborative

Discussions

Share and LearnA Mammoth AdventurePreview Vocabulary, SE p. 111. Then have students read and discuss the drama, SE pp. 112–116.

DIFFERENTIATION OPTIONS● Instruction Coach Review parts

of a drama in A Garden to Share and guide students through the Comprehension Check, SE p. 110.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in A Mammoth Adventure to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 24–26 and identify the parts of drama also used in A Garden to Share and A Mammoth Adventure.

LESSON FOCUS LAFS: 3 .RL .1 .3, 3 .RL .2 .5, 3 .RL .2 .6, 3 .W .1 .2, 3 .SL .1 .1Instruction CoachLesson 6: Reading Drama● Student Edition pp. 112–118● Teacher’s Manual pp. 90–92Skills✔Parts of a Drama✔Sequence✔Engage in Collaborative

Discussions✔Write about Literature

Share and LearnA Mammoth AdventureHave students continue to read and discuss the drama. Then have students respond to the Anchor Standard Discussion Question and Comprehension Check, SE pp. 117–118.

DIFFERENTIATION OPTIONS● Instruction Coach Reread A

Mammoth Adventure guiding students to note the sequence of events. Create a timeline showing Sequence.

● Instruction Coach Reread A Mammoth Adventure and guide students as they identify parts of a drama.


LESSON FOCUS LAFS: 3 .RL .1 .3, 3 .RL .2 .5, 3 .W .2 .4Instruction CoachLesson 6: Reading Drama● Student Edition pp. 117–118● Teacher’s Manual p. 92Skills✔Parts of a Drama✔Write about Literature

RereadA Garden to Share or A Mammoth AdventureHave students choose a passage and write a paragraph responding to the Essential Question, How is a play a special way of telling a story? Tell them to use two examples of the parts of drama to support their response.


through the Anchor Standard Discussion Question, SE p. 117. Point out that the question asks students to compare and contrast two scenes.


Week 19



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Week 20

Unit: Reading Drama

LESSON FOCUSLAFS: 3 .RL .1 .3, 3 .RL .2 .5, 3 .SL .1 .1Instruction CoachLesson 6: Reading Drama● Instruction Coach Independent


Skills✔Parts of a Drama✔Engage in Collaborative

Discussions

Read on Your OwnAttic StardustHave students read the drama at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify the Parts of a Drama in Attic Stardust and explain them to each other.

LESSON FOCUSLAFS: 3 .RL .2 .5Support CoachLesson 4: Drama● Student Edition pp. 75–76, 78–82,


70–75Skills✔Parts of a Drama✔Make Predictions

Read on Your OwnA Career Day LessonDiscuss Drama and the skills that will be reviewed, SE p. 75. Review Make Predictions, SE p. 76. Read the drama (first read) . Have students complete the Make Predictions Chart, SE p. 217.


p. 76. Reread A Career Day Lesson using the first read annotations to focus on how to make predictions. Guide students to complete the Make Predictions Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 70, 73. Help students understand how to use evidence in the text to make predictions.

LESSON FOCUSLAFS: 3 .RL .2 .5Support CoachLesson 4: Drama● Student Edition pp. 77–83, 218● Teacher’s Manual pp. 69–75Skills✔Parts of a Drama✔Close Reading

Read on Your OwnA Career Day LessonReview Parts of Drama, SE p. 77. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 218.


SE p. 77. Reread A Career Day Lesson using the second read annotations to focus on parts of drama. Guide students to complete the relevant questions on the Close Reading Worksheet.

● Support Coach Focus on idioms and silent consonants in A Career Day Lesson using Supporting ELLs and Word Study, TM pp. 71, 72. Preview Vocabulary, SE p. 83.

LESSON FOCUSLAFS: 3 .RF .3 .3 .a, 3 .W .2 .4, 3 .L .3 .4 .bSupport CoachLesson 4: Drama● Student Edition pp. 78–83, 218● Teacher’s Manual pp. 70–75Skills✔Roots and Prefixes✔Close Reading✔Write about Literature

Read on Your OwnA Career Day LessonRead the drama (third read) . Then have students complete the Close Reading Worksheet, SE p. 218. Follow with Vocabulary, SE p. 83.



● Performance Coach Guide students through the Coached Example, SE pp. 27–30.

● Performance Coach Use Discussion Questions, TE p. 10. Review the characteristics of drama. Have students respond to one of the Discussion Questions in writing, based on one of the passages they have read.

LESSON FOCUSLAFS: 3 .RL .1 .2Support CoachLesson 4: Drama● Student Edition pp. 84, 86–90, 219● Teacher’s Manual pp. 76, 78–83Skills✔Summarize

Read on Your OwnHow Honeybee Got Her StingerReview Summarize, SE p. 84. Read the drama (first read) . Have students complete the Summary Chart, SE p. 219.


p. 84. Reread How Honeybee Got Her Stinger using the first read annotations to focus on Summarize. Guide students to complete the Summary Chart.

● Support Coach Use Supporting Struggling Learners, TM p. 78. Help students identify the characters, narrator, and setting.



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Unit: Reading Drama

LESSON FOCUSLAFS: 3 .RL .2 .6, 3 .RF .4 .4 .c, 3 .L .3 .4 .aSupport CoachLesson 4: Drama● Student Edition pp. 85–91, 220● Teacher’s Manual pp. 77–83Skills✔Point of View✔Context Clues✔Close Reading

Respond to TextHow Honeybee Got Her StingerReview Point of View, SE p. 85. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 220, and Vocabulary, SE p. 91.


p. 85. Reread How Honeybee Got Her Stinger using the second read annotations to focus on point of view. Guide students to complete the relevant questions on the Close Reading Worksheet.

● Support Coach Review Vocabulary, SE p. 91.

● Support Coach Have students use a vocabulary word in a sentence or short paragraph that gives clear context clues for the meaning of the word.

LESSON FOCUSLAFS: 3 .RL .1 .2, 3 .RL .2 .5, 3 .W .1 .2Support CoachLesson 4: Drama● Student Edition pp. 86–90, 92–98,

220● Teacher’s Manual pp. 78–86Skills✔Summarize✔Make Predictions✔How Scenes Build on One Another✔Close Reading✔Write about Literature

Respond to TextHow Honeybee Got Her StingerRead the drama (third read) . Then have students complete the Close Reading Worksheet, SE p. 220. Follow with Respond to Text, SE pp. 92–93.



● Support Coach Have students read (first read) The Unknown Singer, SE pp. 94–98.

● Performance Coach Use Language Spotlight, SE p. 26 and TE pp.11–12, to teach root words and affixes. Have students choose a vocabulary word with an affix to write about.

LESSON FOCUSLAFS: 3 .RL .2 .5, 3 .RL .2 .6, 3 .W .1 .2Support CoachLesson 4: Drama● Student Edition pp. 92–98● Teacher’s Manual pp. 84–86Skills✔Parts of a Drama✔Point of View✔How Scenes Build on One Another✔Write about Literature

Respond to TextReview SE pp. 92–93 and discuss the writing task on p. 92 before students draft and complete their writing.



● Support Coach Have students read (second read) The Unknown Singer, SE pp. 94–98.

REVIEW LAFS: 3 .RL .1 .2, 3 .RL .1 .3, 3 .RL .2 .5, 3 .RL .2 .6Instruction CoachLesson 6: Reading Drama● Student Edition p. 103● Teacher’s Manual p. 81Skills✔Parts of a Drama✔Point of View

Listen and LearnReview and discuss the Essential Question on TM p. 81 and the following focus skills:• identifying a drama and its parts• identifying the points of view of

different characters and the narrator


read (third read) The Unknown Singer and do the Comprehension Check, SE pp. 99–100.

● Performance Coach To review parts of a drama, have students complete the Lesson Practice, SE pp. 31–36 (items 1–5).


Skills✔Parts of a Drama✔Make Predictions✔Summarize✔Roots and Prefixes✔Context Clues

Support Coach Lesson 4: Drama● Student Edition pp. 99–100● Teacher’s Manual p. 86Read on Your OwnThe Unknown SingerReview Comprehension Check, SE pp. 99–100. Have students share answers and discuss the text, pointing out evidence for their responses.

DIFFERENTIATION OPTIONS● Performance Coach Do shared

writing with students in Lesson Practice, SE pp. 31–37 (item 6).


● Instruction Coach Have students present Speaking and Listening Projects.

Week 21



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Unit: Reading Poetry

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .RL .2 .5, 3 .SL .1 .1Instruction CoachLesson 7: Reading Poetry● Student Edition pp. 119–123● Teacher’s Manual pp. 96–101,

108–109Skills✔Recognize Elements of Poetry✔Engage in Collaborative

Discussions

Listen and LearnThe Pied Piper of HamelinIntroduce poetry and discuss questions, TM p. 97, focusing on the Essential Question, How do poems tell stories and communicate feelings about the world? Then read the excerpt from The Pied Piper of Hamelin with students.

DIFFERENTIATION OPTIONS● Instruction Coach Teach the

features of poetry in The Pied Piper of Hamelin, noting and listing features including stanzas, rhyme, and rhythm.

● Instruction Coach Reread The Pied Piper of Hamelin, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Instruction Coach Use Speaking and Listening Project, TM pp. 108–109, during this unit.

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .RL .2 .5, 3 .RF .3 .3, 3 .L .3 .4 .aInstruction CoachLesson 7: Reading Poetry● Student Edition pp. 120–125● Teacher’s Manual pp. 98–103Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Context Clues✔Ask and Answer Questions✔Letter-Sound Correspondence

Listen and LearnThe Pied Piper of HamelinReread the poem with students using Think Alouds. Use the Ask and Answer Questions Think Aloud to focus strategy instruction, TM p. 100. Then have students complete the Comprehension Check, SE p. 124.


Pied Piper of Hamelin, SE pp. 120–123, noting and completing the list of features of poetry.


● Instruction Coach Teach Word Analysis, TM p. 101, to address letter-sound correspondences.

LESSON FOCUSLAFS: 3 .RL .1 .1, 3 .RL .2 .5, 3 .SL .1 .1, 3 .L .3 .4 .aInstruction CoachLesson 7: Reading Poetry● Student Edition pp. 124–130● Teacher’s Manual pp. 102–105Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Context Clues✔Ask and Answer Questions✔Engage in Collaborative

DiscussionsShare and LearnShenandoah/The Wind/AutumnPreview Vocabulary, SE p. 125. Then have students read and discuss the poems, SE pp. 126–130.

DIFFERENTIATION OPTIONS● Instruction Coach Review Ask

and Answer Questions with The Pied Piper of Hamelin and guide students through the Comprehension Check, SE p. 124.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Shenandoah and Autumn to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 14–16 and identify the features of poetry also used in The Pied Piper of Hamelin, Shenandoah, The Wind, and Autumn.

LESSON FOCUS LAFS: 3 .RL .1 .1, 3 .RL .2 .4, 3 .RL .2 .5, 3 .W .2 .4, 3 .SL .1 .1Instruction CoachLesson 7: Reading Poetry● Student Edition pp. 126–132● Teacher’s Manual pp. 104–106Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Nonliteral Language✔Ask and Answer Questions✔Engage in Collaborative

Discussions✔Write about Literature

Share and LearnShenandoah/The Wind/AutumnHave students continue to read and discuss the poems. Then have students respond to the Anchor Standard Discussion Question and Comprehension Check, SE pp. 131–132.

DIFFERENTIATION OPTIONS● Instruction Coach Reread

Shenandoah, The Wind, and Autumn, guiding students to ask and answer questions based on evidence in the text.

● Instruction Coach Reread Shenandoah, The Wind, and Autumn and guide students as they identify the features of poetry.


LESSON FOCUS LAFS: 3 .RL .1 .1, 3 .RL .2 .5, 3 .W .2 .4Instruction CoachLesson 7: Reading Poetry● Student Edition pp. 120–123,

126–130● Teacher’s Manual pp. 104–106Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Elements of Poetry✔Write about Literature

RereadThe Pied Piper of Hamelin, Shenandoah, The Wind, or AutumnHave students choose a poem and write a paragraph responding to the Essential Question, How do poems tell stories and communicate feelings about the world? Tell them to use two examples of features of poetry to support their response.


through the Anchor Standard Discussion Question, SE p. 131. Point out that the question is about nonliteral language.


Week 22



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LESSON FOCUSLAFS: 3 .RL .2 .5, 3 .SL .1 .1Instruction CoachLesson 7: Reading Poetry● Instruction Coach Independent


Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Engage in Collaborative

Discussions

Read On Your OwnWho Has Seen the Wind?/Afternoon on a Hill/From a Railway CarriageHave students read the poems at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify the features of poetry in the poem or poems they read and explain them to each other.

LESSON FOCUSLAFS: 3 .RL .2 .5Support CoachLesson 3: Poetry● Student Edition pp. 55–56, 58–60,


52–55Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Visualize

Read On Your OwnMy Little Neighbor/TravelDiscuss Poetry and the skills that will be reviewed, SE p. 55. Review Visualize, SE p. 56. Read the poems (first read) . Have students complete the Visualize Chart, SE p. 213.


p. 56. Reread My Little Neighbor and Travel using the first read annotations to focus on visualize. Guide students to complete the Visualize Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 52. Help students use illustrations to visualize what is happening in the poems.

LESSON FOCUSLAFS: 3 .RL .2 .5Support CoachLesson 3: Poetry● Student Edition pp. 57–61, 214● Teacher’s Manual pp. 51–55Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Close Reading

Read On Your OwnMy Little Neighbor/TravelReview Structure, Rhyme, and Rhythm, SE p. 57. Read the poems (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 214.


p. 57. Reread My Little Neighbor and Travel using the second read annotations to focus on structure, rhyme, and rhythm. Guide students to complete the relevant questions on the Close Reading Worksheet.

● Support Coach Focus on regular and irregular plural forms in My Little Neighbor and Travel using Word Study, TM p. 53. Preview Vocabulary, SE p. 61.

LESSON FOCUSLAFS: 3 .RF .4 .4 .c, 3 .W .2 .4, 3 .L .3 .4 .aSupport CoachLesson 3: Poetry● Student Edition pp. 58–61, 214● Teacher’s Manual pp. 52–55Skills✔Context Clues✔Close Reading✔Write about Literature

Read On Your OwnMy Little Neighbor/TravelRead the poems (third read) . Then have students complete the Close Reading Worksheet. SE p. 214. Follow with Vocabulary, SE p. 61.




● Performance Coach Use Discussion Questions, TE p. 6. Review the features of poetry. Have students respond to one of the Discussion Questions in writing, based on one of the poems they have read.

LESSON FOCUSLAFS: 3 .RL .1 .2Support CoachLesson 3: Poetry● Student Edition pp. 62, 64–66, 215● Teacher’s Manual pp. 56, 58–61Skills✔Paraphrase✔Close Reading

Read On Your OwnThe Fly/The Land of CounterpaneReview Paraphrase, SE p. 62. Read the poems (first read) . Have students complete the relevant questions on the Close Reading Worksheet, SE p. 215.


p.62. Reread The Fly and The Land of Counterpane using the first read annotations to focus on Paraphrase. Guide students to complete the relevant questions on the Close Reading Worksheet.

● Support Coach Use the questioning techniques in Supporting Struggling Learners, TM p. 56, to help students in paraphrasing The Fly and The Land of Counterpane.

Week 23



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Week 24


LESSON FOCUSLAFS: 3 .RL .2 .4, 3 .L .3 .5 .a, 3 .L .3 .5 .cSupport CoachLesson 3: Poetry● Student Edition pp. 63–67, 216● Teacher’s Manual pp. 57–61Skills✔Nonliteral Language✔Shades of Meaning

Respond to TextThe Fly/The Land of CounterpaneReview Nonliteral Language, SE p. 63. Read the poems (second read) . Then have students complete the Nonliteral Language Chart, SE p. 216, and Vocabulary, SE p. 67.


SE p. 63. Reread The Fly and The Land of Counterpane using the second read annotations to focus on nonliteral language. Guide students to complete the Nonliteral Language Chart.


● Support Coach Have students choose a pair of words that are synonyms or nearly synonyms, like tiny and little, and explain how their meanings differ.

LESSON FOCUSLAFS: 3 .RL .1 .2, 3 .RL .2 .5, 3 .W .2 .4Support CoachLesson 3: Poetry● Student Edition pp. 64–66, 68–72,

215● Teacher’s Manual pp. 58–64Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Visualize✔Paraphrase✔Close Reading✔Write about Literature

Respond to TextThe Fly/The Land of CounterpaneRead the poems (third read) . Then have students complete the Close Reading Worksheet, SE p. 215. Follow with Respond to Text, SE pp. 68–69.



● Support Coach Have students read (first read) The Moon, SE pp. 70–72.

● Performance Coach Use Language Spotlight, SE p. 16 and TE p. 7, to explore shades of meaning in words. Have students choose a pair of words that are synonyms or nearly synonyms and use the words in a sentence or short paragraph that shows the difference in their meanings.

LESSON FOCUSLAFS: 3 .RL .2 .4, 3 .RL .2 .5, 3 .W .2 .4, 3 .L .3 .5 .aSupport CoachLesson 3: Poetry● Student Edition pp. 68–72● Teacher’s Manual pp. 62–64Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Nonliteral Language✔Write about Literature

Respond to TextReview SE p.68–69 and discuss the writing task on p. 68 before students draft and complete their writing.



● Support Coach Have students read (second read) The Moon, SE pp. 70–72.

REVIEWLAFS: 3 .RL .1 .1, 3 .RL .1 .2, 3 .RL .2 .4, 3 .RL .2 .5, 3 .L .3 .4 .a, 3 .L .3 .5 .aInstruction CoachLesson 7: Reading Poetry● Student Edition p. 119● Teacher’s Manual p. 97Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Context Clues✔Nonliteral Language

Listen and LearnReview and discuss the Essential Question on TM p. 97 and the following focus skills:• identifying poetry and its features• using context clues to identify

meaning • interpreting nonliteral language


read (third read) The Moon and do the Comprehension Check, SE pp. 73–74.

● Performance Coach To review the features of poetry, have students complete the Lesson Practice, SE pp. 20–22 (items 1–5).

REVIEW AND ASSESS OPTIONS:Instruction Coach Benchmark Assessment 3Support Coach Quiz 3

Skills✔Poetry: Structure, Rhyme, and

Rhythm✔Nonliteral Language✔Context Clues✔Shades of Meaning

Support Coach Lesson 3: Poetry● Student Edition pp. 73–74● Teacher’s Manual p. 64Read on Your OwnThe MoonReview Comprehension Check, SE p. 73–74. Have students share answers and discuss the text, pointing out evidence for their responses.

DIFFERENTIATION OPTIONS● Instruction Coach Review answers

to Benchmark Assessment 3 with students.




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Week 25

Unit: Reading Technical Texts

LESSON FOCUSLAFS: 3 .RI .2 .5, 3 .RI .3 .7, 3 .SL .1 .1Instruction CoachLesson 8: Reading Technical Texts● Student Edition pp. 133–137● Teacher’s Manual pp. 110–115Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Engage in Collaborative Discussion

Listen and LearnUsing the InternetIntroduce technical texts and discuss questions, TM p. 111, focusing on the Essential Question, How do technical texts make information easier to understand? Then read Using the Internet with students.

DIFFERENTIATION OPTIONS● Instruction Coach Teach technical

text features in Using the Internet, noting and listing text features, including page design.

● Instruction Coach Reread Using the Internet, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

LESSON FOCUSLAFS: 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8, 3 .RF .3 .3 .cInstruction CoachLesson 8: Reading Technical Texts● Student Edition pp. 134–139● Teacher’s Manual pp. 112–117Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Cause and Effect✔Decode Multisyllable Words

Listen and LearnUsing the InternetReread the passage with students using Think Alouds. Use Cause and Effect Think Aloud to focus strategy instruction, TM p. 114. Then have students complete the Comprehension Check on Cause and Effect, SE p. 138.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Using

the Internet, SE pp. 134–137, noting text features and their purposes. Complete the list of text features used.


● Instruction Coach Teach Word Analysis, TM p. 113, to address multisyllable words.

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8, 3 .SL .1 .1Instruction CoachLesson 8: Reading Technical Texts● Student Edition pp. 138–144● Teacher’s Manual pp. 116–119Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Ask and Answer Questions✔Cause and Effect✔Engage in Collaborative Discussion

Share and LearnMigration of Loggerhead TurtlesPreview Vocabulary, SE p. 139. Then have students read and discuss the passage, SE pp. 140–144.

DIFFERENTIATION OPTIONS● Instruction Coach Review cause

and effect in Using the Internet and guide students through the Comprehension Check, SE p. 138.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Migration of Loggerhead Turtles to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 100–103 and identify the graphic features also used in Using the Internet and Migration of Loggerhead Turtles.

LESSON FOCUS LAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8, 3 .SL .1 .1Instruction CoachLesson 8: Reading Technical Texts● Student Edition pp. 140–146● Teacher’s Manual pp. 118–120Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Ask and Answer Questions✔Cause and Effect✔Engage in Collaborative Discussion

Share and LearnMigration of Loggerhead TurtlesHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 145–146.

DIFFERENTIATION OPTIONS● Instruction Coach Reread

Migration of Loggerhead Turtles, guiding students to note cause and effect. Create a cause and effect chart.

● Instruction Coach Reread Migrations of Loggerhead Turtles and guide students as they unpack the text features.


LESSON FOCUS LAFS: 3 .RI .2 .5, 3 .RI .3 .7, 3 .W .1 .2Instruction CoachLesson 8: Reading Technical Texts● Student Edition pp. 134–137,

140–146● Teacher’s Manual pp. 111, 120Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Write about Informational Text

RereadUsing the Internet or Migration of Loggerhead TurtlesHave students choose a passage and write a paragraph responding to the Essential Question, How do technical texts make information easier to understand? Tell them to use two examples of text features to support their response.


through Anchor Standard Discussion Questions, SE p. 145. Point out that the first question is about cause and effect; the second question is about text features.




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Week 26


LESSON FOCUSLAFS: 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8, 3 .SL .1 .1Instruction CoachLesson 8: Reading Technical Texts● Instruction Coach Independent


Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Cause and Effect✔Engage in Collaborative Discussion

Read on Your OwnSwimming with SharksHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.


Leveled Practice Resource Book Teach challenging vocabulary. Then students choose one word and write about its meaning in the text.

● Instruction Coach Independent Leveled Practice Resource Book Have students identify cause-and-effect relationships in the text and explain them to each other.

LESSON FOCUSLAFS: 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8Support CoachLesson 8: Technical Texts● Student Edition pp. 173–174,


158–163Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Steps in a Procedure

Read on Your Own Protecting Our Food SupplyDiscuss technical texts and the skills that will be reviewed, SE p. 173. Review Steps in a Procedure, SE p. 174. Read the passage (first read) . Have students complete the Sequence Chart, SE p. 235.


SE p. 174. Reread Protecting Our Food Supply using the first read annotations to focus on steps in a procedure. Guide students to complete the Sequence Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 158, 160. Help students see how to understand the sequence of steps and events in a text.

LESSON FOCUSLAFS: 3 .RI .3 .7Support CoachLesson 8: Technical Texts● Student Edition pp. 175–181, 236● Teacher’s Manual pp. 157–163Skills✔Charts✔Close Reading

Read on Your Own Protecting Our Food SupplyReview Charts, SE p. 175. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 236.


p. 175. Reread Protecting Our Food Supply using the second read annotations to focus on charts. Guide students to complete the relevant questions on the Close Reading Worksheet.

● Support Coach Focus on multiple-meaning words in Protecting Our Food Supply using Supporting ELLs, TM p. 161. Preview Vocabulary, SE p. 181.

LESSON FOCUS LAFS: 3 .RI .2 .4, 3 .W .1 .2Support CoachLesson 8: Technical Texts● Student Edition pp. 176–181, 236● Teacher’s Manual pp. 158–163Skills✔Technology Terms✔Close Reading✔Write about Informational Text

Read on Your Own Protecting Our Food SupplyRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 236. Follow with Vocabulary, SE p. 181.




● Performance Coach Use Discussion Questions, TE p. 34. Review the features of technical texts. Have students respond to one of the Discussion Questions in writing, based on one of the passages they have read.

LESSON FOCUS LAFS: 3 .RI .2 .5Support CoachLesson 8: Technical Texts● Student Edition pp. 182, 184–186,


166–169Skills✔Skim and Scan for Details

Read on Your Own All About VolcanologistsReview Skim and Scan for Details, SE p. 182. Read the passage (first read) . Have students complete the Skim and Scan Chart, SE p. 237.

DIFFERENTIATION OPTIONS● Support Coach Review Try

It, SE p. 182. Reread All About Volcanologists using the first read annotations to focus on skimming and scanning. Guide students to complete the Skim and Scan chart.

● Support Coach Use Supporting Struggling Learners, TM p. 166, to help students identify the central idea.



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Week 27


LESSON FOCUSLAFS: 3 .RI .2 .5, 3 .L .3 .4 .cSupport CoachLesson 8: Technical Texts● Student Edition pp. 183–187, 238● Teacher’s Manual pp. 165–169Skills✔Text Features✔Using Roots to Determine the

Meaning of Unfamiliar Words✔Close Reading

Respond to Text All About VolcanologistsReview Text Features, SE p. 183. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 238. Follow with Vocabulary, SE p. 187.

DIFFERENTIATION OPTIONS● Support Coach Review Try

It, SE p. 183. Reread All About Volcanologists using the second read annotations to focus on text features. Guide students to complete the relevant questions on the Close Reading Worksheet.


● Support Coach Have students use one of the words they identified on SE p. 187 to write a sentence.

LESSON FOCUSLAFS: 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8, 3 .W .1 .2Support CoachLesson 8: Technical Texts● Student Edition pp. 184–186,

188–194, 238● Teacher’s Manual pp. 166–172Skills✔Steps in a Procedure✔Skim and Scan for Details ✔Close Reading✔Write about Informational Text

Respond to TextVolcanologistsRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 238. Follow with Respond to Text, SE pp. 188–189.



● Support Coach Have students read (first read) How the Mail Moves, SE pp. 190–194.

● Performance Coach Use Language Spotlight, SE p. 103 and TE p. 36, to teach domain-specific vocabulary. Have students choose a vocabulary word from All About Volcanologists to write about.

LESSON FOCUSLAFS: 3 .RI .2 .5, 3 .RI .3 .7, 3 .W .1 .2Support CoachLesson 8: Technical Texts● Student Edition pp. 188–194● Teacher’s Manual pp. 170–171Skills✔Charts✔Text Features✔Skim and Scan for Details ✔Write about Informational Text




● Support Coach Have students read (second read) How the Mail Moves, SE pp. 190–194.

REVIEW LAFS: 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8Instruction CoachLesson 8: Reading Technical Texts● Student Edition p. 133● Teacher’s Manual p. 111Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Steps in a Procedure✔Text Features

Listen and LearnReview and discuss the Essential Question on TM p. 111 and the following focus skills:• identifying technical texts• using and interpreting text features

(diagrams, photos, charts, etc.)• understanding cause-and-effect

relationships and sequence• locating information within the text.


read (third read) How the Mail Moves and do the Comprehension Check, SE pp. 195–196.

● Performance Coach To review technical texts, have students complete Lesson Practice, SE pp. 108–112 (items 1–5).


Skills✔Technical Texts, Headings, Use

Photos, Use Maps, Labels✔Steps in a Procedure✔Charts✔Text Features✔Technology Terms✔Using Roots to Determine the

Meaning of Unfamiliar Words

Support Coach Lesson 8: Technical Texts● Student Edition pp. 195–196● Teacher’s Manual pp. 172Read on Your OwnHow the Mail MovesReview Comprehension Check, SE pp. 195–196. Have students share answers and discuss the text, pointing out evidence for their responses.






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Week 28

Unit: Writing Informative/Explanatory Texts

LESSON FOCUSLAFS: 3 .W .1 .2, 3 .SL .1 .1Instruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 140–144,

147–148● Teacher’s Manual pp. 122–124Skills✔Write an Informative/Explanatory

Text✔Engage in Collaborative Discussion

Essential QuestionIntroduce writing informative/ explanatory texts and discuss questions, TM p.123, focusing on the Essential Question, How does an informative/explanatory text communicate information? Then read SE p. 148 with students.


p. 124, to introduce the purpose and audience for an informative/explanatory text.

● Instruction Coach Review Migration of Loggerhead Turtles, SE pp. 140–144, and identify and discuss the introduction, body, and conclusion of that text.

● Performance Coach Have accelerating students read SE pp. 194–196 for additional insight into research.

LESSON FOCUSLAFS: 3 .W .1 .2 Instruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 148–150● Teacher’s Manual pp. 124–126Skills✔Write an Informative/Explanatory

Text✔Introduce a Topic✔Use Supporting Details

Analyze a Mentor TextRead aloud the Mentor Text using the annotations. Help students analyze the text and mark it up as noted.

DIFFERENTIATION OPTIONS● Instruction Coach Use the graphic

on SE p. 148 to help students understand the characteristics and structure of an informative/explanatory text.

● Instruction Coach Have accelerating students identify the introduction, body, and conclusion of the Mentor Text.


LESSON FOCUSLAFS: 3 .W .1 .2, 3 .L .3 .4 .dInstruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 149–152● Teacher’s Manual pp. 125–127Skills✔Write an Informative/Explanatory

Text✔Introduce a Topic✔Use Supporting Details✔Use Glossaries and Dictionaries

Analyze a Mentor TextVocabulary StudyDiscuss the Think About It questions, TM p. 126. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 151.


Glossary in the SE and show students how to use it. Help students find the entries for main idea, supporting details, and topic.

● Instruction Coach Review the Writing Process, SE p. 152, for students who need extra support.

LESSON FOCUS LAFS: 3 .W .1 .2, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .W .3 .7, 3 .W .3 .8Instruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 152–157● Teacher’s Manual pp. 128–130Skills ✔Write an Informative/Explanatory

Text✔Use Supporting Details✔Use Research to Write About a

Topic

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 153–154, 156 using the annotations. Students complete SE pp. 155, 157.

DIFFERENTIATION OPTIONS● Instruction Coach Take a deeper

dive into SE pp. 154–157 with students who need extra support as they use the research provided to complete the Try It activities.

● Instruction Coach Have students work in pairs or small groups to generate questions about the Great Wall topic. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

LESSON FOCUS LAFS: 3 .W .1 .2, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6Instruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 158–161● Teacher’s Manual pp. 131–132Skills✔Write an Informative/Explanatory

Text✔Organize the Topic, Main Idea, and

Supporting Details

Writing Process: Steps 2, 3 Read SE p. 158 with students to help them understand how the writer of the Mentor Text organized the introduction (introducing the topic and main idea), supporting paragraphs (containing details), and conclusion. Then read and discuss the drafting process before students begin to write.



● Performance Coach Have students complete Lesson Practice, SE pp. 202–208 (items 1–5).



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Unit: Writing Informative/Explanatory Texts

LESSON FOCUSLAFS: 3 .W .1 .2, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .3 .6Instruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 160, 162–165● Teacher’s Manual pp. 132–134Skills✔Write an Informative/Explanatory

Text✔Use Linking Words and Phrases

Writing Process: Steps 3, 4With students, read the Writer’s Craft section, SE p. 160. Have students share their efforts to use linking words. Then read SE pp. 162–165.


who need extra support with SE p. 164–165, spend less time on pp. 162–163. Model responses for the Try It sections.


LESSON FOCUSLAFS: 3 .W .1 .2, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .3 .5 .a, 3 .L .3 .5 .cInstruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 162–167● Teacher’s Manual pp. 133–135Skills✔Literal and Nonliteral Language✔Revise an Informative/Explanatory

Text

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE p. 166–167.

DIFFERENTIATION OPTIONS● Instruction Coach Identify

sentences that students should revise in order to improve the introduction, the body, and/or the conclusion. Provide students with support as they revise.

● Performance Coach Have students complete the Lesson Practice, SE pp. 219–222 (items 1–5).

LESSON FOCUSLAFS: 3 .W .1 .2, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .L .1 .1 .i, 3 .L .1 .1 .jInstruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 166–171● Teacher’s Manual pp. 135–136Skills✔Edit an Informative/Explanatory

Text✔Coordinating and Subordinating

Conjunctions✔Sentence Structure

Writing Process: Steps 5, 6Read SE pp. 168–169. Provide time for students to finish revising and begin editing.


read aloud portions of their writing. Model think alouds about the introduction, the body, and/or the conclusion, to demonstrate how to talk about writing.

● Instruction Coach For students who need extra support, review coordinating and subordinating conjunctions.

LESSON FOCUS LAFS: 3 .W .1 .2, 3 .W .2 .4, 3 .W .2 .5, 3 .W .2 .6, 3 .W .4 .10, 3 .L .1 .1 .i, 3 .L .1 .1 .jInstruction CoachLesson 9: Writing Informative/Explanatory Texts● Student Edition pp. 168–172● Teacher’s Manual pp. 136–137Skills✔Write an Informative/Explanatory

Text✔Coordinating and Subordinating

Conjunctions✔Sentence Structure

Writing Process: Steps 6, 7Read SE pp. 170–171. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 172.

DIFFERENTIATION OPTIONS● Instruction Coach Use SE

pp. 160–170 as a springboard for students to discuss strategies for improving specific sentences in their writing.

● Instruction Coach For students who need extra support, review sentence structure.

PUBLISH OPTIONS:Instruction CoachLesson 9: Writing Informative/Explanatory Texts● Teacher’s Manual p. 137Skills✔Write an Informative/Explanatory

Text




● Performance Coach Have accelerating students complete the Lesson Practice, SE pp. 219–225 (item 6).

Week 29



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Unit: Reading Scientific Nonfiction

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .SL .1 .1Instruction CoachLesson 10: Reading Scientific Nonfiction● Student Edition pp.173–176● Teacher’s Manual pp. 138–143Skills✔Scientific Nonfiction✔Engage in Collaborative Discussion

Listen and LearnHowling Wind, Swirling SnowIntroduce scientific nonfiction and discuss questions, TM p. 139, focusing on the Essential Question, What can we learn from articles about weather, animals, plants, and other science topics? Then read Howling Wind, Swirling Snow with students.

DIFFERENTIATION OPTIONS● Instruction Coach Teach and list

the features of scientific nonfiction in Howling Wind, Swirling Snow.

● Instruction Coach Reread Howling Wind, Swirling Snow and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Performance Coach Consider using Lesson 10, SE pp. 126–137, with accelerated students during this unit.

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .3 .8, 3 .L .3 .4 .b, 3 .L .3 .4 .cInstruction CoachLesson 10: Reading Scientific Nonfiction● Student Edition pp. 174–179● Teacher’s Manual pp. 140–145Skills✔Cause and Effect✔Scientific Nonfiction✔Root Words and Affixes

Listen and LearnHowling Wind, Swirling SnowReread the passage with students using think alouds. Use the Cause and Effect Think Alouds to focus strategy instruction, TM pp. 141, 142. Then have students complete the Comprehension Check on Cause and Effect, SE p. 178.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Howling

Wind, Swirling Snow, SE pp. 174–177, noting and completing the list of features of scientific nonfiction.


● Instruction Coach Teach Word Analysis, TM p. 141, to address root words and affixes.

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .3 .8, 3 .SL .1 .1Instruction CoachLesson 10: Reading Scientific Nonfiction● Student Edition pp. 178–184● Teacher’s Manual pp. 144–147Skills✔Cause and Effect✔Scientific Nonfiction✔Engage in Collaborative Discussion

Share and LearnGiants of the GrasslandPreview Vocabulary, SE p. 179. Then have students read and discuss the passage, SE pp. 180–184.

DIFFERENTIATION OPTIONS● Instruction Coach Review cause

and effect in Howling Wind, Swirling Snow and guide students through the Comprehension Check, SE p. 178.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Giants of the Grassland to reinforce meanings.

● Performance Coach Have students read SE pp. 126–128 to analyze texts across genres.

LESSON FOCUS LAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .3 .8, 3 .SL .1 .1, 3 .W .1 .2Instruction CoachLesson 10: Reading Scientific Nonfiction● Student Edition pp. 180–186● Teacher’s Manual pp. 146–148Skills✔Cause and Effect✔Scientific Nonfiction✔Engage in Collaborative Discussion✔Write about Informational Text

Share and LearnGiants of the GrasslandHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Question and Comprehension Check, SE pp. 185–186.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Giants

of the Grassland, guiding students to note cause and effect. Create a cause and effect chart.

● Instruction Coach Reread Giants of the Grassland and guide students as they identify features of scientific nonfiction.


LESSON FOCUS LAFS: 3 .RI .1 .1, 3 .W .1 .2Instruction CoachLesson 10: Reading Scientific Nonfiction● Student Edition pp. 174–177,

180–186● Teacher’s Manual pp. 139, 148Skills✔Scientific Nonfiction✔Write about Informational Text

RereadHowling Wind, Swirling Snow or Giants of the GrasslandHave students choose a passage and write a paragraph responding to the Essential Question, What can we learn from articles about weather, animals, plants, and other science topics? Tell them to use two examples of the features of scientific nonfiction to support their response.


through the Anchor Standard Discussion Question, SE p. 185.


Week 30



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LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .3 .8, 3 .SL .1 .1Instruction CoachLesson 10: Reading Scientific Nonfiction● Instruction Coach Independent


Skills✔Cause and Effect✔Scientific Nonfiction✔Engage in Collaborative Discussion

Read On Your OwnPlants That Fight Back!Have students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.


Leveled Practice Resource Book Teach challenging vocabulary. Then students choose one word and write about its meaning in the text.

● Instruction Coach Independent Leveled Practice Resource Book Have students identify cause-and-effect relationships in the text and explain them to each other.

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .3 .8Support CoachLesson 7: Scientific Nonfiction● Student Edition pp. 151–152,


138–143Skills✔Cause and Effect✔Scientific Nonfiction

Read On Your OwnTarantulasDiscuss scientific nonfiction and the skills that will be reviewed, SE p. 151. Review cause and effect, SE p. 152. Read the passage (first read) . Have students complete the Cause and Effect Chart, SE p. 231.


p. 152. Reread Tarantulas using the first read annotations to focus on cause and effect. Guide students to complete the Cause and Effect Chart.

● Performance Coach Have accelerating students read SE pp. 62–64 and identify the text structures of Tarantulas.

LESSON FOCUSLAFS: 3 .RI .3 .7Support CoachLesson 7: Scientific Nonfiction● Student Edition pp. 153–159, 232● Teacher’s Manual pp. 137–143Skills✔Diagrams and Photos✔Close Reading

Read On Your OwnTarantulasReview Diagrams and Photos, SE p. 153. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 232.


p. 153. Reread Tarantulas using the second read annotations to focus on diagrams and photos. Guide students to complete the relevant questions on the Close Reading Worksheet.

● Support Coach Focus on multisyllable words and domain-specific terms in Tarantulas using Word Study and Supporting ELLs, TM pp. 139, 141. Preview Vocabulary, SE p. 159.


LESSON FOCUS LAFS: 3 .RI .2 .4, 3 .W .1 .2Support CoachLesson 7: Scientific Nonfiction● Student Edition pp. 154–159, 232● Teacher’s Manual pp. 138–143Skills✔Science Terms✔Close Reading✔Write about Informational Text

Read On Your OwnTarantulasRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 232. Follow with Vocabulary, SE p. 159.



● Performance Coach Use Discussion Questions, TE p. 22. Have students respond to one of the Discussion Questions in writing, based on one of the passages they have read.

LESSON FOCUS LAFS: 3 .RI .1 .1Support CoachLesson 7: Scientific Nonfiction● Student Edition pp. 160, 162–164,


146–149Skills✔Draw Conclusions

Read On Your OwnThe Red PlanetReview Draw Conclusions, SE p. 160. Read the passage (first read) . Have students complete the Draw Conclusions chart, SE p. 233.


SE p. 160. Reread The Red Planet using the first read annotations to focus on drawing conclusions. Guide students to complete the Draw Conclusions chart.


Week 31



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LESSON FOCUSLAFS: 3 .RI .2 .5, 3 .RF .4 .4 .c, 3 .L .3 .4 .aSupport CoachLesson 7: Scientific Nonfiction● Student Edition pp. 161–165, 234● Teacher’s Manual pp. 145–149Skills✔Text Features✔Multiple-Meaning Words✔Close Reading

Respond to TextThe Red PlanetReview Text Features, SE p. 161. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 234, and Vocabulary, SE p. 165.


p. 161. Reread The Red Planet using the second read annotations to focus on text features. Guide students to complete the relevant questions on the Close Reading Worksheet.


● Support Coach Have students write a riddle using a multiple-meaning word pair.

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .3 .8, 3 .W .1 .2Support CoachLesson 7: Scientific Nonfiction● Student Edition pp. 162–164,

166–170, 234● Teacher’s Manual pp. 146–152Skills✔Cause and Effect✔Draw Conclusions✔Close Reading ✔Write about Informational Text

Respond to Text The Red PlanetRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 234. Follow with Respond to Text, SE pp. 166–167.



● Support Coach Have students read (first read) The Narwhal, SE pp. 168–170.

● Performance Coach Use Language Spotlight, SE p. 64 and TE p. 24, to teach real-life connections to vocabulary. Have students write about a real-life connection that helps them understand a word in one of the passages they have read.

LESSON FOCUSLAFS: 3 .RI .1 .1, 3 .RI .2 .5, 3 .RI .3 .7, 3 .W .1 .2, 3 .W .2 .4Support CoachLesson 7: Scientific Nonfiction● Student Edition pp. 166–170● Teacher’s Manual pp. 150–152Skills✔Diagrams and Photos✔Text Features✔Draw Conclusions✔Write about Informational Text




● Support Coach Have students read (second read) The Narwhal, SE pp. 168–170.

REVIEW LAFS: 3 .RI .1 .1, 3 .RI .1 .3, 3 .RI .2 .5, 3 .RI .3 .7, 3 .RI .3 .8Instruction CoachLesson 10: Reading Scientific Nonfiction● Student Edition p. 173● Teacher’s Manual p. 139Skills✔Cause and Effect✔Diagrams and Photos✔Text Features

Listen and LearnReview and discuss the Essential Question on TM p. 139 and the following focus skills:• identifying scientific texts and their

features• understanding cause-and-effect

relationships


read (third read) The Narwhal and do the Comprehension Check, SE pp. 171–172.

● Performance Coach To review features of scientific nonfiction, have students complete Lesson Practice, SE pp. 69–72 (items 1–5).

REVIEW AND ASSESS OPTIONS:Instruction Coach Benchmark Assessment 4Support CoachQuiz 7

Skills✔Cause and Effect✔Diagrams and Photos✔Text Features✔Science Terms✔Multiple-Meaning Words

Support Coach Lesson 7: Scientific Nonfiction● Student Edition pp. 171–172● Teacher’s Manual p. 152Read on Your OwnThe NarwhalReview Comprehension Check, SE p. 171–172. Have students share answers and discuss the text, pointing out evidence for their responses.



● Instruction Coach Review answers to Benchmark Assessment 4 with students.


Week 32

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